SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 8 Visual Communication Design

DATE: 6th May 2016 (WEEK 5 of 8)

NO. OF STUDENTS: 20

LESSON DURATION: 80 minutes (Double session)

TOPIC/FOCUS: Create a poster which addresses the issues of teenage body image.

Inquiry question: How can teenagers develop a positive body image?

Victorian Curriculum Statements:

Explore and apply methods, materials, media, design elements and design principles to create and present visual communications (VCAVCDE001)
Use manual and digital drawing methods and conventions to create a range of visual communications (VCAVCDV002)
Develop and present visual communications for different purposes, audiences and in response to specific needs (VCAVCDP003)
Consider a range of strategies to represent ideas and explain and justify thinking processes to others (VCCCTM040)

GOALS AND OBJECTIVES (INCLUDE LINK TO Victorian Curriculum):

GOALS: Create a poster for The Reach Foundation Charity Organisation.

The poster needs to communicate the way or ways teenagers can go about developing a positive body image.
The poster needs to be directed towards a teenage audience (both male and female.)
OBJECTIVES The students will be able to:

Explore and apply methods, material, media, design elements and design principles to create a poster design.
Create an image/images using manual or digital drawing methods and incorporate it into the poster design.
Present their ideas to others and explain and justify thinking processes.
SUMMARY OF RESOURCES REQUIRED:
Teacher Notes
Art Materials: pens, paper, markers, acrylic, gouache, pencils, camera.
Computers
Adobe Suite software
Projector Screen
The Elements of Design & The Principles of Design JPG.
Assessment Task Two and Rubric

LESSON PROCEDURE
TIMING

RESOURCES

STEPS OF THE LESSON

(key activities and key questions)

EXPECTED
STUDENT
REACTIONS OR
RESPONSES

TEACHER
RESPONSES TO
STUDENTS
(including
consideration of
the need to adapt,
reteach or extend)

GOALS &
METHODS OF
EVALUATION
(including specific
informal and/or
formal assessment
links to Victorian
Curriculum)

The students are

to express any
concerns or raise
any questions
they have about
Assessment Task
Two.

Answer any
questions the
students may
have in relation to
Assessment Task
Two.

Check for
understanding of
the Assessment
Task.

The students are

to reflect upon
how they may
apply the visual
conventions in
their own work.

Explain the
Design Element
and Principles
and ask students
to consider how
they may apply
the visual
conventions in
their own work.

Check for
understanding of
the Design
Elements and
Design Principles.

Opening (links to previous lesson/s or new

topic, purpose of lesson):
5 min

Explain to the students that the main

purpose of todays class is to continue
working on their Poster Design.
(Assessment Task 2)
Ascertain whether the students have any
general questions or queries in relation to
Assessment Task Two.

Computer
Projection Screen
The Elements of Design &
The Principles of Design
JPEG.

Re-iterate the Design Elements and Design

Principles, by showing images on the
projection screen.

The Elements of Design &

The Principles of Design JPEG:
http://p2cdn3static.sharpschool.com/UserFiles/Serve
rs/Server_2879574/File/teacherdocuments/Performing_Visual_Arts/Middleton/2D%20II/Elements%20and%20Principles%20Overvie
w.jpg

Answer any
questions in
relation to the
Design Elements
and Design
Principles.

30 min

15 min

Art Materials: pens, paper,
markers, acrylic, gouache,
pencils, camera.
Computers- Adobe Suite
software

Lesson Development:
Students will continue to explore and apply
methods, materials, media, design elements
and design principles to create their poster.
They are to keep a photographic record of
the Design process at every stage.

The students will

get out their
paper, drawing
materials, paints
and/or computers.
They are to review
their drawing,
illustration/design
from last week
and continue to
work on their
Poster Design.

Circulate the
room and review
each students
progress. Provide
the scaffolding to
guide the
students through
the design
process.

Provide students
with individual
feedback and offer
helpful suggestions
to those students
that need extra
guidance.

The students are to make an informal class

presentation of their work so far. Students
are to discuss what could be done to
enhance the Visual Communication.

The students are

to present their
ideas to the rest of
the class and
justify their

Teacher is to
provide verbal
feedback and
encourage the
students to make

Ascertain whether
the students are
able to present
their ideas to
others and explain

5 min

Computer
Projection Screen

After reflecting on the class feedback they

are to make adjustments and amendments
to their designs.

thinking.

Show the students a video that introduces

them to a brief history of Typography.

Watch 5 minute
animated video on
the History of
Typography.

Introduce and
play 5 minute
video.

Ask students to consider how they will

incorporate a headline/text into their own
Poster Design.

Come up with the

words/headline
that they would
like to include on
their poster.

Ask the students

to consider the
words they want
to include on the
poster. Consider
the purpose, the
main message
and the audience.

Students are to explore and experiment with

typography. Conduct online research for
inspiration on how Graphic Designers have
incorporated Typography into their designs.

Explore and
experiment with
different type
styles and
placement of type
within the design.

Circulate the
room and review
individual
students
progress. Offer
assistance where
needed.

5 minute video- History of Typography.

https://www.youtube.com/watch?v=wOgIkx
AfJsk

20 min

Art Materials: pens, paper,

markers, acrylic, gouache,
pencils, camera.
Computers- Adobe Suite
software

suggestions to
one another.

and justify thinking

processes.

Listen to feedback
from the teacher
and fellow peers.

Determine if the
students are able to
develop Visual
Communications
for different
purposes and
audiences

5 min

Closure (Options include summarising or

reflecting on the learning
achievements/analysing errors; preparation for
future lessons etc.):
Ensure the students are keeping a visual
record of their process, as they will be
presenting these images, along with their
final Poster Design in Week 8.

Question Time: Give students time to ask

questions about the Poster Design project.

Students are to
take photos of
their work, as it
currently stands
and store the
images safely in
an appropriately
named file, on
their computer.
Ask any questions
they may have.

Explain the
importance of
documenting
their design
process.

Answer questions
the students may
have and explain
what they will be
doing in next
weeks class.

Check that
students are
recording their
Design process
effectively.

Check for
understanding
In regard to the
Poster Design task.

PRE-SERVICE TEACHERS POST LESSON REFLECTION
Student learning (Were the stated goals achieved by all students or only some?)

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your explaining skills in information
and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student participation etc.)

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective learning and teaching and those
changes you will make when planning and implementing your next Direct Lesson Plan)