GRAPHICS LESSON PLAN

Student Name: Micheál Kilcoyne

ID: G00384554

Subject: Graphics Topic(s): Introduction lesson

Pupil Year Group: 1st year No. of Pupils: 8
Lesson Number: 1 Length of lesson: 60 minutes
Date: 05/12/2022 Time of Lesson: 12:20

1. PREVIOUS KNOWLEDGE, SKILLS AND OSERVATIONS

Relevant Previous Knowledge: Students have finished their taster weeks and since then have
covered dividing lines into segments, Circles, right angled triangles, pentagons, hexagons and most
recently heptagons and with the pentagons to heptagons, students have had lessons on how to
inscribe designs within those shapes.

Relevant Previous Skills: The students have basic knowledge of how to draw 2D shapes with correct
use of drawing equipment. The students are aware of the proper use of the T-Square, set-squares
and protractor. Students also know how to line up their drawing sheet.

Observations (Previous Lesson): Students still grasping the use of the drawing equipment properly
and showing up to class without equipment.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson; what are your reasons for KEY*
planning the lesson in this way? (1 para or bullets).

 To build a relationship with the students so to ensure learning takes place.

 To build respect and establish rules and proper work practice to ensure safety and
RL
accuracy.
 To introduce students to my plan for the coming weeks and to introduce the NL
students to some new learning, how to construct an octagon and to inscribe shapes
within the octagon.

*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

Select Learning Outcome

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will Questioning throughout Students will understand C
be enabled to: the lesson. rules and proper work
Identify rules and proper work practice and will correctly
practice within the graphics answer questions.
classroom.
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 inspection Students will be able to C
be enabled to: throughout the lesson. correctly identify an
Construct an octagon given the length Questioning octagon, identify the C
of the base. exterior angle at which
the octagon is PM
constructed, and
construct an octagon.
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 inspection Students will be able to PM
be enabled to: bisect a line and inscribe
Peer Assessment
Bisect lines and inscribe shapes or designs or shapes inside
Google Classroom
designs within the main shape. an octagon. Students will
be capable of
circumscribing an
octagon.
5. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

TIME The teacher will have students Students will enter the room and O
enter the classroom and to seat find their seats.
0-5 mins themselves in an orderly fashion.

The teacher will call the roll.

Students will answer as teacher
The teacher will introduce himself calls the roll.
and explain to the students who he
is and why he is in the school. Students will listen and ask any
questions if necessary.

The teacher will have students pay

their attention to a PowerPoint on Students will follow the PowerPoint
the board. displayed on the board.

The teacher will show a list of rules

on the board and will discuss with
The students will answer questions
students the importance of these
on the rules with the teacher.
rules.

The teacher will also show the

learning intentions of the lesson.

5-8 mins The teacher will ask students to The students will stand and will say GI
stand up individually and will ask their name and will tell the teacher
each student their name and to tell something interesting about MI
them something interesting about themselves.
themselves.
Students will sit.
The teacher will have students seat
themselves again.

8-10 mins The teacher will recap the previous The students will answer questions RL
lesson which covered heptagons. in the recap on heptagons.
Students will name keywords
The teacher will ask students quick- relevant to heptagons and other
fire questions and will display polygons.
keywords on the board.

LESSON SEQUENCE (MIDDLE)

TIME The teacher will introduce students The students will follow the
to their new topic, Octagons. PowerPoint and will answer
10-40 mins questions the teacher has related O
The teacher will display an octagon to the current topic and previous
and some important information ones covered. RL
related to an octagon for the
 students to remember. The teacher The students will answer questions
will have students set up a drawing on and will set up the drawing
sheet and the teacher will then give sheet as instructed. The students
students a base measurement and will follow the demonstration.
with that will proceed to walk
students through a demonstration
using the visualizer.
The students will draw a base line
The teacher will have students of 80mm. the students will then be NL
measure a base line of 80mm and asked to draw a line at the correct
from there will walk through the exterior angle and from that the
necessary steps involved in drawing
students will use the compass to G
an octagon. From this then the
teacher will work on bisecting lines take measurements and plot points
and will give students a task of so to complete the octagon. The
drawing smaller octagons within students will bisect the lines of the
the main drawing. The teacher will octagon and use those lines as
have students repeat this step 4 midpoints to which the corners of a
times on this drawing. smaller octagon will connect. In the
middle of these smaller octagons.
The teacher will have students
draw a star which connects to the
Once completed, the teacher will corners of the octagon.
ask students to colour in the design
and to take a picture which they Students will colour in their finished G
will upload to google classroom. drawing in a way that they see fit
MA
and once completed, the students
will be asked to upload the drawing
to Google Classroom.

40-50 mins The teacher will have students turn The students will turn over their
their drawing sheet over to which drawing sheets and set them up
they will have a blank page on to again. The students will begin
which they will draw a new drawing their new octagon with a
drawing at a base measurement of base measurement of 100mm and
100mm. the students will be asked from there will progress through
to begin the drawing and will be the drawing themselves. G
asked to draw it amongst
themselves without
demonstration.

The teacher will ask students to get

The students will complete the CL
as much done of that drawing as
drawing either in class or at home
they can and then to complete the
and will upload the final drawing to
drawing at home with 2 inscribed
google classroom. Students will
octagons and 1 big star. The
colour in the drawing however they
teacher will have students colour
please.
the drawing in however they wish.
 CLOSURE (END)

TIME The teacher will go through the The students will correct the O
student interests and names again teacher in the recap about
50-60 mins and will be corrected on any themselves. GI
mistakes he comes across. MI
The teacher will recap the
important points of the lesson and The students will answer questions
will do a recap through questioning the teacher has and will repeat the
including questions on rules for rules and important points covered.
within the graphics classroom.

Students will be given an exit card Students will fill in the exit card.
and asked to fill it in before leaving
the class.
CL
The teacher will have students tidy Students will tidy up their desks
up their desks and store their and will leave in an orderly fashion.
drawings neatly. Students will be
asked to leave in an orderly
fashion.

*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
 Exit Card
 Visualizer
 Octagon Drawing Video

7. LESSON REFLECTION

Q. What went well in this lesson, and why? (1 para)

I found that displaying the PowerPoint using the projector to be very useful as it showed the main
points that I was trying to put across to the students and helped them in answering questions. I liked
the visualiser as it definitely helped students in following along in the demonstration, where just telling
them to do something would not be as effective as showing them.

Q. What did not go as well as hoped, in this lesson, and why? (1 para)
 I felt as though my timing was not great in this lesson as I did not take into account the amount of
setting up the students do when they get into the classroom and how long their setting up takes them.
The students have been conditioned into entering the room and immediately setting up their drawing
sheets, which is not how I would like to approach my lesson introduction so I will need to work on this
with the students. My judgement of timing could also be improved in how long the students take to
draw borders and title blocks on their sheets as this was something I had not considered in my
planning.

Q. What might I do to improve this lesson, were I to deliver it again? (1 para)

If I were to do this lesson again, I would have students enter and sit quietly first and remind them
nothing happens until I say so. On top of that, I would try to take my time in my demonstration so to
ensure all students are following along exactly as intended. I could hand out a physical sheet to
students displaying key information to assist them as they work or alternatively have a slide on display
showing key information for students to look up to when necessary.

Q. What did I observe today, in general terms, that I need to follow up on, next class? (e.g. student
engagement, classroom management issues, poor/unwieldy entrance and exit from the
classroom, lighting in the room, visibility of the screen from the back of the room, absenteeism,
SEN challenges, H&S, etc.). Bullet points.

MEMOS

 Students enter the room and begin setting up immediately. Poor control on my part
from the beginning so I must recondition student behaviour to ensure attention is paid
and time is kept under control.
 Exit from the room/tidy up timing to be watched so to ensure the lesson does not go
out of my control.
 Have extra equipment at the ready for students who come without their own
equipment and maintain the importance of students bringing their proper equipment
constantly.
 Have key information displayed to assist students who need that extra assistance.