Student Teacher: Ahlam Ahmed Date: 30/10/2018

EPR 2603 Primary Lesson Planning Template Year 2, Sem 2

Grade Level: Grade one

Subject: English (ee) sound
Learning Outcome: By the end of this lesson students will be able to..

 Identify some words that have (ee) blend.

 Recognize phoneme of words that have (ee) sound.
 Say the words with (ee) using correct pronunciation.
 Write some words that have a (ee) blend.
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
video about long vowel (ee).
Smart board to show a video about long vowel
(ee).  Prepare the materials that we will use in the
lesson such as flash cards and worksheets.
While: White board to explain the lesson.

Flash cards: Show some words that have long  Prepare the white board and write the
vowel (ee) with a brief explanation and subject and the date.
example.
 Split the students in a group.
Post: Differentiate black and white
worksheets for different students level.

Ask the student to write some words that have

a long vowel (ee) on small pies of paper if Key vocabulary/ Target Language
there is plenty of time.
feet ,meet ,bee, seed, teeth, cheese.
PowerPoint that include game and songs.

Transition (turning off the lights, bell)

 Opening (warmer activity + teacher introduction/demonstration of small group activities)
Pre-reading and whilst-reading

 Review prior knowledge by asking students about oa blend and write some words on
Time: 10 min

a white board then ask them to read aloud to be sure if they understand the prior
Whole

lesson.
 Engage the student by two videos about long vowels (ee), one of them in the
beginning of the lesson to guess the topic (ask them about the video tittle and some
new words). The other is before post teaching to engage the student and pick their
attention.
 Explain the new concept of long vowel 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 low ability students. The activity is a worksheet
that they should highlight the words that have long (e) words. 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
Time: 30 min

(e). Furthermore when they are done from the activity I will review with them the
Small

compound sentences (but, so, because) that they took before and connect with the
(ee) words because low students need more work with them. Give them some cards
to make sentences that include some (ee) words.
Independent Experience (small group activity 1) post-reading

 The first group activity will Choose some words with the “ee” blend and write 3
sentences: use: but, because, so to help the students to make up of two independent
sentences connections to one another with a coordinating conjunction, its useful for
connecting sentences. (High students).
Independent Experience (small group activity 1)

 Second group activity is a worksheet, the students look at the pictures and write the
(ee) words, after that they write a sentences about each word. This activity help the
students to know how use the letters to make the sentences and know the new
words. (Average students). (Two groups).
 Then student will have small-laminated cards to make a full sentence and focus on
(but, because, so and long e). It help the student to know how make complex
sentences and learn some new vocabulary that have long (e).
Closing (review learning -LO)
Time: 10
Whole

 Asking the student some question to be sure, if they understand the lesson.
min

 Short game on a smart board (make a word to match a picture )

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:

Phonics: The 'ee' sound. (2017, August 17). Retrieved October 28, 2018, from
you-tube website: https://www.youtube.com/watch?v=jFUz6cZAXNo

YBM Kinder. (2014, April 13). Let's Chant the Long E Sound. Retrieved October
28, 2018, from YouTube website: https://www.youtube.com/watch?v=D9Z1YyYBcig
Reflection

Today was my first observation with my MCT, it was about the (ee) blend and connection words such
as (but, because and so). I did several things in that lesson and tried to do a best lesson. I prepared
everything well, specially the transition; I used a bell and switch of the light.
WWW the lesson went well and I had an excellent organization. I had a lovely manner with the student.
I was an energetic and enjoyable. I did a good review with the students about prior knowledge at the
beginning of the class. In addition, I introduced the lesson with a video asking for student’s suggestion
of words with the phoneme in. My new words was a laminated and colorful to make the student happy
and memories the words easier. I asked the student to put each word in a sentences to understand the
words better also to know how make a sentences include connection words. Furthermore I asked the
students to guess the lesson, it help them to develop their thinking skill. My learning outcomes was
clear. The good point that my MCT liked in my lesson was when I sat with a group of students in the
guided group activity and actively assessing the students. I focus on student center, student should
work by them self and try to think and guess to develop their cognitive skill. “According to Piaget
children build their own learning rather than just being told something” (Piaget, 2015). Finally, all the
students like and understand the lesson.
EBI: I will try to write new words in a different way instead of flash card, such as write on the board and
draw a picture also I will use different transition next time.
Behavior management: I had a perfect behavior management such as a verbal praise for the student
answers, like “excellent and good job” also, they liked my way when I say clap your hands. I used some
stickers to praise them like stars and smile face stickers. Every day I remind them the classroom rules. I
had one problem when I closed the lesson, I asked them if they understand the lesson, but one of the
students told me that he did not understand, so I asked him to come to the whit board and write
anything he know from the lesson
Groupings/differentiation: I divided the students in a four groups by levels. The first group activity
included some words that the students chose these words with the “ee” blend and wrote 3 sentences:
use:(but, because, so) , to help the students to make up of two independent sentences connections to
one another, with a coordinating conjunction, its useful for connecting sentences. (High students).
Second group activity is a worksheet, the students looked at the pictures and wrote the (ee) words,
after that they wrote a sentences about each word. This activity help the students to know how use the
letters to make the sentences and know the new words. (Average students). (Two groups).Then
student had small-laminated cards to make a full sentence and focus on (but, Because, so and long e).
It help the student to know how make complex sentences and learn some new vocabulary that have
long (e). I sat with one group, which is the low ability students. The activity was a worksheet that they
highlighted the words that have long (e) words, some of them understand other need focus and teach
more. In general all of them well done.
Next Steps in learning and teaching: Next time I will focus more in student center and think about
different activities that the student can solve without any help from the teacher.
References:

6 Education Theorists All Teachers Should Know Info graphic. (2015, December 7).
Retrieved November 1, 2018, from TEACHER INFOGRAPHICS website:
https://elearninginfographics.com/6-education-theorists-teachers-know-infographic/