Wilmington Enterprise College Lesson Planning Sheet

Teacher: D Roberts Teaching Group 9Y2 Subject: History Students School Action on the L. 5 B. 1 A.E.N. Other: 1 ASD register: Room: 46 Lower: School Action Plus L. 3 B. 1 Other: Date: 18/5/10 Girls: 1 Boys: 21 Statemented: L. 1 B. Other: Period: 1 Gifted and Talented: 0 Other L. B. 2 (Bains Other: and Rahman ) EAL :

Learning Support Assistant N/A

Working with:

Background: I have taught this class since last year. They have all made progress since the end of Year Eight. This progress has been between 1 and 4 sub-levels (see attached chart). There are some difficult students in the class who have significant issues with behaviour. Time Lesson Activities: Starter; Tasks; Modelling; Plenary Methods of Differentiation 1 Some students may arrive late. DR will speak to those students later to prevent disruption 2 Students are grouped according to their Data Grades (see seating plan) 3 Students are able to choose the way they want to record the information in IL 4 Information is in two formats 5 DR to work with Table A for first group task and possibly for second group task as well

Starter: students are in their groups to piece together the picture on their table. They should then, in their books, write what they think is happening in the picture (AL) Plenary 1: What do you know about the blitz? Students are to discuss with DR and if there are not too many hands in the air they can each tell one other person. Main Session 1: outline the links to last lessons work then discuss with the students what the success criteria are. (5 Minutes) Begin working through the keynote presentation with the students Information retrieval: students have 5 minutes to read and record in whatever format they choose the basic information about the blitz.
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(Differentiation methods 3 and 4) Group Task 1: (DR working with group A) Students are to analyse the picture of St Pauls in the firestorm. Answer the following question How did the British government use this photograph to cheer up the people of London? (5 Minutes allowed for this task) (differentiation methods 2 and 5) Ambassadors: (AL) 2 minutes to share information then groups to feedback to DR Individual Work: students presented with a table of the effects of the Blitz. They are then to answer the following question (Differentiation method 4) Which of the facts on the board had the biggest impact on the people of London in your opinion? (10 Minutes) Group Task 2: individuals are to discuss in their groups what they have chosen and why (5 Minutes) (differentiation methods 2 and 5) Plenary 2: What do you now know about the Blitz that you didnt before? Extension task is available for those who finish early (see differentiation column) (N.B: timings are flexible dependent upon how each section goes)
/opt/scribd/conversion/tmp/scratch6224/81199254.doc 6 Extension task: second photograph available (milkman delivering) Question to be answered is Is this a staged photograph? Explain your answer and explain why the government would like this picture in wartime

Homework: Research the impact of the Blitz in Dartford. Find the names of any streets in Dartford that were bombed in WW2

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