Student Teacher: Ahlam Ahmed Date: 7/11/2018

EPR 2603 Primary Lesson Planning Template Year 2, Sem 2

Grade Level: Grade one

Subject: English (vowels families)
Learning Outcome: By the end of this lesson, students will be able to.

 Identify some words that have (ie) blend.(whole class)

 Recognize and say phoneme of words that have (ie) sound. (Whole class).
 Identify reading and writing the words that have vowels (low ability students).
 Differentiate between the vowels blend (oa ,ai, ee, ie). (Whole class).
 Write the full sentences about vowels and use some connected words like (so, but and
because). (high level)
 Write sentences about vowels and use (because) (Average students).

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

class?)
Pre: White board to review the prior
knowledge about the long vowel such as (oa,  Prepare the computer to show the student a
ai, oo) and connected words like: so, but and video about long vowels.
because.
 Prepare the materials that we will use in the
Smart board to show a video about the lesson such as flash cards and worksheets.
vowels.

While: White board to explain the lesson.
Flash cards: Show some words that have long
vowel (ie) with a brief explanation and
example.
Post: Differentiated worksheets for different
student’s level.
 Prepare the white board and write the
subject and the date.
 Split the students in groups.
 Remind the students the rules of the
classroom.

Ask the student to write some words that have

a long vowel (ie) on small pies of paper if
there is plenty of time. Key vocabulary/ Target Language

PowerPoint that include songs about vowels. tie, lie, die, pie.
Transition (turning off the lights, bell, count)
 Opening (warmer activity + teacher introduction/demonstration of small group activities)
Pre-reading and whilst-reading

 Review prior knowledge by asking students about (oa, oo, ai) blend and connected
Time: 10 min

words like(so, but, because) also write some words on a white board then ask them
Whole

to read aloud to be sure if they understand the prior lesson.

 Engage the student by a video about long vowels (oa, oo, ai, ie) ask them about the
video tittle and some new words).
 Explain the new concept of long vowel (ie) and ask them if everything is clear.

Guided Experience (group working with the teacher) post-reading

 I will sit with one group, which is the high ability students. The activity is a laminated
worksheet that they should throw the dice and get the number, after that write the
word in the middle of the sheet and say the word aloud. First, I must model the
activity well, after that, I distribute the worksheet, then I observe them ,so if they need
any help, I should help them and try as much as I can to let them understand the
activity well , it help them to understand the lesson well and know the concept of long
vowels. Furthermore, when they are finished with the activity I will review with them
the words and repeat the words for them to memories them. Low students need more
Time: 30 min

work with them. I think this kind of activity help the students to improve their writing
Small

skill and recognize phoneme of words that have (ie) sound, also Identify weaknesses
and strengthen specific skills like reading skills.
Independent Experience (small group activity 1) post-reading

 The first group activity will be three worksheets stapled together, first page include
some picture about long vowels, the students should write under each picture a
correct word by getting help from the second page that shows different vowel letters.
After that turn to third page that they should write 3 sentences: use: but, because, so
to help the students to make up of two independent sentences, connecting one to
another with a coordinating conjunction, its useful for connecting sentences. (High
students).

Independent Experience (small group activity 1)

 Second group activity is a worksheet. It is similar to the high-level student activity, but
they have to write the missing vowels letters only, not the whole word. Then they
move to the second page and try to write two sentences using (because), since they
are not able to use all the connected words, but if some of them are capable to write
something more than (because), It will be fine. This activity help the students to know
how use the letters to make the words and know the new words. In addition, they use
thinking skill (Average students).
 It helps the student to know how make complex sentences and learn some new
vocabulary that have long vowels (oo, oa, ai, ei).
 Extra activity (find your partner)
 I will make a paper crown that some of them include words and other include picture
,the student should find their partner by seeing the crown on their head then they
have to match the words with the pictures. After that they stand up in front of the
class and each student say the words aloud for the teacher to asses them and see if
they understand the words and how to pronounce them.
Closing (review learning -LO)

 Asking the student some questions to be sure they understand the lesson, for
Time: 10 min

example:
Whole

1- Give me some words that have long e.

2- Put the word tie in a sentence.
3- Explain to me what a pie is.
4- How do you lie down?
5- What other species die?
Assessment (to be done during activity time, who and what will be assessed?)

 Ask the student to list some long vowel words that they learn from the lesson to check their
understanding so I will know who didn’t understand so I can give them a homework and
some extra worksheets.
 Assess the student to say the words with ee using correct pronunciation.

References:

Santos, D. (2012, March 11). Phonics 4 (4th group of sounds). Retrieved November
6, 2018, from you tube website: https://www.youtube.com/watch?v=-t3tpb5si9I
Reflection
Today was my last observation and the last day in the school.
WWW: I began my class perfectly, my engagement was very good, I show them a short song about
vowels sound so they liked it so much and repeat that song in the class. "According to Dan the child
learn by repeating over and over "(Don, n.d.). and it was very prepared and easy access. In addition,
flash cards went well because I asked the student some question when I explain the words such as I
asked the children about word (tie) and I asked one girl to tie her shoes to be sure if they understand
the meaning of this word.
EBI: if I showed them a longer video about the vowels, it will be better to let them understand the
lesson well, so they can gain more information from the video and it will support they learning.
Behavior management:, I praise the students by some positive words like “excellent and good job”
also clap your hands. Furthermore, I used some stickers to praise them like stars and smile face
stickers and I remind them the classroom rules. I remembered when I clap for them one of them clap
with me so I asked them to sit properly and listen to the teacher.
Groupings/differentiation: I had three groups; each group did different activity by levels. The high-level
activity was a game, it was more effective than other was, I think this kind of activity help the students
to improve their writing skill and recognize phoneme of words.
Next Steps in learning and teaching: I will think about the high-level activity for all the groups next time
because it was fun, the students can gain the information easily, and the students feel fun.
References:

Donald Holdaway [Blog post]. (n.d.). Retrieved from WHO ARE THESE PEOPLE?
website: https://micromaster14.weebly.com/donald-holdaway.html