Lesson Plan Template

Name: Shamma Bakhit Almazrouei

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)
To teach more and practice in order to be a better teacher in the future.
1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
To model the lesson correctly and make the student understand the lesson.

2. Describe what you will do to help achieve your goal (Strategies Used)
Use some of technology in the classroom for example (smart bored), use an online game too and
to teach the lesson in a flexible way.

3. Describe how you can tell if you’re achieving your goal (Evidence)
If the student work effectively in the classroom that mean students understand and like the
lesson. Also if they answer all the questions correctly.
Grade Level: Subject: Learning Outcome (ADEC code and words):
Grade 5 English 5LSP2
listen to and identify words with
prefixes during shared and guided reading and writing.

Resources (what materials/equipment will you Preparation (what do you need to make or check before
and the students use? Be specific) class?)

- Cups.

- Sticks. Key vocabulary

- Spoons. - Un.
- Clips. - Re.
- Pre.
- White boards. - Dis.

- Power point.

- Online game.

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

Time: 15 min

Hook:

1- Teacher will show them a picture of a happy boy and ask them
Whole
 Tr: (what does this boy feel?)
Ss: happy
Tr: okay now what do you think about this picture?
Ss: sad, unhappy
Help them notice the prefix by asking
What’s the difference between happy and unhappy?
Tr: today we are going to learn about 4 prefix words.

Model:

1- Teacher will ask the student what do they know about prefix words?
2- Teacher will use turn and talk method and listen to some answers and then tell and
show them the correct meaning from the ppt and let the students repeat after the
teacher.
3- Ask some student to say it in their own words and show the student that there are a
root word and the prefix is adding to the root word to change the meaning of the
word.
4- Teacher will show them the first prefix words (pre) and explain it, when do we use it
and an example about it.
5- Teacher will show them the second prefix words (un) and explain it, when do we use it
and an example about it.
6- Teacher will show them the first prefix words (dis) and explain it, when do we use it
and an example about it.
7- Teacher will show them the first prefix words (re) and explain it, when do we use it
and an example about it.
When you say ‘show’ do you mean point?? Your instructions are unclear here. How will you ‘show’
and ‘explain’?

Active Engagement (group working with the teacher)

15 min
Time:
Small

Teacher will ask some student maybe 4 to 5 students one at a time to identify the prefix
words from a sentence, the prefix type and the root word the sentence will be from the ppt.
Independent Experience (small group activity 1) high level

- Teacher will assign the students into 3 groups each has 3 to 4

students. They will work in pairs.
- The students will be made a sandwich they must write the
correct answer into correct part of the sandwich.

- Example the above bread piece will be the word and the
lettuce part will ask about the prefix type and the cheeses
part will be the root word of the prefix word and the last part
will be the base bread student most write a sentence.
This looks quite easy for the high level. I’d like to see something with sentences that requires the
student to show understanding of the word.

Ex. The boy looks _______________________ (happy, unhappy, happily)

Independent Experience(small group activity 2) middle level

- Student will have 4 cups each one will assign to prefix type.
- Student will have many spoons will root words and they most put the correct root word
to the correct prefix type.
- The students most decide with each other understand the root word in order to put it in
the correct place.

Your instructions are not clear and this activity does not help the child
understand that the prefix comes BEFORE the root word. To help the
learner do this, they need to SAY the root word.

Independent Experience(small group activity 3) low level

- Teacher will assign 2 groups each one 3 to 4 students, they have clips with the 4 prefix
words ad a lot of sticks with root words.

- Student most discuss with their groups members to find the correct answer and to put or
attach the root word with the correct prefix type.
 Teacher will play an online game with the student in the smart bored they most put the correct prefix
15 min

type with the correct root word. Student will be in their groups and the teacher will ask the groups in
order to answer the question.
Closing

You need to write your questions.

Time:

Assessment

Teacher will use fingers game to check if the student understand the lesson or not. So for example
teacher will say ( not happy ) what is the correct prefix word does it match to it ( un , pre , re ) one
finger for un , 2 finger for pre and 3 finger for re… 3 2 1 show me your finger.

It would be better if they SAY the word as well.

References?