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LESSON PLAN

Teacher: AN
Scheme of Work Title: Lesson Title:
Straight Line Graphs Plotting Graphs in Four Quadrants Target Level : 5-6
How does this lesson relate to previous and next lesson?
This lesson is the third in a series, for this Unit. In previous units, students have been gained pre-requisite skills like (a) completing tables of values
and (b) plotting simple graphs in Quadrant 1. In this lesson, students will be plotting in ALL FOUR QUADRANTS, which will prepare them for
further investigations involving st line graphs, e.g. intercepts, parallels, verticals and horizontals.

Class: Period: Room: Date:


9y5 One, 0855 - 0955 hrs T17 2012-03-16 Fri
Learning Objective (including literacy objectives)
Students will be able to plot graphs in all 4 quadrants, involving negative and positive co-ordinates

NB: The lesson will be tightly scaffolded, as this is a lower-ability set.

Key words: Homework (if applicable)


Quadrants, Negative-coordinates None at this stage of the week / series
Learning Outcomes

All students will be able to set up correct tables of values and plot graphs therefrom, sometimes with assistance.

All/Most students will be able to achieve the above, independently, but at a pace slower than ideal for exams

Most/Some students will be able to achieve the above, within GCSE times (e.g. the extension group: Kadir Murad, Joycelyn, Ali)

Activity (specify grouping etc) Timing Resources (including SEN/EMAG provision)


Starter: 10 mins EWB display
Students come in and see the starter slide waiting for them, requiring them
to (a) perform basic multiplication of directed numbers, and thence, (b), to
complete a table of values similar to the last 2 lessons, but this time,
involving negative x-values. EWB demo
(this will serve in the body of the lesson, too). 05 mins

Development: 05 mins
Review the results of the starter activity, and ensure that the class has the
same, correct, table of values.
Review the LO, Keywords and set up up axes for the plotting ahead.
Demo the plots from the starter-table, then set the class off to complete the
plotting.
AfL: Mingle, and ensure that the support group, at elast, is on task
appropriately.
How have you planned for the progress of specific students or groups?

Eg. SEN/ EAL /G&T /ethnicity /gender/ particular individuals/current attainment (eg. low, medium)

8Y1 CONTEXT SHEET (AN)

Student/Group
What are the specific learning needs? How have you planned for the needs?
Name
90% of the group is EAL The EAL group is made up of a very diverse ethnicity Only 7% (2 pupils) of the class have English below Level 4, and even
with 10% of which have which reflects the school/community population, then, these students are very conversant in the language of instruction, so
attendance below average therefore, there a major drive when teaching to focus on apart from the usual focus on literacy and keywords, the following
(Ref: Inclusive class list) the literacy aspect of the mathematics. students are paired with able speakers: Baran, Dara, Ali (Mohd), Ali
(Shamarke), Zilan. Ting and Yuen form a pair, both EAL, but Yuen acts
as the translator.
7% (2 students) of the group Mainly with moderate learning difficulties. Alexander is the only one needing special attention, as his attendance is
have SEN needs (Ref: SEN Status: 50.9%, and he is sometimes slow at picking up some concepts. Apart
Inclusive class list) A (2 students) from that, he needs little help as he catches up, or is being coached at
home, and Aran uses his peer group very well to assist in his learning. In
general, there is little challenge and adjustment required in this area, apart
from some extra monitoring to check understanding, while circulating in
Classwork time.
G&T 22% (7 students) are G &T. These students usually learn fast, but not in all circumstances. Rajna is a
concrete learner and sometimes is even slow to pick up new material, but
when she does, she demonstrates a deep understanding, as evident from
her work. Overall, the G&T pupils add plenty of colour and energy in the
class; a joy to teach. Extension materials and peer-teaching are my main
strategies of keeping them challenged. Zi Wei is not on the G&T register
but is often my co-teacher / LSA.
Ethnicity/Gender (Ref: Boys: Girls (22:9) The group is quite well balanced in terms of gender ratio.
Inclusive class list) 15% (Black/B. Caribbean/B. Somali & B. Mixed) The ethnicity of the group reflect well the school population hence the
18% (White/British/Eastern European) community at large. This is celebrated as a whole school initiative for a
2% (Turkish/Cypriot) 20% (Kurdish), 6% (Chinese) number of years in a big event after school & is promoted daily around
20% (Bangladeshi) & 3% (Roma/Traveller) 15% Others the department.
Current attainment The mean APS = 35.93 equivalent to Level 5A Lessons cater for levels 5 to 7, so that the whole group is catered to. In
some areas, in situ differentiation, even GCSE questions have been used
to sufficiently stretch selected students ZPD. AfL done so far highlighted
a few issues with a few of the students, which are being addressed
through personalised learning techniques / recommended re-setting.
Any other information you would like to provide: I take delight in teaching this group, and have formed many close bonds with my pupils. They seem
very settled with no behaviour issues. However, Ali Shamarke, Mohd. Ali, Dara Hasan and Baran Karamagara are struggling to keep up with their peers,
and are subjected to extra measures to help them, as they comprise the support group.