WOOD TECHNOLOGY LESSON PLAN

Student Name: Thomas Quirke

ID: G00384491

Subject: Wood Technology Topic(s): Introduction and launch project

assignment.
Pupil Year Group: 1st Year No. of Pupils: 24
Lesson Number: 18 Length of lesson: 80 mins
Date: 2/2/23 Time of Lesson:

1. PREVIOUS KNOWLEDGE AND OSERVATIONS

I know the students will have previously used the ruler and try square in previous wood technology to
mark out a previous project..

The students have previously read a working drawing which will benefit them for marking out this
project.

The students will also know the health and safety related to the wood technology classroom.

2. LESSON RATIONALE

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

What you are including in this lesson (in brief):
1. Recap activity, to revise the previous
chapter the students covered with their
teacher.
2. Introduce learning intentions and key
words.
3. Step by step demonstration by the
teacher (Involving the students for
certain aspects of it).
4. Think pair share
5. Allow students time to complete work
themselves, and allow them refer to a
sample piece.
6. Peer Assessment
7. Rota for tidy up process
Why you are including it:
1. To gain an understanding of the RL
students’ knowledge of the
previous lesson
2. This is to set out a vision with the
NL
students as to what they should
have achieved by the end of the
lesson, the key words are to
ensure the students understand
the important information which
will be explained in the lesson.
3. To show the students the correct
method of marking out the
NL
project and act as scaffolding for
weaker students and ensure the
students understand the correct
process.
4. Encourage collaborative learning
 and assess the students’ NL
knowledge.
5. Encourage independence and
peer learning, the sample piece
will act as scaffolding for students
6. Encourage the students to learn NL
from each other.
7. To ensure all students contribute
to the tidy up process and ensure
all the equipment is put away
correctly. RL

*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

Learning outcome

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be This will be assessed by The students should C
enabled to: visual inspection. have the main body of
 The students should have the Peer assessment the accurately marked
main body of the airplane Peer Teach out.
marked out and ready for the .
processing of the project.

Learning outcome

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
The students should
At the end of this lesson the students will be Peer assessment have the two pieces A
enabled to: Visual inspection marked out.
The students should have the second piece of
the project marked out and ready for
processing.

Learning outcome

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Visual inspection The students should PM
 enabled to: Peer assessment use the marking out
Use the marking out equipment correctly equipment accurately
and accurately to mark out the project. to mark out their piece.

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-3 mins The teacher will welcome the class Students will enter the class in an O
at the door and monitor the organized manner and take their
students going to their desks. seats.

Students will listen attentively to

the teacher and respond to the roll
2-3 mins Teacher will take the roll call. O
call.

3-7 mins
The teacher will recap the previous L
Students will partake in the recap
lesson by asking the students activity.. O
higher and lower order questions.
(UDL) CL

LESSON SEQUENCE (MIDDLE)

7-10mins The teacher will introduce the The students will observe the O
learning intentions for the lesson teachers presentation.
and also the key words. (UDL) CL

The teacher will introduce the O

working drawing to the students The students will observe the
10-20 and explain the theory behind what presentation and answer any
they will be completing in that questions asked of them.
lesson. (UDL)

MA

20-35mins CL
The teacher will create a student
The students will contribute to the
and teacher step by step
 demonstration on how to mark out
the main body of the project under
the visualizer. (UDL) (Bandura)
35- 45
The teacher will create a think pair
share activity where the students
will discuss in pairs how they would
demonstrate the marking out
process if they were to peer teach
the class the process. (UDL)
Vygotsky) (Montessori)
45-55
The teacher will call on one pair to
explain the process to the rest of
their peers. (UDL) (Vygotsky)
55-65 The teacher will give the students
time to mark out their second
piece.
65-70
The teacher will ask the students to
peer assess their marking out work
using a rubric. (UDL) (Vygotsky)
If extra is
needed time
permitting
demonstration when asked. The O
students will follow along the step
by step demonstration to mark out
the first piece of the project.
MA
The students will work in pairs to
CL
create a list of steps they could
follow for marking out the second
piece of the project.
CL
The students will observe the peer
lead demonstration.
N
The students will use the time to
complete the activity.
The students will peer assess their
CL
peers work.
MA
we will The teacher will demonstrate to The students will observe the
the students how to remove the teacher demonstration carefully.
move onto
waste material from the top piece
the of their project.
processing
of the piece The students will use the time to
The teacher will give the students
time to complete the task on their complete the activity.
own project.

CLOSURE (END)

70-75 The teacher will give the students a The students will complete the L
worksheet to recap the lesson. recap activity
(UDL) N

75-80

The teacher will ask the students to O

follow the Rota to tidy back the
room and pack away their
belongings. (Skinner)
The students will follow the class
CL
Rota to put back all the equipment
correctly and prepare to leave the
 class in an ordinary manner.

*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.

6. LIST OF TEACHING RESOURCES

PowerPoint

Working Drawing

Rubric

Worksheet

Class Rules

Think Pair Share worksheet

6. LESSON REFLECTION

Q. What went well in this lesson, and why? (1 para)

When reflecting on this lesson the first aspect of the lesson which I felt went very well was the use of
the rubric for the peer assessment. I felt the students really engaged in the peer assessment and
enjoyed the process. I felt the competitive atmosphere in the classroom motivated the students to
participate as best they could in the lesson. The second aspect of the lesson I felt went very well was
the think pair share. I felt allowing the students time in pairs to discuss the process before asking one
pair to demonstrate the process worked very well as this encouraged each student in the class think
deeply about the topic. I felt the students in the class also enjoyed learning from their peers when on
pair gave the demonstration, The fact the students were in pairs also meant they were more
confident when it came to giving the demonstration. The final aspect of the lesson I felt wen very well
was the working drawing booklet provided to the students. I felt it was beneficial for the students to
see the drawing of the price they were marking out in front of them and I felt It acted as scaffolding
for weaker students as they could compare their piece to the drawing in front of them.

Q. What did not go as well as hoped, in this lesson, and why? (1 para)
 When reflecting on this lesson the first aspect of the lesson I felt didn’t go as well as I had planned
was the time management of my lesson. I felt I had over anticipated how much the students would fit
into the lesson and therefore the students didn’t get all I had planned to do completed in the class, I
do feel I reacted well to this situation in the class and adapted my lesson slightly. When reflecting on
the lesson however I feel I could have got more completed in the class If I applied a small bit more
pressure on the students to concentrate on the task they were completing. I felt the students spent
too long completing certain task which effecting the timing of the lesson.

Q. What might I do to improve this lesson, were I to deliver it again? (1para)

If I was to complete this lesson again I would ensure to manage my time better. First when
creating ,my lesson plan I would avoid trying to fit too much content into one lesson, when speaking
to my supervisor after the lesson he informed me sometimes less is more in terms of the students
would understand very much of the lesson if you were trying to fit too much content into a short
space of time. Secondly when reflecting on the lesson felt if I set the students time targets within the
lesson using a timer on the board would be beneficial as this would help focus the students on the
task they were completing during that lesson.

Q. What did I observe today, in general terms, that I need to follow up on, next class? (e.g. student
engagement, classroom management issues, poor/unwieldy entrance and exit from the
classroom, lighting in the room, visibility of the screen from the back of the room, absenteeism,
SEN challenges, H&S, etc.). Bullet points.

MEMOS

 3 girls gone to camogie match