Date: Tuesday Student: 23

Time: 8:45-9:25 School: Ajman Academy

Subject: English Class: Grade 1
Student-
Unit: Transportation Aysha A
Teacher:

Prior Knowledge (What knowledge are you building on?) Material/ Resources: Main Vocabulary:

Listening and prediction skills, setting characters, title, author Smart board Fix
Worksheet 23 sheet Big
Flash Card Small
Pencil Yellow
Colour
Angry

Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound
By the end of the lesson, students will be (better) able to
Use one adjective to describe the characters from the story of Fix it duck( low level)
Use three adjectives describe the characters from the story of Fix it duck( middle level)
Use five adjectives to describe the characters from the story of Fix it duck and write sentences ( high
level)
Evaluation / Assessment: (How will you know your students have achieved the goal?)
(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for
evaluation?)
Walk around to observe and monitor students to check their understanding.
Provide appropriate feedbacks
Use formative assessment strategies such as checklist and questioning.
Note: Assessment strategies will be colure in blue to be clear and the comments showed the effectiveness
Essential questions:

- Who are the main characters?

- Could you describe the characters?
- What kind of transportation the duck used?
The Structure of the Lesson
Time Activity What the teacher does What the children do Comments:
Name
10 m 1. Greeting the children and 1. Children answer
Opening say Good morning.' "Good morning, Miss The greeting will
(warmer 2. Remind children about "They sit cross-legged make children
activity) the rules and praised children with hands in their laps. feel welcomed
Circle time who followed them. 2. Children will follow and be focused.
the rules and listen to the Reviewing help
3. Review the term
teacher. students who
"adjectives" , and ask
3. They will give answer
 question in relation to to the teacher. was absent in
previous lesson. pre- 4. They will find the previous lesson
assessment partner to make a to have idea of
4. Students will get a quick sentence. what the story is
activity. Each student will get 5. Listen to teacher about?
a high picture of an animals, while explaining and When students
modeling the instruction find their partner
the second half will be with
teacher can
another students. So, they
understand that
will walk around the class to the students
find their partners that match understand the
the picture and sit together to activity, and
describe their animal by using achieved part of
adjectives. (They will create the LOC.
sentences). Clear and simple
5. Explain to children the instruction and
instruction of the activity and model it will
model it for them. support students
to do the tasks
without facing a
problem.

25 m Activity 1. The teacher will ask children
phase to sit in their chairs to do the
(students activity as well as disrupting
the activity.
will do the
2. While children are doing the
activity) activity, the teacher will
observe and monitor
children to check their
understanding.
3. Ask them different
questions
5m Closing 1. Ask children to move to the
carpet to end the lesson.
2. Students will reflect on their
work.
3. Thank children for their
working well today. Also,
mention specific children who
have done well and say why.
4. Say bye to each child, look at
them and smile.
1. Children will move from
the carpet to their chairs.
2. Children will do the
activities and responded
to teachers questions. the activities to gauge
1. Move from chair to
carpet.
2. Responded to the
teachers, count
backward, divide
themselves into two
teams and do the
activity.
3. Children stand still and
quiet and say Goodbye
Miss
Monitoring children and
asking them questions
are a helpful tool that
teacher can use it during
skill development or
progress of each student
about specific outcomes
from the lesson.
Closing activities will
give the teacher a clear
idea of the students are
achieving the learning
outcomes.
 Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Description of activity 2:
It is a low-level activity. Students will choose their favorite It is medium level activity. Students will choose
animal, color it and label it with one adjective word. their favorite characters, color it and label it with
Extension activity: three adjectives.
Students will get printable paper to create an animal and then Extension activity:
they will describe their animal by using one adjective and write a Students will get printable paper to create an animal
sentence and then they will describe their animal by using
Description of activity 3: three adjectives and write a sentence.
It is a high level activity, Students will get a mat and task cards
(different pictures) Students will write 5 appropriate adjectives
which could be used to describe an image. Then write three
sentences using different adjectives.
Extension activity:
Students will get examples of adjectives and noun, they will
color adjectives.

Reflection
Went well:
1. Time management was appropriate, and so I have less stress, less misbehaviour because students
engaged through the activities.
2. Activities met the students need, and so all were on the task.
Went worse:
3. Students with different levels sat in one group, some students exchange the paper with their friends
because they want to color rather than writing words to describe the animals.

Next step:
- Tell the MST about the problem of having different level in one group, and suggest to have all low level
together, all medium level together, and all high level together in order to have good organizing to the
classroom through putting the same material to one focus group and dont mixed many materials in
one group. Its so confusing.
-