LESSON PLAN LESSON: living and non-living things

Teacher: Bashayer Abdulaziz Subject: English

Grade: 1 Unit: 3 Date: 31-10-2019

SKILLS AND UNDERSTANDING

Students will be able to:

1. Student will be able to learn the letter s

2. Student will be able to know some words started by letter s
3. Students will be able to spell letter s.
Link to prior learning: before students learned about letter A, B, C, and now they are learning letter
D.

21st Century Skills: Students will be able to enhance the following skills:
1. Critical thinking: teachers’ questions. How can we write the big s and the small d? how can we
spell the letter D? who can tell me what is in this picture?
2. Communication: teacher will be questioning the students in the model part and the students
will be responding to her.
3. Communications: students will be communicating with their group members while doing the
activity.
4. productivity and accountability: Students will complete their activities.
5. Computer literacy: smart board by writing, video, PowerPoint matching the word with the
letter.
6. Collaboration: students will be working in groups and share their answers together.
7. Leadership: teacher will pick up a leader from each group.
8. Social skills: students will discuss with each other to find out the answer.
9. Media literacy: Tr will present a video, pictures

Key vocabulary: - Duck, Desk, Door, Dog, Doll.

Common misconceptions for Ways of identifying and addressing these misconceptions:
learners:

• Tr will read the word and let all the students repeat after
• St can’t say the vocab words her
Resources/equipment needed:

1. Pictures: students have to sort the different pictures.

2. Trips: to choose the picture that start with letter D.
3. Two faces stick: students will use it to stick the letter on the card. Master group
4. Glue: to paste the picture on letter D. Emergent group
5. Check list: to check students understanding.
6. Container: to put the different cards on it.
7. Video: in the modelling part to explain letter D.
8. PowerPoint: to match letter
9. Smart board: to write on it.

UNIT: LESSON: TASKS/ACTIVITIES

Resources & Time Starter (15 minutes)

Teacher Will: Students Will:

• Good Morning grade 1, how • Good Morning Ms.Bashayer

are you? Who can tell me what
is the date of today?

• Tr: Today we will learn about

letter s

• First, I will say the rules and

each one of you must follow
it, so you can get point in
ClassDojo. Teacher will say
the rules.

• Tr will ask student to come

and sit on the carpet.

• Tr we will look at a video to

show us more about what we Ss will see the video
will learn today.

• Tr will stop the video and

explain to the students.
teacher will ask them “who
can tell me what do we call
 this letter? Who can read this Ss: s
word?
Ss thumbs up or down
• Tr will ask students who can
come and write the big s and
small d? what do you think
class? Thumbs up or down?
good job!

• Yes this is how can we write

the big S and this is how we
can write the small s.

• Tr Everyone say “Duh” this is

how we can spell it.

• Tr “I am going to show you

some picture that is starting
with letter S”. Picture of
This is a star
duck, desk, dog, and doll.

• “Who can tell me? What do

you see in this picture? point St will thumb up if yes and thumbs
to stamp. down if no

• Dose the duck can eat and

breath? (Linked it to science)
Ss stamp
• Tr who can tell anything from
the class started with letter s.
Exultant.

•
Resources & Time Main activities (15minutes)

Teacher Will: Students Will: will be working

Tr Will give each group an activity together.

Emergent group: each child will

have a large card that have a big
letter s and some pictures stated with
letter s and not letter s.
Ss must glue the picture that start
with letter s on the large card.
 Developed group: each 3 students
will have some cards. Each card had
a big letter s and some pictures.
Ss have to find out the words that
picture that stated with letter and by
putting the strip.

Master group: will have two

different kinds of cards. The first
one has a picture and some empty
boxes; the others are letters.
Ss have to make the word of the
picture by using the letter.

Tr will come and monitor each

group and scaffold them.

Resources Plenary (5 minutes)

 Tr: will make a quick recap. She Students Will:
will say “today we learned about
letter D how can we write it which is
the lower case and upper case, and
we learned some different words
like, star, stamp, smell, and smile…

Closing assessment:
• Tr will present a video, it
shows pictures and words.
• Tr: will ask students to come Ss will come and match the word with
and match the work with picture.
picture.
• Tr will use checklist.

Resources: PowerPoint, checklist,

smartboard.

Homework Worksheet

Learning styles catered for (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment

assessment

Quiz Student presentation Written work and Verbal feedback

feedback
 Reflection
This lesson was for grade, it took place in science classroom. I have started the lesson
on time, and everything were well prepared I was achieving my lesson goal, in end of
lesson students will be able to learn about how to spell letter S, how can they write the
upper and lower case of S and some words that start with letter. This is where liked to
prior knowledge where they have been some letters.

At the beginning of the class I said the rules, each one of the students was following the
rules. I have notice that, it’s very important to say the rules because each one of them
were behaved. I have engaged the students by asking them some questions. Such as,
what do we call this letter? How can we spell it? Write the lower and upper case of S. I
opened the video and students were engaged and motivated with it, I stopped the video
while there were looking to it, this is made my lesson delivered because as I saw
students have learned from my explanation of the video and my lesson goes easier
because they understand the content. As I saw everyone were participating with me and
were able to learn the words. In my modeling part, I have used some visual pictures
which are a star, stamp, smile, and smell. students about the pictures, they were able to
answer and say the word of each picture. But one thing I forget to do it which is writing
the name of each picture under each picture. I have rewarded them which this linked to
skinner theory. Positive reinforcement to encourage the students. I had to give them a
star sticker. There were some little boys who were not following the instruction,
however, I tried to manage them by asking each of them to flip their arms and sit quietly
and tell them you will get 5 point in ClassDojo.

I have explained the center activities to the whole class while they were on the carpet,
this is saved my time, and everyone were able to know their duty. As I saw the activities
were good enough, however, develop group was little easy for them because some of
the students did it in 10 minutes, this is linked to Vygotsky theory which is ZPD the
activity must match student’s ability. While I was monitoring and scaffolding the
students and asking them, most of them were able to answer me.

I have counted 1,2,3,4,5 and all the students clean up, I really liked using counting
strategy, because it worked well, and everyone clean up and sit on the carpet.

In my closing part we had some picture and student had to tell the name of the picture. I
have used checklist and it helped me to know how many students get it right. As I saw6
from the student get it correct, which is showing me 80% of my teaching has been
delvers and I have met my goal.

In the future I would fix some things such as: write the name of the picture under each
one.

What I did it well is I was punctual. I used positive reinforcement such as stickers.
Counting to get students attention. Using pictures objects such as a star, stamp, smile,
and smell. Able to manage student’s behavers. Hands on activities.