WOOD TECHNOLOGY LESSON PLAN GUIDE

Student Name: Joey Laverty

ID: G00378790

Subject: Wood Technology Topic(s): Bird Feeder

Pupil Year Group: 2nd Years No. of Pupils: 24
Lesson Number: Length of lesson: 60 Minutes
Date: 01/02/2023 Time of Lesson: 09:05

1. PREVIOUS KNOWLEDGE, SKILLS & AND OSERVATIONS

Previous Knowledge

As dovetails were recently practiced students are aware of the pros and cons of dovetails, they have
learnt as to why the tails are sloped and not straight like finger joints, and are aware of the slope used
for dovetails.

Previous Skills

They have developed the skills of marking a dovetail joint using the dovetail jigs, they have also learnt
how to saw the tails of a dovetail joint by rotating the piece in the vice to have the lines vertical to
work with the tenon saw.

Teacher Observation

I have observed that some students struggle to grasp the aspect of marking out having a reference
piece really helps the students understand the end goal. A definitive list of the tasks help most of the
students to know what to do once they have completed the step they are on.

2. LESSON RATIONALE

Brief outline of WHY this content is the basis of the lesson and why you have selected these KEY*
particular teaching, learning and assessment strategies- a justification for the lesson.

Class begins with the students filling in a KWL (Know, Want to Know, Learned) so they RL
understand their own knowledge and to recognize that most of the skills and knowledge is
transferable.
 The students then are working on a working drawing with a fill in the blank working drawing
to develop their critical thinking and problem solving skills; it also familiarizes them with NL
working drawings to become more comfortable with numbers when designing their own
project in the future.
Students use these agreed measurements to create their own dovetails to develop had eye
coordination when using the rule and try square. RL
To reinforce the skill of sawing the students then cut their newly marked piece further
progressing their understanding and skill of sawing joints. RL

*KEY: RL=Reinforced Learning, NL=New Learning

4. LEARNING INTENTIONS, ASSESSMENT OF LEARNING & SUCCESS CRITERIA

*KEY: C=Cognitive, PM=Psychomotor, A=Affective

1.1 explore key elements required for the completion of tasks

Learning Intentions (LI’s) Assessment of Success Criteria for Key

At the end of this lesson the students will be Learning LI’s C
enabled to: Determine measurements required Class Discussion Students have
for the project. Peer Assessment gathered the
Visual Inspection correct dimensions
for marking the
piece
2.7 communicate a suitable approach to solving a problem

Learning Intentions (LI’s) Assessment of Success Criteria for Key

Learning LI’s PM
At the end of this lesson the students will be Visual inspection Piece is correctly
enabled to: Demonstrate their knowledge of Reference marked with tails
marking out. Comparison sloped in the right
direction.
1.8 apply knowledge of and skills in a range of appropriate existing and emerging principles,
processes and techniques

Learning Intentions (LI’s) Assessment of Success Criteria for Key

Learning LI’s PM
At the end of this lesson the students will be Socratic Demonstration of
enabled to: Reinforce the skill of sawing. Questioning correct technique
Visual Inspection while processing
the piece.

5. THE LESSON

TIMELINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0 – 3 Mins Teacher allows students time to Students enter mannerly, take their
come to class and to enter seats, and prepare themselves for
mannerly class.

3 – 6 Mins Teacher takes the roll call while Students participate in the roll call O
handing out the KWL and the and await further instructions.
working drawing worksheet to the
students.

6 – 7 Mins Teacher introduces the class and Students listen patiently and await O, G
what the rationale of the lesson is instruction for the first task.
and what to expect.

LESSON SEQUENCE (MIDDLE)

7 – 10 Mins Teacher explains how to fill in the Students fill in the KWL honestly as G, O,
KWL (what they already KNOW, it will improve future lessons to fit L, MA
WHAT they want to learn, and their specific needs.
what they LEARNED) to the
students and allows time to fill it in.
the teacher provides examples on
the PowerPoint to fill in to each
sector.

10 – 16 Mins Teacher explains the purpose of Students need to examine the MA,CL,
the working drawing worksheet working drawing and solve for the N, G, L
where the measurements are missing dimensions to apply to
missing and the students need to their own piece.
calculate the measurements off the
drawing. Teacher then discusses
with the class on the agreed
dimensions before proceeding to
marking the piece.

16 – 22 Mins The teacher gathers the students
for a demonstration for marking
the tails of the dovetail joints but
as the students have created this
joint before the teacher gets the
students to describe each step and
The students explain the process of O, N
marking the tails of a dovetail joint
to the teacher to show an
understanding of the process of
marking a dovetail joint.
 to analyze why we do each step.
22 – 32 Mins Teacher lets the students mark
their own pieces in preparation for
processing. The teacher puts the
task list on the board to allow more
time to be assessing the student’s
technique. The teacher also has a
reference piece that students can
compare their own piece against.
32 – 38 Mins Teacher calls the students for
another demonstration on the
importance of proper technique
when sawing. Asking students
higher order questions such as
“why do we hold the saw this
way?” and “what happens when
we put too much weight on to the
saw?”.
38 – 53 Mins Teacher gives the students time to
create their own set of tails whilst
telling the students to constantly
refer to the sawing checklist on the
blackboard to improve their sawing
skills. Having the checklist on the
board allows the teacher time to
check the students for correct
technique. Teacher puts rubric up
towards the end so students can
self asses their own quality of work
CLOSURE (END)
53 – 55 Mins Teacher instructs on a tidy up to
keep the room clean.
55 – 57 Mins Teacher allows the students to go
back to the KWL sheet to fill in the
part of what they have learned or
to fill in part of what they already
knew but forgot the correct terms.
57 – 58 Mins Teacher goes back to the learning
intentions to reflect back on the
lesson with the students.
59 – 60 Mins Teacher lines the students at the
Students mark their own piece MA, N
whilst referring to the task list and
comparing against the reference
piece to clarify if their piece is
marked correctly.
Students are attentive during the G, O,
demonstrations and providing CL,
answers to the thought provoking
questions.
Students create their own set of G, MA,
tails but are referring to the sawing O
checklist to improve their skills and
accuracy with the saw. Students
who are done first can self assess
their quality of work using the
rubric as a guide.
Students tidy away any of their MA, O
tools to the correct place to leave
the classroom tidy for the next class
Students finish filling in the KWL in G, L,
the part of what they have learned O, MA
in this class.
Students recognize that the
learning intentions were covered
during the lesson.
Students line up at the door and in
 door to leave in an orderly fashion an orderly fashion leave when the
as the bell rings. bell rings.

*KEY: L=Literacy, N=Numeracy, O= Oracy, G= Graphicacy, SEN=Special Educational Needs, MA=Mixed Ability,
CL= Cooperative Learning, GI=Gender Inclusion & MI=Multicultural Inclusion.

6. LIST OF TEACHING RESOURCES

PowerPoint

Rubric

Models

Blackboard

Demonstration

Solid Works Model

KWL Worksheet

Working Drawing Worksheet