4164 Cambridge International Certificate in Teaching and Learning

Unit 3 Lesson plan

Lesson title/topic Writing an autobiography Date ddmmyyyy Location xx

Learner group Grade 6 Duration 60 mins Group size 25

Learning objectives/outcomes Learners will be able to:

 critique a sample autobiography
 identify main elements of autobiography
 add humour to given text
 select one topic for writing autobiography using graphic organizer

Time Topic content and teacher activity Learner activity Formative assessment Learning materials and resources

How are you explaining and illustrating
the topic?
5mins Greetings and lesson objectives - greet
learners and then share and discuss
lesson objectives.
10 mins Introduction - link recent learner
experiences to concept of an
autobiography.
15 mins Model reading – read sample
autobiography using slides for
expression and intonation.
Post-reading discussion and feedback –
correct any learner misunderstandings.
What are the learners doing to help How do you plan to assess learning as What resources will you use that will
them progress? it is happening? support the teaching, learning and
assessment activities?
Learners will greet the teacher and then Questioning Multimedia
ask questions to clarify lesson expected Learners ask questions White board and board markers
learning from the lesson.
Learners will work in pairs to recall a Peer assessment Whiteboard and board markers
recent experience and link it to previous
learning about creating a story.
Learners work in mixed ability pairs to Observe learners to ensure all are on Multimedia
highlight interesting sentences and task and provide support where Sample autobiography
underline difficult words or phrases. necessary Highlighters
Whiteboard and board markers
Learners will share and discuss Learners’ responses Graphic organizer
highlighted words and sentences.

Graphic organizer – demonstrate how
graphic organizer can be used to
identify basic elements of writing an
autobiography.
4164 Unit 3 Lesson Plan for assessment in 2018, 2019
Learners see how to use graphic Observation and questioning
organizer to identify: topic, plot, scene, Learners ask questions
characters, events and climax.
4164 Cambridge International Certificate in Teaching and Learning

Time Topic content and teacher activity
10mins Round Robin – explain how to add
humour, responses from groups will be
noted.
15 mins Written Work - explain ‘seed and water
melon idea’ for writing autobiographies.
Learner activity
Learners work in groups of 5 and choose
one sentence from the sample
autobiography and write their responses
on chart paper.
Learners will share their responses.
Learners will listen carefully and
contribute their ideas.
Formative assessment
Traffic lights’ will be used for quick
feedback during the group activity.
Anecdotes will be recorded in the
Reflective Journal.
Traffic lights and further questions will
be used to show understanding
Learning materials and resources
Autobiography hand outs
Chart papers and markers
Traffic lights
White board and board markers
Graphic organizer
Stationery material

Reinforce how to use graphic organizer
to complete activity.
5mins Wrap-up Activity - complete one-
minute paper
Homework - ask learners to write an
autobiography at home using the
graphic organizer.
Learners will choose one interesting Students ask questions to clarify
incident of their life to write about using misunderstandings.
a graphic organizer for initial planning of Teacher will record the anecdotes in
autobiography and then share with class. the Reflective Journal.
Learners will reflect on their learning by Learners’ feedback One-minute paper
completing the one-minute paper Stationery material
Learners’ responses for diary checking
Learners will note down the homework Homework diaries
in the diary and will check their partner’s White board
diary Board markers

Reflect and identify aspects of the lesson you think helped make it inclusive.

I think using a variety of activities helped to engage all ability levels of learners, although some of the lower ability learners had problems using the graphic organizer. The round robin
activity where the learners had to work in mixed ability groups provided opportunities for them to support each other’s learning. In activities where the learners were working in
pairs also provided opportunities for the learners to support each other’s learning. The element of adding humour to the selected sentences also created a more comfortable, fun-
filled environment in which each learner made an effort to participate either by contributing to it, or simply enjoying the activity, while learning from others.

Lesson Evaluation: Reflect and briefly identify what you think went well and what you would like to improve in future practice.

The round robin activity went really well as all my learners were fully engaged in the activity and everyone was able to create their own sentence successfully. I am starting to use
Assessment for Learning strategies more effectively. Taking written feedback was another highlight as my learners were able to reflect on their learning and track their progress
against the success criteria. However, I feel that the lower ability students needed an even simpler version of a graphic organizer to help them plan their autobiography. In future
practice I will design some simpler some worksheets so that all the learners participate fully and achieve the learning objectives.

4164 Unit 3 Lesson Plan for assessment in 2018, 2019