Student-Teacher: Aisha Ali Alowais Date: 30th October 2018

EPC 2903 Primary Lesson Plan Year 2, Sem 2

Grade Level: 5
Subject: English
Learning Outcome : By the end of this lesson students will be able to..
Write a chapter for a story (‘Charlie and the Chocolate Factory’)
Use a variety of vocabulary in their writing (sentence openers, descriptors)
Resources Preparation (what do you need to do/make before
Starter: class?)
boxing up story planner flipchart to recap what was Prepare self and peer assessment checklists for students
done previously and relate it to the lesson of the day as Create a list of vocabulary words for each group of students
they will be building upon it. to assist them in their writing

Main activity:
Literacy books Key vocabulary/ Target Language
Story planning sheets Sentence openers (time connectives, adverbs, emotions)
Vocabulary wordlists: Adjectives/descriptors
HA: sentence openers opening, build-up, dilemma, resolution, closing
MA: vocabulary
LA: vocabulary

Closing:
Self and Peer assessment pre-flight checklists (based
off the idea from the book ‘Learning to Teach’) for
students to proof-read their writing and make sure they
achieved the criteria and then doing the same for their
classmates’ work.

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

Recap previous lesson:
Time: 10 min

What are the main parts of a story? What can we use to begin our sentences? What vocabulary can we add?
Whole

Teacher models how activity needs to be done by using examples and a model of the story plan.

Guided Experience (groups working with the teacher) LA

2 Groups
Students are going to write a chapter of Charlie and the Chocolate Factory using their own events.
LA are expected to use the proper structure to write down their chapter.
LA will receive word bank sheets to aid their writing.

Independent Experience (small group activity 1) MA

1 Group
40 min
Small

Students are going to write a chapter of Charlie and the Chocolate Factory using their own events.
MA are expected to use a range of vocabulary words to describe the events in their chapter.
MA will receive sheets with vocabulary that will allow them to write descriptively.
Time:

Independent Experience(small group activity 2) HA

2 Groups
Students are going to write a chapter of Charlie and the Chocolate Factory using their own events.
HA are expected to use a variety of sentence openers.
HA will receive a sheet with different sentence openers.
 Closing (review learning -LO)
10 min

Students use a checklist to assess their own writing. They need to make sure that they have met the criteria.
After assessing themselves, students need to swap books with their seatmates and have them assess their
Whole

writing as well.
Time:

Assessment (to be done during activity time, who and what will be assessed?)
HA will be assessed on their ability to provide a range of sentence openers, as well as various vocabulary words.
MA will be assessed on their ability to use a range of vocabulary.
LA will be assessed on the way they structure their writing. Are all parts of the story included? (opening, build up, etc…)

References
Arends, R. (2015). Learning to Teach. New York City: McGraw-Hill Education.
Reflection WWW/EBI
WWW:
The lesson was well-paced. I recapped what the students studied in the previous class as what we were going to
do was going to be built on that. I let the students work on the activity for a longer period this time, which allowed
for almost everybody who hadn’t caught up to catch up, and those who were on track had completed their work. I
gave all groups word banks for when they’re stuck and almost all of them were looking at the paper to get
assistance in their writing. Unlike previous classes , I was able to have a mini-plenary before the closing in which
the students shared their answers. This allowed me, the teacher, to see that they were on the right trac k, while
their classmates were able to see how others were doing. Before the end of the class, I distributed checklists to
everyone, telling them to assess their writing and then swapping books with their partners and assessing theirs.
Everyone was able to do this and they seemed excited about reading their friends’ work. While students checked
their own work, they were assessing themselves and some of them seemed to have noticed mistakes and ways
they could improve. I asked them to see whether they have added enough details and some of them went back
and thought of ways It could be better. According to Arends “This type of activity is likely to be used not for the
purpose of saving the teacher time, but as a self- assessment strategy for helping students obtain information
about their learning.” (Arends, 2015) From my observations, there are many students who can produce much
better work if only they would go back and proof-read and self-assess. They know the answers and the spelling,
but they just need to take a look at their work again to find those mistakes and then self-correct.

*Green highlighted part shows improvements from previous lesson.

EBI:
During the beginning of the lesson, I tried to shorten my explanation time so that students had more time to work
on their individual tasks, however I didn’t model everything. Had I modelled a part of the writing, it would have
made it better for students to have something for their reference. I also should have given clearer instructions.

Behaviour management
Students were attentive for the most part and worked quietly. However, I did feel like I could’ve used more
strategies to gain their attention. I tend to forget to wait for all of them to quiet down before speaking and this is
something I want to work on. I also forget to alternate between management strategies when I’m too focused on
what I’m going to explain next.

Groupings/differentiation
The low achievers received a detailed word bank with categories such as taste, touch, appearance and feeling.
Middle achievers had a vocabulary sheet with different words. High achievers had a list of sentence openers. For
the checklists, each ability group had a checklist tailored to what was expected of them in their writing. The low
ability didn’t need to have sentence openers, I was more focused on having them write with a focus on detail and
the structure being organized. The middle achievers were required to use a variety of vocabulary, while the high
achievers needed to have all of that, plus using sentence openers. The word banks worked very well as they
gave students ideas and they could tailor the sentence to fit their own writing.

Next Steps in learning and teaching

In the future, I hope to use a variety of management strategies, while alternating between them. I would like to
watch the pace of the lesson, while still modelling all tasks clearly.