TEACHING PRACTICE LESSON PLAN (2014-2015)

DTE year: 4 - Toms Spellman - G00285291

Subject:
Pupil Year Group:
Lesson Number:
Date:

MTW
1st Years
1 of 18
Wed 7th Jan 2015

Topic(s):
No. of Pupils:
Length of Lesson:
Time of Lesson:

Phone Holder
24
40mins
9:15

Previous Knowledge & Skills

Knowledge (Theory)

Skills (Practice)

Students have basic knowledge on the theories

of woodworking
They have an understanding of elevations and
plans
They are aware of the safety in the woodwork
room
The students have a knowledge on project
making and the design process
They have made a model aeroplane in the last
term
The growth of trees

Marking out the timber

Sawing
Planing
Wood-burning
Using marking out tools correctly
Using a tennon saw
Using a pillar drill
Trenching using a mallet and chisel
Use of a hand plane to plane edges and
chamfer edges
Gluing and clamping

Rationale

I have planned this lesson to try and become acquainted with the students. I want give them an
opportunity to get to know me and hopefully I can get to know them. I intend on doing this by
using an informative PowerPoint and an icebreaker game. This will hopefully lead to a positive
learning environment and a good rapport with the students.

I want to set the boundaries in the class. Therefore I will outline the rules and routines. These will
be placed on the classroom wall and visible for all the students. I will also refer to the text book
on health and safety (Cross, 2010, p. 4-8).

Before starting a practical project on a new topic such as the mortise and tennon, it is important
that they are given an introduction on the joint. Therefore I will use a PowerPoint presentation to
explain the different aspects of the joint. I will also refer to the textbook and hand out sample
mortise and tennon joints. This will help the students understand what the joint is, why it is used
and its advantages and disadvantages before starting a project on it.

Depending on time constraints, and as this is timetabled to be a practical class, I will then launch
the project that they will be making over the next six weeks. I will do this by handing out
working drawings and use Solidworks and a completed model as visual aids.

I will question the students on specific measurements of the working drawing to make sure they
can understand the dimensions.

I will then get the students put away their sheets into their folders to help their organizational
skills. They will then tidy up and leave in an orderly fashion.

Aims
The aims of this lesson are to:

Familiarize myself with the students and their names by receiving one piece of information on each by
using an icebreaker game.

Present myself in a positive and professional manner

Create a positive learning environment for the students to develop and improve.

Establish the rules and routines of the class in conjunction with the students.

Introduce the mortise and tennon joint and its advantages and disadvantages. List where it is used and
the two parts of the joint.

Launch the project they will be constructing over the next six weeks

Tidy up and exit in an orderly manner that can be repeated for the next six weeks.

Assign homework which is relevant to the project and the following lesson

Literacy
Strategies

Numeracy
Strategies

Oracy
Strategies

Graphicacy
Strategies

Students will write

out a personal
profile about
themselves that will
be collected at the
end of class
Students will
observe the
PowerPoint
presentation
Word wall for any
new words
introduced
Etymology of new
words

Students will be
asked to help
design a number of
different rules on
the board
Students will
observe the
dimensions on the
board of the new
project they will be
undertaking
Calculation of
missing
measurements

Students will say

their name and
one piece of
information
about themselves
Group discussion
on rules and
routines of the
class
Answering of
higher order
questions

Students will
interpret the
working drawing
of the phone
holder
They will observe
the images of the
PowerPoint and
Solidworks on the
board

Differentiation Strategies

Gender Inclusion

The name game allows each student the opportunity to give one
piece of information about them which allows each person an
equal opportunity to share something about themselves with the
class.
The phone holder has a design aspect in it which lets the students
add a logo or illustration of their own choice.

Multicultural Inclusion

N/A

Special Needs Strategies

N/A
As this is the first lesson, there will not be any need for mixed ability
strategies until the following class as this lesson will be just laying out the
rules, routines and introducing myself and the project of the phone holder.

Mixed ability Teaching Strategies.

Learning Outcomes & Corresponding Assessments

Learning Outcomes (Los)
1.

Recall my name and my interests as well as

Assessment of Los
1.

the other students in the class.

2.

List the rules and routines of the class

Allow the students to have a discussion

which is pupil centered learning.

2.

The students collectively discuss

democratically what they believe the rules

should be in their classroom.
3.

Identify a mortise and tennon joint and state

3.

Oral questioning and homework sheets.

4.

Students aim to achieve goals that are set

where to use it, its advantages and

disadvantages.
4.

Set a positive learning environment that

will be maintained for the following six

and agree to the boundaries that they

weeks.

choose are fair and reasonable

Resources

PowerPoint presentation of work- introducing myself..\..\..\Resources\1st Year MTW\Lesson 1 PowerPoint.pptx

Roll & seating plan..\..\..\Room Layouts\ROOM LAYOUTS.pptx

Soft object to pass around

Textbook by Michael Cross (2010)

Poster on rules and routines..\..\..\Resources\General Resources\Class Rules.docx

Samples projects on mortise and tennon joints to pass around

Homework sheet on new project (phone holder)

Working drawings
Solidworks of project (Phone holder)..\..\..\Resources\1st Year MTW\Solidworks Files - Phone Holder

Teacher Activities

Student Activities
SET INDUCTION

O
P
E
N
I
N
G

Greet students at the door.

Orderly entry and sit down
Set Induction.
Introduce and provide a rationale for the LOs
Presentation on my work and get their attention
Link learning to real world
Play an icebreaker/name game.

Students enter in orderly fashion and take their

seats.
Listen and observe the presentation. Ask any
questions they may have.
Students will pass a soft ball around the room and
in turn give name and one other piece of
information about themselves.

(10
mins)

LOGICAL SEQUENCE OF THE NEW LEARNING

M
I
D
D
L
E
(25
mins)

Rules & Routines

How I want the class to enter and exit the room.
Introduce the mortise and tennon joint
Explain where it is used, its advantages and
disadvantages
Hand around samples
Get students interested in the project that they
will be doing over the next six weeks
Let students physically examine, take apart and
put back the joint together
Focus on the properties of the joint (tension
racking etc)

Allow students to have their input into the rules

physically practice entering and exiting the room
take down advantages and disadvantages from the
white board into their notes
Ask questions and discuss the mortise and tennon
joint.
Pass around the sample joints
Sketch into copy
Students pass around and examine the samples of
joints
They take apart and put back together the pieces

CLOSURE

E
N
D
I
N
G
(5 mins)

Indicate the New Learning in the next class

(mortise and tennon joints
Outline Homework task- note in student journals
Tidy Up Instructions /Supervision
One minute Reflection Circle on Key Learnings
Forward Planning: what we need to bring to class
next day:
Orderly Exit

Class discussion on:

-what they learned
-what they aim to achieve in the class
-expectations for the next six weeks
Take down homework
Tidy up
Orderly exit