Lesson Plan (Comprehensive)

School of Education
Professional Practice (Primary)

Duration
Class
Title:
Brainstorm & Discover Respect
of
50 Minutes
25
Size:
lesson:
Topic and Focus: Integrated
Year
Area:
Grade 4
Studies
Level:
Learning Focus: Students researching what respect is and why learn about others beliefs
Assessment Strategies: How will you identify what they have learnt and how will you record or note this?
- Students contribution
- Observation
Students Background Knowledge: What is your starting point what do the students already know, what have
they done before, how does this connect to or build on their existing knowledge?
- Students have done a KWL chart this last week on the topic of Respecting You Respecting Me
- Students who have also completed their homework early will hopefully produce a 1 minute oral on what
celebration their family and themselves celebrate and why are those celebrations important to them.
Resources and Materials:
- Whiteboard
- iPads
- A3 poster paper
- Students: Stationary
Teacher Focus:
- To see what the students can brainstorm about respect and beliefs , but focusing mainly on respect, and to
see what they come up with in their research that ties into their W column of their KWL chart they completed
this last week.
Objectives:
- Students produce a A3 poster on what respect is and hopefully focusing on what is sounds like, looks like and

feels like
Stage of
lesson

Student Action /Tasks

What will students be
doing? Explain how the
students are expected to
work.

Time

Differentiated Learning
What changes to learning,
instruction or teacher focus
may be needed to cater for
individual differences?

Teacher Action
What will you do during this
time? What prompting
questions may you need to
prepare? How will you monitor
student progress and needs?

Stage 1
Introduct
ion
How will
you
engage
and
stimulate
the
interest of
the
students?

Students who have

completed the homework
early they will get a chance
to do their 1 minute oral
presentation on the
celebrations they celebrate
in their family.
Students will clear their
tables of everything but
their pencil cases.
Once tables are clear they
will move into their groups
(pre-assigned same as
science groups, groups of
3).
Students will listen to
instructions provided by
myself.

15
Minute
s

Students have a chance if

completed early to present
their homework to the class
orally, so this gives students a
chance to enhance or have a
go at speaking in front of a
class which can be nerveracking for some.
Students will then pay
attention, and listen to
instructions, I will intend to tie
in respect to anything they
have seen on the weekend,
such as when I went to and
watch the soccer they all
shook hands before a soccer
match, and again at the end
saying well done, good job
ect, they didnt say your
losers, or were better or
anything of the sorts.

I will instruct the clearance of

tables, and then to move into
their science groups (they
should know these).
Then discuss about the task,
we are brainstorming what
respect is today and each
group are creating an A3
poster. Try think deeper into
what is sounds like, feels like
and looks like.
In each group there will be a
researcher, writer and a
coordinator. Researcher will be
on the iPad mainly gathering
all types of information (text,
quotes, pictures, relevant
comic strips).
Writer will be in-charge of the
creation of the team poster,
designing where the
information will go.
The coordinator will do a little
bit of these above roles but
also to delegate task,
(warning: this doesnt mean
you can be boss, this role is
highly important.)

Stage 2
Body of
lesson
Describe
each
distinct
task in the
order to
be
undertake
n.
Stage 3:
Conclusio
n
How will
you draw
the
findings of
the lesson
together
so that the
students
can
evaluate
what they
have
learnt?

In this section students will

complete the poster, this is
finding passages of useful/
related information, finding
and printing pictures,
finding quotes or even
comic strips.

35
Minute
s

The students will create this

poster and decorate it and
worthy of presenting and
display.
Students will take it in turns
to present their findings to
the class.
Discuss if they stuck to what
respect feels like, sounds
like and looks like and did it
help in answering any of
their KWL inquires.

10
Minute
s

In this section it caters for all

individual learning needs
because it includes:
- Technology: iPads
- Hands-on/ Visual:
Poster, iPads, Pictures
ect.
- Communication: group
discussion
- Art: Poster design

I will wonder throughout this

lesson observing students
interactions, team work,
delegation/ organization skills.

Students will have a chance to

present their poster to their
fellow students in the class.

In this section I will take a back

seat and allow students to take
control of their research and
presentation.

All students must talk in their

group (have to hear from
every member)

I will also answer individual or

group questions when needed.
I want to prompt students in
this exercise especially
regarding what respect feels
like, looks like and sounds like.

Before presentations start I will

have a emphasis on how I
want to hear from all students
so all need to say what they
did and tell us something the
found out that they really
liked.

Stage 5:
Closure
----------------Do you
need to
prepare
the
students
for the
next task?
Reflections on Student Learning: What did you observe about student learning? What did you do to make each
student feel good about himself or herself as a valued learner?
Comments on Future Lesson Directions: Are there areas you need to go over or move beyond?
Reflection on Lesson: How was the timing or the flow of the lesson? What other observations did you make?
What were the positive points of your lesson?
Follow-up: Were there other areas you feel you could concentrate on in the future for your own learning? Are
there any issues (content, questions ect) you need to follow up with students?
Other Notes: