GRAPHICS LESSON PLAN

Student Name: Katelyn Fleming

ID: G00366994

Subject: Graphics Topic(s): Developments

Pupil Year Group: 2nd Year No. of Pupils: 12
Lesson Number: 2 Length of lesson: 80mins
Date: 24th November 2021 Time of Lesson: 10:20- 11:40

1. PREVIOUS KNOWLEDGE AND OBSERVATIONS

When using equipment some students also had difficulty using the T-square and set squares. For
example, not putting their set square on their T-square to draw vertical lines, T-square not flush
against their desk.

2. LESSON RATIONALE

Brief outline of why this content is the basis of the lesson KEY*

Helpful intro to developments. Students need to develop visualization and spatial reasoning NL
skills as well as relating linking 2D drawings to 3D shapes. The dice activity will help bridge
the gap between how the 2D represents a real 3D object.

*KEY: RL=Reinforced Learning, NL=New Learning

4. SUBJECT OUTCOMES (AS IDENTIFIED IN SUBJECT PLANNER) AND CORRESPONDING

LEARNING INTENTIONS & ASSESSMENTS

*KEY: C=Cognitive, PM=Psychomotor, A=Affective

 1.2 Analyse graphical information for the planning of a 2D solution

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Quickfire Questioning- Can explain the principles C
Individual open-ended of developments using
be enabled to:
questioning using the correct terminology
Identify and explain the principles of scaffolding - Aural
developments Assessment

1.9 Represent 3D information using 2D conventions

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Visual assessment of task Can demonstrate and PM
be enabled to: explain the construction C
Oral assessment of
Visualize the relation between 2D explanation with and re-development
drawings and 3D objects questioning
(unfolding) of the dice

1.12 Construct 2D solutions accurately in accordance with graphical conventions.

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Visual assessment of Can complete C
drawing development drawing
be enabled to:
accurately, applying
Implement principles of developments Peer assessment of knowledge of relevant
to reproduce drawing drawing question graphics principles
Explain the purpose of dashed lines Full class discussion with Explain the purpose of C
Socratic questioning and dashed lines using the 3D PM
individual feedback
cube/dice as a reference
point or example

5. THE LESSON

TIMELINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-8 Greet students at the door and
invite into the classroom
(equipment all on desks)
Take roll call and explain plan for
class using PowerPoint
Quickfire Questioning Recap-
Enter classroom and take assigned RL
seats.
Answer teacher and engage with
discussion of lesson plan.
Recall previous knowledge to
answer questions, explaining the
 previous learning of developments
with individual open-ended
questioning and scaffolding
Explain learning activity and
instruct students to begin- the dice
(2D to 3D)
Full class observation of activity,
helping students where necessary
and linking back to previous
learning
principles of developments. O
Listen carefully and begin activity, NL
asking questions where necessary
and applying new learning MA
Familiarise themselves with what
we done in last class and visualizing
folding the objects I told them to
bring in. O,G
Add key words to word sheet

Adding key words to the word wall L

as they arise

LESSON SEQUENCE (MIDDLE)

8- 50 Distribute differentiated Listen carefully and set up sheet O, G

worksheets, explaining what will
happen next
Interactive PowerPoint
presentation, step-by-step drawing
of worksheet question Questioning
and scaffolding throughout.
ready to draw
MA
Begin drawing sheets, following
step by step animated PowerPoint N
if assistance is needed and
engaging in class discussions on
different elements of the question

Full class observation of drawing,

assisting students and answering
O,CL
questions where necessary.

(Students who were finished

ahead- isometric sketching of cube) Students who were finished ahead- G
isometric sketching of cube
MA
Teacher then asks the students
finish up what they are doing and D
55-65
throw away any piece of scrap
papers they have around the
classroom.

Teacher will ask students to display

their cube/dice on a display shelf in
the classroom.
6-70

30 Second Summery Recap on key

learning & discuss the effectiveness
of teaching/ activities.
70-75 CL
 CLOSURE (END)

75-80 Outline plan for next lesson.
Invite students to leave in an
orderly fashion and return T-
Squares back on the window.
Exit class in orderly fashion, L,CL
returning T-Squares in the correct
place on the way out.

*KEY: L=Literacy, N=Numeracy, O=Oracy, G=Graphicacy, SEN=Special Educational Needs, MA=Mixed Ability,
CL= Cooperative Learning, GI=Gender Inclusion & MI=Multicultural Inclusion D= Differentiation

6. LIST OF TEACHING RESOURCES

PowerPoint on Developments

Dice cut out sheet

Scissors

Tape

Drawing Equipment

Whiteboard & marker

Word wall- key terms / words

Reflection:

 Communication was good- I am beginning to remember some of the names and addressing
students by their name makes the interaction more personal and friendly. Students seem to
respond better as you are directly speaking to them.
 Lesson ran very smoothly due to being prepared and having everything laid out.
 Time keeping very good- Got everything completed within the right time frame
 Recap at start and end of lesson- students engaged throughout lesson and enjoyed moving
onto the new topic of Developments.
 Some students still struggling with T-square & Set squares- Not putting their set squares on
T-square, T-square not flush with edge of table.
 Students enjoyed making 3D model of dice- gave them a greater understanding visualizing
2D to 3D.
 Students used hand-ups approach when asked a question- implementing rules and routines.
 Classroom management- no issue