Lesson

Plan
Name of Student Teacher: Fatima Bilal

School: Asma Primary School

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)

Assessing students after explaining the lesson

2. Describe what you will do to help achieve your goal (Strategies Used)

3. Ask the teacher how she assesses her students learning.

4. Going around the classroom to check on the students while doing the activity.
5. Will ask the students if they need help.

6. Describe how you can tell if you’re achieving your goal (Evidence)

 Giving the students cards with smiley face, poker face and sad face (the students will choose the face based on
what they understood from the lesson.)

Grade Level: grade 2

Subject: English

Learning Outcome:

By the end of this lesson students will be able to..

 Identify the use of “yes, I can” and “no, I can’t”

 Write “yes, I can” and “no, I can’t”

Resources Preparation (what do you need to do/make before class?)

 28 White boards  Preparing the song for the warm up part

 Getting all the activities ready for the groups.
 28 Markers

 28 Worksheets Key vocabulary/ Target Language

 2 flashcards  Yes, I can

 No, I can’t
 Opening (warmer activity + teacher introduction/demonstration of small group activities)
Time: 15 min

In the warmer activity, I will ask the students to come to the carpet and make a circle, then I will start sing
Whole

“make a circle” song with them to warm them for the lesson, then I will introduce the lesson to the students.

Guided Experience (group working with the teacher)

In this activity, I will be taking a small group of students and will show them flashcards of the two sentences
“yes, I can” and “no, I can’t” and will tell them when can we use these two sentences and will ask them to give
me a full sentence using whether “yes, I can” or “no, I can’t”.

Independent Experience (small group activity 1)

In this activity the students will be working individual, each student will have white board and a marker, and I
will be asking them if they know how to catch, throw, kick, roll and bounce the ball. And the students are
going to write whether “yes, I can” or “no, I can’t”

Teacher will:
 Give instructions to the students.
 Distribute the white boards and the markers for the
 Going around the students to check on them.
Time: 20 mins
Small

Students will:
 Given out the white boards
 Start answering the questions by using “yes, I can” and “no, I can’t”
 Raise their boards after finishing from writing the answer.

I will be assessing the students learning by looking at the students boards as soon as they finish from
writing by raising their boards.

Independent Experience (small group activity 2)

In this activity, the students will be working individual, each student will be having a worksheet where they
will have pictures of the following actions (catch, roll, hit, bounce and kick) and on each picture it will be
written “can you….? The ball?” and the students should be writing whether “yes, I can” or “no, I can’t”.
Time: 20 mins
Small

Teacher will:
 Provide instructions for the students.
 Give the students the papers.

Students will:
 Solve the questions on the paper
 Asking the teacher for assessment (if needed)

I will be assessing the students incase if they need help.

 Closing
5 min
Whole

In the closing, I will ask the student to push their chairs and line up to the door.
Time:

Assessment (highlight when/where you will do this is the lesson plan).

 I will be assessing the students incase if they need help.

 I will be assessing the students learning by looking at the student’s boards as soon as they finish from writing
by raising their boards.

Reflection
Analyze (A):
How well did your teaching relate to the students’ prior understanding?
 Think about what the students already know about this concept/subject?

The students already had some prior knowledge about the lesson because in the previous lesson they took about the
actions which they’re (hit, catch, throw, bounce, kick and roll) so it was easy for me to cover it up for them.

 Describe what you did to tap into the students prior knowledge of the concept/subject

I tapped into the student’s prior knowledge by asking them to remind me of the actions that we took previously
to refresh their memory then introduced the two new sentences that we will be taking it in this lesson.

How well did you engage the students?

 Describe the level of student engagement that took place during the introduction, active engagement, formative
assessment and closing

The level of student’s engagement was quiet good, the students were excited to take the lesson because I
told them that we will be having a new lesson to take, and they have to guess what the lesson is about,
as in the engagement part, the students were asked to guess what the lesson is about, which grows the
student’s curiosity and imagination into guessing the lesson concept. After that I started to ask them “do
you know how to catch the ball?” and the students answered “no” and some answered “yes”. Where
they should be saying “yes, I can” or “no, I can’t”. So, I told them that what they said was correct, but
we will add two more things when we will answer the question. So, the students started to get the idea
of the lesson and the use of “yes, I can” and “no, I can’t”. I also showed the students some flashcards
that shows “yes, I can” and “no, I can’t” so the students will be aware of how to write the two
sentences. After the warming up part, I have given the students white boards and markers, then I asked
them “do you know how to….” And the students should write whether “yes, I can” or “no, I can’t” on
their white boards and then raise it as soon as they’re done with it. The activity helped me as a teacher
to check on the students learning by seeing them writing “yes, I do” or “no, I don’t”. and while I was
looking at the student’s boards, I noticed that most of the students only wrote “yes” or “no”. so what I
did is that I told them, I will help you with writing “yes, I can” and “no, I can’t”. and as I mentioned in
my previous reflection in the “yes, I do” and “no, I don’t” lesson, is that the students are on a very low
ability in writing, which makes me as a teacher to encourage them to write and this is the point of doing
this activity so, I started to write “yes, I can” and “no, I can’t” on the board and while modeling that, I
was reading and writing, to get the students attention and to make sure that they’re understanding the
concept of “yes, I do” and “no, I don’t”, first we wrote it all together, then the students wrote it with
having some of my help and lastly the students wrote it by themselves without having my assessment.
And this is where I did the gradual release for the students, and for the second activity, it was
 completely individual, without having any of my help to check if the students know when they should
be using “yes, I can” or “no, I can’t”. although it was individual, some of the students were asking for
help, and I gave them some hints to build up the answer by themselves. For the closing activity, as the
students were lining up to the door, I was asking them “do you know how to….” And they answered
with “yes, I can” or “no, I can’t”. and that was my assessment to check on the students learning after the
lesson.

Why do you think the students responded the way that they did?
 Discuss any disruptions that occurred & why you believe they happened

Some of the disruptions that I had during my lesson was in the circle time where most of the students move and hit each
other’s, and I think the reason behind this is that most of the students don’t like the idea of sitting on the carpet, but I’m
doing it for them so they can get along with the environment of the classroom, another reason behind this behavior is it
might be that the students are bored and they want to do something else instead so they start moving and hitting each
other.

Use the ‘Areas of improvement’ section of feedback from MST/MCT

My MST talked to me and the only improvement that I need to do is to have clearer instructions

Appraise (A):
Did your lesson meet your teaching goals?
 Describe the evidence from your lesson which proves that the students understood the LO

The students in this picture are doing their worksheet, as you can see the students are into the work and I think that they
achieved the lesson and the students have understood the lesson.

Next Steps in learning and teaching (Using the evidence of learning above e.g. formative assessments briefly state
what you will do next in and show this in your next lesson plan).

The next teaching steps that I’ll be taking to my next lessons is to have a maximum time for the circle time to avoid the
inappropriate behavior in the classroom.