GRAPHICS LESSON PLAN
Student Name: Cian Howley
ID: G00389609
Subject: Graphics Topic(s): Orthographic Projection
Pupil Year Group: First Year No. of Pupils: 11
Lesson Number: 14 Length of lesson: 40 Minutes
Date: 6/12/2023 Time of Lesson: 8:55
1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS
Previous Knowledge
The students have previously studied various topics like inclined lines, angles, triangles, and
Polygons.
Circles was the previous chapter that the students have covered.
Previous Skills
The students have a good understanding of how to use the technical drawing equipment.
They can draw vertical and horizontal lines using the correct drawing equipment.
They can draw circles using the appropriate drawing equipment and techniques.
Their neatness and presentation are of a good standard.
Teacher Observations
In the previous class I noticed that some students are struggling identify the correct
orientation of a specific view.
This is due to:
- Students have only recently started learning about the topic of Orthographic Projection.
- Students not attending class.
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.
In the first proportion of today’s class, the students will be completing a worksheet on RL
Orthographic Projection. The students will have to identify the correct views that will be
seen from a specific viewing point and name the various views. Once the students have
completed the worksheet, they will self-assess their own work, SELF ASSESSMENT (Rogers).
The reason for this exercise is to recap and reinforce the new learning that took place in the
previous class.
In the second proportion of today’s class, the students will draw an Orthographic Projection NL
question. The students will learn how to draw an Elevation, Plan, and End View. This will be
done by interactive PowerPoint slides and the use of the visualizer. If any student finishes
the question quickly or fast, the teacher will have a second question prepared. RL
In the final proportion of today’s class, the students will be doing the CIRCLE OF LEARNING
ACTIVITY, (Humanist). They will have to answer a series of questions based on today’s class
and the current topic, honestly and respectfully. To carry out the activity successfully the
student will have to follow the oracy training they received. The reason for this exercise, is
for the teacher to evaluate how the students got on in today’s class, gather their thoughts
and opinions how they are getting on with the new topic, and finally, to examine if they are
following the correct oracy training, they received.
*KEY: RL=Reinforced Learning, NL=New Learning
4. LEARNING INTENTIONS, ASSESSMENT OF LEARNING & SUCCESS CRITERIA
*KEY: C=Cognitive, PM=Psychomotor, A=Affective
3.5 Analyse and evaluate both their own work, and the work of others
Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Visual Inspection Successfully describe A
be enabled to: Demonstrate the correct Aural inspection their feelings and
oracy protocols when speaking in opinions on the current
public. topic, while
demonstrating
appropriate oracy skills.
2.7 Construct solutions to presented and/or defined problems
Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Worksheet Correctly identify the C
be enabled to: Identify the correct Visual Inspection part/s of an object that
part/s of an object that will be seen Socratic questioning will be seen when looking
from a specific viewing point. (Socrates) at an object in relation to
the question.
3.5 Analyse and evaluate both their own work, and the work of others
Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Circle of Learning Complete the exercise A
be enabled to: Evaluate your thoughts (Humanist). successfully by stating
and opinions on the topic of your own thoughts and
Orthographic Projection and how you opinions in a respectful
got on in today’s class. and meaningfully way.
5. THE LESSON
TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*
SET INDUCTION (BEGINNING)
1-2 The teacher will enter the The students will follow the teacher O
classroom and the students will into the classroom.
follow behind.
2-4 The teacher will call the roll call The students will reply to the O
and ask the students to reply when teacher when their name is called.
their name is called.
The teacher will take note of any
students that are missing.
4-5 The teachers will introduce the The students will be made aware of O
new learning intentions to the the new learning intentions.
students.
1. Demonstrate the correct
oracy protocols when
speaking in public.
2. Identify the correct part/s
of an object that will be
seen from a specific
viewing point.
3. Evaluate your thoughts and
opinions on the topic of
Orthographic Projection
and how you got on in
today’s class.
5-6 The teacher will give the students The students will hear the O
the classroom rules and routines. classroom rules and routines again
No talking when the to become more familiar with
teacher is talking. them.
Raise your hand if you have
a question.
Keep your area clean and
tidy.
Put your chairs under the
tables when the class is
finished.
Leave the classroom
quietly and in an orderly
fashion.
6-7 The teacher will select two Two students will hand out the O
students to hand out the worksheets to each student in the
worksheets to each student in the classroom.
class.
7-10 The teacher will explain the The students will be made aware of MA
worksheet to the students and what they must do to complete the
L
afterwards, will ask the students if worksheet.
they have any questions about the O
worksheet. The students will ask the teacher if
they have any questions on the
Once the teacher is satisfied that worksheet.
the students understand what they
must do to complete the The students will start the
worksheet, the teacher will allow worksheet once they are told to do
the students to start the so by the teacher.
worksheet.
10-14 The teacher will start to correct the The students will start to correct N
worksheets with the students. the worksheet with the teacher. L
O
The teacher will inform the The students will look at the G
students that the correct answers whiteboard or listen to the teacher
are on the whiteboard and correct to correct their own work.
any mistakes they may have made.
SELF ASSESSMENT (Rogers). The students will correct any
mistakes they may have made.
The teacher will tell the students to
tally up their results and put them The students will tally up their own
into a percentage. results and put them into a
percentage.
LESSON SEQUENCE (MIDDLE)
14-15 The teacher will put today’s The students will see today’s O
drawing question up on the drawing question up on the
whiteboard. whiteboard.
15-16 The teacher will select two Two randomly selected students O
students to hand out A3 drawing will hand out A3 drawing sheets to
sheets to each student in the each student in the classroom.
classroom.
16-17 The teacher will ask the students if The students will choose whether MA
they want to see a teacher they would like to see a teacher
demonstration (Bandura) demonstration or a video tutorial CL
or a video tutorial (UDL) on how to on how to draw the pictorial views
O
draw the pictorial views with their with their drawing equipment.
drawing equipment.
17-25 The teacher will go through today’s The students will go through the MA
drawing question with the students drawing question with the teacher
over the visualizer. over the visualizer. CL
The teacher will encourage the The students will complete the O
students to complete the activity drawing question individually and if
G
individually and if any students they face any issues or problems
need help, then the teacher will be they will look to the visualizer. L
doing the question over the
visualizer. The students will answer various
lower and higher order questions
Throughout the drawing session throughout the drawing session.
the teacher will ask the students
various lower and higher order
question like:
1. What is the length of the
piece?
2. Why do we use our 45-
degree set-square to
transfer our lines from the
Plan to the End View?
3. Why do we use 2H pencils
to create construction
lines?
If some of the students finish the
question fast or before their peers,
the teacher will have another
question prepared for the students.
CLOSURE (END)
25-27 The teacher will tell the students to The students will start to tidy and O
start tidying up their area. clean their area once indicated to
do so by the teacher.
The teacher will tell the students to
put their sheets into their folders The students will put their drawing
and pass their folder over to the sheets into their folder and pass
person seating at the end of table. them over to the person setting at
The teacher will tell the students to the end of the table.
pass their T-squares over to the
person seating at the other end of The students will pass their T-
table. squares over to the person sitting at
the other end of the table.
27-30 The teacher will introduce the new The students will be introduced to O
activity to the students. the new activity by the teacher.
The teacher will ask the students to The students will put their tables
put their tables down at the back down at the back of the classroom
of the classroom and to put their and make a circle using their chairs.
chairs in a circle.
30-36 The teacher will explain the activity The students will be made aware of MA
to the students and inform the what they must do to complete the CL
students that they will have to activity. The students will follow the O
follow the oracy training they oracy training they received to
received to complete the activity complete the activity correctly.
successfully.
36-40 Once the students have finished The students will return their tables O
the activity, the teacher will tell the and chairs back to their original
students to return their tables and location before they begin the
chairs back to the correct location activity, once indicated to do so by
within the classroom. the teacher.
The teacher will inform the The student will be informed to put
students to put their masking tape their masking tape into the bin on
in the bin on the way out of the the way out from the classroom.
classroom.
Afterwards, the teacher will get the
students to leave the classroom The students will leave the
row by row, quietly and in an classroom row by row, quietly and
orderly fashion. in an orderly fashion, and put their
masking tape into the correct bin.
*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
Circle of Learning Activity
Drawing Question
Worksheet
Second Drawing Question for Students that finish fast or quick.
7. REFLECTION ON THE LESSON (LESSON APPRAISAL)
Q1. What went well in this lesson today, and why? (1 short paragraph or 3-4 bullets)
In today’s class, I was very impressed by the student’s work ethic. Halfway through the recap
activity, a group of transition year students knocked on the classroom door selling raffle tickets for
a local charity. This created a lot of disruption in the class as the transition year students spent
about five minutes collecting money from my students. At the time I was worried that the
students wouldn’t have enough time to complete today’s orthographic projection question. Once
the transition year students had finished collecting the money and left my classroom, my students
were very giddy and excited. It took me a couple of minutes to settle the students, but eventually,
they calmed down. During this time, I was really concerned that we wouldn’t have enough time to
complete the question. Once the students had satellited down, they completed the recap activity,
and we started the new question. Before the students started the question, I told the students
that if they didn’t finish the question, they would have to finish it for homework. I was very
impressed with how fast the students completed the question and really impressed by their work
ethic. I believe by telling the students that if they didn’t finish the question in school, they would
have to finish it for homework, acted as a reward as the students didn’t want to do the question
for homework so they tried their best to finish the question during class. Every student completed
the question, and we also completed the circle of learning activity at the end of the class.
Q.2 What did not go as well as expected in this lesson today, and why? (1 short paragraph or 3-4
bullets)
For the recap activity at the start of the class, the students had to complete a worksheet on
Orthographic Projection. They had to name various views using the correct terminology and shade
in a part of an object in relation to the specified question. I was expecting the students to
complete the exercise with ease and confidence. I was shocked by the difficulty some students
had with the worksheets. I expected the students to know the different views and identify the
correct part of the object to shade in, as they have almost three weeks of orthographic Projection
done at this stage.
Q. 3. What might I have done to improve the standard of this lesson? (1 short paragraph or 3-4
bullets)
If I had to deliver this lesson again, I would not have such a high expiation for first-year students. I
expected the students to know off by heart the names of the different views and identify the
specified part of a object that a question is referring to. Before giving the students that particular
worksheet again, I would design a poster where they would learn in detail the different views of
Orthographic Projection, and displaying different parts of an object that would be seen from
different orientations. I would show the student the poster early in the week, reference it in
every class, and give the students the worksheet I had designed at the end of the week where
they would be assessed on what they learned during the week.
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)
Students mixing up the names of the various views considered with Orthographic
Projection.
Getting the students to shade in with colouring pencils, what parts of an object would be
seen from a specific point in relation to a question.
