Name: Shaima Abdelrahman

MCT Observation1 lesson plan

ID: H00250598

First Lesson Plan Template

EDUCATION
DIVISION
Bachelor of
Education
LESSON PLAN

It was good because I enjoyed the lesson. The students were active/

engaged
I liked the classroom rooms, the silence finger
I used voice control
They learned, at the end of class
They had the idea of emotions

Name:

Shaima Abdelrahman

Self-moderate
ID: H00250598
Dat
e:
Tim
e:
Unit
:

26/10/2016
10:55 to 11:40 / 45
minutes

Class:
No.
Students

3/1
31

Ready, steady, go!

lesson 3 how you are

MST:

Fatima Abdulaziz

feeling?

Prior Knowledge: This is a new unit that is mostly about movements unlike the
previous unit which is about neighbours and jobs where they describe their
neighborhood which they live in.

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

They will build their knowledge by linking emotions to their families by revising a
small sentence to link what they have learned with emotions. For example: I feel
happy when my sister reads a story for me, I feel excited when my cousins come
to the mall with me, I feel scared when I go to the cinema with my brother because

he likes horror movies, whenever I feel sick I go to the doctor, etc.

Students will link what they learned about people and jobs to emotions that they
might feel. However, students will make a sentence to describe me what they can
see or think per pictures, videos, words, and sentences.

Warm up activity: listen and sing with audio if you happy and you know it and then
change the happy word into other emotion and sing for them to let them do the action.
For example, if youre excited and you know it say hurray! If youre hungry and you know
it show me that! If your sleepy and you know it go to sleep! If youre scared and you
know it show me that! If youre unhappy and you know it show me that! Etc.
Key words: angry, sad/unhappy, tired, happy, exited, hungry, scared, cold, hot,
surprised, thirsty, sick, cross, and other types of feelings.
Lesson Objectives:

Students will be able to recognize people feelings by reading their face

expressions:

When the students analyzing the meanings of the emotions and feelings they can read
the people faces when they are angry, happy, unhappy or other emotions. Also, they can
talk to people by body language when they need to say it. For example, pointing on
stomach if they are hungry, looking in a way that shows that they are angry, and
jumping to show that they are excited. Or any other type of emotions that they learned
or learning.

Students will be able to describe people emotions and feelings.

This will be mostly in the whole activities because students will keep giving examples
about their families to describe emotions or feelings of them or others around them.

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

Such as, I feel happy when I go to the zoo with my family, and I feel unhappy when I
lose my things, etc.

Students will be able to show and act:

Students will be able to show and describe me how each emotion looks like by acting
when I show them the cards. Also, they will be more active because they will move and
use their facial and body language to act and show me. For example, when I sing I will
say, if youre thinking and puzzling show me that!, or if youre angry and you know it
stamp your feet!.

By the end of the lesson, students will be able to recognize the types of
emotions and the words that they can use to describe their feelings. Also, students
will be able to act, show, and feel others emotions and feelings.

My whole lesson is connected to the blooms taxonomy:

Engage: to engage students I will get their attention at the beginning of the class
especially when they will sing and do actions while singing.
Explore: for exploring students will do a group work by sticking the correct words
to the correct pictures.
Explain: in explaining the lesson I am going to let the students answer my
questions because I prefer them to learn by thinking.
Elaborate: I decided to make more than three activities that extend students
learning and allows them to answer by giving me examples.
Extend: for deeper understanding I planned to give them a booklet that makes
them write sentences and draw themselves. Also, I will make them give examples
of what makes them feel in certain situations. This was rushed and the girls didnt
have time to work in the book. They were highly motivated about it but thery had
to put it away. You need to time your phase so there was quality time to complete
something in the book which was a good idea. Are they going to work on this in
another lesson? Do you think you modeled and scaffolded for this phase?
Evaluate: I will evaluate the students by listen to what examples they can give
me, how they act when I sing such as happy which means smiling, group activity

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

which is about sticky words, and the booklet which is to write sentences of how
they feel if In addition, making them writing on the sticky notes what makes
them happy, unhappy, surprised, scared, exited, or other emotions they want to
describe it. After that, the next week I will make them read what they wrote and
they will read my notes on their sticky notes.
Attitudes:
As a routine, the teacher will remind the students about the classroom rules:
12345-

Looking eyes
Listening ears
Quiet voice
Helping hands
Walking feet

Skills:
1- Listening: students will listen to the song and act; students will listen to others
when they give examples.
2- Reading: students will read words on the cards, and they will read the questions
on the booklet.
3- Speaking: students will give many examples that describes feelings. For example,
when I ask how you will feel if you lost your cat? She will reply by I will feel
unhappy or angry.
4- Writing: students will write on the booklet what they feel and then draw in boxes
about each emotion how does it looks like.

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

Evaluation / Assessment:
Students will be assessed on their emotions feelings describing and if they know how to
recognize others feelings.

Engage: if the students knew to answer the questions about the previews lesson it

will show me that they still remembering what we took

Activity1: if the students could describe me their feelings I will know that they

know what they are learning and fully understanding what the topic is
Activity2: if the students acted out the words that they see or pictures that
displayed on the cards I will recognize from their face expression and telling me if
the answer is correct or not that they are fully understanding the feelings and
emotions. However, it depends on the students levels but most of the students

are doing the action by copying their friends actions.

Activity3: if the students put the words on the correct places under each picture it
shows me that the group members have discussed about the answers and they

know what each feeling shows.

Extend: if the students wrote the sentences correctly with using words of
describing emotions it will show me that they are fully underattended the lesson,
while if students were not able to complete a full sentence it means they did not

get enough information about feelings and emotions meaning.

Closure: I read their sticky notes and I evaluate their learning in levels:
a) If the student wrote a full sentence on their sticky notes it means they are fully
understanding the lesson outcomes. Such as, I feel happy when I sing with the
teacher, or I feel unhappy when the teacher is angry. While if the students did not
use words such as happy, unhappy, angry and other emotions words it means that
they need other activities that support their learning.
b) Sticky notes: if the students wrote enough information that shows me their
understanding by using feelings and emotions words.
Personal focus:
-

Differentiation: students can see pictures and show expression, students will listen
to the song and act out what they hear, and students will write on the booklets.

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

Reinforcement: if students are little bit out of control I tell for students who are
quiet thank you very much, youre a good listener, thank you very much for

your participations, ect.

Students engagement: I am engaging the students to make them learn by
themselves through songs, activities, and acting.

Teaching Competencies focus:

In this lesson, I am working on Implementing and Managing Learning (including
behavior management, language and delivery).

I am going to give clear instructions about activities and do or give example.

I will tell them what they will take from beginning to the end, and write on the

board what they will do in whole class.

I will use effectively teaching style and different techniques of teaching style.
I will let students discuss with each others when they do group activity which is

about sticking the correct word next to correct picture.

Maintaining a constructive environment that allows the students learn the lesson

objectives in a way that makes them understand the meanings of the words.
I managed to use many resources that allows the students to learn the concept of
the lesson in different tasks. The activities in sequence are:
1- Engaging: Part 1 of engaging activity: ask the students about previews lesson,
part 2 they will sing if youre happy song
2- Phase 1 is to answer questions,
3- Phase2 is to know and describe by acting what the pictures shows flash cards.

Then, (continuing the song of part 2 in engaging activity but changing the happy word
into other feelings).
4- Phase3, sticky words, when they stick words next to the correct pictures.
5- Extend, booklet 2 pages, or one page depending on the time.
6- Finally, closure which is sticky notes depending on the time. Then if we still

have more time I will do the acting game.

I will make sure that the students are actively engaged and responses with me
during singing, acting, and groups-individual activities.

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

Teaching Strategies:
Teaching strategies:
1- VAK: to support students learning the lesson is created on three different areas
which specifically are for visual learners, auditory learners and kinesthetic
learners. However, for auditory learners they will listen to the song from youtube
and when I sing with them. While for visual learners they will be able to see
pictures and face expression. And for kinesthetic they will do the group activity
which is stick the words on the correct pictures.
2- Teaching style: teaching style is very important for students who like to learn in
fun ways. Additionally, I choose to be a dynamical teacher before beginning the
teaching practice, and to engage students I am using puppets to sing with them or
for them, and the most important thing to do is to make up interesting dialogs that
supports students to speak and give examples from their own experiences. For
example, give me example about anything makes you happy, give me example
about anything that makes you feel unhappy, and what makes you feel excited?
or any other questions that comes on the mind.
Classroom management strategies:
1- Push your chairs inside the disks: this strategy is for the students who are going to
sing and I will say it at the end of the class and when they are going to sing.
2- Put all your stuff inside the disk: this strategy will be for all activities that students
will do because the book is not inquired in this lesson and not many questions can
deliver the lesson objectives that I need to deliver. Anyhow, I will say it at the
beginning of the class and before singing.
3- Come at the middle of the class, in front of the board to sing with me to respond

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

me
Behavioral management strategies:
1- I will use the cards rules that shows what behavior should the students do.
2- Finger silence: when they are talking, when they finish from an activity, and when I
see some girls are not paying attention. The way of doing this strategy is
whenever I say use your fingers in a loud voice they immediately put their fingers
on their mouth.
3- Body pen: when they will read from the booklet or on the flash cards.
4- Eyes on me, eyes on you: after activities to get students attention without calling
their names
5- Eye contact: for students who are not listening or not paying attention. Also for
side conversation I keep looking at them until they stop talking.
6- Body language: when students are playing with stuff on their tables I will keep
looking at them until I get their attention, and when students are doing a good job
I will smile at their face, or if the classroom is out of control I will be quiet until all
of them looking at me.
Feedback strategies:
1- One, two, three terrific: this strategy is to clap for the girl who answers but in
different way that makes them do it together and finish it together. For example,
instead of clapping like a traditional way that makes the students keep clapping a
lot, this strategy is better because they will clap with one voice and finish with one
voice.
2- Verbal: to support students learning I will say: excellent, and for extend their
knowledge and thinking skills I will ask then how did you know that this is the
correct answer? Also, I will give body language feedback which are smiling when
the student answers correct, or using my thumbs to show her that she did a good
work.
Materials & Resources: flash cards, sticky notes, flash cards, big white board, papers,
booklet, sticks,
Technology integration: computer and data show: for the song, pictures, and activities

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

description.

ACTIVITIES
What the Teacher says and does.
Dynamic spontaneous developed the

What the Students say and

Lesson

do.

connection to

relationship enthusiasm and motivated

PDP goals
and/or Action
Research Focus

ENGAGE -Introduction: 3-5 minutes

Rules and expectations review/reminder.
Lesson overview- well introduced. You show enthusiasm and interest. Your
presence is with the girls.
Transition to front of the room. Good prompting and reminder of expectations.
If your happy- great modelling. The students were fully engaged and
participating here.
You are using your voice and expressions to engage the girls.
Transition to desks- game approach excellent fast response.
Part1: I will ask some questions about preview lesson:

Who remember what we took yesterday?

Where did Jeff live? Apartment building
Do you think the girl from the poem friendly or unfriendly? Friendly, because she is

looking for a new friend

Do you think the poem was happy or unhappy? Unhappy, because she was feeling
sad

(part2): to engage students, I will open a song that called if you happy and you know

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

because this will attract the students attention and introduce the lesson type which is
feelings and emotions. https://www.youtube.com/watch?v=halLxsxCZbk
Teacher will sing with the students to make them be more confident to sing. Good
strategy.
Teacher will introduce the emotion lesson to the students and after the song she will ask:
1- What type of emotion was missioned in the song?
2- Who can tell me about anything in one word only about what makes you happy?
3- What other emotions you can describe it for me?

Continuing will be after phase 1 as part 2 continues activity.

PHASE ONE:
Teacher will introduce the lesson topic

Students will answer the

Differentiation

by asking students to tell her their

questions by describing their

by dialog:

feelings about certain situations that

feelings, and I expect from

she will ask them about.

them to tell me what they

The questions will be:

1- What you will feel if you lost your

will feel in each situation just

like the way that I need them
to answer.

cat?
2- Where you like to go in weekends? Answers that they might
Why?
3- How you feel if the teacher tells
you that you have trip on Sunday?
4- If your neighbors are listening to a
loud music, what you will feel?
These were great scenarios to use for
feelings. The girls are fully engaged. You
modelled sentences and repeated
answers. This was a good opportunity to

answer:
1- What do you feel if you
lost your cat? I will feel
sad/unhappy because
2- Where you like to go in
weekends/holidays?
Why? Any place by
telling the reason

Because some
students are
learning when
they talk and
explain to
ensure that they
know what they
are thinking
about.

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

model contextualized language. Get the

which is, because it

girls to repeat after you one or two new

makes me happy and

sentence structures.

excited.
3- How you feel if the

Acting activity- you are modelling drama

teacher tells you that

so well here.

you have trip on

Very well prepared resources- great

Sunday? Very happy

prompts for feelings.

and excited, and this is

The lesson flow is very good and you

keep the students engaged and
involved.

real because I am
going to surprise them
about that I will take
them to a trip to the
Sharjah discovery
center. Then I will ask
them what they feel if I
tell them that they will
go on Sunday?
Surprised or excited.
4- If your neighbors are
listening to a loud
music, what you will
feel? Noisy, unhappy
and angry.

Continuing on warm-up activity:

(part 2)

Students
Students will do the actions

https://www.youtube.com/watch?

and sing with the puppet that

v=l4WNrvVjiTw

the teacher is using.

Teacher will change the happy word into

The actions that I am

any other feelings vocabularies that

expecting them to do are:

engagement by
attracting their
fully attention to
hear what I say
to act.

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

they learned.
The singing part will be with using
puppet:

If youre happy happy happy clap

your hands.
If youre angry angry angry,

stamp your feet!

If youre hungry hungry hungry

say I need food!

If youre excited excited excited

say hurray!
If youre scared scared scared, say

oh no!
If youre sleepy sleepy sleepy,

take a nap!
If youre happy happy happy clap

your hands.
If youre thinking and puzzled

show me that!
If youre unhappy unhappy
unhappy cross your hands!

This is a great way to review and

preview these words. I like your
singing and your enthusiasm
shined through.
You should have a word bank with
these words clearly displayed in
classroom you can refer to during
the song too.

Clapping
Stamping
their feet
Repeating
after me
Responding
whenever I
use say

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

You have excellent classroom

management, students are very
responsive and compliant.
Great pacing- 123 sit down. You
have clear expectations and
because you make it engaging the
girls are following you and
involved.
PHASE TWO: (acting)
This is an engaging and great way
to use the key vocabulary
1- Teacher will show the students
cards and tells them the
meanings with examples.
2- Teacher will use flashcards that
shows students the picture with
the emotion type and tell the
students that she cannot hear so
they should act and show what
they want to say to the teacher.
3- Teacher will ask the student how
do I feel

Students will see the flash

cards one by one and then
expression
about
their
feelings to show me what
they see and then waiting me
guessing what they are
trying to say. Which means
than students will look what
emotion that card shows and
act to the teacher what they
see by using their face or
bodies actions. For example,
if the card shows angry face
the students will act for me
by changing their facial
expression into angry mood,
or if the card shows surprised
face students will act for me
and show how their face
expression is when they feel
surprised.

Students
engagement:
attracting
students
attention and
teach them in a
way that makes
them learn by
fun.
Students
engagement
when students
are acting for
the teacher

PHASE THREE: Group work

A great idea to have your

Groups leaders will take the

instructions shown on slide and you

plastic bag and wait my sign

dramatically read them to class.

to give them the cards and

Differentiation:
Kinesthetic
learners

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

You corrected loudness in room.

words.

because they

Use this opportunity to show what

are doing the

should happen. Make a role play

activity using

with one group.

Not listening to me- you are making
me angry- use your behavior.
Activity cancelled.
Teacher will ask from the group leaders
to take the bag that includes 10-12
cards, 5-6 words and 5-6 pictures
Then the teacher will give them the
instructions and give them a sign to
start the activity.

Instructions are clear. He board

instructions are a great reference.
This is an excellent way to reinforce
instructions and give students
reading practice.
A word bank displayed in room will
scaffold this activity for the

After that students, will label

the pictures with the words
that shows the correct
emotion.
Next time would you cancel
this activity again or use it as
a learning experience for the
class and give them another
chance?

their hands

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

students if they need it. They need

this for their spelling and written
work.
Students invited to complete p.9 on
board.
What is your rule about coming out
to teacher?
Monitor students when they work.
Move around more, check their
work and give feedback for
learning.
Give general feedback to finish this
phase.
EXTEND (extend their knowledge, and
evaluate them by this activity): around
10-15 minutes

students will use their

creativity by drawing and

Teacher will give the students a

coloring the faces that they

booklet which includes o pages

will draw which describes the

that they can draw, write, and

word.

read.
This activity will be with them for
1 week and every day they are

Also, students will be able to

required to do one or two pages.

The booklet contains feelings

write a full sentence on the

booklet.

vocabularies names that allows

the students to use their
knowledge and understanding to

For example, I feel tired when

write what they feel.

I sleep late, I feel scared

Differentiation:
students who
learn by drawing
and writing

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

However, the last page of this

when I see a spider, I feel

booklet is an activity of reordering

surprised when my family tell

letters to make a correct word and

me that they will travel, I feel

then match the word to the

angry when I lose my pen,

correct picture.

etc. After that they will draw

Students invited to complete p.9 on

board. Your instructions werent
clear and the phase was rushed.

how their faces looks like

when they are angry,
surprised, etc.

This needed better planning.

What is your rule about coming out
to teacher? Girls were leaving their
seats to talk to you here.
Monitor students when they work.
Move around, check their work and
give feedback.
Give general feedback to finish this
phase.
+ give them homework page 33 in
activity book
LESSON CLOSURE
I will choose one of three activities

Students will do the activity

Students

depending on the time that we still

with the teacher:

engagement:

Activity 1: will make students

Because the

recognizing what they

students will do

board and students will pronoun

learned and remember the

all the activities

vocabs and say what the word is.

letters of the words.

with the teacher.

have:
1- Teacher will put letters only on the

Which means

Name: Shaima Abdelrahman

MCT Observation1 lesson plan
ID: H00250598

A_ _ _ _ / angry
S_ _ _ _ _ _ _ / Surprised
H _ _ _ _ _ / Hungry

any activity that

Activity2: will show me how
effectively the students
understood the lesson

S _ _ / Sad
H _ _ _ _ _ / Happy

the teacher
decides to do
with them they
will be engage
to participate to

Activity3: students

have fun

engagement and making the

through gaming,

lesson in a way that makes

singing, and

about what they learned from the

them more happy and

writing using

lesson in three minutes only.

enjoyable.

their own

P _ _ _ _ _ _ / Puzzled
2- Write on the sticky notes anything

Writing- scaffold and model here.

Today I learnt.( past tense) I was/I
am /today I Write this on board
to scaffold.
Words on data show were small
& hard to see from back of room.
It was good to see you go thru
each word focus on
pronunciation.
Countdown to finish.
Pack up and sing happy again with
teacher feedback.
3- Singing together and acting.

thinking.

Use your voice

volume as a
mood monitor
in the room.
When st doing
written work
keep the mood
subdued in the
room for
concentration.
so there
should be
times for high
energy and
quiet energy
in lesson.