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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