Lesson Plan Template

Name: bashayer abdulaziz

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)
I would like to work on my classroom management skills and reduce behavoir problems
2. Describe what you will do to help achieve your goal (Strategies Used)
I will use my stikers chart and positive/negative reinforcement chart through the lesson
3. Describe how you can tell if you’re achieving your goal (Evidence)
When the students work effectively in the classroom.
When the students are sharing their ideas with the teacher.
Grade Level: grade 1 Subject: English Learning Outcome (ADEC code and words):

Reviewing upper case and lowercase of S.

S vocabulary.

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)
Box
Cards Key vocabulary
Pictures Snake, Sad, Sea, Smile, Sun, Sit, Saw, Stool , sand, sock
Boards and sick.
Marker
Letters on cards.
Video
Flashcards.
PowerPoint.

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

Hook Tr: will open the video, it shows some example of S words and their pronunciation.
Tr: Teacher will ask the whole class “can you guess what we are going to learn today”. (“turn can talk”) to
Time: 15 min

your partner. She will give them time to think and pic student to answer.
Tr: After that she will say today we are going to learn how to read and write some words with S letter .
Tr: on the board, she will show the students how to write the upper case and lower cause of S, and then
Whole

will ask the students to come to the board and practice writing the letter.
 Active Engagement (group working with the teacher)
Tr: teach will have one box it contains some S words like Snake, Sad, Sea, Smile, Sun, Sit, Saw, Stool ,
sand, sock and sick.
Tr: will hold up the box and will pic students to come and take one and try to pronounce the word.
Ss: will chose one word and will try to spell it.
Tr: teacher will write all the words on the board and will provide picture for each word to help
students understand the meaning of the words.
Tr: will spell the words and will ask the students to repeat them after her.
Tr: will model the meaning of the words by using TPR method which is modeling by an actions.
Ss: will try to do the action as the teacher doing.

Independent Experience (high group)

Tr: will give the students small pieces of word.

Ss: have to reordering the pieces of cards(words) to get 6 sentences, each sentence must contains
one S word at least sentences.
Tr: will model how to do it by ordering one of the sentences and then she will leave them to do it by
themselves.
Tr: will come and check if students need any help

Independent Experience(middle group)

Tr: will give the students several cards and some letters, each card has one word and a picture. The
words some of their letters are missing.
Ss: have to figure out the pronunciation of the word to put the suitable letter on the spaces.
Ss: have to practice saying the words individually.
Tr: first will model how to the first one then will let them to do the other.
Tr: will come and check if students need any help

Independent Experience(low group)

Tr: will give the students some cards and pictures. Each card has one word, they are Sad, Sea, Smile,
Time: 15 min

Sun, Sit, Saw, Stool , sand, sock and sick.

Ss: have to match the picture with correct word.
Tr: first will model how to the first one then will let them to do the other.
Small

Tr: will come and check if students need any help

Tr: will open a game on PowerPoint. Each slide has 1 picture and two multiple choses.
Time: 15 min

Ss: have to come and circle the correct word for the picture.
Closing
Assessment
Tr: will some words on the board. Some of them has letter s and some no.
Ss: must raise their hand if the word has letter s.
Formal Lesson Observations Feedback

Please complete 2 formal lesson observations

Student teacher’s name: Bashayer Grade Level: 1

Unit/Lesson:/s/ sound Date:18, October

E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

Competency Area

Please tick the boxes using the OVERALL ASSESSMENT LEVEL E G S M US

DESCRIPTORS attached at end of document

Professionalism *

Planning for Learning *

Managing Learning *

Implementing Learning *

Assessment *

Critical Reflection *

Strengths of the lesson:

-Great ideas to activate lesson. A video was used with a song to express the “/s/” sound.

- Appropriate leveled activity for learners.

-Great planning of activities.

-Great visual strategy. Picture cards were used and students had to match the words w/the pictures. I
like the use of varied modeling w/ the speaking, and seeing. Very organized and well planned.

-Treating the students who are quite.

Areas for development:

-Find ways to ensure that the students are understanding the lesson.

-Assessing students more. Its on-going.

-Work on closing activity (summarizing).

Reflection (Completed after EVERY lesson taught)

Select (S): Bashayer Abdul Aziz

Identify a lesson and what standards are you addressing

Reviewing upper case and lowercase of S.

S vocabulary.

Describe (D):

Who is the lesson for? The lesson was for grade 2.

Where did the lesson take place? It took place in Hilli school school.

What were you trying to achieve in your lesson? I was trying to explain the verbs.

What did the students do? They were engaged and motivated, most of the students did their activity well
and they were behave.

Analyze (A):

Why do you think the students responded the way that they did? The student responded the way that I
taught because the lesson was step by step. First I started the lesson by showing them a video describing
the upper and lower case of s and some vocabulary. And then we had some flash cards we read them
together.. second, we started our three centers activity each student it depends of their academic level.
Finally, we had or closing to check students understanding.

How well did your teaching relate to the students’ prior understanding? Before most of the students had
background the upper and lower case of S and by providing some words with it helps them.

How well did you engage the students? I saw that most of the students were engaged and motivate
because I was trying to make the best environment in the class, most of the students were sitting quietly
and participated. I was keep rewarding the good students and the once who answer correctly by say
positive reinforcement.
Appraise (A):

Explain the nature of the experience from the students’ perspective

Did your lesson meet your teaching goals? Yes, my lesson meet my teaching goals, because in the closing
and formative assessment I had check students understanding and most of the students answer correctly
and I saw they were able to the upper and lower case of s and some vocabulary

Transform (T):

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

1-try a strong modeling

2-workikng in my Classroom management. Learn how to redirect students to minimize behavior

challenges.

3-Assessing students more. Its on-going.

What are the implications for your professional practice?

Using some strategies

Tr: Say to the students “1,2,3 and” ss “look at me” and every one site quietly.

Tr: tell the students “clean up, clean up” ss “clean up , clean up every body clean up” then teacher count
until 10 . all the students must put their activity in the bag and sit quite.

Tr: Ask children to explain their reasons so they can show their understanding.

Managing time.