LESSON PLAN LESSON: 3

Teacher: Amani Zaid Subject: English

Grade: 2 Unit: 1 Date: 26-9-2018

SKILLS AND UNDERSTANDING

Learning objectives:

Listening: To listen and follow instructions, to listen to a story.

Speaking: To talk about the story, to talk about what you see.
Reading: To read along as you listen to the story.
Writing: To write short answers to simple sentences about a story.

Students will be able to:

 Say simple sentences using verbs
 Write short answers to simple sentences about a story.
 Read a simple story

Link to prior learning:

 Vocabulary for transport

21st Century Skills:

 Critical Thinking and Problem Solving: Introduce to concept of how to be a critical thinker, as
it applies to the concepts associated with learning a language – speaking, listening, reading
and writing
Key vocabulary: rabbit, duck, , hop, swim

Key expressions/structure: (hop) like a (rabbit); present simple affirmative sentences: It swims. It
hops; present simple questions: What do you see? What do animals do?

Common misconceptions for learners Ways of identifying and addressing these misconceptions:

 Learners may not be able to  I will repeat the words and ask students to read it again
distinguish the difference  Ask students to read to differentiate their pronunciation
between the final –s sounds in  Do not put a lot of emphasis on this as it is something they
cars (-z) and ducks (-s will practise more throughout this grade.

Resources/equipment needed:

 Applications on IPad: Keynote, Puzzle, Tuku game.

 Flash card (bus, car , princess)
 Group work activity
 UNIT: LESSON: Estimating TASKS/ACTIVITIES

Resources & Time Starter

Teacher Will: Students Will:

Engage  Present a puzzle game on  Participate to play a puzzle

the board. There are a game
 Warming
pictures of two animals (
up by duck and rabbit).
playing a  Choose students to play a
puzzle puzzle game.
game (3  Read the words after we
mins) finish.

Resources & Time Main activities

Teacher Will: Students Will:

Explore

 Use a  Tell students that we have a  Listen to the teacher and

flashcard to princess in our classroom, she answer the questions
introduce a wants to go to the school, but she
story ( 7 saw many animals, then I will start
mins) to introduce the animals and write
simple sentence.
 Keynote
application

Explain

 Keynote  Introduce the a sentences using  Participate to answer the

application verb like the rabbit hops. questions.
 Present different pictures and ask  Do the action
(12 mins)
students to tell me what can they
see.
 Play the game Teacher says. Give the
 class instructions using the verbs on
the board. For example teacher says
hob like a rabbit.  Read the story
 Read a simple story together.

Elaborate
 Explain the meaning of group
 Group work  Work as a group to answer the
work.
activity activity
 Give them a group work activity. (
 Keynote  One in each group will present
Each group will take different
their work
pictures with question. Students
(10 mins)  Answer individual activity
must complete the sentence.
 Present their work.

Differentiation activities (Support):

 Read the sentence for the learners if they cannot read them.
 Write a new words on the whiteboard so they can write it correctly.
 If there is more time I will give students individual activity.

Differentiation activities (Stretch):

 Give learners (Find the word) worksheet if they finish their worksheet,
so they will not distract the rest.

Plan B:

If the laptop doesn’t work I will draw the pictures of the game on the board
and write the sentence.

Resources Plenary

Teacher Will: Students Will:

Evaluate

 Tuku  Present a Tuku game ( it is a  Read the question and try to

application game that’s include 5 players answer.
with different questions for  Share their answer with their
( 5 mins)
each one of them) group
 Students will work as a group
to find the answer.
Homework None
Learning styles catered for (✓):

 Visual  Auditory  Read/Write  Kinesthetic

Assessment for learning opportunities (✓):

 Observation Student self-  Oral Peer assessment

assessment questioning

Quiz  Student Written work  Verbal feedback

presentation and feedback