Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 80

Designing the Classroom Curriculum
LMQ5 Example 2a: 30 Term Based Plan (This table is always supported by individual Lesson Plans or a Daily Teaching Plan
where the explicit teaching steps are outlined) Size = A3 sized paper
Learning Management Plan for: English Unit of Work for Stage 1 Focus Poetry
LMQ5: What are my teaching strategies? (Evidence-based strategies)
D3
D5
D6
D7
D8
Retelling
poetry
POVs in
poetry
Purpose of
poetic
features
ETC
D2
ETC
Story poems
D1
RS1.5 to
RS1.8
Knowledge
of rhyme
Responding
to poetry
Language in
poetry
Reading
TS1.1 to
TS1.4
Talking &
Listening
nal
in
co
Term plan for:
How do my students’ best learn in this KLA for this unit of work?
Stage 1 English
A mixture of activities which sees them enjoying, being immersed in, sharing, responding to, experimenting with and focusing on
Poetry Unit
poetry.
Target
Processes
Specific
Term Plan Overview
Notes
&
Content
Sub-
Syllabus
Strands
Learning
Outcomes
1.1,
1.2
2.1,
2.2
1.1,
1.2,
2.1,
2.2 A A U E E
A A A A U
A A U E U
2.1,
2.2
2.1,
2.2
2.1,
2.2
2.1,
2.2 A A A A U
A
A
A
A
A
A
NOTE: This section is the
long A term teaching
plan
A
A
with each ‘lesson’
effectively
timetabled
for
A
A
A
instruction. When using
this proforma the specific
teaching strategies are
outlined in an associated
Daily Teaching Plan.
Codes used here:
A: Knowledge is acquired and integrated as new knowledge E: Knowledge is extended and refined
U: Knowledge is used meaningfully
1.1 & 1.2 – Formative assessment task; cloze passages on various poems
2.1 & 2.2 – Formative assessment task; poetry collection journal
3 – Summative assessment task; dramatization of a selected poem
4 – Summative assessment task; contribution to a class anthology
30
These examples are attributable to Leah Maree Sommerfeld
80
U