Lesson Plan Template

EDUCATION
DIVISION
Bachelor of
Education

LESSON PLAN

This lesson was better than last lessonStudents participated- gave reasons.
I noticed that st who are usually quiet- used words.
Important thing- st were talking and giving their experiences.

Name: Aisha Fawzi AL Zaabi

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

25 October, 2016

Fifth period 11:45 12:30

Unit 2: Food and drink
lesson 1

Class:
No.
Students
MST:

Grade 5 section 3

24

Miss Hajer Al Hammadi

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

In this lesson, I will build their knowledge of the vocabulary that is related to food and
adjectives to describe it. I will discuss with the students about words or things that related to
food, to see what they already know and what they do not know. Moreover, we will discuss
about school lunches and how they are linked to food.
Lesson Objectives: (What will students be able to do by the end of the lesson?)
students will be able to

Describe school lunches and food (Students will describe their school lunches and
food that they know).
Discuss about school lunches around the world (Students will tell the different
between school lunches around the world).
Recognize food vocabulary (Students will be able to remember the words that are
related to food).
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 that is related to food and school lunch.

Students will develop their knowledge in describing school lunches.

Skills:

Speaking: Students will discuss about school lunches and words related to food.
Listening: Students will listen to a discerption of a school lunch.
Reading: Students will read a small paragraph about school lunch around the
world.
Writing: Students will write about their own school lunch.

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 vocabularies that
are related to food.
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
lesson 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
lesson vocabulary.
As for my action research focus, I will be using visual recourseresource 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, and videos 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 food and school lunches and they will have a dialogue with each
other to discuss about school lunches around the world.
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:

Pictures related to school lunches

Video about school lunches around the world
Plates
A3 papers
Flashcards (vegetables, fruits, grain, dairy product, protein).

Technology integration:

Using the projector to display the flashcards, pictures and video 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:
To start the lesson, I let the students brain storm things related to food. In this part, I will ask
the students to tell me anything that is related to food and what can they think of when they
hear or see the word food.
Guess what out unit is about?
Good expression and contact with st. you are using your voice tone and
expression/intonation to make them engaged
PHASE ONE
The teacher will display a video
for the students about school
lunches around the world to

Students have to watch the

video and try to tell the
teacher what they have

This phase is linked with

my PDP goal as I will use
the technology

have the students predict what

is the subject of the lesson.

understood from the video.

Introduce the idea of

classification
( concept)
Background-Food groups and
why we classify each
one( always extend their
thinking)- Repeat wordsvegetables, fruit, pron- dairy not
diary, grains give examples of
different grains- wheat, barley,
corn, spelt, rice. Protein- pulses,
lentils, soya beans

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

Girls were more enthusiastic

when they could give you a full
sentence and their opinion.
Video- what did you see
show again and point out foodsfood around the world- the video
was about.. get students to
give you own endings. Just recap
comparisons quickly.
Does it show the same foods in
each country?
PHASE TWO
The teacher will use the
flashcards to review the
vocabularies that are related to
food for the students, ask the
students for examples related to
the word.

Students will have to give

examples related to the words
in the flashcards

Instructions and expectations

attitudes- respect reminder
Repeat instructions. Model an
example for class here by
showing a paper and example.
Countdown on data show.
PHASE THREE
The teacher will tell the students
to work in groups, in which they
have to read a small paragraph
about school lunches and each
group will have to read about a
different country school lunch.

Students will have to work in

groups to read a small
paragraph and complete the
table in the A3 paper after
that they will have to present
their work to the class.

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.

Countdown do you think 10

minutes was too long? Some
groups finished earlier.
Groups need to be organized so
they are together and all see the
paper. This was a popular
activity.
Check-in with groups and
feedback.- keep the lesson
pacing flow. One or two groups
could ask another group a
question. Model first.
Feedback for groups? Group 2
gave an excellent reply to your
question.
Homework activity P28.
EXTEND Not completed.

Lesson timing?

The teacher will show the

students a slide that contains
four different type of school
lunches; then she will describe
one of the school lunches for the
students, and they have to
choose which picture that
belong to the description.

Students will have to listen to

descriptions of school lunches
and then they will have to tell
the teacher which picture the
description mentioned.

LESSON CLOSURE NOT

completed
The teacher will give the
students a paper plate to draw
and write about their school
lunch.

Students will have to draw

and write about their school
lunch.

This phase is linked to

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