Lesson Design Proforma
You must plan your lessons using this proforma, so as to ensure you have gone through the reflective process necessary for planning for pupils’ learning. Download it from Moodleand expand the sections when you fill them inwhich you can do electronically or by hand. Ask your tutors if you are unsure how to do this.
Use the example plan and the suggested guidelines in the following pages to help.
Class:7X2 / Time:
08.35 – 09.35 / Date:
25/04/2014 / Language:
German
Teaching and learning objectives
Introduce pyhyscial characteristics.
Revision and extension of HABEN and SEIN.
Consolidation of conjunctions and qualifiers
Cultural objectives
Brothers Grimm fairy tales: Rotkäppchen and Goldlöckchen as vocab sources.
Learning and Cultural Outcomes Assessment Opportunities
All students will be able to:a)remember 5 new physical descriptionwords.
b)to fill in words in the table that are in the text.
c)Use 3rd person of HABEN and SEIN with some errors.
d)To write a short text sticking closely to the model.
Most students will be able to:
a)remember 8 new words
b)add in other colours using prior knowledge
c)use SEIN in singular forms in positive and negative sentences.
d)use new vocabulary in simple sentences. They will start to extend phrases by using conjunctions and qualifiers.
Some students will be able to:
a)remember most of the new words and extend by looking up more.
b)manipulate language and add extra vocab.
c)use SEIN in the IHR and SIE forms as well.
d)Adapt their text by using dictionary or prior knowledge. / Rotkäppchen oder Goldlöckchen?:
Monitoring:visually from the front of the class.
Group feedback of answers, choosing students at random.
Vocabulary detective:
Monitoring:Aurallythrough their conversations with their partner. Moving around class.
Targeted questions to pairs.
AFL:
Monitor whether students choose the correct person from how many fingers they are holding up.
Wer ist das?:
Monitoring: Moving around the classroom and listening in – especially use of 3rd person.
2nd vocab input:
think, pair, share.
Listen in to choose students to call on.
Writing:
Monitoring: moving around class
Peer assessment – students then asked to raise fingers to show how partner did (A=3 B=2, C=1)
Planning Context:
NC up to 2014: AT Levels – Range covered:1- 4
Previous learning outcomes:
HABEN and SEIN - mainly in the singular.
Qualifiers
Family vocabulary
The Brothers Grimm and their fairy tales. (Family lesson)
Sequence of lessons:
This is lesson one in a sequence of three lessons.
Lesson 1: personal description (Rotkäppchen and Goldlöckchen)
Lesson 2: characteristics (Schneewittchen)
Lesson 3: Mein Lieblingsmärchenfigur – an extend piece of writing based on their favourite character, using an illustration / photo / own drawing as a prompt.
Strategies used in class:
Red box = vocab and other help
Blue box = extension work
Aspire, Boost, Challenge = levelled success criteria
Time
/Activities – monitoring opportunities marked *
08.3508.45
08.50
09.00
09.05
09.15
09.20
09.30 /
Teacher
Starter on boardTeacher greets the students at the door and explains the task. Teacher takes register while students are working.
Ein Figur zu beschreiben.
Vocab detective
Go through vocab strategies: cognates, prior knowledge, educated guess
*moving around the room to see how students are doing.
*Monitor visually that all are taking part.
*AFL
Speaking: Wer ist das?
Step by step modelling of the game.
Vocab input 2
Mime size
*visual monitoring
*target specific students for answers
BEWARE students will find the words funny, so build in 30 seconds giggle time.
Writing: short description of family member
*move around the classroom.
*encourage students to go for the top level
*Peer-assessment
Reflect back on objectives / Pupils
Students sit down and work on the starter.
Vocab help on slide.
Extension on slide: Students describe themselves.
Elicit translation of objective
Students translate objective, write it down in their book along with the date.
Students work in pairs to extract the vocab from the descriptions of Red Riding Hood characters to complete the table.
All: words from text
Most: words from text and colours (e.g. rote Haare)
Some: manipulate vocab to work out new words (hazelnussbraune Haare)
Armelle and Selwyn – each given a character from Snow White to brainstorm more vocab.
Expected pronunciation problems:
/ow/braune, Augen; /uh/ braune
Students listen to description and choose from the four people. They put up the number of fingers to represent the choice.
Student A chooses a person, student B finds out who it is by asking yes/no questions.
*monitoring that all are participating in German and using the help slide on the board.
*extension – what are they wearing?
Students complete table from teacher’s mimes.
Think, pair, share to confirm.
*monitor to make sure all have got the vocab down correctly.
Students use the model to describe a member of their family.
All students – Challenge (will stick closely to the model)
Most students – Boost (will add connectives and qualifiers)
Some students – Aim (will use more vocabulary).
Students listen to their partner and assess whether they have included all necessary information and which level they have aspired to. (can be skipped if no time)
Students discuss how they feel today’s class has gone.