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Technology Lesson Planning Sheet | ||||||||
| version :8.2 | 25-May-04 | ||||||||
| Teacher | S. Nicholson | Subject | Promotional Project (Project 2) | ||||||
| Teaching group | 10L/M | BromCom Code | |||||||
| (if different from teaching group label) | |||||||||
| Day | Monday/Wednesday | Date | Lesson No.: | 4-6 of 18 | |||||
| Topic | Colour revisited | NC ref / SoW ref: | Key Stage 4 | ||||||
| Learning Objective(s) | (by the end of this lessons pupils should understand / know / be able to…) | ||||||||
| Differentiate between primary, secondary and tertiary colours in both the process and Munsel circles. | |||||||||
| Comprehend how colour is changed by its background and determine suitability of colour combinations. | |||||||||
| Identify appropriate colours for their own design. Analyse use of colour. | |||||||||
| Annotate in full sentences, using the conjunctions: "because", "however" and "therefore" | |||||||||
| Receive instruction on the Lithographic printing process (industrial practices, systems and control) | |||||||||
| Special Needs / differentiation | |||||||||
| All must… | all will complete colouring in and basic labelling | ||||||||
| Most should | most will generate at least five (5) significant colour combinations with appropriate justification | ||||||||
| Some should | some will establish a full range of colour combinations with full justification (up to 10) | ||||||||
| Literacy | I.C.T. | Numeracy | |||||||
| Annotation | y | CAD | o | Averages | o | ||||
| Answering Q in full sentences | o | Databases | o | Calculations (general) | o | ||||
| Crossword / Wordsearch | o | Internet use | o | Graph drawing; scales | y | ||||
| Keywords | y | Spreadsheets | o | Interpreting Data | y | ||||
| Labelling diagrams | y | Word Processing | o | Measuring | y | ||||
| Reading books / worksheets | y | Other | o | Other | o | ||||
| Writing frames | o | ||||||||
| Other (give details) | |||||||||
| Starter Activity | |||||||||
| Write the Homework in your diary | |||||||||
| Get out last week's homework | |||||||||
| Write down a priority list of possible colour combinations where two colours harmonise and one contrast. (>3 and <10) | |||||||||
| Homework | Complete colour worksheet | ||||||||
| Due in : | next week | ||||||||
| Main Lesson Activities | |||||||||
| Homework check. Review last week / session topic | |||||||||
| On prepared printed sheets, complete both a Munsel and Process colour circle | |||||||||
| Complete combinations of three colours to establish different moods / responses | |||||||||
| Annotate formative evaluations of "colour combinations" in full sentences, using the conjunctions: "because", "however" and "therefore" | |||||||||
| Cut and paste and annotate information regarding various printing processes | |||||||||
| Plenary | Discuss progress made on mood sheets - following peer evaluation | ||||||||
| Learning Checks / assessment & summary | |||||||||
| Discussion with pupils | y | Q/A session with whole class | y | ||||||
| Looking at folders / written and sketched work | o | Test | o | ||||||
| Practical outcome | y | ||||||||
| Other | |||||||||
| Evaluation of the lesson may be found on the reverse of this lesson plan | Key: o = possible, y = included, ? = may be | ||||||||