Short Term Plan
Long-term plan unit: 10.4А Web-development
School:
Date: 6.02.2020
Teacher name:
Grade: 10 а
Number present:
absent:
The topic of the lesson:
Tables
Learning objectives(s) that this lesson is contributing to
10.4.2.1 use HTML in web-development
Assessment criteria
- Demonstrates the skill of creating, saving and opening your own web page.
- Demonstrates knowledge of web document structure
- Uses tags to create a table on your own webpage.
Success criteria
All learners will be able to know:
- Demonstrates the skill of creating, saving and opening your own web page.
Most learners will be able to know:
- Demonstrates knowledge of web document structure
Some learners will be able to know:
- Uses tags to create a table on your own webpage.
Language objectives
Useful phrases for dialogue / writing
• Website, webpage, WYSIWYG, text editor, CMS, Microsoft Front Page, Adobe Dream Weaver, Notepad, Joomla, Word Press, HTML
A series of useful phrases for dialogue / writing:
• HTML is used for ,,,,
• We use tags for ....
• Tags are ...
• I used (a) title tag ... to ...
Value links
Group work , co-operation, time management
Cross curricular links
English
Previous learning
-
Plan
Planned lesson stages
Planned activities
Resources
Beginning
0-1
2-3
4-14
Question for students:
Teacher:
The presentation of the theme and lesson objectives.
"Brainstorm".
Insert blank lines. Individual work
Presentation
Appendix 1
Middle
14-20
20-38
Theory
Table creation
Table Frame (Borders)
Table frame color
Indentation in the table
Table Cell Union
Table header
Table sizes
Table background
Practical work.
Using material from the textbook, create several tables, lists.
- image 4.3.1 (page 166), create a list;
- image 4.3.2 (page 168), create a table;
- image 4.3.3 (page 169), create a table with merged cells;
- image 4.3.6 (page 171), create a web page according to the model
Physical minute
FIND WORDS ON THE TOPIC OF THE TABLE. WRITE THE WORDS IN THE ENGLISH LANGUAGE.
Homework:
Presentation
Presentation
The end of the lesson
38 - 40
At the end of the lesson, learners reflect on their learning:
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Assessment – how are you planning to check learners’ learning?
Health and safety check
ICT links
Differentiation can be expressed in the selection of tasks, in the expected result from a particular student, in providing individual support to the student, in selecting the educational material and resources, taking into account the individual abilities of the students (Theory of Multiple Intelligence by Gardner). Differentiation can be used at any stage of the lesson, taking into account the rational use of time.
Use this section to record the methods that you will use to assess what the students have learned during the lesson.
Health and safety check links.
Used active exercises.
Items applied from the Safety Rules in this lesson.
Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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