Lesson Plan

Subject: Introduction
to Computer Studies

Grade: 10 Open

Topic: Introduction to Date: Dec. 15, 2014

Programming

Context
I. Learners

ALL learners should have previous experience as they have all worked with computers
which consist of basic and complex programming
This is an Open level course and students may have varied learning styles and speeds, it
is important to recognize this in EACH student and provide additional help and tools if
necessary
Possible difficulties for students:
o Complex, foreign material
o Introducing language unfamiliar to most students
o Could be an overwhelming amount of new material introduced for slower learners
Solutions: Extra time dedicated to this lesson, going through material slowly, hands-on
activity in tomorrows class to apply knowledge, hand-outs and online lessons provided

Students with IEPs may need extra help, or notes. These issues have been addressed in
Section II(4) with a variety of accommodations relating to taking notes, possible
homework/assignment difficulties, and test and preparation options.

II. Curriculum Description

1. Ministry Guidelines
B1. Describe fundamental programming concepts and constructs
B1.1 Use correct terminology to describe programming concepts
B1.3 Explain the difference between constants and variables
B1.4 Determine the expressions and instructions to use in a programming statement,
taking into account the order of operations
B1.6 Describe the function of Boolean operators, comparison operators, and arithmetic
operators, and use them correctly in programming
2. Unit Plan: Introduction to Programming
Todays lesson: Components of High Level Languages
Prerequisite information: Assembly language, High Level Programming Languages
Introduction (types and application), Compilers

Next time: Designing a JavaScript Add-program (applying example from todays lesson to make
our own!)
3. Possible Equity Issues
Fairness Will this lesson apply to ALL students? Can they go home and see the application of
the specific programming example you chose?

I chose JavaScript as my example HLPL, it is web browser orientated and runs across all
platforms, iOS, PC, etc. so that it can be demonstrated to every student in their everyday
life no matter their comfort in operating system.

Inclusion Is the example too complicated that you will lose students? Will every student be
able to follow the information regardless of disability, or confusion?

I chose an add program for the example to go over the components that way the students
can see what each definition means, as well as it is a very simple program development
with many applications.
The lesson may become confusing for some students as it is quite wordy, but I plan to
give them the example BEFORE the lesson, and post a step-by-step How-to online or
administered hand-out (if student doesnt have access to home computer), AFTER the
lesson is completed.

4. IEP Accommodations
a) Note-taking Lecture based class; students NOT required to take notes, will be uploaded or
administered AFTER class as stated in Section II(3).
b) Homework/Assignment Tomorrow we will be applying this example and making our own
based off the example, this is in-class and will be done with a partner, and guided by teacher.

If necessary a step-by-step hand-out can be administered if student has a hard time

following verbal direction
Student may choose partner they are comfortable with, teacher can pair student up, or
they may work in the resource room with an EA if they so choose (EA will be given stepby-step handout)

c) Test and Preparation There will be a test at the end of this unit which includes the basic
definitions learned in todays class.

If material is not understood or difficult it is up to the student to organize extra help

sessions with either the teacher (who will be available AT LEAST 3 lunch hours/week
and 3 times/week after school *fudge time for coaching/extra curriculars)
If teacher finds from mid-unit assessments any student (especially those with IEP) is not
meeting expectations, extra time will be dedicated to go over concepts in class OR
material will be provided to resource room for students having trouble.

* It is pertinent that ALL students are included in todays lesson so they can participate in the
hands-on activity tomorrow.
5. Cultural Relevance
It is important that living in North American society, whether born, immigrated, or on exchange
that students learn and participate in computer technology as it is a huge part of the world around
us in Canada.
This particular lesson does not show any cultural biases, or would in any way engage discussion
on controversial topics regarding culture or religion.
Unfortunately, as it is a Computer Science course, if a student is uncomfortable or it is against
their culture or religion to engage in topics discussed in this class or any from this course, it is
suggested they do not take it as they will not be able to meet the requirements without engaging
in lecture, discussion, and activities which will include using multiple electronic devices.

III. Materials and Resources

I will need previously prepared notes and a projector for this lesson. This lesson consists of
prerequisite information of more hands-on activities, so it is a theory-based lecture style class.
IV. Arrangement and Grouping of Students and Equipment
We will be in a typical Computers classroom. Students will not need to be grouped or arranged in
a specific way. They may choose where they sit so long there isnt too much disruption.

Learning Expectations
Students are required to have an understanding of a basic JavaScript add program. They should
be able to identify and define the following components:
Variable
Assignment Statement
Expression
Statement Terminator
Loop

Operator
Argument
Literals
Compound Statement
String

The learning expectations for exceptional students will be the same. However, ALL students will
only be required to identify and define 5/10 components on the unit test.

Instructional Strategies for Teaching and Learning

Intro Activity

Who might be able to explain what is meant by this poster?

New Challenge: Main/Middle Section

(15 minutes)
Administer handout with the following add program and the list of 10 terms on the page:
var num, sum;
sum = 0;
num = prompt("Enter new value, or 0 to end");
while (num != 0) {
sum = sum + parseInt(num);
num = prompt("Enter new value, or 0 to end");
}
alert("Sum = " + sum);
Have students work with a partner and try to match the terms to the components on the add
program. This will be difficult as they have not learned the component definition yet.
Questions to facilitate discussion with partner:

Are there any words that we use in English that might signal it corresponding with
something in the example?

You have worked with Assembly Toy Language before, what parts are similar? Work
from there.
Think back to your math classes, are there any similar words that could be applied to
components of the program?

(45 minutes)
Go through each component of the lecture step-by-step using the JavaScript example the students
worked with at the beginning of class.
Walk through each line identify and defining each part of the program.

Summary/Concluding Section
(15 minutes)
Show students basic example prepared of the add program we have looked at in class in action.
Inform them we will be learning to do that on our own tomorrow.
End with a list of the topics covered in todays class.
Reminders:

Slides as well as a step-by-step, How to Program with JavaScript guide will be posted
on the class website.
If anyone needs a paper copy of the guide they need to see me after class.
Office Hours/Extra Help Sessions

Application/Reaction
Learning will be demonstrated during tomorrows class in the hands-on activity applying the
exact same add program we learned today and making our own tomorrow with a partner.
No special supervision is required.
Expectations will be evaluated in tomorrows class in a lab-based instruction. How they apply
the knowledge they learned today will be assessed by the teacher in order for her to get an
understanding of how well students are grasping material. There will also be a unit test whereas
mentioned, students will have a choice in which components of the program they identify and
define, they must be able to do 5/10 covered in class.

Evaluation/Reflection Assessment Strategies

How much learning occurred?

Criteria
Discussion
How much discussion did the
students engage in?
Lecture
How much of the class paid
attention?
How much disruption was there?
Students you noticed who were not
focused
Questions
Did the students ask a lot of
questions because they werent
understanding certain topics? (List)
Who was asking questions?
Who could answer questions?

Comment

Students were given a list at the end of lecture of the topics covered. The lecture notes will be
posted online, and there will be a step-by-step guide on How to Program with JavaScript,
which includes all the components from lecture. Students are NOT required to take notes during
this class. They are required to listen and ask questions during lecture.
After I taught this lesson I may try to think of ways to get the students out of their seats more or
doing something more interactive. Tomorrows class is planned to be the interactive part, and the
lecture is preliminary to that, however it is pretty boring for students.
To better meet the needs of exceptional learners I might review their IEPs in depth in order to
make accommodations as seen fit. I think I have done a sufficient job at including everyone and
still have exceptional students integrated into the classroom and fitting in well. They have the
same expectations as other students and are given more accommodation on assessment, and extra
help.

Learning expectations found in the Computers 10-12 2008 Ontario Secondary School
Curriculum http://www.edu.gov.on.ca/eng/curriculum/secondary/computer10to12_2008.pdf