Student-Teacher:

Najat Abdulkariem
Date: 1st/3/2016
Primary
Grade Level:
Two. EPC 2401 Lesson Planning Template Year 2, Sem 4
Subject: language Art
Learning Outcome (ADEC code and words):
1.Review about Helen Keller.
2. Practice on the new vocabulary words.
3. Read and write the new vocabulary words.
4. Write sentences using the words.
Resources:
Powerpoint ( short information about Helen Keller,
to help the students in writing the biography).

Puzzle pieces.

Vocabulary words print it out.

Box.

Balls.
Balloons.
Different materials ( sand, rope,
buttons, and small papers).
Tiles cards.
Cloth to cover their eyes.
Papers.
Definition.
Worksheet.

Time: 10 minWhole

Preparation (what do you need to do/make before

class?)
Prepare the powepoint slides, check the resource,
and review the lesson plan.

Key vocabulary/ Target Language:

Knowledge, motion, illness, curious,

imitated, darkness, silence, behavior,
Biography, and Helen Keller.

Opening (warmer activity + teacher introduction/demonstration of small group activities)

Ask about the date, the day of today, and take the attendance).
Start with a short activity that inform the students about what we will going to talk about.

Materials:

Puzzle pieces.

Time: 30 minSmall

Guided Experience (a group working with the teacher):

After the PowerPoint slides. Start the first activity.
The first activity is charades.

Materials:
Vocabulary words print it out.
Box.
Purpose:
Practice on the new vocabulary words.
Purpose achieved through:
Through this activity I will check if the students remember the vocabulary words and it will
be as a kind of revision (explain) . Also, the students will be engaged to use the vocabulary.
Instructions:

Select student to act the word for the rest of the students.
The student will choose randomly a word from the box.
Try to inform the students the vocabulary word without talking ( the student will
pretend that he/she cant talk).

How it will help both students and teacher?

Students:

Motivate them to learn because it combines fun and learning.

Activate to use the prior knowledge.

Teacher:

Assess the students

Check their pronunciation.

Support and scaffold students when they are trying to remember the vocabulary.

Independent Experience (small group activity 1)

Purpose: ( activity one, two, and three).
Applying differentiation activities depending on the students level, to help and support the students
to improve their level. The function of the activities is different but, the all activities designed for the
same reasons, and they are:
Read and write the new vocabulary words.
Activity one: crossing definition. / High level.

Materials:

Boxes.
Balls .
Vocabulary words.

Purpose achieved through:

In this activity the students will read the vocabulary words, and will write the definition of
these words.
Instructions:
Group one and group two will get two bowls of sand.
In each of the bowl there will be four different vocabulary words. (Group one will get the
bowel with Knowledge, Motion, illness, and Behavior, while group two will get the bowel with

Curious, Imitated, Darkness, and Silence.)

Each of the two groups need to search (explore) for the vocabulary words
in the bowl, and read the words.
Then they will write the definition for each of the vocabulary word in
different paper.(extend)
They will put the definition papers in the bowl.
The two groups will switch the bowls.
Then each group will search for the definition and write the answer.

How it will help both students and teacher?

Students:

Engaging the students to work.

Able to assess their knowledge.

Teacher:

Support the students.

Take them to a higher level.
Evaluate their understanding.

Independent Experience(small group activity 2)

Activity two: matching cards and sensory balloons. / Middle level.

Materials:

Balloons.
Different materials ( sand, rope, buttons, and small papers).
Tiles cards.
Cloth to cover their eyes.
Papers.
Definition.
Purpose achieved through:
In this activity the students will read the definition of the words and then write the word, or
they will get the picture and try to guess and write the words.
Instructions:
Students will be working in pairs.
Each two students will get papers divided into four parts (sand, buttons, corn, and small
papers).
Also, they will get four different balloons filled with the four materials.
The teacher will cover the students eyes with the cloth.
Then the students will try to match the balloons with the cards using their feeling (depending
on the materials).
After they matched the four balloons, they will remove the cloth and search for the tiles or the
definition behind the cards. ( Four of the vocabulary word will be present it as definitions ,
and the rest four will be present it as tiles).
They will read the definition, then they will write the missing vocabulary word. And they will
get the tiles and write the words.

Independent Experience(small group activity 3)

Activity three: Blinding reading / Low level.

Materials:

5 minWhole

Magnet letters.
Vocabulary words./ definition.
Cloth to cover their eyes.
Envelope.
Purpose achieved through:
In this activity the students will read and write the vocabulary words.
Instructions:
Students will be working in three.
Each three students will work together and each student will get a different role.
Student A will select randomly a definition from the envelope, without showing student B or
student C.
After student A will read the definition he/she will tell student B about the definition , without
showing him/her.
Student B will guess the vocabulary from the definition and then write the vocabulary word
using the magnet letters.
Student C will be blindfolded and without any vocal instruction he/she will try to read the
word that student B wrote it with the magnet letters.
( Students will play this activity in turn so, each student will get the chance to read and write)

Independent activity:

Materials:
Worksheet.

Time:

Purpose:
Write sentences using the words.
Assessment
Check the students work together. Evaluate their understanding through the activities.

Reflection WWW/EBI

What went well.

1. Give each student a feedback of their work (honestly).
2. Using new strategies for management like (Class, class.. Yes, yes). Also, reward
system( points). Adding to that, applying the silence strategy.
3. Applying differentiation helped to scaffold the three levels.
4. Get the students to engage and participate.
5. Connect the vocabulary words to their life.
6. Supporting students to write the individual sentences.

Even better if.

1. It will be better if I allow the students to work on the three activities.
2. Check the instruction language.
Next Steps in learning and teaching
1. Get the students to work more on critical thinking.