Student-Teacher: Fatima bilal

Date: 8-March-2017

Primary Lesson Planning Template Year 2

Grade Level: 3
Subject: English
Learning Outcome: By the end of this lesson students will be able to identify the tr
parts branches, leaves and trunk. Differentiate between the leaves big, small, ta
and short.

Resources Preparation (what do you need to do/make

before class?)
Pre reading: scheduled paper for each
group, the story in the textbook. - I will prepare the materials I will be using
the class, get the data show ready so I ca
While reading: different types of leaves, display the pictures.
worksheets for each group.

Key vocabulary/ Target Language

- Key vocabulary:

- Pyramids, throughout, sap, store,

passages, leaves, trunk and branches.

- Target Language:

- What do you think the story is about?

- Do you know what this word means?
Opening (warmer activity + teacher introduction/demonstration of small grou
Time:Whole

activities)

In the engaging part I will show the students two tree pictures and will start asking them
about the trees. E.g Do you know what is that? have you ever seen a big tree?. The
Independent Experience (pre reading activity)

Before reading the story I will give each group a scheduled paper and they will
write the title of the story, the authors name and what do they think the story is
about.

I will ask the students about the book if its fiction or nonfiction book. And why..

I will do a picture walk in the story and will discuss about the pictures in it.
 Independent Experience(while reading activity)

While reading the story, I will let the high ability students to read each page and
the other students will repeat after them.

While the students are reading I will ask them questions about the story such as
the meaning of the words such as pyramids, throughout, sap, store and passage
also when the students will read the story I will describe the leaves types and ho
theyre different from each other, I will bring some leaves with me and will show
to the students to notice the difference between them.

After reading the story, I will give each group a worksheet and they have to
complete the sentences using the words we just learned pyramids, througho
sap, store and passages.

Independent Experience(Post activity)

I will sit with the students and will discuss about the important things in the story
and I will ask them if they liked the story or not. Also I will ask them if they learne
new vocabulary, I will ask them to give me examples of the tree leaves.

Closing
5 minWhole

I will close the activity by asking the students what did they learned and what did they
liked about the story and would they recommend it for their friends.

Assessment
Time:

I assist the students by checking on each group if theyre in the right page before the student
starts reading the story, also I assist some students in reading when they had a difficulty in
reading. And of course I monitored the students during the activities if they need any help.
Reflection WWW/EBI

Basically, my lesson was about a story talking about trees, and different type of tre
and leaves. The thing that went well is that the students was excited for the story
time because they like stories, and also when I showed them the pictures in the slid
show they started guessing the word or the meaning of the picture in the slides.
The that wouldve been better is if I didnt timed the activities for them because
when I gave a certain time for the students in the first activity, some students was
fighting and it all turned into a complete mess, and they didnt had a full answers b
they were right though.

Behaviour management

As usual, I reminded the students of the classroom rules, and show them class dojo
to give them or take off some points according to their behavior.

Groupings/differentiation

I grouped the class according to their abilities, but I didnt differentiate any of the
activities.

Next Steps in learning and teaching

Differentiate the activities and not timing the activities but give the students a spa
to their activities.