STEPP Lesson Plan Form

Teacher: Chandon Hammersmith

School:
Rocky Mountain High School
Content Area: Art

Date: 10/1/15
Grade Level: 9-12

Title: Canopic Jars- Demo and Work

#:_2_ of _3_

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson

(Write Content Standards

1. Observe and Learn to Comprehend

3. Invent and Discover to Create

Understandings: (Big Ideas)

The visual arts serve multiple functions such as enlightenment, education, therapy, and
entertainment.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)
1. How can information be shared artistically?
2. How does creating art differ from viewing art?
3. What problem-solving skills are employed in making works of art?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
1. Using plaster strips, the student will be able to create a Canopic jar that relates to
them personally.
2. Using multimedia, students will be able to sculpt an animal that is also a Canopic
jar.
I can:
a. Create works of art representing personal narratives that use new media (DOK 1-4)

This means:
Students can recognize, interpret, and validate that the creative process builds on
the development of ideas through a process of inquiry, discovery, and research.
Students can create a Canopic jar that is personal to them.
Colorado State University College of Applied Human Sciences

Page 1

STEPP Lesson Plan Form

List of Assessments: (Write the number of the learning target associated with
each assessment)
Have students made a connection to their animals? (DOK 1-3)
Was the animal that the student is making part of their sketchbook plans? (DOK 14)

Colorado State University College of Applied Human Sciences

Page 2

STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?

Canopic Jars

Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures

Students will look at pictures of animals. Students will be continuing

ideation activity from previous class period. Students wrote about four
important people in their lives, including characteristics. Next they had
to associate each character with an animal that relates to the chosen
characteristics.

One class period

Plaster strips
Water
Bottle/Jar
Newspaper
Tape
Foil
Cardboard

Demo
Teacher will perform demo on how to make the animal head and attach
to a jar to hook students in and teach the process.

1. Attendance

Colorado State University College of Applied Human Sciences

Page 3

STEPP Lesson Plan Form

(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

2. Introduction
Allow students to get settled and gather materials for which
project they are working on.
3. Canopic Jar Demo
A. Teacher uses foil, cardboard, and newspaper to create the
shape of chosen animal head. Use tape to secure and hold
shape. Animal head choice must have been planned in one of the
previous sketchbook sketches.
B. Dip plaster strips in water, squeegee between two fingers
C. Start layering plaster strips onto the formed newspaper,
cardboard, foil, and tape.
D. Add any body parts like legs, feet, arms, or wings onto the
bottle with given materials.
E. Cover the bottle in plaster strips.
F. Using masking tape, tape the plaster animal head to the neck
of the bottle and cover seam with plaster strips.
G. Continue covering and smoothing out plaster strips until
desired animal shape is reached.
4. Student work time for the remainder of class, plus additional days.

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to

Clean Up Groups
Clean up groups are assigned everyday on the front board. Students
will see their corresponding number and perform required cleaning
duty.

Colorado State University College of Applied Human Sciences

Page 4

STEPP Lesson Plan Form

consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

Extend:
Students can cut out cardboard details before adding plaster strips to
ensure challenging aspect.
Modify:
Students can create a cartoon animal versus a realistic animal.
While students are working teacher will walk around and discover:
Have students made a connection to their animals?
Was the animal that the student is making part of their sketchbook
plans?

Colorado State University College of Applied Human Sciences

Page 5

STEPP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)
For this lesson, the objectives were for students to learn visually through a
demonstration, and take the knowledge to work on their own projects. This
lesson required a personal connection and deeper meaning, which enabled
the students to get more involved in the project. The students reached the
objective of making in progress Canopic jars. Some students did not
complete all four of the required sketches by the beginning of class, so some
students got marked down on points.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
In the future lessons, I would make multiple animals ahead of time, each at different
steps of the processes for additional examples. This could show students why they
need all the steps to complete the hand-building process of armatures.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
After this lesson, the students will continue to practice work and continue to
create art. This is the last project for the term and ideation was a large
portion of it. Now that the research and planning is done, the students will
focus on building and craftsmanship in the following lesson. For the next
lesson I teach, I envision more skillful demonstrations. This lesson was
perfect for my first, smaller lesson but I can see myself going further, digging
deeper, and teaching more extensive lessons.

Colorado State University College of Applied Human Sciences

Page 6