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Duck

This lesson plan template outlines a lesson on teaching adjectives related to ducks. The lesson plan was created by Mahra for a 1st grade English class on October 4th, 2022. The lesson goals are for students to be able to recognize and define adjectives describing ducks and write sentences using these adjectives. The lesson involves introducing the topic, reviewing prior learning on verbs, teaching key vocabulary like legs and wings, engaging students in activities to practice recognizing and writing adjectives in different ways based on their skill level, and assessing student learning through observation, self-assessment, and oral questioning.

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mahra alshamsi
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133 views

Duck

This lesson plan template outlines a lesson on teaching adjectives related to ducks. The lesson plan was created by Mahra for a 1st grade English class on October 4th, 2022. The lesson goals are for students to be able to recognize and define adjectives describing ducks and write sentences using these adjectives. The lesson involves introducing the topic, reviewing prior learning on verbs, teaching key vocabulary like legs and wings, engaging students in activities to practice recognizing and writing adjectives in different ways based on their skill level, and assessing student learning through observation, self-assessment, and oral questioning.

Uploaded by

mahra alshamsi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Sample Lesson Plan Template

LESSON PLAN Subject: English

Pre-Service Teacher: Topic or Theme:


Mahra Adjective of the duck.
Class: 1 Date & Duration:
4-10-2022 (Friday)
Pre-Service Teacher Personal Goals
I am working on:
At the end of the lesson, recognize the adjective of the duck.

- I will be able to have an interesting and interesting education to attract the attention of the
students.

Lesson Focus

Students will be able to recognize the adjective of the duck.

Lesson Outcomes

Students will be able to recognize the adjective of the duck.


Student will be able to defines the adjective duck through the image.
Student will be able to write the sentence of the adjective.
Links to Prior Learning
In the last lesson, student learns the verb, while in this lesson the students will be able to
recognize the adjective of the duck.

.
21st Century Skills
- Critical thinker (solving problems)
- Communicator (understanding and communicating ideas)
- Collaborator (working with others)
- Creator (producing high-quality work)

Key vocabulary

legs – wings –can't fly -slowly.


Possible problems for learners Solutions to possible problems
- Students can’t write the word. - Students can copy the word from the cards.

Resources/equipment needed

- Pencil
- Paper
- Eraser
- Scissor
- Whiteboard
- Marker
- Color
- Glue
- Card
- Video
- highlighters
- notebook

TASKS/ACTIVITIES
Resources & Introduction
Time Content help students to understand rather than memorize

(Students will be able to recognize the adjective of the duck.)

15 minute -Should be based on student’s interest.

-It is the information. It is referred to the input.

-Application: Assess to the content martials, images, videos.

Students will: Teacher will:

- Whiteboar 1- Teacher will start the


d - Students will lesson by say good
- Marker morning, and ask how
- Card listen to the are you?
- Video
teacher and 2- Teacher will tell her
student the morning
respond to her.
massage.

3- Teacher will remind her


student the classroom
rules.

4- Teacher is going to play


the video for the day of
the week.

5- Teacher will ask her


student some question
about the days. For
instance, what day is
today?

6- Teacher will ask her


student, how many boy
and girl? how is the
most?

7- Teacher will ask her


student about the
weather. For example,
today weather its sunny,
cloudy, rainy, windy,
foggy, snowy.

8- Teacher will tell the


student the about
theme and outcome.

9- Teacher will ask the


student about the letter
and what is the sound of
the letter?

10- Teacher will read with


her student the Sight
words like at, I, am, is.

11- Teacher start explain the


activity for the student.
12- The teacher will
distribute the student to
the activity.

Resources & Main activities


Time
process: means meaning (sense making) based on their
interesting and higher level higher-thinking.
15 minute -Application: offer students to work in small group or individuals.

Students will: Teacher will:

- Pencil 1- Student will write 1- Teacher will give the student


- Paper the letter with whiteboard and marker.
- Eraser the word.
- Scissor
- Whiteboar
d
- Marker 2- Student will draw 2- Teacher will give the student
- Color picture denotes worksheet and color.
- Glue the letter Mm
- highlighters with one word or
the letter.

3- Student will cut 3- Teacher will give the student paper


the paper and we and Scissor, Glue to make the letter
will do Mm letter. Mm.
Differentiation activities (Support)

- High level: - student will find the word


from the puzzle.

- Medium level: - student will draw and


write word that have Mm letter.

- Low level: - student will make letter


Mm by cutting paper.

Differentiation activities (Stretch)

- High level: - student will write a


sentence.

Medium level: - Students will find the


word from the puzzle.

- Low level: - Students will make the


letter Mm by cutting paper and we will
write a word that has Mm letter.

Resources & Conclusion \ Plenary


Time
(Final product.
Long-term endeavor.
5 minute

Students will Teacher will

- Students will listen to their - Teacher will ask the student about
teacher and they will answer the exit ticket “what did we learn
the exit ticket question. today?

Homework Write the letter Mm on their


notebook
Assessment The teacher will assess
Strategies: students with oral
questions and written work
and feedback when we
finish the activity teacher
will motivate the student
and write feedback on an
activity worksheet.
☐ Observation ☐ Student ☐ Oral questioning ☐ Peer assessment
selfassessment
☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback
feedback
Reflection
After each lesson, we need to write a reflection to reach my strengths and
weaknesses. In this reflection, I will define the lesson and the standards that were
achieved during the lesson. I will describe how the goals were achieved, as well as
what the students did. I will analyze the lesson and what needs to be improved
next time. Finally, I will evaluate my lesson.

Today's lesson was about the letter the student will be able to identify the letter
and identify the things that start with the letter all my goals for this lesson have
been achieved through various activities and different depending on the level of
the students as mentioned in activity theory is the explanation proposed by
cultural historical psychology for brain development. Its roots lie in Vygotsky
(1978), who considers that mental functions develop from the performance of
external actions. The students were very cheerful and engaged with the different
activities because they were different from the daily routine.

At the beginning of the lesson I played a song, the students sang and did the
movements, after that they reviewed all the letters, then the lesson started on
how to write the letter, how to pronounce the letter and the sound, then I asked
my students to write the letter on the whiteboard so that I could see which
students achieved the goal The first and those who need help, then the students
began to extract words that start with the letter, then they completed the
activities according to the students’ levels, and finally they evaluated the lesson
and the work of their colleagues.

I encountered some difficulties in this lesson, some of the students were very
active as well as annoying because they accomplished the work and had fun with
the change every time, but next time I will develop the activities and I will search
for movement activities for the students who need this activity.

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