sorting 2 - var2

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 Bubble sorting algorithm

Evaluation criteria

Knowledge

·     Know how data sorted by bubble sort.

Comprehension

·     Understand the mechanism of data moves in bubble sorting

 Application

·     write an algorithm for bubble sort

Language objectives

Learners able to …

·         State what is bubble sorting 

·         Describe mechanism of data moves in bubble sorting

Vocabulary and terminology specific to the subject:

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.

 Insertion sorting of data

During the classes

Planned stages of the lesson

Planned activities in the classroom

Resources

Beginning

8 min

1.Greetings

Starter

1.      Checking students’ homework – the program for Insertion sorting. Teacher shows the program on slide to let students check themselves.

2.      Teacher introduces topic and learning objectives

3.      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 1-5

Middle

20 min

6 min

3 min

1 min

Theory

·         (G) Research -  students research themselves the given topic backed by descriptors to describe

·         Students share and discuss their research results

·         Teacher demonstrates the animation for bubble sort and asks students to describe the sorting process

Practice

Students in pairs trace table for algorithm  of bubble sorting for given list of data

Assessment

Students assess themselves using the answers presented on slide

Differentiation

Who finishes earlier helps struggling students

Reinforcement

Students think over and answer given challenges

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

Slide 6-9

Slide 10-11

Slide 12

End

    2 min

Reflections

Blob tree

Slide 13

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?