Lesson

Plan
Name of Student Teacher: Fatima Bilal

School: Asma Primary School

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)

Assessing students after explaining the lesson

2. Describe what you will do to help achieve your goal (Strategies Used)

3. Ask the teacher how she assesses her students learning.

4. Going around the classroom to check on the students while doing the activity.
5. Will ask the students if they need help.

6. Describe how you can tell if you’re achieving your goal (Evidence)

 Giving the students cards with smiley face, poker face and sad face (the students will choose the face based on
what they understood from the lesson.)

Grade Level: grade 2

Subject: English

Learning Outcome:

By the end of this lesson students will be able to..

 Identify the name of the animals

 Speaking about animals
 Writing the animals names

Resources Preparation (what do you need to do/make before class?)

 Power point slides of the animals  Preparing the song for the warm up part
pictures  Getting all the activities ready for the groups.
 Make a circle song
 Big colored papers Key vocabulary/ Target Language
 Animals cards  Lion
 Colors  Rabbit
 White boards  Giraffe
 Markers  Frog
 Tiger
 Duck
 Opening (warmer activity + teacher introduction/demonstration of small group activities)
Time: 15 min

In the warmer activity, I will ask the students to come to the carpet and make a circle, then I will start sing
Whole

“make a circle” song with them to warm them for the lesson, then I will introduce the lesson to the students by
showing them pictures of the animals.

Guided Experience (group working with the teacher)

I will show the students pictures of the animals and will ask them to name every animal.

Independent Experience (small group activity 1)

In this activity the students will be working in pairs, the students will have a card with the name of the animal,
and they have to describe the animal for their partner, so their partners will answer based on the description,
then the other partner will tell their partner if the answer is correct or not. Then they will switch with the other
partners in the group.

Teacher will:
 Give instructions to the students.
 Going around the students to check on them.
Time: 20 mins

Students will:
Small

 Be given the cards

 Describing the animal for their partner
 Switching the cards with the other two pairs in the group

I will be assessing the students learning by going around each group and see how well they’re doing and
will ask them if they need help.

Independent Experience (small group activity 2)

The second activity each student will have a big paper and I will ask them to draw an animal, each group will
be drawing an animal and they will introduce their animal to the other groups by talking about them.

Teacher will:
Time: 10 mins

 Provide instructions for the students.

Small

 Give the students the papers.

 Move around the class and check on the students.

Students will:
 Draw the animal with their group.
 Write the animal name on the paper.
 Talk about their animal with their group members.

I will be assessing the students by going around their groups and asking them if they need help.
 Independent Experience (small group activity 3)

In this activity, it will be individual, each student will have a white board and I will show them
pictures of the animals on the board and they have to write the name of the animal.

Teacher will:
 Give instructions about the activity
Time: 10 mins

 Distribute the white boards to the students

 Show the pictures to the students.
Small

Students will:
 look at the picture and write the name of the animal.

I will be assessing the students learning by going around the classroom and see if they need help with
spelling the name of the animals.

Closing
5 min
Whole

In the closing, I will ask the student to push their chairs and line up to the door.
Time:

Assessment (highlight when/where you will do this is the lesson plan).

 I will be assessing the students learning by going around each student and see how well they’re doing and will
ask them if they need help.

 I will be assessing the students learning by going around the classroom and see what they’re writing.

Reflection
Analyze (A):
How well did your teaching relate to the students’ prior understanding?
 Think about what the students already know about this concept/subject?

The students didn’t have any prior knowledge about the lesson until I gave them some hints about the lesson.

 Describe what you did to tap into the students prior knowledge of the concept/subject

I tapped into the student’s prior knowledge by asking them questions if they like animals, and what of animal
do they like and so on.

How well did you engage the students?

 Describe the level of student engagement that took place during the introduction, active engagement, formative
assessment and closing

During this lesson, I think the students were well engaged because it was a new lesson in a new unit and
they were excited to take the lesson and know what’s about. In the warming up activity I told the
students that we will be having a new lesson in our new unit, then I started to describe the lesson that
we will be taking it by saying “it’s a living thing” “it has hair, four or two legs”. The students started to
answer random answers, some of them said “dog” or cat. Then I told them that it’s close to what they
answered, after that I introduced the lesson for them which is about animals and I showed them pictures
of the animals afterwards, while showing the students the pictures of each animal I stopped at each
 picture and asked the students to say the name of the animal, and the students said the name of the
animal correctly but in Arabic not in English. So, I re-corrected them and told them what’s the name of
the animal in English. After engaging the students, I wanted to keep them well engaged so I gave them
their first activity where they will be playing in pairs, each one of the pairs will have a card with a
picture of an animal, and the student who has the picture will describe the animal for her partner in a
way that the partner can use their imagination and say the name of the animal. This activity helped as a
teacher to check on the students understanding and checking if they can identify the name of the animal
through a description. I managed to do a formative assessment throughout the lesson by asking them
questions while they’re doing the activities. And especially in the second activity I was able to assess
the students learning when the students had to draw an animal and then talk about it in front of the
whole class, and at this point, I asked the students what’s the name of the animal? What does it eat?
How many legs they have? And those kinds of questions really helped me to check on the students
understanding in learning. And to close up the lesson, asked the students to line up to the door and as
they’re leaving, I asked them to give a name of an animal, so they can leave the classroom.

Why do you think the students responded the way that they did?
 Discuss any disruptions that occurred & why you believe they happened

Some of the disruptions that I had during my lesson was in the circle time where most of the students move and hit each
other’s, and I think the reason behind this is that most of the students don’t like the idea of sitting on the carpet, but I’m
doing it for them so they can get along with the environment of the classroom, another reason behind this behavior is it
might be that the students are bored and they want to do something else instead so they start moving and hitting each
other.

Use the ‘Areas of improvement’ section of feedback from MST/MCT

Appraise (A):
Did your lesson meet your teaching goals?
 Describe the evidence from your lesson which proves that the students understood the LO

The evidence shows that the students are working on their activity and I think that they understood the lesson and the
concept of it, as well as they were effectively working together/individually.

Next Steps in learning and teaching (Using the evidence of learning above e.g. formative assessments briefly state
what you will do next in and show this in your next lesson plan).

The next teaching steps that I’ll be taking to my next lessons is to have a maximum time for the circle time to avoid the
inappropriate behavior in the classroom.