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workshops: Day 2
Session 1: Planning objective and
pupil-centred, textbook-based
lessons
D2.S1.2
Introduction to lesson planning
D2.S1.3
Schemes of work and lesson
planning
Handout D2.S1.1
D2.S1.4
Schemes of work and lesson planning
D2.S1.5
Schemes of work and lesson planning
• Cross-curricular element:
– from Ministry of Education
• Differentiation strategies:
– thinking about individual pupils’ needs
• Teacher’s notes/Remarks:
– for use during lesson
– longer-term planning
– feedback Handout D2.S1.1
D2.S1.6
Schemes of work and lesson planning
Task:
• Compare the Scheme of Work example
and the Lesson Plan template.
• When planning a lesson, which information
can teachers take from the Scheme of
Work?
• Which information do they need to work on
for themselves?
Handout D2.S1.1-2
D2.S1.7
Schemes of Work and lesson planning
Handout D2.S1.1-2
D1.S1.8
Learning objectives
D2.S1.9
Learning objectives
• Is it clear?
• Is it achievable for Lower Primary pupils?
• Does it describe something observable?
• Does it describe something measurable?
D2.S1.10
Learning objectives
• Is it clear?
• Is it achievable for Early Primary pupils?
• Does it describe something observable?
• Does it describe something measurable?
D2.S1.11
Learning objectives
• Is it clear? NO
• Is it achievable for Early Primary pupils? YES
• Does it describe something observable? NO
• Does it describe something measurable? NO
D2.S1.12
Learning objectives
Learning Standard:
Speaking 2.1.5
Name or describe objects using suitable
words from word sets
Learning objective:
By the end of the lesson, pupils will be able
to use a sentence to say what their and
others’ favourite toys are.
Handout D2.S1.3
D2.S1.13
Learning objectives
Task:
Work with a partner to write the main
Learning objective for Lesson 71.
D1.S1.14
Planning with the Lesson Plan
Template
Task:
• Look at the elements of the lesson plan
and the textbook Superminds (p.59).
D2.S1.15
Session 1: Planning objective and
pupil-centred, textbook-based
lessons
Task:
• In groups, discuss what you understand by
Language Arts for Years 1 and 2
Some words to help:
• Enjoy • Respond
• Personal • Create
• Appreciate • Imagination
D2.S2.2
LA in the curriculum
D2.S2.3
LA in the curriculum
Task:
Read the Content Standards for Language
Arts in the Curriculum.
D2.2.4
Language Arts Content and Learning
Standards
Content Standard Focus Learning Standard Learning Standard
Year 1 Year 2
A1
Working towards A1
Low
5.1 Demonstrate appreciation 5.1.1 5.1.1
Enjoy and appreciate through non-verbal i) simple chants and raps In addition to Year 1 text
responses to: ii) simple rhymes types: simple songs
rhymes, poems and
iii) simple action songs
songs
5.1 5.1.2
Enjoy and appreciate Say the words in simple i) simple chants and raps
texts, and sing simple ii) simple rhymes 5.1.2
rhymes, poems and In addition to Year 1 text
songs with intelligible iii) simple action songs
songs types: simple songs
pronunciation, rhythm and
intonation
D2.S2.5
Language Arts Content and Learning
Standards
Content Standard Focus Learning Standard Learning Standard
Year 1 Year 2
A1
Working towards A1
Low
5.2.1 5.2.1
5.2
Identify, analyse and Name people, things or Name people, things, actions,
Express personal places of interest in or places of interest in texts
respond to elements in
responses to literary texts
illustrations accompanying
texts texts
5.3.1 5.3.1
5.3
Plan, prepare and produce Respond imaginatively and Respond imaginatively and
Express an imaginative intelligibly through creating intelligibly through creating
creative work with a focus
response to literary on language use
simple art and craft products simple short chants or raps
texts
Other imaginative responses Other imaginative responses
as appropriate as appropriate
D2.S2.6
Age-appropriate text types
• Chants
• Raps
• Rhymes
• Simple songs
• Literary texts (e.g. stories)
• Any more?
D2.S2.7
Age-appropriate activity types
Task:
In year groups, brainstorm some activities to fit these descriptions:
• Respond non-verbally
• Say the words
• Sing
• Name interesting things in illustrations (Year 1)
• Name interesting things in texts (Year 2)
• Respond imaginatively
• Creating Arts & Craft products (Year 1)
• Creating simple short chants or raps (Year 2)
• Other imaginative responses Handout D2.S2.2
D2.S.8
Planning a Language Arts lesson: principles
• Enrich learning
• Stimulate thinking skills
Post • Review and reinforce
language and vocabulary
D2.S2.9
Planning a Language Arts session:
principles
Task:
Read and answer the questions on the
questionnaire by yourself.
Handout D2.S2.3
D2.2.10
Planning a Language Arts lesson: principles
Choosing texts:
• Is there some, but not too much, unknown
vocabulary or language?
• Can I pre-teach essential vocabulary or
language?
• Are the concepts at the right level for my
pupils?
• If the topic or theme doesn’t tie in to current
learning, is it generally useful and interesting?
D2.2.11
Planning a Language Arts lesson: principles
Planning teaching:
• Plan questions to engage, support and
check understanding
• Think about what pupils may want to talk
about from the text and how much of this
will be in L1 or L2.
• Plan how pupils will sit/stand
D2.2.12
Planning a Language Arts lesson: practice
Task:
• Look at the Scheme of Work for Lesson 45
(LA9).
• With a partner discuss and answer the four
questions on the second page.
Handout D2.S2.4
D2.S2.13
Planning a Language Arts lesson: practice
Stage aims
1. To review colour words and concept of primary and secondary
colours
2. To introduce pupils to the song and check answers to Step 1
3. To prepare pupils’ own material for Step 4
4. To check understanding of song, to engage pupils in a physical
activity
5. To build a model for the colour wheel
6. Pupils make colour wheels
7. Pupils predict and develop understanding of colours using their
colour wheels (a mix of L1 and L2 is likely here)
D2.2.14
Planning a Language Arts lesson
Learning objectives
Main objective:
• By the end of the lesson, pupils will have
engaged with a simple song by holding up
colour flashcards
Complementary objective:
• By the end of the lesson, pupils will have
created a colour wheel and used it to discover
the science of colours
D2.2.15
Planning a Language Arts lesson: practice
Task
• With one or two people who teach the same
year as you, plan a LA lesson.
• You will need the Scheme of Work and a
Lesson Plan Template.
• Refer to Superminds 1 if necessary
D2.2.16
Session 2: Planning learning in
engaging Language Arts lessons
• Understand the Language Arts (LA) Learning Standards
with reference to needs of Year 1 and 2 pupils
• Identify age-appropriate text and activity types for LA
lessons
• Understand the principles of planning an LA lesson
• Plan an LA lesson
D2.S2.17
Session 3: Tracking pupil language
development and progression
D2.S3.1
Principles of tracking learning
progress
D2.S3.2
Principles of tracking learning
progress
Track (vb)
D2.S3.3
Principles of tracking learning
progress
Progress (n)
D2.S3.4
Principles of tracking learning
progress
Monitor (vb)
D2.S3.5
Principles of tracking learning
progress
Assess (vb)
D2.S3.6
Principles of tracking learning
progress
Record (vb)
D2.S3.7
Principles of tracking learning
progress
Modify (vb)
D2.S3.8
Principles of tracking learning
progress
D2.S3.9
Principles of tracking learning
progress
Task:
• In small groups, take a set of statement cards.
• Place the cards in a pile, upside-down.
• Take turns to take a card, read it and say if you
think it is True or False.
• Group members decide if you are correct. If you
are correct, you can keep the card.
• The ‘winner’ has the most cards at the end of the
activity
Handout D2.S3.1
D2.S3.10
Principles of tracking progress
1. This happens once a year:
– False. It is an on-going process. It measures progress not
achievement.
6. Teachers can’t use this information when they communicate with parents:
– False. Teachers can use this to talk to parents about the individual needs and progress
of their child. It supports teachers in their communications with parents during the year.
D2.S3.12
Principles of tracking progress
4. Teachers can observe pupils and look at their written work to monitor
progress:
– True. We will look at this later in the session.
D2.S3.13
Principles of tracking progress
Task:
• The Learning Cycle describes the process of
improving learning through tracking progress.
• Look at the stages and put them in order.
A: Plan teaching
B: Identify a need
C: Monitor & record
D: Reflect
E: Teach
D2.3.14
Principles of tracking progress
Identify
a need
Note: The
Learning Cycle
Plan
Reflect
teaching
is a continuous
Learning
process. There
is no beginning
or end point.
Monitor
Teach
& record
D2.3.15
Techniques for monitoring progress
Task:
• Your trainer will ask you to think about one
of the three types of technique.
• Look at the list of techniques on the
handout
• Decide which ones are examples of your
technique.
Handout D2.S3.2
D2.S3.17
Techniques for monitoring progress
On-the-run assessment – the teacher:
• monitors and observes pupils as part of normal classroom
practice of monitoring, giving feedback and asking questions.
• monitors pupils as they work on classroom activities.
• gives praise where needed.
• helps pupils when needed or asks pupils to help each other.
• gives balanced and constructive feedback.
• makes notes during and after the lesson on pupils’
performance in different activities.
• keeps records about pupil’s homework and classwork.
D2.S3.18
Techniques for monitoring progress
Planned – the teacher:
• sets specific classroom activities and observes pupils as they do
them.
• chooses different pupils to observe in each skill at least twice.
• makes notes on the performance of a small number of pupils as
they work on a specific activity.
• keeps informal or formal records of pupils’ progress from one
activity to another of the same type.
• meets pupils to talk about their progress and to ask them how
they think they are doing.
• devises specific classroom activities, taking into consideration
CEFR level, the curriculum, syllabus, Learning and Content
Standards when planning an assessed activity.
D2.S3.19
Techniques for monitoring progress
Diagnostic:
• The teacher asks questions at the beginning of
the unit to see how much pupils already know.
• Pupils play a game to brainstorm topic vocabulary
at the beginning of the lesson
D2.S3.20
Techniques for recording progress
Task:
• Look at the examples of records.
• What kind of document are they?
• What kind of information can they give the
teacher?
• How can they help the teacher?
Handout D2.S3.3a, b, c
D2.S3.21
Techniques for recording progress
D2.S3.22
Techniques for recording progress
D2.S3.23
Using the information about pupils’
progress
• Changes to improve learning and the meeting of
Content and Learning Standards within the CEFR-
aligned syllabus
• Non-textbook lessons in Schemes of Work
D2.S3.24
Using the information about pupils’
progress
Task:
• Look at the sentences and decide what
kind of change it is:
- What to teach
- How to teach
- When to teach something
Handout D2.S3.4
D2.S3.25
Using the information about pupils’
progress
Change what to teach:
- Give more practice with a skill, language point or vocabulary
D2.S3.26
Using the information about pupils’
progress
Change how to teach:
D2.S3.27
Using the information about pupils’
progress
Change when to teach:
D2.S3.28
Using the information about pupils’
progress
Monitoring progress
D2.S3.29
Session 3: Tracking pupil language
development and progression
D2.S3.30
Session 4: Planning for pupil-centred
non-textbook-based lessons
• Understand the requirements and challenges for
planning non-textbook aligned lessons
• Create Learning Objectives derived from Learning
Standards and detail outlined in the Scheme of Work
• Identify how to cater for pupils’ needs as identified in
textbook lessons
• Planning learning outline in non-textbook based
lessons
D2.S4.1
Planning non-textbook lessons:
requirements and challenges
Task:
• Read the text about planning non-textbook
lessons. Use a word from the box to fill the
gaps.
Handout D2.S4.1
D2.S4.2
Planning non-textbook lessons:
requirements and challenges
D2.S4.3
Planning non-textbook lessons:
requirements and challenges
D2.S4.4
Planning non-textbook lessons: Learning
Objectives
Task:
• Look at the Scheme of Work samples and
match the Main and Complementary
Learning Objectives
Handout D2.S4.2
D2.S4.75
Planning non-textbook lessons: Learning
Objectives
• Clear
• Achievable
• Observable
• Measurable
D2.S4.6
Planning non-textbook lessons: Learning
Objectives
Task:
• Look at the lessons from the Schemes of
Work (Year 1 and Year 2) and the
corresponding textbook pages.
• Write Main and Complementary Learning
Objectives for these lessons.
Handout D2.S4.3
D2.S4.7
Catering to pupils’ needs in non-textbook
lessons
Task:
• Read the teachers’ questions.
• What would your response be? Discuss in
small groups.
Handout D2.S4.4
D2.S4.8
Catering to pupils’ needs in non-textbook
lessons
D2.S4.9
Planning the Learning Outline
Principles of staging:
• Pre-, While, Post- model
• Review known, before introducing new
• Oral before written work
• Develop models before production
activities
• Pre-lesson, Learning Outline, Post-lesson
• Stir-Settle
D2.S4.10
Planning the Learning Outline
Task:
• Look at the stages of the lessons and put
them in order.
• Use the Scheme of Work to help if
necessary.
Handout D2.S4.5
D2.S4.11
Planning the Learning Outline
D2.S4.12
Planning the Learning Outline
Task:
• Choose a lesson
• Plan the Learning Outline for this lesson.
Handout D2.S4.6
D2.S4.13
Session 4: Planning for pupil-centred
non-textbook-based lessons
• Understand the requirements and challenges for
planning non-textbook aligned lessons
• Create Learning Objectives derived from Learning
Standards and detail outlined in the Scheme of Work
• Identify how to cater for pupils’ needs as identified in
textbook lessons
• Planning learning outline in non-textbook based
lessons
D2.S4.14