Prescribed lesson plan format: PGCE Secondary

University of Warwick
Katherine Howard
LESSON PLAN

Title: Disturbed character iPad lesson. Hitcher
Date and Time: Mon 13
th
May Subject: English Class:
Y10 SAJ


Personal Teaching and Learning Targets:
(taken from evaluations and learning conversations referencing QTS standards)
Teaching Standards Tracker:
o 1. Set high expectations which inspire, motivate and challenge pupils.
o 2. Promote good progress and outcomes by pupils.
o 3. Demonstrate good subject and curriculum knowledge.
o 4. Plan and teach well-structured lessons.
o 5. Adapt teaching to respond to the strengths and needs of all pupils.
o 6. Make accurate and productive use of assessment
o 7. Manage behaviour effectively to ensure a good and safe learning environment.
1.


Learning Objectives:
(Highlight those to be shared with pupils)
Learning outcomes/Success Criteria:
(Highlight those to be shared with pupils)
How does Simon Armitages Hitcher portray a disturbed
character?




ALL will be able to form their own definition of disturbed
character.

MOST should create their own interpretation of the poem.

SOME could re-evaluate their original definition of disturbed
character.



National Curriculum:

Prescribed lesson plan format: PGCE Secondary
University of Warwick
Katherine Howard


Individual learners needs:

Power point written in dyslexia friendly font.
Seating plan accommodates for mixed ability grouping- pairs matched to attainment/B2L needs
Differentiated tasks and questioning to scaffold achievement.
Use of questioning for extension for high attainers.



Developing and incorporating literacy, numeracy, and ICT:
Teacher Pupils

Use of ICT- ppt presentation
Ipad accompanied lesson for collaborative learning

Awareness of my own use of literacy in powerpoint and handouts.

Promoting good use of literacy.

Numeracy- word count task


















Prescribed lesson plan format: PGCE Secondary
University of Warwick
Katherine Howard
Planned Sequence

Time
Link to learning
objectives and
outcomes
Pupil Teacher Differentiation

Assessment
0-10






10-40











40-45

45-55






55-60





ALL will be able to
form their own
definition of
disturbed
character.


MOST should
create their own
interpretation of
the poem.









SOME could re-
evaluate their
original definition
of disturbed
character.



Starter:
Images displayed after seating plan. Why would someone do
this? Students write their response using titanpad. 20 words or
less.
FOCUS: identifying individual definition of disturbed character.
Main Activity:
Reveal LI, and differentiated learning outcomes.
Introduce students to ladder of learning (new analogy for lower
to higher order outcome). Read the poem. In pairs, students will
visit each workstation within the carousel to build up an
interpretation of the poem, in accordance with the questions on
the ladder. Students use Popplet or Book Creator to record
ideas.
*Character analysis
*Language used- with techniques checklist
*Structure
FOCUS: applying definition to the poem.
Mini Plenary: Students email findings. Question: How will your
definition change?
Main Activity 2:
Students revisit their original definition. Does it adequately fit the
context of the poem? Add to the definition to answer our big
question (LI) using a quotation to evidence ideas. Write up on
titanpad.
FOCUS: interpreting disturbed character in your own words.


Plenary: Revisit LI and learning outcomes. Three corners to
demonstrate learning. Pupil in gold corner can then explain
to pupil in amber corner.

What has happened?
Why would someone
do this? What type of
person?
KC, AS, WB, JW

Lower attainment use
unstucks to scaffold
Higher attainment
evaluate the
possibility of several
different
interpretations of a
disturbed character
Attainment matched
pairings


Lower attainment can
view modelled
responses
Higher attainment can
showcase a summary
of their findings to
create a developed
definition.
KC, NA, AA, JP




Questioning to
check for
understanding.




Questioning








Peer Assessment





AFL

Prescribed lesson plan format: PGCE Secondary
University of Warwick
Katherine Howard
Lesson Evaluation

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

Explanation
Questioning
Assessment
Differentation
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