Lesson Plan

Day: Friday Date: 18th Oct 2019 Time: Period 4 Year: 9

Learning Area: English Topic: C.A.T. Test

Curriculum content description:
 This is a general assessment task for Reading. This includes identifying basic textual devices such as
character, setting as well as some textual analysis. All year 9 English students will be completing the
same test.

Students’ prior knowledge and experience:

 Students previous lessons in class this year throughout all terms. This is in addition to knowledge
students had prior to beginning the year 9 curriculum.

Learning purpose:
 To identify where students skills are for reading and analysis. This will allow students to be placed in
relevant English classes next year and aids in self-reflection based on previous year’s performance.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to:  Walking around the classroom and scanning the
 Students must do this assessment to pass year 9 class to ensure no students cheat and all students
as it is a formal assessment task. are on task.

Preparation and Resources:(Detail what resources will be used and what other preparation of the learning environment will be required)
 The tests will need to be printed and placed on desks with one sheet of loose lined paper prior to the students
arrival.
 Students must bring a pen or pencil to write with in the test and anything else they need (such as reading
glasses if relevant.)

Catering for diversity: (Detail any adjustments considerations for educational/resource adjustments)
 Due to the nature of this assessment students should not receive help or should receive very basic help. If
a student is unable to answer a question correctly or at all this will allow them to be placed in a more
relevant English class in the future so identifying student performance without aid is essential in this test.
Timing: Learning Experiences:

Introduction:
(How will you engage the learners?
How will you emphasise the value of the lesson and its relevance to students’ lives?
How will you express the format of the lesson?)

5 mins 1. Ask students to come in and put their pens/pencils on one desk. Tell students there will be
test conditions so water bottles should be kept on the floor, phones should be on silent or
off and in their bag up the front of the classroom.
2. Tell students that they have 60 minutes to complete the assessment and instruct them to
write both on the test paper where relevant (such as in the multiple choice section) and
write on the loose paper for the final questions that need a longer response space.

Sequence of learning experiences:

(What will you do to help the students achieve the learning objectives?
What tasks and activities will the students be involved in to help achieve the learning objectives?
Can you make lessons as realistic as possible?
How can you include ways to develop general capabilities and metacognition?
How will you manage student behaviour and resources?
53-55 How will you scaffold learning?
minutes How will you ensure clarity?)

(60 using 3. Tell students when their time starts. When the time has almost finished tell students to
an finish their sentences or that time is close to running out.
additional
5 mins if
some
students
need and
want to
stay back
into lunch
time)
 Management of behaviour:
 Walking around during the test to see how far in students are. If students are lagging reminding
them to do questions with the largest marks first.
 Ensuring rules for water, bags and phones are adhered to.
 Making sure to scan and check students are not looking at others work.

Lesson conclusion:
(How will you summarise the learning and relate it to the lesson objectives, emphasising its value? Are you able to link to the
next lesson?
How can you finish on a positive note?)

4. Ask students to staple their loose sheet to their test and make sure their names are on
the paper.
1–3 5. Allow students to pack up and leave the classroom once their desks are reorganised back in
minutes to their usual positions, straight and with their chairs tucked neatly away.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? How?)
 The students were quite well behaved throughout the test time.
 The organisation of the tests and loose paper onto the desk was effective and having this prepared
allows students to begin the assessment quickly.
 Some students needed assistance clarifying what the instructions meant which was not ideal but as
multiple students had the same issues and were worried it was a misspelling/typing error wanted
clarification which I gave them, as did my mentor teacher.
 I sat at the front of the class for the beginning of the lesson and walked around for a short time. About
15 minutes into the lesson my mentor relieved me and told me to work on my upcoming lessons and
worksheets so I left class at this point.
 In the future, I would like to see how to deal with situations where students are clearly trying to copy
other students work and see how teachers can deal with this behaviour.