Short Term Plan
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Long-term plan unit: 10.4А Web-development |
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The topic of the lesson:
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Website Development Techniques. HTML |
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Learning objectives(s) that this lesson is contributing to |
10.4.2.1 use HTML in web-development; |
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Assessment criteria |
· Illustrates the skill of using the tags <head>, <body>, <title>, when creating your own web page · Illustrates the skill of inserting an image on your own web page · Demonstrates a working link on your own web page · Demonstrates at least ten html tags · Reproduces multiple web pages based on the provided image |
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Success criteria |
All learners will be able to know: · list the key steps in designing a website orally and in writing Most learners will be able to know: · Demonstrates at least ten html tags Some learners will be able to know: · Reproduces multiple web pages based on the provided image |
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Language objectives
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Useful phrases for dialogue / writing Web site, Web server, Web address, Web page, hypertext, hyperlink, tag Useful set(s) of phrases for dialogue/writing: · The initial step is to decide on your preferred layout by looking at other websites. · Secondly, consider the style you are aiming for… · Having done that, think about the text… · The next thing to decide is the names of files and folders…. · After that, you should work out what kind of images…. · Subsequently, you need to think about links. · Finally, using HTML… |
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Value links |
Group work , co-operation, time management |
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Cross curricular links |
English |
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Previous learning |
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Plan |
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Planned lesson stages |
Planned activities |
Resources |
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Beginning
0-1
2-10 |
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. Teacher introduces students to the topic and objectives of the lesson, lists the success criteria (the lesson goals and success criteria are printed and placed on a magnetic / marker board). Students write down the topic of the lesson in a workbook; Get acquainted with the goals of the lesson and the criteria for success. |
presentation |
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Middle 11-38
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Practice Teacher allows students to create a web-page using handouts
Students create a web-page |
See didactical materials for lesson |
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The end of the lesson 38 - 40 |
At the end of the lesson, learners reflect on their learning: ✓ What has been learned ✓ What remained unclear ✓ What needs more attention
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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 |
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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.
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Health and safety check links. Used active exercises. Items applied from the Safety Rules in this lesson. |
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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?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. |
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Summary evaluation
What two things went really well (consider both teaching and learning)?
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What two things would have improved the lesson (consider both teaching and learning)?
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What have I learned from this lesson about the class or individuals that will inform my next lesson?
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Short Term Plan Long-term plan unit: 10
Planned lesson stagesPlanned activitiesResources
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…
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