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Lesson Plan Thomas Reddall

Topic area: English Stage of Learner: year 7 Syllabus Pages:

Date: Location Booked: Lesson Number: 6 /

Time: 50 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to


Syllabus outcomes Lesson assessment Engage personally with texts draw on experience to consider
uses and describes language forms, the ways the 'real world' is
features and structures of represented in the imaginary
texts appropriate to a range worlds of texts, including
of purposes, audiences and imaginative literature, film,
contexts EN4-3B media and multimedia texts

Quality Teaching Elements (lesson focus) Highlight the appropriate areas


Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
Time Teaching and learning actions Organisation Centred
T/S
5 The Do Now for this lesson will have to be a numeracy task Teacher:
on converting percentages into decimals. Use statistics
relevant to sustainability. Student:

Resources:

10 Teacher:

Student:

Resources:

15 Take the time to clearly explain the activity which may span Teacher:
across two lessons: Give each student a template for an
informational article. Instruct the students that they are to Student:
fill in the template using information gathered in class
regarding one of the two inventions for sustainability. Resources:
Students are to do this task from the perspective of
20 researchers. Teacher:

It may be better to do a class vote on which invention to Student:


study. Resurces:

25 The teacher will have control of the pacing in this lesson. Teacher:

Break down each section of the template explicitly for the Student:
students before you begin writing.
Resources:
30 Start with the Headline, explain the purpose of the headline Teacher:
and using student input come up with 2 or 3 that can put on
the board. Student:

Continue this practise through out the lesson, break down Resources:
35 what each question asks and as a class come up with Teacher:
possible information that can be placed there.
Student:
Leave the image/artistic recreation for the final objective of
this activity. Resources:
40 Teacher:

Student:

Resources:
45 Teacher:

Student:

Resources:
50 At the end of the lesson, collect the template with students Teacher:
names on the sheets to ensure the resource is ready for
tomorrow. Student:

Resources:

Informative articles are descriptive articles that provide readers with important details, including
the who, what, when, where, and why aspects. They do not persuade the reader to think a
certainway or adopt a certain perspective. They are meant to instruct the reader about a current
issue.

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