Lesson Plan Template

EDUCATION
DIVISION
Bachelor of
Education

LESSON PLAN
Name: Jawaher Aqeel Alawadhi
ID: H00250824
Dat
e:
Tim
e:

26-10-2016
Period 2 - 8:45-9:30

Class:
No.
Students

Grade 4 - Section 4
31

2 Family and memorize.

Unit
Lesson 9 : A proud

MST:

Samya Almarzoogi

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:

3456-

happy, excited, success and comfortable

To apply any new words from the lesson to say a sentence. For example: I love
henna because it makes my hands beautiful.
To analyze the new words by action or by say the meaning in English on their
own ways. For example: proud: very happy.
Students will be evaluated during the whole lesson. When I ask them or when
they come to the bored to do an activity.
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.
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.

PHASE ONE
-

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.

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.

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.

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 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.

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.

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 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.

If there were time at

the end I will do
individually activity.
Teacher will give
each student A5
paper to write a
short paragraph 4 to
5 sentences about
their own proud
memory and how did

Students have to
write on their
own way a short
paragraph about
a proud memory
and how did they
felt.

I will make
sure that the
low ability
students know
well what to do
by give them
more verbal
instructions. It
is link to my
action

PHASE THREE
-

EXTEND
-

they felt.

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.

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.