PP FORM PL SUBJECT: ICT

LESSON PLAN DATE: 10.11.12

UNIVERSITY OF MANCHESTER PRIMARY PGCE CLASS: Year 2 (Class 5) NOR: 30

Learning objective: I can navigate around a website to find information. Prior knowledge: What do pupils already know? What can pupils already do? This is the second session on navigating around a website to find information. success criteria/learning outcomes:  I can navigate around a website to find information.  I can gather information from a variety of sources. LA

Inclusion (SEN, IEPs, EAL, G&T): What resources, support, additional adults or approaches are you using to support these identified pupils? I feel that it is appropriate for Child A and Child B (SEN) to work in Kagan pairs with other children in order to understand how to navigate around a website. Their extension task however will be differentiated. MA I can navigate around a website to find information. Children working in Kagan pairs. Children working in Kagan pairs. Orange / Green extension – differentiated extension information sheet. Yellow extension – differentiated extension information sheet. HA

I can navigate around a website to find information. Children working in Kagan pairs. Blue extension – differentiated extension information sheet.

I can navigate around a website to find information.

Sharing vocabulary and definitions: How are you going to share these with the pupils? (Verbally, Working wall, Flash cards, IWB, table resources) Time/resources/adult support/behaviour mgt

Navigate, search, website, information (share verbally and on IWB)

Teaching input/input: share LO and SCs, differentiated questions, modelling, explanations, resources ICT, AFL OR Learning challenges/guided/independent/collaborative Differentiation, resources, pitch/challenge, AFL, all expectations e.g. quality, quantity, noise level, behaviour

15 mins Behaviour mgt: ‘Spotted’ points system. Remind pupils of expectations for sitting on carpet. Resources: IWB

Share the WALT – what does it mean? Explain that we are continuing with our learning about how to navigate around a website to find information. http://www.kidsbiology.com/animals-for-children.php Teacher to model how to navigate around the website (how to navigate from a category to a certain animal and subsequently discover information about that animal). Explain activity (and the extension).

Assessment opportunities: product, observation, discussion, question, exemplification, plenary/mini plenary, sharing good practice lead learning/WAGOLL, AFL, reflection on SC (self/per assess), next steps to improve their work, links to national expectations Group learning. Elicit what children know.

Sharing the LO and success criteria means that the pupils can be clear about what they are learning.

30 mins Behaviour mgt: ‘Spotted’ points system Remind children about how to move back to tables and noise-level expectations during paired learning. Resources: Information sheet template (3 x differentiated extensions) Worksheets available for Alex & Anisa

WALT: I can classify different living things Children to work in Kagan pairs for main task – navigating around a website to find information. Once pair work is complete, extension is a differentiated animal information sheet that needs to be completed independently. Worksheet available for Alex & Anisa.

Paired learning (continuation from previous session). I will move around mixed-groups and assess them against the success criteria and record on R1 sheet. I will be using questioning, discussion and written work as evidence for success. During lesson check pupils are on task, focused and concentrating, noise level is acceptable, quality and quantity of work is appropriate in time given. If not repeat your targets and expectations for these. Plenary – group assessment. Peer-assessment in to check what children have learned. This plenary is used as an opportunity for me to gauge an overview of those pupils who have achieved the success criteria.

5 mins Behaviour mgt: ‘Spotted’ points system. Remind children of expectations for moving around the classroom. Expectations for tidying up. SAFETY

http://www.kidsbiology.com/animals-for-children.php Navigate the website for information (in Kagan pairs).

Follow school guidelines. Meet and greet pupils on entry and exit to classroom and make sure that this is calm, controlled and safe. Ensure that pupils walk in the classroom and don’t run. Ensure that pupils move safely and calmly at any transition point from carpet to table and vice-versa.

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