SECONDARY LESSON PLAN (Responding)

YEAR LEVEL & SUBJECT: Year 9-10 Visual Communication Design

DATE: 18 July, Monday. Week 2 lesson 5.

NO. OF STUDENTS: 22

LESSON DURATION: 40 Mins (half of a double lesson).

TOPIC/FOCUS: Visual communication theories/concepts.

VICTORIAN CURRICULUM STATEMENTS:
- Creative and innovative ways to communicate ideas and information.
- Confidence, curiosity, imagination and enjoyment through an engagement with visual communication design practices.
- Creative, critical and reflective thinking, using visual design thinking skills.
- Analysing and evaluating Visual Communication Designs for different audiences and purposes in different contexts.
- Develop the skills and practice to communicate ideas and messages in visual communications.
- Respond to visual communications by investigating, identifying and describing the key components of a design.
- Analyse and evaluate the use of methods, media, materials, design elements and design principles in visual communications from different historical,
social and cultural contexts (VCAVCDR011)
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):
The students will be able to:
- Analyse and respond to visual communication designs.
- Extend their thinking, understanding and use of perceptual and conceptual skills.
- Apply the use of literacy for responses.
- Think creatively, critically and reflectively.
SUMMARY OF RESOURCES REQUIRED:
- Visual communication designs examples/sources
- x24: Worksheet/handout design analysis grid for students to respond on
- x 24: Laptops (optional)
- Whiteboard
- Whiteboard marker(s)
- Questions/reflection worksheets (for end of lesson)
- Images of visual communications
- Pen
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 AusVELS)

- Welcome students.
- Introduce class to the lesson

5 mins

(what is going to be achieved/

learned).
- Briefly recap what has been
taught in the previous lesson(s).
- Brief introduction/description of
the importance of analysing visual
communications (VC).
5 mins

- Whiteboard
- Whiteboard

5 mins

- Image of

- Students are to listen

carefully to the teacher

introducing the lesson.
- Understand the
information the teacher
is presenting to the
class.

- Students gather an
Lesson Development:
(Demonstration)
understanding of visual
- Handout design analysis grid
markers(s)
communication designs.
- Image of
- Understand and
worksheets or students may
visual
access them online with their
remember the key ideas
communicati
laptops.
behind VCDs.
- Demonstrate the use of visual
on designs
- Worksheet
communication design.
- Explain and show students how to
design
analysis grid
deconstruct a VC.
- Laptops
- Also explain what components
(optional)
make a visual communication
- Pen
design (VCD).

- Teacher is to be ending

- Able to stay engaged with

the teacher and the
information they are
providing.

- Demonstrate a visual

- Able to understand how a

for students to listen to.

- Describe the
importance of analysing
visual communications.

communication design.
- Show students how to
read, deconstruct and
understand a VC.

- Students are to stay

- Teacher is to assist any
Guided Practice:
- Students are given time to
visual
engage in the task.
students who are
communicati
analyse one visual communication - Required to understand a
finding the task difficult
on design
design.
visual communication.
to understand/
- Worksheet - Practice with students who are
- Able to deconstruct a
approach.
- Provide critical and
design
finding the VCD difficult to
VCD.
analysis grid
analyse.
efficient feedback to
- Laptops
students to help them
(optional)
develop their skills/
- Pen
knowledge.

visual communication is
read.
- Understand the importance
of a VCD.

- Understand how to apply

theories and concepts in

the subject within a visual
communication.
- Able to read a visual
communication design.

15 mins

- Image of

- Students are to answer

- Assess how well each
Evaluation:
- Students are given the opportunity
visual
the questions provided on
student is
communicati
to answer the questions for the
the worksheet in
understanding/reading
on designs
remaining visual communications
response to the given
the visual
- Worksheet
without the aid of the teacher.
designs.
communications.
- Students are required to work
- Required to include
design
analysis grid
alone, where they will analyse
correct and accurate
- Laptops
each visual communication
knowledge for each
(optional)
individually.
design.
- Pen
- Apply their knowledge of visual
communication design.

- Able to apply correct and

10 mins

- Question/

- Able to engage in class

reflection
handout
- Pen

Conclusion:
Class Discussion:
- Discuss as a class what answers
some students came up with in
relation to the worksheet and
questions given.

- Question handouts are given to

students 5 minutes prior to the

lesson finishing for students to
answer and reflect on what they
have learnt (refer to questions
worksheet).
- Receive question worksheet from
all students to roughly assess
where they are positioned when it
comes to understanding visual
communication designs and their
ability to analyse them.
- Students are to continue with their
folio work. (Currently working on
generation of ideas).

- Students are to complete - Handout question/

the questions/reflection
handouts before the next
lesson commences.
- Students to engage in
classroom discussion.

reflection workout to
every student.
- Receive answers from
each student.

accurate visual
communication design
terminology.
- Able to understand
meaning(s) behind VCDs.
- Associate appropriate
concepts of VCD with each
design.

discussion and answer

questions.
- Reflect on the tasks that
have been taught/learnt.

Question/Reflection Worksheet:
Answer the following questions in as much detail possible:
How is Visual Communication Design used everyday?

Why is Visual Communication Design important?

List 5 components considered when analysing a Visual Communication Design.

Describe how important it is for a Visual Communication is when focusing on the

idea of audience.

1. _______________________________________________

2. _______________________________________________

3. _______________________________________________

4. _______________________________________________

5. _______________________________________________

Resources:
The following visual communications will be demonstrated to students to critically analyse and answer the questions on the design analysis grid handout
provided:

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)