Fatima Mohammed Hassan - H00328263

Lesson Plan Template

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)
Manage student’s behavior in the classroom.

2. Describe what you will do to help achieve your goal (Strategies Used)
I will try to implement some strategies to manage students behavior in classroom such as; Classroom rules
like give me five, model the good behavior and praise good behavior, sad\happy face and Set verbal limits for
example; Ahmed you can’t do this to your friend, it’s not nice’.
3. Describe how you can tell if you’re achieving your goal (Evidence)
Through MCT and MST feedback

Grade Level: Subject: Learning Outcome (ADEC code and words):

KG2 English\ Titch Story Students will be able to:

- Identify sizes (big and small).
- Compare between things to see which one is
small and which one is big

Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)

- Titch Story  Prepare story materials and the activities.

- Flashcards (big & small)

Key vocabulary
- “bigger or smallest?’ worksheet
Big – small – biggest – smallest – little
- White board markers

- Glue

- pictures (different sizes) from the story

- papers A4

- big and small table“printable”

- pictures in two sizes small and big (from
the story)

- checklist
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Introduction (warmer activity + teacher active engagement)

Teacher will:

 On the carpet, explain to the children that we will read a story.

 Before I start reading the story, I will ask the children some questions about the book:

- What do you see on the cover?

- What do you think the name of the boy?
- Do you think he have brother and sisters like you? How many?
- What do you think this story is about? What will happen?

 Moreover, I will point out to the title of the story and the author. After that I say now we are
going to read this story and it is called ‘Titch’. I will introduce “Titch” and tell them that he
is just like them, so that they can relate to the character more.

 While I read the story to the students, I will stop to ask questions about what is happening
in the story, for example; who is bigger Mary or Pete? Is it big or small? Which one is the
smallest? Who has the biggest plant? Who has the little tricycle? And I will bring flashcards
for the words (big, small). I will bring them out whenever the word is mentioned so students
can easily memorize the new vocabulary Moreover, I will have the students repeat the words,
“biggest, smallest” after me. First I will say it, then together with the students, and finally they
will say it alone without me.

 Also I will stop to ask questions about other things like the colours, plants, etc. and I will
invite them to act like playing the music instruments that are mentioned in the story like;
wooden whistle, trumpet, and drum. And I will say can you act like playing on a big drum?
Ok now play on small drum etc.
min

Students will:

 Listen to the teacher

Whole

Time:

 Answer her questions

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 Participate with her

 Repeat the words after the teacher

 Act like playing the music instruments that are mentioned in the story

After reading, I will ask the students; did you like the story? How many brothers dose titch have?
Sisters? Was Pete bike bigger or Mary? Etc. (Formative Assessment- asking)

Independent Experience (small group activity 1) - guided activity with the teacher

Students will have which is “bigger or smallest?’ worksheet, students should look at the pictures in
the boxes and answer the questions by circling the correct picture using white board marker.

Teacher will:

 Explain the activity

 Ask the questions

 Assess their learning by using a checklist, the checklist will assess the concept of sizes (big
and small). (Formative assessment- checklist)

Students will:

 Listen to the teacher

 Circle the correct the picture

Independent Experience(small group activity 2) High level

In this activity, students will have pictures (different sizes) from the story, they have to compare
between them and order the pictures by size. And glue them on a paper. The teacher will observe
the students while they work.

Teacher will:
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 Explain the activity and model it

 Observe the students while they work.

Students will:

 Compare the pictures and order the pictures by size.

 Glue them on a paper

Independent Experience(small group activity 3) Low level

In this activity, students will have big and small table“printable” and pictures in two sizes small
and big. The student should sort the pictures in the table to big and small.

Teacher will:

 Explain the activity

 Observe the students while they work.

Students will:

 Sort the pictures in the table to big and small

Check their understanding – summarize – show what have they done

Teacher will:

 Summarize the story, ask the students some questions to check their understanding for
example: who has the biggest plant? Who has the little tricycle? What does Pete and Marry
have? what did we learn today?. (Formative Assessment - Asking). And finally show the
students work.
min

Students will:
Closing

Time:

 Answer the teacher

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 Show their work

Assessment

 Ask the students some questions to check their understanding for example: who has the biggest plant?
Who has the little tricycle? What does Pete and Marry have? what did we learn today?. (Formative
Assessment - Asking).

 Assess their learning by using a checklist, the checklist will assess the concept of sizes (big and
small). (Formative assessment- checklist)

Independent Experience (small group activity 1) - guided activity with the teacher
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Independent Experience (small group activity 2) High level

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Independent Experience (small group activity 3) Low level

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Flashcards
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Checklist
Identify sizes such as, big and small. \ Compare between things to see which one is small and
which one is big
Name 1 2 3

Name 1 2 3

Name 1 2 3