Student-Teacher: Maryam Juma Date: 4-11-2018

EPC 2903 Primary Lesson Planning Template Year 2, Sem 2

Grade Level: 5D
Subject: English (spelling pre-test)
Learning Outcome: By the end of this lesson students will be able to cross each suffixes word root and it "ion"
suffixes.

Resources Preparation (what do you need to do/make before

class?)
Pre:
 students note book, to test the spelling Insure that the resources are available (sticking plaster and
words the scissors). And the divided sheets are organized
 Board marker according to the explanation.
 worksheets for finding each word, syllables,
meaning and root.
 Sticking plaster Key vocabulary/ Target Language

While:
Syllables and suffixes (ion) for:
 divided sheets for each syllable (introduction, direction, selection, correction, expression,
 Board marker submission, transmission, discussion, profusion, interruption,
suggestion, prevention, exception, communication,
illustration, location, frustration, decoration and pollution)

Post:
 3 different types bingo game

Opening (warmer activity + teacher introduction/demonstration of small group activities)

Time: 10 min

 Ask students get their notebooks and be ready for the spelling pre- test.
Whole

 Tell the words one by one.

Guided Experience (group working with the teacher scaffold)

 After the test introduce the learning intention. (to find out the suffix, root and syllables of words with
"ion" suffixes)

 Ask students what's the meaning of words syllables, root and suffixes. Present the meaning of each
and give examples
40 min
Small

Syllables: cut the words with students and use the divide syllables sheet to support that (use three
words with different suffices)
Time:

Suffixes: askes students what is the common thing in these words? Then teacher introduce the
different "ion".

Root: what is a root? Teacher explain: out of the tree root there comes the brunches, leaves and fruits
or flowers.

Meaning: teacher askes students of some of the words meaning. Teacher add on and explain more.
  In four groups, students will be given four sheets with 2 of suffixes words (with "ion"). Each group have
to write the syllables and stick under each syllable a sticking plaster, write the meaning of the words,
the root and the suffix. But before that model one word and find out all these four rules.

 Students share their work and present it on the board and the rest of students are involved also.

 Teacher recover, correct and explain the meaning of the words.

Independent Experience (individual work)

Bingo game activity: teacher model the game and say for each group what they must cross.

 Low level student activity: student have to listen to the words and cross the roots.

Independent Experience (individual work 2)

High and average level student activity: students listen to the words and cross suffixes (one suffix for each
word)

Closing (review learning -LO)

5 min

A small game
Whole

Students will set in a circle and touch their colleagues hands but after saying the syllables of the random words
that the teacher says. And there is music in the background when it stops, who have the ball well get out and
Time:

set on the mat.

Assessment (to be done during activity time, who and what will be assessed?)

Teacher assess student's prior knowledge during the group activity, and the bingo game will assess student's ability to
know the words rules.
Reflection WWW/EBI WHAT WENT WELL, WHAT I LEARNED, WHAT I WILL ADD
 (2)
Reflection
Brief Description of the lesson:

The lesson was about pre-test students for words with suffixes "ion" and teach them
some spelling rules (root of the words, suffixes and syllables)

What went well

The lesson had positive sides, I was prepared because I've wrote a 1detailed lesson
plan and the lesson was ordered, also clear and appropriate for the students, to
understand the learning in an interactive way, by 2 giving them the center and
allowing them to share their knowledge before I teach them by asking questions:
what is a root? What are syllables etc.? I checked students answer on the board.
Clear for the students what they are going to do and learn. It was purposeful to ask
students before introducing new learning. Extend the learning and make a
connection between the root in the language and the root of the tree and that depth
students' knowledge where they were responding more effective when it comes to
roots questions. 3Practice the new learning before the post activity. Ensure and
check that most of the students understand the new concepts (questions to check
and assess their ZPD)

Even better if

Even better if I felt more comfortable to teach students and because of that I was not
interest or enthusiasm toward teaching. It is better if I checked each student degree,
so I know their level, it's better to print the dictation words rather than using phone.
Say the words in order so I do not miss any word and consume more time.
Introduced the suffixes words first, then their roots and syllables then ask student to
find out what is the similarity and figure out the suffixes by themselves to brain storm
their minds.
Lesson will be more fluent if I introduced a management tool because students
sometimes during the lesson where talking even If I call out their names, count or
warn them.
It will be more specific to write a lesson objective that all students will reach. It will be
better to avoid as much as it can be the traditional teaching and involve videos and
pictures or something related to the real life, to wide students learning

Behavior management

Lesson was somehow controlled and students where respecting and gave me their
attention except few times there were students talk but that was in a natural and
managed way where in this case I use to count and call out their names to stop
interrupting but it still I do not have the full control of them.

(1 ) Next steps of the first lesson reflection that I implement in this lesson (explanation text)
(2 ) Next steps....
(3) Next…
Grouping/differentiation

The activity's attempt to proper students' level from low, average and high. But I did
not implement the activity because of the time-consumed during testing students and
checking their answers.

What I learned

I learned that I should check students after each assessment to value their levels.
Say the dictation words faster, loudly and clearly and make it more active as putting it
in a sentence while repeating it. To avoid saying Arabic words.

Next steps in learning and teaching

Next steps for my lessons are to ask students about how many they’ve got of 20 to
check their levels and their difficulties. Implement managing system that engage
students toward learning. Write the objective of the lesson on the board. Add pictures
to support extending and connecting. Engage videos related to the real life and
encourage students to reflect on them. Show interest toward teaching. Leave
students to figure the new concepts by questions, pictures and brain storm activities.