DCG Lesson Plan

Student Name: Gearóid Reynolds

ID: G00394631

Subject: DCG Topic(s): Structural Forms

Pupil Year Group: 5th Year No. of Pupils: 10
Lesson Number: 11 Length of lesson: 80 mins
Date: 14/10/23 Time of Lesson: 2:05- 3:25

1. PREVIOUS KNOWLEDGE AND OBSERVATIONS

Students have completed questions on Hyperboloid of Revolution. When questioning and observing
students work, they are clear on horizontal section producing circle in plan. Spanish students first
class back since after Christmas. These students have missed out on most of exam questions
complete. During the class as the other students were working on their questions, I was giving one to
one attention to the boys have missed out, so they are now caught up and understand what the rest
of the class are doing.

2. LESSON RATIONALE

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

Recap of previous lesson Hyperboloid of Revolution- Horizontal and vertical sections. RL

Horizontal sections produce a double hyperbola. Vertical sections produce portion of
parabola. This is important that students recap on previous learning so we can proceed with
the topic. NL

Explain the Introduction to Hyperbolic Paraboloid.

Showcase real life examples eg. Pringles. This is important so that students can identify real NL
world applications rather than just graphical applications.
Students will attempt practice exercises as this important for students to recap and get
hands on experience to complete a question.

Implement new key words by writing them up on word wall (Whiteboard) – generatrix, NL
linear directrices.
*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. 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 Asking students do they Answer and complete C
enabled to: follow/ understand my their drawings to a high
Relate to my methods of explaining the DCG methods of explaining standard. A
questions.
the question and is it Understand as to what
clear and easy to follow. is going om in class.
2. able to apply the principles of both plane and descriptive geometries to the solution of a
variety of concrete and abstract graphic problems

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Questioning Build on previous C
enabled to: learning to comfortably
Class Discussions
achieve a solution.
Build on previous learning and highlight Word Wall A
principals and key words. Linking course work to
real-life examples.

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

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Feedback Determine a solution by C
enabled to: Questioning doing and practicing
Discover how to complete a question/ solution Discussions PM
given to them.
Peer- Self Assessment Compare drawings to
achieve a better result.

5. THE LESSON

TIMELINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)
0-5 Teacher welcomes the students
into the classroom. Orderly entry
and sit down in assigned seats.
Teacher will wait for students to
5-10 get equipment (Set squares and
folders) prepared.
Teacher will wait for students to
settle before calling roll.
Introduce the L’I for today’s class.
LESSON SEQUENCE (MIDDLE)
10-15 Teacher does recap on previous
learning- Horizontal and vertical
sections through questioning.
Teacher explains and does
15-24 question vertical sections through
Animated PP and Whiteboard.
24-35
Teacher will allow students 10
mins to complete question.
35-43 Teacher then introduces
Hyperbolic Paraboloid through
Animated PP and real-life example
(Pringle shape).
43-55 Teacher distributes worksheets
and will give a demonstration on
what is being asked of them
through animated PowerPoint.
Scaffolding throughout- getting
students involved asking higher
order questions.
Putting new words discovered up
55-60 on the word wall so students can
take note and learn keywords
(Generatrix, linear directrices)
60-65
(Several questions to be
completed, differentiated so the
Students enter in an orderly CL
fashion and take up their assigned
seats.
Students will get folders and O
drawing equipment prepare after
entering classroom.
Students will settle for roll to be
called. MA
Students engaged observe and
take note of the learning LI for
today’s class.
Students engaged in recap- O
answering and asking questions.
CL
G
Students will engage with the
teacher in a question and answers
on how to complete the task in
hand.
G
Students interacting and listening
attentively to explanation of L
Hyperbolic Paraboloid. Asking and
answering questions throughout.
MA
Students get their sheets taped
down and follows teacher
demonstration through PP and CL
white board instructions. Student
involvement as teacher will be
asking questions throughout.
Students taking note of new words L
they will learn, taking them down
and learning them off.
MA
 more advanced students can carry
on while students finding it more
difficult can concentrate question
by question).
65-75 Teacher will observe and assist
students that require help.
Students continue with the
worksheet and complete task
assigned by teacher.
Students will feel comfortable to CL
ask for assistance and will be
allowed to assist one another.

Teacher will give notice that its

nearly time to finish up so
students can conclude what they Students start finishing off the
are doing. question they are on and wait for
teacher further instruction.

CLOSURE (END)

75-80 Teacher will do a recap of of the
lesson with the student’s, asking
students to do the recap and peer
teach the class.
Teacher will instruct students
to put away all their
equipment and wait for the
bell to leave in an orderly
fashion.
Students will observe and engage MA
with their peers and explain how
they completed the tasks. CL
Students will commence tidy up O
and leave the class in an orderly
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

VS Ware

Worksheets

Pringles

DCG Solutions

PowerPoint