Lesson Plan Template

Name: Hessa Mohammed H00300742

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
- I need to do timer for each part of the lessons.

2. Describe what you will do to help achieve your goal (Strategies Used)
- I will use a timer program.

3. Describe how you can tell if you’re achieving your goal (Evidence)
- When the time is over I should to transfer to other things.

Grade Level: Subject: Learning Outcome (ADEC code and words):

*listen to and manipulate beginning and ending
1-A English
phonemes in words.
1LPA3
Term 2 * listen to and blend three or four phonemes in
words.

* listen to and blend onset (first phoneme) with

rime (last phoneme) in words.

Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)

Teacher:- sing of song, letters, word Cards, fly
sticks.
Students: fly stick, pictures, words, magnet
letters.
Have the materials ready.
Key vocabulary
A (apple - bad), b(boy- web ), c (car-back ), d (dog -
dad), e(elephant - feet), f(fish - half), g(gorilla - bag),
h(hat - hit), j(juice - jeep), k(kangaroo - black),
m(monkey), n(no - moon), o(orange- cool), s (sand –
cheese ), t(tree- meet), u(umbrella – hours ).
 Introduction (warmer activity + teacher active engagement) listening
Tr: Listening to the sing of song.
Tr: let students to make big circle and I set with them.
Tr: have in the basket different objects for each letters for example first I show them the object sun glass
then I say to them ‘s’ sound for sun glass, I will show them the object like a key and I will sounding out of
letter ‘K’ two time.
S: will listening and watch.

Tr: have flash cards for letters, pictures and words and I say the sounds of each letter two time firstly
slowly then faster and I will show them the pictures with words in beginning and ending and show them
where is beginning and ending for example, ‘a’ sound I will say it slowly then faster and I will show them
picture of apple and the words ‘ ant , park’ I will point for them the ‘a’ letter and say to them ‘a’ sound and
the words. And for words I will point each letters of word and read to them slowly then faster.
S: will listening and watch my lips.
Tr: now we will play game the game should have two students in turns. I will pot in the ground of the
carpet the flash cards of letters, pictures with words that have beginning and ending sounds and students
will have two fly sticks, when I say ‘b’ sound with word ‘ ball’ students should to find the ‘b sound with
words ball’ and hit it quickly. Students who will hit the letter quickly he will win and have star and they
should to give the teacher the cards to read for them the words which have beginning and ending sounds.

Tr: show them how to play.

S: watch and listing what teacher say and do.
Tr: give the fly sticks to first two students.
Tr: are you ready. Say ‘k’ sound for a key.
S: they listening and they identify the card which have letter ‘k’ with word ‘kangaroo‘ quickly and hit it.
Tr: give star that identify it quickly.
Tr: give another two students the fly sticks.
Tr: say ‘m’ sound with word ‘monkey’.
S: are listening and identify the m sound with word quickly and hit it.
Time: 15 min

Tr: give star for students who find it first.

Whole

Tr: tell another litter sound with word and use same game for other students.
Independent Experience (small group activity 1) speaking

They will l listening to the teacher what the sound she say and students have flash cards of letters
and beginning and ending words and they match it.

each student will have flash cards of letters and in turn student will
chose letter and tell his friends the letter after
that he find the picture of the letter that he pick it and match it with
words it have beginning and ending.

For example ( A ,a - picture for apple and jar - and the word is apple and jar).

Independent Experience(small group activity 2) speaking

Puzzle game

They will l listening to the teacher what the sound she say and they have the letters with picture
and match the letter sound with picture and pot the picture next to letters with words.

Students will talk in pair one students will ask his friends what litter
he have and what picture does he have after that he match it.

Independent Experience(small group activity 3) listening

Students listening to a teacher what the sound she say students have A4 paper in the paper they have
letters with words and pictures and when the teacher say the letters they should to pot the magnet letters
in specific letter.
 They will sit on the carpet and I will give them exit ticket and I will say different letters sound with
words and they have to make circle about what they hear.
15 min
Closing

Time:

Assessment

 Action with the song.

 Play game.
 Exit ticket.

AAWC Lesson Reflection (Completed after EVERY lesson taught)

English lesson Grade 1-A (listen to and manipulate beginning and
ending phonemes in words).
Select (S):

Identify a lesson and what standards are you addressing

The lesson was about listen to and manipulates beginning and ending phonemes in words. I used
Pre-listening for students by I show them box and inside the box some objects and I show them
different objects with the sound and beginning and ending in words. For example, I show them ball
and I sounding out the letter ‘b’ and I said for them the words like ball and web. Also students will
able to hear the letters sound with words. Although, students able to read the words with beginning
and ending. And students able to match the letters with beginning and ending in words.
Describe (D):

Who is the lesson for? The lesson for grade 1 boys, it was 19 students.

Where did the lesson take place?

It was in the English Math’s science classroom. In addition, when I start the lesson I let students
sit on the carpet to explain and play the game then for the activity they should be in their
groups its depend on their level after that in closing they sit in the carpet and I give them exit
ticket paper and I say for them different letter sounds with word and they should to circle about
what they hear.

What were you trying to achieve in your lesson?

I try to achieve the time management during the introduction and group activity to organize my
lesson by using timer and bell.

What did the students do?

They are focused when I show them letters card also when I show them in the basket different
objects for each letters they were encouraged and they hear different letters sound with picture
and words. And they were enthusiastic when they play game and the activities. I fell students
are more excited when they hear the sound and when they see the objects and when they start
playing a game.

Analyze (A):

Why do you think the students responded the way that they did?

I feel students respond the lesson because they answer me back and they were known the
sounds and some words. I found the high level students are know some words when I ask them.
I believe, learners are engage because they like to be the lesson more activities and the
activities increase their motivation. According to Larry, “We need to provide our students with
activities that are innovative and challenging as well as purposeful if we want them to be
engaged in learning” (Ferlazzo, 2014).

How well did your teaching relate to the students’ prior understanding?

This lesson relate to the students when they were in KG English lesson. I connected this lesson
by using letters sound with pictures to understand more. I found that was affective because
students were able to know sounding out each letters but first they listening to me then they
able to sound out and they were able to do their activities. This supports the thoughts of Jim “It
is well known that students build on what they already know and have come to understand
through formal and informal experiences” (Gee, 2012). In addition, it’s important to teach
them to assess their prior knowledge and skills to improve their skills and help students
build new knowledge.

How well did you engage the students?

The students were engage when they play game and do their center activity. I believe all
students felt like they could sounding out the letters and they could read the words which have
beginning and ending phonemes in words by doing the game and the activities. In addition, learners
were engage when I show them different objects that help them know the letters, words and
pictures. Although, I differentiated the activities for students to let them engage and I see their able
to do their task by showing me their works and I check. According to Larry “Make it easy for students
to be aware of how well they are doing, and you will make it easy for them to stay engaged in a
learning activity” (Ferlazzo, Education week, 2014).

Appraise (A):

Explain the nature of the experience from the students’ perspective

Did your lesson meet your teaching goals?

The lesson connected when they was on KG. I teach them the main things in different way
for example, I use pictures, objects, game and magnetic letters also I ask them questions that
related in the pictures to describe from picture what the letter is. Although, during activities
for the high group they were engage to find the letters, pictures and words, for middle and
low I helped them by showing them example and I translate for them. I found that activities
appropriate for each level because I make a search to know new ideas of activities and My
MCT and MST helped me by giving me what I need to make for each level, although I had to
support the low level students by helping them. Next time I will trying to make for them a
activities that have challenge to give them opportunity to learn and improve their skills.
Transform (T):

How might you enhance student learning of this lesson in the future?

For my future practice, I will look for opportunities to learn the sound of letters with words by
using different games and have hand on activities to build their knowledge. Also, I will display
each level activity in the board to make sure students are understood what they should to do.
And next time I will manage them by pot timer to make the centers all finish on time and after
that they explain and show us what they do. This will help learners practice and develop their
knowledge.

What are the implications for your professional practice?

After the lesson I used exit ticket by give each student paper and they have a questions they
should to hear what the letters sound with word I tolled them and they should to circle. For my
next practice I will use more formative assessment to increase their skills and to make sure they
understanding.

This is my materials and the activities for the level that I used in English lesson.
MST Lesson Observation
References:

Bibliography
Ferlazzo, L. (2014, December 6). Education week . Retrieved March 9, 2018, from Response: The Best
Ways To Engage Students In Learning:
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2014/12/response_the_best_way
s_to_engage_students_in_learning.html

Ferlazzo, L. (2014, December 6). Education week. Retrieved March 9, 2018, from Response: The Best
Ways To Engage Students In Learning:
http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2014/12/response_the_best_way
s_to_engage_students_in_learning.html

Gee, J. (2012, January 20). News illinois State University. Retrieved March 9, 2018, from Importance of
Prior Knowledge to Learning: https://news.illinoisstate.edu/2012/01/importance-of-prior-knowledge-to-
learning/