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Lesson Plan Format

Class: 6 R

Date: 25/11/15

Time: Start: ________11:00_________________


Finish: ________11:55_________________

Key Learning Area: Novel Study (English)

Lesson Topic: The Cay

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Ss will have finished reading the novel, written the final chapter of the novel and have a good understanding of the characters and story line which they will
build on in this lesson.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

- EN3-1A: Communicates effectively for a


variety of audiences and purposes using
increasingly challenging topics, ideas,
issues and language forms and features.

- EN3-7C: Thinks imaginatively,


creatively, interpretively and critically
about information and ideas and identifies
connections between texts when
responding to and composing texts.

Indicators of Learning for this lesson:


Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
- Be able to use thoughts/ideas/reflection in the class discussion
that will help with individual or group work.
- Form a different visual representation of the same novel and
provide their reasons Ss will be able to reflect on others ideas.
- Think imaginatively, creatively and be able to interpret the text in
their own chosen way while ensuring there is still a link between
their work and the novel.

- Communicate their thoughts effectively to the class and T which


stem from the activity they have completed.

Any safety issues to be considered:


General safety of all Ss will need to be monitored
no swinging on chairs, no throwing objects and

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

- Observation: this will help T gain an insight


into the creativity behind their ideas and
interpretations. Ss will be able to discuss
their ideas with T as well as presenting to the
class (EN3-1A and EN3-7C).

- Class discussion: through Ss


communicating with T and other Ss, T will be
able to gain an understanding of Ss thought
processes, ideas on the book and how they
have perceived the story line (EN3-1A and
EN3-7C).

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Whiteboard, whiteboard markers, smartboard (for PowerPoint that will have the list of activities for Ss),

ensuring all Ss are able to work in an environment


that is safe.

computer, flashcards, English books, A4 paper and booklets.

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
In the introduction of the lesson, Ss
will be able to reflect on the novel
and communicate their ideas
effectively to the T and rest of the
class. The mid map will form the
basis of a class discussion, and this
will encourage Ss to put forward
their ideas and challenge Ss about
other ideas EN3-1A.

Timing
(mins)

10
minutes

Teaching Strategies / Learning Experiences:


(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

T will gain Ss attention and do a recap of the novel.

Whiteboard

T will draw a mind map on the whiteboard that will


form the basis of a class discussion.
o The mind map will reflect the main themes in
the novel, and this will help Ss with the main
activity in the development of the lesson.
o T will inform Ss the mind map will need to be
copied into their English books
Once Ss have copied the mind map into their books, T
will inform Ss of the activity that needs to be
completed during this lesson.
o T to provide Ss with a list of activities and
inform Ss they are able to work either
individually or in a pair, and select to work on
the activity that most appeals to them/most
suits them.
o T will provide Ss with a list consisting of: diary
entry, new cover sleeve for a video game,
lyrics to a song and trivia questions and
will explain each activity to the Ss

Whiteboard markers

Computer

Smartboard

Pre-made paper booklets


(to cater for diaries),
flashcards
for
trivia
questions, English books
used for writing song lyrics,
A4 paper for videogame
cover sleeve.

DEVELOPMENT
The development of the lesson will
progress from the introduction, as
Ss will gather their thoughts and
those of other Ss (from the mind
map) in order to create and work
towards their chosen activity for the
The Cay. Their thoughts will
become
illustrations
and
descriptions (which will ultimately
aim to capture the attention of an
audience). Ss will consider their
interpretation, how it links to the
novel, if their piece of work is
effective (how it links to the text)
and if it will challenge the
audiences perception of the novel
EN3-1A and EN3-7C.

CLOSURE
The closure of the lesson will allow
Ss to reflect in the links they have
made between the text and their
chosen activity, why they have
chosen to make such links, how
they will communicate this to the
rest of the class, if they changed
their thoughts about anything in

40
minutes

5
minutes

T explaining activities to Ss will help them to reflect on


aspects of the novel which stood out best to them and
help them to incorporate their ideas into their chosen
activity.
o T will hand out appropriate resources to each
group which they will use for their activity.
While Ss are working on their chosen activities, T will
monitor Ss. This will help T to ensure Ss remain on
task, and T will be able to provide assistance to those
who need a little bit of inspiration or do not know how
to channel their ideas into their work (through
illustrations or through writing).
While T is monitoring the room and the way Ss are
working, T will also need to monitor the time to ensure
Ss have enough time to complete their work.
T to provide Ss with a time warning when the lesson is
drawing to a close.
o Once this has been done, T will gain the
attention of all Ss and inform them it is time to
put their pens down and focus their attention
to the front of the room.

Once T has captured the attention of all Ss, T will ask


for volunteers to come up to the front of the class and
explain the activity they have decided to work on; why
they have chosen to represent the text through their
chosen illustrations, how they felt imagining
themselves as Phillip and what would people from the
future think if they were to find Phillips diary they have
created.

Pre-made paper booklets


(to cater for diaries),
flashcards
for
trivia
questions, English books
used for writing song lyrics,
A4 paper for videogame
cover sleeve.
T will need a watch/clock to
monitor time and how the
lesson is progressing

Pre-made paper booklets


(to cater for diaries),
flashcards
for
trivia
questions, English books
used for writing song lyrics,
A4 paper for videogame
cover sleeve Ss will bring
their final products to the

particular
(something
that
challenged them? the diary?)
EN3-1A and EN3-7C.

(add further pages as required)

front of the class and


present and explain their
work to T and fellow
classmates.

Student Teachers Evaluation (write reflections on the following):


Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?

Describe the evidence you have for this.

Outline the follow-up to this lesson for the learners.

_________________________________________________________________________________________

Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

How appropriate was the timing throughout the various sections of the lesson? Why?

Describe how the selection and use of resources supported learning in the lesson.

Identify what motivated the students. Explain why.

Identify the classroom management strategies that were most effective. Explain why.

What was most satisfying about the lesson?

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Colleague teachers comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)

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