Bachelor of Education 2017

Lesson Plan Template

EDUCATION
DIVISION
Bachelor of
Education

LESSON PLAN

Name: Jawaher Aqeel Alawadhi ID:

H00250824

Dat
1-3- 2017 Class: Grade 1, section 3
e:
Tim No.
Period 2, 9:00,9:45 25
e: Students
Uni
7, lesson 1: I feel happy. MST: Shaikha AL Shahi
t:

Prior Knowledge:
- The lesson is about the feeling and how the people feel. The students will build up
their knowledge by saying how they feel and I am expecting that students will say;
happy or tired but not full sentence but first I will tell the students how I feel and I
will say: I feel happy then to ask them how they feel.

- Warm up activity: The warm up is feelings video and I will ask the students to try
to say what in the video and I will say the feeling that are in the video. The video
will engage the students about the lesson. The video will be 2 minutes.

The video link: https://www.youtube.com/watch?v=dNP5BzrBiOg

Lesson Objectives: I linked the lesson with Blooms taxonomy so, at the end of the lesson
students will be able:
- To remember the feelings states which they are; happy, sad, thirsty, cold, hot,
worried, tired, hungry.
- To understand the feeling state by doing a face gestures. For example: happy, I
and the students will do a happy face. Sad, we will do sad face.
- To apply the feeling states by giving me a sentence about how they feel. I am
expecting that students will say: I feel happy, I feel sad, I feel tired, I feel hungry.
- To analyze the feeling states by draw how they feel on the worksheet that I will
give each student to do it.
- Students will be evaluated during the whole lesson while they are reading from
the flash cards, answering the questions on their activity book.
- They will be able to create sentences by using the feeling states in sentences.
For example; I feel happy in English class.

- Key vocabulary: tired, cold, hot, sad, hungry, thirsty, worried, happy.
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- Key expression: I feel, he feels, she feels + adjective.

Attitudes:
- Remind the students to respect the teacher and their friends.
- Give your classmate a chance to participate in the class.
- Raise your hand if you need help.
- Ask for a permission for anything. For example: if the student need to go to the
toilet they have to say: I want to go to toilet please.
- The classroom is a place to learn, not to play.
- Help your friend if she need a help.
- Dont talk with each other.

Knowledge/Understanding:
- The students will be able to recognize and use the words for states and feeling.
- The students will be able to use the feeling states in sentences. I am expecting
that students will say; I feel happy, I feel sad.
Skills:
1- Listening: To listen and understand a chant with some new words for describing
states and feelings which they are; tired, cold, hot, sad, hungry thirsty, worried,
happy.
2- Speaking: To practice talking about how we feel.
3- Reading: To read the written forms of the new words.
4- Writing: To trace the written form of the new words.
Evaluation / Assessment:
- I will check the students understanding about the feelings by assess them when
will be the time to give me sentences how they feel and the mime gesture.
- I will evaluate the students when it is the time to use the face expressions sticks
and if they answer correct I will give them feedback.
- I will check their understanding about the feeling by going around when it is the
time to draw on the worksheet how they feel by checking if they write the feeling
word correctly.
Personal focus:
- In this lesson I am working on my PDP goal one which is improve my skills in
transition between activities because with transition students will get some power
and will be ready for the next activity and for me it will help me as a teacher to get
the students focus again.

- Also, I am working on my PDP goal three which is develop my awareness and use
of gestures as a teaching strategy since this lesson I can use mime gestures to
teach the students about the feeling.
Teaching Competencies focus:
- In this lesson I am working on teaching competencies number three which is
implementing and managing learning because I will try my best to provide
effective scaffolding for the students and I will maintain effective classroom
presence.

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- Also, I am working on teaching competencies number four which is monitoring,

assessment and evaluation because I will provide enough feedback to improve
performance.

Teaching strategies:
- As I teach students in grade one the whole lesson will be direct teaching because
they are young and they need to be directed.

- I will ask the students different questions and here are some;
- How do you feel?
- Do you feel happy or sad?
- Are you happy in English class?

Classroom management strategies:

- First, greeting the students, thank them, let them to sit down and to get prepared
for the lesson by getting their books on the table and their pencil case. Then I will
ask them about the date, day, unite, title and the weather. 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 use my sentence Eyes to me to get their attention and the students have to
say Eyes to you, and Eyes to the bored to look at the bored.

- If they were talking while I am talking I will use my sign with the hands to stop
talking. Moreover, I will count till number five and thats mean that they have to
stop talking.
Behavioral management strategies:
- I will use non-verbal strategies which they are my face, my hands 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. For example; good
job Aisha, well done. Also, I will give group feedback, for example; look at this
group, they are quite, they finish their work and they are ready for the next
activity, then I will ask the other groups to clap their hands for the best group. In
addition, there will be written feedback when it is the time to do the activities on
their activity book.
Materials & Resources:
- PowerPoint.
- Video.
- Speakers.

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- Data show.
- Worksheets.
- Sticks.
- Learner book.
- Activity book.
- Audio. - Flash cards.
Technology integration:
- I will be using the data show to show the students the PowerPoint slides and the
speakers to listen to the feeling video and the audio.

ACTIVITIES
What the Teacher says and What the Students say and Lesson connection to PDP
does. do. goals and/or Action
Research Focus

ENGAGE -Introduction:
- After I greet the students and ask the daily questions which is about the day, date,
title and what we are going to do, I will tell them about my feeling then I will put
the feeling video for the students and ask them to say what is in the video and I
will do the same. The video length is 2 minutes and here is the link:
https://www.youtube.com/watch?v=dNP5BzrBiOg.

- As the video include feeling words more than the learner book so I will just skip the
words and use those in the learner book by scaffold the students the feeling on the
flash cards with the pictures that present the feeling and put the flash cards on the
white bored so it will be easy for the students to remember the words when they
have activity.
PHASE ONE
- Group practice.
- Directed teaching. - First, students - This phase is
- Speaking and reading have to know connecting to my
skills. about the different PDP goal three
- 10 minutes. which is develop
feeling that the
- Whole class. my awareness
teacher will teach
then then and use of
- Before the chant I will gestures as a
teach the students the students have to
listen to the chant teaching strategy
feeling from the flash because my face
cards then I will ask that includes the
feeling words that expression and
the students to look to body gesture will
the white bored that they have to know
about it then they help the students
present the chant to know about
which I will use the have to say with
the chant which the different
PowerPoint slides to feeling.
listen to the chant and will help them in
reading and - Also, it is
try to read with the connecting to my
audio. First we will speaking.
PDP goal one

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listen together to the which is improve

chant then I will ask my skills in
them to say with it. transition
between
- Here is a screenshot of activities since
after this phase I
will ask the
students to
stand up & sit
down as a
transition for the
next activity.

the PowerPoint slides

that includes that
chant from the learner
book.

PHASE TWO
- Writing skill.
- 10 minutes.
- Individually. - Students have to - It is link to my
- I will show the listen to my PDP goal five
students the work instructions well which is develop
sheet that they have so they know what my teaching
to do it individually to do and they presence in the
which is about drawing have to focus with classroom since I
what they feel and the teacher while I will go around
write their feeling at model for them and check the
the bottom of the page the work sheet. students work
but first I will give the Students have to and give them
students instruction draw a simple feedback.
what to do and I will drawing about - Also, it is link to
say my expectations how they feel and my research
then I will model for they have to write focus because I
them so they will know the feeling word will take notes
what to do when will by using the flash while the
be the time to work cards. students are
individually. Also, I will working.
tell the students that
they can use the flash
cards to help them to
write the words
correctly.

- Here is the worksheet

5

that they have to do it. - Here is a
PHASE THREE
- Maudling& scaffold the - Students will open
task.
- Reading and writing
skill.
- 15 minutes.
- I will ask the students
to open their activity
book on page125 and
write the date then I
will tell them
Bachelor of Education
screenshot of the
flash cards that I
will use it to teach
the students about
the different
feeling.
- It is link to my
the activity book PDP goal one
and write the date which is
then they have to transition
listen to what I say between
to them about the activities
instruction to do because before I
the activity after start with the
that the teacher students this
will help the phase I will do a
students to do the transition for
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instruction what we activity by using them which they

will do in this activity, the white bored have to sing the
after that we will do it and they have to daily activity
together in the white do it on their song.
bored and they have books.
to do on their book
too.

EXTEND
- Reading and speaking - The whole class - This is link to my
skill. have to do this research focus
- 5 minutes. activity which is because the
- Whole class about the different students have to
feeling which will remember the
- I will show the be in sticks and different feeling
students sticks that they have to know and say what is it
include the different each of them and and they can use
feeling and they have tell the teacher. the flash cards
to say what is it and if on the white
they dont know or bored to
they forget I will help remember.
them.
LESSON CLOSURE
- Reading and speaking - Whole class have - It is also link to
skill. to play the game my research
- Whole class. by using the flash focus since
- 5 minutes. cards about the students have
feeling. The will play the flash
teacher will show cards game
- I will play with the them the flash which is about
students the flash cards one by one the different
cards game which is and they have to feeling and they
about the feeling and mime gesture the have to say what
they have to say what feeling. is it by read from
is the feeling. It will the lash cards
give the students the which will help
chance to review the students to
about the feeling. increase their
vocabulary.

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