Lesson Plan Template

EDUCATION
DIVISION
Bachelor of
Education

LESSON PLAN
Name: Aisha Fawzi AL Zaabi
ID: H00272385
Dat
e:

7 November, 2016

Class:

Tim

No.

e:

Students

Uni
t:

Unit 2: Food and drink

lesson 8

MST:

Grade 5

24

Miss Hajer Al Hammadi

Prior Knowledge (What prior knowledge are you building in?)

In this lesson, I will build their knowledge of the key vocabulary related to describing a
process. In which they will learn about using sequencing words to describe a process, and
we will discuss what they know about how chocolate is made. Moreover, we will discuss the
different kinds of chocolate and what is chocolate made of.
Lesson Objectives: (What will students be able to do by the end of the lesson?)
students will be able to

Discuss how chocolate is made (Student will talk about what they know about how
chocolate is made).
Recognize and use sequencing words to describe a process (Students will be able to
remember the words that are used for describing a process).
Attitudes:
Students have to respect and listen to the teacher.
Students have to respect each other in which they will have to listen to them when
its their turn to answer and give their friend the chance to talk without
interrupting.
Students will have to be cooperative and supportive while working in groups

Knowledge/Understanding:

Students will use the vocabulary that is related to describing a process.

Students will develop their knowledge in describing a process using sequencing
words.

Skills:

Speaking: Students will discuss how chocolate is made.

Listening: Students will listen to a video that demonstrates how chocolate is made.
Reading: Students will read sentences about how chocolate is made or about
chocolate.
Writing: Students will write about chocolate or about how is chocolate is made.

Evaluation / Assessment: (How will you know your students have achieved the
lesson objectives?)

Asking the students questions through the lesson to see their understanding and
during the activities, I will walk around the class to ask them questions about what
they are doing.
Observe the students in the group activity and note if they are using vocabularies that
are related to food.
I will use the students name list to write notes beside the students name so it would
help me in keeping track of the students development and level in the class.
During the writing activity, I would go around the students to assess their writing.

Personal focus:
During this lesson, I will be working on my third goal which is using technology in the
classroom. The technology that I will use in the class is the projector, in this lesson I will use
it to display pictures and flashcards for the students to have a better understanding of the
lesson vocabulary. In addition, it also will help me to explain the instructions of the activities
for the students so that all of the students can understand the activities in this lesson. While
working in this goal will help in doing my research as I will use it as a visual resource for the
students to learn better by looking at pictures that would help them in memorizing the
lesson vocabulary. Furthermore, the students will be using the iPads to solve some question
that is related to the lesson, and it would be in a shape of a game.
As for my action research focus, I will be using visual recourse in the lesson. I will observe
the students that I have chosen to do the research, and I want to see if the visual recourses
supported and scaffold the students to learn the vocabulary and how it will help them to
recognize and memorize the words. Also, I will note if the visual resources affected the
students concentration and engagement.
Teaching Competencies focus:
In this lesson, I will work on implementing and managing learning. During this lesson, I will
give the students clear instructions, model for them the writing and the speaking in the
lesson; for the writing by focusing on the details such as the capital letter in the begging of
the sentence, as for the speaking correcting the students grammar. In addition, I will use a
range of different recourses to have an effective lesson.

Teaching Strategies
Teaching strategies: I will use different strategies to engage the students and for them to
be able to understand the lesson, such as flashcards, pictures, and videos which are for the
students to understand the meaning of the words in a better way. Also, I will have a dialogue
with the students about food and school lunches, and they will have a dialogue with each

other to discuss school lunches around the world.

Classroom management strategies: To manage the classroom, I will discuss different
strategies. First is counting which is to count from 3 to 1, and that means they have to stop
doing whatever they are doing and look at the teacher. Second is gestures, and I will use it
for the students to know that they should stop.
Behavioral management strategies: The strategy that I will use if the students
misbehave eye contact or a visual sign that shows the students that I am upset, and they
will need to stop. Also, I would suddenly stop talking and become quiet while looking at
them, and they will know that they were misbehaving and they have to stop and look at me.
Feedback strategies: During the lesson, I will give the students verbal feedback about
their answer, work, writing, reading, speaking, listening, and behavior. For example, I will use
very good, excellent, and nice try which will depend on the students actions.
Materials & Resources:

Pictures related to chocolate and how it made.

Video about how chocolate is made.
iPads
Flashcards
Activity book page 35

Technology integration:

Using the projector to display the flashcards, pictures and video that is related to the
lesson.
iPads

ACTIVITIES
What the Teacher says and
does.

What the Students say and do.

Lesson connection to
PDP goals and/or Action
Research Focus

ENGAGE -Introduction (5 Minutes):

To start the lesson, I review the previous lesson which is about quantities (many, much, a lot
of, etc.) with a discussion about chocolate and what do they know about it. During this
activity, some students may make mistakes in using the grammar. This activity would
scaffold the students remember the use of the quantifiers and to practice what they have
learned.

PHASE ONE 15 Minutes

The teacher will display
flashcards about sequencing
words that are used for
describing a process with
explaining to the students how
they can use the words. During
this phase the teacher can have
a dialogue with the students
about the new words and
teacher could ask the students
to use the words in a sentences;
by doing this the teacher can
know if the students understood
the word meaning or not.

Students will have to use the

words in the flashcards in a
sentence to have a better
understanding. When the
students give answers they
may use the grammar
incorrectly, so the teacher
should help the students and
correct it for them.

This phase is linked with

my PDP goal as I will use
the technology
(projector) to display
vocabulary. Furthermore,
it also linked with my
action research focus as I
will be using visual
resources to introduce
the new lesson for the
students.

Then the teacher will ask the

students to use in a sentence
with correcting their grammar.
PHASE TWO 7 Minutes
The teacher will display a video
for the students about how
chocolate is made to give the
students a better understanding
of the use of sequencing words.
The teacher could ask the
students some questions after
the video or while they are
watching the video.

Students have to watch the

video and the will tell the
teacher about what they
understood from the video.
Some students may have
questions about the video as
they had difficulties in
understanding the process;
the teacher could have a
discussion with to give them a
better understanding of the
process.

This phase is linked with

my PDP goal as I will use
the technology
(projector) to display
vocabulary. Furthermore,
it also linked with my
action research focus as I
will be using visual
resources to introduce
the new vocabulary for
the students.

EXTEND 10 Minutes
The teacher will tell the students
to take the iPads to solve some
questions related to the lesson
to check their understanding.
Also, they will do this activity as
a competition between each
other. This activity will help the
teacher in assessing the
students learning.

Students will have to solve

some questions that are
related to the lesson; the
students will do this activity
as a competition between
each other. This activity will
engage the students, and it
would help them in improving
their skill in reading as they
will have to read the
questions.

LESSON CLOSURE 8 Minutes

The teacher will give each
student paper for them to write

Students will have to work

individually to write a

This phase is linked with

my PDP goal as I will use
the technology (iPads) to
solve the questions.
Furthermore, it also
linked with my action
research focus as I will
be using visual resources
for the students to do the
activity

sentence or two about

something related to the lesson.
To help the students, the
teacher will display the
keywords on the boards. Also
before they start writing the
teacher will model a sentence
for the students using the
keywords that are related to the
lesson.
The purpose of this activity is to
scaffold the students in their
writing as to assess their level it.

sentence using one of the

keywords. Students can use
the flashcards that have the
key words on the board to
form a sentence. Students
may have some mistakes is
writing such as grammar,
spelling and punctuation
marks; the teacher should
scaffold the students and
correct them if they have
such mistakes.