Lesson Plan Template

EDUCATION
DIVISION
Bachelor of
Education

LESSON PLAN
Aishas feedback

When I asked questions, they told me what they know for the
directions
The flash cards helped they have to see the words
I didnt expect them to participate I am helping them
I think I need to let students use the words more

Name: Aisha Fawzi AL Zaabi

ID: H00272385
Dat
e:
Tim
e:
Uni
t:

17 October, 2016

Fourth period 11:00 11:45

Unit 2: Getting around
lesson 6

Class:
No.
Students
MST:

Grade 5 section 3

24

Miss Hajer Al Hammadi

Prior Knowledge (What prior knowledge are you building in?)

This lesson I will build their knowledge about giving directions, in which it will new
vocabulary they can use to give directions. The previous lesson talked about types of
transport and safety in which they had to know the names of the transports and understand
what things that are safe and dangerous that may happen on the road. Additionally, this
lesson will help the students to develop their knowledge about imperatives as they will learn
how to give directions to other people.
Lesson Objectives: (What will students be able to do by the end of the lesson?)
students will be to

Describe directions to places (Students will have to give directions about a place and
they have to use the directions vocabulary)
Complete written directions using prepositions of direction (Students will have to write
the missing word that will complete the Written directions)
Plan and present an itinerary for visitors (Students will be able to give directions to
other people)
Recognize directions vocabulary (Students will be able to know and remember the
words that are used for directions)
Attitudes:

Students have to respect and listen to the teacher.

Students have to respect each other in which they will have to listen to them when

it their turn to answer and give their friend the chance to talk without interrupting.
Students will have to be cooperative and supportive while working in groups

Knowledge/Understanding:

Students will use the vocabulary to tell and give directions.

Students will develop their knowledge in giving directions.

Skills:

Speaking: students will ask and give directions and discuss with their group about the
map to give directions to places in the map. Pronunciation?
Listening: students will listen and follow the directions
Reading: students will read and use key words for directions
Writing: students will complete written directions

Evaluation / Assessment: (How will you know your students have achieved the
lesson objectives?)

Asking the students questions through the lesson to see their understanding and
during the activities I will walk around the class to ask them questions about what
they are doing.
Observe the students in the group activity and note if they are using the new
vocabulary.
I will use the students name list to write notes beside the students name so it would
help me in keeping track of the students development and level in the class.

Personal focus:
During this lesson I will be working on my third goal which is using technology in the
classroom. The technology that I will use in the class is the projector, in this lesson I will use
it to display pictures and flashcards for the students to have a better understanding of the
new vocabulary. In addition, it also will help me to explain the instructions of the activities
for the students so that all of the students can understand the activities in this lesson. While
working in this goal will help in doing my research as I will use it as a visual resource for the
students to learn better by looking at pictures that would help them in memorizing the new
vocabulary.
As for my action research focus, I will be using visual recourse in the lesson. I will observe
the students that I have chosen to do the research, and I want to see if the visual recourses
supported and scaffold the students to learn the vocabulary and how it will help them to
recognize and memorize the words. Also, I will note if the visual resources affected the
students concentration and engagement.
Teaching Competencies focus:
In this lesson I will work on monitoring, assessment and evaluation. During this lesson I will
assess the students learning in each phase to note who had difficulties and who did
understand, as it will help me to plan and prepare something that would scaffold their
learning. Moreover, I will different strategies to support me in assessing the students
learning. For instance, asking questions during the lesson, observing the students through

the activity, and using names list to note the students who had difficulties in understanding
the lesson.

Teaching Strategies
Teaching strategies: I will use different strategies to engage the students and for them to
be able to understand the lesson, such as flashcards, pictures which is for the students to
understand the meaning of the words in a better way. Also I will have dialogue with the
students about giving directions and they will have a dialogue with each other to discuss
about directions.
Classroom management strategies: To manage the classroom, I will different strategies.
First is counting which is to count from 3 to 1, and that means they have to stop doing
whatever they are doing and look at the teacher. Second is gestures and I will use it for the
students to know that they should stop.
Behavioral management strategies: The strategy that I will use if the students
misbehave is eye contact or a visual sign that shows the students that I am upset, and they
will need to stop. Also, I would suddenly stop talking and become quiet while looking at
them, and they will know that they were misbehaving and they have to stop and look at me.
Feedback strategies: During the lesson I will give the students verbal feedback about
their answer, work, writing, reading, speaking, listening, and behavior. For example, I will use
very good, excellent, and nice try which will depend on the students actions.
Materials & Resources:

Students activity book page 26

Flashcards and pictures of the new vocabulary

Technology integration:

Using the projector to display the flashcards and pictures related to the lesson.

ACTIVITIES
What the Teacher says and
does.

What the Students say and do.

Lesson connection to
PDP goals and/or Action
Research Focus

ENGAGE -Introduction:
Date review- also include your expectations for this lesson here.
Review of unit getting around- question/answer
You moved around the room excellent. Your questions are clear and well
directed. You have great eye contact and expression.
Group activity with sticky notes- reminded students of respect & working
together.
Great to have the sticky notes on board. Word on board and read. Talk to class

while the words are being posted. You can ask what they all refer to.
Get your little teacher to remove the sticky notes while you speak to class.
There was too much wait time for projector.
To start the lesson, I will let the students play a small game to review the pervious lesson
vocabulary. Which is sorting the letter game and each student will have to write the correct
order of letter in their boards.
PHASE ONE
Could you start the lesson
with a short story about a
map.
Data show- directions
Picture prompts great.
Asking girls to thinkRead and say togetherrepeated
Across/ use the word in a
sentence & give a student
direction
Towards/ st sentences
showed they didnt know
how to put it in a sentence /
teaching moment follow
with a noun
Right / left/ can they show
you that direction?
Straight/ forward- direct/
You should consolidate the
words before using them on
the map.
The teacher will display the
word directions to the students,
and she will ask them if they the
word.
Then the teacher will explain the
meaning of the word and will tell
the students to give her words
that are related to the word
directions.

Students have to try and

predict the meaning of the
word and they will have to
mention words that are
related to it.

This phase is linked with

my PDP goal as I will use
the technology
(projector) to display
vocabulary. Furthermore,
it also linked with my
action research focus as I
will be using visual
resources to introduce
the new vocabulary for
the students.

PHASE TWO
The teacher then will use the
flashcards to introduce the new
vocabulary to the students by
discussing the pictures in the
flashcards with the them.

Students will have to talk and

discuss with the teacher
about the pictures that
describe the new vocabulary.

This phase is linked with

my PDP goal as I will use
the technology
(projector) to display
vocabulary. Furthermore,
it also linked with my
action research focus as I
will be using visual
resources to introduce
the new vocabulary for
the students.

PHASE THREE
The teacher will display a
picture of a map to model for
the students how they will give
directions to other people.
Then the teacher will tell the
students that they will have to
work in groups to discuss about
giving directions about one of
the places in the map, at the
end they will have to present it
in front of the class.
Map/ could you have
different maps
( road, mall, country) and
role play this
What are places on this
map?
Asking students to give
directions- get st to go out
front- micro teaching
moment- didnt use on the
right/left
You should model the type of
answer you expect because
there are many ways directions
can be given. Scaffold with
alternative starting phrases?
Use language prompts with a
question.
Can you show me on this map
how I get to ?
This activity would be better
scaffolded with a listening

Students will have to work in

groups to discuss about the
directions of the place in the
map, and then they will have
to give to tell the whole class
about the directions of going
to that place.

This phase is linked to

my action research focus
as the students will be
using visual resources to
do the activity

task that they do

individually as you say the
directions. They needed
more practice first.
Group 1 difficulty. You gave the
answer but didnt ask the group
to repeat.
This activity was not paced
well. The girls mostly were
waiting and watching but it
took a substantial part of
the lesson. It could be better
scaffolded and have more
student engagement.
EXTEND not completedassigned to homework
The teacher will ask the
students to open their activity
book page 21 and do the activity
it. The teacher will remind the
students to work individually in
this activity.
LESSON CLOSURE not
completed
The teacher will let the students
play a small game as she will
show the students the word and
they will have to an action to
describe the word.

Students will have to work

individually to do the activity
in their book.

Students will have to do an

action to describe the words
that the teacher display for
them.