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Lesson Plan Template

Name: Fatima Obaid 14\3\2018

Professional Development Plan


(What do YOU need to work on in order to grow professionally?)
class room management, I would discuss and observe classroom management strategies being used, group
arrangements.

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Work on my class room management/implementing learning.

2. Describe what you will do to help achieve your goal (Strategies Used)
Use name sticks, behavior chart, and class dojo.

3. Describe how you can tell if you’re achieving your goal (Evidence)
Groups will only lose up to 1 point during my lesson.

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


2SLLT2 Listen attentively to a variety of
Grade2 English
conversations read aloud and presentation in familiar
and unfamiliar situations.

Big Cat: The Lonely Penguin.

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

• A3 paper PowerPoint –activity in each center-woke sheet.

• puzzle and senates Flashcards Key vocabulary:

• different animal pictures Penguin-Lonely-sliding-Climbs-bottom


• pencil

Introduction (warmer activity + teacher active engagement)

First teacher will present key vocab using the power point and with pictures to make it clear for the
students, for example penguin picture and ask students what this animal, the students will say this
is a Penguin, where the penguin live, students will say in the ice. Teacher will say the word with
action, students will repeat the word after the teacher. For example, teacher will say word Penguin
Time: 20 min

and act how the penguin walk. Than teacher will ask students group by group to sit in the table,
leaders of groups will Give the story. Students will listen to the story. teacher will recap what
happens in story. (repeat the events.) finally, teacher will give white boards in each group and ask
Whole

the students to tell the teacher different ending for the story. than they will go to the centers.
Center 1: listening

In this center, students will listen to Penguin story again, using headphones students have to be active
listener to be able to do this activity, to highlight the important senates in the story than, teacher will give
story map in a A3 paper for each student. students have to write story details in the paper they have to
summary the story. For example, they will write, characters: Penguin and has friends. Problem: the students
was lonely and searching for has friends.

Time:1
5

Center 2: listening

In this center, there will be a puzzle and senates, after listening to the story teacher will give five different
pictures for each student (the picture is about important event in the story, and the senates is explained each
picture. teacher will read each senate two time, students have to listen to the teacher and arrange the pictures
according to the sequence of events in the story. And connect the picture with senates which expresses the
picture. for example, the first picture with the first senates.
1

Center3: Speaking

This activity for mix ability students, there will be story paper and word bank/vocab,in this center
students will write their own stories and they will present to the class.they have to think about a
story it have characters, setting, they have to think about one problem, Events , and they have to
tell me what happens in the beginning and in the, middle, ending ,how they solve the problem,
what the solution was. The will words bank to assist students to write they stories also teacher will
help them to write a good story. than students will present their stories for class.
Turned and talk, In the end, the teacher will ask some questions about the Penguin story, and tell
the students you have one second turned and talk with your friend and write the answer on the
board. During the discussion between the students, the teacher will check who understand who
need more help. Then the teacher will count 1,2,3,4,5 and stop the students and choose one student
by using name stick.

• Where did the penguin find has friends?


10 min

• Why was the Penguin lonely?


• Who are the characters in the story?
• What was Penguin doing?
Closing

• Where was penguin’s friends?


Time:

MCT/MST Lesson Observation


Student teacher’s name: MS.FATIMA OBAID Grade Level:2
Unit/Lesson: ENGLISH Date: WEDNESDAY MARCH 14, 2018
NARRATIVE TEXT
2SLLT2 Listen attentively to a variety of conversations read aloud and presentation in familiar
and unfamiliar situations.

Competency Area E G S M U

Please tick the boxes using the OVERALL ASSESSMENT LEVEL


DESCRIPTORS attached at end of document

(E = Excellent, G = Good, S = Satisfactory, M = Marginal, U =
Unsatisfactory)
Professionalism ü
Planning for learning ü
(Includes knowledge & understanding of content)
Implementing and Managing Learning ü
(Includes behavior management, language and delivery)
Assessment ü
Reflection on Practice ü
Overview of the lesson:
MS . FATIMA OBAID PLANNED A LISTENING AND SPEAKING LESSON FOR ENGLISH . SHE
INTRODUCED THIS LESSON USING A POWERPOINT WITH VOCABULARY WORDS AND PICTURES .
SHE WENT THOUGH EACH WORD ASKING STUDENTS TO SAY THE WORD AND MAKE A SENTENCE
USING THE WORD. WHAT DO YOU SEE? ANSWER: A PENGUIN. WHERE DOES A PENGUIN LIVE?
ANSWERS: IN THE SNOW ,ICE. SHE HAD ABOUT 15 VOCABULARY WORDS FOR STUDENTS TO LOOK
AND SAY WHILE ON THE CARPET.
MS FATIMA THEN DID A HOOK FOR THE STUDENTS WITH THE BOOK CALLED: THE LONELY
PENGUIN.
THE STUDENTS THEN TURNED TO PAGE 2 AND WERE ASKED TO SILENT READ WITH THEIR EYES
WHILE THE STORY PLAYED LOUD AND CLEAR ON A CD. STUDENTS POINTED TO THE WORDS IN THE
STORY AND TURNED PAGES.
SHE ASKED A LOT OF PROBING QUESTIONS?
SHE ASKED STUDENTS TO SUMMARIZE THE STORY INTO THEIR OWN WORDS. SHE ALSO ASKED
STUDENTS ABOUT THE DIFFERENT CHARACTERS SETTINGS AND HAPPENINGS IN THE STORY WHICH
STUDENTS RESPONDED TO BY SPEAKING AND LISTENING.
STUDENTS WERE ALSO ASKED TO TELL THEIR PEER A STORY.

MS FATIMA ORGANISED HER CENTER ACTIVITIES WELL IN ADVANCE AND THIS MADE THE LESSON
VERY SMOOTH AND WELL MANAGED.
CENTER :1 AN A3 SIZE STORY MAP WHICH STUDENTS HAVE TO SEQUENCE THE LONELY PENGUIN
STORY.
CENTER:2 THE STUDENTS RECEIVED A PICTURE PUZZLE AND SENTENCE STRIPS .STUDENTS ARE TO
FIX THE PUZZLE USING PICTURES FROM THE STORY AS A GUIDE AND THEY MATCH THE SENTENCE
STRIPS TO THE PICTURE PUZZLE.
CENTER:3 STUDENTS RECEIVED A STORY MAP AND LAMINATED PICTURES OF SETTINGS , ANIMALS
, PEOPLE, PLACES AND THEY ARE REQUIRED TO WRITE THEIR OWN STORY AND THEY HAVE THE
OPTION OF CHOOSING CHARACTERS AND SETTINGS FROM THE TABLE.
CENTER:4 STUDENTS WILL PREPARE QUESTIONS FOR THE CLASS ABOUT THE STORY THEY HAD TO
WRITE. TEACHER PLACES SAMPLE QUESTIONS ON A CARD AND THEY WRITE THE CARDS.

MS FATIMA INFORMED STUDENTS THAT THEY WILL BE PRESENTING THEIR STORY TO THE CLASS AS
A LISTENING AND SPEAKING ACTIVITY. THEY WILL ALSO THINK OF THE DIFFERENT ENDING FOR THE
STORY.

AS A CONCLUSION STUDENTS FROM THE DIFFERENT GROUPS WERE CALLED INTO A CIRCLE ON THE
CARPET AND PRESENTED THEIR STORIES AND WERE ASKED QUESTIONS ABOUT THE CHARACTERS,
SETTING AND EVENTS OF THE STORY.


Areas for development:

USE OF POSITIVE REINFORCEMENT.
USE OF FEEDBACK AND FEED FORWARD.


Focus for next lesson:
WHEN COMPLIMENTING A STUDENTS EFFORTS THEN THE TEACHER SHOULD GIVE STUDENTS NEXT
STEPS ON HOW TO IMPROVE OR STAY AT THE TOP OF THEIR LEVEL.

English Lesson Reflection


Select (S):

Identify a lesson and what standards are you addressing

This lesson was English lesson. The lesson Was about the Lonely Penguin story and presentation
in familiar and unfamiliar situations, students where be able to Listen attentively to a variety of
conversations read aloud and presentation in familiar and unfamiliar situations.

Describe (D):

Who is the lesson for?

Where did the lesson take place?

What were you trying to achieve in your lesson?

What did the students do?

This lesson for grade 2 students. The lesson was in the English Classroom. In this lesson, I was trying to
teach how they listen to the story to find the important details and how they present to the class room. First
students were answering questions, teacher show the key vocab pictures and students talk with their
friends and tell the words, repeat the words after the teacher, then students listen to the story, teacher ask
students about what the listen. Than students transfer to the actives each group has different activity,
center one listening activity will improve their concentration span, also listening develop the memory.
And students will listen to Penguin story, students have to be active listener to be able to do this activity,
teacher will give story map in a A3 paper for students. students have to write story details in the paper
they have to summary the story. center 2 students do puzzle, students have to arrange the pictures
according to the sequence of events in the story. And connect the picture with senates which expresses the
picture. center3 students will write their own stories and they will present to the class. they have to think
about a story it have characters, setting, they have to think about one problem, Events, and they have to
tell me what happens in the beginning and in the, middle, ending, how they solve the problem, what the
solution was. The will words bank to assist students to write they stories also teacher will help them to
write a good story. than students will present their stories for class. center4, students will write quotations,
this group will ask their quotations for center 1 and 3 which doing story map and other group writing their
own stories. teacher will give cards with 5 questions in and students have to write their own questions in
the back of card. Teacher will example, for example teacher write the questions students have to write the
same questions but in other way.

Analyze (A):

Why do you think the students responded the way that they did?

How well did your teaching relate to the students’ prior understanding?

How well did you engage the students?

In the formative assessment, I check their understanding and then decide if the topic needs re-
taught, I found that students could complete the activity independently, and during the activity I
walk through centers and ask some question during the activity, about what the doing, and what
story the will write. But center4 students who writing the own quoins they don’t understand what
the doing and who the going to write who quotations. students answer me back and I know the
students what I try to teach them to understand, only center4 than I explain more for them.
students know the Penguin before and how it looks. The students engage will doing the activity because
they are learning new skills like write their own story.


Appraise (A):

Explain the nature of the experience from the students’ perspective

Did your lesson meet your teaching goals?

In the introductions students were involved with me answering questions, during the centers'
students were able to the complete activity because the instruction was clear, only center 4 they
need more help to finish their activity. Yes, my goal was Time management and I but time 15
min to model the lesson the 20 min during the activity than 10min for closing. I time myself.


Transform (T):

How might you enhance student learning of this lesson in the future?

What are the implications for your professional practice?

In the future if I teach this lesson I will change same activity as writing question activity I will let
students write the question, not similar like teacher question but their own questions, because I
find it not work with students. The benefit of doing that the students will be able to write they
own a question and how they ask questions, during this activity students will able to know the
answers to.

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