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Lesson Plan Template

Personal Target
1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
 The goal is having a smoothly lesson, that is suitable for the level of the children learning

2. Describe what you will do to help achieve your goal (Strategies Used)
Use games, show them videos, let them to participate in each part of the lesson.
Use different learning methods.
3. Describe how you can tell if you’re achieving your goal (Evidence)
 When the children achieve the learning outcome.

Grade: Subject: Learning Outcome:

KG2 English – Letter I In the end of the lesson students will be able.
- Say the sound of the letter /I/

- Write the letter /I/


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

 Introduction materials:  Having enough materials.


 Making extra activities.
- PowerPoint

- Data show

- Laptop
- Flash cards shows picture of each word which
is (igloo, ink, insects)

-
Activity 1:

- Card

- Playdough

Activity 2:

- Card & marker

Activity 3:
- Crown
- Colors
- Scissors

 Closing time:
Papers that shows the different letters.

Language & Sound letter /i/ – Words that start with letter /i/ (Igloo, ink, insects)
Key vocabulary
Questions using Remembering level:
Bloom’s Taxonomy
levels What is the sound of the letter /i/?

What is this, while showing them a turtle or objects that start with letter /i/.

Understanding level:

Make the sound of the letter /i/?

Applying level:

Give me a word that start with letter /i/?

When they say the sound of the letter /i/.

Analyzing level:

Do you think this is the sound of the letter //i/ / (I will make different sounds)

Evaluating level:

Tell me the sound of this letter?

Creating level:

Can you create an insect crown /i/


Introduction (warmer activity + teacher introduction/demonstration of small group activities)

Opening/Introduction:
First of all, I will show them a video that shows the sound of the letter, during the song I will do the actions
of the letter and I will let the students to sing with me and do the actions.
10 min

After that, I will ask them what did they saw in the video? And if they remember the words that start with
letter I. Then I will show them the flash card that shows the three words and let each child hold the flash
card and say the word.
Whole

Time:

Active Engagement (group working with the teacher)

- Then, I will put for the students a song that shows the students the sound of the letter T, and
I will let them to sing together.
https://www.youtube.com/watch?v=HHEqOLZ0hr4

- After that I will show them a video shows them how to write the letter T, and I will let them
to write it in the air and in the floor.
https://www.youtube.com/watch?v=93mdB3_GgSo

- Play with them the hidden pictures, which is show them pictures that start with the sound /I/
and let them to guess the word.

Independent Experience (small group activity 1):

Low level students

- Children will have a card and playdough, and they have to make a capital/lowercase /i/

Questions:

What is the sound of this letter?

What the picture display?

What is this? Is this a tree? Does a tree start with the sound i?
1
Independent Experience (small group activity 2):

Medium level students

- Card that shows many different letters, and the students will have to find the letter /I/ and
make a circle on it.

Questions:

What is the sound of this letter?

What the picture display?

What is this? Is this a tree? Does a tree start with the sound i?
High level students

Activity 3:

- In the second activity the child will make an insects crown, by cutting the eye and color it,
then stick it to the crown, and stick the horns of the insect in the top of the crown.

Questions:

What is the sound of this letter?

What is this?

Give me words that start with sound /i/

I will stick in the floor letters and they have to step only in letter I, and say the sound of the letter while
they are stepping.
Closing

10 min
Time:

Assessment

Observe the students, during the activities, and during the lesson.
Ask questions during the lesson.
Check list and writing notes during the activities.

Hot questions (Formative assessment):

I will ask the students during the activities part:


To give me words that start with the letter i?
How the letter I its look like?
Can you tell me the sound of the letter I?
Reflection 4
Learning Outcome:
Write the letter /I/
Say the sound of the letter /I/
Strand: Phonics.
Theme: Animals and Humans

I taught a phonics lesson which is about letter /I/. The outcome was recognizing the
shape of the letter /I/ and the sound of it, know how to write the letter /I/ and learn
new vocabularies such as a igloo, ink, insects. I try to use different strategies that am
weak in classroom management, so I used to clap as taking their attention then said
when teacher Clapp student be quiet. I try to ask the students different types of
questions such as "what the sound of the letter I" "give me a word start with the sound
I" to enhance their oral skills and to scaffold their learning during the lesson and the
activities. In the end, I assessed the learning understanding by asking questions and
writing notes and using checking lest and I told my MST to take pictures in order to
understand their learning abilities.
Introduction part
Warming up- Introducing the sound
During the introduction part, I introduced to the students what we are going to learn.
‘Today we are going to learn a new sound and you have to tell me what do you think it
is’. Then we did some movements to let them active, and the students were active and
engaged in the begging. Then I show them a mystery box that include things that they can
touch and feel, so they know the name of each item, I think this is a great idea to let the
children to understand and recognize the lesson is what about, students were participated
in each part of the lesson and I think they achieve the learning outcome.

In the active engagement part:


I showed the students song about the sound of the letter I, and we sing together and
together, and they students participated and enjoyed.
https://www.youtube.com/watch?v=HHEqOLZ0hr4

Then I showed them a video indicates to them how to write the letter I, and we start to wrote
the letter in the floor and the air, and they try to write it then they start to say we are done we
want to write it in the board.

Phonemic Awareness
I did for them a formative assessment during the circle area which is playing a
game. The game is finding letter T around the class, then they will have two trays, the
first tray is for the uppercase letter and the other tray is for lowercase, so they have to
sort the letters that they have. This game let me know their understanding of the
lowercase and uppercase of letter /t/.
So when they came to stick the letter I asked them what is this ? and what the sound of
this letter? and they have to answer to stick it, also they have to say a word that starts
with this sound. In this part I can assess their phonemic awareness of the students,
phonological awareness is a significant part of the children to help them to develop their
oral, reading and writing skills in early ages.

Introducing Phonics & Letter Knowledge (Active Engagement and formative


assessment)
In the end, students were confused when I ask them to tell me the sound of the letter I,
they keep saying the name of the letter, because it hard for them, then I start to put a song
that about the sound and I put it on repeat, so the students were understand the sound of
the letter in the end. In the next day, I ask the students about the sound and they do the
correct sound. In the end of the lesson, I believe that the students achieve the learning
outcome by observing them and their work.

Transitions
In this lesson, I used three transition strategies which are:

- From the circle area to the activity: calling the students names based on their level
abilities, and it was easily smoothly transitioning.
- From the activities to the carpet: singing a song which is clean up song, to let
them clean up, and then count till 5 and when I said 5, it should everyone sits in
the carpet.
Activities time
I did three activities, each activity based on the student’s abilities and I graded the
students by using the checklist, and the checklist three different columns which are
emerging, developing mastered, so the child who knows to solve the activity he will be
mastered, but if they don’t know at all they will be emerging phase. The first activity was
for the low-level student which is students will have a card and playdough, and they have
to make a capital/lowercase /i/. In this activity the students were engaged and participate,
I check their understanding by observing the students during the activity. The second
activity was for the medium level students which Students will make an insects crown, by
cutting the eye and color it, then stick it to the crown, and stick the horns of the insect in
the top of the crown. After that, students will wear it, and said I’m an insect. The
students were engaged in making the crown and in the end I asked them about what is
this? And they already know that this is an insect. The last activity was for the high-level
abilities and it was about card that shows many different letters, and the students will
have to find the letter /I/ and make a circle on it. Students were finding the letter I and
when they found it, they start to surprise and happy and show me their work. All the three
activities were successful, and I can assess the children learning abilities through their
work in small groups activity and asking them questions and observe them in the
activities, by using checklist and writing notes.

Closing time
In the end of the lesson, the students will stamp on the letter I, and they were searching
the letter I between all the letters and they are saying the sound correctly.

Evidence from my lesson


At the end of the lesson, I think that the students were able to recognize the
letter /I/ with saying the sound of it, write a letter /I/ and know the new
vocabulary that they learn in the center since they did the activities in a good
way. These pictures below prove the students’ understanding:
Next steps
In the next lesson, I will follow the feedback of my MCT and MST, I will
try to use more students center than teacher cente r in the activities, try to
scaffold their understanding step by step. Moreover, using different
strategies such as the reward system, giving a star for the students who sit
properly and participated with me.

References:
Cook, J. (2009, December 30). How Can a Teacher Use Bloom's Taxonomy in the Classroom?
Retrieved from Weeblly: http://hopemiddle.weebly.com/how-to-use-blooms-
taxonomy-in-the-classroomrti.html
Moats, L., & Tolman, C. (n.d). Why Phonological Awareness Is Important for Reading and
Spelling. Retrieved from Reading Rockets: http://www.readingrockets.org/article/why-
phonological-awareness-important-reading-and-spelling