Lesson Plan (1)

Long-term plan unit: Unit 11.3B: Programming project

School:

Week:

Lesson: 

Teacher name:

Grade: 11E

Number present:

absent:

Theme of the lesson

Prototyping Design

Learning objectives that are achieved at this lesson(Subject Programme reference)

Understand what prototyping is

Design, code, test, and execute a program for project work

Lesson

objectives

All students

Will identify the reasons for prototyping App/Web designs

Create a Wireframe or a Storyboard

Most students

Will attempt to program a website from their prototype        

Some students

Will create a functional website from their prototype

Success criteria

Language

objectives

Make sure that all language statements being used are grammatically correct.

Subject-specific vocabulary & terminology:
Analysis, Design, Flowchart, Prototype, code, HTML

Useful sets of phrases for dialogue and writing:
An example of a storyboardis…
A disadvantage ofa wireframeis…
An advantage ofwireframeis…
The benefits of using CSS are
The problem with HTMLis it can/cannot…
This means that…

Values instilled

within the

lesson

Mutual respect, responsibility and cooperation.  Students are developing independent working skills, collaborative group work and time management.

Cross-curricular

links

As this topic is Storyboard, design and coding this would tie in with Art and Mathematics. Students are expected to integrate aspects of Art and Mathematicswithin their programming and use correct terms from English when giving feedback.

ICT skills

Use HTML and CSS coding when creating a site

Previous learning

Project definition and analysis

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

0-2

Mins

Starter

(W)Teachers to go through and recap key words used in previous lesson

·         Definition

·         Analysis

·         Design

·         Implementation

·         Evaluation

Learning Objectives

2-3

Mins

(W) Teachers to go through todays learning objectives and success criteria

·         Understand what prototyping is

·         Design, code, test, and execute a program for project work

Lesson Plan

Learning Objectives

3-6

Mins

7-12

Min

12-25

Mins

25-35

Mins

Extension

Activity 1

Problem situation

(W)Students to be shown images of websites and asked to identify aesthetic problems.

(G) Students to discuss why we prototype designs, reflect back to the class

(W) Students to be shown example of prototype and asked what a criterion for a good prototype should consist of.

(I) Students create their own prototype for the given scenario

(G) Students to peer assess each other work by the createdcriterion

(G) Students work to be placed on the board to assess as a group

Students who finish early may start coding the website from their prototype design

PowerPoint

Paper, pens

Teachdirect

35-40 Mins

(W)Teachers to go through and recap todays topics topic, students to reflect upon their own learning in this lesson, using Padlet to show their understanding.

1. Name 2items you learnt in this lesson.

2. Name an item you struggled with.

3. Do you feel that you have achieved todays learning objectives?

http://bit.ly/2EspBPi

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 students’ learning?

Health and safety regulations

As this is a medium sized group we will be working closely with the students, meeting their individual needs and ensuring active participation. As they will be working in small groups they are encouraged to think aloud, take risks, and develop deeper understandings and higher order thinking. Students with lower Baseline result (Dilnas) will require extra attention as they have a lower level of English and computer skills compared to their peers in class. Supportive Co-Teaching method will be used at time for these students, where one co- teacher is in the lead role and the other provides support.

This class is of mixed ability and level, We will ensure that weare willing to adapt the lesson as necessary.  If all students understand the topic wewill move on to higher levels otherwise wewill use different examples to support all students. Students with higher abilities, will be encouraged to work at a higher level, think out aloud and support their peers who are struggling.

In Class Work

(1)Group and individual feedback to tasks set against the learning objectives.
(2)Observation of learner work when circulating around the room.
(3)Review of tasks against the learning objectives
(4)Answers to teachers questions
(4)Peer and self-assessment
(5)Performance of discussion
(6)Plenary session, recap of the overall learning objective for the lesson

(1)Students folderassessment
(2)Rubrics of learning objectives

Students given/shown exemplar material. Success criteria shared with students/ rubric is used. Students answer questions/ draw diagrams/ take notes. Where useful work is uploaded Moodle, TeachDirect to record and evidence students’ own progression and achievement.

Visually looking for any loose cables or PC working intermittently.

Contacting IT support in event of an ICT problem

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 orachievements/difficulties of individuals that will inform my next lesson?