Student-Teacher: Aisha Ali Alowais Date: 24th October 2018

EPC 2903 Primary Lesson Plan Year 2, Sem 2

Grade Level: 5
Subject: English – Literacy
Learning Outcome : By the end of this lesson students will be able to..
Find adjectives to describe a setting.
Use a thesaurus to find synonyms.
Write down the description words in a sentence.
Create a sense mind-map to describe a setting, based off of the story ‘Charlie and the Chocolate Factory.

Resources Preparation (what do you need to do/make before

Pre: class?)
o Thesaurus/Dictionary for a mini-game as a Print out worksheets for students
starter to the lesson. Create a model of a room (inspired by the chocolate room) ,
so students know what theirs should look like.
While: Find a suitable online game for the age group and subject.
o The book ‘Charlie and the Chocolate Factory’
for the teacher to read from.
o Worksheets for children to jot down notes Key vocabulary/ Target Language
o Sample sheets/model for each group (to use as Adjectives (enormous, noisy, scrumptious, exciting, colorful)
a reference) Sentences include:
Expanded noun phrase
Post: Subordinate clauses
o Literacy books to create a mind-map. Embedded clauses using: which, who

Wrap up:
o Online game that students will play to ensure
understanding and recap what was studied.

Opening (warmer activity + teacher introduction/demonstration of small group activities)

Warmer activity (3 minutes):
Each group of students are given an adjective in which they need to use a dictionary or thesaurus to find at
least 5 synonyms for it. The adjectives are: enormous, noisy, scrumptious, exciting, colorful.

Lesson:
▪ Teacher reads chapter 15 from the book ‘Charlie and the Chocolate Factory’.
▪ While the teacher is reading, students have worksheets with different boxes labelled with some of the
senses such as: see, hear, taste and feel.
Time: 20 min
Whole

▪ Students will write down what they sense while they are listening to the story.
▪ Students share what they wrote.
▪ Teacher models drawing a sense mind map while getting ideas from students.
▪ Students share different adjectives/descriptive vocabulary.
 Guided Experience (group working with the teacher)
This group is going to receive a sheet with descriptions of the chocolate room which is included in the story.
They will not be needing to create their own room. All they will need to do is use the adjectives they have come
up with while filling in their sheets and create a sense mind map of what visitors will hear, see, feel and taste at
the room.

Extension activity:
Students will write down a sentence using expanded noun phrases.
30 min
Small

Independent Experience (small group activity) 4 Groups

The other groups of students will be receiving a sample of a room that they could use to guide them with their
Time:

own creation. They get to think of their own adjectives and descriptive words while creating their desired room.
Then, they can create a sense mind map of what visitors will hear, see, feel and taste when they arrive at this
room.

Extension activity:
Middle achievers: Write sentences using subordinate clauses.
High achievers: Write sentences using embedded clauses such as which and/or who.

Closing (review learning -LO)

10 min

Reviewing adjectives by playing an online game

https://www.education.com/game/saturday-mystery/
Whole
Time:

Assessment (to be done during activity time, who and what will be assessed?)
Students will be assessed on their ability to form a mind-map using adjectives and descriptive vocabulary.
More able students will be assessed on their ideas used to create their own room and how they describe the setting.

References:

Saturday Mystery: Choosing Adjectives and Adverbs. (n.d.). Retrieved from Education:
https://www.education.com/game/saturday-mystery/
Reflection WWW/EBI
WWW: Starter activity went well as the students were able to get active and find adjectives from the
dictionary. Students knew what they needed to do. I was able to ask students about their prior
knowledge about mind maps before modelling and some of them were able to give me ideas. Reading
an excerpt from the story allowed students to think about the different senses they will add to the mind
map. I modelled the mind map while getting ideas from students. This was useful when students got
stuck, because I would tell them to get ideas from all we had written on the whiteboard. Graphic
organizers are used to consolidate and strengthen students’ learning. (Kiefer & Tyson, 2006/2014).
Some students who are visual learners might find it easier to have their ideas written on a graphic
organizer such as mind maps, which helps them visualize the information. I used a checklist to assess
students and lower achievers were given more support. Everyone was able to achieve the learning
outcome, even if some students got stuck at some points, they were able to begin drawing the mind
map.

EBI: Have a set time whenever giving students a task, so they don’t take too long, i.e. when writing the
learning outcome, doing starter activities and main activities. When all core explanations have been
made and students begin their activity, get their attention after a while and ask them questions. Students
could share what they have come up with so far, and those who are finished can get an extra task to do.
As directed by my MST I will try to have more mini-plenaries throughout the main activity.

Behaviour management
Students were interested in the lesson, so they were very focused and on task. Although at some points,
they weren’t paying much attention like when I let them know there was a timer for the starter activity
and so many of them only noticed toward the end when the timer was beeping. I used a bell and then
explained that I would use it when I wanted their attention to let them know that their volume levels were
too high and/or to end an activity and finish up. At the end, I used a timer for students to finish tidying
up.

Groupings/differentiation
One group of students who are less capable was given a model of the chocolate room and the senses
you would sense while in the room. They had the option to either stick to creating a mind-map based off
of the chocolate room and use the sample sheet as a guideline, or create their own like everybody else
if they wished. Some of them chose to stick with the original one and others wanted to use their
imagination and create something themselves. The Lower ability group I sat with had a bit of difficulty
with coming up with the ideas needed to develop their room, so they took a longer time in doing that.
Other ability groups seemed to get along quickly and had already created a basic foundation by the end
of the lesson.

Next Steps in learning and teaching

For future lessons, I would need to remember to always remind the children of the time limit they have
when they’re working so they know not to get off task. I will be implementing more plenaries in between
activities and following up with students to see that if they’ve finished and I would give them something
else to do.

References
Kiefer, B. Z., & Tyson, A. C. (2014). Charlotte Huck ’s Children’s Literature: A Brief Guide . New York :
McGraw-Hill.