GRAPHICS LESSON PLAN

Student Name: Conor Mc Cormack

ID: G00381930

Subject: Graphics Topic(s): polygons

Pupil Year Group:1 No. of Pupils: 24
Lesson Number: 1 Length of lesson: 40 minutes
Date: 22/11/22 Time of Lesson: 13:55-14:35

1. PREVIOUS KNOWLEDGE AND OSERVATIONS

 Students’ previous knowledge of angles will be essential when beginning Polygons.

 Their knowledge of triangles will be key as many methods within polygons contain the use of
triangles.
 Students past learning of basic constructions such as sliding set squares to complete this
topic.

2. LESSON RATIONALE

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

With the Graphics class previous topic being angles I feel the best topic to follow up on is
polygons as there is a key relationship between the two.

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

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

LEARNING INTENTIONS & ASSESSMENTS

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

Select 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 enabled to:  Reinforced  Students RL
1) Identify angles within real learning successfully
 world examples.  Student based answer questions
teaching relating to angles.
 Fist to five  Students are
confident in
informing the
educator on what
they previously
learned.
1.4 Appreciate the role of 2D graphics in the creation of solutions

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:  Name Game  Enabled to RL
2) Define a polygon and  Visual Inspection identify a polygon NL
appreciate the use of angles and acknowledge
within them. everyone's
characteristics
1.1 Visualise the manipulation of 2D shapes

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:  In-class quiz  Successfully NL
3) Comprehend how polygons  Summative identify polygons
help shape our world assessment within the real
world.

4. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-2 min The teacher announces for Students enter the room and CL
students to enter the room. collect equipment.

Allow students to enter the room

to collect drawing equipment if
need be.
2-4 min The educator introduces Students listen to the teacher’s CL
themselves and talks about what introduction and acknowledge the
college they qualify from, what educator’s professionalism.
they are qualified to teach. This
reassures students they are being
taught by a professional.

4-7 min Outline rules that are to be Students take note of what rules CL
followed within the technical are to be obliged by.
classroom. RL

7-8 min Take role on VS Ware and take Students raise their hand once a CL
note of where each student sitting name is called out.
within classroom (seating plan)

8-10 min The teacher will set expectations Students convey an insight as to O
and objectives for the students what is expected of them which
over the duration of placement. creates the foundation for learning. L

LESSON SEQUENCE (MIDDLE)

10-14 min Students will teach the educator Students teach topics to the CL
what an angle is. They must educator.
introduce the subject and what O
principles make up an angle (two
RL
lines)

14-17 min Teacher will introduce “name Students participate in “Name RL

game” (image put up on board and Game” to the best of their ability.
students write down type of angle) O

17-20 min The teacher gets students to define Students define different angles on RL
each angle of each set-square and the setsquares and identify angles
identify angles within the everyday in the real world. O
world.

20-24 min Introduce Polygons to students Students acknowledge polygons NL

through power-point slideshow. from power-point
G

24-25 min Make classroom aware first Students are aware of first Polygon NL
 polygon to go study is Pentagon

25-28 min Show class pre-made video tutorial
on how to construct a pentagon
Students name out characteristics NL
of Pentagon.
N
After they concentrate on how to
complete construction of pentagon

28-34 min Class attempts to complete Students begin question on NL

Pentagon using Method 1 pentagon N
G

34-36min Introduce students to Fist to Five. Students learn how to play fist to RL
After link back to Learning five and show confidence on
Intentions and ask students to Learning Intentions. CL
show their fists.

If teacher feels comfortable with

student's responses, tick each
learning intention.

CLOSURE (END)

36-37 min The teacher announces that Students write down within their O
students must complete a question journals to complete question on L
for homework if not completed Pentagon
within the classroom.

37- 39min The teacher announces for the Students follow teacher’s CL
class to pack up and return any instructions
used equipment within the room.

40 min Bell rings and teacher lets students Students exit the room
proceed to next class/break

*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.

5. LIST OF TEACHING RESOURCES

Video Tutorial

Real World Images

Pentagon Question
 Name Game

Fist to Five

Overhead Projector

Laptop

Set squares

VS Ware

6. LESSON REFLECTION

[If you are selecting this text format for lesson daily reflections, complete below. You may
alternatively use other means of reflection- journaling, podcast, video, using a specific reflection
model, etc.)

Q. What went well in this lesson, and why?

Students engaged well throughout the class and co-operated well in pairs.

Q. What did not go as well as hoped, in this lesson, and why?

 Students knowledge of angles and use of drawing equipment is very weak. To lesson
mainly focused on recapping past topics and did not really get to engage with new topic of
Polygons.
 When students completed Fist to Five, they were tending to look at one another before
deciding the number of fingers to hold up.

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

 The use of the visualizer would save a lot more time for the educator to assist students in
completing the drawing.
 Apply a mixture of game 7UP and Fist to Five. Before students decide how many fingers to
hold up, ask them to place their heads on table which will restrict them from peer
pressure.

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