Lesson Plan Template

EDUCATION
DIVISION
Bachelor of
Education

LESSON PLAN
Name: Aisha Fawzi AL Zaabi
ID: H00272385
Dat
e:
Tim
e:
Uni
t:

26 October, 2016

Fifth period 11:45 12:30

Unit 2: Food and drink
lesson 2

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 healthy and unhealthy food and school lunches.
Lesson Objectives: (What will students be able to do by the end of the lesson?)
students will be able to

Describe healthy and unhealthy food (Students will describe healthy and unhealthy
food that they know).
Discuss about healthy and unhealthy food and school lunches (Students will tell the
different between healthy and unhealthy food).
Recognize food vocabulary (Students will be able to remember the words that are
related to food).
Comparing and describing lunches using some and any.
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 and healthy
and unhealthy food.

Skills:

Speaking: Students will discuss about healthy and unhealthy food and words
related to food.
Listening: Students will listen to a song about some and any.
Reading: Students will read a sentences about school lunch.
Writing: Students will write about their school lunch using some and any.

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 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, 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 healthy and unhealthy food and school lunch.

Video about some and any.
Plates
Flashcards (healthy and unhealthy food).
Activity book page 29

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 review the pervious lesson which is about food groups (fruits,
vegetables, protein, dairy product, and grains).
PHASE ONE
The teacher will display
flashcards about healthy and
unhealthy food, and ask the
students for examples related to
healthy and unhealthy food.

Students will have to give

examples related to the words
in the flashcards.

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 lesson for the

students.

PHASE TWO
The teacher will let the students
have a competition, the teacher
will pick two students one will
circle the healthy food and the
other will circle the unhealthy
food.

Students will have a

competition one will circle the
healthy food and the other
will circle the unhealthy food.

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 show the
students a picture and a
questions using any, the teacher
will ask the students answer the
questions to see their answers
after that the teacher will show
them the answer that uses some
or any and then ask them if the
notice anything in the sentences
which is about some and any.

Students will have to answer

the questions and the
students will have to tell the
teacher if they notice
anything in the questions and
the answers.

EXTEND
The teacher will display a video
to the students about some and
any, so the students can have a
better understanding about the
use of some and any.

Students will have to watch

the video to have a better
understanding of the use of
some and any.

LESSON CLOSURE
The teacher will ask the
students to open their activity
book page 29 and do the activity
it. The teacher will remind the
students to work individually in

Students will have to work

individually to do the activity
in their book.

This phase is linked to

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

this activity.