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5E Lesson Plan by Zainab

The document outlines a detailed lesson plan for teaching HTML webpage coding to 9th-grade students, focusing on objectives such as understanding HTML, the importance of hexadecimal, and designing a webpage using tags. It includes activities for assessing prior knowledge, group work for practical application, and a summative assessment rubric. The reflection section highlights the effectiveness of pair work and the challenges faced by some students during the lesson.

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zainab.shabbir54405
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8 views16 pages

5E Lesson Plan by Zainab

The document outlines a detailed lesson plan for teaching HTML webpage coding to 9th-grade students, focusing on objectives such as understanding HTML, the importance of hexadecimal, and designing a webpage using tags. It includes activities for assessing prior knowledge, group work for practical application, and a summative assessment rubric. The reflection section highlights the effectiveness of pair work and the challenges faced by some students during the lesson.

Uploaded by

zainab.shabbir54405
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 16

CURRICULUM DEVELOPMENT

SUBMITTED TO: SIR FARAZ

SUBMITTED BY: ZAINAB ABBAS

ROLL NO: 31237

B.ED 1.5 YEARS


Lesson Plan
Student Teacher: Zainab Abbas
School Name: Beaconhouse North Nazimabad Cambridge
Subject: _Computer
Class: __9_
Duration of lesson: _40+40 minutes_
Topic: HTMLwebpage coding

Objective/s:
At the end of this lesson, students will be able to.
 What does HTML stands for?
 Recognized the importance of hexadecimal in HTML.
 Designed a webpage using tags.

Resources:
Computers, Browsers, Microsoft Notepad, Worksheets, Textbook (computer science by Helen
Williams)
Students’ Prior Knowledge:
Students already know about webpages

Content Learning Experience Time


The teacher will ask several Warm-up (Diagnostic Activity) 10 mins
questions to assess the student’s Introductory activity 1:
prior knowledge of webpages and The teacher will begin the lesson by asking
browsers students
 What is a browser?
 How we connect to internet?
 Do you agree that we need webpage to
connect to use internet?
 What applications are required to construct a
webpage?
The teacher will allow students to discuss the
answers. On the board, I will jot down the essential
points of their discussion and announce the topic
HTML.

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Engage: After discussing different browsers and
use of internet with students, teacher will lead the
conversation towards HTML.

Teacher will explain the use of hexadecimal


numbers in HTML.

The teacher will show what the structure and


presentation tags are by writing different examples.
Then ask a few questions about understanding the
prior knowledge of the students 15 mins

 Thinking about structure and presentation tags


what are they used for? (Writing headings,
changing background colours, displaying text
etc)

 How can we find out how other tags work?

Teacher explanation from the Teacher Input 20 mins


textbook. Explain:
Basic HTML tags will be taught from
the textbook. The teacher will show pictures of simple webpages
to her students from a book, and then demonstrate
<HTML>
<HEAD>
how to create one to the students. The teacher will
<TITLE> ORDERED LIST </TITLE> divide the class into groups and show to all groups
</HEAD> together on multimedia how to create a simple
<BODY> webpage. Teacher will conduct the following
<HB> MATH </HB> activity to explain how to construct a simple
<OL> webpage.
<LI> ADD
<LI> SUBTRACT
<LI>MULTIPLY
</OL> </BODY>

Group working through hands-on


learning activity to engage a class Explore:
into meaningful learning. Activity
 Students will be paired according The teacher will instruct students to use their
to mix ability. knowledge provided to make webpages. Assist

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pupils with any challenges they encounter during
this practical work and help them through this task
work.


Elaborate:
The teacher will challenge students to design a
webpage
Activity :
 Create webpage displaying a restaurant menu 25 mins
card using HTML using hexadecimal numbers
for changing background color.
 Create webpage displaying a restaurant menu
card using HTML inserting pictures.

The teacher will ask students to share their


webpage with the rest of the class. Students will
explain how they have inserted pictures and
changed colours, by using HTML tags and
hexadecimal numbers. Students will summarize
their work to class.
Teacher provide students with an opportunity to
explore their programming skills and apply their
knowledge to create attractive webpages.
Challenge students to apply “new learned tags"
related to HTML and why they are important in
today's world. These should be written down for
posting on a bulletin board in the class. Later,
learners will organize these ideas and then analyze
the ideas raised and how they apply to what they
learned in class while using HTML tags.
The teacher will post a video to further explore how
to create attractive webpages using more structure
and presentation tags.

https://www.youtube.com/watch?v=PlxWf493en4

https://www.youtube.com/watch?v=FazgJVnrVuI

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Assessment (Summative) 10 mins
Evaluate:
Students will be assessed at the end of the topic
To assess student the teacher created rubric toasses
each group according to the criteria.
1. How they inserted pictures?
2. Which tags they have used for presentation
and structure?
3. Explain the procedure you have used to
change background colours .

Home Assignment:
Teacher will assign students a task, which they
will complete from home. The students will be
given a worksheet in which they will think
critically and solve the questions individually.
They will login from their Google account and
solve these questions of HTML and hexadecimal
will be posted on GCR

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REFLECTION ON THE APPLICATION OF THE STATEGY:

I have noticed that whenever I choose pair work activities, the objectives of the lesson are achieved
more effectively as compared to traditional teacher centered learning. The students started in an
organized manner, sitting and mingling with their peer willingly. The instructions were quite clear
and the program written on the board was visible; however, two pairs of students were not able to
compile the basic program and as a result I had to help them understand it again. Students were
able to understand the concept in a better way when they applied their knowledge by creating a
web page.

I found that when they were creating a restaurant menu card students were enthusiastically
participating. The able students supported their partner by sharing the concept, they were listening
to each other, arguing differences and in the process refined their ideas through discussing it . As
I was not intrusive, they were working at a pace comfortable to them that gave me enough time to
observe each of them carefully.

However, while taking rounds, I noticed that there was a pair who was struggling to make correct
use of tags and were getting restless as they were noticing other pairs managing it well. Secondly,
it seemed to me that they lacked the required coordination between them and the arguments were
not positive. I scaffolded their understanding by applying the tag of <H6> and giving individual
attention Later I allowed them to work independently.

I observed that six pair of students were able to finish their task on time and made really good
web pages .One of the pairs even started the extended task and were able to insert images .Two
pairs made average looking web page with less tags and one pair was not able to change colours
and ran out of time

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EVIDENCES

Home work Sheet for HTML

Q1 (i) The following code shows HTML ‘tag’ pairs on either side of the text stating the colour
that each creates.

<font color “ # F F 0 0 0 0 “ > RED </font>

<font color “ # 0 0 F F 0 0 “ > GREEN </font>

<font color “ # 0 0 0 0 F F “ > BLUE </font>

<font color “ # X “ > YELLOW </font>

<font color “ # Y “ > MAGENTA </font>

<font color “ # Z “ > CYAN </font>

Yellow is a combination of red and green, magenta a combination of red and blue and

cyan a combination of green and blue.

State what 6-digit hexadecimal values should replace X, Y and Z in the above code.

X..............................................................................................................................
Y...............................................................................................................................

Z......................................................................................................................... [3]

(ii) Describe how other colours, such as a darker shade of blue, are created.

................................................................................................................................

................................................................................................................................

............................................................................................................................ [2]

(c) 1A – 16 – C5 – 22 – FF – FF is an example of a MAC address.

(i) Identify what the first six and last six hexadecimal digits represent.

First six digits.........................................................................................................

...............................................................................................................................

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Last six digits..........................................................................................................

............................................................................................................................ [2]

(ii) State why MAC addresses are used.

.................................................................................................................................

............................................................................................................................ [1]

6 (a) Explain what is meant by HTML.

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

............................................................................................................................ [3]

(b) HTML uses both structure and presentation.

Describe what is meant by the two terms.

Structure..................................................................................................................

................................................................................................................................

.................................................................................................................................

Presentation.............................................................................................................

................................................................................................................................

............................................................................................................................ [2]

(c) Explain the function of a web browser.

.................................................................................................................................

.................................................................................................................................

........................................................................................................................ [3]

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Tags copied by students

8|Page
Sample1 of student work

Sample Program of Activity 1

Source Code:
<HTML>

<HEAD>

<TITLE> ORDERED LIST </TITLE> </HEAD>

<BODY>
<HB> MATH </HB>

<OL>

<LI> ADD

<LI> SUBTRACT

<LI>MULTIPLY

</OL> </BODY>

Object Code:

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Sample 1 of student work

Result of Sample Program of Activity 2

Source code:

<HTML>

<HEAD>

<TITLE>GINSOY</TITLE></HEAD>

<BODY BGCOLOR ="00AAA">

<H2>MENU</H2>

<OL>

<H4>CHINESE DISHES</H4>

<LI>HOT & SOUR SOUP-------RS.350/-

<LI>CHICKEN CHOWMEIN-------RS.550/-

<LI>CHICKEN CHILLI FRIED-------RS.399/-

<LI>FRIED RICE-------RS.649/-

<LI>LASAGNE-------RS.999/-

<LI>FINGER FISH-------RS.799/-

<H4>DESSERTS</H4>

<LI>LAVA CAKE-------RS.440 /-

<LI>VANILLA ICECREAM-------RS. 550/-

<LI>BEST-LOVED COOKIES-------RS. 750/-

<H4>COLD DRINKS</H4>

<LI>PEPSI-------RS.150/.

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<LI>MIRANDA-------RS.150/.

<LI>PINA COLADA------RS.350/.

</OL></BODY></HTML>

Object code:

The best sample Program of Activity 2

Source code:

<html>

<head>

<body bgcolor="#fffff00">

<title>KFC</title></head>

<body>

<h3>Menu Card</h3>

<img src="D:images.jpg" alt="Test Image" />

<ol>

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<li>Chicken Tikka...... Rs150

<li>Chinese......Rs300

<li>Burger......Rs250

<li>Chicken Broast......Rs175

<li>Soup......Rs250

<ol>

<h3>Desert</h3>

<li>Icecream......Rs90

<li>Cake......Rs450

<li>Sweets......Rs35

<li>Chocolates......Rs80

</ol></body></html>

Object Code:

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EVIDENCE OF TEACHER SUPPORT

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Rubric for checking student work and class participation

Activity
Completed Colour Picture
Group Names Ability Task Presentation Participation Display inserted

Max
Marks 2 2 2 2 2 2

Ahmed 1 2 2 2 2 0

Najeeb 3 2 2 1 2 0
A Subhan 2 2 2 1 2 0

Umair 3 2 2 1 1 1

Shahzaib 1 2 2 1 2 1
B Khubaib 2 2 1 2 2 1

Hammad 2 2 2 2 2 2

Faraz 1 2 2 2 1 2
C Zaviyar 3 2 2 1 2 2

Ebadullah 3 2 2 1 2 2

M.Ali 1 2 2 2 2 2
D Faiq 2 2 2 2 2 2

Zayyan 1 2 2 2 2 1

Shaheer 2 2 2 2 2 1
E Yasir 3 2 1 2 2 1

Haseeb 1 2 1 1 1 1

Nameer 2 2 1 2 1 1

Ali 1
F Ahmed 3 2 2 2 1

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