Planning Made Easy Suggested lesson outline, possible activities and rationale. Details, info. Hook Grabs the learners’ attention. Does not have to be related to the lesson, riddle, puzzle, optical illusion, etc. Starter Link to and introduces the lesson, can be skills based. Link to previous lesson, sets the context of lesson. No longer than 5 minutes. Be explicit on how this relates to the learning in LP. Main 1 (reveal) Explaining, might involve listening, watching. New concept or recapping. Modeling, scaffolding. Use Higher Order Questioning – Bloom’s level 5 and 6. In early section of lesson; Sage on the stage. Rest of lesson; Guide by their side. Mini Plenary What did you j ust learn? What skill did you use to learn it? How did you learn? How would you use this skill in 5, 10, 20 years? How could you use the skill in another lesson? Main 2 (collaborative) Think, pair share. Small group work. Card sort, structured discussion. 6 hats Mini TASC Refer explicitly to the objective. Mini Plenary What did you j ust learn? What skill did you use to learn it? How did you learn? How would you use this skill in 5, 10, 20 years? How did this link to the obj ective? How did this link to the first activity? Main 3 (embedding) Working independently (or in pairs) using the new skills knowledge and understanding. Linking to an appropriate homework. Highlight any area not fully understood – so to revisit. Again refer to progress, checking understanding. Circulate the room. Who le lesson Plenary List the outcomes – what have the class achieved? Refer to objective. Use higher order questions to assist. Self and peer assessment opportunity. 5,4,3,2,1 things you learnt today. Explain to your partner HOW to do the work done today. Explain to your partner HOW you learnt to day. Keyword bingo Interactive quiz on IWB Functional Skills in Maths, English and ICT. Provide opportunities to express understanding in written form – descriptive story for example, poem. Provide opportunities for independent use of ICT to further understanding. If this is to come in the next lesson or happened in a p revious lesson be sure to mention in the ‘context’ box. PLTS Independent Enquirers Creative Thinkers Reflective Learners Team Workers Self-Managers Effective Participators. SEAL Skills Motivation Managing Feelings Self-Awareness Social Skills Empathy Differentiation Scaffolding Make different resources Use the TA effectively Vary questioning Build challenge into activities. A fL Know the prior attainment and progress of class, individuals. Who is T, U, X? Who is G&T/AEN? Refer to GCSE grades and/or KS3 levels in marking, classwork, etc. Provide criteria for success. Plan for peer and self assessment opportunities in plenaries.

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8/8/2019 Planning Made Easy

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P lanning Made EasySuggested lesson outline, possible activities and rationale.

Details, info.

Hook Grabs the learners’ attention. Does not have to be related to thelesson, riddle, puzzle, optical illusion, etc.

Starter Link to and introduces thelesson, can be skills based.Link to previous lesson, sets

the context of lesson.

No longerthan 5minutes.

Be explicit onhow thisrelates to thelearning in LP.

Main 1(reveal)

Explaining,might involvelistening,watching.

New conceptor recapping.Modeling,scaffolding.

Use HigherOrderQuestioning –Bloom’s level5 and 6.

In earlysection of lesson; Sage

on the stage.

Rest of lesson;Guide by their side.

Mini Plenary What did you just learn? What skill did you use to learn it? Howdid you learn? How would you use this skill in 5, 10, 20 years?How could you use the skill in another lesson?

Main 2(collaborative)

Think, pairshare.

Small groupwork.

Card sort,structureddiscussion.6 hatsMini TASC

Refer explicitlyto theobjective.

Mini Plenary What did you just learn? What skill did you use to learn it? Howdid you learn? How would you use this skill in 5, 10, 20 years?How did this link to the objective? How did this link to the firstactivity?

Main 3(embedding)

Workingindependently(or in pairs)using the new

skillsknowledge andunderstanding.

Linking to anappropriatehomework.

Highlight anyarea not fullyunderstood –so to revisit.

Again refer toprogress,checkingunderstanding.

Circulate theroom.

Whole lessonPlenary

List the outcomes – what havethe class achieved? Refer toobjective. Use higher orderquestions to assist. Self andpeer assessment opportunity.

5,4,3,2,1 things you learnttoday.Explain to your partner HOW todo the work done today.Explain to your partner HOWyou learnt to day.Keyword bingoInteractive quiz on IWB

Functional Skills in Maths, English and ICT.Provide opportunities to express understanding in written form – descriptive storyfor example, poem. Provide opportunities for independent use of ICT to furtherunderstanding. If this is to come in the next lesson or happened in a previouslesson be sure to mention in the ‘context’ box.

PLTSIndependentEnquirersCreative ThinkersReflectiveLearnersTeam Workers

Self-ManagersEffectiveParticipators.

SEAL SkillsMotivationManagingFeelingsSelf-AwarenessSocial Skills

Empathy

DifferentiationScaffoldingMake differentresourcesUse the TAeffectivelyVary questioningBuild challengeinto activities.

AfLKnow thepriorattainmentand progressof class,individuals.Who is T, U, X?Who isG&T/AEN?Refer to GCSEgrades and/ orKS3 levels inmarking,classwork, etc.Providecriteria forsuccess. Plan for peerand self assessment opportunities inplenaries.