GRAPHICS LESSON PLAN TEMPLATE

Student Name: Matilda Anderson

ID: G00389729

Subject: Graphics Topic(s): Triangles

Pupil Year Group: 1st year No. of Pupils: 24
Lesson Number: 10 Length of lesson: 58
Date: 30/01/2023 Time of Lesson: 14.23

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Previous Knowledge

They have shown good understanding of the terminology involved in triangles and angles. They need
to improve their ability to problem solve a question, they need to take a question in broken down
steps. They understand how mirrors work but they have worked with minimal projected lines.

Previous Skills

They can construct triangles using compass and set square, sliding set squares need improvement,
they need to critically analyse measurements provided.

Teacher Observations

The students are capable of asking questions when they are confused. They enjoy a lesson that has a
bit of activity in it – they do not get too giddy which is handy. They need to develop more
independence when drawing.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson, and why these teaching KEY*
methodologies were selected- a justification.

Reading measurements RL
They need to become more familiar with analyzing difficult questions and breaking them
down. They can sometimes make the mistake of reading and applying the measurements
 incorrectly.

Key terminology
They need to improve their key terminology for reading questions. It will be relevant when
they are doing the exam and having to construct just from a written question.
NL
Practice drawing questions – Symmetry
They need to become more critical when drawing and self assessing, and some need aids to
help them to recognise it.

NL

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

4. LEARNING INTENTIONS, ASSESSMENT OF LEARNING & SUCCESS CRITERIA

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

1.8 Communicate the progression of ideas and thinking during the course of an activity using a
variety of media

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will
be enabled to: Think, pair share Students answer the
socratic questioning C
Monitoring the groups randomly
Brainstorm the variety of
symbols/measurements they Hints provided through Students make educated
encounter miming guesses on how it will A
impact the way you draw

Randomised questioning
Students write on the
– student ability to
board the key notes. PM
narrate teacher demo

2.10 Understand the properties of geometric objects and surfaces

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Students can point out
be enabled to: the key terms in the

Rapid questioning around classroom.

React to topic specific terminology in a the class C

randomized quiz. Students can correct the

teacher on their
Randomized questioning
terminology usage Friere A

Fist to five – do they Students correctly

understand the answer annotate their drawings
from the person?
with the key terms. C

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
be enabled to: Students complete the PM
bear with neatness and
Peer assessment of work
Manipulate their tools to construct measurement accuracy
using printed Bear
accurate construction lines and
mirroring of questions.
Students can point out if
Visual assessment
something is symmetrical PM
or not.
Observation and
monitoring
Students correctly
demonstrate how to
manage their set squares
for parallel lines. C

They break down using

sliding set squares into 5 PM
steps.

Students are confident

 enough to complete a A
question for homework.

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

5min Orderly entrance and roll call. Students enter classroom and begin G
the reading measurements
Sanitizing hands worksheet worksheet. MA

Taping pages down

Collect books and folders

Skinner

10 1min Teacher introduces the

lesson intentions
(15min)
 Reading measurements
 Key terminology
 Mirroring

1 and 2 min Students work on their N

own and then together to
brainstorm G
2min. Teacher asks for the
 the different ways they are CL
suggestions from the students
given measurements –
using the book for clues
 How they would complete
it
4min. projects the work on the
board using visualiser

LESSON SEQUENCE (MIDDLE)

12min 1min

 Asks students to copy the

constructions and draw
them on the sheet.
(27min)  What are the arrows
5min. Students work with the
pointing at?
Measurement worksheet
 What is parallel
 What is perpendicular
  Could I use the compass?
 Could I use the sliding set
squares? G
 Can I remember the steps
to the sliding set squares?
 What are these symbols
conveying?

2min. Teacher asks 3 volunteers in
the class come up and they will
need to mime it to the group, or
draw. UDL
Demonstrates the solution and
improvements
CL
3min. Students try to guess the
keywords within 2min with
explainations and if they all MA
understand it at the end of the
activity with no teacher input they
get a happy face on the whiteboard
(one learning intention achieved).
Vygotsky peer learning - PBL

15min If students achieved previous Students provide explanation when MA

learning intention they get to play asked how to do it correctly
the board game – randomized CL
choice of activity
(42min)  Drawing question Speed
challenge in groups of 3
(Most likely to occur)
 Chinese whispers
pictionary edition (must
reach the end of the row)
(least likely)
 Create drawing question
that uses bisection, equal
segments and protractor 3
angles – they need to
justify why theirs is the
best design. (Second most
likely)

Visual assessment

Differentiation language for the

weaker students
 Teacher needs to keep recapping
how the games are reinforcing the

10min 5min. Teacher breakdown of Students follow the teacher as the

symmetry Bear Question puzzle question progresses – notes
keywords
 Projection lines
perpendicular to centerline G
(52min)  Use compass to copy
measurement
 Label points MA
Students draw the question while
 Keep how to use the the 4 puzzles are passed around the
compass as a focus classroom.
Check confidence with fist to five

Visual assessment and trouble

shooting

CLOSURE (END)

8min Teacher signals the end of the Reinforcement. Students exit the MA
lesson by summarizing their classroom in single file and they
achievements. Remind of must state a learning outcome.
homework – find 5 things at home
that are symmetrical and where SEN
the axis is.
Inclusivity
Signposts for tomorrow – Logo’s
with more complex measurements.
Speed test symmetry to complete
question.

*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

Textbook – Discover Graphics Seán Costello + Thomas Sheppard

Visualiser

https://wheelofnames.com/

Bear worksheet

Lazer Printed Bear Puzzle

Whiteboard with keywords hidden on it.

Exercise sheet with measurements.

Exercise sheet with parallel lines