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Sas generic lesson


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Sas generic lesson

  1. 1. 2013-2014 Page 1 of 3 Lesson Plan Programme/Group Title [INSERT GROUP HERE] Lesson topic or subject [INSERT LESSON TOPIC HERE] Lecturer/Trainer [INSERT NAME HERE] Room Date 17/06/14 Time Learning Aims and Objectives – what do you want students to learn? By the end of the session what will learners be able to do? By the end of the session the students will be able to reflect on their current work in this unit and improve both sentence structure and grammar, when applied to their coursework. Objectives: - Reflect on unit performance to date - State the key components of an essay - Define what a synonym is and why we need them - Set future targets for this unit in order to achieve the highest possible grade Notes: individualised learning- differentiation; use of pen portraits updates; extension activities; curriculum model activities; risk assessment; resources. The lesson has a range of differentiated tasks – developing visual, auditory and kinaesthetic learners. There will also be naturally occurring differentiated tasks that will require teacher flexibility throughout. These will be practically evident throughout the session. The pen portrait for the group has been used to design the session and can be found on ProMonitor. There are extension tasks built into the session but the learners will be required to write up their findings and add S.M.A.R.T targets to their ILP pages. Curriculum Model – These activities positively contribute towards the Bridgwater College Advantage model. The risk assessment for the lesson and room can be found within the departmental documents, located on the college SharePoint site. Resources - All of the resources required are highlighted in this colour throughout the session plan. Note: You will also need blank paper for the snowball fight activity. Lesson Delivery Plan Timing Teaching methods and activities Learner activity Assessment – how do you know what has been learnt? 4 - 6 Settle group down, register and stress ball activity: Teacher led activitiy with stress ball with responses on the following – “What have I done in this unit so far?” Students to feedback on what they have done based on: 1. Unit content 2. Predicted targets grades 3. Spelling and grammar Diagnostic of student’s unit understanding.
  2. 2. 2013-2014 Page 2 of 3 3 - 4 Teacher to walk around and facilitate this activity. Teacher to make comments on any naturally occurring spelling mistakes or definitions of terms. Students to discuss things they could develop with their study buddies. Each learner the uses the laminated sheets (Whiteboard pens and rubbers also required) to list 3 things that they have done well and 3 things they would like to improve. Formative observation of student activities. Look for naturally occurring situations to develop students understanding. 7 - 9 Explain writing task. Students to use these set targets to perform a time 7 minute written task about their strengths in this unit and recommendations/targets for improvements. Extension – Those who finish should self assess and grade their written performance. They need to highlight any “Amber light” spellings and then work with their study buddy to proofread their work. Lecturer to walk around and observe tasks being completed. Looking at essay structure. 6 - 8 Theory input on the essay task. Use powerpoint slides provided. Active note taking. Directed high and low order questioning and answering during each new slide. 5 - 6 Students to proofread their own work first and then their study buddies, using the notes that they took during the previous slides/theory input. Formative understanding of the student’s ability to put into practice what was covered within the previous slides. 3 – 4 Explain tasks Students to use laminated sheets to define what a synonym is. If the group is settled and deemed to be mature enough, they can use the mobile devices to help with this task. Formative understanding regarding knowledge of synonyms. 9 -10 Theory input on what a synonym is. Students to actively list synonyms for each words listed. They can work with their study buddies. Directed high and low order questioning. 4 – 8 Once the slides have finished the students must read through their original essay answer and try to replace 10 commonly used words with Formative understanding of the student’s ability to put into practice what was covered within the previous slides.
  3. 3. 2013-2014 Page 3 of 3 10 synonyms, in order to build vocabularly. 4 - 6 Review of aims. Feedback. Snowball fight – Students to write down 3 targets for this unit, based on this content covered in this session. Summative assessment of aims and objectives. Consolidation/Homework activities Include VLE activity and links to summative assessment (e.g. assignments) There are extension tasks built into the session tasks but the learners will be required to write up their findings and add S.M.A.R.T targets to their ILP pages. Evaluative review of this lesson (evidence of learners’ progress including use of assessment)