P2University of Manchester Lesson Plan

Subject: ICT
Lesson context
Children are learning
ways of presenting
media

Class: Year 2
Childrens learning from
previous lesson S2b, S6b
-Copy and pasting images from
Google images into Microsoft
Publisher.

Date: Monday 3rd November 2014

Provision for inclusion (SEN, EAL,
G&T, Beh, GRT, LAC...)(S5d, S5b)
SEN (autism and ADHD) & Beh Short
bursts of focused activities
G&T Opportunities for extension adding
a border to an image

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)
- WALT Add a title
- Work well in computer pairs
- All pupils will have the same lesson
using wordart
- Add a title using wordart
objective and success criteria. Those
- Use of relevant pictures linked to the
who meet the initial success criteria
story.
will be asked to add a border to their
picures. Possibly asking them to
change the size and rotation.
Subject knowledge: what do I need to know
Concepts I will explain: S3a
- Recap on internet safety
- WALT & WILFs for the lesson
- What I regard to be good pair work
- Navigating around the school computers
- That we are designing a poster about The
Lighthouse Keepers Lunch.
- What wordart is and how to use it
- How to save a document
Vocabulary I will use: S3a
-

Microsoft Publisher
Wordart
Font
The Lighthouse Keepers Lunch

Resources
- Computer room suite
- Maraca
- WILF checklists from
lastweek

in order to teach this lesson?

I will model:
- Navigating around the school computers
- How to add wordart
- How to save a document
- Bring attention to pairs working well together
- At the end have all the children look at everyones work
and highlight good pieces of work
- ask why they think it is a good example of work

Pedagogy: teaching strategies I will use (S2d):eg talk

partners, investigation, active learning, games,
collaboration, IT.
- Computer partners
- Partner work/independent work
- Investigation skills
- Active learning
- Collaboration
- Development of computing skills
Safety S1a
weblinks
- Ensure children move safely
N/A
between carpet spaces and
computer spaces.
- Ensure children stay away
from computer wires.
- Make sure children are aware
of how to use the internet safely.

Formative assessment and feedback (S6)

To challenge and extend the

pupils my questions are: S1b,
S6b

- What did we do last lesson?

- What do we do if theres an issue of internet safety?
- Looking at your WILF checklists from last lesson, is there any way
you can improve this lesson?
- Constant questioning whilst recapping (asking for assistance to
model what we need to do)
- Why is this poster a good example of work? Has it met the success
criteria? (WILF)

What techniques and strategies

am I using to assess the
learning? (S6b)

- Recap questioning asking them to help me model

- Observation
- Plenary examples of good work why??
- Has everyone met the success criteria? (check through observation
of computer screens at the end)

How and when we I give

- Consistently throughout the lesson through observation
oral/writtenfeedback to the pupil
against the success criteria so
that they can respond?(S6d,
S2a)
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 What the teacher is doing
What the pupils are doing
s/assessment
leading to
feedback
- Remind pupils
Recap
- Sitting on the carpet
of behaviour
- Internet safety
expectations for
- That we are designing a poster about
the lesson and
The Lighthouse Keepers Lunch
rewards/sanction carrying on from last Monday.
s in place
- WALT & WILFs for the lesson
- reiterate
- What I regard to be good pair work
expectations of
successful pair
- Navigating around the school
work
computers
- Opening up their work from last week
- Use stop
Pair/Independent work
and opening up Google images search
technique to get
engine
childrens
attention
Explain
- Sitting on the carpet
- How to add wordart
Pair/Independent work

- Use stop
technique to get
childrens
attention
- Use stop
technique to get
childrens

Recap
- How to save a document
Pair/Independent work
Plenary

- Adding wordart to their poster

- Sitting on the carpet

- Saving their work
- Sitting on the carpet

attention
P2University of Manchester Lesson Plan
Subject: ICT
Lesson context

Class: Year 2
Childrens learning from
previous lesson S2b, S6b
- Introduction to Microsoft
Publisher and Google image
search engine.
-Copy and pasting images from
Google images into Microsoft
Publisher.

Date: Monday 20th October 2014

Provision for inclusion (SEN, EAL, G&T,
Beh, GRT, LAC...)(S5d, S5b)
SEN (autism and ADHD) Short bursts of
focused activities
G&T Opportunities for extension finding
a wider selection of images

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)
- WALT Use Google
- Work well in computer pairs
- All pupils will have the same lesson
images search
- Copy and paste more than three
objective and success criteria. Those
engine safely &
images from Google images into a
who meet the initial success criteria
create a poster using Microsoft Publisher document.
will be asked to add more images to
Microsoft Publisher.
- Use of relevant pictures linked to the
their poster. Possibly asking them to
story.
change the size and rotation.
Subject knowledge: what do I need to know in order to teach this lesson?
Concepts I will explain: S3a
I will model:
- Recap on internet safety
- Navigating around the school computers
- WALT & WILFs for the lesson
- How to use Google images search engine
- What I regard to be good pair work
- How to copy and paste an image into Microsoft
- Navigating around the school computers
Publisher
- That we are designing a poster about The - How to save a document
Lighthouse Keepers Lunch.
- Key words to search for in the Google
- Bring attention to pairs working well together
images search engine.
- At the end have all the children look at everyones work
- Recap on copy and pasting images
and highlight good pieces of work
- How to save a document
- ask why they think it is a good example of work
Vocabulary I will use: S3a
- Google images search engine
- Microsoft Publisher
- Copy and paste
- Internet Safety
- The Lighthouse Keepers Lunch
- Hamish the cat
- Lighthouse
- Mr Grinling
- Mrs Grinling
- Picnic basket
- Seagulls
- Mustard sandwiches
Resources
- Computer room suite
- Reward stickers
- WILF checklist

Pedagogy: teaching strategies I will use (S2d):eg talk

partners, investigation, active learning, games,
collaboration, IT.
- Computer partners
- Partner work/independent work
- Investigation skills
- Active learning
- Collaboration
- Development of computing skills

Safety S1a
- Ensure children move safely
between carpet spaces and
computer spaces.
- Ensure children stay away
from computer wires.
- Make sure children are aware

weblinks
www.google.co.uk

of how to use the internet

safely.
Formative assessment and feedback (S6)
To challenge and extend the
pupils my questions are: S1b,
S6b

- What did we do last lesson?

- What do we do if theres an issue of internet safety?
- Constant questioning whilst recapping (asking for assistance to
model what we need to do)
- Why is this poster a good example of work? Has it met the success
criteria? (WILF)

What techniques and strategies

am I using to assess the
learning? (S6b)

- Recap questioning asking them to help me model

- Observation
- WILF checklist for each student
- Plenary examples of good work why??
- Has everyone met the success criteria? (check through observation
of computer screens at the end and by collecting in WILF checklists)

How and when we I give

oral/writtenfeedback to the pupil
against the success criteria so
that they can respond?(S6d,
S2a)

- Consistently throughout the lesson through observation

- Feedback on their WILF checklists which I will hand back

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 What the teacher is doing
What the pupils are doing
s/assessment
leading to
feedback
- Remind pupils
Recap
- Sitting on the carpet
of behaviour
- Internet safety
expectations for
- That we are designing a poster about
the lesson and
The Lighthouse Keepers Lunch
rewards/sanction carrying on from last Monday.
s in place
- WALT & WILFs for the lesson
- reiterate
- What I regard to be good pair work
expectations of
successful pair
- Navigating around the school
work
computers
- Opening up their work from last week
- Use stop
Pair/Independent work
and opening up Google images search
technique to get
engine
childrens
attention (clap
Recap
- Sitting on the carpet
rhythm)
- Key words to search for in the Google
images search engine.
- Recap on copy and pasting images
- Use stop

Pair/Independent work

- Copy and pasting images from Google

into a Microsoft Publisher document

technique to get
childrens
attention (clap
rhythm)
- Use stop
technique to get
childrens
attention (clap
rhythm)

Recap
- How to save a document
Pair/Independent work
Plenary

- Sitting on the carpet

- Saving their work and filling out the
WILF checklists
- Sitting on the carpet