Subject:
|Teacher | |Period: | Date: |Class: |No. Students |Subject: | |
|Mr Keegan | | | | | |PSHE | |
| |
|Lesson Title: |Lesson:1 |in a series of:4 | |
|To understand what self- concept and self-esteem are and how they develop. | | | |
|Differentiated Lesson Outcomes: |All: I understand the meaning of self-image, |
|What are we here to learn? |self-esteem and self-concept. I understand the difference between a positive and a negative self-concept. I can |
| |describe what can change my self-concept. |
| |Most: I can explain the why age can change my self-concept. |
| |Some: I have explored how appearance can affect self-concept. |
|Resources Required: |PowerPoint, you tube video, Writing scaffold for those who need it. |
| |Tick list for self and peer assessment, White boards. |
|Key Terms self-image,self-esteem and self-concept. Age related stages in the development of self-concept |
|(introduced or reinforced) |
|Lesson Plan Details |
|Section |Activity |Timing |
|TEEP |Students begin starter as soon as they enter the room. |8 minutes |
|Prepare for learning |Write down 5 words to describe you as a person. Think, pair and share: 2 minutes on their own, 3 minutes with their |Power |
| |partner, 3 minutes feeding back from the class. Teacher completes the register whilst they are working. Ask students |Point |
| |what they have written - no hands up. |Starter |
|TEEP |Ask the students: Based on what you have learnt from the starter, what do you think the lesson is about? Show the |5 minutes |
|Agree Learning Outcomes|lesson outcomes. Students complete an individual self-assessment sheet in their books based on the learning outcomes.|Learning outcomes |
| |They will have an opportunity to review this in the middle and at the end of the lesson. | |
| |Teacher checks on progress. | |
|TEEP |Students watch some slides, listen to music and read lyrics about self-concept. |4 minutes |
|Present New Information| | |
|TEEP |In pairs, from the slides and the lyrics shown, students answer: What do you think self-concept is? Explain the |5 minutes |
|Construct |meaning. Students now draw their own Venn diagram with the words that described them from the starter. | |
|Meaning | | |
|TEEP |Students write a definition of positive self-concept using what they have learnt. Does it match up with the formal |5 minutes |
|Apply to Demonstrate |definition? | |
|TEEP |Think, pair, share: What can change your self-concept? Add those you have missed. |5 minutes |
|Present New Information| | |
|TEEP |Time to review the learning outcomes |2 minutes |
|Review | | |
|Present New Information|Students use the information they have from the starter and the feedback to match up the self-concept stages with |3 minutes |
| |definitions. | |
| |Teacher checks on progress. | |
| |Teacher goes through the answer to ensure misconceptions are addressed. | |
|Construct meaning |Students are given a sneak peak of the reasons why your self-concept develops with age. |4 minutes |
|Apply to Demonstrate |The students now use the definitions and the information from the sneak peak to produce an extended piece of writing.|8 minutes |
| |Writing scaffold given out to those who need it. Teacher checks on progress. | |
| | | |
| |Tick list given out so they know how to be successful, they check it and so does their partner. | |
|Present New Information|Extension work: How do you feel about the way you look? Do you have a positive self-image? Give reasons |5 minutes |
| |How does how we dress affect our self-concept? | |
| |How would being a model affect someone’s self-concept? | |
|TEEP |Students complete a progress quiz using white boards. |5 minutes |
|Review |Time to review the learning outcomes | |
|Learning Outcomes: |All pupils |I understand the meaning of self-image, |Grade/level: |
|How can we demonstrate what has been learned?| |Self-esteem and self-concept. I understand the difference between a positive| |
| | |and a negative self-concept. I can describe what can change my self-concept.| |
| |Most pupils |I can explain the why age can change my self-concept. |Grade/level: |
| |Some pupils |I have explored how appearance can affect self-concept. |Grade/level: |
|Homework: Write a 3 point action plan to ensure positive self-concept in the future |Should take how |20 minutes |
| |long? | |
|Extension work to stretch and |Extension work: How do you feel about the way you look? Do you have a positive self-image? Give reasons |
|challenge |How does how we dress affect our self-concept? |
| |How would being a model affect someone’s self-concept? |
|Students with additional needs: |Nature of group |Number |
| |SEN | |
| |Pupil Premium | |
| |FSM | |
| |LAC | |
| |EAL | |
| |G&T | |
| |Middle boys | |
| |Middle girls | |
|Differentiation strategies |Writing frame, access to information, extension activities. |
|AfL strategies |Think pair share, review, progress quiz |
|How is progress being checked? |Self-assessment and peer assessment, progress quiz |
|Behaviour for learning strategies |Non-verbal cues, ABC |
|SMSC |Self-belief and well being |
|Literacy focus |Writing frame, key words, extended writing |
|Numeracy focus |Timing |
|Lesson Evaluation | |
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