LESSON PLAN

Subject : English Level : Primary

Topic : Rip Van Winkle -Washington Irving Age group : 9 to 10 Years children
Duration : 45 min Subject: English

Date Objectives Students Activity Resources Evaluation H.W / follow up

Topic
Time

Teachers Activity Aids to be used activity

 Warmup activity: Aids: ICT-Power Tracking Taking
Objective: Point presentation. objective Action:
Tuning in : Circle time: Learners of the HW:
To enable the student will be asked to do lesson by Paste the
to *understand the physical movements drawing pictures of any
importance of time. followed by instruction Methodology: conclusion five thick
*Not to be lazy “Do what I do and Say Inquiry Based Method: : Learners forests in
*Once time is lost, it is what I say” Verbal linguistic: will be able Singapore and
very difficult to make Learners are asked to to acquire name them.
up for it. Finding out: describe the changes that the moral
The facilitator to pose they see in case they fall of the story
Rip Van Winkle -Washington Irving

the questions like: asleep and wake up after and frame

1. For how many hours twenty years. answers on
do we need to sleep to Video Lecture Method: their own.
stay healthy? Audio Visual: Do the
2. When was the last Description of the story worksheet
time you slept for a long will be given through with HOTS
time? showing the video. &LOTS
https://www.youtube.com questions
Sorting out: /watch?v=e0eBGq-_zf8 and
In the story “Rip Van Student Centered extracts.
Winkle”, Rip falls into Method:
trouble and gets 1. Bodily kinesthetic:
separated from his Role-play of the story.
family and villagers 2. Interpersonal:
because of his laziness. Learners in groups have
So from the story, the to think and discuss what
learners understand that changes might take place
one should not be lazy if they sleep for twenty
and use the time years and wake up.
constructively. 3. Intrapersonal: Value
Based Question-Do you
Going Further: think it is important to
Facilitator initially manage time?
explains the lesson.
After the explanation,
children will perform a
role play on the lesson
explained for further
understanding. Later
they watch video on the
lesson.
B. Consider any 3 of the following situations and discuss how you might handle them.
1. One or more students are not participating or engaged in the lesson.

Skill grouping:
I will try skill grouping by dividing the class into groups based on what skills they need to practice – not forever, but for a class period or two, so they
can focus on what they really need help with. So having a group that works on reading and explaining to others, one on searching new words and
their meanings, and one on creating questions. Making a group of “already got 100% on the test” kids and give them an extra credit activity or let
them preview the next lesson. Then I will take time to move between the other groups and help them review. I’ll have more students engaged in the
lesson and they’ll get specific, focused practice time.

2. A group of students come into the classroom after the lesson has begun.

Start Class Powerfully: I will start my class on time but with a bang. I will begin with a fun activity or game to engage the students. As the late
students come walking in, they will have to wait until it is over and miss out on the fun. This may help motivate them to arrive on time the next day.

3. You have assigned a task, and some of the students have already completed it, but others are still working.

Curiosity box corner: This box contains riddles, puzzles, extra worksheets. Children can go to curiosity corner when they are finished early and
choose anything that they wish to do. You can have math puzzles, riddles, games, challenges, extra worksheets, etc. It’s an easy way to compile a
variety of activities.