Sorting 1_

Long term plan unit:

School:

Data:

Teacher’s name:

Class:

The number of attendees:

absentees:

Lesson theme

Sorting methods

Learning objectives that are achieved in this lesson (Subject Programme ref)

Implementation of sorting algorithms to solve practical tasks

Lesson objectives

Implementation of Insertion sorting algorithm

Evaluation criteria

Knowledge

·     Know how data sorted by insertion sort.

Comprehension

·     Understand the mechanism of data moves in insertion sorting

 Application

·     write an algorithm for insertion sort

Language objectives

Learners able to …

·         State what insertion sorting is?

·         Describe mechanism of data moves in insertion sorting

Vocabulary and terminology specific to the subject:

Insertion sorting, range of data, ordered list, unordered list, entry, iteration

Useful expressions for dialogs and letters:

Well, the range of elements needs an order, ascending or … .

For example, every number has its own   … .

Obviously, the sorted data of great convenience for  … .

The list can be sorted …. . The element of list compared with  …  that are in anterior positions. The amount of total steps depends on ….. .

Cultivating values

collaboration, mutual respect, academic honesty, perseverance, responsibility, lifelong learning

Cross curricular links

English, Math

Prior knowledge

Types of data: numeric, alphanumeric; an array structure. Basics of programming like comparison and conditions, loops.

During the classes

Planned stages of the lesson

Planned activities in the classroom

Resources

Beginning

5 min

4 min

1.Greetings

Starter

Whole group activity to recap their previous knowledge

Music box

Inside the box there are slips of paper with questions from previous topics of term. Students stood in circle and one of them receives Music box from teacher. Teacher starts media file-music and students pass the music box in circle to each other. When teacher stops music student with music box have to take out from that box a slip and respond the question which it have. After music starts and activity will proceed.

1.      Teacher introduces topic and learning objectives

2.      Students make their own evaluation criteria

    4. Vocabulary Matching (English-Russian). One student arranges English words and their Russian counterparts. Whole group can help.

Slides 1-3

Middle

4 min

10 min

5  min

4 min

4 min

1 min

Theory

Students watch video about insertion sort

Teacher demonstrates new content using text and animation. Students make notes.

Practice

Students in groups write an algorithm  to implement insertion sorting for given list of data according to following criteria:

Peer Assessment

When finished groups exchange the results to assess the other group work according to success criteria they have. They use the handout with correct answer spread by teacher.

They mark every passage: if there is an error the whole line (step) is wrong. 1 is correct, 0 is wrong. 

Then students give feedback for their peers

Reinforcement

Students play game: learners sort themselves into height order at the front of the classroom. Then students use insertion sort to sort themselves into height order.

Teacher announce students achievements according to the success criteria of the lesson

Slide 4

Slide 5-8

Appendix 1

Slide 9-13

Slide 14

Slide 15

End

3 min

Homework

  Create the program for insertion sorting in C#. Initial list is:

     12   3    45    27    8    10

Reflections

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

-           What knows?

-           What remained unclear

-           What is necessary to work on

Slide 16

Slide 17

Differentiation - how do you plan to provide more support? What tasks do you plan to put before more able learners?

Evaluation - how do you plan to check the level of mastering the material by learners?

Health and safety practices

Дифференциация может быть выражена в подборе заданий, в ожидаемом результате от конкретного ученика, в оказании индивидуальной поддержки учащемуся, в подборе учебного материала и ресурсов с учетом индивидуальных способностей учащихся (Теория множественного интеллекта по Гарднеру).

Дифференциация может быть использована на любом этапе урока с учетом рационального использования времени.

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

Health-saving technologies.

Used body and physical exercises.

Points applied from the Safety Rules in this lesson.

Reflection on the lesson

Were the goals of lesson/ learning objectives realistic?

Have all the students reached the LO?

If not, why?

Is the differentiation done correctly in the lesson?

Were the time stages of the lesson sustained?

What were the deviations from the lesson plan and why?

Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column.

Overall assessment

What two aspects of the lesson went well (think about both teaching and learning)?

1:

2:

What could help improve the lesson (think about both teaching and learning)?

1:

2:

What I found during the lesson related to the class or the achievements / difficulties of individual students, what should I look for in subsequent lessons?

Mark (1 or 0)

Mark (1 or 0)