TEACHING PRACTICE LESSON PLAN

Student Name & ID Number: Shane Mc Ginty, G00301051

Day: Friday Subject: Materials Technology Wood Topic: Canon Project

Date: 20th January 2017 Lesson Number: 13 Time of Lesson: 10:05 am
Year Group: 2nd Year No. of Pupils: 10 Length of lesson: 35 minutes

How has the previous lesson informed my planning for this lesson?
In the previous lesson students learned about mortice and tenon joints. Here students became aware of why mortice and tenon joints are
used, there advantages and why we are using this joint in our canon project. From my questioning techniques and reviewing the exit cards,
students appear to understand the key words and terms relating to mortice and tenon joints. However, I will begin the lesson recapping this
learning as it will be important moving forward in both the project and the students exams. All students in this class are ready to move on to
marking out the mortice and tenon joint at the back of the canon.

AIMS, LEARNING OTCOMES AND CORRESPONDING ASSESSMENTS

AIMS
The main aims of the lesson are to:
After this lesson students, will be able to
identify the correct and safe steps
involved in marking out a mortice and
tenon joint using the marking tools
(Cognitive)
Identify and demonstrate a good level of
accuracy and neatness marking out the
timber using the marking tools, as well as
LEARNING OUTCOMES (LOs)
Students will be enabled to:
Demonstrate the correct and safe method of using
the marking gauge (student centred demo)
Express an understanding for the key terms
associated with mortice and tenon joints
Recall steps involved from the marking out the joint
Demonstrate best practice using the marking tools
placing emphasis on improving accuracy and neatness
Recall the steps involved setting the marking gauge
ASSESSMENT OF LOs
Each LO has an assessment:
Teacher observation, monitoring
students during demonstration
Higher and lower order cognitive
questioning and quick fire questioning
Dartboard recap activity
Visual inspection + constructive feedback
Monitor students actions during the
student centred practical demo
identify each tool used in todays lesson
(Psychomotor)
Develop and appreciate the importance
of mortice and tenon joints in the
everyday world and the woodworking
industry (Affective)
Recap and demonstrate the teachers actions in a
student lead demonstration
Identify where mortice and tenon joints are seen and
used in everyday life objects
Establish an appreciation of why mortice and tenon
joints are a popular choice within the woodworking
industry
Whole class discussion during demo
Challenge student reasoning (engage and
reflect)
Collaborative discussion challenging
pupil reasoning - Dales cone of learning
Higher & lower order cognitive questions
Use visual aids to show good and bad
practice of mortice and tenon joints

THE LESSON
TIME LINE TEACHER ACTIVITIES STUDENT ACTIVITIES KEY*
SET INDUCTION (BEGINNING)
0-2 mins Greet students at the door and hand them a short Enter the classroom in an orderly fashion and begin (O)
revision sheet to fill out immediately working through the revision sheet at assigned seats (bags (L)
Record attendance once total silence has been achieved and coats will be left outside as this is a practical lesson)
Respond accordingly when teacher records attendance
2-4 mins Inform students of todays learning targets and provide Recognise todays learning targets and realise what (L)
an overview of what to expect in the lesson exactly will be achieved during the lesson
4 8 mins Employ higher order cognitive questioning techniques as Demonstrate understanding of key learning from the (L)
part of an active recap of prior learning (checking for previous lesson, relating answers to the word wall (O)
student reasoning and understanding) (develop literacy skills) and the real world (HOT)
Key Questions: Label the mortice and the tenon on the (SC)
drawing. How thick should the tenon be and why? (PBL)
Should I cut the mortice or the tenon first and why? List
three types of mortice and tenon joints. Identify where
mortice and tenon joints are used, giving real world
examples. What would the next step be? And why?
LESSON SEQUENCE (MIDDLE)
814 mins Teacher will have the demonstration bench and the toe Efficiently gather around the demonstration bench in an (O)
the line ready prior to the beginning of class orderly fashion and toe the line (HOT)
 Demonstrate the marking out process asking students
higher order questions (student centred), referring to the
drawing and best safe practice using the marking tools
Observe asking reflective questions as a student recaps
the demonstration highlighting the correct steps involved
Key Questions: Show how to mark face side and face
edge. Demonstrate the correct way to set the marking
gauge. Provide an example of where mortice and tenon
joints are used in everyday life. Which piece do I mark
the tenon on? Repeat the last step of the demonstration.
Discuss health & safety using the marking gauge.
14 24 Monitor the room giving formative feedback and aid
mins students where necessary using questioning techniques
Reinforce and encourage students to follow the 1,2,3
rule when unsure of the next step.
Anticipated Questions: Do I mark the mortice or the
tenon first? What depth do I set the marking gauge to?
What thickness is the tenon joint?
24 27 Implement and monitor as students efficiently follow
mins the clean-up rota and clean the room
CLOSURE (END)
27 33 Explain todays active recap activity recapping key
mins learning (dartboard recap activity)
Observe activity and instruct students throughout the
activity, teacher will record scores throughout
Ask higher order reflective questions checking for
student understanding and knowledge
Students will listen and watch carefully to the steps (G)
involved in marking out the mortice and tenon joint, (SC)
responding to questions (1 student will record the demo) (V)
Actively engage as one student will provide a recap (N)
demonstration highlighting best and safe practice
Key Concept: What piece do I mark the tenon on? What
is the process for marking out the mortice?
Commence marking out the mortice and tenon joint, (N)
recalling best practice and health &safety rules (PBL)
Follow the 1,2,3 rule if unsure of any steps (1. Watch the (PT)
video, 2. Ask your neighbour, 3. Ask the teacher). This (SC)
helps minimize the number of students asking the teacher (G)
questions increasing productivity in the classroom (MA)
Follow the clean-up rota in an orderly and efficient (GW)
manner. Any students not on duty will quietly recap new
learning filling out a KWL worksheet
Participate in recap activity demonstrating (GW)
understanding of learning regarding mortice & tenon joint (FA)
Work as part of a team in a collaborative and fun (PBL)
manner to beat the other team (L)
Respond to questions relating to key words from the (HOT)
word wall and the real world
 33 -35 Instruct and monitor as students identify three pieces of Recall, recap and revise on todays lesson as they fill out (L)
mins new learning using the ticket out the door (exit card) the ticket out the door exit card, detailing three things (HOT)
Monitor an orderly exit and offer encouragement and they learned from todays lesson (SC)
praise as students leave the room Exit classroom in usual orderly routine
*KEY: (L): Literacy (N): Numeracy (O): Oracy (G): Graphicacy (SEN): Special Educational Needs (MA): Mixed Ability (GI): Gender Inclusion
(MI): Multicultural Inclusion (PBL): Problem Based Learning (PBL): Project Based Learning (HOT): Higher Order Thinking (GW): Group Work
(V): Visual Teaching (FA): Formative Assessment (SA): Summative Assessment (PT): Peer Teaching (SC): Student Centred

TEACHING RESOURCES (images are hyperlinked to the corresponding resources)

Working Drawing Clean Up rota Demonstration Bench KWL Worksheet Marking Tools - Dartboard Activity Ticket Out the Door

CRITICAL REFLECTION

DAILY REFLECTIVE DIARY HYPERLINK

REFLECTIVE DIARY