INFORMATION TECHNOLOGY DEPARTMENT

LESSON PLAN
TEACHER’S NAME: Trisha Emamdee SUBJECT: Information and Communication Technology

DATE: March 2021 CLASS: Form 3

TIME: LENGTH OF PERIOD: 55 minutes (1 period)

Syllabus: Republic of Trinidad and Tobago Ministry of Education, Module : 5 (Programming Concepts and Computational
Secondary School Curriculum, Information and Communication Thinking)
Technology (ICT)

Unit Title: Programming Concepts and Computational Thinking

Lesson 1: Narrative solution development

RESOURCES

Teacher Resources Student resources

 Computer/Laptop  Computers/Laptops
 Rubrics/Checklists  Notebooks and pens
 Microsoft PowerPoint Presentation
 Microsoft PowerPoint Activity:
https://drive.google.com/file/d/1K7dE2lJmLfdx6d20UMwIx9KYTf6kf
WsX/view?usp=sharing
 Snakes and ladders game: http://www.gamesonly.com/multiplayer-
games/snakes-and-ladders-multiplayer.html
 Padlet Activity: https://padlet.com/trisharamkissoon2/1x5jl7zldp1063kw

PREVIOUS KNOWLEDGE - Students should know:

 Fundamentals of computer hardware components
 Health and Safety around computers
 Logical thinking skills
 Program development

OBJECTIVES:

Cognitive Psychomotor Affective

At the end of the lesson students will be able to: At the end of the lesson students will be able to: At the end of the lesson students will be able to:

1. List the rules of the snakes and ladders N/A 1. Willingly collaborate with their peers to
board game. (Remembering) identify rules of the snakes and ladders
2. Identify sub-tasks that comprise a task. board game. (Responding)
(Understanding) 2. Willingly cooperate with their peers to
3. Construct narrative solutions to tasks. construct the steps to perform a task.
(Analysing) (Responding)

ASSESSMENT STRATEGY with Objectives:

Cognitive Assessment Strategy Affective Assessment Strategy

1. List the rules of the Activity 1 - Oral questioning.  1. Students feel motivated to Affective checklist.
snakes and ladders board “What was the task undertaken?”, complete the assignments
game. “What guides the manner in which a given.
task, such as snakes and ladders, is
completed?”, “What is a name for these
guidelines?” and “What are some of
these rules for snakes and ladder?”

Oral feedback – 85% of the students are

expected to answer correctly.

Activity 2 – Students complete a padlet

2. Identify sub-tasks that activity identifying the subtasks for
comprise a task. various tasks given.

Padlet activity completion – 85% of the

students are expected to complete the
activity.

Activity 3 – PowerPoint activity

3. Construct narrative developing narrative solutions for the
solutions to tasks. tasks/problems assigned.

Activity completion – 85% of the

students are expected to complete the
activity.
Set Induction:

Teacher will create interest by presenting a short activity of playing a game of snakes and ladders. Students will be encouraged to volunteer
explanations of the various activities being done within the game. The teacher will then introduce the concept of a task as a piece of work to be
undertaken. (10 min)

Description of Teaching/Learning Activities:

Intelligence Est. time to

Teacher Activities Student Expected Activities
being developed complete

1. Teacher will engage students in discussion 1. Students listen to questions and participate in VL 5 min
about the set induction by asking: “Have any giving responses. Intra
of you played this game?” and “Those who
may have played, did you enjoy it?”
(Engaging and Questioning)

2. Teacher introduces the lesson asking students 2. Students listen to questions and participate in VL 7 min
to identify the rules of the game, from which giving responses. Inter
key activities are identified. She explains that Intra
“a task is a piece of work to be undertaken,
like playing a game, which comprises of sub
tasks, which are smaller, simpler tasks like
the various activities previously identified.”
(Informing and Questioning)

3. Teacher guides the collective task of 3. Students listen to instructions, ask questions VL 10 min
completing a padlet activity on the subtasks for clarification/s, discuss and complete the VS
of assigned tasks. activity. Inter
(Informing/Engaging)

4. Teacher discusses the concept of a narrative 4. Students observe, listen to instructions, ask VL 5 min
solution to a problem/task. questions for clarification/s, discuss and VS
(Informing/Engaging) complete the worksheet. Intra

5. Teacher assigns collaborative group activities 5. Students apply what they have learnt to VL 10 min
of assembling a narrative to assigned tasks. complete the assignment, compiling narrative VS
(Informing/Engaging) solutions to the assigned tasks. Inter

6. Teacher presents the solutions to the students 6. Students listen, observe, ask questions for VL 6 min
 and discusses.  clarification/s and make corrections. VS
(Informing/Engaging) Intra

7. Teacher summarizes lesson and makes 7. Students listen and ask questions. VL 2 min
bridging statement.
(Informing/Engaging)

END OF LESSON ACTIVITIES

Closure to lesson:
“In today's class we looked at the tasks, subtasks and narrative solutions and their interrelationship".  (1 min)

“In our next class you will be looking at the flowchart as a form of solution representation.”  (1 min)

C.P. (Contingency Plan):

Potential Issue: Possible Solution:

 The activity is unexpectedly easy/difficult for the students.  Use an alternate, simplified/complex version of the
 The power point presentation is not working. activity.
 Ensure a copy of the notes are uploaded to MS Teams ICT
F3 Team.

Multiple Intelligences <http://www.tecweb.org/styles/gardner.html>

VS: Visual Spatial VL: Verbal Linguistic Inter: Interpersonal Intra: Intrapersonal BK: Body/ Kinesthetic
LM: Logic/Mathematical M: Musical N: Naturalistic E: Existential