2Introducing Multimedia_lesson_plan 2_1 variant

Long-term plan unit:

10.4А Web-development

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

Introducing Multimedia

Learning objectives(s) that this lesson is contributing to

10.4.2.4 4 use HTML tags to insert multimedia objects into a webpage

Assessment criteria

- Demonstrates the skill of creating, saving and opening your own webpage.

- Demonstrates knowledge of web document structure

- Uses CSS for the webpage

Success criteria

All learners will be able to know:

- Demonstrates the skill of creating, saving and opening your own web page.

Most learners will be able to know:

Know what CSS is and could use some codes

Some learners will be able to know:

Know and use HTML tags to insert multimedia objects into a webpage

Language objectives

Useful phrases for dialogue / writing

Website, webpage, HTML, CSS, tag, cascading style sheet

• HTML is used for ,,,,

• We use tags for ....

• Tags are ...

• I used (a) title tag ... to ...

• Cascading style sheet is designed to

Value links

Group work , co-operation, time management

Cross curricular links

English

Previous learning

Tags, document structure

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-1

Question for students:

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

-          Call. Students reremember the topic of the previous lesson and open their My Family file for evaluation and group discussion. They put forward an opinion of who has the most interesting web page.

-           Caffolding: teacher support for students to become aware of an intellectual “conflict”, to gain knowledge about the frontier of their knowledge and to advance the learning task: to expand these frontiers.

Presentation

Middle

14-34

Practical work.

Students whose webpage has been nominated,  demonstrate works and display their features (for example, images, audio, interesting styles, etc.)

Task 1: Run the examples shown by the students.

Evaluation - students rank themselves according to descriptors

Appendix 1https://webref.ru/practice

The end of the lesson

35 - 40

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

✓    What has been learned

✓    What remained unclear

✓    What needs more attention

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?