Simon Armitage Hitcher 5i6h66
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Prescribed lesson plan format: PGCE Secondary University of Warwick
LESSON PLAN Title:
Disturbed character iPad lesson. Hitcher
Date and Time:
Mon 13th May
Subject: English
Class:
Y10 SAJ
Personal Teaching and Learning Targets: (taken from evaluations and learning conversations referencing QTS standards) o o o o o o o 1.
Teaching Standards Tracker: 1. Set high expectations which inspire, motivate and challenge pupils. 2. Promote good progress and outcomes by pupils. 3. Demonstrate good subject and curriculum knowledge. 4. Plan and teach well-structured lessons. 5. Adapt teaching to respond to the strengths and needs of all pupils. 6. Make accurate and productive use of assessment 7. Manage behaviour effectively to ensure a good and safe learning environment.
Learning Objectives: (Highlight those to be shared with pupils) How does Simon Armitage’s ‘Hitcher’ portray a disturbed character?
Learning outcomes/Success Criteria: (Highlight those to be shared with pupils) ALL will be able to form their own definition of ‘disturbed character.’ MOST should create their own interpretation of the poem. SOME could re-evaluate their original definition of ‘disturbed character.’
National Curriculum: Katherine Howard
Prescribed lesson plan format: PGCE Secondary University of Warwick Individual learner’s needs:
Power point written in dyslexia friendly font. Seating plan accommodates for mixed ability grouping- pairs matched to attainment/B2L needs Differentiated tasks and questioning to scaffold achievement. Use of questioning for extension for high attainers.
Developing and incorporating literacy, numeracy, and ICT: Teacher Use of ICT- ppt presentation Ipad accompanied lesson for collaborative learning
Pupils Promoting good use of literacy. Numeracy- word count task
Awareness of my own use of literacy in powerpoint and handouts.
Katherine Howard
Prescribed lesson plan format: PGCE Secondary University of Warwick
Planned Sequence Time 0-10
10-40
Link to learning objectives and outcomes ALL will be able to form their own definition of ‘disturbed character.’
MOST should create their own interpretation of the poem.
40-45 45-55
SOME could reevaluate their original definition of ‘disturbed character.’
Pupil
Teacher
Starter: Images displayed after seating plan. Why would someone do this? Students write their response using titanpad. 20 words or less. FOCUS: identifying individual definition of ‘disturbed character.’ Main Activity: Reveal LI, and differentiated learning outcomes. Introduce students to ‘ladder of learning’ (new analogy for lower to higher order outcome). Read the poem. In pairs, students will visit each workstation within the carousel to build up an interpretation of the poem, in accordance with the questions on the ladder. Students use Popplet or Book Creator to record ideas. *Character analysis *Language used- with techniques checklist *Structure FOCUS: applying definition to the poem. Mini Plenary: Students email findings. Question: How will your definition change? Main Activity 2: Students revisit their original definition. Does it adequately fit the context of the poem? Add to the definition to answer our big question (LI) using a quotation to evidence ideas. Write up on titanpad. FOCUS: interpreting ‘disturbed character’ in your own words.
55-60
Plenary: Revisit LI and learning outcomes. Three corners to demonstrate learning. Pupil in gold corner can then explain to pupil in amber corner.
Differentiation What has happened? Why would someone do this? What type of person? KC, AS, WB, JW Lower attainment use unstucks to scaffold Higher attainment evaluate the possibility of several different interpretations of a disturbed character Attainment matched pairings
Lower attainment can view modelled responses Higher attainment can showcase a summary of their findings to create a developed definition. KC, NA, AA, JP
Assessment
Questioning to check for understanding.
Questioning
Peer Assessment
AFL
Katherine Howard
Prescribed lesson plan format: PGCE Secondary University of Warwick
Lesson Evaluation What was successful/not so successful? Why? What can I do about it? Annotate your lesson plan using these prompts: Explanation Questioning Assessment Differentation Transitions Engagement Relationships Literacy Numeracy ICT Involvement of other adults
These prompts are a guide for reflection, you are not expected to use all the prompts, but you are expected to demonstrate reflection.
Targets
Katherine Howard
LESSON PLAN Title:
Disturbed character iPad lesson. Hitcher
Date and Time:
Mon 13th May
Subject: English
Class:
Y10 SAJ
Personal Teaching and Learning Targets: (taken from evaluations and learning conversations referencing QTS standards) o o o o o o o 1.
Teaching Standards Tracker: 1. Set high expectations which inspire, motivate and challenge pupils. 2. Promote good progress and outcomes by pupils. 3. Demonstrate good subject and curriculum knowledge. 4. Plan and teach well-structured lessons. 5. Adapt teaching to respond to the strengths and needs of all pupils. 6. Make accurate and productive use of assessment 7. Manage behaviour effectively to ensure a good and safe learning environment.
Learning Objectives: (Highlight those to be shared with pupils) How does Simon Armitage’s ‘Hitcher’ portray a disturbed character?
Learning outcomes/Success Criteria: (Highlight those to be shared with pupils) ALL will be able to form their own definition of ‘disturbed character.’ MOST should create their own interpretation of the poem. SOME could re-evaluate their original definition of ‘disturbed character.’
National Curriculum: Katherine Howard
Prescribed lesson plan format: PGCE Secondary University of Warwick Individual learner’s needs:
Power point written in dyslexia friendly font. Seating plan accommodates for mixed ability grouping- pairs matched to attainment/B2L needs Differentiated tasks and questioning to scaffold achievement. Use of questioning for extension for high attainers.
Developing and incorporating literacy, numeracy, and ICT: Teacher Use of ICT- ppt presentation Ipad accompanied lesson for collaborative learning
Pupils Promoting good use of literacy. Numeracy- word count task
Awareness of my own use of literacy in powerpoint and handouts.
Katherine Howard
Prescribed lesson plan format: PGCE Secondary University of Warwick
Planned Sequence Time 0-10
10-40
Link to learning objectives and outcomes ALL will be able to form their own definition of ‘disturbed character.’
MOST should create their own interpretation of the poem.
40-45 45-55
SOME could reevaluate their original definition of ‘disturbed character.’
Pupil
Teacher
Starter: Images displayed after seating plan. Why would someone do this? Students write their response using titanpad. 20 words or less. FOCUS: identifying individual definition of ‘disturbed character.’ Main Activity: Reveal LI, and differentiated learning outcomes. Introduce students to ‘ladder of learning’ (new analogy for lower to higher order outcome). Read the poem. In pairs, students will visit each workstation within the carousel to build up an interpretation of the poem, in accordance with the questions on the ladder. Students use Popplet or Book Creator to record ideas. *Character analysis *Language used- with techniques checklist *Structure FOCUS: applying definition to the poem. Mini Plenary: Students email findings. Question: How will your definition change? Main Activity 2: Students revisit their original definition. Does it adequately fit the context of the poem? Add to the definition to answer our big question (LI) using a quotation to evidence ideas. Write up on titanpad. FOCUS: interpreting ‘disturbed character’ in your own words.
55-60
Plenary: Revisit LI and learning outcomes. Three corners to demonstrate learning. Pupil in gold corner can then explain to pupil in amber corner.
Differentiation What has happened? Why would someone do this? What type of person? KC, AS, WB, JW Lower attainment use unstucks to scaffold Higher attainment evaluate the possibility of several different interpretations of a disturbed character Attainment matched pairings
Lower attainment can view modelled responses Higher attainment can showcase a summary of their findings to create a developed definition. KC, NA, AA, JP
Assessment
Questioning to check for understanding.
Questioning
Peer Assessment
AFL
Katherine Howard
Prescribed lesson plan format: PGCE Secondary University of Warwick
Lesson Evaluation What was successful/not so successful? Why? What can I do about it? Annotate your lesson plan using these prompts: Explanation Questioning Assessment Differentation Transitions Engagement Relationships Literacy Numeracy ICT Involvement of other adults
These prompts are a guide for reflection, you are not expected to use all the prompts, but you are expected to demonstrate reflection.
Targets
Katherine Howard
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