VISION-SETTING

5-Step Lesson Plan

Do NOT write in the grey portions.
NAME
Sakeef Mahboob Bin Ahsan
OBJECTIVE
What will your students be able
to do?

DAY, DATE
Sunday, 16.11.2014
ASSESSMENT STANDARD
To which Assessment Standard does the objective connect?

ASSESSMENT
How will you know whether your students have made progress toward the objective
How and when will you assess mastery?

KEY POINTS.
What three to five key points will you emphasize?
What (Vocabulary, Notation, Concept):
How (Steps):
Why:

MATERIALS:

Letter card

OPENING (1min.)
How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous
lessons? How will you engage students and capture their interest?
Teacher introduces the letters E, F, G, H in front of the student.
INTRODUCTION OF NEW MATERIAL (9min.)
What key points will you emphasize and reiterate? How will you ensure that students actively take-in
information? How will you vary your approach to make information accessible to all students? Which
potential misunderstandings will you anticipate? Why will students be engaged/interested?
E
Teacher will first show the letter E and say that it is E. The letter E will be repeated by students
thrice.
Teacher will then explain that the letter E makes the sound /e/ and how this sound is produced. The
sound is produced by the students thrice.
Teacher will then write E on the board.
Students are then asked to write the letter on their notebook.
Student will next show that the letter E can help us to form the word EGG.
Students will repeat EGG twice.
F
Teacher will then show the letter F and say that it is F. The letter F will be repeated by students
thrice.
Teacher will then explain that the letter F makes the sound /f/ and how this sound is produced. The
sound is produced by the students thrice.
Teacher will then write F on the board.
Students are then asked to write the letter on their notebook.
Student will next show that the letter F can help us to form the word FAN.
Students will repeat FAN twice.

Teacher will ask students to identify where does the sound F make in FAN and where does the sound E
make in EGG. Students will respond accordingly.
GUIDED PRACTICE(min.)
How will you clearly state and model behavioral expectations? How will you ensure that all students
have multiple opportunities to practice? How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance? Why will students be engaged/interested?
GP is integrated in INM.
INDEPENDENT PRACTICE (4min.)
How will you clearly state and model behavioral expectations? In what ways will students attempt to
demonstrate independent mastery of the objective? How will you provide opportunities for
extension? Why will students be engaged/interested?
Students will look at the letters in their notebook and practice to say the sound of the letter and say the
word that starts with the sound. Teacher will walk around and check for understanding.
CLOSING (1 min.)
How will students summarize what they learned? How will students be asked to state the significance
of what they learned? How will you provide all students with opportunities to demonstrate mastery of
the objective? Why will students be engaged/interested?
Teacher would ask what does F say? Students will say /f/. What does an F look like? Students will hold
up their copy where F is written.
Teacher would ask what does E say? Students will say /e/. What does an E look like? Students will hold
up their copy where E is written.
HOMEWORK (if
appropriate)