Lesson Plan Template

Name: Bashayer abdulaziz

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
I would like to work on my classroom management skills and reduce behaviours problems
2. Describe what you will do to help achieve your goal (Strategies Used)
I will use positive/negative reinforcement.
Using classdojo.

3. Describe how you can tell if you’re achieving your goal (Evidence)
When the students work effectively in the classroom.
When the students are sharing their ideas with the teacher.
Grade Level: grade 2 Subject: English Learning Outcome (ADEC code and words):
(G2.4.3.1.1) Use grade appropriate language
structures, for example, singular nouns, and plural
nouns.

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)
Small books
Cards Key vocabulary
Pictures Apple, apples.
clips Cat, cats.
Video Dog, dogs.
Flashcards. Chair, chairs.
PowerPoint. Boy, boys.
Bruch, brushes.
Fox, foxes.
Baby, babies.
 Introduction (warmer activity + teacher introduction/demonstration of small group activities)
Hook Tr: will open a video. The video presents some examples of singular and plural words, how to
pronounce them, and provide picture for each word to help students understand the meaning of the word.
Time: 15 min

Tr: will ask the students ‘’who can tell me a definition of singular noun and plural nouns?’’ .
Tr: will give them 1 minutes to talk to their partner and then will pick student to answer.
Tr: will write the definition on the board.
Whole

https://www.youtube.com/watch?v=1JdRn2HdAx8

Active Engagement (group working with the teacher)

Tr: will make two columns on the board, in the first Colum she will put card singular nouns and in the
second Colum plural nouns.
Tr: will present some singular and plural nouns and will post them on the corner of the board.
Ss : will come and take one of the word and sort it in the correct Colum. They try to pronounce them.

Tr: will say ‘’ there are some plural words we dot put s only, but we add some different letter’’ the she
write if the last letters of the word are ch, sh ,x , and s we will add es.
Tr: write some example, watch, brush, fox ,and bus. Then she will add es in each one.
Tr: will say ‘’ and also if the word ends with letter y, we put ies’’ and she will write one example.

Independent Experience (high group)

Tr: will give each student a kind of small book. There are 2 pictures and beside each picture there are
some written sentence based on the pictures. Some of the sentences have missing letter words.
Ss: will look at the sentence and the picture, and decide if the picture is more than one they will put S
if its singular and there is S they will make a line under the S.
Tr: will model how to do the first one by saying’’ let’s read this sentence’’ point to the second
sentence and read ‘’ I have 2 big oval ear…’’ point to the picture ‘’ the dog has 2 ears so we will put S
to make word ear plural’’.
Tr: will come and check students answers, and will scaffold them if they need any help.
Independent Experience(middle group)

Tr: will give the students some cards and some clips . Each card has a pictures and in bottom two
Time: 15 min

multiple choses(two words).

Ss: have to see the picture and decide which word is suitable, and then they will put the clip on the
correct word.
Small

Tr: will first model how to do it she will say ‘’ let’s to see the picture, you have one apple, so we will
chose word apple not apples’’ and she will put the clip on the apple word.
 Independent Experience(low group)
Tr: will give the students some cards. Two of them are two big cards and they are singular and plural
and the others are pictures. Some of the pictures has one pictures and some has more than one.
Ss: have to sort these pictures if it is singular of plural.
Tr: will model how to do first. She will say ‘’as you can see in this pictures there are 4 apples so its
plural’’ and then will chose singular pictures and will put it in singular Coolum.
Ss: will do the other by themselves.
Tr: will come and check what they doing, and will help them if they have questions.

Tr: will open a game on PowerPoint. Each slide has 1 picture and two multiple choses.
Time: 15 min

Ss: have to come and circle the correct word for the picture.
Tr: will model the first one by saying ‘’ in the first slide you have this picture” point to boy picture “its
one only so we will chose the word that doesn’t have S in the end ” circle word boy.
Closing

Ss: will come to the board to circle the correct one.

Assessment
Tr: will write some singular and plural nouns on the board.
Ss: must raise their right and if its singular and raise their left hand if its plural.
Ss: first the teacher will model how to do it. She will write apple and will raise her right hand because its
singular.

MCT/MST Lesson Observation

Student teacher’s name: Bashayer Grade Level: 1
Unit/Lesson: English Date: 28/10/2018

Competency Area E G S M U
Please tick the boxes using the OVERALL ASSESSMENT LEVEL
DESCRIPTORS attached at end of document

(E = Excellent, G = Good, S = Satisfactory, M = Marginal, U = Unsatisfactory)

Professionalism X
Planning for learning X
(Includes knowledge & understanding of content)
Implementing and Managing Learning X
(Includes behavior management, language and delivery)
Assessment X
Reflection on Practice X
Overview of the lesson:

Bashayer brought the students into the class. She put them into their groups.

“Good morning everybody. How are you today? First of all, we gonna watch a video and
then I have a question for you. Be focused when you are watching the video.”
Bashayer put a video on of singular and plural nouns. Students watched the video.
When the video ended, Bashayer said,” After we watch the video. What you think we will
learn today. I will give you one minute to talk to your partner. What do you think we are
going to learn today.” Students began to discuss in their groups what they think they will
learn.
After a minute, Bashayer called on a student. The student said they are going to learn single
and plural. “’Today we are going to learn about singular nouns and plural nouns. Who can
tell me what do you know the meaning of singular? What’s the meaning of singular? Who do
you know?”

A student said the last word has an s. “Can you show me on your finger what is singular?
One is singular. Singular mean: one.”
Bashayer wrote singular noun means one. “who do you know what’s the meaning or plural.
Who can show me on their fingers.” Bashayer called on a student to explain what plural is.
“It is more than one, It’s two, three, four, and the other numbers. Plural means two or
more.”
“Ok again. What’s the meaning of singular. What’s the meaning of plural.”

Bashayer made a t chart on the board and titled one column singular nouns and one column
plural nouns. She held up word cards that pictures attached.
Students had to decide if they were singular or plural (you should have also reviewed what a
noun is).
Bashayer modeled the word boys. She placed it on the plural nouns column and explained
that it had an s which means it is more than one. Bashayer then called on a student to come
up and they had to place the word in the correct column. (the group in the back were not
paying attention. How will you involve all of the students?)

Once all the words were placed, Bashayer had students echo read her. She reviewed which
ones were singular and which ones were plural.
“We have another rules for plural. As we know, we put s if the word plural. As we said like
dog. We just put s right. If we have the word ends with sh, ch, x, and s, we don’t put only s.
We put es all of. Let’s look at an example. For example, watch. It end with ch, we put es.
Remember, ch, es. Let’s have an example of sh. Look at me. Brush. How can we make brush
plural. We add, es. What if we have the word end with x. For example fox. We add es. Good.
And if the word ends with s, what do we put, es. Remember again if the word end with ch,
sh, and x we put es. Let’s read them together.” Students echo read Bashayer.

“Another rule for plural nouns. If the word ends with y, what do you think we put? Raise
your hand, don’t call out the answer. Who can tell me? Who do you know? If the word ends
with y, we put ies. We take they out and we put ies. Let’s have an example. Shamma!
Shamma listen to me. Let’s have an example. For example. Baby. Word baby. What you think
we are going to do. What we do? Ies. We put ies. We take out the y and we put ies. It will be
babies. Like that. Let’s have another example. Sky. Who can come and make a plural?
Shamma stop talking.”
Bashayer called on a student to come to the front of the room and she followed the
example.

10:40- Center time

Center 1: Students were given a story. They had to note the type of noun.
Center 2: Students were given cards. They had to sort the pictures underneath singular or
plural nouns.
Center 3: Students were given pictures and they had to put clips on it to determine if it was
singular or plural.

Bashayer went around to monitor the groups. (makes sure you are asking questions)

10:52- Bashayer asked students to clean up. Students began to clean up. “I will see whose gonna get
the treat.” Bashayer counted to 10. Students were seated and waiting.

“Thank you for completing your activity. Now we have a game. Be quiet. First listen to me.”
Bashayer projected a powerpoint that had pictures and words on it. (the first picture had the answer
as apples and apples. Make sure you check the spelling on your items used in class to be sure they
are correct.)

Bashayer called a student up and asked them why they selected the word. They explained if it was
one or more than one. Bashayer then linked it to the vocab for the day.
Strengths:

- Hook to grab the students attention

- Allow students to talk in their groups.
- Interactive modeling
- Voice
- Offering positive praise
- Modeling the examples ch,sh,x,s
- Having students echo read the words
- Nice modeling of taking out a letter and putting other letters to make it plural.

Areas for development:

- Making sure students are engaged the whole lesson

- Review the skill fully
- Behavior management

Focus for next lesson:

Professionalism:
- Make sure you have a printed copy of lesson plans available for your
lesson.
Implementing Learning:
- English language usage
- Make sure students are all involved in the active engagement. You could
have had each group talk about it before you called on a student to place
the word on the board.
- You kept asking students to raise their hand and be quiet. Try using
positive reinforcement for students doing the correct thing.
 - You went over singular and plural but you did not review what a noun is.
- Shushing is not a good behavior management tactic.
- Check your materials for incorrect word (apples and apples, tables and
tables)

Assessment:
- How did you keep track of student learning? No checklist or note sheet
visible during the lesson.
-

Reflection (Completed after EVERY lesson taught)

Select (S): Bashayer Abdul Aziz

Identify a lesson and what standards are you addressing

(G2.4.3.1.1) Use grade appropriate language structures, for example, singular nouns, and plural nouns.
Describe (D):

Who is the lesson for? The lesson was for grade 2.

Where did the lesson take place? It took place in Hilli school school.

What were you trying to achieve in your lesson? I was trying to explain the singulars nouns and plural
nouns and describe the different rules for the plural nouns.

What did the students do? They were engaged and motivated, most of the students did their activity well
and they were behave.

Analyze (A):

Why do you think the students responded the way that they did? The student responded the way that I
taught because the lesson was step by step. First I introduced the lesson by showing them a video, it
showed some example of singular and plural nouns. Second, we did the active engagement activity by
letting the students to choose one word from the flashcard and the sort it in the correct Colum. Third, we
moved to our centers activity, most of student were engage and they did their activities correctly. forth
we had a game circle the correct word. And finally our closing.

How well did your teaching relate to the students’ prior understanding? Before the students had
background about the nouns, when I explained the singular and plural nouns this is was helping them to
understand.

How well did you engage the students? I saw that most of the students were engaged and motivate
because I was trying to make the best environment in the class, most of the students were sitting quietly
and participated. I was keep rewarding the good students and the once who answer correctly by say
positive reinforcement. Although there were some bad behaviors with shamma, but I was controlling this
issue.

Appraise (A):

Explain the nature of the experience from the students’ perspective

Did your lesson meet your teaching goals? Yes, my lesson meet my teaching goals, because in the closing
and formative assessment I had check students understanding and most of the students answer correctly
and I saw they were able to know the different between singular and plural nouns.
Transform (T):

How might you enhance student learning of this lesson in the future?

1-when I will model the activities, I must give the groups their activity then open them in the data show
and explain what they have to do .

2-Manage my sound, when I ask them to repeat after me I will use different level of sounds like loudly
and then softly sounds ,and I will use my hand to indicate the amount of volume.

What are the implications for your professional practice?

Using some strategies

Tr: Say to the students “1,2,3 and” ss “look at me” and every one site quietly.

Tr: tell the students “clean up, clean up” ss “clean up , clean up every body clean up” then teacher count
until 10 . all the students must put their activity in the bag and sit quite.

Tr: Ask children to explain their reasons so they can show their understanding.

Managing time.