Lesson Plan Template

EDUCATION
DIVISION
Bachelor of
Education

LESSON PLAN
Name: Jawaher Aqeel Alawadhi
H00250824
Dat
e:
Tim
e:
Uni
t:

26-10-2016

Period 2 - 8:45-9:30

ID:

Class:
No.
Students

Grade 4 - Section 4

31

2 Family and memorize.

MST:

Samya Almarzoogi

Lesson 9 : A proud memory.

Prior Knowledge:
-

The lesson is continuing lesson about a memory.

1- Students will build their knowledge about the previous lesson by tell me a short
story to start the new lesson which will be a proud memory.
2- Ask the students about the three different types of memory which they are: sad,
proud and happy memory. This three words I will stick on the white bored. For
example: who can tell me what the three types of memory are? And I am
expecting that they answer me: Sad, proud and happy.
Warm up activity: students will listen to the teacher about a proud memory. I will
tell them my memory when I got a high result in my final year in the school.
Adjectives to describe memories: Sad, proud, happy.

Lesson Objectives: - I linked the lesson with Blooms taxonomy so, at the end of the
lesson students will be able:
1- To remember a sad story that happen to them and to tell me how they feel. I expect
to tell me the feeling that they feel. For example: sad, unhappy, cry a lot.
2- To understand the meaning of proud and how the feeling is when we have a proud
memory. I expect form the students to tell me the feeling which are: happy, excited,
success and comfortable
3- To apply any new words from the lesson to say a sentence. For example: I love henna
because it makes my hands beautiful.
4- To analyze the new words by action or by say the meaning in English on their own
ways. For example: proud: very happy.
5- Students will be evaluated during the whole lesson. When I ask them or when they

come to the bored to do an activity. Is this all the girls?

6- To create short paragraph about their own memory from 3 to 4 sentence on A5 paper
and it will be for the extend part of my lesson.
Key vocabulary: excited, painted, henna, basket, proud, Bedouin.
Attitudes:
12345-

Always remember them to respect the teacher to get the respect.

Give your classmate a chance to participate in the class.
Raise your hand if you need help.
Ask for a permission for anything.
The classroom is a place to learn, not to play.

Knowledge/Understanding:
1- Students will be able to use the new vocabulary and use it in sentences.
2- Students will use different adjectives to describe a memory.

Skills:
1- Listing: students will listen to the audio about a story in their learner book.
2- Speaking: students will have a chance to speak to me and to the other students
about a memory that they have. Is this all students or some?
3- Reading: students will have a turn to read the short paragraph in their learner book
page 33. Students will read from 2 to 3 sentences at least.
4- Writing: students will have a time at the end of the lesson to write any words that
they learn. I will give them a sticky note to write on it.

Evaluation / Assessment:
-

I will use different types to evaluate the students to check if they have achieved the
lesson objectives:
1- Oral randomly questions, it will be during the whole lesson to check if they are
with me or not.
2- Written work and feedback, I will use the sticky notes to let each student to
write about any words they learn it and read the word then give them a feedback. I
will use the sticky notes to check it if they do it as I say.
3- Go around and do a quick check, when it is the time to use the sticky notes
and while they are answering the questions in the learner book.

Personal focus
-

In this lesson I am working on my PDP goal 2 which is classroom environment, I will

use the students sitting group to do the sticky notes activity to write new words that
they learn it from the lesson.

Teaching Competencies focus

-

In this lesson I am working on competencies number 3 which is implementing and

managing learning (including behavior management, language and delivery). I will
show the students a clear instructions of classroom tasks and I will use different
resources to encourage and challenge the learners.

Teaching strategies:
-

The teaching will be a students center not the teacher center as much as I can, so
they learn more.
Ask the students random questions about the lesson.
Students will do a group work when they will write on the sticky notes.

Classroom management strategies:

-

First, greeting the students, thank them, let them to sit down and to get prepared
for the lesson.
Ask the students about the date, day, unite and I will write the learning objectives
for them on the white bored.
I will use my sentence Eyes on me to get their attention.
I will use the bill to start or end an activity. So, they will know that they dont have
the whole lesson to do one activity only and to be responsible of the time they
have.

Behavioral management strategies:

-

If there were any misbehave in the classroom I will use some strategies so the
students will know:
1- Change my voice tone if they were chatting with others. So, they will know it is
not respectful to chat with other while the teacher is talking.
2- I will be quite for a minutes to get their attention again.
3- I will call the student name while I am giving the lesson.
4- Non-verbal interaction such as: eye contact and gestures.

Feedback strategies:
-

I will give the students feedback to improve their learning. I will use verbal
feedback. If there were any mistake I have to let them know. For example: good job
Sara, but you have to say a full sentence.

Materials & Resources:

-

Using technology, PowerPoint slides to show them the lesson rather than the
learner book so students will not get bored.

Using sticky notes to write some new words and it will be in groups.
Flash cards about the new vocabulary in the lesson, and it will be on the bored so
students easily remember the words.

Technology integration: I will use the projector for the PowerPoint slides.

ACTIVITIES
What the Teacher says and
does.

What the Students say and

do.

Lesson connection to PDP

goals and/or Action
Research Focus

ENGAGE -Introduction:
-

I will engage the students by a warm up activity and it will be a story that the
teacher will say for the students about herself in the final year in the school and
how I was proud pf myself and how my feeling was.
Good morning and expectations.
Todays date/unit _ family & memories. Raise your hand.

PHASE ONE
READING & WRITING
No teaching modelling or
reading practice for all
students to read together in
unison.
-

After telling the

students a story,
teacher will ask the
students to open their
learners book on the
lesson and write the
date in the top of the
page and ask them to
be ready.

Introduce the topic and

todays lesson.
Story telling/ my memorygood expression, eye
contact. Your story was a very
effective way to begin the
lesson. The students responded
well and were focused.
Student a proud memoryemphasis on proud - I am
very happy of(about) what I

Students have to
listen will to the
audio, to get the
answers for the
questions that
relate to the
paragraph and
circle any difficult
word they didnt
understand it.

Give clear instructions

when you want them to
write an answer.
Students were asking
what to do because you
didnt tell them.
Are you walking around
and monitoring?
Are you scaffolding the
writing? Some of the st
were unclear. Why didnt
you have the key words
in word bank- eg ;drank
-this is a teaching

I will focus more

to the low ability
students and
make sure that
they understand
the new words
well and it is link
to my action
research.

Students rushed- are you

checking in and giving
feedback for learning
about their written work?

did.

moment you didnt use

Great to see student writing

on board

This activity was not well

planned - there was wait
time for some students
and others were rushed
or writing incomplete.
You didnt model
possible examples.

Good feedback for learning.

You keep the lesson flowing
do at this phase the pacing
is good.
Keep your board work neatyou are modelling for
students.

Finished- allow girls to

call out.

Monitor the students and

stay in lesson rather than
prepare your materials- it is
distracting
Correct mistakes when
students read. Were there
girls not reading?
PHASE TWO
-

After we finish the first

activity, I will ask the
students to hold a
pencil and put circle
around the red words
on the paragraph.

Students still writing

UAE national day- shoutingclass getting restless and noisy
with chairs.
Eyes on me.
Circle key vocabulary- flash
cards. These need to be
displayed.
You focused on recognising the
words and meaning.
Model the words in
sentences and get the
students to repeat together
then ask for their sentence.
What sentence structures do
that know?
Why didnt you ask students to
use the word in their own

Students have to
put circle around
the red words to
be able to define
the meaning of it
in English and
write the new
word next to the
definition on their
learners book.

Why do the girls shout

when repeating the
words? This is not the
way we talk to
eachother.
Inside voices?

This activity is
link to PDP
which is
classroom
environment
because
students will
work in groups
to put circles
around the red
words and this
will motivate the
students to do
more works.

Your tone needs to

change with
expression- it is a
teaching tool- so vary
your tone and volume.
You rush the studentsquick come.

sentences? This is student

centered.
Opposite of remember- forgetwhere is the flash card- did the
students say it?
2 students say their own
sentence. This is not giving
all the girls the opportunity
to do this. They should work
with a pair and be given the
words to practice together.

PHASE THREE
-

This activity will be in

groups. Teacher will
give each group a
sticky notes and they
have to write any new
words that they learn
it from the lesson.
after they finish the
activity teacher will
ask each group to read
what they write.

Students need a transition

activity to settle and
refocus.
Choose 5 students. Too much
time for this activity. The other
girls being passive and
sitting watching. How are
they learning here?

Students have to
work in groups to
write the new
words and they
have to raise their
hands if they
finish. Then they
will have a chance
to read what they
write.

I will let the low

ability students
to read the
words that
written in the
sticky notes. It
is link to my
action research.

I will make sure

that the low
ability students
know well what

Insist students dont pack

up until you tell them. Dont
shout over their noise.
You used and modelled
proud and happy in
feedback before students
leave room.

Why couldnt all the students

write a word on a sticky note so
there was time to move onto
extend.
Girls are losing concentration
and restless in this phase.
EXTEND
-

If there were time at

the end I will do
individually activity.
Teacher will give each

Students have to
write on their own
way a short
paragraph about a

student A5 paper to
write a short
paragraph 4 to 5
sentences about their
own proud memory
and how did they felt.

proud memory
and how did they
felt.

to do by give
them more
verbal
instructions. It is
link to my action
research.

LESSON CLOSURE
-

Teacher will end the

lesson by reviewing
the new vocabulary. I
want to make sure
they pronounce the
word well and
understand the
meaning of each word.

REFLECTION

Students will
repeat after the
teacher and
random students
will be selected to
read the word and
put it in a
sentence.

I will link to my
action research
because I will
point the three
low ability
students to read
the words.