Lesson Plan Template

Date: 15\3\2017 Student: Aamna Abdullah Ali

Time: 10:55 to 11:40 AM School: Um Alquraa
MST: Aisha Aziz Class: Grade 3\ section: 4
Unit: Unit 7; Lesson 4 No. Ss 29 students

Prior Knowledge (What knowledge are you building on?)

- Student's already knows the parts of the tree.
- Students already knows that the tree gives fruits, vegetables, and nuts.
- Students know some types of fruits, vegetables that the tree gives.
- Students already know the benefits of the trees.
- Students already know that we can use the wood of the tree to make paper, furniture, pencils and for
warmth.
- Students already know that we should follow the rules in parks.
- Students already know the things that they should do to keep trees.
- Students already know few types of fruits and vegetables.

Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound
By the end of the lesson, students will be (better) able to:
- Students will be able to define the new types of vegetables that they will learn in the class (onion, pepper,
carrot, potato, tomato, beans).
- Students will be able to define the new type of fruits that they will gain in this class (banana, mango,
lychees, pear, cherries, watermelon, orange, pineapple).
- Students will be able to select which from the pictures and objectives is the vegetable and which from
them are fruits.
- Students will be able to differentiate between different kinds of vegetables and fruits.
- Students will be able to recognize how to ask about something at the market.
- Students will be able to differentiate between the usage of these or this in the question, and the answer
(What is this? This is a bean plant. What are these? These are carrot plants.
(The goals are connected, I will explain the information in sequence)

Lesson Activities: (What will students do in the lesson?)

- Students will be able to memorize the benefits of the tree.
- From the point of that trees give vegetables and fruits, I will enter the lesson.
- The students will be able to recognize the types of the vegetables and fruits from the pictures and the real
objectives that I will bring for matching the reality with the digital strategies.
- The students will be able to have an A3 paper with the refrigerator picture, vegetables, and fruits cards. I
will ask each group to apply something different (Ex; group A will only put the fruits in their refrigerators,
Group b will only put vegetables), the goal of the activity that I will be able to observe if they can
differentiate between the vegetables and fruits or not.
- Then, I will distribute a worksheet for each girl about the differentiating between the vegetables and
fruits.
- After this activity, I will give the rule of these and those, and we will act, I will choose two girls from
each group, they will act like one of them is the seller while the other one is the customer.
- After that, I will distribute an assessment paper that includes questions from the whole lesson.
- The paper of the assessment will be different related to the level, low, high and medium.
- During the lesson, I will ask different questions depending on the level of the students (Ex; for the low-
 level student; do you like mango? Do you like orange? These are what? Fruit or vegetables like tomato and
carrot? For medium level students, what kind of fruits do you like? For the high-level students; what the
benefit of the trees? What type of fruits and vegetables do you like? Classify them.

Evaluation / Assessment: (How will you know your students have achieved the goal?)
(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do
for evaluation?)
- By applying the activities in a correct way, this will show that they understand the lesson well.
- By answering the worksheet, then I will give at the end of the lesson, this means that they learn a group of
information from the lesson.

Personal focus (related to PDP): In this lesson I am working on my

- I will try to be kind and too strict, I still cant smile during the explanation.
- I will try to manage my time, and try to finish all the plan that I planned in the same class.
- I will try to focus on the relevant information and not spend too much time in engaging the students and
memorizing the previous information from the previous lesson.
 INTE
ACTIVITY TIM R- PURPOSE / TEACHER STUDENTS RESOURCES
(Identify its characteristic) E ACTI OBJECTIVE (Activity and Language) (Activity and Language)
ON OF ACTIVITY
- Memorizing the previous Whole - Engaging - The teacher will start the - Students will be able - Clothes
information from the lesson, 5 class - To make a lesson by greeting the to interact with the with tree
especially, the benefits of the trees Mins individ brainstorming students because they will be teacher by answering and flower
because I want to analyze this point. ual for the student's in the break, so, I may lose the questions and try to shape.
- Giving general information from answer mind. time from the 45 minutes of make a brainstorming
the previous lesson and discussing the s - To introduce the class because of this for their mind.
answers of the student's. the lesson for reason. - They will raise their
the students and - Then, the teacher will say hands to give an answer.
take them to the that we were discussing the - They will follow the
main lesson benefits of the tree and the rules and sit well.
gradually. tips that we should follow to
keep our air clean and to
save our trees.
- The teacher will bring
clothes of a tree and flower
shape; two students will wear
as an attractive idea for the
students.
- They will talk and ask
about the benefits of the
tree?

- Starting the lesson after the main - - Exploring and - Giving the instructions of - Students will listen - PPT
question which is what are the kind of Whol explaining. each activity. carefully to the -
vegetables and fruits that we will get 30 e - To make the - Explaining the lesson in a explanation. Materials;
from the tree. min - students sequential way. - They will match A3
- They know few types of fruits and utes Group differentiate - Talking about vegetables, between the pictures, pictures,
vegetables, but in this lesson, they will between then, fruits, then how to ask the words, and the real vegetables
worki
be able to learn more words by using vegetables and at the market. vegetables and fruits. and fruit
the PPT and the real objectives. ng fruits. - Using the PPT to clarify - Kinesthetic learners pictures,
- After explaining the first part of - - To let the the lesson. will touch the vegetables
the lesson, there is an activity about Indivi students know - Trying to make all then objectives, auditory , baskets
distributing an A3 with the dually how to ask at materials available for the learners will hear the and fruits
 refrigerator picture, vegetables, and the markets. students. words and the models.
fruits. - Trying to explain the pronunciation, while - Files.
- Each group will follow the information in details. visual learners will -
instructions of the teacher and apply focus on looking the Worksheet
the activity and fill their refrigerators. pictures.
- Then, distributing an individual - Students will follow
worksheet about section 1 of the the instructions before
lesson and this is by using the any activity.
differentiation strategy. - They will fill their
- Having files that have random refrigerator with the
questions, the teacher already knows things that the teacher
the level of the students, so, the will mention.
teacher will ask the questions for one - They will work well
low, one medium and one high-level in their individual
student. works.
- After that, moving to section 2 of - Trying to write
the lesson, the conversation of asking correct answers.
about the products and answering at - Trying to act very
the market. well.
- And apply an acting between 2
students from each group about how
we ask and how we answer as a seller
and as a customer.

- Applying an assessment which is the 10 Indivi To evaluate the - The teacher will - Students will be - Workshe
worksheet that includes the whole min dually students level distribute the papers. quiet. ets.
questions from the whole lesson. utes - Asking the students to - If they want to ask
be quiet and answer the any question, they
worksheet. will raise a hand.
- Walking around to - They will answer
check the process of the sheet.
answering the sheet of - Setting well and
each student. closing the paper if
- Distributing the papers they finish from
for marking them. answering all the
questions.
Remember that your plan should be detailed enough so another teacher can deliver the lesson without contacting you. Please check the language before submitting.

Assessment: (Write brief notes on how Ss performed against each of/ the main learning objectives. Note how you acquired this information (monitoring or
observations (O), questions (Q) or tasks (T)).

- I will assess the students by observing (O) their interaction and their participation during the whole lesson.
- Mentor (M) their work during the activities.
- And the task (T) of the worksheet that includes all the lesson questions.