Lesson Plan Template

LESSON PLAN Subject: English.

Trainee: Aisha Topic or Theme: The Gingerbread Man.

Class: KG2A Date & Duration: 23 March 2022

Trainee Personal Goals

 I am working on the demonstrate critical thinking through story telling measured by

observations and MST feedback.

Lesson Focus

Students will be able to:

 Demonstrate critical thinking through story telling measured by observations.

 Literacy: Hear, say and write beginning, middle and ending sounds in word.

Lesson Outcomes

KDI:

 D21: Comprehension.
 D23: Vocabulary.
 D30: English Language learning.
 B11: Community.
 D22: Speaking.
 G50: communicating ideas.
 D24: Phonetical awareness.

Links to Prior Learning

Students were learning about

 Demonstrate critical thinking through story telling measured by observations.

 Read words and write it.

21st Century Skills

 Collaboration
 Communication
 Critical thinking

Key vocabulary
  Gingerbread.
 Galloped.
 Fox.
 Horse.
 Cow.

Possible problems for learners Solutions to possible problems

 The student cannot tell the story.  The teacher prints a map for the student
about the events of the story, so the student
can see the map and tell the story.

Resources/equipment needed

 White board.
 Story.
 Story map.
 Magnetic letters.
 Story characters.

TASKS/ACTIVITIES
Resources
& Time

Introduction

The teacher tells the students that he is going to read them his story today.
Students see the story.
The teacher asks the students what do you see?
Are you excited to read the story together?
The teacher begins to read the story to the students.
 Students will:
Students listen to the story.
Answer the teacher is questions.
Resources
Main activities
& Time
Students will:
Students listen to the teacher and
start doing the activities.
Teacher will:
The teacher begins to read the story to
the students.
When reading the story, the teacher
asked the students:
What are you seeing?
What happened here?
What do you expect to happen?
Teacher will:
The teacher places the story map in front
of the students and asks one of the
students to tell us the story and tell us
what happened in order.
The teacher asks other students to tell
the story again.
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The teacher places the characters of the
 story in front of the students.

The teacher gives each student a character

from the story.

The teacher asks the students to write the

name of the character on the board.

Students spell the word and write it.

--------------------------------------------------------

The teacher asks the students to draw and

color their favorite character in the story.

Differentiation activities (Support)

 Teacher will differentiate the lesson by asking levelled questions.

High: ask them to tell us the story and tell us what happened in order.
Low: ask them to tell us what happened at the beginning of the story?

Differentiation activities (Stretch)

High: Write and read the character’s name.

Low: Draw their favourite character.

Resources Plenary/Conclusion
& Time What stick in your mind from the morning message?
Students will Teacher will

The students will rate their
understanding.
The teacher asks the students to rate
their understanding of the story.
If you understand the story, raise a finger
to the top.
If you are not sure put your finger to the
side.
If you don't understand the story, put
your finger down.
Homework

Assessment
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback

Reflection:

In this lesson I read a story to the students.

Before starting the story, I would ask them several questions, and during the reading of the story, I also
asked them several questions, and at the end of the story I asked them.

I would ask them several questions in order to make sure of their understanding and knowledge and so
that they would not get bored.

After reading the story, I asked them: Who can tell me what happened in the story?

Afra raised her hand and told the students the whole story.

Then I hand out an activity to the students and they collaborate to finish it.

At the end of the lesson, I asked them to raise their finger up if they understood the lesson and to put
their finger down if they did not understand.

All the students raised their finger except for one student. When I asked him why your finger is down,
what did you not understand? He said I did not understand what happened at the end of the story, so I
asked Afra to retell the end of the story to him, and I asked him: Do you understand now? He said yes.