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1. 2013-2014
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Lesson Plan
Programme/Group Title [INSERT GROUP HERE]
Lesson topic or subject [INSERT LESSON TOPIC HERE]
Lecturer/Trainer [INSERT NAME HERE]
Room Date 17/06/14 Time
Learning Aims and Objectives – what do you want students to learn?
By the end of the session what will learners be able to do?
By the end of the session the students will be able to reflect on their current work in this unit and
improve both sentence structure and grammar, when applied to their coursework.
Objectives:
- Reflect on unit performance to date
- State the key components of an essay
- Define what a synonym is and why we need them
- Set future targets for this unit in order to achieve the highest possible grade
Notes: individualised learning- differentiation; use of pen portraits updates; extension activities; curriculum model
activities; risk assessment; resources.
The lesson has a range of differentiated tasks – developing visual, auditory and kinaesthetic learners.
There will also be naturally occurring differentiated tasks that will require teacher flexibility throughout.
These will be practically evident throughout the session.
The pen portrait for the group has been used to design the session and can be found on ProMonitor.
There are extension tasks built into the session but the learners will be required to write up their
findings and add S.M.A.R.T targets to their ILP pages.
Curriculum Model – These activities positively contribute towards the Bridgwater College Advantage
model.
The risk assessment for the lesson and room can be found within the departmental documents, located
on the college SharePoint site.
Resources - All of the resources required are highlighted in this colour throughout the session plan.
Note: You will also need blank paper for the snowball fight activity.
Lesson Delivery Plan
Timing Teaching methods and activities Learner activity
Assessment – how do you
know what has been learnt?
4 - 6
Settle group down, register and
stress ball activity:
Teacher led activitiy with stress
ball with responses on the
following – “What have I done in
this unit so far?”
Students to feedback on what
they have done based on:
1. Unit content
2. Predicted targets
grades
3. Spelling and grammar
Diagnostic of student’s
unit understanding.

2. 2013-2014
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3 - 4
Teacher to walk around and
facilitate this activity.
Teacher to make comments on
any naturally occurring spelling
mistakes or definitions of terms.
Students to discuss things
they could develop with their
study buddies. Each learner
the uses the laminated
sheets (Whiteboard pens and
rubbers also required) to list
3 things that they have done
well and 3 things they would
like to improve.
Formative observation of
student activities.
Look for naturally
occurring situations to
develop students
understanding.
7 - 9 Explain writing task.
Students to use these set
targets to perform a time 7
minute written task about
their strengths in this unit
and
recommendations/targets for
improvements.
Extension – Those who finish
should self assess and grade
their written performance.
They need to highlight any
“Amber light” spellings and
then work with their study
buddy to proofread their
work.
Lecturer to walk around
and observe tasks being
completed. Looking at
essay structure.
6 - 8
Theory input on the essay task.
Use powerpoint slides provided.
Active note taking.
Directed high and low
order questioning and
answering during each
new slide.
5 - 6
Students to proofread their
own work first and then their
study buddies, using the
notes that they took during
the previous slides/theory
input.
Formative understanding
of the student’s ability to
put into practice what
was covered within the
previous slides.
3 – 4 Explain tasks
Students to use laminated
sheets to define what a
synonym is. If the group is
settled and deemed to be
mature enough, they can use
the mobile devices to help
with this task.
Formative understanding
regarding knowledge of
synonyms.
9 -10
Theory input on what a synonym
is.
Students to actively list
synonyms for each words
listed. They can work with
their study buddies.
Directed high and low
order questioning.
4 – 8
Once the slides have finished
the students must read
through their original essay
answer and try to replace 10
commonly used words with
Formative understanding
of the student’s ability to
put into practice what
was covered within the
previous slides.

3. 2013-2014
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10 synonyms, in order to
build vocabularly.
4 - 6
Review of aims.
Feedback.
Snowball fight – Students to
write down 3 targets for this
unit, based on this content
covered in this session.
Summative assessment
of aims and objectives.
Consolidation/Homework activities
Include VLE activity and links to summative assessment (e.g. assignments)
There are extension tasks built into the session tasks but the learners will be required to write up their
findings and add S.M.A.R.T targets to their ILP pages.
Evaluative review of this lesson
(evidence of learners’ progress including use of assessment)