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  • P2 University of Manchester Lesson Plan: Partners, Investigation, Active Learning, Games, Collaboration, IT

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    This lesson plan is for a Year 4 history class about the suffragette movement in England. The objective is for students to create a timeline of significant suffragette events. Differentiation is provided, with more/less advanced students researching one fewer/additional events. Resources include iPads and websites. Formative assessment includes questioning students about additional events and key figures. Feedback will be given orally and through marked books. The lesson involves recapping prior knowledge, modeling timeline creation, independent research in groups, peer discussion, and presenting the class timeline for feedback.

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    suffragettetimeline

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    This lesson plan is for a Year 4 history class about the suffragette movement in England. The objective is for students to create a timeline of significant suffragette events. Differentiation is provided, with more/less advanced students researching one fewer/additional events. Resources include iPads and websites. Formative assessment includes questioning students about additional events and key figures. Feedback will be given orally and through marked books. The lesson involves recapping prior knowledge, modeling timeline creation, independent research in groups, peer discussion, and presenting the class timeline for feedback.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    65 views4 pages

    P2 University of Manchester Lesson Plan: Partners, Investigation, Active Learning, Games, Collaboration, IT

    Uploaded by

    api-279462239
    This lesson plan is for a Year 4 history class about the suffragette movement in England. The objective is for students to create a timeline of significant suffragette events. Differentiation is provided, with more/less advanced students researching one fewer/additional events. Resources include iPads and websites. Formative assessment includes questioning students about additional events and key figures. Feedback will be given orally and through marked books. The lesson involves recapping prior knowledge, modeling timeline creation, independent research in groups, peer discussion, and presenting the class timeline for feedback.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 4

    P2 University of Manchester Lesson Plan

    Subject: History

    Class: 4

    Date: 24/11/14

    Lesson context

    Childrens learning from


    previous lesson S2b, S6b

    Provision for inclusion (SEN, EAL, G&T, Beh,


    GRT, LAC...) (S5d, S5b)

    Suffragette timeline

    Who the suffragettes were

    SEN - LH/IM

    Objective: what do I want the pupils to learn and how I will know they have learnt it?
    Lesson objective
    (To)

    Success criteria: To be successful pupils


    will

    Differentiation (who will do what?)


    link each activity to the success
    criteria on the left (S5a)

    create a timeline about the


    suffragette movement

    1) Research significant suffragette events


    2) Place these events in order
    3) Make a timeline of the events

    All will do 2 & 3


    MA/HA will do 1

    Subject knowledge: what do I need to know in order to teach this lesson?


    Concepts I will explain: S3a

    I will model:

    What constitutes important


    What a reliable website is
    The need to double check sources

    How to draw a timeline


    The main events to research

    Vocabulary I will use: S3a

    Pedagogy: teaching strategies I will use (S2d): eg talk


    partners, investigation, active learning, games,
    collaboration, IT.

    Timeline
    Chronological
    Suffragette/suffragist
    s

    Investigation/talk partners

    Resources

    Safety S1a

    weblinks

    iPads

    N/A

    N/A

    Formative assessment and feedback (S6)


    To challenge and extend the
    pupils my questions are: S1b,
    S6b

    What other events can you find that are important?


    Who were the main people involved in the movement?
    How did each event effect the movement do you think?

    What techniques and


    Research
    strategies am I using to assess Plenary/Recap/mini-plenaries
    Marking the books
    the learning? (S6b)

    How and when we I give


    oral/written feedback to the
    pupil against the success
    criteria so that they can
    respond? (S6d, S2a)

    Oral during the lesson when I go round


    Written when I mark the books

    Teaching and learning sequence: How will I teach this lesson? What will I do? The guide to my
    lesson (S6a, S4 and S7)
    (Think about behaviour management, timings, transitions and assessment leading to feedback)
    Behaviour/timing
    s/assessment
    leading to
    feedback

    What the teacher is doing

    What the pupils are doing

    5 mins

    Recap
    - Who were the suffragettes?
    - What does suffrage mean?

    Sat in seats

    10 mins

    Explain task to create timeline and model on the


    board
    - Give a list of the most important events
    - Give a start and end date and use these to model
    how to draw events on the timeline.
    - Give out iPads
    - IPad rules

    Sat in seats

    20 mins

    Research the events


    - If finish, research more events that
    might be important, or what happened
    after the end of our timeline?
    - In groups, depending on iPads.
    - If room take LA literacy to talk with TA
    about events and to make timeline
    together. Then copy into their books.

    Working together on the iPads

    15 minutes

    Timeline on the board


    - Is this what you all found?
    - Any other events?

    Sat in seats

    Assessment : Identify the progress pupils have made in this lesson (S6)
    Identify with a code any children who have exceeded or not achieved the success criteria for this
    lesson. In the third column, indicate what you are going to do to meet each identified childs needs as
    a result of assessments made.

    Success criteria

    Names

    Cod
    e

    What will you do to meet the needs of the


    children identified through this assessment?

    Evaluation and reflection


    Evaluate the progress pupils made in this lesson
    in relation to the success criteria (S6b)

    What were the strengths and weaknesses of your


    teaching? (4d, S8d)

    List three actions you will now take to improve pupil progress through your teaching (4d, S8d)

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