Grade & Subject: Year 10 Time: 55 mins (2:00 – 2:55pm) Date of lesson: 8/11/18

Business
Lesson Objectives: students explore the impact of choice of colours, shapes/images and house styles upon the consumer reputation of brands/products
Success Criteria: students are able to demonstrate their understanding of why colours, shapes/images and house styles matter when it comes to marketing a
brand/product
Time Content Task Pedagogy Resources Differentiation
Introduction Introduction of the 1. Teacher (myself) greets Directed instruction: clear, concise Whiteboard, By clearing stating
(5 mins) class/bringing students outside the classroom, directions to students whiteboard markers, behaviour
students into the while asking said students to student notes management goals at
room in an orderly line up in an orderly fashion (if Clear articulation of expectations of the start of the lesson
fashion no mentor teacher is present, class behaviour (and the
wait patiently outside the room consequences
with students). Remind Individualised learning attached to that),
students: 1. Raise your hand if students are likely
you want to have a say; 2. further discouraged
group work today – try not to from being explicitly
talk over each other off task/interrupting
2. Teacher leads students into the class. Can be
classroom and asks them to sit applied, in particular,
quietly behind their desks (if to boys up the back of
students talk while going into the classroom – warn
classroom – take them back out them that today,
again). Teacher writes learning disruption/clear off
objectives/success criteria task behaviours will
clearly on board AND explains not be tolerated. Commented [JG1]: The fact this lesson plan starts with
them to the class quickly. myself politely but forcibly reminding my students of the
Explains what was covered behaviours that are expected of them through each lesson,
last lesson (the importance of is a great professional exemplar of myself putting behaviour
management strategies into action, to create a positive
colours in promoting brands/a
classroom climate. In that, the onus is put on students to
product) moderate their behaviour to accomplish this, not me, the
Starting Scaffolding of 3. Teacher gets 2 students to hand Guided learning: students are given an Informational handout; Students (especially teacher – installing self-control in students.
activity (10 collaborative out scaffolding handout to the active role in learning/revising the highlighter/pen/pencil students up the back
mins) learning task – rest of the class, (informational content that they have already covered, of the classroom) are
 were students are handout explaining the
designing a importance of style/shape,
brand’s: colours and house style(s) of a
shape/image, brand/product).
colours and house 4. Teacher volunteers students to
style(s) read out information on handout
vocally; with the teacher
stopping the class after each
paragraph to get students to
underline/highlight the key
points.
Middle Group work 5. Teacher explains group work
activity (30 activity – students task to students (see backside
mins) demonstrating of informational handout); said
their teacher is to divide students up
understanding by into 5 even groups themselves
designing their (so students are away from their
own logo/brand friends and not off task). Each
group is to gather/work on the
learning activity in their own
corner of the room – the group
number the teacher gave
students directly relates to the
task, as if you are in group 1,
you are doing a brand/logo
based around Toms Toy
Factory, group 2, etc.
6. Teacher is to walk around the
classroom and ensure student
groups stay on task/can ask the
teacher for assistance
Closing Report back to 7. Teacher calls a halt to group
activity/pack- teacher/check for work and asks students, at least
up (10 mins) understanding 1 person from each group, to
in preparation for the more likely to continue
collaborative/group work activity in the to be on task/be
next lesson segment. motivated when they
are taking an active
Student highlighting of key points role in digesting the
information presented
Teacher to assist students in reading to them (by
information on handout out- loud highlighting). Students
are constantly having
something to do.
Collaborative learning: Students can A3 Paper, coloured Benefits a wide range
build upon each other’s knowledge/ pencils, pens/pencils, of learners –
understanding of colours, informational handout especially learners
shapes/images and house styles to (to guide students), who excel with visual,
complete the task, together, as a group. creative tasks. Since
Since every student in the group gets a students will be in
say, every student can demonstrate teacher designated
their successful learning/have concepts groups, motivation/off
clarified to them. task behaviour should
be at a low, as
Creative learning students are away
from distracting
friends/peers that they
normally sit with in
class.
Higher order thinking: HOW does your Students’ designs Helps students to
logo/brand represent effective realise how the
marketing strategies in relation to learning they have
 EXPLAIN WHY they have
chosen the brand logo they
have designed (how does their
logo take advantage of effective
colours, shape/images and
house styles to entice the
consumer?)
Topic: The impact of choice of colours, shapes/images and house styles upon the consumer reputation of brands/products
colour, shapes/images and house conducted today is
style(s) relatable to the
brands/logos they see
every day – relatable
learning to all
students. By having
the students
themselves explain
their brand logo
design, it ensures all
students in the
classroom are able to
from their own higher
order thinking
conclusions (by either
listening to their
peers, or vocalising
their thoughts aloud
with the teacher’s
direction.)