1_Computer Science Grade 10 Principles of text program Lesson Plan 2 var

Long-term plan unit:

 10.1B Data representation

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

Principles of textual programming

Learning objectives(s) that this lesson is contributing to

10.2.3.1 compare tables for character encoding such as Unicode and ASCII

Assessment criteria

●       study the coding table Unicode

●       study the coding table ASCII

●       compare tables for character encoding such as Unicode and ASCII

Success criteria

All learners will be able to know:

- know and able to encode information using the ASCII and Unicode code table

Most learners will be able to know:

Able to encode and decode information using the text functions

Some learners will be able to know:

Able to encode and decode information using the text functions and explain the process

Language objectives

Subject-specific vocabulary and terminology:

ASCII, Unicode, binary, encode, hexadecimal, coding, decoding, symbol, truth table.

Useful sets of phrases for dialogue and writing:

·      In order to translate a number from decimal to binary system…

·      Truth table is made for….

·      Logical multiplication is also called …

·      ASCII is …

·      Encoding is

·      Decoding is

A distinctive feature of Unicode is…

Value links

Soft skills

Respect for each other when working in groups

Cross curricular links

English, math, physic

Previous learning

Logical operations, binary code, initial skills in MS Excel (7-9 grade)

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

3-10

Organizational moment:

Question for students:

-                      Can you remember what we discussed in our previous lesson?

Teacher:

-                      I want (would like) to introduce today’s topic about …/

-                      What do you think today’s topic is?

The presentation of the theme and lesson objectives.

10.2.3.1 compare tables for character encoding such as Unicode and ASCII

Teacher asks questions:

1)      Why Binary? Why we are using binary code?

Middle

10-20

20-25

25-35

Theory

Teacher explains the use of binary codes to represent characters and explain the term character set.

Teacher describe with examples (for example ASCII and Unicode) the relationship between the number of bits per character in a character set and the number of characters, which can be represented.

Teacher divides one grade into 2 groups:

·         ASCII

·         Unicode

Each of group read materials and present information about ASCII and Unicode to each other.

Watch the set of videos.

Students to complete formative assessment either on paper or on computer.

Ask individual students for their answers and discuss with the class so that all students will have the correct answers entered on their worksheets.

ü  Convert a binary to a decimal number.

ü  Use a decimal number to display an ASCII character

Presentation

The end of the lesson

35 - 40

At the end of the lesson, learners reflect on their learning:

• How many bits are used for the ASCII code?

• How many characters will this number of bits allow for?

• From what was the ASCII code developed.

• What is extended ASCII?

• Why was Unicode developed?

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Differentiation can be expressed in the selection of tasks, in the expected result from a particular student, in providing individual support to the student, in selecting the educational material and resources, taking into account the individual abilities of the students (Theory of Multiple Intelligence by Gardner). Differentiation can be used at any stage of the lesson, taking into account the rational use of time.

Use this section to record the methods that you will use to assess what the students have learned during the lesson.

Health and safety check links.

Used active exercises.

Items applied from the Safety Rules in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from

this lesson about the class or individuals that will inform my next lesson?