SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 11/12, VCE Visual Communication & Design. DATE: Unit 3, Week 4

NO. OF STUDENTS: 26 LESSON DURATION: 75 Minutes

TOPIC/FOCUS: Visual Communication Analysis.
VICTORIAN CURRICULUM STATEMENTS:
- Creative and innovative ways to communicate ideas and information.
- Confidence, curiosity, imagination and enjoyment through an engagement with visual communication design practices.
- Creative, critical and reflective thinking, using visual design thinking skills.
- Analysing and evaluating Visual Communication Designs for different audiences and purposes in different contexts.
- Develop the skills and practice to communicate ideas and messages in visual communications.
- Respond to visual communications by investigating, identifying and describing the key components of a design.
- Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical, social
and cultural contexts (VCAVCDR011).
- Analyse and evaluate the factors that influence design decisions in a range of visual communications from different historical, social and cultural contexts
(VCAVCDR010).

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):

The students will be able to:
- Analyse and respond to visual communication designs.
- Extend their thinking, understanding and use of perceptual and conceptual skills.
- Apply the use of literacy for responses.
- Think creatively, critically and reflectively.
 SUMMARY OF RESOURCES REQUIRED:
- Visual communication designs examples/sources
- Worksheet/handout design analysis grid for students to respond on
- Laptops (optional)
- Whiteboard
- Whiteboard marker(s)
- Questions/reflection worksheets (for end of lesson)
- Images of visual communications
- Pen
LESSON PROCEDURE
TIMING RESOURCES STEPS OF THE LESSON EXPECTED STUDENT TEACHER RESPONSES GOALS & METHODS OF
(key activities and key questions) REACTIONS OR TO STUDENTS EVALUATION
RESPONSES (including consideration of (including specific informal
the need to adapt, reteach and/or formal assessment
or extend) links to AusVELS)

10 mins - Whiteboard - Welcome students. - Students are to listen - Teacher is to be - Able to stay engaged with the
- Whiteboard - Introduce class to the lesson (what carefully to the engaging for students to teacher and the information they
markers(s) is going to be achieved/learned). teacher introducing listen to. are providing.
- Briefly recap what has been taught the lesson. - Describe the importance
in the previous lesson(s). - Understand the of analysing visual
- Brief introduction/description of the information the communications.
importance of analysing visual teacher is presenting
communications (VC). to the class.
15 mins - Whiteboard Lesson Development: - Students gather an - Demonstrate a visual - Able to understand how a
- Whiteboard (Demonstration) understanding of visual communication design. visual communication is
markers(s) - Handout design analysis grid communication designs. - Show students how to read.
- Image of worksheets or students may - Understand and read, deconstruct and - Understand the importance
access them online with their remember the key ideas understand a VC. of a VCD.
visual
laptops.
communicati behind VCDs.
- Demonstrate the use of visual
on designs
communication design.
- Worksheet - Explain and show students how to
design
deconstruct a VC.
analysis grid - Also explain what components
- Laptops make a visual communication
(optional) design (VCD).
- Pen
15 mins - Image of Guided Practice: - Students are to stay - Teacher is to assist any - Understand how to apply
visual - Students are given time to analyse engage in the task. students who are finding theories and concepts in the
communicati one visual communication design. - Required to understand a the task difficult to subject within a visual
on design - Practice with students who are visual communication. understand/approach. communication.
- Worksheet finding the VCD difficult to analyse. - Able to deconstruct a - Provide critical and - Able to read a visual
design VCD. efficient feedback to communication design.
analysis grid students to help them
- Laptops develop their
(optional) skills/knowledge.
- Pen
25 mins - Image of Evaluation: - Students are to answer - Assess how well each - Able to apply correct and
visual - Students are given the opportunity the questions provided on student is accurate visual
communicati to answer the questions for the the worksheet in response understanding/reading communication design
on designs remaining visual communications to the given designs. the visual terminology.
- Worksheet without the aid of the teacher. - Required to include communications. - Able to understand
design - Students are required to work correct and accurate meaning(s) behind VCDs.
alone, where they will analyse knowledge for each - Associate appropriate
analysis grid
each visual communication design. concepts of VCD with each
- Laptops
individually. design.
(optional)
- Pen - Apply their knowledge of visual
communication design.

10 mins - Question/refl Conclusion: - Students are to complete - Handout - Able to engage in class
ection Class Discussion: the questions/reflection question/reflection discussion and answer
handout - Discuss as a class what answers handouts before the next workout to every questions.
some students came up with in
- Pen lesson commences. student. - Reflect on the tasks that
relation to the worksheet and
- Students to engage in - Receive answers from have been taught/learnt.
questions given. classroom discussion. each student.

- Question handouts are given to

students 5 minutes prior to the
lesson finishing for students to
answer and reflect on what they
have learnt (refer to questions
worksheet).
- Receive question worksheet from
all students to roughly assess
where they are positioned when it
comes to understanding visual
communication designs and their
ability to analyse them.
- Students are to continue with their
folio work. (Currently working on
generation of ideas).