Planning Issues
EXAMPLE A: LESSON PLAN FOR THE BATTLE
OF BOSWORTH, 1485
(Bold changed font text shows where an objective has
been 'tracked through' into the lesson itself).
Class: 8B Length of lesson : 70 minutes Ability: average
or above Date: 23.3.98
AIM: To study the Battle of Bosworth, its development,
outcome and significance.
Objectives: To enable the pupils:
- To recall the
events leading to the battle of Bosworth by answering questions orally;
- To draw and
annotate the phases of the battle on their individual lesson plans;
- To
contribute to a discussion about the reasons for Henry’s victory and
to understand the variety of causes that can lead to a particular
outcome; (KSU 2b)
- To decide
what they think was the crucial turning-point in the battle (KSU 2c);
- To consider
the significance of the battle by discussing the hypothesis of a
different outcome;(KSU2e)
- To write an
account of the battle from the point of view of one of Richard’s
surviving supporters.(KSU5)
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Objectives
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TEACHER
ACTIVITY
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PUPIL
ACTIVITY
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Materials
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1
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Introductory phase:
Title on board.
Brief statement of the aims of the lessons and how
it will develop
Recap on the events leading to the battle
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Pupils write title in exercise books.
Answer questions orally. [Alternatively individuals
come to the front to describe and explain the map used in the previous
lesson]
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Pupils’ exercise books.
Chalk. Visual aid: map of Henry Tudor’s route to
Bosworth used in the previous lesson.
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Introduce and explain large plan of Bosworth Field.
Tell pupils in advance of later questions on the reasons for the
outcome and their idea of the turning-point.
Describe Phase One of the battle, sticking
blu-tacked names on the plan. Writing other facts, figures on the
board.
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Pupils listen
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Large plan of Bosworth Field
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2
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Pupils annotate Phase One of their plan, adding
other facts in the space provided. To be done in four minutes
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30 plans of Bosworth Field, divided into four phases
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2
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Repeat Phases 2 and 3 for each of the other three
phases of the battle
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Listen, annotate and makes brief notes of data.
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3, 4
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Lead discussion on the reasons for Henry’s
victory, create spray diagram on the board. Praise answers which
consider the wider context. Ask pupils to nominate their
turning-point.
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Pupils discuss reasons and turning-points in
pairs and then answer questions.
Pupils make a brief note of the reasons for
Henry’s victory in the space provided on their plans.
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5
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Lead discussion on the significance of the outcome
by asking what would have happened had Richard won.
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Answer the hypothetical question.
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6
3,4,5
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Set the written task for the two divided parts of
the class, to be started in class and completed for homework.
Recap the main teaching points of the lesson.
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Divided into two, one half of the pupils to write an
account of the battle from the point of view of a surviving supporter
of Richard, the other from the point of view of a Tudor supporter, all
using the information from their plans. Each to conclude by giving
their reasons for Henry’s victory.
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Back to 'Thinking it Through'
Back to Planning
Back to History PGCE
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