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Lesson Planning Template Year 2, Sem 1

Day: 3 Month: 10
Date: Name of Student: Khawla Ali, Mrym Mohammed
Year: 2018
from:
Time: 10:00Am
length of
Name of School: Al Hanan school
class: 1 hour
to: 11:00Am
Name of MST: Shaikha Alshamsi Grade: Kg 1 No. Ss:

Details about the book that the Name of book: Unit: page(s)
MST uses: English book English book 7 207,208,209

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before?

OBJECTIVES

Students will be able to ….

 student will be able to identify the letter (M)

 student will be able to read and write the letter (M)

 student will be able identify a real objective as example that starts with the letter (M)

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or
is it a mixture?

- It’s a new English language lesson


- Student will be able to read and write the letter (M)
- What is this letter?

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

vocabulary, listening ad speaking

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

flash cards, play dough, white board and markers.

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

speaking activity (giving examples about real objects that starts with the letter ‘M’)

wrap up activity
Activity Time Interaction Teacher (activity + exact Student (what they do + language Purpose / objective of the activity MCT comments
instructions you intend to give) you expect them to use)

T asks the students to set St will listen to the teacher


3
Engage T-s on the circle. and set.
S-T

T brings a box that contains St students say different


pictures that starts with the answers.
letter M.
To practice their minds
and let them think
T let the students guess St close his eyes and pick on
what is inside the box. picture.

7 T choose random students


to pick one of the pictures St says M loudly.
without seeing.

T tells students to say what


in the picture and starts
with which letter.
St realize the letter M.
T write the letter in the
board, every time students
the same and T write the
letter on the board. To make them
St notices the letter on the communicate
2
T let them discuss and say board and answer.
which letter they are going
to learn.
St will move to the desks
Transition
3
Say “corners time”’ because they know what
that mean.
T Distribute the pictures
Building Knowledge T-S they saw on their tables
7
with a sheet that has “M is Sts listen to instructions
for ………’’ and tell them and start thinking of an To let them think of new
the instructions. example of the letter M. examples and ensure
they are getting the
T checks their St says the instructions in lesson
one voice.
understanding of
instructions asking: What
Make sure they know
will you do? Ss asking for help what to do
T-s helps them if they
3
SS-SS T keep checking the didn’t get it.
T-S students and help them. Scaffold the students to
learn new letter

‘’ LETS GO BACK TO
Transition 3
OUR GROUPS’’

Transformation

T explains the activity St listen and understand


and model it. the activity.
Make the students know
T excuse them to go and S are excited to create exactly to write the letter
do their own letter. their own M with the M
playdough.
Reflection
T explains they have an
exit ticket
T-S Sts guess if it is for
S-S T asks how to use it cinema, magic planet …… To make sure they
understood the lesson
and end it nicely
T asks them to either
give an example of the
letter or draw it on the Sts complete the exit ticket
board and line up