Lesson Plan Template

Name: bashayer abdulaziz

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)
I would like to work on my classroom management skills and reduce behaviours problems
2. Describe what you will do to help achieve your goal (Strategies Used)
I will use my stickers chart and positive/negative reinforcement chart through the lesson
Treat the students who are sitting quietly.
Using the some cards ( can I go to bathroom)(I need some help).
3. Describe how you can tell if you’re achieving your goal (Evidence)
When the students work effectively in the classroom.
When the students are sharing their ideas with the teacher.
Grade Level: grade 2-5 Subject: English Learning Outcome (ADEC code and words):

Recognize words with short /e/ vowel.

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)
Box
Cards Key vocabulary
Pictures Bed, net, ten , hen, peg, web, leg, red, pen ,wet and met.
Marker
Letters on cards.
Flashcards.
Exit ticket.
Game
Envelops
Clips
Pencils
 Introduction (warmer activity + teacher introduction/demonstration of small group activities) and
Active Engagement (group working with the teacher)

Hook Tr: will write on the board a table, on the first Colum she will write short /e/ and the other one
long /e/.
Tr: will distribute an envelope for each group. The envelops have some short /e/ and long /e/ words.
Tr: will ask the students” who can find the long e word?” then she will pick a student to come and
bring her long e word to post it in the table.
Ss: will go to the board and sort their long e words on the table.
Tr: will say” what do recognize from the other words?” “ talk to your partner” she will give about 30
seconds to think.
Tr: these are short e vowel. She will ask the students to come and post the words on the short e.
while they post their word, teacher will ask “who can read this word’’ point to net word. Chose the
one who is sitting quietly. Again she will pronounce the word and will ask the students to repeat
after her.
Tr: will ask them “who can tell me the sound of net word?” after that she will ask them “ who can
spell the letter of net word?”.
Tr: will do the same for each word.
Tr: will write on the board
Read= net(whole word)
Time: 15 min

Spell the sound: b.ed(separate sound)

Spell the letter= b,a,d (letter by letter)
Ss: will read the words, their sounds, and their letters.
Whole

Independent Experience (high group)

Tr: will give the students some large cards, each card has some pictures and in middle there is one
question. The question is put the clips on the picture that has short /e/ vowel.
Ss: will read the question and will take clip and put it in the picture that has short /e/ vowel.
Tr: will model the first by saying “ this is number Ten, this word has short /e/ vowel so we will put the
Time: 15 min

lip on the ten picture”. And will put the clip on the ten picture.
Ss: will do the remaining by themselves and if they need help they will raise their blue card.
Ss: will have to write all the short /e/ words on the worksheet.
Small

Tr: will go around and check students working.

Tr: will give extra activity which is worksheet for the once who finish the activity early.
 Independent Experience(middle group)
Tr: will distribute several cards to the students, some of the cards have short /e/ vowels and some
pictures for each words.
Ss: half of students will have the pictures and half the words. The once who have the picture. For
example picture of leg, she will ask the other students who have word leg? Then they will match
them.
Tr: will do the first one, she will take one word and will ask the students
‘who have picture bed?” then she will match them and put them out.
Ss: will do the other by themselves.
Tr: will come and check students working.
Tr: will give extra activity which is worksheet for the once who finish the activity early.
Independent Experience(low group)
Tr: will give the students some words with picture , some of the words are short e and some long e.
Ss: will have to large cards, they are short e and long e.
Ss: must sort all the short e words under card short e. and sort all long e words to under card long e.
together and long e together.
Tr: first will model how to the first one then will let them to do the other. For example: this is bed
Tr: will come and check if students need any help
Tr: will give extra activity which is worksheet for the once who finish the activity early.
Tr: will distribute an exit ticket for each one. Each ticket has one question (circle the short /e/ vowel)
Time: 15 min

and there will be 3 multiple choices.

Ss: must circle the correct one individually.
Closing

Assessment
 MCT/MST Lesson Observation
Student teacher’s name: Bashayer Grade Level: 2
Unit/Lesson: Date: 11/17/2018

Competency Area E G S M US
Please tick the boxes using the OVERALL ASSESSMENT LEVEL
DESCRIPTORS attached at end of document
E = Excellent; G = Good; S = Satisfactory; M = Marginal; US = Unsatisfactory
Professionalism and Understanding X
Professional growth
Planning for learning X
Planning activities and lesson aims
Implementing and Managing Learning X
Language and delivery
Classroom management X
Communication skills X
Monitoring and Assessment X
Critical Reflection X
8:12
Overview of the lesson 
Good morning Ms. Bashayer – how are you today?
Gifts for students who sit quietly
Command sticks given to students – if you need to go to bathroom raise the yellow stick
Each group has one envelope – you have one minute and open the envelope – what do you
recognize from these words – talk to your groups – any groups?
Walked around to the different groups asking questions to the students?
What do you recognize from these words?
Is it long e or short e sound –
Everybody feed- do you know what the meaning of feed is.
I want to see who is sitting quietly
Everyone repeats the sound and reads the word.

Look at Muna – she is a sitting quietly (positive reinforcement used)

What’s this long E or short E

Look at the difference this one has one e and this one has two e’s – that’s not always the case –
Is it long E or short E
8:27 / Center time.
Explanation of centers should be done to whole group and then have them all start together 

When students completed centers – they were given a worksheet – if they finished early
Exit ticket –
Circle the correct word – which correct word – make sure you say circle the short e – word
8:49
Closing of the lesson
Positive reinforcement again –
Make sure you close the lesson and review the content of the lesson
8:56
Can you tell me what you learn today – we learn about the short e and long e vowels

Strong Areas 
 Students will be able to recognize the short e vowel sound from comparing the two types of words 
Positive reinforcement.
 Excellent active engagement
 Great explanation of the long e and short e vowel words
 Positive reinforcement used throughout
 Very nice teacher voice
 Hands on activities
 Walked around to the different groups to check for understanding


Areas for development:

 Make sure you actually review the long and short vowel sounds in the beginning.
 More explanation for hook – you could have had the girls separate the words based on what
sounds they hear or sort them however they think they are different.
 Make sure you have enough resources for all the students
 Explain all the centers at once – then have everyone start together – some students were
just sitting for 5 minutes not knowing what to do
 Use timer
 Make sure that grammar and spelling is correct on everything 
 Use a checklist when you walk around to the different groups – so you can keep track of
assessment 
 Before you close the lesson with assessment make sure you – review with a few sentences
what you learned today.
Reflection (Completed after EVERY lesson taught)

Select (S): Bashayer Abdul Aziz

Identify a lesson and what standards are you addressing

Recognize words with short /e/ vowel.

Describe (D):

Who is the lesson for? The lesson was for grade 2.

Where did the lesson take place? It took place in Hilli school school.

What were you trying to achieve in your lesson? I was trying to explain the short e vowels , reviewing
long e vowels and comparing them.

What did the students do? They were engaged and motivated, most of the students did their activity well
and they were behave.

Analyze (A):

Why do you think the students responded the way that they did? The student responded the way that I
taught because the lesson was step by step. First, I distributed some envelops, they have some short e
and long e vowels, then I ask the students what you recognize when you see the words. After that we sort
the words to get all the short e and long e vowels. second, we moved to our centers activity, most of
student were engage and they did their activities correctly. There were 3 different activity because each
one of the student has her academic level, there were also extra activity which are worksheets for the
students who finish the activities . and finally we had our closing which is exit ticket, students have to
circle the short e vowel.

How well did your teaching relate to the students’ prior understanding? Before the students had
background look e vowels and they were able to recognize them. Then I take up one of the short e word
and ask then “who can read it?” “ is it short e or long e?” the answer was short e.

How well did you engage the students? I saw that most of the students were engaged and motivate
because I was trying to make the best environment in the class, most of the students were sitting quietly
and participated. Gave the students two cards, if they need to go the pathroom the will arise the yellow
one, and if they need any one they will arise the blue one. I was keeped rewarding the good students and
the once who answer correctly by say positive reinforcement. Although there were some bad behaviors
with shamma, but I was controlling this issue.

Appraise (A):

Explain the nature of the experience from the students’ perspective

Did your lesson meet your teaching goals? Yes, my lesson meet my teaching goals, because in the closing
which is exit ticket, I had checked students answers and most of the students answer correctly and I saw
they were able to know the different between short e and long e vowels.
Transform (T):

How might you enhance student learning of this lesson in the future?

1-when I will model the activities, I must give the groups their activity then open them in the data show or
by post some pictures on the board to explain what they have to do in each center.

2-check if the activities are enough for all students.

3- I must review the lesson before I give the exit ticket.

What are the implications for your professional practice?

Using some strategies like,

Tr: count until 10 everybody sitting quietly.

Tr: tell the students “clean up, clean up” ss “clean up , clean up every body clean up” then teacher count
until 10 . all the students must put their activity in the bag and sit quite.

Tr: Ask children to explain their reasons so they can show their understanding.

Tr: treat the good students.

Managing time.