1 MTW Lesson 3

Module Title: School Placement 4/TP2
LESSON PLAN (2015-2016)

Student Name: Robert Marron
ID: G00304955
Subject:
MTW
Pupil Year Group: MTW 1
Topic(s): Sketching and Design

No. of Pupils: 24
Lesson Number:
Length of lesson: 75mins
Date: 14/1/16
1.
Time of Lesson: 11.40-12.55 Thursday
PREVIOUS KNOWLEDGE AND SKILLS
Set induction with lining up outside the class has started to be established (S).
Seating plan and roles for cleaners have been completed (K)
The previous lesson established groups and roles (K).
The group have begun using the design process to develop an artefact to manufacture (S).
*KEY: S=Skill, K= Knowledge
2.
RATIONALE
Subject Matter (What and Why?)
KEY*
Methodology (How?)
Reinforce the rules and routines
RL
Students stand outside class and wait to be

invited inside - take seats quietly
Students brush floor as per rota
RL
Sketching
Complete idea generation of artefact in
groups
Use sketching hand-out (part 2) to further

students sketching proficiency
Peer Review
RL
Evaluate the quality of their work against
both their peers and their expectations to
refine ideas
Groups continue working together to complete

idea generation of design using PPT of ideas and
board work to inform the process
Presentations
Present ideas to teacher to assess RL
suitability of project
Direct questioning regarding the steps of the

design process, handout to scaffold
Complete finished design and begin

measurements using ruler and input from
teacher
*KEY: RL=Reinforced Learning, NL=New Learning
A handout to practice sketching basic 3D shapes

will be given to each student
Groups will assist each other while teacher
circulates the class
Graphic visualiser will be used to provide realtime example of how to sketch
3.
AIMS
The main aims of this lesson are to:
KEY*
1. Reinforce set induction and orderly exit
2. Differentiate between correct line weight for sketching (light v dark)
C, PM
3. Complete design process in groups
C, PM
4. Evaluate work against peers and individual's expectations using ladder
PM
5. Show how sketching principles are used in marking out (light v dark lines, accuracy
C, A
etc.)
6. Create a positive, active learning environment
*KEY: C=Cognitive, PM=Psychomotor, A=Affective
4.
LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS
Learning Outcomes (LOs)
Assessment of LOs
At the end of this lesson the students will be

enabled to
(Note: each LO has an assessment. Include a variety of

types.)
Aim One LOs
Practice correct entrance to the
Inspection of quiet and orderly entrance
classroom
Observation of tidy room and quiet class prior
Employ the learning ladder while exiting
to exit, students tick the learning ladder as they
the classroom correctly
leave
Aim Two LOs
Illustrate the cross-halving joint that the
project will be based on
Each group will draw one cross-halving joint in

the centre of their A3 brainstorming sheet
Aim Three Los
Sketch 3D objects using construction lines
and finish lines - link to TG.
Interpret light angle on sketched drawing
Teacher
and
peer-assessment
through
observation of sketching
Shade areas of 3D objects that are perceived to

be in shade
Aim Four Los
Students work together quietly, drawing and
Demonstrate group work by
writing ideas to inform the design process. The
brainstorming ideas for the project
brainstorm should have at least 6 written or

sketched ideas
5. THE LESSON
TIME LINE
TEACHER ACTIVITIES
PUPIL ACTIVITIES
KEY*
SET INDUCTION (BEGINNING)

Greet students at the door
0-10mins
Invite students to enter in an

orderly fashion and take their
places
Call the roll
15-18
18-20
20-22
RL
Sit as per seating plan
Raise hand silently to answer

the roll-call
SEN
Spiral back to design process,

repeat reason for process: to
create unique artefact for
students to create
Review Design Process
Use PPT to ask students to
describe what is required in
each stage of the design
process
What would happen if we
didn't examine the brief?
How would you research
for the design project?
Why is it called
brainstorming?
Idea generation -meaning.
Idea refinement - meaning.
Final design: How do you
communicate the final
design?
Evaluation - Link to rubric
as used earlier.
Engage in the discussion,

voicing their opinions and
answering challenges posed by
the teacher
Answer direct questions about
the design process while looking
at the PPT
O
CL
C
How design relates to real life:

Show examples of interesting
designs and how they benefit
people/ solve a problem
Hand out A3 posters form last
lesson
Assess designs
presentation
Brief introduction of learning

targets - written on board
LESSON SEQUENCE (MIDDLE)
10-15
RL
Line up outside the class and

enter in a single file
Engage in discussion where

different opinions may exist
shown
in
Students review work from

previous lesson and write goals
for today
What they need to do to finish
their design
O
CL
C
MA
L
O
CL
C
L
O
22-30
Circulate around class assisting

them in the design process
Groups sketch ideas onto A3

sheets
30-32
Meta-assessment
Group analyses work so far and
notes one improvement to be
made in lesson
Spiral back to Sketching
Groups analyse designs and

plan for completionn
28-32
Hand out sketching worksheet

2 and use visualiser to illustrate
how to sketch effectively
Allow groups to assess and
assist each other where
possible
Link to TG:
construction v finished lines
32-35
Circulate around the class,

trouble-shooting any students
that are having difficulty in
sketching the objects
35-40
Shading
Use an arrow to indicate
direction of light, and shade
areas that appear to be hidden
from the light
40-50
Refer to cross-curricular subject

- Art
Encourage art students to assist
others in group
Return to groups and continue
idea generation and refinement
50-55
Chair presentations of designs
55-58
Take up final designs for

correction
Attempt to sketch the 3D

objects on the worksheet noting
the methods employed by the
teacher through using the
visualiser
G
MA
Note straight lines

Use ruler or pencil edge to
transfer angles
Avoid "hairy lines"
Use construction and
finished lines
Sketch 3D objects, paying
attention to
Angle of line
Vertical lines
Construction lines
Finished lines
Draw arrow to indicate light
direction and shade areas of
darkness
Not areas of deepest shade,
lightening nearer to the light
source
Peer assess the work of other

members of the group, use 2
medals and 1 mission to
scaffold the critique
Present ideas as groups and
explain manufacturing process
to class
Tidy up benches leaving only a
pencil for each student
G
SEN
G
SEN
MA
GL
O
O
C
CL
65-67
67-70
Measurements
Make working drawings
Introduce next lesson
Working drawings and marking
out
Introduce the concept of the
Learning Ladder
"I know what to do"
Inspire hope for project
Draw learning ladder on board
for students to tick on the way
out of the classroom
Students complete worksheet

on marking gauge un-aided to
assess previous knowledge of
handtool
Answer directed questions
about the word wall
what does it mean to you
what is the benefit of it
can we be honest
will there be consequences for
those who tick "do not know"
box (no)
MA
L
G
MA
SEN
Reinforce that there is no right

answer - get students opinions
CLOSURE (END)
70-72
72-74
Instruct students in packing up

and cleaning floor
Wait for silence before
instructing pairs to leave
Students pack up tools and

clean floor as per rota
Students leave class in pairs as
instructed by teacher - ticking
the learning ladder as they go
C,
O,
MA
*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, C=Creativity & DL=Design Led.
6. LIST OF TEACHING RESOURCES
Design in Action PPT

Brief and Design Process Hand Out
Design Process Recap PPT
Sketching PPT
Sketching Handout
A3 poster paper for brainstorming
7. CRITICAL REFLECTION
Strengths
There was a good flow to the lesson and because it was a continuation of the design process,
students were eager to finish their designs. The groups are working very well and each student is
aware of their role in the group, with some groups even designing projects that require each member
to make one piece and put it all together when completed.
The ESL student is fitting in well to the group because this stage relies on communicating through
sketching images rather than language. The next lesson will include some wood-working terms for
the students to write in a worksheet, but they will be at the bottom of the page to scaffold the ESL
student.
A number of students are no longer afraid to voice their opinion due to shyness, but they are not
disruptive in the class. The group-based, design-led project is a fantastic vehicle to help socialise the
students in the class as I can see students working together and voicing opinions within groups
respectfully, with others taking the constructive criticism gracefully.
Challenges
It is challenging to write a lesson plan that is realistic for the students to finish in the lesson, while all
learning targets were met in this class, more time was spent on idea generation and idea refinement
to create finished concepts and this meant there was no time to complete sketching worksheet 2,
which was unnecessary anyway because sketching was being used to drive the design process
forward.
As the projects develop past the x-halving joint stage, it will be a challenge ensuring all students are
on task at all times, the way to remedy this is to continue to promote group work with designated
roles to incorporate peer assessment.
The next lesson will need to move away from voicing opinion to a cognisance that there is a safe and
unsafe way to work during the lesson and only a safe method will be suitable. While ensuring a safe
learning environment, I do not want to lose the creativity that has been so apparent up to this point.
Suggestions for Improvement

The next lesson will introduce the "practical" element to the class, with students viewing
demonstrations and marking out material. I will invite students up to the bench to demonstrate
methods to the class, this must be done after I have demonstrated first.
Beginning the class has so far been well organised with students taking their seats quietly and 3
students sweeping up as the role is called, however, some further work can be done to better wrap
up at the end of class.

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Module Title: School Placement 4/TP2

LESSON PLAN (2015-2016)

Topic(s): Sketching and Design

Length of lesson: 75mins

Time of Lesson: 11.40-12.55 Thursday

PREVIOUS KNOWLEDGE AND SKILLS

*KEY: S=Skill, K= Knowledge

Module Title: School Placement 4/TP2

Subject Matter (What and Why?)

Reinforce the rules and routines

Students stand outside class and wait to be

Use sketching hand-out (part 2) to further

Groups continue working together to complete

Direct questioning regarding the steps of the

Complete finished design and begin

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

A handout to practice sketching basic 3D shapes

Module Title: School Placement 4/TP2

The main aims of this lesson are to:

1. Reinforce set induction and orderly exit

2. Differentiate between correct line weight for sketching (light v dark)

3. Complete design process in groups

4. Evaluate work against peers and individual's expectations using ladder

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

Module Title: School Placement 4/TP2

LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS

Learning Outcomes (LOs)

At the end of this lesson the students will be

(Note: each LO has an assessment. Include a variety of

Aim One LOs

Practice correct entrance to the

Inspection of quiet and orderly entrance

Observation of tidy room and quiet class prior

Employ the learning ladder while exiting

to exit, students tick the learning ladder as they

the classroom correctly

Aim Two LOs

Illustrate the cross-halving joint that the

project will be based on

Each group will draw one cross-halving joint in

Aim Three Los

Sketch 3D objects using construction lines

and finish lines - link to TG.

Interpret light angle on sketched drawing

Shade areas of 3D objects that are perceived to

Aim Four Los

Students work together quietly, drawing and

Demonstrate group work by

writing ideas to inform the design process. The

brainstorming ideas for the project

brainstorm should have at least 6 written or

Module Title: School Placement 4/TP2

SET INDUCTION (BEGINNING)

Invite students to enter in an

Raise hand silently to answer

Spiral back to design process,

Engage in the discussion,

How design relates to real life:

Brief introduction of learning