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 clothes.

 Speak about the clothes.
Resources Preparation (what do you need to do/make before class?)
 28 girl pictures
 28 clothes pictures  Preparing the song for the warm up part
 Flashcards of the clothes names and  Getting all the activities ready for the groups.
pictures
 28 papers with the pictures of the Key vocabulary/ Target Language
clothes.  Dress
 Box  Thobe
 Clothes  Trousers
 Make a circle song  Jacket
 Extra worksheets (matching)  Abaya
 Shoes
 Glasses
 Hat
 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 up for the lesson. After the song, I will be having a box with
clothes in it (Dress, Thobe, Trousers ,Jacket ,Abaya ,Shoes ,Glasses ,Hat) and will ask the students what do
they think is inside the box and they have to guess, after that I will introduce them to the lesson and will show
them the clothes inside the box with showing them flashcards of the name of the clothes with their pictures in.

Guided Experience (group working with the teacher)

 I will be showing the students the flashcards and will ask them “what do we call this?” and they have
to answer by saying the name of the cloth.

Independent Experience (small group activity 1)

This activity will be individual, each student will have a picture of a girl and clothes, so the students will dress
up the girl whatever they want by using a glue to stick the clothes on the girl, and they will glue the girl picture
on a paper. And they will explain what the girl is wearing to their friends.

Teacher will:
 Provide instructions for the students.
 Give the students the pictures
Time: 20 mins
Small

Students will:
 Stick the clothes on the girl
 Stick the girl on the paper
 Explain what the girl is wearing

I will be assessing the students learning by going around the students and see how well they’re doing.

Independent Experience (small group activity 2)

The students will be working individual, each student will have a paper with the pictures of the clothes and I
will be saying the name of the clothes out loud and they have to cross on the picture according to what I’m
saying for example I will say trousers, so the students will cross on trousers picture. The student who will
finish the whole paper will be the winner.
Time: 20 mins

Teacher will:
Small

 Give instructions for the students.

 Give the papers to the students.
 Say the name of the clothes to the students.

Students will:
 Listen to the teacher.
 Cross on the pictures according to what they hear.
 Closing

In the closing, I will show pictures of the clothes to the students and they will say the name of each cloth. After
Whole
Time: 5 min

that I will ask them to push their chairs and line up to the door.

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.

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 weren’t having enough prior knowledge to this lesson because it wasn’t related to the previous lesson,
even though they don’t have enough prior knowledge, I gave them some hints about the lesson, so I can see if the
students can name the things which they’re clothes, and we use them in our daily life.

 Describe what you did to tap into the student’s prior knowledge of the concept/subject

I have tapped into the student’s knowledge by giving them hints about the lesson, so I started telling the
students that we will be having a new lesson, and I warmed them up by having a mystery box and
started to ask them what they think there’s inside the box.

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

The students were well engaged through the engagement activity because I had a mystery box where the
students will be guessing what’s inside the box, so I started asking the students questions to guess what’s inside
the box, and when I asked the students to guess, the students said animals names because that’s what we took
in our last lesson, but then I gave them hints like “it’s something we wear everyday”, “it’s cotton” some of the
students answered by saying “jacket and shirt” then I asked the students if they can give me the name that we
call those things with. And they started to dig into it and trying to get the word, so I helped them by
pronouncing the word “clo….th…e…s” and as I was pronouncing the word the students tried to complete the
word by themselves and they ended up saying clothes. After that I showed the students what’s inside the box
which I had actual clothes inside it, which gained the students attention and were engaged throughout the
lesson and while engaging the students I was asking them questions to see if they know the name of the clothes
in English and not in Arabic, and actually they were able to call out some of the clothes names like “jacket,
shoes, shirt and glasses”. After doing the engagement part with the students we moved to the first activity
which the students were working individual and they had to dress up the girl that they have, after dressing her
up the students will come in front of the classroom and will describe what the girl is wearing, for example some
of the students described the girl by saying “the girl is wearing a hat, shoes, glasses and a jacket” then I asked
the students to tell me the colors of what the girl is wearing. This activity helped me to assess the students
learning when the students will be describing the girl and what she’s wearing I will see if the students can name
and identify each cloth that the girl is wearing. In the closing activity, I went through the pictures of the clothes
 and asked each group to give me the name of what they’re seeing, for example I showed them a dress picture,
so the students will say dress. And this is where I will be assessing the students learning after the lesson.

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 happened during my lesson was in the circle time while I was engaging the students
learning, the students were trying to open the box while I was asking them to guess. The reason behind this behavior is
that the students are curious and wanted to know what’s inside the box instead of guessing for 2-3 minutes.

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

This evidence shows the student’s work on the dressing up activity where the students will be working individual, the
students worked very effectively and I think that they understood the lesson and were able to achieve the LO’s. And I
hanged it out the classroom into making the students feel proud of their work.

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 steps that I will be trying to improve it is to manage the student’s behavior during the circle time more
effectivity.