Instructions:

Complete the Weekly Lesson Plan outline for the entire week. Each lesson should have clear measurable ‘higher order thinking skills’
(HOTs) objectives. Once completed, email the Weekly Plan to your Supervisor before your first session on Sundays of each week.
Note: The fields will expand as you type your lesson plan. Please adjust the print range before printing.

A. GENERAL INFORMATION

Enter Dates for this week🡪 Beginning Date: TBC Ending Date TBC
Teacher’s ELSD ID
Course Logistics
M193794
Teacher’s Name Section No. Course ID Time Class
Guled Omar Farah 78781 (9am) English 111 Begins:
61037 (1pm) 9:00 - 10:15
13:00 - 14:15 (T:
14:00 - 15:15)
Building Classroom No. Textbook Category Time Class Ends:
Science QSkills 4 A 9:00 - 10:15
13:00 - 14:15 (T:
14:00 - 15:15)

STRAND: READING AND WRITING This week’s ELSD Curriculum Pacing Schedule:
(Refer to pacing schedule on portal.)
Week No. Unit No. Page Nos.
8 1 3-31

B. WEEKLY LESSON PLAN

SUNDAY’S LESSON Pgs. (3-8)

Lesson Skill: Vocabulary
(What Concept are you teaching? Refer to the skill box in your textbook.)
Lesson Aim: (Overall purpose for your lesson- refer to textbook.)

Main: Write an analysis essay about what makes someone admirable.

Subsidiary: Discuss: who do you admire?
Lesson Objectives: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).
By the end of this lesson, students will be able to:
1. Recognize main ideas and supporting details.
2. Understand previewing and predicting.
Brief account of learning activities:
(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)

Lead-in & Presentation:

● T introduces the objectives of the lesson.

● T introduces the outlines of the unit.

● T Initiates the discussion about “Role Model”.

Language Focus:
1. Meaning: Explain the meaning by showing pictures or asking CCQs.
2. Form: Explain word forms by writing them on the board.
3. Pronunciation: Ask students to repeat words after you check their pronunciation
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Practice Exercises: (Controlled and Semi-controlled)
● Ss listen to Q Classroom online audio (P.3), then they answer questions Ex B, Pg.3 (whole class)

● Ss are asked to read an essay on ‘role model’ and discuss the topic in class Ex. Reading 1, on P.4. (groups)

● T explains previewing & predicting to the class and checks their comprehension. Ex “Previewing Skills” Pg.4 (whole class)

● Ss write “what qualities a good role model should possess” then discuss this with a partner. Ex C. Pg. 5 (in pairs)

● Ss check their understanding of the vocabulary words and locate the words in the essay. Ex. D Pg. 5 (Individual)

● Ss change the forms of the vocabulary words and write them next their correct definition. Ex. B Pg. 7 (Individual)

● Ss write the answers of the given questions Ex. C Pg. 8 (In Pairs)

● Ss read the sentences and number the main ideas in the order they developed in the essay. Ex. D Pg. 8 (Individual)
Productive Activities:
● Ss write “what qualities a good role model should possess” then discuss this with a partner. Ex C. Pg. 5 (in pairs)

● Ss change the forms of the vocabulary words and write them next to their correct definitions. Ex. B Pg. 7 (Individual)
Reflection (POS/NEG):

MONDAY’S LESSON Pgs. (9-14)

Lesson Skill: Reading Skill
(What Concept are you teaching? Refer to the skill box in your textbook.)
Lesson Aim: (Overall purpose for your lesson- refer to textbook.)

Main: Recognizing core ideas and supporting details

Subsidiary: Write a paragraph of 5 to 10 sentences about a role model.
Lesson Objectives: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).

By the end of this lesson, students will be able to:

1. Read, listen and analyze an article or a talk.
2. Learn and make sentences of a new vocabulary
Brief account of learning activities:
(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)

Lead-in & Presentation:

● Explain lesson objectives.

● Describe reading to gather information.

Practice Exercises: (Controlled and Semi-controlled)
● Ss read the statement then write (true) or (false) and correct the false statements. Ex F Pg. 9 (Individual)

● Ss read the essay and complete the chart “what role model can teach us?” Ex G Pg. 10 (In group of 3)

● Ss write down the qualities, a good role model should possess. Ex. H Pg. 10 (In Pairs)

● Ss discuss questions from reading 2 “Everyday Heroes” given on Pg. 10 Ex. A (n groups)

● T explains the vocabulary words to Ss Ex. C Pg. 11 (Class)

● Ss use dictionary to define new or unknown words Ex. C Pg. 11 (Individual)

● Ss gather information from the interview about “what makes someone admirable?” Ex. A Pg. 12-14
Productive Activities:
● Ss write down the qualities, a good role model should possess. Ex. H Pg. 10

● Ss use dictionary to define new or unknown words Ex. C Pg. 11 (Individual)

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Reflection (POS/NEG):

TUESDAY’S LESSON Pgs. (15-20)

Lesson Skill: Vocabulary Skill
(What Concept are you teaching? Refer to the skill box in your textbook.)

Lesson Aim: (Overall purpose for your lesson- refer to textbook.)

Main: Using the dictionary to identify word forms

Subsidiary: Complete the information about heroes from the article.
Lesson Objective: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).
By the end of this lesson, students will be able to:
1. Use a dictionary to Identify word forms.
2. Recognize and use the video vocabulary
Brief account of learning activities:
(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)
Lead-in & Presentation:
● Describe the objectives of the lesson.

● Show the video on Pg. 18 and ask Ss about the profession/s they like the most.
Practice Exercises: (Controlled and Semi-controlled)
● Ss cross out incorrect definitions after reading the words from reading 2 Ex. B Pg.15

● Ss write true or false and correct the false statements to make it true Ex. C Pg. 16 (Individual)

● Ss complete the chart with information about the heroes from the article. Ex. D Pg. 16 (Individual)

● Ss fill the columns with the names of heroes that describes the focus of their company Ex. E Pg. 17 (Individual)

● Ss answers questions related to the paragraphs in the article. Ex. F Pg. 17 (In Pairs)

● Ss watch the video and answer the question “what profession do you admire the most?” Ex. A Pg. 18 (Individual)

● Ss learn video vocabulary and write notes in the chart after watching the video. Ex. B Pg. 18 (Individual)

● Ss analyze the most trusted professions in the US and in England. Ex. C Pg. 18 (In pairs)

● Ss write a paragraph of 5-7 sentences in response to given questions Ex. 19 Pg.19 (Individual)

● T-Ss explains the information that can be found in the dictionary for a given word. (Vocabulary Skills) Pg. 19 (Class)

● Ss identify the information given the dictionary for a word “mentality” Ex. A Pg. 19 (Individual)

● Ss look up words in the dictionary and answer the given questions. Ex. B Pg. 20 (In pairs)
Productive Activities:
● Ss write a paragraph of 5-7 sentences in response to given questions Ex. 19 Pg.19 (Individual)

● Ss analyze the most trusted professions in the US and in England. Ex. C Pg. 18 (In pairs)
Reflection (POS/NEG):

WEDNESDAY’S LESSON Pgs. (21-26)

Lesson Skill: Writing Skill
(What Concept are you teaching? Refer to the skill box in your textbook.)
Lesson Aim: (Overall purpose for your lesson- refer to textbook.)

Main: Organizing and developing an essay.

Subsidiary: Write an analysis essay.

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Lesson Objective: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).

By the end of this lesson, students will be able to:

1. Write an analysis essay about the qualities that make someone admirable.
2. Synthesize the information of the essay.

Brief account of learning activities:

(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)

Lead-in & Presentation:

● T sets the context. Ask Ss, what is an analysis essay?

● Explain the importance of an analysis essay.

Practice Exercises: (Controlled and Semi-controlled)
● T explains an analysis essay and its different parts. (Writing skills) Pg. 22 (Class)

● Ss comprehend the information of organizing and developing an essay. (Writing skills) Pg. 22 (Class)

● T asks Ss to read the model essay and follow the steps. Ex. A Pg. 23 (In pairs)

● Ss complete the chart about “successful people” Ex. B Pg. 24 (Individual)

● T describes “ordering ideas” first, second third etc., (critical thinking strategy). Pg. 24 (class)

● Ss read the sentences and number them to make a logically ordered body paragraph. Ex. C Pg. 25 (In pairs)

● T clarifies restrictive relative clauses and CCQ Ss. Ex. “Grammar” Pg. 26 (Class)

Productive Activities:
● Ss complete the chart about “successful people” Ex. B Pg. 24 (Individual)

● Ss read the model essay and follow the steps. Ex. A Pg. 23 (In pairs)

Reflection (POS/NEG):
Carryover:

THURSDAY’S LESSON Pgs. (27-31)

Lesson Skill: Grammar
(What Concept are you teaching? Refer to the skill box in your textbook.)
Lesson Aim: (Overall purpose for your lesson- refer to textbook.)

Main: Use relative clause to write a three-paragraph analysis essay.

Subsidiary: Identify relative restrictive clauses.
Lesson Objective: (Practice and productive activities that will achieve meeting your lesson aim – use specific and measurable
HOTs action words).
By the end of this lesson, students will be able to:
1. Identify restrictive relative clauses, noun, noun phrases, and indefinite pronouns.
2. Combine pair of sentences using restrictive relative clause.
Brief account of learning activities:
(How are you going to present the language point/skill you are teaching?)
(What practice exercises as well as productive activities your students are going to do during your lesson?)
(What interactive/online Apps/technology are you using?)

Lead-in & Presentation:

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 ● T introduces the objectives of the lesson.

● T presents the outlines of the unit.

● T Initiates the discussion about relative clauses.

Practice Exercises: (Controlled and Semi-controlled)
● Ss Underline restrictive relative clause, circle the noun, noun phrase in sentences. Ex. A Pg. 27 (Individual)

● Ss combine each pair of sentences using a relative clause with who, that or which Ex B Pg. 27 (Individual)

● Ss practice omitting relative pronoun in sentences in activity B. Ex. C Pg. 27 (In pairs)

● Ss brainstorm and fill the chart with names of 3 people with admirable qualities. Ex A Pg. 28

● Ss follow the steps to plan an essay. Ex. B Pg. 29 (Groups)

● Ss use their notes to write an analysis essay about the qualities that make a person admirable. Ex. C Pg. 29 (Individual)

● Ss read each other’s essay and then use the peer review worksheet and discuss with each other. Ex. A Pg. 30 (In pairs)

● Ss complete self-assessment check list and discuss their essays in class. Ex. C Pg 30 (In groups)

● Ss identify the skills and strategies they learned during the lesson. (Track your success) Pg. 31 (Individual)

Productive Activities:
● Ss brainstorm and fill the chart with names of 3 people with admirable qualities. Ex A Pg. 28

● Ss read each other’s essay and then use the peer review worksheet and discuss with each other. Ex. A Pg. 30 (In pairs)

Reflection (POS/NEG):

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