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Lesson plan 1 with routine


Date

1 November, 2016

Ruqaiya Al Shehhi

8:00 to 8:50 am

Student
teacher
School

Time
MST

Ms. Donna Sloane

Class

G6

RAK Academy

Unit/Lesson/
No of
Book/Page
students
Context of the lesson
This lesson will be about literacy. It is going to be taught for grade six.
Teaching goal
The overall aim of the lesson is to present the featured of newspaper articles.
Learning objectives
Students will be able to:
Identify 3 featured of newspaper articles.
Determine the direct quotes in the newspaper article.
Act and write examples of direct quotes.

Assumptions about prior learning


Most of students have a knowledge about 2 featured of newspaper article
Anticipated problems and possible solutions

Some students may not remember features of newspaper articles. So, the teacher will
review them orally and she will use burger sandwich parts to represent the featured.
Personal focus for this lesson
I will move around the class and I will use eye contact for everybody, to produce quiet
environment and reduce the misbehavior.
Target language
Headline, 5Ws (what, when, how, where, why),
direct quotes.

Teacher language

Main tasks or activities

Resources and teaching aids

Burger Sandwich parts:


The teacher will use the burger sandwich parts to
represent the featured of newspaper articles.

Cards
Pen

Act:
The teacher will walk around the students and
pretend that she is in TV show talking about the
wolves. And, students must answer the teacher`s
questions.

"Good morning, lets take the attendance",


"who can tell me what is the today`s
date?

2
Consider these grouping strategies:

Consider where the children are working:

Whole class
Pair work

On their desks

Activity

Routine

Time

Interactio

Teacher Activity

Student Activity

Purpose/Objectiv

(activity + exact
instructions you
intend to give.
Include any
questions that you
plan to ask)

(what they do +
language you
expect them to
use)

e of Activity

T-SS

mins

The teacher write


the time table for
today. And the
today`s date and
day in left side of
the board.

Students copy
the today's day
and date on
their books.

This routines
aims to make the
students able to
know their day`s
classes. And
know the today`s
date and day.

10
Engagement

mins

T-SS

To prepare the

The teacher will


take attendance,
write the date and
day on the board.

students for the


lesson.

Pre-Reading
Then, she will
review 2 elements
about newspaper
article (WOLVES
IN THE WALL
CREATE
CHAOS!) by
using questioning.
She will ask:
What are the
featured of
newspaper article?
She will say
"today we will
learn about new
featured of
newspaper article"
The teacher will
write the LO on

Students will
respond:
Headline, 5Ws
(Why, how,
when, where,
what)

MCT Comments

3
the board.
Transition

T-SS

mins

25
Building
Knowledge

mins

T-SS
SS-T

Teacher will ask


the students to
bring the Literacy
book form the box

The teacher will


ask the students
how we can make
a burger sandwich.

While Reading

Students will
bring their
literacy books
from the box

To prepare them

The students
will respond,
bread, lettuce,
cheese,
mayonnaise,
beef.

To identify the

to the lesson

featured of the
newspaper
article.

The teacher will


use picture of
Burger sandwich
parts, the first
bread represent the
"headline" and the
mayonnaise part
represent the
"5Ws".

Students will
respond the
Headlines and
5Ws.

She will ask them


to show the
headline and 5Ws
in the newspaper
article.

They will say


what a person
has said.

She will explain


the meaning of
quotes.
Then, she will do
some acting with
the students. She
will walk around
them and pretend
that they in TV
program, so, she
will talk about
wolves, and the
students will
respond. She will
write their answers
on board. And say
"this is example of
direct quotes"

meaning of
quotes.

Then, she will post


the Headline and
5Ws on the board.

After that, the


teacher will show
students a Beef
Picture that
represent the
"quotes". And ask
the students "what
does quotes
mean?"

To explain the

"the wolves are


scary"

4
The teacher will
ask them to search
and highlight in
their newspaper
article about three
quotes for father,
daughter, and
brother.

10
Transformation
&
Post-Reading

Transition

mins

3 mis

T-SS
SS-T

T-SS

The teacher will


ask the students to
appear their work
to their friend.
And check if it is
correct. She will
walk around them.

Teacher will ask


them to close their
books and put
them in the box.

Students will
share their
work together

Students will
return their
book in the
box.

To check their
answers.

Lesson plan 2 with routine


Date

15 November, 2016

Time

8:50 to 9:30 am

MST/ MCT

Ms. Donna Sloane


Ms. Laila Boiselle

Student
teacher
School

Ruqaiya Al Shehhi

Class

G6

RAK Academy

Unit/Lesson/
No of
21
Book/Page
students
Context of the lesson
This lesson will be about literacy, Grammar. It is going to be taught for grade six.
Teaching goal
The overall aim of the lesson is to use connectives in context.
Learning objectives
Students will be able to:

Identify and write different connective words.


Search for different connective words on books.
Create oral newspaper report using connectives words and act Pie Corbett`s actions.
Rewrite a paragraph in newspaper article using connective words.
Discuss and write simple sentences using connective words.

Assumptions about prior learning

Most of the students are able to identify different connective words.


Most of the students have a knowledge about Pie Corbett`s actions.
Most of the students are able to distinguish between different connective words.

Anticipated problems and possible solutions

Student may do not know some connective words. So, the teacher will let them
work in groups so they can share their knowledge about connective words.

Students may do not know how to act Pie Corbett`s actions. So, the teacher will
provide for them pictures of the Pie Corbett`s actions.

Personal focus for this lesson

I will use variety level of my voice, sometimes I will raise and sometimes will be
normal, to make sure that students are listening, pay attention.

I will move around the class and I will use eye contact for everybody, to produce
quiet environment and reduce the misbehavior.

I will give students time to respond their answers and provide them oral feedback.

Target language

Teacher language

Connective words:
First, next, after that, later on, finally, because, so/so

"Good morning students, today we are going to use


connective words in context"."first, what do you already

6
that, therefore, furthermore, additionally, for
instance/ example, moreover, whether or not,
although, however/ but, also, on the other hand,
unfortunately, fortunately, in conclusion, despite.
Main tasks or activities

know about connective words?"

Revision of connective words


The teacher will give each group A3 papers and
they have to write connectives words on them.

A3 colorful papers,
Pens,
Books,
Worksheets,
Pie Corbett`s actions pictures,
Literacy book.

Find connective words on books.


The teacher will provide for each group books. And
each partner in the group must search for
connective words and write them on papers.

"I will give each group papers and you have to write
any connective words that you know, lets start".

Resources and teaching aids

"Wolves in the walls" newspaper article.


The teacher will divide the class in three groups
depending on their levels, high level (HA), Medium
level (MA), Low level (LA).
Level 3 activity,
Students will create a newspaper report about
wolves in the walls. They will use connective words
and the Pie Corbett's actions.
Level 2 activity,
Students will read the second paragraph in the
newspaper article and then they have to write
paragraph using their own characters. They will add
connective words in their sentences.
Level 1 activity,
Students will read newspaper article and then they
will discuss and write simple sentences adding
connective words based on newspaper article.
Consider these grouping strategies:

Consider where the children are working:

Group work
Partner work

On their desks

Activity

Routine

Time

5
mins

10
Engagement

mins

Interaction

T-SS

Teacher Activity

Student Activity

Purpose/Objective

MCT

(Activity + Exact instructions you


intend to give. Include any questions
that you plan to ask)

(what they do +
language you expect
them to use)

of Activity

Comments

Teacher take the late cards from the


late students and put them on her
table.

SS-T

T-SS
SS-T
SS-SS

First, the teacher will ask the


students about the connective
words,
She will ask: "what do you already
know about connective words?"
Second, the teacher will distribute
five A3 papers for 5 groups. And.
she will distribute several pens for
each group. She will ask them to
write different connective words.
She will say:" I will give each
group A3 papers, each group should
write different connective words".
Third, she will ask one students
from each group to perform their
answers.
Fourth, she will write the Learning
Objective on the board, and the
Headline.
LO: To use connectives in the
context.
Headline: I will use connectives in
written and oral form.
She will ask them to write the LO
and the headline in their literacy
books.

Transition

T-SS

mins
10
Building
Knowledge

mins

T-SS
SS-SS
SS-T

The teacher will say "1, 2, 3, eyes


on me", then she will ask them to
return the pens in the boxes.
First, the teacher will distribute
different books in each group and
empty papers.
The teacher will ask them to read
and find as much as they can about
connectives words with their
partner. And, they are going to
write them in their papers.
She will say: "work with your
partner and search for connective
words in your books. You are going
to write them down in your papers".
The teacher will walk around them.
And then, she will ask each partner
to count how many connective

Late students brought


late card from
reception and come
to the class and give
this card to the
teacher.

The aim of this

1) Students will
responds the question
and say what
connective words are.

To prepare the

2) Students in each
group will write
different connective
words in A3 papers.

routine is to know
if the child late.

students for the


lesson.

3) One student from


each group will
perform the answers
of his group in front
of the class.
4) They will write
LO and headline in
their books.

Students will pay


attention and put the
pens in the box.

To move to

The students will


look for connective
words in their books
and write them down
on their papers.

To practice
connectives
words.

another activity.

8
words they found on their books.
Second, the teacher will give each
group one activity depending on
their levels.

15
mins
SS-SS

Level 3 group (HA),


The teacher will ask them to create
an oral newspaper report based on
The Wolves in the Walls story. They
will use Pie Corbett`s actions.

The students will


create an oral report.

To use connective
words in context.

The teacher will provide them


pictures of Pie Corbett`s actions
and instructions paper it will say
"Create an oral newspaper report
based on The Wolves in the Walls,
use connective words and Pie
Corbett`s actions".
Level 2 group ( MA),
The teacher will ask the students to
read the second paragraph in
newspaper article that they have in
their Literacy books, Then, she will
ask them to rewrite the paragraph
using their own characters and add
connective words in their books.
She will provide them instruction
paper.
Level 1 group (LA),
The teacher will ask the students to
read the newspaper article that they
have in their Literacy books. Then,
she will ask them to write simple
sentences using connective words.
She will ask them to discuss orally
then write the sentences in their
books. She will provide them
instruction paper.
1
Transition
Post Reading,
Reflection

mins
10
mins

T-SS

The teacher will clap her hands in


five times.

The students will


write a paragraph
contain connective
words.

The students will


write simple
sentences using
connective words.

Students respond and


claps their hands.

To stop working
on the activity
and move to
Evaluation part.

Each group will


represent their work.

To check their
comprehension
and evaluate their
understanding.

SS-T
SS-T

The teacher will ask each group to


present their answers.
She will say "group number one,
can you please present your report".
Then, "group number two, I want
one student to read out the
paragraph that you wrote". Then,
"group number three, can I hear one
sentence from each student".

9
Lesson plan 3 with routine
Date

17 November, 2016

Ruqaiya Al Shehhi

8:00 to 8:50 am

Student
teacher
School

Time
MST

Ms. Donna Sloane

Class

G6

RAK Academy

Unit/Lesson/
No of
Book/Page
students
Context of the lesson
This lesson will be about numeracy. It is going to be taught for grade six.
Teaching goal
The overall aim of the lesson is to find the areas of different shapes.
Learning objectives
Students will be able to:
Identify the area of rectangle, square, triangle, and parallelogram.
Solve different questions about triangle and parallelogram areas.
Create a watch include the formula of shape`s area.
Assumptions about prior learning
Most of students have a knowledge about the area of rectangle and square.
Anticipated problems and possible solutions
Some students may not remember the area of rectangle and square. So, the teacher will review with them
orally and do some examples.

Personal focus for this lesson


I will move around the class and I will use eye contact for everybody, to produce quiet
environment.

I will use clapping hands as a transition between the activities.


Target language

Teacher language

Area of rectangle, triangle, square,


parallelogram.

"Good evening students, how are you today?

Main tasks or activities

Resources and teaching aids

1) Revise the area of square and rectangle.


The teacher will revise the previous knowledge
about the areas of rectangle and square. She
will draw them on the board and ask them orally.

Shapes
Pen
Mini board
Pupil book
Numeracy book
3 boxes

2) Use the board.

What do you already know about area?"

10
The teacher will write question on the board and
the students will use their board to solve it.

Worksheet

3) pupil book page 72-73.


Students will use their numeracy book to solve
the question on the pupil book page 72- 73.
4) I can ..? (Area).
Each group will have a box include many
colorful worksheets about the area of triangle
and parallelogram. The teacher will divide the
class in three groups. And the group who will
answer the most worksheet win.
5) Create a clock.
The teacher will provide for each student a
paper. And they have to create a watch include
the areas of each shape, square, triangle,
rectangle, and parallelogram.
Consider these grouping strategies:

Consider where the children are working:

Individual work
Group work

On their desks

Activity

Time

Interaction

Teacher Activity

Student Activity

Purpose/Objective of

(Activity + Exact instructions you


intend to give. Include any
questions that you plan to ask)

(what they do + language you


expect them to use)

Activity

C
T

C
o
m
m
e
n
t
s

11
Routine

5
mins

T-SS
SS-T

The teacher the attendance


booklet and call the students
names. She put small circle
beside the absent student`s
names and small tick beside the
student`s names.

The students respond by


saying "good morning".

This routine aims to


know the present and
absent students. And
also, to teach the
students being proper
when they respond
"good morning"
instead of "yes".

10
Engagement

mins

T-SS
SS-T

First, the teacher will ask the


students about the area.
She will ask: "what do you
already know about area?"
Second, the teacher will draw
on the board rectangle and ask
about it`s area. Then, she will
draw square and ask them about
it`s area.

1) Students will responds the


question and say what is
area.

To prepare the students


for the lesson.

2) Students will respond and


say the area.
3) Student will write on the
board the length and width.

Third, she will ask one student


to write the area of each shape
and determine the length and
width.
Fourth, she will present the
triangle and parallelogram
shapes.
She will write the base and
height and base of each one.
And she will write the area of
them on the board.
Transition

3
mins

T-SS

She will ask them to tell their


partner area of triangle and
parallelogram.

Students will tell their


partner about the area of
triangle and parallelogram.

To move to another
activity.

12

10
Building
Knowledge

mins

T-SS
SS-T

First, the teacher will write an


example on the board of
triangle, and solve it with the
students.
Then, she will write an example
for parallelogram and solve it
with them.
Second, the teacher will ask
them to use their board to solve
the question that she will write
them on the board. She will
write 6 questions.

15

SS-SS

mins

1
Transition
Post Reading,
Reflection

mins
10
mins

T-SS

Third, the teacher will


distribute three boxes in each
group include several questions
about the area.
The students should solve the
questions with their group. The
group who finish first win.
The teacher will clap her hands
in five times.

The students will solve with


the teacher the area of both
triangle and parallelogram.

The students will write the


answers in their board.

The students will solve the


questions in the boxes with
their group.

Students respond and claps


their hands.

To stop working on the


activity and move to
Evaluation part.

Each student will work and


create his own watch.

To check their
comprehension and
evaluate their
understanding.

SS-T
SS-T

The teacher will distribute for


the students papers and they
have to create a watch from it.
They have to write the area of
four shapes. Which are triangle,
square, parallelogram, and
rectangle.

To practice solving
areas.