Components in action 4

Here are some more extracts from two lesson plans, a history lesson and a maths lesson. Open the
headings and as you read the extracts think about the strategies they're using.

History lesson plan

Learning objectives:
By the end of the lesson all will: identify key figures in the abolishment of slavery.
By the end of the lesson most will: describe what these key figures did to abolish slavery.
By the end of the lesson some will: evaluate the importance of William Wilberforce.
Starter:
Learners copy down the title and LOs.
Learners are shown a series of images related to slavery on the board and are asked which one is
the odd one out. The odd one out is Equiano as he is shown in a positive and rich position compared
to normal images of slaves. There is a discussion about why Equiano is different. What did he do?
This links back to a lesson a few weeks prior.
Main:
Learners watch a video about the importance of Wilberforce and interpretations of his role. They
then answer the following questions: Who were the key people involved in the abolishment of
slavery? What reasons were given to abolish slavery? Learners are put into groups of four and are
told to create a presentation about a key figure: Clarkson, Wilberforce or Equiano. They can choose
how to lay out their presentation. They have to include who the person is, what they did to campaign
against slavery, what impact they had. Learners use a table to organise the facts and they are given
a framework in which to construct their talk to the rest of the class. A group for each figure is
selected to present. Learners write bullet points for the key points about each figure. Learners use a
peer assessment checklist to assess the other groups’ presentations.
Plenary:
Teacher provides sentence stems.
Learners answer the question: Was William Wilberforce the most important person in the
abolishment of slavery?
Extension:
In groups, learners compare the protests in countries such as Libya with the way people resisted
slavery.

Maths lesson plan

Learning objectives:
By the end of the lesson the learners will be able to:

 apply problem-solving skills and construction of simple nets to the task of estimating the
surface area of a simple box
 determine a more accurate solution but recognise that an estimate is sometimes all that
is needed. (This part follows the demonstration lesson.)

Assumed knowledge of learners:

Some prior understanding of nets as 2D representations of 3D objects
Formulae for surface area of simple shapes (square, rectangle, triangle, trapezium, parallelogram)
Pythagoras’s Theorem
Starter:
Give the assigned pairs the handout (Handout 1) which explains the client-factory owner situation
and asks the two questions:
1. Why is the box factory owner going to be interested in the concept of surface area?
2. Why is the client also going to be interested?
Tell them that you will give them three minutes to think about the two questions, but that then you
will ask for some suggestions. Listen to their suggestions and establish that the owner will want to
know how much material he will need, and that the (money-conscious) client will want to know what
is the least amount of material that can be used to contain the three chocolates.
Main:
Split the class into pairs. Give each pair three identical pattern blocks (there are six different shapes
to choose from – square blocks will generate the simplest net) and some 1cm square graph paper
(Handout 2). You want to have two or three pairs working on the same shaped blocks. Later in the
lesson they will be asked to compare results with the other pairs working on the same shape. When
all pairs have everything, check on the vocabulary of the materials. Ask a couple of pairs to repeat
this lexis, with reference to the particular shapes they have, of course.
Explain that the pattern blocks represent the chocolates and that you want them to draw a net on the
graph paper which could be used (with sticky tape) to make a box for the sweets. Hold up some
pairs’ blocks:
The three blocks are the chocolates – OK? Can you make a box for the chocolates by drawing a net
on the graph paper? Remember the word 'net'?
Tell them that the box will be (rectangle/rectangular). Tell them that they will estimate approximately
how many of the one cm squares and parts of squares will be covered by their net. Tell them not to
worry about being too precise. Elicit the words estimate (verb) and (make) an estimate (as a noun).  
Before they start, ask how many faces each shape’s box will have. (Answer – the square,
parallelogram and trapezium shapes will have six, the triangle will have five and the hexagon will
have eight).
What shape do you have? How many faces will it have?
Show trapezium pictures (Handout 3). Show them quickly (so as not to help the trapezium people
too much!) how a net has been constructed by drawing around each side and face of the solid
shape. Don’t forget to show the fact that there are three stacks to each block.
How many faces does this stacked block have? So how many sections will there be to the net?
(Answer – six) Point to the six sections then turn off the picture.
Ask them to start working. Remind them to determine the dimensions (to the nearest cm) of the
smallest piece of rectangular card which could be used to make their box. Ask a learner to write the
phrase: ‘Estimate the total surface area by adding up the total area covered by the net.’ on the
board. As they begin to work, make sure they see this on the board.
Estimate approximately how many of the one cm squares and parts of squares are covered by your
net. Don’t worry about being too precise, this is just an estimate.
Walk around, offering help where necessary.

Components in action 5
Which strategies do you see predominantly in each lesson? Match the strategies to the lesson.
Remember you can go back to the previous slide to check.

End of module 1
That’s the end of Understanding CLIL – curriculum, unit and lesson planning. You should now be
able to:

 select the components of a CLIL lesson plan

 design a plan to enable your learners to meet the language demands of the lesson.

What can you remember from this module? In the following slides, you can do a short review of
content from this and earlier units.