Week

Sunday
Unit/less
on/
Content

Notes

Wee
k4

Learning
outcome
s

Learning
objective
s

Monday

Tuesday

Stories unit/
Lesson12

Stories unit/
Lesson12

Stories unit/
Project

Past verbs
( regular
irregular verbs)
Repeating the
class more than
one could let the
students adjust to
understand
lesson.
Introduce and
explain the past
simple verbs and
their two types;
regular and
irregular

Past verbs ( regular

irregular verbs)
Repeated
Focus more on
irregular verbs on
this repeating
lesson.

Make a story
concluding
drawings
Give the
students a
freedom to
talk about
anything they
want.
Asses
students
understanding
over the
whole unit
especially on
who to write a
story with
illustration

The students will

be able to:
identify the
past simple
verbs;
regular and
irregular
Differentiat
e the two
types of
verbs and
focus on
past
regular
verbs.

The students will

be able to:
Tell the
differences
of regular
and irregular
past verbs
List and use
as much
useful
irregular
words for
students to
memorize it.

Recognize the past

simple verbs and
their two types;
regular and
irregular

The students
will be able to:
plan a
story
elemen
ts
write a
short
story
includin
g
drawing
s
Using
gramm
ar and
words
from
perviou
s class
on the
story.

Wednesda
Stories unit/
assessment

You can plan

depending on
your students
focus more.

Asses student
understandin
over the whol
unit by using
summative
assessment

The students
be evaluated
The
studen
differen
levels.
the
studen
weakne
and ne
to revie
with th
later

Activities (3-5 minutes)

A1/ make a story
for the past verbs

(ex; a family name

called simple past
family has three
daughters one is
regular which has a
best friend (ed) they
go together
everywhere. the
other sister called
irregular which is
special always
changes and the last
one is so quite
always simple and
go with her two
friends did and
question mark).
Ps; this activity
made the past
verbs easier to
my low level
students.
(5-7 minutes)
A2/ give the
students a text
then let them
underline the
regular verbs
while circle the
irregular verbs
(5-10 minutes)
A3/ give the
groups 20 cards;
10 present verbs
and 10 past
regular verbs to
match it together
then made them
present it on the
board.

(7-10 minutes)
A1/ prepare plastic
eggs that have
magnates with
regular and
irregular verbs
written on it then
let the students to
classify them on
the board
(7-10 minutes)
A2/ give students
paper dishes and
prepare written
present verbs on
the back of the dish
then let students
write the irregular
verb on the other
side and draw a
picture of the verb
meaning.
(10-15 minutes)
A3/ play Rapunzel
story video to the
children and let
them write as
much regular and
irregular verbs they
found on a
brochure papers
then make a cover
page with Rapunzel
name and drawing
of her.

(5-7 minutes)
A1/ give each
student a
paper to plan
their
elements,
they can use
the pervious
plan lesson
they did
(check
students and
give them
more
examples)
(10-15
minutes)
A2/ write the
first sentences
of the story in
the board to
make it easier
to the children
to write. (Ex;
Someday
there was a
heavy rain on
the forest
then _____)
later the
students could
complete with
their story and
draw their
characters or
setting on the
cover or
inside the
story sheets
(5-7 minutes)
A3/ the
students who
will finish first
to get another
paper as self-

The summativ
exam will incl
most of the
students
pervious lesso
through the
whole month
vocabulary,
grammar and
writing of a st

Pre-assessme
review of the
main lessons
During
assessment;
Explain
questions for
students, give
some exampl
in necessary
times only
After
assessment;
Check studen
have answers
the questions
and put their
names to
evaluate the
exam later.

Resource
s/
material
s

A1/ prepare a
story of the past
verb family
A2/ a text that
had different
regular and
irregular verbs
that suit most of
the students
level.
A3/ prepare for
each group 20
cards; 10 present
verbs and 10 past
regular verbs

A1/ Board markers

- plastic eggs that
have magnates
with regular and
irregular verbs.
A2/ papers dishes
that have present
verbs on the back
of it.
A3/ Rapunzel story
video (
https://www.youtub
e.com/watch?
v=749w-InEXgQ)
brochure papers

evaluating of
the grammars
or words used
on their story
to add more
things or
reduce things
on their
writings as
second draft.
A1/ empty
papers or
mind mapping
elements
worksheet if
the student
were low level
pencils
crones

Assessment
paper penci
crayons (if yo
added drawin
for the story
writing questi

A2/ empty
papers for the
story - pencils
crayons

A3/ selfevaluating
paper draft 2
papers pencils
crayons

Assessm
ents /
checking
understa
nding

Teacher checking
students works on
activity 2 and 3.

Teacher checking
students works

Teacher
checking
students
works
writings

Teacher mark
students wor

Evaluatio
n

Class Dojo
website
evaluate students
who participate,
give super
answers, behave
well and do their
work well

Class Dojo website

evaluate students
who participate,
give super
answers, behave
well and do their
work well

Class Dojo
website
evaluate
students who
participate,
give super
answers,
behave well

Best student
the day receiv
a card of supe
student for a
whole week a
get simple
present The
student chose

and do their
work well

by highest po
on Class Dojo

In activity three;
Students who will
write 3 words for
each type of verb
will get 1pt, more
than 3-8 verbs for
each 2pts and
more than 8 words
for each 4pts.

Justification:
In the last week of this unit, I plan to make students learn about past verbs
regular and irregular and made it into two different classes since some students
find irregular verbs are hard to learn. In addition, I planning to give them a
project of all what they got and do a short story with adding their drawings and
pervious experiences and skills to make a well structured story. At last, I will give
them a summative assessment with writing question to be sure that all the
students are understands the unit lessons. McAlpine (2002) supported the idea
of using summative assessment to progression and/or external purposes, given
at the end of a course and designed to judge the students overall performance.
For formative assessment activity, I plan to play a story video about Rapunzel to
let the students try listening and hearing the specific regular and irregular words
and sort on a paper. Dunn and Mulvenon (2009) researched about the advantage
of using formative assessment in classes and he figure out that it help with
expand the academic practicing performs of teachers and to offer detailed
guides encouraging lower level students. The resources in this week needed
more preparations before the lesson like labelling regular and irregular verbs on
plastic egg then stick it with a magnet, another resource is to prepare paper
dishes and write on each paper different present verbs to make students change
it into past verb tense. In addition the summative assessment exam needs a lot
of focus to put all the questions which evaluate students and divide the marks in

The rubric cou

be flexible to
type of
questioned. P
more marks o
the writing
question.
(ex; mark f
each element
using sequen
3 marks, usin
grammar pas
verbs 3 mark
using relative
pronoun 2
marks,
Punctuation
marks 2 mark
and adjective
to be the tota
15 marks)

a good way that will not affect low levels so much. Before I did an assessment
exam and evaluate the exam wrongly, I was putting 3 marks for circle the correct
answers which made so many students get lower marks than usual.
At the end of the week, there will be a best student of the day that will receive a
card of super student for a whole week and get simple present, the student will
be chosen by the highest points students on Class Dojo website. At last the
evaluation of Class Dojo website points will be reset to zero again to the new unit
to give a chance for the low points students compete again.

References used:
Dunn, K . E ., & Mulvenon, S . W. (2009). A critical review of research on
formative assessment: The limited scientific evidence of the impact of formative
assessment in education. Practical Assessment, Research & Evaluation, 14(7), 1
11 . Retrieved from http://pareonline .net/pdf/v14n7 .pdf

McAlpine, M. (2002a) Principles of assessment (Luton, CAA Centre). Retrieved

from http://caacentre.lboro.ac.uk/dldocs/Bluepaper1.pdf