Lesson Plan
Basic information - Year, Key Skills, Key Knowledge, Key Vocabulary and Task Description
Objective - enquiry question
E.g. 'Do I understand the importance of the Leeds - Liverpool canal in relation to Wigan'
Key Skills - aspects and key principles of History
'Continuity and Change' - To describe / make links between main events, situations and changes within and across periods
'Cause and Consequence' - To describe and give reasons for and results of historical events, situations and changes
Key Knowledge - introduced or reiterated in lesson
Wigan's transformation by Industrial Revolution, coal mining town, cotton industry, population boom, canal and railways, market town, etc.
Key Questions - maintain focus, structure and content of lesson
Key Dates to bring into lesson and refer to
Key Vocabulary
Prior lesson recap - vocabulary children are already familiar with
Key People
New Vocabulary
Description of Task - Outline of activities
Recap of previous lesson - What was the Industrial Revolution? -Key questions
Introduction to new content - discussion and definitions
Use of different resources - tables, maps, information sheets, matching activities, chrome books
Monitoring and assessment through key questions
Recorded Lesson
Recap of previous lesson - what was the Industrial Revolution what are its effects. Asking the children individually to assess their prior knowledge. Using broad questions 'How did Britain change?' - building on ideas within discussion. This engages the children and encourages sharing ideas to build understanding
Key vocabulary - manufactured, industry, Britain, man-made, production
Cross-curricular links - guided reading; industrial books / geography; location of Wigan and map work / PSHE; the environment and pollution. Develop other areas and link together learning
Introducing the current lesson - going over the learning objectives and what topics and information pupils will cover. Introductory question 'What is a canal?', prompts discussion of personal knowledge and experience. Teacher explains clear definition and their uses; and allows children to write down own definition (lesson plan)
Creating a table of differences between 2 pictures; appeals to visual learners and sets out information in an interactive way - discussion between the class of the picture differences and what these mean. Visual representation being used to scaffold learning
Asking individual children; equal opportunities to share ideas and allows teacher to concentrate on children who may seem unsure. Prompting engagement using leading vocabulary, e.g. 'can you find...?' - pupils become independent historians
Aspects of history being addressed:
Change and continuity
Investigation skills
Past and present day
Comparing and contrasting
Recording knowledge
Cause and effect
Opportunity for own interpretation
Local history events - links to identity
Primary and secondary sources
Who, What, Where, Why
Using map to demonstrate distances and transport during the industrial revolution - compare and contrast between London and Leeds
Matching timeline activity (dates - chronology and sequencing skills)
Resources:
Primary sources: pictures of old canal
Secondary sources: books, worksheets, maps
Using a more detailed aerial map, pupils independently practice their map reading skills
Splitting the class into groups for specific tasks, to then bring everyone together for a common purpose. Individually finding out about allocated town and doing independent research. This is shared as a class to collect all the information together. Teacher monitoring children's information that they've gathered independently, adding to it if necessary, prompting further elaboration if pupils are struggling
Plenary - concluding questions, e.g. 'What was the purpose of the Leeds - Liverpool canal?'
Teacher can assess and check children's overall understanding and confidence of the topic covered in the lesson, and the skills they have developed, i.e. map reading. Can see any gaps in their knowledge that needs reteaching. Quickly recapping the different facts they've learnt, asking children for input, consolidating the key points of the lesson and solidifying prior knowledge
Relating the discussion back to the objectives - see if the children have met these
Constant use of praise, reinforcing positive behaviours, even when pupils are 100% correct - teacher prompts them to expand their answer to draw out more information
Asking children how they feel about the topic; how happy they are and their confidence level - lets the teacher know how the children feel and if there is any need for extra teaching