Lesson Plan 8S

NIoT Initial Teacher Education
Part I – Lesson overview/thinking

Teacher Myra Hussain Date 16/01/2024
Teaching group 8S Lesson Topic/ Title Buddhism
Lesson Understand and evaluate the importance of the four sights and the great
objective(s) departure.
REVIEW
What previous learning do I need to revisit in today’s lesson?
Where did Buddhism originate and where did it spread to.
Who was the founder.
KEY LESSON QUESTIONS

1. Where are the learners starting from?
They have had a lesson introducing them to Buddhism and where it originated as well as a brief introduction to Buddha.
2. Where do I want them to get to by the end of the lesson?

To be able to list the four sights.
To explain what Is meant by the great departure.
What effect did this have on Buddha?
3. What is the core knowledge that I will assess in the lesson?
How will I know if the learners have grasped the core knowledge?
What should I do at the checkpoint(s) to check if the
Core knowledge
learners have grasped the core knowledge?
Description of the four sights. Cold call to assess understanding of each one.
4. What are the likely misconceptions? You might need to ask an expert colleague.
How will I find out what misconceptions the learners might have?
Likely misconception(s) What I will do to find out the learners’ misconceptions
Students are likely to get confused about the character Channa and During multiple choice quiz I will include a
who he is. question on Channa’s role.
5. What are the tier 2 and tier 3 vocabulary/key words for this lesson? How will these be specifically
taught? How might the word use be different in your/other subjects or everyday use?
Ascetic,
Pali Cannon,
Parable
FOCUS: Action step(s) from your mentor meeting.

This focus should be discussed with your mentor in your previous mentor meeting and, as much as
possible, should link to the point(s) you have practised with them. This may continue to be a focus for a
series of lessons.
Enable deeper classroom discussion during turn and talks. When feeding back, jump to different students to elaborate.
Part II - Lesson Sequence
Lesson Teacher Learners

What thinking will they do
time What will you say and do
which leads to learning?
(be specific) which results in teaching?
What will they be ‘doing’?
Entrance to the lesson and/or retrieval practice
Complete retrieval from previous lesson. Will recall previous facts and information. This will allow
5 questions. me to assess to what extent they have remembered
what they were taught and If it was transferred to long
term memory.
Introduction or Hook
What did Siddhartha see when he left the grounds of Creates intrigue and a desire to find out the answer to
his palace that changed is life for ever? the question.
Lesson input (with teaching input & modelling, and assessment of progress made against lesson
objectives.)
Complete Do now. I will assertively monitor to check Actively recalling previous learning.
understanding.
Turn and Talk activity – What can you see in the image Encourages them to engage in discussion with their
on the board and how might It link to today’s lesson. partner and develop their own ideas based on what they
see.
Class reading shown on visualiser. Lower ability class

will struggle to read so it will be read to them and Students are introduced to the key learning from today’s
unpacked. Extra time will be given for them to lesson.
annotate, and it will be broken down into smaller
chunks. I will ask them to highlight specific parts which
will assist them with answering the comprehension
questions.
Multiple choice Quiz Checking for understanding.
Complete comprehension questions.
Do now task.
Checkpoint 1
Multiple Choice quiz

Checkpoint 2
Checkpoint … Comprehension questions.
Plenary
Verbal quiz on today’s lesson. Include simple Students who are reluctant to participate are forced to
questions with two options for very low ability. think about answers in order to be allowed to pack up.
Part III – Lesson Evaluation

This section is to be completed after completing Part II (Lesson Structure) and teaching the lesson but before
your next mentor meeting. You should take this document with you to your mentor meeting every week.
List any comments and questions you wish to record for future
Final lessons. Discuss these thoughts with your mentor.
comments Consider whether you achieved your action steps from your previous mentor meeting
and reflect on the focus of this observation (if different).
My actions steps Using the timers in the classroom so I and the students are aware of timings for each task.
were achieved by...
If I were teaching this

Adapt the reading sheet to make it simpler for this class.
lesson again I
would…
In my next lesson I Simplify the sheet for students beforehand by making the text simpler.
will…
You may wish to consider these questions when evaluating your lesson:
How well have I set behaviour expectations?
How well have I modelled and questioned to elicit understanding and prompt thinking?
Teachers’
instructions How well have I used assessment to gauge learners’ progress?
How well have I adapted my lesson delivery to respond to the learners needs?
How well did learners adhere to classroom routines and expectations?
Learners’ How well did learners understand the purpose of the tasks that were set?
actions How well are learners supported and challenged, including learners with EAL/SEND and high attainers?
How well did learners act on feedback to further improve their learning?

Lesson Plan 8S

Uploaded by

Lesson Plan 8S

Uploaded by

NIoT Initial Teacher Education

Part I – Lesson overview/thinking

KEY LESSON QUESTIONS

2. Where do I want them to get to by the end of the lesson?

FOCUS: Action step(s) from your mentor meeting.

Lesson Teacher Learners

Class reading shown on visualiser. Lower ability class

Multiple choice Quiz Checking for understanding.

Complete comprehension questions.

Multiple Choice quiz

Checkpoint … Comprehension questions.

Part III – Lesson Evaluation

If I were teaching this

You might also like