Lesson Plan Template

Name: Mariam Mohammed

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Develop my grammar.

2. Describe what you will do to help achieve your goal (Strategies Used)
Ask my MST to help me if I have some mistakes.

3. Describe how you can tell if you’re achieving your goal (Evidence)
By decrease the mistakes.

Grade Level: Subject: Learning Outcome (ADEC code and words):

2LSP7 recognize and use ee double vowels when reading
Grade 2. English. and writing.

2RV1 identify, read and write high frequency words with

five or six letters (up to 150 HFW))

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

- Picture cards. If the materials are ready.

- Word cards. Key vocabulary

- Cube. Double.

- Work sheets.

Introduction (warmer activity + teacher active engagement)

Tr: good morning students. How are you today? Today we will learn about “ee” and “e”.

Tr: everyone says after me.

Tr says “ee”.
Time: 15 min

Ss: repeat after the Tr “ee”.

Tr: who can give me one word with “ee”.

Whole

Ss: raise their hands to answer.

Active engagement

Draw a line in the medal of the white board, and then write “ee” on the right and “e” on the left. Put
picture cards under the line. Tr starts to put the first to pictures on the right place and say the word of the
picture.

Ss repeat the word after the Tr.

Tr asks the students to raise their hands to complete and put the pictures in the right place.

After that Tr ask the students to put one word in a sentence.

Ss: raise their hands to answer.

Independent Experience (small group activity 1) – H-

Tr gives them cards that have the word and the picture and work sheet that have sentence and they
should to put the right words to complete the sentence.

Independent Experience (small group activity 2) – M -

Tr gives them cards and pictures and the should to separate the words that have “ee” from the word that
have “e” and then when they separate the words they should to write the words and draw the pictures in
the work sheet.
 Independent Experience (small group activity 3) – L -

Tr gives them cube that has words and the pictures of the words. Ss should to throw the cube and write
the word that it will show for them and draw the picture.

- Ask student to come front the class and write words with “ee” and “e” in the white board.
15 min

- Give each student small white board and ask them to write word with “ee”.
Closing

Time:

Assessment

Give each students picture and ask them if the word have “ee” or “e”.

AAWC Lesson Reflection

The lesson was about use “ee” double vowels. Students learned words that have “ee,” and they
know the difference between “e” and “ee”. The lesson was for grade 2 boys. When I begin the
lesson, the students take place on the carpet. And when I finish the introduction, I ask them to
go and sit in their chair. It’s my first time that I give the students lesson, and I try to achieve my
grammar, and I try to organize my time to finish the lesson on time. First, when I finish
explaining the introduction I write on the board “e” and “ee,” and I was putting some pictures
and words in the board and I take two pictures and put it in the right place. Then I ask the
students if it’s right that this picture or this word have two “ee” or one “e”? They were
answering me. After that, I ask some students to come and take the words and the pictures to
put it in the right place. Then I ask them to go and sit in their group. High level, I give them
cards that have the word and the picture and worksheet that have sentence and blank. So they
should to pick one card and read the word then they most to search for the right sentence and
write the word to complete the sentence. Middle level, I give them cards and pictures first, they
should speareate the pictures and the words that have “ee” and “e.” Then they should to write
the words in the paper and draw pictures for the words. Low level, I give them a cube and
paper they should to throw the cube and then read the word that the will see it and write it and
draw a picture of the word it in the paper. The students responded the way that I did it. When I
let them put the words and the pictures in the right place, they responded for me because they
like to challenge their mind to see if they can do it or not. My lesson was linked to PPP because I
was teaching the students and they listened to me then we do together with the example that I
put it on the board after that they do the activities. I engage the students by the example in the
first of my lesson also, when they were doing the activity because they worked in a group, so
each one helped his friends. The lesson was easy for them, and the student learns fast. Because
I give them the picture that related to the word, so they learn the word and the picture. In this
lesson, I didn’t meet my goal because it was no time for the assessment, so I didn’t organize my
time. In the future, I will give them a different activity that they will challenge themselves.
Through my professional practice, I should to be ready before the lesson like four days
maximum and check my grammar. Give each students picture and ask them if the word has
“ee” or “e.”