Lesson Plan

Day: Friday Date: 25th Oct 2019 Time: Period 4 Year: 9

Learning Area: English Topic: PAT Test (online)

Curriculum content description:
 This is a general assessment task for Reading comprehension done online to review students
learning over the past schooling year to reflect on results and improvement.

Students’ prior knowledge and experience:

 Students previous lessons in class this year throughout all terms. This is in addition to knowledge
students had prior to beginning the year 9 curriculum.

Learning purpose:
 To evaluate students reading and analysis skills. This allows students to be placed in relevant
English classes next year and aids in self-reflection based on previous year’s performance.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to:  Walking around the classroom and scanning the
 Students must do this assessment as it is class to ensure no students copy others work
valuable for self-reflection and evaluation. and all students are on task (especially
important due to it being an online assessment).

Preparation and Resources:(Detail what resources will be used and what other preparation of the learning environment will be required)
 The laptops need to be brought to class with adequate charge.
 My mentor needs to provide a link to the test or instructions regarding how to access this to me and students.

Catering for diversity: (Detail any adjustments considerations for educational/resource adjustments)
 Due to the nature of this assessment (being evaluative) students should not receive help or should receive
very basic help.
 If a student is unable to answer a question correctly or at all this will allow them to be placed in a more
relevant English class in the future so identifying student performance without aid is essential in this test.
Timing: Learning Experiences:

Introduction:
(How will you engage the learners?
How will you emphasise the value of the lesson and its relevance to students’ lives?
How will you express the format of the lesson?)

3-5 1. Ask students to come in and put their bags at the front and sit down at a desk with a laptop. Tell
minutes students there will be test conditions so water bottles should be kept on the floor, phones
should be on silent or off and in their bag up the front of the classroom.
2. Tell students that they have the lesson to complete the assessment and provide the instructions
for them to get onto the website they need to complete the test on.

Sequence of learning experiences:

(What will you do to help the students achieve the learning objectives?
What tasks and activities will the students be involved in to help achieve the learning objectives?
Can you make lessons as realistic as possible?
How can you include ways to develop general capabilities and metacognition?
How will you manage student behaviour and resources?
How will you scaffold learning?
How will you ensure clarity?)
53-55 3. Tell students when their time starts. When the time has almost finished tell students to
minutes finish their sentences or that time is close to running out.
(60 using
an
additional
5 mins if
some
students
need and
want to
stay back
into lunch
time)
 Management of behaviour:
 Walking around during the test to see how far in students are. If students are lagging reminding
them to do questions with the largest marks first.
 Making sure to scan and check students are not looking at others work.
 Ensuring rules for water, bags and phones are adhered to and that students are on the correct
site.
 Assist students that have difficulty accessing the test.

Lesson conclusion:
(How will you summarise the learning and relate it to the lesson objectives, emphasising its value? Are you able to link to the
next lesson?
How can you finish on a positive note?)

1–3 4. Ask students to finish the test at whatever stage they are at (finished or not finished).
minutes Then ask them to log out of the laptops and place them back on the computer trolley
gently and plug them in to charge.
5. Allow students to pack up and leave the classroom once their desks are reorganised back in
to their usual positions (desks straight and with their chairs tucked neatly away).

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)
 This lesson did not progress as planned in this lesson plan as the laptops did not work for the lesson.
 I had other material and lesson ideas for the year 9’s in case they were able to get through the other
previous lessons at a quicker rate or if they finished the test early so we did this in class.
 For this lesson I settled the students into their seats and got them to re-read their previous notes before
our recap of last lesson was led by the students with prompts from me.
 We then went through my next PowerPoint which covered tragedy and began brainstorming and
discussing who was to blame with reference to specific characters and sequence of events. We also
reviewed how they will be structuring their upcoming essay.
 This is so they can create revision notes before the essay and write to a high standard with well-
developed ideas.
 Overall this lesson went smoothly in relation to behavioural management and content. It also had a lot
of discussion and collaborative work as a class so used meaningful learning activities.
 The students were engaged throughout the lesson and even when they needed to be reminded to pay
attention to what was being said and written on the board I heard they were discussing relevant content
to one another.
 I was thanked by the students for my time at the end of class and they gave me a round of applause with
two students saying it was a pleasure having me there which was a lovely way to conclude my last lesson
of this placement.