Wil jij in je eerste jaar die 60 punten behalen? Hierbij krijg je van mij er alvast 5.
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Cours
Methodology (OAVTHVAKD220)
Établissement
Hogeschool Utrecht (HU)
Book
De zes rollen van de leraar
In dit dossier is er gewerkt aan verschillende onderzoeken binnen de onderwijs en het verdiepen van onze lessen. Samen in een groepsverband hebben wij hierdoor een 8,5 gekregen, hierna waren de studiepunten gelijk in onze zak.
LESSON PLAN – English Subject information: General information:
Department HU.
Subject: English Name school: Het Nieuwe Lyceum
Student Name:
Communicative Skill: Type of education: HAVO/VWO
Student Number: reading
Class: H/V2b
Student Class: Language focus (form):
reading strategies Date & Time: December 4th, 12:45
Content focus: literature Duration of lesson: 60 minutes
Kerndoel(en)/Kerntaken: Affective learning Cognitive learning objectives:
objectives:
- The students have a basic The students can…
knowledge of reading The students can… - read and understand a text at A2
strategies and can apply level on the EFK scale.
read a text about - find specific information in said text
these while reading a text.
something that they - explain why they think their answer
- The students know how to recognize and which is correct
find specific information in interests them to a certain - tell me who Roald Dahl is and what
a text. extent. he did
- The students acquire
basic knowledge about the
life and books of Roald
Dahl.
,Learner needs: Prior knowledge and
skills:
One student has an English mother
but has been raised on television In the last lesson, they
and video games. He will not know a were introduced to reading
lot about this topic. The group as a strategies. Most of them
whole can be loud, but this is caused understood these quite
by genuine enthusiasm. They work well. They then read a text
hard. on vampire bats and
answered some questions,
explaining where
information in a text could
be found. They need some
more practice when it
comes to this. Most
students are able to work
together in an effective
way, there are a few that
might need some more
attention.
Next Lesson:
There is a formative
reading test scheduled for
the next lesson. This will
take 35-45 minutes,
depending on their speed.
Once they have finished
that, they can read their
book, or study vocabulary
words, whichever they
prefer.
Teacher learning objectives:
I can introduce a subject in a way that enables the students to be able to read a text and make exercises
regarding that subject in a more knowledgeable way than they would have without my introduction.
I can help students improve their reading skills.
I can test my students’ previous knowledge about reading strategies, figure out what extra information they
might need, and provide them with this.
,Time Lesson Phase Task description teacher individual/g Assessmen Material Differentiation
and students roup work t (formative) s
10 Introduction, The teacher is the host and Whole None PowerPoint None
minute activating prior will start class by welcoming class presentatio
s knowledge, everyone, then introducing n,
repetition of the subject of today’s Mentimeter
structures lesson, which is reading.
Remind the students
they’ve gone over reading
strategies last time, and ask
them to take out their
MacBooks and go to the
Mentimeter link provided on
the PowerPoint. They will
then have to answer the
question: “What learning
strategies do you remember
from last lesson?”
After the answers have
been posted, the teacher
will take on the role of
didactic and will go over
them, discuss which are
correct, and add any that
perhaps have not been
mentioned. Then opens the
next slide on their
PowerPoint, which consists
, of four pictures representing
famous books by Roald
Dahl. The teacher asks if
anyone knows any of these
books, and if they can tell
the rest of the class who the
author is, then briefly
introduces Roald Dahl.
The students listen to the
brief introduction, answer
the question stated on
Mentimeter, and participate
in the conversation about
several of Dahl’s books.
15 Individual and The teacher hands out the Partly None Hand-out Instruction
minute guided practice text about Roald Dahl, and individual, with a text
s asks if there are students partly in a and
who would like to go over group exercises
the text together instead of about
working individually. The Roald Dahl
group who wants this, can
sit at the front and will
receive a walkthrough of
how to deal with these types
of texts and questions. The
rest of the class can work
on their own. The teacher is
a coach here.
10 Evaluation and The teacher is a Whole Counting Hand-out None
minute explanation presenter/didactic, they will class their with a text
s go over the answers with correct and
the whole group, asking answers exercises
students to explain why an about
answer is (in)correct, and Roald Dahl
asks people to count how
many answers they got
right, and if they found the
right reason. If they have
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