Name: Meera Adnan.

Grade Level: Grade 4

CCSS Standards: 26 Language teaching method: Total Physical

Response (TPR).

Main Lesson Aims (Concepts, Procedures, & Processes):

Students will be able to:

1. talk about the size (big, small, large, huge).

2. compare between objects or things.
3. describe their sizes.

Materials:

teacher books _
student book(s) _
worksheets/ papers Plank papers, large and small paper plates.
teacher materials Strings.
student materials/ Pencils/ crayons.
manipulatives

Technology _
other _
Key vocabulary with definitions (and pictures if appropriate):

word glossary definition image

Big

Small

Large

Huge
Students Prior Knowledge:
students learnt about sizes (big, small, large, huge, etc.) from their teacher.

Possible Problems and Misconceptions:

in this class has one of special needs students. He is dont understand the words clearly.
Solutions:

I will set with him and I will write down some words for him and explain what the meaning of these
words for example I will draw a small apple, and big apple. Then I will show him this a small one and
this is a big one. Gradually, he will understand through using different pictures between the small and
the big.

Lesson Schedule

Targeted teacher language: good morning/ afternoon boys, listen please, look at this one, excellent...

Student language: good morning/ afternoon teacher, big, small, large, size, etc.

Engage (warm up, review prior knowledge): time:

I wear a pair of shoes that are too big for me, then gather the children to form a 10 mins.
circle close to you.
I will tell the children, I having problems with my shoes because they keep
coming off. And ask them what the problem might be.
When a students responds with something like "that is because they are too
big", ask that student to lend me his shoes.
Then, I will ask the children again about why the shoes are not right for my
feet?. When they say that its because it is too small or little, I will respond
delightfully Youre all right!
Core (introduce and practice new concepts & procedures):

I will ask the children to help me to think of things that are big and small. Then, 20 mins.
I tell them that big and small refer to size.
I tell the children that todays activities will be about big and small.
On large paper plates, I will ask from students to draw big/large things
(elephants, houses, cars, etc.)
On the small paper plates, I will ask from students to draw small things (erasers,
rice, pins, etc.)
Next, students will be asked to make a bracelet or necklace using a big-small
pattern.
Close (wrap up, discussion, brief review activity or assessment):

After the children finish the activities, I will gather the children. 10 mins.
I will ask them what they learned about big and small (and other sizes if other
words are introduced).
Have a simple fun conversation to end the class by asking them How do you
think it feels to be an ant in a big world?
Finally, I will assess the large and small paper plate drawings as well as the
large-small pattern bracelet.