GRAPHICS LESSON PLAN TEMPLATE

Student Name: Jake Fleming ID: G00393472

Subject: Graphics Topic(s): Angles

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Previous Knowledge: The pupils are getting better at using their set squares in conjunction with their
T square. The class are mainly good at graphics for the most part with some students really pushing
forward with their abilities and showing how they can carry out some tasks without have to be
taught.

Previous Skills: The class have a good understanding of how they can use their set squares to find
angles, but they are not fully skilled to be able to say which corner of the set squares are which angle.
The class can quickly line out the page but some of them can get confused easily and fall behind.

Teacher Observations: I have observed that the class are not fully sure on how they need to use the
set squares in a certain way so that they get a correct measurement. Some students measure and
draw lines with the set square without resting it on the t square.

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.

I chose this lesson because the students needed to get more practice using their set squares NL
because many of them could not wrap their head around the fact that the set squares had
to be flat on the t square when being used. I liked the question for this lesson because it
showed that the pupils would have to think themselves on how to sort the question. NL

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

4. LEARNING INTENTIONS, ASSESSMENT OF LEARNING & SUCCESS CRITERIA

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

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will  Visual  The pupils will
be enabled to:  dimensions of show that they
The class will understand the set squares angles are using their t
will have to be flat on the T square to be
 Fist to Five square correctly
used correctly.
 Peer Assessment

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  Visual  The class will
be enabled to:  Questionnaire refrain from
The class will understand that  Hot potato measuring with
the T square can not be used  Fist to Five the t square and
to measure lines. use the set
square instead.

1.6 Apply their understanding of geometric principles to solve problems

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will  Visual  The class will be
be enabled to:  Questionnaire using their set
Draw lines at angles using set  Fist to Five squares to draw
squares  Peer assessment lines at their
angles.

5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

11:20-11:25 The class will come into the room The students will come into the O
and I will welcome them in. Once classroom and take a seat while the
they come in I will call the roll and role is being called.
 ask them to sit.

11:25-11:30 I will let the class know what we The class will be given time to ask MA
are going to be doing over the next any questions about the class
80 mins and ask them if they’d like previous or they will be given time
to go over anything from the last to ask questions about the class
class. that is about to go underway.

LESSON SEQUENCE (MIDDLE)

11:30-11:40 I will ask two students to hand out Two students will hand out the MA
the folders and ask another two folders and another two students
students to hand out the T squares. will hand out the T squares.

11:40-11:50 I will go through the handout sheet The students will listen as we read CL
with the question on it for the through the handout question and
class. I will answer any questions become familiar with the task.
they have while we go through it.

11:50-12:00 I will ask the students was they The students will tell me what they O
think they should do for their first think they should do first how they
step of the question. I would then should approach the question and
begin the discussion on what way they will also be given time to ask
the question should be any questions related to the task
approached. that is about to be taken on.

12:00- 12:15 I will ask the students to continue The pupils will begin their work on G
with their work and to complete the question and will be able to ask
the first stage. During this time I questions as they walk along.
will observe the students in the
class as they work.

12:15-12:25 I will take any questions from the The pupils will stop what they are O
class after they have completed the doing and look up at the board at
first stage of the question and I will the example that the teacher is
draw the first stage of the question drawing.
on the board using marker.

12:25-12:30 once again I will explain the next The pupils will listen to how they G
stage of the question and then should approach the next stage of
allow the students to continue on the question and they will then
during this time I will also observe proceed to carry out the work.
the students as they work on the
second stage of the question.

CLOSURE (END)

12:30-12:35 When the second stage of the The pupils we'll ask questions once GI
question is completed I will ask they are finished the second stage
the students how they got on and the class discussion will be
and what they found difficult I formed this would give the class
will then take any questions plenty vocabulary and a variety of
 from students that they might learning meaning that
have on the 1st and second differentiation is included in our
stage. lesson.

12:35-12:40 In the final five minutes I will The students will gather up the CL
ask two students to gather up folders and the T squares again.
the T squares and another two They will then make sure that the
students to gather up the graphics room is tidy and put their
folders with the remaining time stools up on the tables as they are
will make sure that the floor is the last class of the day. In the final
clean and does not have any few minutes they will be given time
masking tape left on it and give to relax and speak boat holder day
the students a few seconds to is going.
relax before going to their next
class.

*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

Hand out question

White board

Visualizer

Graphics book

7. REFLECTION ON THE LESSON (LESSON APPRAISAL)

Q1. What went well in this lesson today, and why? (1 short paragraph or 3-4 bullets)

The class got a lot of work done and have gotten more used to how I run the classes with
structure and routine. Students appoint jobs to themselves that they know has to be done.

Q.2 What did not go as well as expected in this lesson today, and why? (1 short paragraph or 3-4
bullets)
 The lesson went very well bar the fact that I had to spend a few minutes in the class repeating
myself because I had asked a student to bring some markers up to the room because the ones
that were there were out of ink. But other than that minor issue it was great.

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

To improve the standard of the lesson I would have a loop video playing on the board to show
students how to carry out the question.

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)

That the practice for the talent show is usually on at this time of the day and sometimes
students might have to leave for rehearsal.