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Career Technology · B7

Term 3 · Week 5 · 2.00 credits · GHS 1.00

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Lesson Note - Career Technology

Dokyiwa M/A JHS

Weekly Lesson Plan

JHS 1 (B7) · Term 3

Career Technology

Lesson 1 of 1

Week Ending

Friday, 22 May 2026 Backdated

Week & Term

Week 5 · Term 3

Class Teacher

Albert Blay-Allan

Subject

Career Technology

Class

JHS 1 (B7)

Class Size

Duration

100 mins

Week No.

Week 5

Strand

5. DESIGNING AND MAKING OF ARTEFACTS/PRODUCTS

Sub-Strand

2. DESIGNING

Content Standard & Indicator

B7.5.1.1.4

Content Standard

Demonstrate understanding of Designing

Indicator

Make sketches of objects

Performance Indicator

Learners will make sketches of objects using both two-dimensional and three-dimensional techniques by the end of the lesson.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (33 mins) New learning + assessment	Resources	Phase 3: Plenary (10 mins) Reflection + exercise
Mon 18 May 2026	1Recall and identify what sketching means and name common techniques used in technical drawing 2Show learners a simple freehand sketch of a kitchen table and an exact geometric drawing of the same table on the board. Ask: Which one took less time to draw? What is the difference between them? Learners discuss with a partner and share observations	UNDERSTANDING SKETCHING AND TWO-DIMENSIONAL PLANE FIGURES 1Use the textbook to explain sketching as a quick way of putting down ideas using freehand pencil or marker drawing. Write the definition on the board: 'Sketching is a rapid, freehand method of drawing used to record ideas.' Learners copy this into their exercise books and draw a simple square, circle, triangle, and rectangle beside the definition 2Distribute tools and materials to learners in groups of 4. Ask each group to sketch one plane figure (square, rectangle, triangle, circle, or oval) on A4 paper using only a pencil, without using rulers. Groups display their sketches on the board and explain: Did you use any measuring tools? Why is sketching useful in design work? Learners respond that sketching helps designers record ideas quickly before making final products 3Struggling learners: provide a printed template showing the outline of plane figures; they trace and shade instead of drawing from scratch. Fast finishers: ask them to sketch a simple Ghanaian object like a kente loom or a clay water pot. INTRODUCTION TO THREE-DIMENSIONAL SKETCHING TECHNIQUES 4Display three sketching methods on the board: isometric (cube drawn at an angle), oblique (cube drawn with one face flat), and perspective (cube drawn smaller as it recedes). Point to each and name it. Ask learners: Which method shows depth the most? Which looks like looking at a real building from the corner? Learners discuss and identify that perspective drawing looks most realistic 5Provide learners with a pre-drawn isometric cube in the textbook or on a handout. Learners use their tools and materials (pencil, ruler if allowed, exercise book) to trace the isometric cube three times, then attempt to sketch a simple 3-D house using isometric technique without tracing. Learners compare their sketches with a partner and identify which lines show height, width, and depth 6Struggling learners: provide dotted isometric grid paper to help guide their 3-D sketching. Fast finishers: ask them to sketch a simple market stall or a 3-D kente cloth storage box using isometric or oblique method.	1Textbook 2Tools and materials for practical (pencil, erasers, A4 paper, rulers) 3Exercise book 4Pre-drawn isometric grid paper (optional, for support) 5Board and markers	1Call on learners from different groups to hold up their best 2-D and 3-D sketches from the practical activity. Ask the class: What makes a good sketch? What is the difference between the 2-D and 3-D sketches? Learners respond that good sketches are clear, quick, and show the main features of an object 2Learners work in pairs to create a simple sketching checklist in their exercise books: Does my sketch have clear lines? Can someone understand what object I drew? Did I show depth in my 3-D sketch? Pairs read their checklist aloud and the class votes on the most useful point to remember Exercise 1Sketch a simple 2-D plane figure (a rectangle) and then sketch the same rectangle as a 3-D object using isometric technique. Label which drawing is 2-D and which is 3-D. Write one sentence explaining why sketching is important in design work in their exercise books.
Tue 19 May 2026	1Recall the definition of sketching and identify the key techniques used to represent 2-D and 3-D objects 2Show learners a simple freehand sketch of a square and a cube drawn on the board without measurements. Ask: What is the difference between these two drawings? Allow learners to whisper their observations to a partner first, then invite one representative from each pair to share aloud	UNDERSTANDING SKETCHING TECHNIQUES FOR 2-D AND 3-D OBJECTS 1Using the Textbook, display pages showing the definition of sketching and examples of 2-D plane figures (square, triangle, circle, rectangle, oval). Read aloud: Sketching is a quick way of putting ideas down using freehand with a pencil or any other marker. Learners copy the definition and the five 2-D shapes into their exercise books, labelling each shape clearly 2Show enlarged images of 3-D sketching techniques: isometric (cube with equal angles), oblique (cube at an angle), and perspective (cube with vanishing point). Explain one technique at a time using the Textbook illustrations. Ask learners to identify which technique makes the object look furthest away. Fast finishers sketch all three techniques lightly in their books; struggling learners trace the isometric example provided on a handout 3Struggling learners: provide pre-printed 2-D shapes and one isometric grid to trace. Fast finishers: ask them to explain to a peer why perspective makes objects look distant. PRACTISING SKETCHING: FROM PLANE FIGURES TO PICTORIAL OBJECTS 4Distribute Tools/materials for practical (pencils, erasers, rulers, grid/plain paper). Model sketching a simple 2-D square freehand on the board without a ruler, then sketch the same square as an isometric cube using light guidelines. Learners practise both on their own paper: first four 2-D plane figures (square, triangle, circle, rectangle, oval), then four isometric cubes of different sizes 5In pairs, learners choose one common Ghanaian object (e.g., a kerosene stove, a clay pot, a market table, or a water bucket) and sketch it using either isometric or perspective technique in their exercise books. One learner sketches while the partner observes and gives feedback on proportions. Partners swap roles for a second object. Collect sketches to form the start of their sketch album 6Struggling learners: provide a grid background and sketch one object together with the teacher before independent practice. Fast finishers: add shading or labels to their sketches to show detail.	1Textbook 2Tools/materials for practical (pencils, erasers, rulers, grid and plain paper) 3Exercise books	1Ask learners to hold up their best 2-D and 3-D sketches from this lesson. Select sketches from different ability levels and ask: Which technique did this learner use, and how can you tell? Learners respond by pointing out depth cues or labelling the technique 2Invite learners to arrange their sketches on a display board or wall under headings: 2-D Plane Figures and 3-D Pictorial Objects. Ask the class to walk past and give thumbs up to three sketches they think show good technique Exercise 1Sketch a Ghanaian market stall using either isometric or perspective technique. Your sketch must show at least four different 2-D shapes within it and demonstrate clear 3-D depth. Explain in two sentences which technique you chose and why in their exercise books.

Class Teacher

Albert Blay-Allan

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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