Module Title: School Placement 4/TP2

LESSON PLAN (2015-2016)

Student Name: John Nolan
ID: G00295505
Subject: Technical Graphics
Pupil Year Group: 1st

Topic(s): Circles in contact

No. of Pupils: 25

Lesson Number: 11

Length of lesson: 80 Minutes

Date: 29/1/16

Time of Lesson: 1.55 3.15

1.

PREVIOUS KNOWLEDGE AND SKILLS

All students possess the ability to use all drawing equipment correctly such as the tee-square, set
squares, protractor and compass. S
Some students do however require monitoring to ensure that they are holding the equipment correctly
when drawing to ensure that the drawing is square. S
All students are capable of lining out the page and most of them can do it quickly without the need to
be prompted. S
All students are capable of reading a ruler K
Students are familiar with tangents and comfortable with the terminology. They can also identify the
POC and the Normal K
Students have shown a good knowledge and understanding of the construction of a tangent to a circle
through a known point and have made Flash Cards for the topic K
Students have demonstrated a thorough knowledge of tangents and have created a strong link between
tangents in TG and tangents in real life K
Students have completed the construction of a circle in contact with a 90 angle and an acute angle and
demonstrated a good understanding of the reasoning behind the constructions K
Students were struggling with taking measurements perpendicular to the surface line but are now
demonstrating more confidence with this skill S K
Students have experienced the process of completing a circle in contact with another circle and a
surface and have demonstrated a good understanding of this construction S K
Students have completed a drawing which includes portions of circles in contact with other circles and
most students have demonstrated a strong knowledge of this process and are eager to complete
drawings S K
Students are capable of locating the Normals and P.O.Cs for these circles S K
*KEY: S=Skill, K= Knowledge

Module Title: School Placement 4/TP2

RATIONALE
Subject Matter (What and Why?)

KEY
*

Methodology (How?)

RL

To enhance students knowledge of

circles in contact other circles
To further promote the visualisation
of the centre of a circle moving along
a path
To further develop students
understanding of using portions of
circles to complete drawings
To reinforce the importance of using
construction lines in drawings
To allow the stronger students the
freedom to complete drawings which
enhance their knowledge and skills
while I can provide extra assistance to
the weaker students
To get students more active and
engaged in the class

RL

RL

Active learning
Animated PowerPoint
Higher order questioning
Doodle boards
Pair work
Peer teaching

RL

NL

RL

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

2.

AIMS

The main aims of this lesson are to:

KEY
*

Enhance the students knowledge of circles in contact with other circles and the steps
associated with constructing them

Promote students visualisation skills as they construct the paths for the centre points of
circles being rolled around other circles

Develop students understanding of how portions of circles may be used to complete

drawings of objects

PM

Reinforce the importance of using construction lines in drawings in order to complete a

neat drawing

PM

Allow stronger students to work at drawings similar to the one completed in the previous
class while the weaker students are provided some extra assistance

PM

PM

Module Title: School Placement 4/TP2

Engage the students in the lesson more by having them working actively in pairs using
doodle boards

A
C

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

3.

LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS

Learning Outcomes (LOs)

Assessment of LOs

At the end of this lesson the students will be

enabled to
Aim One LOs

(Note: each LO has an assessment. Include a

variety of types.)

Assessment of student doodle boards

Assessment of student work

Higher order questioning

Observation of students at work

Create objects only portions of a range of

Assessment of drawings

circles

Observation of student work

Identify the P.O.Cs for the portions of

Assessment of doodle boards

Demonstrate correct use of construction

Observation of students at work

lines by having a strong contrast between

Assessment of drawings

Stronger students demonstrate confidence

Observation of students at work

in working on their own to complete at

Assessment of students drawings

least one drawing

Questioning and engagement with weaker

Identify the measurements required to

construct a circle in contact with another
circle when given the required radii

Complete a drawing which incorporates a

range of circles in contact

Aim Two LOs

Explain the relationship between the path

of the centre point and the circumference
of another circle

Create paths for the centre point of a range

of circles in contact with other circles

Aim Three LOs

circles in contact with each other

Aim Four LOs

construction lines and heavy lines in the

drawing
Aim Five LOs

Weaker students demonstrate an improved

students

Module Title: School Placement 4/TP2

understanding of the topic and complete a

drawing with additional assistance
Aim Six LOs

Demonstrate engagement in pair work

Observation of students at work

with the doodle boards and work together

Assessment of doodle boards

to complete the questions

Observation of students peer teaching

Complete peer teaching based on the

questions associated with the doodle
boards

In order to assess students confidence with the topic the Learning Ladder used in yesterdays
class will be used at the end of class to allow students to express their confidence with the topic
following another lesson

Module Title: School Placement 4/TP2

4. THE LESSON

TIME

TEACHER ACTIVITIES

PUPIL ACTIVITIES

KEY*

LINE
SET INDUCTION (BEGINNING)
0-10 mins

Greet students at the door

Students will take a tee-square
on the way in and begin
distributing folders as part of
their routine
Instruct the students to begin
setting up the drawing from the
previous class once they receive
their folders
Call the roll
Ensure students are seated
quietly and get a student to
distribute the A5 pages
Outline Learning Targets for the
class
Question students about the two
drawings on the chalkboard and
instruct them to answer these
questions on the A5 sheets
What is the problem with
drawing 2 as opposed to
drawing 1?
Calculate the distance
between the CP of A and C
Calculate the distance
between the CP of B and C
What is the name of the line
that connects the 2 CPs
Where is the P.O.C located
LESSON SEQUENCE (MIDDLE)
10-55 mins

Provide instructions for the

students to complete the drawing
of the bell on Page 49 of the TG
Book, which was started in class
on Wednesday. The top of the
handle has been constructed.
Engage students in questioning
to ensure students are aware of
the process to be followed

Enter in an orderly fashion

Take a tee-square each on the
way in
Distribute folders
Set up the drawing from the
previous class while the roll is
being called
One student will distribute the
A5 sheets
Observe Learning Targets for the
class
Answer the questions posed by
the teacher on the sheets of A5
paper

Engage in class questioning and

provide information for the
completion of the bell on Page
49 of the TG Book
Commence the drawing
Faster students may work at their
own pace to complete the
drawing
The weaker student will avail of

N
G

Module Title: School Placement 4/TP2

50-65 mins

Instruct students to commence

drawing
Circulate the room and observe
students at work
As most of the students have
demonstrated confidence with
the topic I will allow them to
work at their own pace
I will provide additional
assistance to the few weaker
students in the class
When some of the students
complete this drawing ensure
that all P.O.Cs and Normals
are in place
Issue these students with
additional paper and allow them
begin the drawing of the Guitar
on Page 50 of the TG Book
Observe these students to ensure
they set up correctly for the
drawing
Organise students into pairs and
distribute a doodle board and 2
markers to each pair
Provide students with
instructions to work on the
doodle boards locate as many
Normals and P.O.Cs as
possible
Circulate the room and assist
students where necessary
Pose specific questions to the
class and get them to write the
answer on the back of the doodle
board. E.g.
On the light bulb, calculate
the distance between the
centre points of the 2 curves
On the perfume bottle, how
is the normal constructed for
the tangent to the top curve

extra assistance to complete the

drawing
Ask for assistance by raising
their hand
Ensure all P.O.Cs and
Normals are located and
labeled
When faster students complete
this drawing they take a second
sheet and commence the drawing
of the guitar on Page 50 of the
TG Book

Students organise into pairs as

instructed
Each pair takes a doodle board
and 2 markers
Observe instructions for the
work to be completed on the
doodle boards
Commence work on the doodle
boards
Ask for assistance where
necessary
When specific questions are
posed, answer these questions on
the back of the doodle board

Tidy away all equipment

One pair of students come to the
top f the classroom and teach the

N
MA
CL
C
MI
GI

CLOSURE (END)
65-80 mins

Organise collection of all

equipment folders
Ensure tidy up is completed

Module Title: School Placement 4/TP2

Choose a pair of students to

teach the rest of the class one the
answer to one of the questions
which were posed during the
pair work
This will be repeated with a
second and possibly third pair
depending on time
Collect doodle boards and
markers
Control orderly exit
Get all students to mark their
stage on the Learning Ladder as
they leave the room

rest of the class the answer

Stand at desks until instructed to
leave in an orderly fashion to one
of the questions which were
posed during the pair work
A second and possibly third pair
will complete this activity
Exit room in an orderly fashion
Mark their stage on the learning
ladder on the way out

N
C
CL

*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.

5.

LIST OF TEACHING RESOURCES

Paper
Drawing equipment
Chalk board
Learning Ladder
PowerPoint
Doodle Boards
Markers
A5 paper
TG Book (O'Callaghan, 2001, pg49&50)

Module Title: School Placement 4/TP2

6. CRITICAL REFLECTION
Strengths

This class was observed by Thomas Sheppard and following a discussion with him I feel that
the following are areas of this class were strong.

All students appeared to be comfortable with me as the teacher and were confident that I was
there to help them and answer any questions.

The instructions I provided were clear and I ensured that no students were confused by the
tasks

I reinforced the fact that the drawings are not to be rushed and that it is more important to do
them correctly and neatly than to do them fast.

Challenges

Although the class worked well when completing the pair work I could have outlined the
reason behind it and what learning it was to achieve.

The learning ladder used was too vague and the use of exit cards or a more specific learning
ladder could benefit both the students and I more.

Suggestions for Improvement

In future classes when doing pair work I will ensure that the reason for the activity is outlined
along with the process to be followed in order to ensure that the students are not left confused.

The learning ladder is a good way to get feedback from the students but in future I will use
stages that are more specific to the subject matter. Exit cards are also another option to try out.