University of Brighton, Faculty of Education and Sport

Lesson Plan
Student Teachers Name: Tom, Zoe, Keeley and Natalie
Curriculum Area: Computing
Lesson Number:
2
of
Duration: :
2hours 30minutes

Class: mixed
of pupils: 9

Date/Time: 17/11/14

Lesson

Year

Number

Number of pupils with SEND: None

(named elsewhere)
Names and roles of other adults
present:

A
Within the context of this lesson, what specific actions are you going to take to advance your professional
development in relation to Standards, Action Plan and National Priorities?

TS3 - Demonstrate good subject and curriculum knowledge

TS4 - contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
B
Using your previous lesson evaluation, identify specific actions to support pupil progress
To continue to ensure the explanation and tasks are broken down into small biesize steps allowing the learners to fuller grasp
and understand the foundation of HTML

C
Learning Objectives

Feb 2013

Differentiated Learning Outcomes

University of Brighton, Faculty of Education and Sport

LO

What do I intend the pupils

to learn?
(Knowledge, understanding,
values attitudes and skills)
To learn to use sequence
and repetition in programs;
working with variables and
various forms of input and
output using HTML

LO
2

To learn to design, write and

debug comic strips using
thimble.

LO
3

To learn to use technology

safely, respectfully and
responsibly; recognising
acceptable/unacceptable
behaviour and identifying a
range of ways to report
concerns

D
Resources

Feb 2013

Working towards

Achieving

Beyond

With support learners are

able to use sequence and
repetition in programs;
working with variables
and various forms of
input and output using
HTML
Learners are a able to
design and with support
write the a HMTL coded
comic strip

To use sequence and

repetition in programs;
working with variables and
various forms of input and
output using HTML

To use sequence and repetition

in programs; working with
variables and various forms of
input and output using HTML

Leaners are able to design

and write simple comic strips
using thimble.

Learners are able design, write

and debug comic strips using
thimble.

Children are able to

discuss and share ideas
on how to use technology
safely. Articulating
reasonable and
unreasonable behaviour

Children are able to discuss

and share ideas on how to
use technology safely.
Articulating reasonable and
unreasonable behaviour

Children are able to discuss and

share ideas on how to use
technology safely. Articulating
reasonable and unreasonable
behaviour

Learning opportunities across the curriculum (e.g.

literacy / numeracy)

University of Brighton, Faculty of Education and Sport

E
Time
&
Learni
ng
Objecti
ves

Teaching points/
strategies / teacher role
What teaching points
will you provide in
order to support
and progress the
learning of all
pupils?

Pupil learning activities

What learning activities will
pupils be engaged in? How will
you differentiate these
activities so they are
achievable for all pupils?

9.10

Brief intro recap names etc

Recap on last session what
we did, hacking, inputs and
outputs

Children listening to and sharing

ideas from last session.

9.15

What is coding for the web?

HTML intro
HTML stands for Hypertext
Mark-up Language. HTML is
a form of code, which tells a
browser what information
you would like to display..
HTML must be written
correctly, in order for the
web browser to display your
information correctly.
HTML Basic
Structure/Body
A basic HTML document
structure is broken into
head and body elements

Children ;listening to and when

required contributing to the input

Feb 2013

Organisation and
risk
assessment
What will you need
to consider in
organising and
managing the
learning
environment
effectively?

Children sitting
around desks split
into two groups

Assessment for
learning
strategies
How will you use the
outcomes of
assessment to
inform ongoing
teaching and
learning? How
will you monitor,
assess and
evaluate
progress of all
pupils?
Evaluate the children
recap from last session
what has been learnt and
what are the children
unsure of?
To affirm understanding
check understanding and
ask for questions
following each stage

University of Brighton, Faculty of Education and Sport

HTML elements
HTML is made up of
elements, which include
opening tags, closing tags
and the content which is in
between them.
HTML includes tags, such as,
paragraphs, headings and
images. These can all be
displayed in a web browser
Show pic This allows the
browser to display
information where you want
it on your webpage. All code
must be inside a HTML
opening and closing tag.
9.25

9.30

Feb 2013

Activity One
Show children x-ray goggles
on a well-known webpageopen up the code for
headings, images,
paragraphs. Get children to
recognise the tags which are
used.
Write these down for
children to see on white
board at the front- with what
they are next to?
Activity Two (Unplugged)
Work in 2 groups, adults
circulating and scaffolding
as required.
Have cut outs of different
elements found in HTML
code, (HEADER, BODY,
PARAGRAPH TAGS etc)

Children putting hands up, coming

to the front and identifying tags
used teacher to note

Children at desk one

child at a time
showing tags

Evaluate the responses to

this task.
Are the children
beginning to grasp
the ideas of HTML
- The code style
- The elements
use of tags
Use body language to
help evaluate these
responses

children work collaboratively

creating the webpages

Children working at
desks in groups

Adults circulating and

recording and evaluating
responses
Use questions to prompt
reasoning
- Qs Such as, why
have you put

University of Brighton, Faculty of Education and Sport

9.45
9.50

10.20
10.40
10.50

Feb 2013

Children to information
together to make an
unplugged version of the
webpage.
Bring class back together
discuss activity,
Activity Three
Show children on the IWB
Mozilla Thimble comic strip
basic code. Can the children
to identify where the tags
are which we have been
looking at today. E.g- can
anyone see a heading tag?
Show internet safety
comic use this a PSHE
discussion starter looking
at cyberbullying
What is it? How do we
stop it?
Show children the basics
of how to edit their comic
strips. What we do to one
side is previewed on the
other. Show how to edit
images.
Make a comic strip as a
class, utilising teacher
modelling.
Break
Activity 3 continued
Activity Four
Individual comic strip
creation- give children
plenty ideas on what to
make it on if they need

Children joining in with class comic

strip
Suggesting ideas and collaborating

Children gathered at
the front

this tag here?

Why have you
ordered the
information this
way?

Check the learners

understanding
Use of elements, tags ect

Evaluate the response of

the learners
- Use question to
further and
engage and
focus thinking

Break
Children, designing and creating
their own comics

Break

Break
Adults to circulate

Children at desks with

netbooks

Supporting those unsure

and evaluating the
learners progression

University of Brighton, Faculty of Education and Sport

EXT

11.45

Feb 2013

support.
- Stay safe online
- Favourite cartoon
- A dogs life?
Children to complete tasks
on comic strip builder
Mini Plenaries - show what
other children have
achieved.
Debugging activity for
speedy learners

Use mini plenaries to

refocus and evaluate
learning

Children working on debugging

activity

Children working on
netbooks

Plenary brief showing

session
2 star and a wish

Children contributing to the plenary

discussion listening to and
considering the opinions of others

Children at their
desks

Evaluate the childrens

responses to this task
Are they able to debug
this simple programme?
Children evaluating their
responses to the task