Instructor: Mr.

Amine

Course: English

Textbook: No Textbook used

Weekly Objectives:
1.
2.

Students with demonstrate comprehension of Family members English vocabulary

Students will be able to describe someone in English
Monday

Grammar: Subject
pronouns and verb to be.
Objective: Students will

demonstrate their learning

of pronouns and verb to
be by unscrambling some
sentences.
Warm up: Ill pin an image
(image1) on the board and
have students look at it for
a while and ask if anyone
knows what those words
are.

Objective discussion: Ill

tell students that those are
subject pronouns and are
important because we use
them them whole time
while speaking.

Tuesday

Vocabulary: Family
Objective: Students will
demonstrate their ability to
state family members in
English by filling out a
family tree by their own
family names.

Wednesday

Thursday

Vocabulary: Descriptive
Adjectives

Writing: Describing
someone.

Objective: Students will

demonstrate their
knowledge of descriptive
adjectives by writing the
right adjective under the
right picture.

Objective: Students will

be able to write sentences
that describe someone.

Warm up: Ill pin a picture

of the royal family of
Morocco on the board
(image3), and let the
students look at it for one
minute. Then Ill ask them
some questions.

Warm up: Ill draw two

persons one fat and the
other is slim, ask the
students whats the
difference between them.

Objective discussion: Ask

students what family is and
explain to them that it is
important to know about
their families because they
love them.

Objective discussion: Tell

students that today we will
learn some Adjectives which
are used to describe
someone or something.

Warm up: show students

the face of someone they
know (ex: the director)
ask them who is that.
Pretend to not know him
and ask them for
adjectives that describe
him.

Objective discussion: Tell

students that today they
will learn how to write
correct sentences forming
a descriptive paragraph.
Explain that this is very
important because it can

Friday

Formal Assessment:
Describing family.
Students will be required
to write a paragraph of at
least 5 sentences to
describe their family
members.
Because students are still
young, there will be no
scripted rubric. However,
Ill explain to them orally
that they should write
complete sentences
including verb to be and
adjectives. (also, spelling
counts)

Instruction: Ill pin image2

on the board and explain to
students what each
pronoun refers to.
Model: get some students
on the board (boys and
girls), use body language
and point to them while
saying the pronouns, make
students do as I modeled.
Instruction2: write forms
of verb to be in the present
on the board, (am, is and
are). Explain to students
which one goes with which
pronoun.

less guided Practice:

make groups of students,
give them a list of subject
pronouns and forms of
verb to be, let them match
the pronouns and verb be
that go together. Take a
walk around and help if
they got stuck.

Assessment: For this

assessment Ill give
students some scrambled
sentences and let them
unscramble them.
Example:
(a football/ is / player / he)
Homework: Assessment will be

Instruction: Ill base my

instruction on the same
image. Ill ask the students
where the father/mother
Model: Ill write some
questions on the board and
model by being the first
one to go on the board and
answer them. (Example:
how many brothers/sisters
have you got?)
Less guided Practice: make
groups of two or three and
write some scrambled
family vocabulary on the
board, let them work
together and then they
come to the board and
correct it together.

Assessment: Students will

have to fill a family tree by
their family members and
label them (ex: father:
Ahmed) (image4)

Homework: Assessment will

be given as a homework and
graded.

help us remember
someone like we did with
the previous image.
Instruction: for each
adjective, Ill draw
something that it describes
before saying it. Ill teach
them two by two, opposites
go together. (i.e. Tall and
Short)

Model: Try to apply the

vocabulary learnt in real
life. Bring a student to the
board, describe his using
the learnt vocabulary. let
students do the same.
less guided Practice: put
students in pairs, each one
writes down adjectives that
describe their partner.

Assessment: Ill give

students a worksheet that
has many pictures that refer
to an adjective learned in
class, students will have to
write the right adjective
under the appropriate
picture.

Homework: Tell students

to choose someone they
know and write adjectives
that describe him.

Instruction: ask students

to remind me of the
subject pronouns and
verb to be that we have
seen before while I write
them on the board.
Now, Ill ask students to
give me an adjective that
describes me (ex: slim)
Ill tell them I am slim)
and Ill write it on the
board.
Do the same with other
pronouns (make students
describe each other for
He, She)
Also, Ill make students
guess what to write for
other pronouns (inductive
reasoning)
model: Ill tell students to
stand up and say a
sentence that describes
them and another one
that describes someone in
class. Ill be the first one
to model this and then
give students the chance
to do the same.

less guided Practice:

Make students into pairs,
each of them describes

given as a homework.

his partner, then they read

each others papers.

Assessment For this

assessment Ill tell
students to write
sentences that describe
their teacher (thats me)

Homework: Ill take a

look at the assessment
sheets and then give it
back to them to correct
each others papers as a
homework.

Resourses:
Image 1: https://elimufeynman.s3.amazonaws.com/media/resources/personal_pronouns.png (taken from:
changesapproved.net)
Image 2: http://crazyspeechworld.com/wp-content/uploads/2012/12/train71.png (taken from:
http://sites.cssmi.qc.ca)
Image 3: http://i.tmgrup.com.tr/dailysabah/2014/12/22/HaberDetay/1419230494116.jpg (taken from: dailysabah.com)
Image 4: https://drive.google.com/open?id=0B-vwB8RIZkPidjRMclNMNFdGRGc (image taken from: www.edupics.com)

1.

Did the learner provide objectives, warm ups, objective discussions, instruction and model for each day of the first 4 days of the week? (Answer
"yes" if learner included all 4 of these activities. Answer "no" if one or more of these activities is missing from each of the first 4 days.)

2.

Did the learner provide guided, less guided, and assessment activities for each of the first 4 days of the week? (Answer "yes" if learner included all
3 of these activities. Answer "no" if one or more of these activities is missing from each of the first 4 days.)

3.

Did the learner assign homework for each day?