DESIGN & COMMUNICATION GRAPHICS LESSON PLAN TEMPLATE

Student Name: Dylan Murphy

ID: G00378698

Subject: DCG Topic(s): Perspective Projection

Pupil Year Group: 5TH No. of Pupils:
Lesson Number: 1 Length of lesson: 1 HOUR
Date: 2/10/2023 Time of Lesson: 9:00AM

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Relevant Previous Knowledge:

Relevant Previous Skills: Students have been in DCG since last year and have covered several topics,
they have been working on roof geometry over the last several weeks.

Observations (Previous Lesson): A large percentage of the class were absent in the previous lesson

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson and why you have selected these KEY*
particular teaching, learning and assessment strategies- a justification for the lesson.

Introduce Perspective Projection using PowerPoint and video as this is a new topic for the NL
students.

Show video on how the 3D links with 2D to help students visualize what perspective drawing
is. NL

Get students to set up a perspective projection question so they can develop understanding NL
of perfective projection drawings and how they are set up.

Explain the steps of completing perspective projection questions and rules that must be
followed to help students grasp the principles that are applied to perspective projection NL
drawing.

Get students to complete perspective questions to develop their understanding of the topic
NL/
and put what is being taught into practice.
RL
*KEY: RL=Reinforced Learning, NL=New Learning

4. LEARNING INTENTIONS & ASSESSMENT OF LEARNBING & SUCCESS CRITERIA

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

1. familiar with the principles, concepts, terminology and methodologies associated with the graphics code

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Questioning Students are able to C
enabled to: Describe what Perspective Student discussion
define perspective
Projection is

4. able to model, in two and three dimensions, graphic design problems and solutions, utilising
a range of appropriate techniques and media with confidence and discernment

Learning Intentions (LI’s) Assessment of Learning Students successfully Key

At the end of this lesson the students will be Visual inspection set up picture plane, PM
enabled to: Set up a perspective Questioning
horizon line, ground line C
projection question. Self-assessment
and vanishing points
correctly.

3. able to produce neat and accurate drawings that comply with internationally recognised standards and conventio

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Inspection of drawings Successfully completed
Self-assessment
enabled to: Complete a number of perspective drawings to PM
perspective drawings an acceptable standard. C

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

Welcome students into the Take a sheet and tape it to the O

classroom. board.

Introduction as I have not met all

the students yet.

Ask students to take a sheet and

get it taped down to the page. O

Call the roll.

LESSON SEQUENCE (MIDDLE)

Introduce the topic of Perspective Students listen and take note of O

Projection using PowerPoint. new information.
Show video explaining perspective. Students ask any questions they L
https://www.youtube.com/watch?v=e4XFUc6175k have.
Ask students to give real life G
Class discussion on examples of
examples of perspective. perspective in real life.
Explain:
 Perspective
 Spectator
 Vanishing joints
 Picture plane
 Ground line
 Horizon line
Explain the set-up of a perspective
projection question.

Video by Thomas Sheppard Students watch video and write O

explaining perspective and showing
how the 3D links to the 2D.
https://www.youtube.com/watch?v=17kqhGRDHc8
Give students a sheet and get them
to set up the picture plane, ground
line and horizon line of for the first
question on PowerPoint (single
point perspective).
Explain using the slides how to
locate the vanishing point.
Encourage students to work out
answers for themselves by asking
open-ended questions.
down important notes.
Students ask any questions they G
have.
Students draw the picture plane,
ground line and horizon line of the
question.
Students follow the board to locate
vanishing points.
Draw in the perspective drawing of
the object using the information
they have.

 Can we take any

measurements as true?
 Where do the lines
disappear from sight?
Why do we connect points back to
the spectator?

Introduce two-point perspective on

the board and get students to draw
the object using two-point
perspective.
Explain the method on how to
locate the vanishing points
Emphasize how lines touching the
picture plane are only lines seen as
true lengths in the perspective
drawing, and how all points must
be connected back to the spectator
and brought up from where they
hit the picture plane.
Students write down important G
points to note back.
Students draw the object using O
two-point perspective.
L
Students compare their work to the
solution and make any corrections N
necessary.
Students ask any questions they
have.

Go through the solution of the

question on the board and get
students to compare their work to
ensure correctness.

Explain how the same concepts

apply for any perspective question
Answering questions about the
including objects with more than G
main principles of perspective
two vanishing points.
projection.
O
Show example of pentagonal prism
Ask any questions they have.
on the board.

Question students on the principles

to remember for perspective
projection.

Introduce a question where the

object to be draw is not touching O
the picture plane.
Set up the question based on what G
Give students time to get up the they have learned so far in today’s
question as they have done for the lesson. N
pervious questions.
Make notes on their sheets on how
When students have the picture find where the measuring line
plane, horizon line, ground line and should be.
vanishing points all set up, explain
Follow what’s being shown on the
using the animated slides that this
board.
question requires a measuring line.
Complete the question.
Take students through the step-by-
step process on how to find a Ask and questions they have.
height line, and then allow them to
work on the rest of the question
 independently.

CLOSURE (END)

Ask students to pack up, making Students pack up all equipment and O
sure their name is on all their clearly mark their name on all their L
work. work.
Students fill in the exit cards.
Ask students to complete exit
cards.

Relate back to the keywords on Answering questions O

word wall and question students Students ask any further questions
on their meaning. they have.

Briefly explain how we will be

moving on with using height lines
in the following class.
Students leave the classroom when
Allow students to leave the instructed. O
classroom in an orderly fashion. Students hand exit cards to the
Collect exit cards
teacher on exit.

*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

· Perspective projection introductory slides

· Questions 1
· Question 2
Exit Card

7. REFLECTION ON THE LESSON (LESSON APPRAISAL)

Q1. What went well in this lesson today, and why? (1 short paragraph or 3-4 bullets)
Q.2 What did not go as well as expected in this lesson today, and why? (1 short paragraph or 3-4
bullets)

Q. 3. What might I have done to improve the standard of this lesson? (1 short paragraph or 3-4
bullets)

Q. 4 What must I take note of from this lesson that I need to consider when planning the next
lesson? (1 short paragraph of 3-4 bullets)