SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

Year 12/ VCD

NO. OF STUDENTS: 20

DATE:
LESSON DURATION: 50 mins

TOPIC/FOCUS: Poster Design

AusVELS/VCE STATEMENTS: Key Knowledge:

key design features of existing visual communications associated with the communication field
techniques for analysing visual communications
purposes of visual communications, including to advertise, promote, depict, teach, inform, identify, and guide
techniques for gaining attention and maintaining engagement of audiences using visual language
characteristics and functions of design elements and design principles
key characteristics and functions of typography conventions
appropriate terminology for the study.

Key Skills

analyse existing visual communications in terms of their key features

make and document design decisions that are informed by the analysis of existing visual communications

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS/VCE):

The students will be able to:

Analyse and critique a historical poster design using the design elements and principles
Compare and analyse two movie posters and how they have used type

SUMMARY OF RESOURCES REQUIRED:

LESSON PROCEDURE

TIMING

RESOURCES

STEPS OF THE LESSON

(key activities and key questions)

Opening (links to previous lesson/s or

new topic, purpose of lesson):
2 mins

Students introduced to historical poster

design and the lesson objectives are
introduced

EXPECTED STUDENT
REACTIONS OR RESPONSES

TEACHER RESPONSES TO
STUDENTS
(including consideration of the
need to adapt, reteach or extend)

GOALS & METHODS OF EVALUATION

(including specific informal and/or formal
assessment links to AusVELS/VCE)

Lesson Development:
5 mins

15
mins

10
mins

15
mins

As a class students analysis a poster from a

historical time. Students focus on elements
and principles of design when analysing. Also
thinking about purpose and target audience of
this poster.

Go over typography and terms surrounding

typography. Go through prior knowledge
students have surrounding type and look at
some different types of fonts

Students will contribute to the

discussion and write answers/
copy the board into their folio as
they will be given a photo of the
poster.

Open ended questions are asked

so that students are at the centre
of their learning.
Questions used to prompt and
extend their thinking also

Hand outs are provided to the

students which look at the
antimony of typography

Students then analyse and compare two

movie posters. They are specifically looking
at, How does the use of type helpto convey an
idea or communicate a message in each
example?
Students think of a movie and quickly sketch
out the name of the movie in a type they think
fits with the context and purpose of the movie

Closure:

3 mins

Summarise lesson and students

complete the task for homework if not
completed

PRE-SERVICE TEACHERS POST LESSON REFLECTION

Formative assessment of this key knowledge:

techniques for analysing visual
communications; purposes of visual
communications, including to advertise,
promote, depict, teach, inform, identify, and
guide; characteristics and functions of design
elements and design principles; analyse
existing visual communications in terms of their
key features; make and document design
decisions that are informed by the analysis of
existing visual communications
Formatively assess of these key knowledge:
techniques for gaining attention and
maintaining engagement of audiences using
visual language; key characteristics and
functions of typography conventions;
appropriate terminology for the study.

Student learning (Were the stated goals achieved by all students or only some?)

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining skills in
information and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation etc.)

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and teaching
and those changes you will make when planning and implementing your next Direct Lesson Plan)

SUPERVISING TEACHER FEEDBACK

Pre-service Teacher preparation for lesson, use of resources, teaching strategies, class room management. Lesson
introduction and closure. Acknowledgement of individual learning styles.