Art A

Ms. Amber Garcia

Maitha Abdulazeez H00349497

 Table of Content

Lesson Plan Template………………………………………………………. 1

Homophone PowerPoint ……………………………………………………1-2
Thumbs up Thumbs down ……………………………………………………3
Homophone Story……………………………………………………………4-5
Word Sticks…………………………………………………………………..5-6
Tricky Homophones…………………………………………………………6-7
Word Wall …………………………………………………………………...7-8
Assessment ……………………………………………………………………8
Reference ………………………………………………………………………9
 Lesson Plan Template
Name: Maitha Abdulazeez

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):
 Implementing time management

2. Describe what you will do to help achieve your goal (Strategies Used)
I will put a timer for each centre in the lesson.

3. Describe how you can tell if you’re achieving your goal (Evidence):
At the end I will see if I finished at time or not.

Grade Level: Subject: Learning Outcome (ADEC code and words):

identify and read homophones in familiar texts
Grade 4 English

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)

Teacher will present with PowerPoint to explain each

Homophone with example.
Key vocabulary :
A teacher will give students a Story and each student
will listen to the story with headphone and highlight Homophones
every word that has homophone in the story.
too/to/two
A students will have Sticks to write a sentence in the there/their
stick depend on the word in the back of the stick. where/wear
know/no
be/bee

Master identify, read and write homophones

Develop identify and read homophones in familiar texts

Low read homophones in familiar texts

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

Speaking- Homophone PowerPoint

Tr: Today we will learn how to identify and read homophones in familiar texts
Time: 15 min

Tr: Who can tell me what does Homophone mean? turn and talk to your partner for 15 second

Tr: okey know tell me what do you know about homophone. I will give you clue homophone like meet-meat
Whole

St: possible answer same sound, different meaning. 1

Tr: Homophone means words that sound the same but have different meanings and spellings.

A teacher will have the Homophone and meaning in the board. Also the teacher will put the key
vocabulary:
too/to/two
there/their
where/wear
know/no
be/bee

The teacher will explain all the words and using visual pictures, and put some examples, with the
meaning. In addition, the teacher will have Arabic translation to help the student to understand more.

Justification

Teacher will present a PowerPoint that will include all the homophone words. The teacher will ask
all the students to repeat after her all the words few time. For example, the teacher will use the
number two in a sentence “I have two dogs!” repeat with me “two”, students will repeat the word
“two”. Teacher will ask if anyone knows how to put this word in a sentence. Students will share
what they know with the teacher. For instance, the teacher asks the student I know three words
to/two/too, who will put one word in a sentence. Students will participate and if they didn’t know
the teacher will give them translate in Arabic.
This activity, the teacher used Presentation, Practice, Production method which called “PPP”.
“According to Jeremy Harmer (2009), the PPP is a method that is widely used in teaching simple language
at lower levels. Furthermore, many modern coursebooks contain examples of PPP lessons which have
retained elements of structural-situation methodology and audio-lingualism. Harmer adds that there is a
general consensus that PPP is just one method among many, not taking into consideration other ways of
learning. It is very learning-based and takes little account of students’ acquisition abilities (Jeremy, 2010).”
This means that teacher s mostly use PPP for lower grades and in this strategy it takes the teacher centerd
more than the student.

2
 Active Engagement (group working with the teacher):

Listening – Thumbs up Thumbs down

Teacher will give students a sentences with some of these words:

too/to/two
there/their
where/wear
know/no
be/bee

The teacher will see if the students answer right or wrong for example by

To (be/bee) yourself.

“Thumbs up for be, Thumbs down if you think we will use bee”

The teacher will use some another examples also.

Justification

Communication is very important and listening takes the most part of it. People spend half the time
listening. “Teachers typically incorporate listening prompts and activities throughout the day.
They use rhythm games with young students to teach them aggressive listening skills. They
might repeat a phrase such as "All eyes on me" in order to gain students' attention (LoBello,
2018).” That means the teacher may use activities or transitions to get the students attention.
Pre-listening stage, the teacher will present the key vocabulary for the students with full explanation and
translate it in Arabic what all the words mean. For instance, While listening, teacher will say the word to
the student, and ask the students to put the word in sentence that has the word in it. For example, the teacher
give the student the word “to” the student will say “I went to the school”. Post listening, the teacher will put
the word in a sentence and students should thumbs up or thumbs down to answer. For example, the teacher
will put the word “to/too” in a sentence and the teacher will say to the students if you think I use this word
“to” in the sentence, I want you to thumbs up and if you think I use this word “two” thumbs down, the
sentence is “I have to/two dogs”. Students will thumbs up if they think the right word is “to“ or thumbs
down if they think the right .
Time: 15 min
Small

3
Independent Experience (small group activity 1)

Listening-Homophone story

The teacher will give the students a story and a headphone and the students has to listen to the story
and highlight what homophones we have in the story with table vocabulary that contains of:
too/to/two
there/their
where/wear
know/no
be/bee

(In this time the teacher will go around the class with check list to monitor who understand and who
didn’t)

Justification
“Children commonly learn through listening and paying attention to what they see and hear around them. As
they gain more knowledge and experience, they develop their own ideas, interests and preferences. They
filter important facts and opinions through active listening. Moreover, they concentrate on the main points
of discussion and events to know the consequences. Understanding such things enables children to guide
their self-inquiry and discover their individual possibilities (TRAMEL, 2013).” This means that children
need to develop the listening skill while discussion and this will help the child to have self-discover in
future.
Pre listening, the teacher will give the student the key vocabulary of the homophone and explain what does
it mean by questioning them. For example, too/to/two the teacher will write all the words in the board and
say what do you think? All these words mean the same thing? Student possible answer: No it has different
meaning. Teacher will try to engage them to find out what’s the meaning. While listening the teacher will
give each student a headphone and students will listen to the story individually and highlight the homophone
words that they found in the story. Post listening, students will read all homophone words that they have
found it.

4
Independent Experience (small group activity 2)

Speaking- Word Sticks

A teacher will give them sticks and ask each girl to make a sentence including the word.

The words will be written in the sticks are:

too/to/two
there/their
where/wear
know/no
be/bee

There will be 2 teams, team A and team B

Student in team A should take one stick and read it to her partner in team B and then, student in
team B will make a sentence that has the word in it. After the teacher checking, the student will write
her sentence in the back of the stick.

Then, student in team B should take one stick and read it to her partner in team A and then, student
in team A will make a sentence that has the word in it. After the teacher checking, the student will
write her sentence in the back of the stick.

(In this time the teacher will go around the class with check list to monitor who understand and who
didn’t)

Justification:

The teacher will give the students a sticks and ask each girl to make a sentence that has the word in it.
There will be 2 teams, team A and team B. Student in team A should take one stick and read it to her partner
in team B and then, student in team B will make a sentence that has the word in it. After the teacher
checking, the student will write her sentence in the back of the stick. Then, student in team B should take
one stick and read it to her partner in team A and then, student in team A will make a sentence that has the
word in it. After the teacher checking, the student will write her sentence in the back of the stick.

“For some time in language teaching, it has been conventional to teach speaking as being of primary
importance, regarding listening to be less important although it is known that oral skills and aural skills 5
cannot be separated from each other. Language teachers should encourage students to predict, to tolerate
ambiguity and to link ideas so that they stop dwelling on isolated words often not vital for comprehension.
To facilitate communicative competence the teachers can also help students by discussing the title, theme,
and cultural background before starting the tasks (Müge, 2000).” That means that speaking is important to
develop the child skill. There are a variety of ways to encourage the learner to have strong speaking skills, to
predict and discuss a title or theme.

Independent Experience(small group activity 3)

Speaking- Tricky Homophones

The teacher will give the students a chance to find another homophone and then make a sentence of
the word that they found it.

Students could say:

see-sea

knew-new

son-sun

week-weak

(In this time the teacher will go around the class with check list to monitor who understand and who
didn’t)

Justification

The teacher will give the students a chance to find another homophone of the lesson. For example, the
student will have the challenge to find another homophone with their friends like, see/sea. Teacher will ask
the student to make a sentence of the word that they found it. For instance they found see/sea so they will
share their ideas to make a sentence that has both see/sea in one sentence. Student possible answer, I see the
sea. After that the learners have to write the words in one sentence in the paper. “Students need practical and
deeper knowledge about the subject they are learning in school and college. For better learning from
teachers, they need to ask the question and they have to discuss their subjective and objective doubts. When
teachers understand where they are confused about the subject then they can teach in their style, it will help
students get high marks (VIJAY, 2017).” That means that speaking will develop the communication of the
student by questioning the teacher more to understand so they will take higher marks. 6
 Listening- Word Wall

The teacher will put the words in the wall and she will say the sentence and ask them to go to the
word in the wall that she used in her sentence. For example:
A teacher will put “there/their” in three different walls, and then she will say the sentence and
students should listen to her.

Tr: “ I left my jacket over there/their.”

St will go to the corner of what they think the sentence has it.

(In this time the teacher will go around the class with check list to monitor who understand and who
didn’t)

Justification

“Most people know that hearing and speech are very important in a child’s development. What is as
important is the skill of listening. Some people think hearing and listening are the same skill but they are
not. Hearing is simply the physical act of receiving sound stimulation through the ear and sending it to the
brain for reception. Listening, however, involves a mental process of tuning into a sound, recognizing its
15 min

importance, and interpreting the information at the brain. For the developing child, both hearing and
listening are important, since a child can have good hearing, and not have good listening skills
(Eye2TheWorld, 2005).” This means that Both hearing and listening are important and there is different
Closing

meaning of hearing and listening, hearing is just hearing the sound and brain responding, and listening
Time:

where people has active listening and understanding the concept from interpreting the idea at the brain. 7
 Pre listening, the teacher will put all the key vocabulary in the board and ask the students YES or
NO questions. For example, the teacher will ask “Does Homophone has different meaning and
spelling?” student possible answer: YES. While listening, the teacher will put two cards in the
walls, and ask the student to go to the wall that they think it has the right word of the sentence. For
instance, the teacher will put these words “there/their” in two walls and give the student the
sentence “ I left my jacket over there/their.” Teacher will ask the student to go to the wall that they
think it has the right word that fit the sentence. Post listening, the teacher will ask the students who
went to the two walls, “Why did you choose this word?” so she will show everybody the right
meaning that fit the sentence. For example, the teacher will ask the student (Sara I want you and
your group to think “why did you think that this word will fit this sentence?” Student possible
answer: because their means belong to them and there means in that place, so in this sentence it
talks about they put the jacket somewhere, so we chose there.

Assessment

The teacher will have check list in the centre time.

Thumbs up thumbs down

8
References

Bibliography
Eye2TheWorld. (2005). Article 4 – The Importance of Listening Skills for Your Preschool
Child’s Learning and Development, By Dorinne S. Davis-Kalugin,President, Davis
Centers, Inc. Retrieved from Eye 2 the world: http://eye2theworld.net/article-4-the-
importance-of-listening-skills-for-your-preschool-child%E2%80%99s-learning-and-
development-by-dorinne-s-davis-kaluginpresident-davis-centers-inc/
Jeremy. (2010). The PPP Method: Presentation, Practice and Production. Retrieved from
TeachingMethod: http://ejournalufmg.blogspot.ae/2010/11/ppp-method-presentation-
practice-and.html
Müge, Z. (2000). Integrating listening and speaking skills to facilitate English language
learners’ communicative competence . Retrieved from Procedia: https://ac.els-
cdn.com/S1877042810023360/1-s2.0-S1877042810023360-main.pdf?_tid=dfaaec86-
82b9-4a8f-8f82-
5085e1953b48&acdnat=1523736750_cff544a7fa0be80ce9f911a3fe7c530b
Shuqin, W. (2004). ow can I Help the Students Improve their Speaking Ability in the
Speaking and Listening Part in the Class of Integrated Skills of English. Retrieved
from ActionResearch: http://www.actionresearch.net/living/moira/wangshuqin.htm
VIJAY, S. (2017). Importance of Communication Skills for Students . Retrieved from
KlientSoluTech: http://www.klientsolutech.com/importance-of-communication-skills-
for-students/