Lesson plan 13th february pti

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PGCE School Direct Secondary Lesson Plan

Trainee Name Julie Robinson Subject English Class 7YEn2

Lesson Title Shakespeare’s Insults Date 13th February 14

Personal Teaching and Learning Targets (taken from evaluations and learning conversations referencing QTS standards)

To give deeper praise. Instead of just praising a pupil, tell the whole class why you are praising them. This will then allow other pupils in the class to hear what element of their work is being praised and will result in them replicating it. QTS standards 1 and 6 (Set high expectations which inspire, motivate and challenge pupils and make accurate and productive use of assessment).

Learning Objectives (Highlight those to be shared with pupils)

Learning outcomes/Success Criteria (Highlight those to be shared with pupils)

To explore Shakespeare’s language and develop our knowledge of Elizabethan vocabulary.

To explore Shakespeare’s language and develop knowledge of Elizabethan vocabulary. To be able to evaluate the levels of assessment they have achieve during the lesson.

Context (National Curriculum links, scheme of work information, insight into previous lesson, etc.)

Previous lesson: Part of the Introduction to Theatre SOW. Previous lesson introduced pupils to Shakespeare’s language. They looked at English words first used by Shakespeare and then matched that word to the play Shakespeare used in it. For example: Green-eyed monster in Othello. They learned why Shakespeare’s language is so difficult and learned some Shakespearian phrases. They then translated Shakespeare’s language into modern English.

This lesson will be looking at: Speaking and Listening AF3 and at levels 5 and above. All pupils are encouraged to aim high; therefore lower levels are not mentioned.

Pupils are given opportunity to self-assess using the assessment criteria to check their levels.

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Individual learners’ needs Developing and incorporating literacy, numeracy, and ICT:

xxxxxxxxxxxx – constant reiteration of task. xxxxxxxxxx – does not like being put on the spot with questioning, but if he raises his hand I make sure I ask him as he is obviously comfortable to speak on that occasion.

Recap of definitions of key terms (literacy)Be aware of time constraints (numeracy)

Learning and Teaching Sequence

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TimeLink to learning

objectives and outcomesPupil Teacher Differentiation Assessment

5 Minutes

1 minutes

5minutes

4 minutes

10 minute

Shakespeare Word searchTo enable pupils to discover the more unusual plays by Shakespeare

Go through LO

Did the pupils notice how I greeted some of the pupils?

Go through assessment criteria

Introduce the class to the first insult

All pupils

All pupils

All pupils

All pupils

All pupils are to think about how they would deliver the insult.Volunteer required to come to front of class and deliver the line in various ways

RegisterWalk round, checking all pupils are engaged and not struggling. Pointing pupils in the direction of answers

Explain what is required from today’s lesson.

Flicked thumb at them as they entered the room

Give all pupils higher levels within assessment criteria pointing them to what is achievable for all.

Will remind pupils to think of non-verbal language and tone of voice.Will only model the answer if the pupils do not grasp the ideaHave class direct the student to perform it in different ways,

None required

None required

None required

None required – all pupils are expected to achieve their fullest potential

None required

Class discussion

What did my gesture mean and why is it relevant to today’s lesson

Question: what do the pupils notice about the levels of assessment?

xxxx – will be asked to deliver the insult, then volunteer asked for if he is not happy to do so

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s

10 minutes

10 minutes

10 minutes

Pupils are given their own insult to look at, practice and think about how they would deliver the insult and then insult their neighbour

Pupils and put into groups and given an insults dictionary and asked to translate their groups insults and explain why the language is insulting

On representative from each group will deliver the best insult and explain what it means to the class in modern English

PlenaryWhich level did they hit? Why?What could they have done to achieve the next level? Why?

All pupils

All pupils

Representatives from each group

All pupils

contemptuously – looking the student up and down, angrily, shouting – pointing finger aggressively etc. Threateningly – circling and hissing through teeth etc.

Remind pupils of tone, mood and non-verbal gestures. Also remind pupils of expected behaviour.

Example of model answer

Facilitate task

Get pupils to record levels

Give ideas to those who are not as comfortable with this type of task

None required as peers will assist

Point pupils in the right direction if needed

Class discussion

Pupils to put thumbs up or thumbs down for the best delivered insult

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5 minutes

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Lesson EvaluationWhat was successful/not so successful? Why? What can I do about it? Annotate your lesson plan using these prompts:

Explanation Questioning Assessment Differentiation Transitions Engagement Relationships Literacy Numeracy ICT Involvement of other adults

These prompts are a guide for reflection, you are not expected to use all the prompts, but you are expected to demonstrate reflection.

Targets

Education

Lesson plan 13th february pti