Seton Hall University Lesson Plan-Effective Spring 2017 1

Lesson Rolling a slab Grade: 9-12

Title: Date: 02.19.18
Classroom/Lesson Context (please check the following that apply):

_x_ Whole Group ___ Small Group ___ One-on-One _x_ Students with IEPs/504s ___ ELL Students

____Struggling Learners ___ Other (Please Specify): _____________________________________________

Please specify the number of students: Lesson Number __1__ of __1___ lessons

_12_ Girls _6_ Boys

Focus Criteria Plan and Action

Essential What is a slab? How can we create one?

Question/Central
Focus
Content Standards NJCCCS: 1.3.12.D.5 - Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques,
styles, materials, and methodologies that are germane to a particular cultural style.
This standard is addressed in this lesson by teaching students the methodology of rolling slabs out of clay in order to prepare
students to create their own slab constructed ceramic piece reflecting their own style.

Lesson Objectives Students will be able to create a ¼” thick slab

Students will be able to determine which tools are necessary in order to create a slab on an exit slip

Academic Language Key Language functions:

and Supports Create and determine
Vocabulary:
Slab: a thin, even sheet of clay created on an even surface with a rolling pin and two straight edges
Rolling pin: wooden cylinder used to compress and flatten clay
Straight edges: sticks of even height that the rolling pin rests on to ensure evenly rolled slabs
Slab constructed piece- a ceramic piece created by combining slabs to create form
Wedging: to press and rotate the clay in a motion that removes air bubbles and mixes the clay evenly
Page 1
 Seton Hall University Lesson Plan-Effective Spring 2017 2

Compress: Pushing the clay down and together, forcing the particles of clay closer
Rib: shaped pieces of wood, metal, or plastic used for smoothing and compressing clay
Discourse:
Following a procedure to create a slab
Determining which tools are necessary in order to create a slab
Language supports:
I will provide students with multiple visual examples of slabs as well as slab constructed ceramic pieces. I will compare a slab
constructed piece to a gingerbread house to connect with students’ outside knowledge. I will ask the students comprehension
questions about the tools to remind them of their names and uses. The rolling pin and a set of straight edges will be on the table in
front of the students and are placed in labeled bins to ensure they remember the names of these tools. I will compare the slab
constructed ceramic piece to a geometric shape with faces so that students can connect the concept to other content areas. Students
will be given a worksheet describing the process of rolling out a slab that also includes the vocabulary taught in todays lesson. I
will go over this vocabulary verbally with students and will briefly review wedging. I will ask students what compressing means in
other contexts, and then will explain and model compressing with a rib for my students.
Materials/Resources Clay, rolling pins, straight edges, slab rolling procedure worksheet (attached), slab checklist (attached), bat, plastic bags, exit slip
(attached)

Technology PowerPoint (attached), projector, projector screen

Technology is integrated to support student learning by providing means of displaying multiple examples of vocabulary terms and
a means of demonstrating the the potential applications of slabs. The PowerPoint includes some examples of contemporary artists’
work, which serves as inspiration for the students’ work and shows students the level of craftsmanship they can aspire to.
Displaying artists’ work to students also allows for students to have an idea of what is being created in today’s working artist
community.

Prior Knowledge Classroom expectations for respect and participation

Classroom procedures for cleaning up
Students have been taught the names and uses of the tools
Students have been taught how to wedge and why we wedge
A Ceramic Pretest was completed by the students in a prior class. Three students indicated that they had some experience rolling
out a slab in a middle school ceramics class. These students will be asked to share what they know with the class and can try out
texturing tools or molds to expand their knowledge of slabs.
Classroom I will get to know each of my students and their interests, and integrate those interests into classroom discussion. I will ask my
Environment and students about their week/weekend. I will make them feel comfortable to share their experiences or ideas by sharing some of my
Learner Supports own art-related stories and encouraging students to share artwork they see in their every day life.
Judgmental comments or negativity will not be tolerated in my classroom.

Page 2
 Seton Hall University Lesson Plan-Effective Spring 2017 3

Students are expected to respect each other, myself, and the materials in the classroom. Students are made aware of this
expectation.
Students have a class binder that stays in the classroom in bins. All worksheets, rubrics, and passed back work goes into their
binders.
A bell rings 10 minutes prior to the class ending to inform students it is time to clean up.
Students who are easily distracted will be monitored and I will check in with them frequently during the work time and assess
whether they need to be redirected or if they need extra assistance.
Accommodations:
Students who either have trouble seeing the projector screen or require information repeated will be provided a copy of the
PowerPoint notes. I will repeat directions one-on-one to specific students as needed.
Students who recorded on their Ceramic Pretest that they have rolled out a slab once or twice before will be tasked with trying out
texturing tools or molds on their slab to further their knowledge and keep them engaged.
I chose these accommodations because they allow the information to be presented to students in multiple ways. Students who have
trouble listening can refer to the print out version of the PowerPoint and the worksheets. Students who have trouble processing
information will be given another opportunity to hear and understand the directions when I repeat them to the student one-on-one. I
allowed for the students who already had familiarity with rolling out a slab to try other tools so that they do not feel I am teaching
them something they already know, but they still have the opportunity to practice and refine their skills.
Modifications:
Students with specific learning disabilities will have the option to respond to the exit slip questions verbally. This allows for less
stress on the student and also provides a more accurate account of what they know.

Lesson Beginning I will greet my students as they walk in and instruct them to take out their binders. I will display the three methods of hand building
on the projector and remind my students that these are the three methods we will be working with this semester. I will ask students
which one of the hand building methods we have already learned.
I will tell my students that today we will be learning about the slab hand building method.
Lesson Body/ I will display the word slab on the board and ask my students if they have any prior knowledge about or word associations with
Teaching Strategies slabs. I will ask the students who indicated that they had rolled out slabs in a previous class to share what they know about slabs.
and Research I will display the definition of slab on the board.
Support I will display images of slabs being textured and point out to students where texturing tools are kept in the classroom
I will explain that the pony roller is used to apply texture to the slabs and I will ask a student to remind the class where the pony
rollers are kept
I will show students press molds and show students where molds are kept in the classroom. I will briefly explain how slabs are laid
on top of press molds and slowly pressed down until the image desired appears.
I will display some examples of slab constructed pieces on the board for students and explain to students that these are some of the
possible applications of slabs. I will compare a slab constructed piece to a gingerbread house.
I will pass out the slab rolling procedure worksheet to students and I will point out the key vocabulary section of the worksheet. I
will ask students to share what wedging is for the class. I will point out the definition of slabs for my students, and will ask my
Page 3
 Seton Hall University Lesson Plan-Effective Spring 2017 4

students what compressing means in other contexts. I will explain what compressing means in terms of ceramics and will model
compressing for my students.
I will ask that students gather around the center table while I model how to properly roll out a slab as well as how to determine
when you are done rolling out a slab. I will address the misconceptions of students who whack their slabs too hard initially and
remind students of the importance of compressing their slabs.
After I model the procedure, I will ask if there are any questions.
I will instruct students to begin rolling out their own slab, and I will talk with the students who have rolled out a slab in a prior
class. I will instruct these students individually to test out some texturing tools on their slab or to try out laying a slab in a mold.
Students will grab a handful of clay and the tools necessary and will return to their seats to roll out a slab. Some students will test
out texturing tools on their slab. The students will trim the slab into a shape of their choosing, and will wrap up their slab and put it
away in the proper cabinet.
Lesson End/Closure When there are 10 minutes left in class, a warning bell will ring to alert students that it is time to clean up.
Students will return tools to their proper bins and will wipe down their area.
I will pass out an exit slip for students to complete and turn in as they leave the room.
Assessment/ Students slabs will be assessed based on whether their slab met the criteria on the checklist
Evaluation Students also will be assessed based on their exit slip responses

Reflection I was pleased with how my students received the lesson and responded to the questions I posed. More than one student raised their
hand to answer the questions and I heard from a variety of students. One student who had rolled out a slab before was able to
demonstrate their knowledge and share out the tools needed in order to roll out a slab. The students were able to remember the tool
names and uses from a previous lesson, as well as the technique of wedging. When students were asked to gather at the center table
in order to watch the slab rolling demonstration, one student remained at the table and although the table was close, I felt it would
have been beneficial for the student to watch from a closer spot. The student missed some of the demonstration and needed further
clarification later on. I should have addressed this sooner and asked the student to move closer during the demonstration to avoid
later confusion. Another part I would have changed in my lesson is that I would have emphasized that the students will need two
straight edges, a rolling pin AND a rib. I feel like I mislead my students by leaving out the fact that they will need a rib in order to
roll out a slab during the demonstration. This is reflected in the fact that three of my students did not include a rib in the second
question on the exit slip that asked about which materials you need in order to roll out a slab. When I teach this lesson again, I will
make sure to emphasize that the students need two straight edges, a rolling pin, and a rib in order to roll out a slab. Additionally, in
my demonstration, I would model how to trim the slab and wrap it up in plastic to ensure that my students do this correctly. Only
one of my students did not wrap up the slap correctly, but I still feel this is an essential skill that the students need to remember and
seeing it done properly would benefit them for future projects. The students’ slabs were successful and only one student received a
3/5 on the checklist. I will point out what the student should do differently next time when I pass the checklists back to make sure
the student understands the procedure. Overall, the lesson went smoothly and the students obtained the knowledge about how to
roll out a slab that will help them create their next project.

Page 4
 Seton Hall University Lesson Plan-Effective Spring 2017 5

Slab rolling procedure

1. Grab a hunk of soft clay Key Vocabulary:

2. Wedge the clay and form into a cylinder Wedge: to press and rotate the clay in
a motion that removes air bubbles and
3. Place the clay between the two straight edges mixes the clay evenly
Slab: a thin, even sheet of clay
4. Whack the clay lightly with the rolling pin to slightly flatten it
Compress: Pushing the clay down and
5. While standing up and pressing down, roll the rolling pin over the clay together, forcing the particles of clay
closer
6. Repeat until the rolling pin touches both of the straight edges

7. Compress the clay with a rib by running the flat edge of the rib over the surface of the clay, pressing down slightly and dragging

towards the center.

Step 2. Step 5. Step 6. Step 7.

Exit Slip:
Page 5
 Seton Hall University Lesson Plan-Effective Spring 2017 6

Name:_____________________
Exit Slip

1. Define slab:

2. What tools do you need in order to roll out a slab?

______________________ ___________________________ __________________________

Slab Checklist

Page 6
 Seton Hall University Lesson Plan-Effective Spring 2017 7

Name: _________________ Class Period: _____

The slab is ¼” thick. ____

The slab is an even thickness throughout. ____

The entire surface of the slab was compressed with a rib. ____

The slab is trimmed to a shape. ____

The slab is properly wrapped up and stored. ____

TOTAL: ____/5

Page 7