DCG LESSON PLAN

Student Name: Katelyn Fleming

ID: G00366994

Subject: DCG Topic(s): Structural Forms

Pupil Year Group: 5th Year No. of Pupils: 10
Lesson Number: 11 Length of lesson: 80 mins
Date: 17th January 2022 Time of Lesson: 1:30- 2:50

1. PREVIOUS KNOWLEDGE AND OBSERVATIONS

Students have completed questions on Hyperboloid of Revolution. When questioning and observing
students work, they are clear on horizontal section producing circle in plan. Spanish students first
class back since after Christmas. These students have missed out on most of exam questions
complete. During the class as the other students were working on their questions, I was giving one to
one attention to the boys have missed out, so they are now caught up and understand what the rest
of the class are doing.

2. LESSON RATIONALE

Brief outline of why this content is the basis of the lesson KEY*

Recap of previous lesson Hyperboloid of Revolution- Horizontal and vertical sections. RL

Horizontal sections produce a double hyperbola. Vertical sections produce portion of
parabola. This is important that students recap on previous learning so we can proceed with
the topic. NL

Explain the Introduction to Hyperbolic Paraboloid.

Showcase real life examples eg. Pringles. This is important so that students can identify real NL
world applications rather than just graphical applications.
Students will attempt practice exercises as this important for students to recap and get
hands on experience to complete a question.

Implement new key words by writing them up on word wall (Whiteboard) – generatrix, NL
linear directrices.

*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

 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 Asking students do they Answer and complete C
enabled to: follow/ understand my their drawings to a high
Relate to my methods of explaining the DCG methods of explaining standard. A
questions. the question and is it Understand as to what
clear and easy to follow. is going om in class.
2. able to apply the principles of both plane and descriptive geometries to the solution of a
variety of concrete and abstract graphic problems

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Questioning Build on previous C
learning to comfortably
enabled to: Class Discussions
achieve a solution.
Build on previous learning and highlight Word Wall A
principals and key words. Linking course work to
real-life examples.

3. able to produce neat and accurate drawings that comply with internationally recognised
standards and conventions

Learning Intentions (LI’s) Assessment of Learning Success Criteria for LI’s Key
At the end of this lesson the students will be Feedback Determine a solution by C
enabled to: Questioning doing and practicing
Discover how to complete a question/ Discussions PM
solution given to them. Peer- Self Assessment Compare drawings to
achieve a better result.

5. THE LESSON

TIMELINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0-5 Teacher welcomes the students Students enter in an orderly CL

into the classroom. Orderly entry fashion and take up their assigned
and sit down in assigned seats. seats.
5-10 Teacher will wait for students to Students will get folders and O
get equipment (Set squares and drawing equipment prepare after
folders) prepared. entering classroom.

Teacher will wait for students to Students will settle for roll to be
settle before calling roll. called.
MA
Introduce the L’I for today’s class. Students engaged observe and
take note of the learning LI for
today’s class.

LESSON SEQUENCE (MIDDLE)

10-15 Teacher does recap on previous Students engaged in recap- O

learning- Horizontal and vertical answering and asking questions.
sections through questioning. CL

Teacher explains and does

15-24 question vertical sections through
G
Animated PP and Whiteboard.
Students will engage with the
24-35
Teacher will allow students 10 teacher in a question and answers
mins to complete question. on how to complete the task in
hand.

35-43 Teacher then introduces

Hyperbolic Paraboloid through G
Students interacting and listening
Animated PP and real-life example
attentively to explanation of L
(Pringle shape).
Hyperbolic Paraboloid. Asking and
43-55 Teacher distributes worksheets answering questions throughout.
and will give a demonstration on
MA
what is being asked of them
through animated PowerPoint. Students get their sheets taped
Scaffolding throughout- getting down and follows teacher
students involved asking higher demonstration through PP and CL
order questions. white board instructions. Student
involvement as teacher will be
Putting new words discovered up asking questions throughout.
55-60 on the word wall so students can
take note and learn keywords

Students taking note of new words L

(Generatrix, linear directrices) they will learn, taking them down
60-65
and learning them off.
(Several questions to be
completed, differentiated so the Students continue with the MA
more advanced students can carry worksheet and complete task
on while students finding it more assigned by teacher.
difficult can concentrate question
by question). Students will feel comfortable to
65-75 ask for assistance and will be
CL
Teacher will observe and assist allowed to assist one another. 
 students that require help.

Teacher will give notice that its Students start finishing off the
nearly time to finish up so students question they are on and wait for
can conclude what they are doing. teacher further instruction.

CLOSURE (END)

75-80 Teacher will do a recap of of the Students will observe and engage MA
lesson with the student’s, asking with their peers and explain how
students to do the recap and peer they completed the tasks. CL
teach the class.
Students will commence tidy up O
Teacher will instruct students and leave the class in an orderly
to put away all their manner.
equipment and wait for the
bell 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

 VS Ware

Worksheets

Pringles

DCG Solutions

PowerPoint

Today I had my in-class inspection. I was given very good advice and feedback that will really help
me throughout the remaining of my placement and future career. Points I should work on for my
future lessons is formative questioning and transitioning in my lessons.

Formative Questioning- Establishing how well students understand a question/ topic. Formative
questioning will provide feedback to students on the areas where they need to focus on and to see if
they understand what is being thought. I was unaware that every question I asked I kept Saying the
word “OK”. This is a habit that I will stop doing after asking questions as saying this does not give the
students the opportunity to ask questions as I didn’t give enough time and was rushing through my
lesson to get it complete. Slowing down the lesson and making more time to ask formative questions
and students to answer well-thought out, higher order questions such as ‘why’ and ‘how’ is
something I will work on for the future.

Another point I will work on is transitioning between different activities. In achieving this I will make
sure everyone is doing their work together. Calling their attention, explain that we are now finished
the activity, wait for students to put their pens down and wait for their attention. When all pens are
down, and heads are up listening I know then to proceed on teaching the lesson. This will save
sufficient time and only explain once rather than students not paying attention and me having to
explain the same things repeatedly, distracting the students when completing their work. Giving
students a set time frame on how long I will be explaining for and for how long they should be at
each activity. This makes clear of how the class will run and the students and teacher know exactly
what they are doing.

These are two very important points of feedback that I have received and I will be sure to implement
this into my future learning as a future educator.