Lesson Plan Template

LESSON PLAN LESSON: Using adjectives in describing food

Teacher: Shamsa Saleh Subject: English

Grade: Unit: - Date: 11, March ,2019

3

SKILLS AND UNDERSTANDING

Students will be able to:

 Students will be able to use adjectives to describe the popcorn.

 Students will be able to describe popcorn using their five senses.
 Students will be able to use adjectives to describe all types of food.

Link to prior learning:

- Student know verbs and nouns.

- Students know that adjectives are used to describe the noun.
- Student know some adjectives words.
- Students wrote their own stories using adjectives.

21st Century Skills:

1. Critical thinking: The students will think critically while identify, exploring, reasoning, analyzing to
describe the popcorn.
2. Creativity: The students must be creative to create their own sentences.
3. Collaboration: The first activity will make the students collaborate to write as many adjectives as they
can.
4. Communication: The students will be communicating in their group to answer the questions and then
the teacher will choose one of the students to present their work.
5. Information literacy: -
6. Media literacy: I will use the projector to display materials.
7. Technology literacy: The teacher will use a laptop.
8. Flexibility: They will be flexibility in the lesson.
9. Leadership: -
10. Initiative: Students will participate to answer the teacher questions.
11. Productivity: -
 12. Social skills: The students will develop their social skills by interacting with their group members.

 Key vocabulary: like smooth, delicious, salty, crunchy.

Common misconceptions for Ways of identifying and addressing these misconceptions:

learners:

 In the beginning of the lesson I tell them

 They confuse verbs with  Verbs are doing work.
adjectives.  Adjective are describing words

Resources/equipment needed:

- Worksheets
- Blank paper
- Colors
- Board
- Projector
- Popcorn
- Napkins
- A3 papers

UNIT: LESSON: Estimating TASKS/ACTIVITIES

Resources & Time Starter

 Teacher Will: Students Will:

10 minutes (The teacher will put popcorn on the  Students will answer the teacher
student’s tables) questions.

 What do you think the lesson

will be about today?
 Today we will learn how to
describe food.

 In groups, I want you to

think about describing words  Students will display their A3
that can be used to describe papers on the board and they
food. will present their work to the
 The teacher will give the
rest of the class.
groups A3 papers they can
write on it adjectives that can
describe food.

 The teacher will display

Power point that will have
different adjectives that the
students can use in the main
activity.
 The adjective words will
describe the taste, smell,
looks, sounds and feels of
the different types of food.

Resources & Time Main activities

 Teacher Will: Students Will:

20 minutes  The teacher will leave the  Students will start working.
power point on.

 Teacher will give

instructions to the groups.

Differentiation activities (Support):

Camels:

 Students will work individually.

 The teacher will hand out worksheet for this group.
 The camels can copy some words from the PowerPoint to help them
describe the popcorn.
 The students should complete the sentences to describe the popcorn
using their five senses.
 The students should describe the taste, smell, looks, sounds and feels
of the popcorn.

 If they finished fast, they can add more sentences describing their
favorite food.

Differentiation activities (Stretch):

Scorpions – Arabian Oryxs – Falcons:

 Students will work individually.

 Students should describe the popcorn using there five senses.
 Each student should write more than three sentence to describe the
taste, smell, looks, sounds and feels of the popcorn.

 If they finished fast, they can add more sentences describing their
favorite food.

Resources Plenary
 Teacher Will: Students Will:
10 minutes
 The teacher will allow students to  Students will enjoy reading each
do a gallery walk other work.
 The gallery walk will allow the  Students will answer the teacher
students to see their friends work. question.

 Teacher will give the students

papers to reflect on their classmate  Students will do peer assessment
work.  They will write something good
that they read in someone else’s
 The teacher will give early work.
finishers a sheet they have to write
what does popcorn mean to them
and when did they last have
popcorn.

 Do you think know you can

describe all types of food?
Homework -

Learning styles catered for (✓):

Visual Auditory Read/Write Kinaesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment

assessment

Quiz Student presentation Written work and Verbal feedback

feedback

Reflection after teaching:

This was my first lesson observation with my MCT. I wasn’t nerves at all because I practiced
teaching the lesson very well. I wanted to focus on managing the classroom this lesson. I used
positive reinforcement to reinforce student’s good behaver since it worked very well in my last
lesson. Unfortunately, today the students were too noisy in the classroom and many of them were
walking around the class not doing what they were asked. Whenever I use the star table the
students will listen to my instructions, but if I stopped they will start talking and will walk
around the class. So, I decided to go around the class and choose student who are working and
put for them a star. This technique was the most successful one and it reinforced the students to
finish their task. On my next lesson, I will walk around the class and give stickers for students
who are behaving and working on their tasks.