Lesson Plan Template

EDUCATION
DIVISION
Bachelor of
Education

LESSON PLAN
Name: Jawaher Aqeel Alawadhi
ID: H00250824
Dat
e:
Tim
e:

6 November- 2016
Period 2, 9:00- 9:45

Class:
No.
Students

4 section 4
31

3 , The UAE desert

Unit
Lesson 4 (Desert plants

MST:

Samya Almarzooqi

and animals)

Prior Knowledge: - The lesson is about plants in the UAE desert and specifically
about Ghaf tree.
-

The students will build up their knowledge by giving me the animals that live in
the desert because I will make quick revision. I am expecting to say: camel,
mouse, snakes, scorpions and Jerboa.
They will describe how is the weather in the desert. I will ask them how is the
weather in the desert? Is it hot or cold? Dry or wet? and I am expecting that
they will say it is too hot, sunny, no rain and dry.
Moreover, I will ask the students a question about plants they see it in the
desert and it is: what are some plants that grow in the desert? I am expecting
that they will say: cactus, rimth plants and grass. Also, I am expecting some of
the students will say Ghaf tree.
I will ask them about the needs of living thing. I am expecting that they will say
food, water and air.

Warm up activity: - students will watch a video about the plants that grow in

the UAE desert. Then I will ask them what did they see in the video and I am
expecting that they will say desert, sand and plants. After that I will show them
the ghaf tree picture to know that will learn about ghaf tree.

Lesson Objectives: I linked the lesson with Blooms taxonomy so, at the end of
the lesson students will be able:
1- To remember some animals that live in the desert and some of the plants that
grow in the UAE desert.
2- To understand the text on their learner book page 44, which will be about the
facts of ghaf tree and the parts of ghaf tree.
3- To apply to use the parts of the plants to name each part of the ghaf tree
which will be on the worksheet that I will give them.
4- To analyze the facts that they have on the text about the ghaf tree.
5- Students will be evaluated during the whole lesson while they are reading,
answering the two question on their learner book and while doing the plant
body part worksheet.
6- They will be able to create sentences about ghaf tree with the new words.
Key vocabulary: - Branches, fruit, leaves, roots, sand soil, deep.

Attitudes:
12345-

Always remember them to respect the teacher to get the respect.

Give your classmate a chance to participate in the class.
Raise your hand if you need help.
Ask for a permission for anything.
The classroom is a place to learn, not to play.

Knowledge/Understanding:
1- The students will be able to read the text from their learner book and find
out some facts about the ghaf tree.
2- They will be able to use the parts of the ghaf tree to put in the correct
place.
Skills:
1- Listing: students will listen to the text on their learner book and when they

are watching the video about the plants in the UAE desert.
2- Speaking: students will have the chance to speak with their partners while
doing the work sheet about the ghaf tree parts.
3- Reading: students will have the chance to read the text on their learner
book page 44. First I will play the audio for them then I will read it one time
for them. Next, group by group will read at least two sentences. it will
develop their reading skills.
4- Writing: students will to work with their partner to do the work sheet about
ghaf tree parts and to answer the question on their learner book that
related to the text they have it. For the two question I will give them a white
small paper that include the lines to write the answer in a good way.
Evaluation / Assessment:
-

I will evaluate the students during the whole period and by using different
types to assess them.

I will choose random students to ask them different questions to check their
understanding.

There will be written work and it is the worksheets that I will give the students.
I will check their answers and give them feedback and to correct for them for
any mistakes.

Personal focus:
-

In this lesson I am working on my PDP goal 1 which is transition between

activities. I will do my best to make the transition work well and not to be lost
with the students in the classroom.

Teaching Competencies focus:

In this lesson I am working on competencies number 3 which is implementing and
managing learning. I will manage the transition between the activities smoothly
and give the time to work and understand what they are doing.

Teaching strategies:
-

The lesson will be students centered as much as I can and less teacher

centered. Students learn more when it is students centered.

I will ask the students random questions about the lesson and about the videos

that they will watch it about the plants that grow in the UAE desert.
Students will have worksheets to do it with a partner.

Classroom management strategies:

-

First, greeting the students, thank them, let them to sit down and to get
prepared for the lesson. Then I will ask them about the date, day, unite title.
I moreover, I will ask them to put their books and their pencil case in their
tables so nothing will be on their table and they will not be busy with their

books.
I will write the learning objectives for them on the white bored, so, they will

know what we will be doing during the period.

I will use my sentence Eyes on me to get their attention, and Eyes to the

bored to look at the bored.

If they talking while I am taking I will use my sign with the hands to stop

talking.
I will use the bill and counting to start or end an activity. So, they will know
that they dont have the whole lesson to do one activity only and to be
responsible of the time they have.

Behavioral management strategies:

-

I will use non-interaction verbals, face and hand gestures and eye contact.
For example, if there were a student who is talking I will make an eye
contact so she knows that she has to stop it

Feedback strategies:
-

I will give the students feedback to improve their learning. I will use verbal
feedback when will be the time to ask them verbal questions and there will
be written feedback when it is the time to do their worksheet.

Materials & Resources:

-

I will use PowerPoint slides for the students and I will put for the video to

watch it, which will be related to the lesson. Also, to show the students the
new words with it picture.
Flash cards about the new vocabulary in the lesson, and it will be on the
bored so students easily remember the words.

Technology integration:
-

I will be using the projector to show the students the PowerPoint slides and
the speakers to listen to the audio when will be the time to listen to the
text.

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:
-

First, I will ask the students about the weather in the desert and about the
animals we can see in the desert. Then, about the plants that grow in the
desert. Next, I will let them to watch a video about the plants in the USE
desert.

PHASE ONE:
-

I will read the text

for the students and
I will be pointing to
what I read on the
bored. Then, I will
ask the groups to be
ready to read.

students in their
groups will be
reading the text
on their learner
book and the
other groups must
be read to
continue reading.

In this phase,
I will be
focusing on
the low ability
students
which they
are my action
research focus
if they are
reading with
their groups
or not.

PHASE TWO:
-

I will show them the

worksheet that I
prepared it for them
on the bored about
the ghaf parts and I
will model for them
one answer, then I
will choose students
to distribute the
papers for the class.
I will be moving
around to check
their answers and to
give feedback.

With a partner,
students will have
the worksheet to
do it and discus
about it.

I will make
sure that the
low ability
students work
with high
ability
student.

Students have to
work with a
partner to discuss
about the answers
then to write it.

I will check
the low ability
students are
writing the
answer
correctly.

Students will be
reading the text
on their learner
book for further
developing to their
skills.

In this phase I
want to do the
transition well
by ask the
students to
close their
books to be

PHASE THREE:
-

I will ask the

students to open
their learner book
page 44 to answer
the two questions
that are related to
the text. I will give
them white paper
with lines to write
their answers.

EXTEND:
-

If there were time at

the end of the
lesson, I will let them
read individually.

ready for the

lesson
closure.

LESSON CLOSURE:
-

I will do a quick
revision about the
ghaf parts and the
new vocabulary that
they have it.

The students have

to repeat after me
to pronounce the
words well.

I will make
sure that low
ability
students
which they
are the focus
of my action
research can
pronounce the
new words
well.