4Webpage to a Database_lesson_plan2_2 variant
Оценка 4.6

4Webpage to a Database_lesson_plan2_2 variant

Оценка 4.6
docx
09.05.2020
4Webpage to a Database_lesson_plan2_2 variant
4Webpage to a Database_lesson_plan2_2 variant.docx

                                                       Short Term Plan

Long-term plan unit:

10.4А Web-development

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

 

Linking a Webpage to a Database

Learning objectives(s) that this lesson is contributing to

10.3.3.3 link a webpage to a database

Assessment criteria

• know what form is and how it is used.

• know the elements of the form and  attributes.

• know the purpose of the button, methods and attributes of the button.

• be able to create forms with examples

Success criteria

All learners will be able to know:

• know what form is and how it is used.

Most learners will be able to know:

Know steps of methods of linking page

Some learners will be able to know:

Know and could link webpage to database without any help

Language objectives

 

 

Useful phrases for dialogue / writing

• Website, webpage, HTML, CSS, tag, javascript, script, PHP

 

• The script is used for ,,,,

• The form is intended for ...,

• Multiple selection drop-down menus ...,

• The "Submit" button defines a button for ...,

• The action attribute defines ...,

• Method Attribute specifies the HTTP method (GET or POST) to be used ...

• Always use POST if these forms contain ...

Value links

Group work , co-operation, time management

Cross curricular links

English

Previous learning

Tags, tables, scripts

Plan

Planned lesson stages

Planned activities

Resources

Beginning

 

 

 

0-1

 

 

 

2-3

 

3-23

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.

 

Fair of  ideas. Students demonstrate their sites with the connection of the database and the working form for registration.

Students in pairs evaluate each other using the same assessment criteria, which need to be discussed with students before the start of the fair of ideas, and give constructive feedback:

Discussing students gather in groups for a classmate whose site is best liked.

Scaffolding: teacher support for additional questions can be divided into groups, where there should be one consultant who is passionate about web design.

Presentation

 

 

Middle

24-38

 

Protection of ideas.

Students who scored the largest support group defend their idea by showing how its site works.

 

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?

 

 

 

 

 

 

 


 

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Short Term Plan Long-term plan unit: 10

Short Term Plan Long-term plan unit: 10

Beginning 0-1 2-3 3-23

Beginning 0-1 2-3 3-23

Reflection Were the lesson objectives/learning objectives realistic?

Reflection Were the lesson objectives/learning objectives realistic?
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