Phase of Lesson Essential Elements Plan9C 04/09

Begi
nnin
g of
Less
on
THE HOOK
Grab students attention and put them in
a receptive frame of mind
1-5 minutes

Lesleigh's brainstorm


Students to be engaged
through visual and auditory
connections to the intention of
the lesson.
LEARNING INTENTION
Make the LEARNING INTENTIONS and
SUCCESS CRITERIA clear to students
2-5 Minutes
1. Explore the concept of identity and engage creatively with the
reflection diary
2. Consider what makes you you
Show students work in
reflection diary

2min
ACTIVITY/REVIEW
Activate prior knowledge and review
relevant prior learning
5-10 minutes

1. Identity map- show to the group .
2. 21 questions- choose one of the questions to share with your classmates
Students grouped into mixed
ability
5min
Pres
enta
tion
TEACHER INPUT
Explicitly teach the CONCEPT


1. Students view images emphasis map and images
Notice the significance of text to image
All groups- working individually

2min

TEACHER INPUT
Explicitly teach and model the SKILL


My town
Own journal
Tradition of public journals
Students listen to the teacher
explicitly talking through the
process
5min
CHECK FOR UNDERSTANDING
Monitor whether students have got it
before proceeding

If not, the concept or skill should be
re-taught before guided practice begins

Teacher to ask two key questions:
What is required to create your cover
What will your annotations consist of
Teacher checks students
understanding on concepts andi
key terms and knowledge

2min
Guid
ed
Prac
tice

DEVELOPMENT AND ENGAGEMENT
Develop student understanding of the
concept or skill through activities or
exercises



.students will:
1. Read poem and analysis
2. Discuss study questions
25 total group
3. Produce poem
4. hand in

FEEDBACK & INDIVIDUAL SUPPORT
Move around the room to determine the
level of mastery, and to provide
feedback and individual support as
needed


Is the poem creative and engaging?
Does it address the criteria ?




Inde
pen
dent
Prac
tice



APPLICATION
Ask your students to apply the concept
or skill in different contexts



Think and predict within your group

Question written on board
Does my belief in fate or freewill affect the way I make decisions

Revi
ew
REVIEW
Bring the lesson presentation to an
appropriate conclusion by reviewing
and clarifying the key points, tying them
together in a coherent whole




Review and reflect key knowledge and skills

home work- Cover and annotation
Final draft of poem if not finished






REFLECTION
I started out well but ran out of steam. There are, as usual with me, good on paper things and then there are details that flabbergast me .This time it is how to
set homework and how to correct properly.
Timing is an issue
The reading of the poem and the analysis was better. than previously . Students were on task for the first half of the lesson but lost focus towards the end.
I need to plan analysis questions better
I have to attend to the reflection phase more. This is hard to set out.
I thought that the explanation of the task was ok.
I move too much and occasionally have blind spots
21 questions worked well and I would use it again.
I liked getting the groups up and moving. The joint reading was fun but as my mentor said I needed to read again with the correct emphasis and punctuation to model
Sometime I am going to try separating the friendship groups to see if there is a different result