Five-Step Lesson Plan Subject: Date: PBS or Blooms-Level: Form: Class: Time: LDO: Pre-requisite Knowledge (i.e.

what students must have already mastered in order to be

successful on this new objective):

Objective
What should students be able to do at the end of the lesson? What do you want them to accomplish?

Key Points
What are the definitions and concepts that you will present? How will you guide students to demonstrate mastery over the skill? Why is this objective important?

SWBAT carrying on a conversation with people one What: meets for the first time
Student A: Hello, my name is _________. What is your name? Student B: My name is _________. Nice to meet you. Student A: _______________, too! Where are you from, __________? Student B: I am from __________. I love my home very much. Have you been there? Student A: I have/have not been there before. I am from ___________. Have you been there? Student B: Yes/No. Do you enjoy Kem SKORlah so far? Student A: Yes, I do! I enjoy Kem SKORlah because _______________________. At the end of Kem SKORLah, I want to speak English well. Student B: I want to ____________, too! Its very nice to meet you! Student A: ________________, too!

How: 1. Students exchange names and state Nice to meet you. 2. Students ask each other where they are from. 3. Students state the reason why they are at Kem SKORLah. 4. Students end conversation with Nice to meet you! Why: Knowing to introduce oneself in front of a strange crowd is important because then no matter which situation we are in, we can always let people know who we are. When we want to make friends, this skill will be very important.
Vision Setting: Assessment & Student Exemplar
How will you assess whether students mastered the objective? What is an example of the product you want them to produce? How does this assessment align with the big goals and how students will be asked to demonstrate mastery at the end of the term?

Student A: Hello, my name is _________. What is your name? Student B: My name is _________. Nice to meet you. Student A: Nice to meet you, too! Where are you from, __________? Student B: I am from Kuala Lumpur. I love my home very much. Have you been there? Student A: I have/have not been there before. I am from Karak. Have you been there? Student B: Yes/No. Do you enjoy Kem SKORlah so far? Student A: Yes, I do! I enjoy Kem SKORlah because the lessons are engaging and the teachers are cool. At the end

of Kem SKORLah, I want to speak English well. Student B: I want to speak English well, too! Its very nice to meet you! Student A: Nice to meet you, too! Character Strengths (Morals) Which of the following traits are you focusing on for this lesson? Check all that apply: Zest Grit Optimism Leadership Collaboration Love of Learning Social Intelligence Respect and Humility 1. Opening TIME: 5 minutes
How will you communicate what is about to happen? How will you link the objective with the big goals? How will you communicate connections to Character Strengths? How will you capture student interest? How will you communicate how it will happen? How will you communicate link to student aspirations? How will you communicate connections to previous lessons? How will you engage students in the material?

To start our class, I want you to turn to the person on your left, right, and front, I want you to shake their hands, look at their face, smile, then tell them your name, and why you love English. Teacher will write these on the board: 1. 2. 3. 4. 5. Shake hands Look at your friends face Smile Tell them your name Why you love English (I love English because)

Can I get a volunteer please? ESR: Students all raise their hands, and teacher chooses. Teacher shakes hand, looks at students face, smiles, tells name and states reason for loving English. Teacher says this in a clear voice (Criteria: Can hear from across the room). Hello! My name is Cikgu Nazhif! I am a teacher at Kem SKORLah. I love English because it is a fun language to learn. After one of you is done, let your partner practice and move on to the next person. Can someone repeat the instructions? Okay, you have one minute to do this. When we start, I want you to be respectful and work only on this objective. One, two, three Go! Teacher goes around to perform checks for understanding. Focus on eye contact and clarity especially. 2. Introduction to New Material (Activity 1) TIME: 3 minutes
How will you explain/ demonstrate all knowledge/ skills required of the objective, so that students begin to actively internalise key points? Which potential misunderstandings do you anticipate? Why will students be engaged? How will you proactively mitigate them? How will students interact with the material? How/ when will you check for understanding? How will you set behavioural expectations?

Teacher Actions: 3, 2, 1. If you can hear my voice, clap once! Clap twice! Ok, can ___________ read todays objective? I want it to be loud and clear. (Objective will be on the board) So since this is the first day, we are going to learn about what we do when we first meet people. When we meet someone we dont know, what do we ask? In the exercise before what did we ask? Good. So we want to focus on basic details.

Student Actions: Students clap. SWBAT carrying on a conversation with people one meets for the first time

ESR: Name, age, class, etc.

Why do we need to learn how to introduce ourselves? Great! So, todays objective is very simple. Lets move on to some activities.

So that we can do so politely and make new friends.

3. Guided Practice (Activities 2) TIME: 12 minutes

How will students practice all knowledge/ skills required of the objective, with your support, such that they internalise the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffold from easy to hard? How/ when will you monitor performance to check for understanding? How will you address misunderstandings? How will you clearly state and model behavioural expectations? Why will students be engaged?

Teacher Actions: Ok, students. On your tables, you will find slips of paper. Each slip represents a line from a dialogue. Your task is to arrange it in an order that makes sense. I want you to work in your groups. Once, you have arranged the dialogue slips, I want everyone in the group to raise their hands and I will come around to check. Can I see a thumbs up to see if you understand? Can _______ help me explain what we are doing? Good, you have two minutes starting now! (Click on timer).

Student Actions:

Students do thumbs up or down/ask for clarification. Student answers. Students order the dialogue slips. ESR: 1. 2. 3. 4. 5. Hello, my name is Jerry. What is your name? My name is Susan. Where are you from, Jerry? I am from Karak. Have you been to Karak, Susan? No, actually this is my first time. Then welcome to my town, Susan! Karak is located near Genting Highlands, so make sure you take the time to visit the area. Thanks, Jerry. Do you look forward to Kem SKORlah? Yes, I do! I look forward to learning English with Mr. Nazhif and Mrs. Cheryl. They seem to be nice teachers. I look forward to learning with them too! Nice to meet you, Jerry! Nice to meet you, Susan!

6. 7.

8. 9. (Teacher goes around to make sure students are on task and understand the assignment) OK, can I get everyones attention please? So, can I ask __________ and __________ to read the dialogue. _________ be person number 1 and _________ can be the second person. (Choose people from different tables and spend a maximum of two minutes on this.) Ok, now I want you to look to the front. Here I have a sample dialogue that has blanks for you to fill. Can I get a volunteer? (Cold call if needed) So, remember what we need in an introduction? Our name, where we are from, and other information. You

Student volunteers.

and I will introduce ourselves to each other and use this poster to help us, okay. (Poster looks like this:) A: Hello, my name is ________. What is your name? B: Hello, I am ____________. Nice to meet you. A: _____________, too! I come from ___________. Where are you from? B: I am from ____________. Why did you choose to come to Kem SKORLah? A: I chose to come to Kem SKORLah because I want to ___________. I also want to____________ because ___________. B: Thats great! I chose to attend Kem SKORLah because I want to ___________. Nice to meet you, __________. A: __________________, too! Ok, now I want you to work with the person sitting in front of you and do the same thing that __________ and I did, okay? Is that clear? Great, so you have two minutes starting now. (Teacher performs CFU). 4. Independent Practice (Activity 3) TIME: 13 minutes
How will students independently practice the knowledge and skills required of the objective, such that they solidify their internalisation of the key points prior to the lesson assessment? When and how would you intervene to support this practice? How will you provide opportunities for remediation and extensions? How will you clearly state and model behavioural expectations? Why will students be engaged?

Yes.

Teacher Actions: So now, in your groups, I want you to find a partner. Once you have a person already, I want you to raise your hands, understood? Great, so now I want you to complete the following dialogue using your own words. Pretend that you never met your partner before and you are eager to learn from them. I will give you two minutes to work on the following dialogue together. 3, 2, 1 Go! (Teacher CFU and keeps a record whether everyone can introduce himself/herself). Student A: Hello, my name is _________. What is your name? Student B: My name is _________. Nice to meet you. Student A: _______________, too! Where are you from, __________? Student B: I am from __________. I love my home very much. Have you been there? Student A: I have/have not been there before. I am from ___________. Have you been there? Student B: Yes/No. Do you enjoy Kem SKORlah so far? Student A: Yes, I do! I enjoy Kem SKORlah because _______________________. At the end of Kem

Student Actions: Students find a partner.

Students work on the activity.

SKORLah, I want to speak English well. Student B: I want to ____________, too! Its very nice to meet you! Student A: ________________, too! OK, eyes on who? (This might be the first time they are introduced to this, so explain if needed) Great, so now I want you to count off from one to four (depending on number of tables). I want all the ones in this table, all the twos in that table (and so on) You do not need to bring anything with you, just quietly and quickly make your way to your table. Good, eyes on who? Great, so now I want you to find a partner in your new group, and without using this template I want you to introduce yourself to your partner. (Teacher takes down the mah-jong paper template) Remember to share or state your 1. 2. 3. 4. 5. Name Where you are from Do you like English or not Why you are at Kem SKORLah Nice to meet you! Eyes on you!

Students count each other off from one to four.

Students make their way to their assigned tables.

Eyes on you!

(This will be written on a paper or the board) You have two minutes. One, two, three GO! (Teacher does CFU by checking if everyone is participating or had a turn. If someones finished, do the example with him/her.) If you are done with introducing yourself to one person, find another person you havent met yet and introduce yourself to him or her. b5. Closing TIME: 2 minutes
How will you revisit the objective? How will you review the key points? How will you connect todays learning with the big goals? How will you link todays lesson to the students long-term aspirations? How will you connect this lesson with the Character Strengths?

ESR should look very similar to the example done before.

Great! By Friday, as I am getting to know you, I expect that everyone will at least introduce themselves to me once. I will check who has or has not introduced themselves to me using this board (point to clipboard). I want to know your name, your form, and why you are at KemSKORLah. I need you to introduce yourself so I can remember your name. Also, in this class we will practice speaking English. We should start with the most basic, and that is giving introductions.

Teachers Reflection: Strengths of my lesson

Teachers Reflection: Aspects that can be improved: