DESIGN & COMMUNICATION GRAPHICS LESSON PLAN TEMPLATE

Student Name: Pauric Clinton

Subject: DCG Topic(s): Perspective

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Previous Knowledge

The students have no previous knowledge of this question as they are being introduced to it in
today’s lesson.

Previous Skills

The students will have the skills to use all the equipment that they will be using in today’s lesson.

Teacher Observations

The students have now finished axonometric projection and are all familiar with the terminology
involved with this topic, the students will take a while to get used to the topic and the terminology
involved with the topic.

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.

I will begin by doing an introduction worksheet to the topic, I am doing this as it is a simple NL
question that we can discuss the basics and how to establish our vanishing points.
I will do the question on the visualizer for the students to follow it. I will not have the NL
students drawing at the same time as me as I want them fully focused on what we are
doing.
I will have a second worksheet which will be a little more difficult. I am doing this as I want NL
the students to be able to progress from an easier question to a more difficult one.
*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 Visual assessment The students will take PM
enabled to: Direct feedback part in the discussion
Establish how to locate the vanishing Questioning and be able to identify
points in a perspective drawing. Fist to five the location of the
vanishing points in the
drawing.

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 Success Criteria for LI’s Key
At the end of this lesson the students will be Visual assessment PM
enabled to: Direct feedback The students will be C
Locate the picture plane understanding Questioning able to explain where
all the principles associated with finding the picture plane is
it. located from reading
the question.

5. appreciative of the facility which the graphics code provides, in the solution of problems and in the visual commu

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Visual assessment The students will be PM
enabled to: Direct feedback able to explain the steps
Establish how to find the line of vision Questioning in finding the line of
vision.

5. THE LESSON

TIMELINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

1-2 I will welcome the students into The students will come into the
the classroom. classroom.

2-4 I will call the roll when the students The students will answer the roll O+L
are settled. when their name is called.

4-7 I will go through what we are doing The students will listen to what we O+MA
in today’s lesson. are doing in today’s lesson

LESSON SEQUENCE (MIDDLE)

7-15 I will be going through the The students will be listening to MA+O
perspective topic and what’s and discussing the topic.
involved in the topic.

15-17 I will hand out a work sheet with a The students will look at the N+GI
very simple question on it to begin worksheet they have been handed
with. out. MA

17-25 I will go through the principles of The students will watch how we GI+O+N
the topic again and how to apply begin the question and how to
them to the question we are apply the concepts relating to the
studying. topic.

25-35 I will draw the question along with The students will be watching how MA+CL
the students on the visualizer. to draw the question.

35-38 I will circulate the room giving The students will be drawing what MA
students assistance when I’m after drawing on the board.
necessary.

38-46 I will go through the solution to the The students will be looking at their O+MA
question and how it was question, making sure it matches
completed again. the solution.

46-48 I will hand out another worksheet The students will be sticking on the MA+GI
which will be more difficult. new sheet.

48-53 I will question the students on how The students will answer the MA+N+O
to find the vanishing points and the question when asked as we go
viewing line. through the question on the board. GI

53-55 I will circle the room helping when The students will begin answering MA+CL
required. the questions.

55 I will instruct the students that we The students will put away their MA
will finish the questions in the next worksheets.
level.
 CLOSURE (END)

55-58 I will instruct the students that it is The students will begin to tidy up MA+O
time to tidy up. their equipment.

58-60 I will let the students return all The students will return all the
their equipment as they leave the equipment on their way out.
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

Introduction PowerPoint

Worksheet

Solution for worksheet

Worksheet 2

Visualizer

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 worksheets that I chose for today's lesson suited the lesson very well. They were nice and
easy to understand, giving the students a chance to apply the principles which we had just
studied. I also think the second worksheet was not too difficult but still a step up forms the last
one which is what we wanted.

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

As we were going through the introduction PowerPoint, I think I could have been clearer with
my explanations as some of the students struggled with the start of the questions. I had picked
 up on this and went over the question again with the students.

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

If I was to do this lesson again, I think I would do a demonstration at a desk beside the students
as I feel they find it easier to understand compared to the visualizer. This is because the
students are looking at a drawing the same as they would be if they were attempting it.

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)

Since I started the new topic in today’s lesson, I am going to have to go over the introduction to
the topic again in the next lesson as there were a few students absent.