User defined procedures and functions Lesson plan 2 1 variant

Long-term plan unit:

 10.1B Data representation

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

User defined procedures and functions  2 lesson

Learning objectives(s) that this lesson is contributing to

10.4.1.1 write a code in the programming language using functions and procedures

Assessment criteria

• Students understand and distinguish the definitions of functions and procedures in programming.
• Students can solve problems using functions and procedures

Success criteria

All learners will be able to know:

describes the function / procedure parameters

Most learners will be able to know:

uses function / procedure when solving problems

Some learners will be able to know:

creates its own function / procedure to solve practical problems

Language objectives

Useful phrases for dialogue / writing

Subprogram, function, procedure, formal and actual parameters, global and local variables

Function - part of the program that has ...

Method is a function that is ...

Function is used for…

Procedure is used for...

Value links

Soft skills

Respect for each other when working in groups

Cross curricular links

English, math

Previous learning

From a grade 7–9 course, students have knowledge and programming skills.

1 lesson of topic

Plan

Planned lesson stages

Planned activities

Resources

Beginning

0-3

3-10

Organizational moment:

Question for students:

-                      Can you remember what we discussed in our previous lesson?

Students read the sentences by one by in slides 3–4 alternately. The teacher explains the content of the text in case of misunderstanding.

Presentation

Slide #1-2

Slide #3-4

Middle

10-20

20-38

Practice

Teacher will give some exercises.

Students perform practical work and they will be guided by instructions. Students create a project.

Teacher: Let’s write the code for finding the minimum among of two numbers and compile program.

Teacher: Let’s do tasks for independent work. You have 18 minutes

1. Create a method that determines the maximum among of two numbers

2. Create a method allowing to calculate the 3rd power of the number

Slide #5

The end of the lesson

38 - 40

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

ü  Today I learned ...

ü  it was hard to ...

ü  I realized that ...

ü  I learned…

ü  I was able to ...

ü  it was interesting to know that ...

ü  I was surprised ...

ü  I wanted…

Last slide

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?