Module Title: School Placement

LESSON PLAN (2018-2019)

TOPIC(S): Introduction to Marquetry

Student Name: Joseph McNamara
Date: 14th Jan 19
Duration of Lesson: 1 hour

1. AIMS

The main aims of this lesson are to:

 Introduce the students to marquetry (what is marquetry, how veneers are cut, different
ways to put veneers together)- new words to be placed on word wall
 Demonstrate correct procedure for marking out chessboard on plywood (ensuring all
lines are straight, square and are of all equal size)
 Show safe and correct procedure when cutting veneers (cutting away from yourself,
fingers away from blade, a number of small cuts rather than one big one)
 Develop numeracy skills through the marking out of the chessboard onto the plywood
panel according to the brief

2. MAIN LEARNING OUTCOME & CORRESPONDING ASSESSMENT

Learning Outcomes (LOs) Assessment of LOs

At the end of this lesson the students will be
enabled to…
Establish what marquetery is and the different
methods for lining veneers up (book matching,
random, diamond matching)
Identify how to cut veneers in a safe procedure
correctly (fingers kept away from blade and cutting
slowly)
(Note: each LO has an assessment. Include a variety
of types.)
 Questioning of students
 Identification of veneer matching
methods
 Student demonstration
 Peer assessment
 Quizzing of students
 Observing of students
 Module Title: School Placement

Breakdown the project brief and begin to mark out  Questioning of students
the chessboard onto the plywood panel according  Observing students work
to the dimensions on the brief
Define each new key word from today’s lesson on  Higher and lower order questioning
the word wall  Group discussion

3. THE LESSON

TIME LINE TEACHER ACTIVITIES PUPIL ACTIVITIES KEY*

SET INDUCTION (BEGINNING)

0- 5 Mins Students enter the classroom in an  Students will enter the L, G,

orderly fashion and take their classroom as part of a
seats        normal set induction
       routine.       
Introduce what is going to be  Students are
covered in today’s lesson        introduced to what is going
 Introduction to marquetry to covered in today’s lesson 
 Breakdown of new project
brief
 Demonstration on marking
out cutting of veneers for
chessboard

Show teachers model of chessboard

as visual aid
LESSON SEQUENCE (MIDDLE)

5- 9 Mins  Introduce students to  Introduced to the new L, O, MA

the new marquetry marquetry project
project of a chessboard  Shown teachers model
with additional design as a visual aid
aspects  Answer questions on
 Show teachers model as their prior knowledge of
a visual aid veneers for the
 Question students on upcoming project
their prior knowledge of
veneers e.g. what are
veneers made out of?
How are veneers cut?
What are they used for?
What timber is made of
veneers?
 Module Title: School Placement

9- 17 Mins  Go through PowerPoint  Shown PowerPoint ET, MA, L,

presentation explaining presentation going G
the basics of veneers through the basics of
(what veneers are, how
veneers
they are made, how
they are cut, what they  Answer questions posed
are used for) by the teacher on
 Quiz students questions throughout
throughout presentation the presentation to
to ensure everyone is ensure everyone is
listening listening
 Show Plywood as
 Shown Plywood and how
example of a
manufactured board veneers are used to
made from veneer create the board

17- 23 Mins  Distribute project brief  Handed project brief and L, MA, G,
and breakdown its aims explained what the aims GI, C&I
for the project of the project are
 Prompt students to  Shown teachers model
begin thinking of and told to start thinking
different design aspects of different design
they would like to add aspects to add to their
once the chessboard is project after the
complete. Stronger chessboard has been
students who will be completed
ahead are encouraged
to do a more complex
design once they get to
that stage
 Show teachers model as
a visual aid
23- 28 Mins  Gather students around  Gather around the L, N, CL,
the teacher’s desk teacher’s desk MA, O
 Quiz students on how  Group discussion on
they think they would possible methods they
mark out the think they would mark
chessboard onto the out the chessboard
plywood panel  Shown by the teacher
 Demonstrate how to how to correctly begin
mark out chessboard marking out the board
onto the plywood panel according to the brief
in accordance to the using a ruler, tri square
dimensions laid out on and a pencil
the brief  The rest of the class are
 Quiz students during encouraged to ask
demonstrations to
 Module Title: School Placement

ensure everyone is questions to ensure they

paying attention fully understand
 Answer questions from
the teacher on the
demonstration

28- 40 Mins  Instruct to go back to  Go back to their desks L, CL, MA

their desks  Handed a plywood panel
 Distribute Plywood each
panels and to each  One at a time asked to
student call out a number
 One at a time get each between 1 and 22 to see
student to call out a what veneer each
number between 1-22 student gets
to fairly distribute  Once each student gets
different veneers to their veneers, they begin
each student marking out their
-numbers selected chessboard as the
between 1 and 11 get teacher demonstrated
ash and walnut while  Ensuring all dimensions
numbers selected are in accordance to the
between 12 and 22 get brief
walnut and Mahogany
 Once veneers have been
distributed instruct
students to begin
marking out chessboard
on the plywood in
accordance to the
teacher’s demonstration
40-48 Mins  As a few students will  Gather students around L, G, O,
start have the teachers’ desk CL, MA
chessboard marked out  State how they would go
on their piece gather all about cutting the
the students around the veneers before being
teacher’s desk shown how to
 Quiz student on how  Shown correct and safe
they think we would cut procedure for cutting
the veneers? each square for the
 Demonstrate how to chessboard
safely cut the veneers  Reminded not to play
with the use of a ruler, with scalpels or they
pencil and scalpel won’t be allowed to
 Constantly state how continue working on the
important health and project
 Module Title: School Placement

safety is and that there  Student demonstration

is no messing with the
scalpels
 After demonstration a
select a student at
random to re-
demonstrate back to the
class reinforcing the  Go back to their desk
new learning
 Quiz the rest of class on
the student’s technique
to see if its correct
 Get students to go back
to their desk and
continue working on
their project
48-50 Mins  For homework-  Shown what homework
distribute design
concept sheet and get
students to come up
with three design
concepts that they could
add to their panel once
the chessboard has
been completed
CLOSURE (END)
on cutting veneers after
teacher demonstration
to reinforce new
learning while getting
peer assessed by the
rest of the class
and continue working on
their projects
L, MA C&I
for today’s class is
- Come up with three
design concepts to
add to their project
once the chessboard
is complete

50-60 Mins  Get students to stop  Begin cleaning up L, G, O,

working on their
projects and begin to
put all their pieces into
 Recap using the word
the box and tidy up the
classroom
 Key words- Hold
up several key words
from today’s lesson and
get randomly selected
students to call out
what is on the card and
to talk about it  
 Distribute an exit card to  Distribute an exit card to
each student
questioning on how
they got on throughout
todays lesson
classroom in preparation MA
for the next lesson
wall- randomly selected
students by the teacher
is asked to call out
everything they know
about the new words on
the wall covered in
today’s lesson
each student and get
them to answer the
three questions on the
sheet based on how they
felt today’s lesson went
and leave it on the
 Module Title: School Placement

teacher’s desk as they go

out the door

*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,
ET = Educational Technology, and C&I= Creativity and Innovation.

4. LIST OF TEACHING RESOURCES

PowerPoint

Project brief

Teachers model

Exit cards

Veneers

Marking tools

5. POST LESSON CRITICAL REFLECTION (bullet points- 3-5 points)

Strengths

Challenges

Suggestions for Improvement

Notes for the Preparation of the Next Lesson

Module Title: School Placement