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ASSESSMENT A: LESSON PLAN UTILISING AN ICT TOOL

Class: Year 2 (STAGE 1)

Date: 21st August 2015

Key Learning Area: English

Lesson Topic: Writing and representing 1

Time: Start: 10:00 am Finish: 11:00 am

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have been starting to learn about links to text types such as procedures. Ss were sitting at their tables and T was demonstrating
to them, how to make a salad sandwich. Once the T had finished making the sandwich, T distributed a procedure stencil. Ss will need to
complete it on their own. T will demonstrate how to make a salad sandwich in front of the class; this time T will choose volunteers from
each of the group to help T complete each step.
Students A, B, C, & D will be doing this following activity:
S A will demonstrate the procedure on how to make a sandwich,
S B will write the procedure,
S C will create a movie, and
S D will edit the movie.
Ss will have time to write each step, before T moves to the next activity.
Syllabus Outcome(s):
One or two only. Please note
the syllabus reference number
AND write out in full.
- EN3-1A Communicates
effectively for a variety of
audiences and purposes using
increasingly challenging topics,
ideas, issues and language
forms and features

Indicators of Learning for this lesson:


Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:
- verbally communicates to the class their topics and information
that they have gathered
- Understanding how planning composing and reviewing
contribute to effective imaginative, informative and persuasive
text

- EN1-2A Plans, composes


and reviews a small range of
simple texts for a variety of
purposes on familiar topics for
unknown readers and viewers

- Create a short imaginative, informative and persuasive text


using growing knowledge of text structures and language
features for familiar and some less familiar audiences, select
print and multimode elements appropriate to the audience and
purpose.

Assessment:
Strategies which will be used to
assess learners attainment of
learning outcomes. Should be linked
to each learning indicator.
Written work
- T observe the Ss as they are
demonstrating the procedure
Making the activity and making a
Movie
- T collect and mark Ss work/ Ss
sample on the procedure writing
text types
- T marks the checklist to see if the
Ss had met the criteria or
achieved
Sanna Rahman/S00120529

ASSESSMENT A: LESSON PLAN UTILISING AN ICT TOOL


Any safety issues to be considered:
- Ss should be supervised at all times
- Ss should Walk indoors during floor
times and when transitioning towards the
desk and sitting on the chair
- Ss are to make sure they use the
iPads/laptops responsibly
- Ss are to sit in groups in areas that are
safe and do not interfere with other
groups
- Make sure cables and power cables are
safety checked.

Lesson Content / Indicators of


Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
2

Resources:
List resources you used in preparing the lesson AND those used in the lesson
implementation.
Materials for paper kite
White board & White board marker
Procedure Stencil, Pencil, Eraser
IPads/ Laptops
o Pinterest
o Camera
o Animoto/ imovie

Timing Teaching Strategies / Learning Experiences:


(mins) (How it is taught)
Write detailed steps showing what the teacher (T) will
do and what students (Ss) will do.

Resources and
Organisation:

Sanna Rahman/S00120529

ASSESSMENT A: LESSON PLAN UTILISING AN ICT TOOL


Indicators of Learning.

INTRODUCTION
Ss will be sitting on the carpet and we
will think back to our previous writing
lesson on procedure.
10
mins
We will revise the key features of a
procedure.

Ss will be sitting on the carpet and T will make a


paper kite without saying anything. Ss will need to
watch what the T is doing and follow what T do.

After T have demonstrated the procedure of making a


paper kite, T will ask Ss what did T use and what did
the T do?

T will further probe Ss and get them to tell T that what


T has demonstrated to them is a procedure.

DEVELOPMENT
T will make a proper kite in front of the
3

T will then brainstorm with the students:


- What is a procedure?
- What does a procedure tell us?
- What language is used in a procedure?
Give example to develop language for Ss
- What is an action verb?
- What are the key features (aim, equipment,
method)?
- Is there an audience for a procedure?

Ss will work all around the room in their groups.

Ss seated at their desk


when writing up their
procedure by
brainstorming.
Ss are placed in table
groups (mixed ability)
so mix of shy and
confident Ss are placed
together provided
assistance to each
other.
Groups organized with
mixed guided abilities.
Ss are to raise their
hands if they would like
to talk. No calling out.
Pencil and note taking
book. Ss with writing
issues- complete at
least 2 points during
note taking

Ss work together in

Sanna Rahman/S00120529

ASSESSMENT A: LESSON PLAN UTILISING AN ICT TOOL


whole class again. Ss will be watching 40
only.
mins
Next, together with the Ss the T will
make the paper kite step by step.

Ss will use iPads/laptops and gather more information


groups around the
from Pinterest boards by looking at images that are
room.
taken step by step. Ss will have an idea on what they
can relate to their procedure when they are making
their kite.
Resources:
One student from the group will be making a snapshot
- iPads/ laptop
video when the other student is making their kite.
- information books
Another student from the group can edit it by using
- Pinterest
board
to
the Animoto website.
gather
more
information.
Once it the kite has been made, each table will show
- https://animoto.com/
their kite and put it on the table next to the sink. T will
(Movie maker)
make sure Ss write their names on the paper bag.
- Pen
Ss will then collect a stencil and together we will draw
the procedure and write the instructions, equipment
and aim.
T will model each step and get the Ss to draw and
write the steps on their stencil.
T walks around the room, giving ideas and asking
open ended questions to Ss to broaden their
perspectives.

CLOSURE
Once Ss have completed the stencil 10
they will share their responses of what mins
they have written for each step.
Each group, one at a time, will come up
to the front and present their work to the
class and their reflection on how they
have done the activity.

Ss will be seated back to their desk.


Groups, one at a time, will present their kite and read
some information out to the class.
Ss should present their procedure to the class and
discuss the way they wrote the procedure.

Students seated at
their desk when
listening to the groups
at the front.
- Ss are to not call out.
Ss are to put their
hands if they would like
to share.
Resources:
Ss work sample and
procedure writing.

Sanna Rahman/S00120529

ASSESSMENT A: LESSON PLAN UTILISING AN ICT TOOL


Rubric

Collaborative Work Skills : Procedure- Making a kite


Teacher Name: Miss. Rahman
Student Name:

CATEGORY

________________________________________

Contributions

Routinely provides
useful ideas when
participating in the
group and in
classroom
discussion. A definite
leader who
contributes a lot of
effort.

Usually provides
useful ideas when
participating in the
group and in
classroom
discussion. A strong
group member who
tries hard!

Sometimes provides
useful ideas when
participating in the
group and in
classroom
discussion. A
satisfactory group
member who does
what is required.

Rarely provides
useful ideas when
participating in the
group and in
classroom discussion.
May refuse to
participate.

Quality of Work

Provides work of the Provides high quality Provides work that


highest quality.
work.
occasionally needs to
be checked/ redone
by other group
members to ensure
quality.

Provides work that


usually needs to be
checked/ redone by
others to ensure
quality.

Focus on the
task

Consistently stays
focused on the task
and what needs to
be done. Very selfdirected.

Rarely focuses on the


task and what needs
to be done. Lets
others do the work.

Focuses on the task


and what needs to
be done most of the
time. Other group
members can count
on this person.

Focuses on the task


and what needs to be
done some of the
time. Other group
members must
sometimes nag, prod,
and remind to keep
this person on-task.

Monitors Group Routinely monitors Routinely monitors Occasionally


the effectiveness of the effectiveness of monitors the
Effectiveness
the group, and
makes suggestions
to make it more
effective.

Working with
Others

Almost always
listens to, shares
with, and supports
the efforts of others.
Tries to keep people
working well
together.

Rarely monitors the


effectiveness of the
the group and works effectiveness of the group and does not
to make the group
group and works to
work to make it more
more effective.
make the group more effective.
effective.
Usually listens to,
shares, with, and
supports the efforts
of others. Does not
cause \"waves\" in
the group.

Often listens to,


shares with, and
supports the efforts of
others, but
sometimes is not a
good team member.

Rarely listens to,


shares with, and
supports the efforts of
others. Often is not a
good team player.

Total Mark:
Reference:
5

Sanna Rahman/S00120529

ASSESSMENT A: LESSON PLAN UTILISING AN ICT TOOL

Animoto - Video Maker & Photo Slideshow Maker | Animoto. (2015). Retrieved 28
August 2015, from https://animoto.com/
NSW, B. (2015). English K10. Syllabus.bos.nsw.edu.au. Retrieved 28 August 2015,
from http://syllabus.bos.nsw.edu.au/english/english-k10/
Pinterest.com.(2015). Retrieved 28 August 2015, from https://www.pinterest.com
Web2014.discoveryeducation.com, (2015). Discovery Education Web2014: Web 2.0
Tools - Video Tools. Retrieved 28 August 2015, from
http://web2014.discoveryeducation.com/web20tools-video.cfm

Sanna Rahman/S00120529