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SHS 1 Design and Communication Technology 2nd Semester Week 13 Lesson Plan

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Weekly Learning Plan
Subject	Design and Communication Technology	Week	13
Duration	60 minutes	Form	SHS 1
Strand	GEOMETRY	Sub-Strand	SOLID GEOMETRY
Learning Outcome(s)	1.2.2.LO.1 - Use the understanding of solid geometry to draw three-dimensional objects in isometric, oblique, perspective and design artefact base on solid geometrical figures
Content Standard	1.2.2.CS.1
Learning Indicator(s)	1.2.2.LI.3 - Draw the surface development of prisms
Lesson Focus	Draw the surface development of prisms
Previous Knowledge	Learners recall related ideas, vocabulary or experiences from earlier lessons and everyday contexts.
Lesson Objective(s)	Describe the key idea in: Draw the surface development of prisms Apply the idea through guided and independent learning activities. Demonstrate understanding through oral responses, written work or practical performance.
Essential Question(s)	What principles and techniques are needed to communicate Draw the surface development of prisms accurately? How can drawing/design tools and conventions be applied to produce an effective solution? How can the solution be improved after checking accuracy, function and visual communication?
Pedagogical Strategies	Demonstration and Guided Practice Experiential Learning Collaborative Learning Project-Based Learning Problem-Based Learning Gallery Walk/Peer Critique where appropriate
Teaching & Learning Resources	Drawing board/table Drawing paper/sketch pad Pencils Eraser Pencil sharpener Ruler/straightedge Reference drawings/charts Whiteboard/markers Compass Protractor Set squares Isometric grid paper 3D models
Key Notes on Differentiation
Content	Provide labelled examples, construction steps, templates/grids and partially completed drawings for learners who need support. Extend advanced learners with more complex forms, tighter design constraints, alternative solutions or additional technical detail.
Process	Use mixed-ability groups, teacher demonstration, guided practice and individual studio work. Allow repeated construction/sketching practice and peer critique while maintaining the same curriculum objective.
Product	Accept appropriate evidence such as freehand sketches, rendered drawings, geometric constructions, patterns, design briefs, models, technical drawings or portfolios. Assess accuracy, proportion, line quality, construction, creativity, application of conventions, problem solving and presentation.
Success Criteria	Learners use correct subject vocabulary. Learners complete the main task with reasonable accuracy. Learners explain or demonstrate how the concept applies in a new situation.
Homework	Complete a short application task connected to the week's learning indicator.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Display a relevant artwork, design, performance or visual example from geometry and ask learners to describe what they notice.	Share prior knowledge, listen to peers and record the lesson question in their notebooks.	Not provided.
Activity 115 minutes	Demonstrate how artists or designers use solid geometry, pointing out materials, process, form and meaning.	Observe the example, name visible features and record useful vocabulary.	Ask learners to identify one material, technique, form or meaning from the example.
Activity 220 minutes	Guide learners to sketch, plan, perform, annotate or critique a small work connected to solid geometry.	Create, annotate or critique the task outcome while responding to feedback.	Review work for process, creativity, accuracy and explanation.
Activity 310 minutes	Ask learners to refine or present their work and explain one decision linked to solid geometry.	Present the refined work and explain the artistic or design decision made.	Use peer comments and teacher questions to check understanding of the concept.

Lesson Closure

Summarise solid geometry and correct one common misconception using learner examples. State one thing learned and complete the exit response.

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