PLOTTED NOT PLANNED

NARRATIVE STRUCTURES

BEGINNING

MIDDLE

END

STARTER

MAIN

PLENARY

PUPILS SPEND 45 MINUTES CARRYING ON WITH WHAT THEY

WERE DOING IN THE LAST LESSON

TEACHER READS OUT ANSWERS

STARTER

MAIN

PLENARY

Lesson Plan Name: Subject:

WHERE TO START

STEP 1:List objectives for the next 2-4 weeks of work (perhaps 1 or 2 units)

STEP 2: Add any other related objectives that might relate to these key s.o.w. ideas

STEP 3: List activities that might be productive for exploring/teaching these ideas

STEP 4: Choose the activity you like best for this teaching group

STEP 5: Use lines/arrows to link this activity to objectives you want to achieve

STEP 6: If you can pick up 2 or 3, plot out the lesson

STARTER

MAIN

PLENARY

State your objectives

Deliver the main teaching

Tell them what you’re going to tell them

Tell them

Sum up the lesson in a suitable plenary

Tell them what you’ve told them

ARRIVAL: What are you doing when the pupils arrive?What do the pupils do when they turn up?

BRINGING TOGETHER: How do you draw the class together?

START THE LESSON: What is the first main learning activity?How do you get the class working on it?

DEVELOPMENT 1:How do you move the class on to the next learning point?

WRAP UP THE STORY: What question or task sums up the learning?

EXTENSION 1:How can you enrich the learning so far while staying on track? (TRICKY)

DEPARTURE: How are you going to dismiss the class?

DEVELOPMENT 2:There may not always be time

EXTENSION 2:Can be a development of the previous extension

THE LITURGICAL LESSON

WHERE TO START

STEP 1:List objectives for the next 2-4 weeks of work (perhaps 1 or 2 units)

STEP 2: Add any other related objectives that might relate to these key s.o.w. ideas

STEP 3: List activities that might be productive for exploring/teaching these ideas

STEP 4: Choose the activity you like best for this teaching group

STEP 5: Use lines/arrows to link this activity to objectives you want to achieve

STEP 6: If you can pick up 2 or 3, plot out the lesson

STEP 7: List some ‘spare hooks’

SPARE HOOKS

What does Shrek want?

SHREK: THE PLOT

He wants his swamp back

How can he get it back?

By fetching the princess

How does the story end?

He gets his swamp back

THE SUB-PLOT

What does he really want?

To be loved

How can he get it?

By being less selfish

How does the story end?

He gets the girl

State your objectives

Deliver the main teaching

Tell them how the story ends

Tell them the story

Sum up the lesson in a suitable plenary

Make sure they’ve got the point of the story

‘HIDDEN OBJECTIVE’ OR ‘SHREK’ LESSON

1. To learn how to... (something intriguing)

2. ? ? ? ? ? ? ? ? ? ? ?

Idea for ‘the hidden objective’ taken from Phil Beadle’s How to Teach (pub. 2010)

MATHS GAMES 21/Mar/12Learning Objectives:

1. To learn how to play a new game

2. ? ? ? ? ? ? ? ? ? ? ?

5 719 2116

4038

2029272218

+ 2

5 1050 1001545 90

30

x 2

start number ___ ___ = final number

start number x 2 + 1 = final number

x x 2 + 1 = final number

x x 2 + 1 = y 2x + 1 = y

ALGEBRA LESSON:

THE MAIN PLOT

ALGEBRA LESSON:

THE SUB-PLOT

ALGEBRA LESSON:

WHAT HAPPENSWhat does the class want?To win a game that involves getting 4 numbers in a row, horizontally, vertically or diagonally, on a 100 grid.

What does the teacher really want?He wants the pupils to start writing rules in algebra.

1. The class play 4-in-a-row on a 100 grid. This means each team giving the teacher a number to which the teacher applies a simple rule such as ‘add 2’. The pupils keep a record of the input/output numbers and will quite quickly work out the rule. They then have to operate the rule in reverse to calculate the input numbers that will give the result they need.

2. The teacher gives bonus points to the first team all of whom can write down the rule

3. The teacher renames the input/output numbers as x and y and gives a bonus point to the team all of whom can write down the rule as x+2=y

Key point:The teacher determines the moment when

the class realise that they have been doing algebra all along.

How can the class get what they want?By working out secret rule and figuring out how to get the numbers they want

How can he get what he wants?By starting to offer bonus points to the team who can write the rule they have worked out symbolically.

How does the story end?One team wins the game (or several games)

How does the story end?The pupils teach each other how to write their rules in letters

THE MAIN PLOT THE SUB-PLOTWHAT HAPPENS

i.e THE ACTIVITIES

What does the class want? What does the teacher really want?

How can the class get what they want?

How can he get what he wants?

How does the story end? How does the story end?

THE SHREK LESSONor

THE HIDDEN OBJECTIVE LESSON

A MORE RADICAL APPROACH

CAN YOU IMPROVISE A GOOD LESSON?

WHERE TO START

STEP 1:List objectives for the next 2-4 weeks of work (perhaps 1 or 2 units)

STEP 2: Add any other related objectives that might relate to these key s.o.w. ideas

Understand terms equation, formula, expression.

Expand brackets and collect terms.

Substitute including –ves and fractions

Solve any linear equation

Rearrange formulae

Factorise into 1 or 2 brackets

Solve quadratic equations

Simplify algebraic fractions

Know trig identities

Solve trig equations

Long division of polynomials

The factor theorem

The remainder theorem

Sketching polynomials using factorisation

Solving polynomial equations

Construct and solve polynomial equations

STEP 3:Get a new sheet of paper

IMPROVISED APPROACH

Understand terms equation, formula, expression.

Substitute including –ves and fractions

Expand brackets and collect terms.

Solve any linear equationRearrange formulae

Factorise into 1 or 2 brackets

Simplify algebraic fractions

Long division of polynomials

The factor theorem The remainder theorem

Solving polynomial equations

Construct and solve polynomial equations

Sketching polynomials using factorisation

Solve quadratic equations

Know trig identities

Solve trig equations

STEP 3: Map out objectives showing sequential linking i.e. taking prior knowledge into account

IMPROVISED APPROACHSTEP 4: Plan resources and activities for all the aspects you might cover in the first lesson

TVT: algebraic long division

TVT: Cubics (factorising etc)

TVT: algebraic fractionsRAYNER: p244 7A

RAYNER: p247 Ex 7B

RAYNER: p251 Ex 6D

10 ticks Level 6 pack 1Understand terms equation, formula, expression.

Sketching polynomials using factorisation

Substitute including –ves and fractions

Expand brackets and collect terms.

Solve any linear equationRearrange formulae

Factorise into 1 or 2 brackets

Simplify algebraic fractions

Long division of polynomials

The factor theorem The remainder theorem

Solving polynomial equations

Construct and solve polynomial equations

Solve quadratic equations

Know trig identities

Solve trig equations

NOTE: for a flexible, ‘improvised’ lesson, this looks like the best place to start

Card sort activity (C1)

4-in-a-row game

Smartboard sorting starter

RAYNER: p254 Ex 6E

TVT: linear equations

TAKING RISKS

THREE APPROACHESThe adjusted 3-part lesson or The Liturgical LessonThe Hidden Objective lesson or The Shrek LessonThe Improvised lesson or The Jazz Lesson

TWO USEFUL IDEASPlan some spare hooksConsider the risks

PLANNING LESSONS

JAMES CLERK MAXWELL

Och no, what a terrible problem!

JAMES MAXWELL’S PROBLEM

CONTRADICTION!

‘Displacement current’

Heinrich Hertz

A Hertz Generator and Resonator

Displacement current generating coil

Displacement current emitting arm

Displacement current resonating loop

A Modern Hertz Resonator

WHEN DID THEY FIGURE OUT YOU COULD DO MUSIC DIGITALLY?

A 1840B 1877C 1976D 1982

JOSEPH FOURIER (1768-1830)

PICK A WAVE, ANY WAVE

2sinx

2sin2x

2cos3x

HARMONIC ANALYSIS

“It would be possible to play a symphony on tuning forks”