Week

Sunday
Unit/less
on/
Content

Wee
k1

Monday

Tuesday

Wednesda

Stories unit/
Lesson1

Stories unit/
Lesson2

Stories unit/
Lesson3

Stories unit/
Lesson4

Books Types
(genre)

Similes

Characters
adjectives /
Words stressing

Relative
pronouns

Notes

Students need to
see those types to
understand it.

Learning
outcome
s

Identify the
different genres of
books such as;
encyclopaedia,
comics, historical
stories, etc.

Recognize
similes words
like; like, dislike,
keen on, etc.
then use it on
writings.

Define
characters
adjectives words
and use it by
words stressing
to spell it well.

Learning
objective
s

The students will

be able to:
Tell the
differences
of books
genre.
Differentiat
e the books
genre
according
to its
content.

The students will

be able to:
recognize
the
similes
words on
sentences
apply
using
similes to
write
sentences

The students will

be able to:
define
characters
adjectives
like; (
agile,
athletic,
fearless,
intelligent,
powerful,
muscular,
wicked)
Improve
speaking
by using
words
stressing
syllables
to the new
words
(5-7 minutes)
A1/ Define

Activities (5-7 minutes)

A1/ Define

(7-10 minutes)
A1/ List similes

Students may
need another
lesson review
this lesson to
understand it
more.
Understand th
three basic
relative
pronouns (wh
where and tha
and write the
in sentences

The students
be able to:
Tell the
differen
s of ea
relative
pronou
meanin
and us
include
relative
pronou
on
senten

(7-10 minutes
A1/ Tell a shor

vocabulary (books
genre) by using
flash cards and
pictures. Whole
class
(7-10 minutes)
A2/ Classify
different books
genres into boxes
with the genres
names.
(Competition
between groups
could motivate
students).
(10-15 minutes)
A3/ Plan a
schedule on
notebook putting
books genre
names, drawing
for the genre
picture and write
under it what the
content it have.
individual

that students
know on the
board (first, give
them examples
ex; Mahra is as
beautiful as a
flower) underling
similes and
discuss the
sentences
(5-7 minutes)
A2/ give each
pairs a reading
worksheet and
make them
underline the
similes words
mentioned
(stories are
better to get
them interesting/
or link the
reading text to
the books genre
pre-lesson)
(3-6 minutes)
A3/ give each
student an
empty sticker
then put a
picture on the
board using data
shows. ask
students to write
their own
sentences and
stick on the
picture (helping
similes words
will be better for
low levels) (high
level student
could write 3-5
sentences,
medium L 2-3

vocabulary
(books genre) by
using flash cards
and pictures.
Whole class
(5-10 minutes)
A2/ read the
words while
clapping to find
out how many
syllables on each
word then write
it on the
students
notebook
(10-15 minutes)
A3/ give each a
student a small
face sheet
stacked with
curved paper
like paper fans
curving then ask
them to draw
their character
face and write
some character
of what they
learned today or
another
adjectives they
knew before.
After that ask
one to two
students to
describe their
character to
correct their
spelling. (try to
choose student
with low and
medium level or
the students
who werent
focus on the

story that
conclude rela
pronouns the
ask students
about it (give
example first
I went to Dub
where I saw B
Khalifa) let th
students disc
why you say t
place with
where.
Making stude
do mime whil
reading the st
will be better
(ex; students
point to
themselves fo
using who,
pointing to th
ground for wh
and sticking
their hands
together like
book to
represent tha
for thing)

(5-7 minutes)
A2/ Classify
different pictu
of people, pla
and things int
baskets with
relative prono
words; who,
where and tha
labels.
(Competition
between grou
could motivat
students).

(7-10 minutes
A3/ a box will

Resource
s/
material
s

A1/ Flash cards

and pictures of
books genre
A2/ Different real
books genre
A2/ Boxes hold
genre names
A3/ Notebook
pencils crayons

sentences while
low level could
do 1 or more),

class)

A1/ Board
markers

A1/ Flash cards

and pictures of
the adjectives
words

A2/ Reading text

worksheet for
each two
students
pencils or
highlighters
A3/ Data show to
present the
picture will be
chosen (ex;
princes,
student )
stickers pencils
-students
notebooks

A2/ students
notebooks

move around
class that will
contain name
with its pictur
of people, pla
and things. Ea
student will ta
one card then
write on their
notebooks a
sentence usin
the best relat
pronoun to th
picture, then
stick their
picture near i
(show them
example on th
board first)
(high level
students coul
take one mor
they finish fas
A1/ a prepare
simple story b
the teacher th
include the th
relative
pronouns; wh
where and tha

A3/ a prepared
worksheet (face
stacked into a
curved paper or
normal paper)
pencils- crayons

A2/ pictures o
people, things
and places
who, where, t
labels stacked
baskets

A3/ a closed b
that have sma
open place to
put hands ins
pictures of
people, place
and things
students
notebooks

pencils - glue
Assessm
ents /
checking
understa
nding

Teacher checking
students
notebooks.

Ask students to
write any
sentence of
things they see
at home using
similes words.

The teacher will

check students
spelling by
students
describing their
charters

Evaluatio
n

Class Dojo
website
evaluate students
who participate,
give super
answers, behave
well and do their
work well

Class Dojo
website
evaluate
students who
participate, give
super answers,
behave well and
do their work
well

Class Dojo
website
evaluate
students who
participate, give
super answers,
behave well and
do their work
well

Students who do
homework get 2
extra points on
class Dojo

Justification:
In the first week, I will focus on books genre and start with characters lessons to
introduce what are stories for students. In the basic curriculum the lessons were
two; one about book genre with similes while the other was characters
adjectives, stressing words and relative pronouns. From the previous experience I
will split the lessons since it was hard for student to match the concept of all the
skills on one lesson and understand it all. Kihlstrom (2011) had supported the

Ask student t
draw their ow
character and
home and
writing three
sentences usi
similes,
character
adjectives an
relative
pronouns. The
parents could
help with
explaining on
(give example
on the end of
class)
Best student
the day receiv
a card of supe
student for a
whole week a
get simple
present The
student chose
by highest po
on Class Dojo

Students will
marked on th
assessment, b
the total of 10
each sentenc
marked by 3
points and the
drawing 1 poi

idea of splitting rich information and skills lessons into small by using
elaborative rehearsal; teach specific objectives and connect it later since
students mind cant accept so much information.
For outcomes and objectives, most of it on the basic curriculum was asking for
general ideas like; the students will write the students will be able to read
more. That made some teachers from the same school and others schools from
my practicum confused of what to focus on planning the lessons. For those, I will
put more specific outcomes and objectives to let me plan what the students
need from skills to develop their stages. The objectives will include different skills
to enhance students which are differentiation, listening, speaking, writing and
critical thinking; each two or three skills at maximum will be for each day to
centre the focus of students training. Reflecting to MST in semester 7, she talked
about how so many skills could make both teacher and students confused; If
students get writing, reading comprehension, listening and vocabulary all on the
same day, I will be under pressure of marking works, the class time will finish
without achievements and students will get exhausted of so much work.
Activities is so important element like others but it is more like the way to deliver
the information, improve skills and enhance students experience in life.
Furthermore, Shpancer (2004) believed that activities help students around
direct give-and-take and focused, personal attention that help teachers to help
the child be more sociable and gain more good morals and values for his outdoor
life situations. For the reasons of letting the activities more personal focused, I
will ask the students to bring their own books to discover in the class which
genre it is. This will let students critical thinking about things around them
books; what is it, is it has types? Characteristics or it factors. Some other
activities focus on matching and classifying skills where the students will tell
what is what? showing the meaning of the vocabulary without giving the direct
information. In addition it help with linguistic and communicative which
improve the fluency and the amount of confidence of students to participate in
other social events (Hadfield, 1999). The resources that will be used for this week
will be simple and easy to bring it like; worksheets, different book, students
materials (pencils, notebooks, etc.), flash cards and box. I have noticed that
students like flash cards so much and understand from it more which show that
most of my students were visual learning styles.
At the end, I kept the evaluation to be simple and active to assets students and
keep their parents aware of their children progress on the same time. I used
Class Dojo website or app before and I think I will continue to use it since it have
evaluating system which give students points into standards I put and take off
points of another standards I put. In addition, it have a place to invite parents
over; communicate with them, share with them posts from each day class,
sending them letters and discuss things over. Some problems could occur if the
parents cant use internet or cant read and write English to solve that sending
weekly letters of the website translated on Arabic will be better especially that
the website translate the reports of the students to different languages.

References used:
Kihlstrom, J. F. (2011). How Students Learn And How We Can Help Them. How
Students Learn. Department of Psychology, University of California, Berkeley.
Retrieved from; http://socrates.berkeley.edu/~kihlstrm/GSI_2011.html
Hadfield, J. (1999). Intermediate vocabulary games. Harlow, Essex: Longman.
Shpancer N. (2004). What Makes Classroom Learning a Worthwhile Experience?
Thought and Action: The NEA Higher Education Journal. 19:2335. Retrieved
from; http://www.nea.org/assets/img/PubThoughtAndAction/TAA_04Win_03.pdf