TEACHING PRACTICE LESSON PLAN (2014-2015)

DTE 3: Robert Marron - G00304955

Subject: Technical Graphics
Pupil Year Group: 2 Option 3
Lesson Number: 8
Date: 2/2/2015

Topic(s): Ellipse and Tangent

No. of Pupils: 19
Length of Lesson: 70
Time of Lesson: 11.55 Thursday

Previous Knowledge & Skills

Knowledge (Theory)

Major/Minor axis

Find focal points

Draw lines through POC

Divide lines for tangent

Skills (Practice)

Using set squares

T-square
Sliding set-squares
Compass
Shading
Lining out page

Rationale
With the feedback from the last inspection, I have been researching how to best implement
group work in the class. With a summative assessment taking place next week I would like
to use group work to revise all concepts taught in the last four weeks.
In the last lesson a student asked why is a normal called a normal? I would like to include
that point in this lesson
Additionally, after speaking to Mr. Byrt on the subject, I will try to not only accommodate
the shy student but encourage his participation in the class through group work with
carefully chosen team-mates. After consulting the school councillor, I will pair him with a
student we all agree will be beneficial for him to work with.

Aims
The aims of this lesson are to:

Promote positive learning by highlighting "drawing of the week" (best and most
improved)
Find focal points using 1/2 major on end of minor axis
Divide angles using compass
Find normal of tangent using sliding set squares
Note the main points of constructing ellipse(terms)

Literacy
Strategies
Students write
method of ellipse
construction on their
handout,
highlighting new
terms

Numeracy
Strategies

Calculate the points

earned by each group
(plus and minus)

Oracy
Strategies
"Teach the teacher"
students explain
various principles to
teacher
Answer directed
questions

Graphicacy
Strategies
Complete drawing
on handout
Student draws part
of solution on board

Explain new word on

word wall

Main points of lesson

written on board

Differentiation Strategies
Gender Inclusion

All male school care will be taken to avoid gender

stereotyping

Multicultural Inclusion

Group work will involve input from each student, thus

ensuring integration into the group dynamic
No SEN documented

Special Needs Strategies

Mixed ability Teaching

Strategies

Active learning environment - ADHD

Only write important articles - dyslexia
Angled board and pencil grip dyspraxia
Additional higher order questioning explaining reasons for
methods used in drawing
The weaker draughtsman will draw for the group while the
weaker scribe will write, the other members of the group
assisting should help those how need assistance.

Learning Outcomes & Corresponding Assessments

Learning Outcomes (Los)
1. Analyse what is needed to solve a
problem
2. Work together as a group, with a

Assessment of Los
1. Group completes worksheet
correctly
2. Each individual fulfils role given to

scribe, leader and draughtsman

3. Name all parts of tangent to an ellipse
4. Note all steps in creating tangent and
normal
5. Identify tangent and normal and their
etymology

them
3. Parts labelled correctly
4. Steps drawn accurately
5. Etymology noted at bottom of
worksheet

Resources

Ellipse revision worksheet for group work

Board work
Ellipse presentation for revision of concepts
Website on ellipse

Teacher
Activities

Student Activities
SET INDUCTION

O
P
E
N
I
N
G
(10
mins)

1.
2.
3.
4.

Greet students at the door

Orderly entry and sit down
Active learning recap
Introduce and provide a rationale
for the LOs, meta-analysis.
5. Set up groups, including one
weak and one strong student in
each group, and one two-person
group

1. Line up outside door

2. Enter class to assigned seats
3. Engage in presentation answering
and posing questions
4. Detail previous knowledge verbally
and decide what they need to
examine from previous lesson

LOGICAL SEQUENCE OF THE NEW LEARNING

M
I
D
D
L
E
(50
mins)

1. Review previous drawings and

highlight drawings of the week
2. Select group leader, scribe and
draughtsman
3. Explain scenario, work together to
analyse problem and solve
4. Encourage groups to work
together
5. Circulate class checking progress
but only assist regarding
behavioural issues if they arise

1. Review previous work

6. Give points to groups working

well, take points from groups not
co-operating
7. With drawing and labelling

7. Volunteer to draw on board

showing correct method of solving
problem
8. Draw part of solution with teachers

2. Choose name for group

3. Write group name and students'
names on sheet
4. Decide
correct
method
to
complete worksheet (draw then
label)
5. Join foci through poc and bisect
angle, use sliding set squares to
draw normal
6. Label all mentioned above

finished, ask students up to

complete model drawing on board
with assistance from teacher
8. Note etymology of words normal
(Latin, norma - tri-square/right
angled; normalis - conforming to
a rule) and tangent (Latin,
tangere; to touch)
9. Get groups to total their scores

assistance
9. Write etymology of terms onto
sheet
10.Total points awarded to groups and
order in leader board to find
winning group
11.Hand up worksheets

CLOSURE

E
N
D
I
N
G

1. Recap new learning

2. Note points being reviewed in
upcoming summative assessment
(on word wall)
3. One minute Reflection on Key
Learnings
4. Orderly Exit

1. Call out question from lesson to

teacher for next class
2. Note revision in homework diaries
3. Last man standing
4. Groups leave one at a time

(5
mins)

CONCISE, SPECIFIC, DETAILED, LOGICAL, CREATIVE & INNOVATIVE

CONCISE: I have written about what is relevant to the lesson and avoided any extraneous
information
SPECIFIC: The aims and previous knowledge are specific to this lesson
DETAILED: I have tried to be as detailed as possible in the sequence of the lesson, but at the
same time not including too much information as to make it difficult to read
LOGICAL: The lessons steps follow a logical sequence which I believe is achievable based on
previous lessons with the group
CREATIVE: As can be seen in the Rationale, having spoken to Mr. Byrt I have tried to be more
adventurous with the lesson plan and really promoting group work in a Problem Based Learning
environment, using a worksheet to get the group focused and still have valuable learning taking
place.
INNOVATIVE: From talking to other teachers in the staff room, this was the first time these
students worked together to complete a TG drawing in a PBL setting. For this to work, I created a

worksheet with input from the co-operating teacher to give scaffolding to the group while focusing
on the important new learning of the lesson.