Lesson Title: Long/ Short Vowel i

Name: Jawaher Ahmed Alkaabi

Course: EPC 3903 – Practicum 3b
Instructor: Robin Ogdol

(Technology, 2017)
Name: Jawaher Ahmed Alkaabi

Professional Development Plan

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

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
- Classroom management.
- Using my teacher voice, speak clearly and loudly (not screaming).

2. Describe what you will do to help achieve your goal (Strategies Used)
- I will use a “bell” to keep student’s attention.
- I will try to have an interesting & easy lesson, to make the students understand and enjoy the lesson.
- If both above strategies used and work, I won’t need to change my voice tone.

3. Describe how you can tell if you’re achieving your goal (Evidence)
- I can tell by observing the student’s behavior, by listening to MST and MCT feedback and see how much did
they understand by asking questions.

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

- Students will be able to read environmental print
KG 2 English (Long and short (long/ short vowel i words).
vowel i) - Students will identifies the sounds of the vowels in
words.
- Students will identifies the middle consonant sound
in a word.
- Students will listens actively to reading the words.
- Students will identify the vowels sound.
- Students will follows classroom rules.
- Students will asks and answers specific questions
related topic.
- Students will reads words independently.
Resources (what materials/equipment will you and the Preparation (what do you need to make or check before
students use? Be specific) class?)

- Good Morning song - Make sure the smart board and the laptop works.

- Vowels song - Make sure that all the materials are available.

- Bell Key vocabulary

- Smart Board / Laptop - Repeat

- Classroom Rules - Say
- Cards - Choose
- Basket - Classify
 Introduction (warmer activity + teacher active engagement)

I will start the lesson by greeting the students, playing the good morning song and demonstrating the rules. Then I
will write the vowels on the board and ask the students “what are these?” “What are the short/ long vowels” then
we will make the vowels sound together. The teacher (I) will provide a matching activity on the board, the students
will match the long vowel to its short vowel, the teacher will play a song about the vowels and she will ask the
students to sing after it.

After the song I’ll tell the students that we’re going to learn and identify some words with short and long vowel I
today “what is the sound of the long/ short vowel I?” Then the teacher will write the words on the board with both
long and short I, and will teach and ask the students to read and repeat after her.
- Bit – Bite
- Fin – Fine
- Pin – Pine
- Hid – Hide
- Pip – Pipe
- Kit – Kite
The students will have a small activity after reading the words, they have to classify the long and the short vowels
words into two sections, each student will get the chance to put one word if possible. I’ll conclude my introducing
by telling the students to make the sound of the long/ short vowel I.
Time: 25 min

 Then after the break teacher Joy will continue the lesson with doing the activities and the work
book.
Whole

 The independent experience part was done by the teacher.

- What is the sound of long vowel (a, e, i, o, u)?

- What is the sound of short vowel (a, e, i, o, u)?

Assessment

- What are the long/ short vowels?

- What is the sound of the long/ short vowel I?