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Lesson 4

The lesson plan teaches 4th grade students the difference between the homophones "there", "they're", and "their". It begins with an introduction using a PowerPoint presentation and sample questions. Students then complete individual worksheets practicing using the homophones in sentences, with differentiation for skill levels. The lesson closes with students sharing their sentences and a discussion of the lesson. The teacher assesses students through observation during activities and questioning at the end.

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104 views2 pages

Lesson 4

The lesson plan teaches 4th grade students the difference between the homophones "there", "they're", and "their". It begins with an introduction using a PowerPoint presentation and sample questions. Students then complete individual worksheets practicing using the homophones in sentences, with differentiation for skill levels. The lesson closes with students sharing their sentences and a discussion of the lesson. The teacher assesses students through observation during activities and questioning at the end.

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Student-Teacher: Shaikha Abdulla Date:15-3-2018

Primary EPC 2403 Lesson Planning Template Year 2, Sem 2


Grade Level: 4
Subject: English
Learning Outcome: By the end of this lesson students will be able to know the different between (there-
they’re- their).

Resources Preparation (what do you need to do/make before


- Marker class?)
- Worksheets - Ask about the day and the date
- PowerPoint - Give them instructions about the class rules
- Stars - Prepare the students
- Magnets
- Stamp Key vocabulary/ Target Language
- Timer
homophones

There: means in that place.


They’re: is a contraction of they are.
Their: belonging to them and it shows ownership.

Opening (warmer activity + teacher introduction/demonstration of small group activities)


Time: 15 min

- Teach the students about the homophones (there-they’re-their) by using the PowerPoint
Whole

- Ask the students some questions such as, what is the meaning of there? Then ask about another
meaning.
- Discuss with the students that these words have almost same pronunciation but they are written in
different spelling and have different meanings.

Independent Experience (individual activity 1)


- Teacher will model for students about how to do the activity by present it in the PowerPoint in addition, tell
a student the instructions of the activity.
- Then, teacher will give the students the worksheets
20 min

- Students will complete the sentences by using ( there- they’re- their) and put it in right place.
Small

- Low level will have the meaning of (to-too-two) but middle and high levels without meaning.
Independent Experience (individual activity 2 )
- Teacher will model for students how to do the activity by presenting it.
Time:

- Then, teacher will give the students the worksheets


- Students will write sentences using (there- they’re- their).
- Low level will have the meaning of ( there- they’re- their ) but middle and high levels without meaning.
Closing
10 min

- Let the students to read their sentences in activity2 and check their sentences together.
Whole

- Ask some questions about the lesson.


Time:

Assessment
- observe the students while they doing the activities also, while asking questions about the lesson at the end.
WWW:

Children’s learning: the students loved the lesson and they felt like if it’s a puzzle.

My teaching: I clearly delivered the comprehensions for the students.

the warming activity when students explore the lesson which motivate the students before the explain the lesson also,
use several pictures to explain the words which helped to understand the lesson fast

EBI:

Children’s learning: the students listened to me between the activites.

My teaching: I thought them a new transition strategy.

Behavior management
Followed the instructions and were organized
Grouping – differentiation
helped the students while they did the activities and did different types for one activity

Next steps in learning and teaching


I will check my sentences before I present it by check the grammar.

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