TEACHING PRACTICE LESSON PLAN (2013-2014)

Richard McKenna G00295467

Subject: MTW 2 Band B Topic(s): Health & safety; rules & routines; design
process; sketching; dovetail joints, finger joints.
Pupil Year Group: 2nd year No. of Pupils: 23
Lesson No. 3/4 of 24 Length Of Lesson: 70 minutes
Date: Friday 10
th
January 2014 Time of Lesson: 2.25

1. STATEMENT OF THE PUPILS PREVIOUS KNOWLEDGE AND SKILLS


Students will:
Have marked out a dovetail joint and pins using a tri square, marking gauge and tenon saw.
Have the basic knowledge of hand and power tools.
Be somewhat familiar with health and safety.
Have completed various marking out and sawing exercises from practice joints, trenching and
sawing to depth from previous plane and lamp projects.
Have the knowledge of how to use the mallet and chisels correctly.
Have the basic knowledge of soft and hard woods.
Recognize working drawings.
Be able to produce 3D sketches.
Have and understanding of the design process.










2. RATIONALE FOR THE SELECTION & STRUCTURING OF SUBJECT MATTER
AND FOR THE METHODOLOGY


I will be reinforcing the dovetail joint today by spiraling back on the previous lessons learning, as we
started marking it out in the previous class, while focusing on health and safety at all times and
reinforcing the best practice when using the woodworking tools. I explained the process for the dovetail
first as the next joint will be the finger joint which is easier to mark out. So I am hoping that most
students if not all students will be able to problem solve on their own getting them to critically think
about the next joint enabling them to read the working drawing and mark out the joint with little or no
help.
The reason I am doing joints is to prepare them for the project ahead.
I gave out design homework, and I will incorporate this into the project as this will promote intrinsic
motivation allowing each student to contribute to their project, thus keeping the students motivated and
the moral high in the classroom.


3. AIMS


The aims of this lesson are to:
Recall the rules and routines.
Emphasize the importance of respect in the MTW room and amongst each other.
Discover the students design capabilities.
Introduce the students to the various tools for the project.
Employ the correct procedure to marking out the dovetail.
Identify the difference between a dovetail and finger joint.
Reinforce new terminology.
Demonstrate safe practice while using chisel and tenon saw.











4. LEARNING OUTCOMES & CORRESPONDING ASSESSMENTS


Learning Outcomes (LOs)
At the end of this lesson the students will be
enabled to
1. Demonstrate knowledge of the rules,
routines, and safety hazards.
2. Locate the power cut off points in the
room.

3. Produce a dovetail joint.
4. Identify the various tools, tenon saw;
mallet; tri-square and chisels.
5. Understand the constraints that need to be
adhered to when designing a project.
6. Differentiate between a finger joint and
dovetail.


Assessment of LOs


1. Work sheet.

2. Fire-round of questions on the rules
and routines & making a poster of the
rules and routines.
3. Evaluate students work.
4. Question and answers.

5. Examine homework.

6. Making the joints.


5. PLANNING FOR LITERACY & NUMERACY

Literacy.
The new terminology introduce in this lesson is Dovetail and finger joint, I will be reinforcing
terminology vertical, horizontal throughout this lesson.
I will have word walls up on the walls explaining what each is.

Numeracy.
Including maths equations in handouts, cooperatively working out measurements and using working
drawings to construct their joint using measurements by means of adding subtracting and dividing
while measuring with the steel rule.

Power point slides with spelling of the new words being introduced and word walls, and a short adding
question.






6. PLANNING FOR DIFFERENTIATION
I was originally informed that there was no SEN students in the group until I arrived at my first lesson
I was informed that one student has a SNA, this student was not in school for my 1
st
lesson. I asked my
cooperating teacher what the SEN was and he did not know. I have contacted the reception and they
are going to pull the students files to allow me to plan for this student. If this student in question is in
today I will ask the SNA about this student to help me with future planning.

When I do a demonstration marking out or cutting out, I will either give this piece to a weaker student
or demonstrate on their piece helping them along.

I will have different levels of work sheets with visual aids and explanations of the new terminology
and working drawings to allow for differentiation some on coloured paper as I am unsure of the SEN.
Origins of works with pictures.
Visual posters of new terminology displayed around the room.

The class is mixed gender; therefor I have designed the projects to be unisex.

As the weeks progress I will differentiation through classroom organization implementing seating
plans; cooperative learning; Simplified drawings where needed.
Group work also differentiating through open ended tasks allowing each student to respond to their
own ability.



7. THE LESSON SEQUENCE
TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES

0-10













10-20



Greet the students at the door.
Make sure they have equipment.
Bags are stored outside the room
Orderly Entry and sit down.
Roll call
Give instruction to students about the
brain storming recap.
Divide into groups.
Observe and directing the
brainstorming activity making sure
that the students who were missing
the previous lesson are not in the
same group.

Inform students what is ahead for the
day.
Give instruction to certain students to

Students enter room.
Gather the items required for class and line
up their bags neatly outside and enter room
and take to their seats.
Answer the roll call.
Student will be listening to instruction on
recap game.
Students will be actively reinforcing the
previous class learning in groups one
student will be the spokesperson
encouraging public speaking.



Students gather the required materials and
tools as directed by teacher.














20-30





30-40












40-45







45-50



give out the tools required.
Instruct one student to give out
wooden pieces.
Class demo on the tenon saw.
Constantly reinforcing the correct
method for using this saw.
Direct most students to carry on with
their dovetail.
Class demo for the students who
missed the previous lesson along with
some weaker students
Show samples of dovetails I made.

Observe students practicing the
correct safe use of a tenon saw.
Intervening where required.
Giving individual attention where
needed.

Observe and manage the behavior in
the classroom.
Call for a demo for the students who
are at the next stage of cutting out the
dove tail.
Get a student involved in
demonstrating to their peers this step.
Asking higher order questions, why
this step is next and what would
happen if we took a different route.
Monitoring the room while observing
the progress of the students.

Instruct tools down.
Call everyone up for a demo.
Reinforce the safety required when
using a chisel.
Get student involved in the demo.
Instruct students to get to work.


Observing the students work in a
safe manner.
Giving individual help where required
reinforcing the safety procedure
Students observe while I do a safety demo
on the tenon saw and the correct procedure
for using this tool.
Certain students carry on working on their
dovetails.


Students who missed the previous lesson
gather around the demo desk, along with
some weak students.



Students learn by doing. Focusing on the
construction of their dovetail joint.




Students are busy working away.
Some students will be getting individual
help.
Answering higher order questions
Problem solving the next step in the
project.







Students will be engaged by a demo on
chisels, weaker students will be involved
in the demo, to reinforce the safety
procedure required when working with
chisels.
Answering questions and explain back the
correct way to hold the chisel.

Students are chiseling in a safe way.
Weaker students are still on the tenon saw.







50-60










60-70



required while using these tools.
Instruct the students who have
completed their dovetail to repeat the
process using the tracing method.

Give students who are finished the
dovetail the finger joint and let them
work it out for themselves.
Show them samples of finger joints I
made.
Monitor this progress.
Give individual help where needed.
Monitor the behavior in the room.



Give warning that we will be packing
up in two minutes.
Observe and monitor the class.
Instruct class to tidy.
Delegate jobs to get the tools put
away.
Store their project pieces.
Collect previous class homework.
Recap todays learning with the last
man standing.
Give directions for the students to
leave.
Standing at door giving individual
phrase.


Students repeat process using the tracing
method to get a better fit for the joint.

Students are all kept very busy
constructing their joints.
All the students are forced to problem
solve some more than others.
Students have to be thinking higher order
in order to complete the joints to have them
in a working condition. Students will be
working out key measurements from the
working drawing, adding; subtracting and
dividing.

Students will be tidying up putting all
equipment away in the correct place.
Storing their projects.
Hand up homework.
Listen to instruction on the last man
standing.
Talking about their learning to date.
Exit the room in an orderly fashion.

8. TEACHING RESOURCES

Laptop.
Overhead projector.
PowerPoint slides on tenon saw
Safety switches.
Chalk board.
Brief of birdhouse.
Model birdhouse.
White deal timber.
Various samples of timber joints i.e., dovetail; butt; finger and miter.