Student-Teacher: Aisha Ahmed Yahya Date: 12-October-2015

Primary EPC 2401 Lesson Planning Template Year 2, Sem 1

Grade Level: Grade Five
Subject: English
Strand:
Learning Outcome (ADEC code and words):
-Recognize the activities that are done in the morning.
- Understand the events of the story by listening to it.
-Able to apply their understanding in the post activity.
Resources
Cards
A3 papers for group works
glue
story paper

Preparation (what do you need to

do/make before class?)
Preparing the warming up on the board
The power point that cover questions of
the story.
Printing the story and the post activities.
Key vocabulary/Target Language

Time: 40 minSmall Time: 15 minWhole

Practice listening skill by listen to

the story.
Recognize the activities such as (Get
up- Made a breakfast).
Opening (warmer activity + teacher introduction/demonstration of small group
activities)
Ask them about the day and unit.
warm up: game about basic verb and the past tense. Each
student from each group will take the words and read it in
front of the class.
Before the story start:
Guided Experience (group working with the teacher)
Ask them the question after each event.

Independent Experience (small group activity 1)

high ability group: they will write the events from their own
understanding.

For medium ability group:

They will have the pictures to help them to know the events.
They will write down the pictures from their own words what
happened in each screen.
Low ability:
The second group will order the pictures and the sentences
in the right order.
Special needs activity:
They will arrange the pictures in right order.
Independent Experience(small group activity 2)

Closing
Wrapping up by ask them did you enjoy the story?
What is your best part?

Time:

5 minWhole

Independent Experience(small group activity 3)

Assessment
Assessing the students after each screen questions to see their understanding.
Monitor their work in activity time.
Before the class finish I asked them what did you learn today?
Reflection WWW/EBI
In this class I planned to make the students practicing listening skills by let the students
listen to the story while I am reading. The main goal is not to memorize all the words
and the sentences. The main goal is to understand the story and what happened in the
story.
What went well:
The best strength that I found for myself was mentoring the class. I was able to keep
my eye contact with the students while I am reading from the story.
The students was controlled very well. They were good listener and applier. They

were listen carefully to my instruction and applied what I said.

I kept the students engaged by trying all the students to answer the question.
I was smiling which help me to build a good relationship.
I used the intonation and TPR while I am reading the story. TPR helped the students to
give the answer.
I improved the activity explanation after my MST give me her advise that I have to
model the activity before I give them.
Even Better if:
I gave MCT the lesson plan:
I didn't give my MCT the lesson plan which confuse her to not know what I will do.
Managing the time:
My main weakness was managing the time. Took a lot of time on warming up. I didn't
stick to the time in the listening activity. My MST gave me one reason about this
problem. She said to me my rhythm was slow. In result, it will take more time.
avoiding linguistic mistakes:
Some words I pronounced wrongly such as ran ( Raen). It will be better if I watched
my grammar and pronunciation while I am teaching.
Using strategies to give the instruction for the activities:
The explanation will be better in group work if I hold the paper in front of their eye
level they will know the instruction clearly.
Link pre activity with the story:
The pre activity wasn't related to the story. It was "matching past tense with basic
verb".
If I used an activity that is related to the story, it will be better. For example, "What do
think the story will be about?".
Planning same literature skills of the differentiation:
Using differentiation require same literature skills for different levels. I have to plan
for high, medium and low ability same literature skills . For example, plan
differentiation activity with writing skills for all the groups.

Next Steps in learning and teaching

Watching my grammar mistakes.
Plan same skills in the differentiation.
Link the pre activity to the lesson.
Try to find strategies to manage the time.