Scribd
Upload
57 views6 pages

Lessonplan 2

The document contains a lesson plan for a kindergarten phonics lesson focusing on the short u sound. The plan outlines the objectives to identify and read words with the short u sound, identify rhyming words, and repeat words following a model. It describes the activities including introducing vocabulary words with flashcards, acting out a poem, and an activity book exercise to classify words. The plan notes the teacher's focus on giving clear instructions and evaluating student behavior and provides details on teaching strategies, classroom management, and materials used in the lesson.

Uploaded by

api-329079851
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
57 views6 pages

Lessonplan 2

The document contains a lesson plan for a kindergarten phonics lesson focusing on the short u sound. The plan outlines the objectives to identify and read words with the short u sound, identify rhyming words, and repeat words following a model. It describes the activities including introducing vocabulary words with flashcards, acting out a poem, and an activity book exercise to classify words. The plan notes the teacher's focus on giving clear instructions and evaluating student behavior and provides details on teaching strategies, classroom management, and materials used in the lesson.

Uploaded by

api-329079851
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
You are on page 1/ 6

EDUCATION

DIVISION
Bachelor of
Education

LESSON PLAN

I feel more confident than the first observation


It was good because I changed my lesson planning
The video encourages the students

Name: Ayesha Ali Alkindi


ID: H00203738
Dat
e:
Tim
e:
Uni
t:

01/11/2016

9:55 10:40

3L7

Class:
No.
Students
MST:

2/3

22

Zainab Ali

Prior Knowledge (What prior knowledge are you building in?)

The alphabet, students will song from A to Z.


Students will know how to pronounce a sound.
Students will compare the sound between letter a and u.

Lesson Objectives: (What will students be able to do by the end of the lesson?)

Identify the short u vowel sound.


Say a rhyme, plays a rhyming game.
Recognize words with a short u sound.
Identify words that rhyme.
Read and act out a poem.

By the end of the lesson:

Identify and read words with a short u sound.


Identify rhyming words.
Repeat words following a model.

Link lesson objectives to Blooms Taxonomy:

In this lesson I will use knowledge to find and identify the words with letter u. they will listen
to the words and spell together. The students will list the words in their activity book in
activity 1.
Also, in this lesson I will use analysis skill, because the students will find the words with litter

a and u. then, they will listed on their activity book which about missing letter.
Attitude:
-

Students
Students
Students
Students

should
should
should
should

follow instructions straight away.


raise their hand and dont shout.
share and take turns.
listen to teacher and what other says.

Evaluation / Assessment: (How will you know your students have achieved the
lesson objectives?)
What are you planning here? I plan to use students circle time, to encourage them to
see the video about phonics and let them identify the words which have letter a and u
sound. I will give them a home work sheet about the new vocabulary to check if they can
differentiate sound a and u.
How will you interpret or evaluate the results? I will listen to their answers and their
voice while they pronounce the words.
How will you document? I will observe them by concept check while they repeat the
words and the rhyme.
How will you follow-up? Evaluating the student on the quality of the work.
Personal focus
In this lesson I will be working on my PDP goal 2 which is about clear instructions. I will focus
on the instructions when I give it to the students. It will be clear and they have to
understand them while I give it. I have to give them the instructions sentence by sentence to
help them understand.
Teaching Competencies focus
In this lesson I am working on self-management and results focus. I will observe how
students manage themself to evaluate them. I will chick the survey which is about
developing students positive behaviors. I will check if they answer the questions in honest
way or they just chose the best answer.

Teaching strategies:

Evaluating what the students done.


Acknowledge what students do or say.
Give specific feedback rather than general comments.

Classroom management strategies:

Students must cooperate with their classmates.


Students must carry out their responsibilities.
Students must build expectations and establish routine.

Behavioral management strategies:

Listen when teacher is talking.

Follow directions quickly.


Respect each others.
Be safe.
Be responsible.

Feedback strategies:

Oral feedback.
Concept check.

Materials & Resources:


Learners Book page 56.
Activity Book page 46.
Flashcards: mug, bug, bus, bun, run, sun, fun, puppy, bee, rug.
Video.
Technology integration:

Computer.
Data show.

ACTIVITIES
What the Teacher says and
does.

What the Students say and


do.

Lesson connection to
PDP goals and/or
Action Research Focus

ENGAGE -Introduction:

Show them the video which is about words sound a and u.


Let the students identify words with letter u.

Good morning greeting


Date- good eye contact and expression
Class rules- listen when your teacher is talking- check in
Introduction to lesson. Learning a new letter.
Circle time- transition group by group.
Fold your arms/cross legs

PDP goal 2:
about clear
instructions.
AR: students will
complete the
survey which is
about their
behavior. Did you
do this?

Settle the girls have the video ready with projector on already.
U video-repeating sound- you keep eye contact with students remember to tach
the name of letter and what it says long u at beginning of words
Be more direct with teaching- lots of practice u- long and short sound
PP slides fun- also check in word meanings- put words in to simple sentences- I
see a bug
Moved Marha- dont stop the flow of lesson- talk to her later about behavior I
see the sun in the sky- invite st to give you a sentence
Settle girls when they are restless- dont allow shouting out too much loud
voices here
Emphasize the /u/ sound in each word
Eventually you ask st to fold their arms reinforce your expectations to settle
students
Bun- b/u/n sound these words to emphasize the /u/ sound
PHASE ONE: listen and look.

Use the flashcards to introduce


vocabulary. Say what is this? For
example: this is a bus.
Repeat the words.
Play the audio let them listen then,
point letter u in the pictures.

PHASE TWO: I can run like a puppy.

Display the flashcards and word cards


puppy, bug, bee and rug on the board.
Repeat and act the poem.

Say and repeat the words.


Answer the questions what
you see in the picture?

Say the words.


Act.

Read the words.


Classify the words.
Write the words on the
board.

Data show- saying sentence and


movement
St enjoyed this task and engaged
PHASE THREE: Activity book.

Read the instructions and ask learners


to read the words in the words box.
With the partner, they classify the
words according to their sound.
Check the answers by asking individual
learners and write it on the board.
Open books write the date
Moving around between the groups
checking in with students - good but no
feedback
Dont have too much wait time-

You should use give more


feedback based on students
work. Move around and
comment on their work with
feedback for learning- help
them when necessary

keep the lesson pace. Instead of


asking are you listening do an eyes
to me- eyes to you
Emphasize the /u/
Be explicit with your instructionsyour expectations- I want you to
point to the words and say them
after me- st not sitting properly on
their chair for writing
Model the writing- this is important
expect good writing and correct
posture for writing
You need to go around and give
more feedback- look this is neat
writing- remind the girls with
examples of work.
Do you think you need to
differentiate here? There were
groups who finished the page while
you were still completing the first
section.

EXTEND

Write the words.

Read the words.

Hands up to refocus students.


Homework- no time
Always finish the lesson with feedback
about this lesson-eg: Today was
well done Next time I want to see.
What did we learn about today?
Each student will have white board to write
the new vocabulary.
LESSON CLOSURE no time not
completed

Holding up the flashcard and asking


individual learners to say the words.

You might also like