EDUCATION

DIVISION
Bachelor of
Education

(TEYL/ELTS)

Date: ______________
Time: 50 minutes
MST:

______________

Unit:

Unit 2 lesson 11

Stude
nt:
Schoo
l:
Class:
No.
Ss

Anood AlShehhi (H00249845)

______________
Grade-4
30-32

Prior Knowledge (What knowledge are you building in?)

The students already know some of the sequencing words but dont know that its
called sequencing words.
The students had did mind mapping before with other classes (In Arabic
language).

Lesson Objectives: (What will students be able to do by the end of the

lesson?)
(These must be SMART objectives specific, measurable, achievable, relevant, timely)

The students will be able to:

Locate the sequencing words on written sentences.
Model a mind map using elements of story and pervious lessons to make a story
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?)

The students will be evaluated by their actions of how they will mime
quotation marks orally.
In addition, the students will be evaluated by correcting their writing three
conversations that include quotation marks on three pictures.
Personal focus (related to PDP): In this lesson I am working on my
In this lesson, I will focus more on the way that students make their own mind planning
to see each students strength points to developed more and students weakness sides
to build it up for them. In addition, I will focus on reading comprehension skills like
finding sequencing words by reading texts.

Materials: (What items do you need for the class to run smoothly?)

shared story which have so many sequences words (ex; Romall at the Beach by Eleen and Kim Grauer _
https://www.youtube.com/watch?v=4sRaaAiAVao )
goldilocks and the three bears worksheet that have sequencing words
Data show to play the video
pencil
highlighters
Board markers
A3 papers
crayons

Lesson reflections:

(What went well? Why? What could be improved? How?)

ACTIVITY
TIME

1
Intro/warmer/op
ening Activity

3-5
Minute
s

INTERACTIO
N
Whole
class

Presenting
sequencing
words

10-15
Minut
es

Whole
class

Shared reading
and mapping

3
Reading
comprehension

3-5
Minut
es

Pairs
whole
class

PURPOSE /
OBJECTIVE
OF
ACTIVITY
To warm up
the students
and introduce
the new
lesson to
them

TEACHER
(Activity and Language)

I will present a

PowerPoint that
have some
sequencing words
that the students
know before like;
on Satrday, at the
morning and so on
then ask the
students if they
know another
words.
To make
I will read a shared
students could story which have
so many
recoganize
sequences words
sequancign
then ask the
words from
students to came
shared
up with the
reading.
sequencing used
and write it on the
board.
To let students

finding
sequencing
words by
reading
texts.

I will give the

students another
story for each
pairs then ask
them to underline
the sequencing
words used. Then I
will check answers
on the board when
they finish.

STUDEN

(Activity a
Language

The studen
will try to b

focus to th
sequencin
words the
see on the
powerpoin
then try to
give exta
squancing
words the
knew befo

The studen
will hear th
story well a
read with t
teacher the

came up w
the
sequencin
used and
write it on
board.

The stude
will
underline
sequencin
words use
on anothe
story in pa
then chec
the asnsw
toghter wi
the whole

class.

4
Mind mapping a
story

5
Assessment/Eval
uation Activity
Evaluating

10-15
Minut
es

Whole
class

Groups

5-7
Minut
es

Whole
class

To let the
students mind
mapping a
story on their
own

I will ask students

To evaluate
students
understandin
g

I will give students

another story that
have sequencing
words and ask
them to underline
it at home.

about the
elements of the
story and write on
the board then ask
them to mention
some of the
characters,
settings, problems
and solutions.
Then ask them
what adjectives
they want to
describe the four
elements chosen
with and write it
near their pervious
answers on the
board.
Give each group a
3A poster to do
their own plan
then present it if
there is a time.

The studen
will give ans

of what are t
elements o
the story
giving
example f
each of th
elements.
Then they
describe e
piece of th
four eleme
like
describing
the setting
time and
place or th
character
clothes an
personalit
At last, the
student w
do in grou
their own
plan and
present it
there is a
time.

Students w
underline
sequencin
words from
another te

students work

Give another
assessment for
students to make a
story plan during
the weekend
choose the
elements from
things they will see
later (ex; they can
put their sister as
character and put
the same
describing
adjective that
match their sister
or they can put the
beach they went
to as setting)

In addition
the studen
will make
story plan
during the
weekend
inspiring b
the things
they will s
it later on
weekend.