Appendix I lesson plan

P2 University of Manchester Lesson Plan

Subject:
Class:
Lesson context
Childrens learning from
previous lesson S2b, S6b
Understanding
Lines of symmetry
symmetry
Each half must be symmetrical
Concept of mirror image

Date:
Provision for inclusion (SEN, EAL, G&T, Beh,
GRT, LAC...) (S5d, S5b)
Ensure GH, DS, EB and MR can hear. Use
sound system.
GLG and HB given extra support by TA.

Objective: what do I want the pupils to learn and how I will know they have learnt it?
Lesson objective
Success criteria: To be successful pupils Differentiation (who will do what?)
(To)
will
link each activity to the success
criteria on the left (S5a)
Design a
Draw a picture that is symmetrical
G: using the laptops to create a
symmetrical picture
Use 2-D shapes
symmetrical picture (supported)
using 2D shapes.
R: draw a shape on a line of
symmetry and partner completes
(paired)
Y: Rotational symmetry. Page in 4
(supported)
Ext: 2 2-D shapes rotated. Symmetry
sheets too.
Subject knowledge: what do I need to know in order to teach this lesson?
Concepts I will explain: S3a
I will model:
Right angle turn
Drawing the other half of a shape
Symmetrical
Drawing the shape on the other side reflected
90 degree turn using 2D shapes cut out.
Vocabulary I will use: S3a
Pedagogy: teaching strategies I will use (S2d): eg talk
partners, investigation, active learning, games, collaboration, IT.
Symmetry
Rotation
Modelling
2-D shapes
Reflection
Paired work
Sharing of good examples
Resources
Safety S1a
weblinks
Dotted
Laptops
Managing transitions
http://nrich.maths.org/content/id/5560/Turn
paper
2-D shapes
%20Man.swf
IW
Formative assessment and feedback (S6)
To challenge and extend the
pupils my questions are: S1b,
S6b

Can you draw the other half?

Can you make the mirror image of this picture?
Do you know what rotate means?

What techniques and

strategies am I using to assess
the learning? (S6b)
How and when we I give
oral/written feedback to the
pupil against the success
criteria so that they can
respond? (S6d, S2a)

How well they draw the other half.

Questioning.
Observation of carpet contribution and work at the table.
Verbal FB on the carpet class discussion.
Give example prompts and use scaffolding to move them on.
Look at their work to see if they have met the SC and LO

Teaching and learning sequence: How will I teach this lesson? What will I do? The guide to my
lesson (S6a, S4 and S7)
(Think about behaviour management, timings, transitions and assessment leading to feedback)

Behaviour/timing
s/assessment
leading to
feedback
Starter (10 mins)

Main explanation
(10 mins)

What the teacher is doing

What the pupils are doing

What does symmetry mean? If

something is symmetrical what does
that mean?

On carpet. Possibly talk partners.

I have one half of a shape here. Can

someone come and draw the other half
for me?
What do we use to help us do this?
(dots)

Contributing to SC

Today your LO is to design a

symmetrical picture using 2D shapes.
SC are that:
It needs to be symmetrical
There needs to be 2D shapes

1.50
Main activity (15
mins)

G. Model on the visualiser. If I have this

picture, where should I draw to make it
symmetrical? Working on laptops with
Mrs Dixon.
R: You are going to work in pairs to
complete a picture. Just like we have
done on the board. (Flick back to
picture)
Y: Youre going to do rotational
symmetry. Explain at the table.
Does anyone know what rotate means?

Contributing. Talk partners possibly.

At their tables. Doing activity.

Transition a table at a time.

Stop class (5
mins)

Main activity (5
mins)
2.15
Plenary (10
mins)

Me with Y group to demonstrate.

Ensure reds are sharing.

Show what R and G have been doing.

See if theyve met the SC.

On the carpet.

Try to finish off your work.

Y explain what they have been doing

and show the rest of the class.
Model on visualiser against SC
Do thumbs up, thumbs down for eval.
Assessment : Identify the progress pupils have made in this lesson (S6)
Identify with a code any children who have exceeded or not achieved the success criteria for this
lesson. In the third column, indicate what you are going to do to meet each identified childs needs as a
result of assessments made.
Success criteria

Names

Cod

What will you do to meet the needs of the

children identified through this

assessment?

I can make a symmetrical

picture

Joshua M
Isabella

Wt
Wt

Ask them to draw the other half of a picture I

have drawn myself, instead of doing paired work.

I can rotate shapes 90

degrees to create a
symmetrical picture

Daniel V
Makrina
Anthony
Daniel L

Wt
Wt
Wt
Ex

Do more supported work with rotational

symmetry

Give more complex shapes to rotate

Evaluation and reflection

Evaluate the progress pupils made in this
lesson in relation to the success criteria (S6b)

What were the strengths and weaknesses of your

teaching? (4d, S8d)

Most created a symmetrical picture using 2-D

shapes either in the computer or on paper.
Some rotated a shape 90 degrees in order to make
a picture using rotational symmetry and 2-D
shapes.

Strengths:
Clear SC created by the class and written on the
board
Modelled childrens work during the lesson and at
plenary

Weaknesses: structure at the beginning of the

lesson
Behaviour management especially in transitions
Some children did not understand- explain the
squares to R table more clearly
Didnt ask for a self-evaluation dot on their work
List three actions you will now take to improve pupil progress through your teaching (4d, S8d)
Behaviour management
Structure the beginning better they know what lesson it is and whats expected of them
Explain some activities more clearly