Lesson Plan Template

Personal Target
1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
 Having a good time management.

2. Describe what you will do to help achieve your goal (Strategies Used)
 Divide the class time to a 3 period of the time, 10 minuets in begging 15 minutes in the activity time and
five minutes in the closing part. – keep an eye on the time.

3. Describe how you can tell if you’re achieving your goal (Evidence)
 When I spend 30 minuets in the whole lesson, and in the end of the lesson when the children understand
the concept of the lesson.

Grade: Subject: Learning Outcome:

KG2 English - Students will be able to recognize letter /T/

- Students will be able to know how to write
letter /T/
- Students will learn vocabulary that start with
letter /T/, such as teddy, tiger, TV, train, tree
and turtle.

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

 Introduction materials:  Having enough materials.

 Making extra activities.
- Laptop
- Smart bored
- Projector
- Ball
- A box that include a teddy bear, fake turtle, a
picture of a TV, and tiger.

Activity 1: Create the letter /T/

- Blocks
Activity 2: Find the picture that start with the sound
/T/

- Different pictures that start with different

sound.
Activity 3: Find the picture that start with sound /T/
with matching it with the clips.

- Card

- Clips
Activity 4: Find the sound /T/

- Different letters

- Sand box.

 Closing time:
- Long paper
- Coloring pens

Language & Sound letter T – Words that start with letter T (Teddy, TV, Tiger, turtle)
Key vocabulary
Questions using Remembering level:
Bloom’s Taxonomy
levels What is the sound of the letter T?

What is this, while showing them a turtle or objects that start with letter T.

Understanding level:

Make the sound of the letter T?

Applying level:

Give me a word that start with letter T?

When they say the sound of the letter T.

Analyzing level:

Do you think this is the sound of the letter /T/ (I will make different sounds)

Evaluating level:

Tell me the sound of this letter?

 Creating level:

Can you create by the blocks letter /T/

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

Opening/Introduction: (Bullet points)

I will introduce to the students what we are going to learn. ‘Today we are going to learn a new
sound and you have to tell me what do you think it is’.

After that, I will introduce the lesson by using a mystery box, that includes objects that start with
letter T such as (Teddy bear, TV, Tiger, turtle, train)
10 min

Then, I will ask the students to guess what is inside the box by giving them a hint and then they
have to guess the name of the objects that is start with letter T.
Whole

Time:

Active Engagement (group working with the teacher)

- Then, I will put for the students a song that shows the students the sound of the letter T, and
I will let them to sing together.
https://www.youtube.com/watch?v=HHEqOLZ0hr4

- After that I will show them a video shows them how to write the letter T, and I will let them
to write it in the air and in the floor.
https://www.youtube.com/watch?v=93mdB3_GgSo

Formative assessment:

I will play with them a game which is finding letter T around the class, then they will have a two
trays, the first tray is for the uppercase letter and the other tray is for lowercase, so they have to sort
the letters that they have.

Independent Experience (small group activity 1): Create sound T by the Blocks (Focus center)

Low level students

1
 - Students will have a bowl that has different pictures, and they have to find the picture that
start with sound T, then stick it to the big paper.

Questions:

What is the sound of this letter?

What the picture display?

What is this? Is this a tree? Does a tree start with the sound t?

Independent Experience (small group activity 2): Find the picture that start with the sound /T/

High level students

- Students will have a bowl that has different pictures, and they have to find the picture that
start with sound T, then stick it to the big paper.

Questions:

What is the sound of this letter?

What the picture display?

What is this? Is this a tree? Does a tree start with the sound t?
 Medium level students

Activity 3: Find the picture that start with sound /T/ with matching it with the clips.

- Students will have a card, in this card has 4 pictures and the name of each picture.

- Students will have to match the clip that has the same word to the same picture.
- As an example, if they found the clip that start with the word tiger, they have to match it
with the picture tiger.

Questions:

What is the sound of this letter?

What is this?

Give me words that start with sound /T/

Low level students

Activity 4: Find the letter T between all the other letters.

- Students will try to find the letter /t/ between the other alphabet.

Questions:

What is the sound of this letter?

What is this?

Give me words that start with sound /T/

In the end of the lesson, I will remind them of the sound of the letter, and how to write it, then I
will give the students a long paper, and they have to write letter T and draw anything that start with
letter T.
Closing

10 min
Time:
Assessment

Observe the students, during the activities, and during the lesson.
Ask questions during the lesson.
Check list and writing notes during the activities.

Hot questions (Formative assessment):

I will ask the students during the activities part:

To give me words that start with the letter T?
How the letter T its look like?
Can you tell me the sound of the letter T?
Reflection 1
Learning Outcome:
- Students will be able to recognize letter /T/
- Students will be able to know how to write letter /T/
- Students will learn vocabulary that start with letter /T/, such as teddy, tiger, TV,
train, tree and turtle.

Strand: Phonics.
Theme: Animals and Humans

On the 14th of October, I taught a phonics lesson which is about letter /t/. The
outcome was recognizing the shape of the letter /t/ and the sound of it, know how to
write the letter /t/ and learn new vocabularies such as a teddy, tiger, TV, train, tree, and
turtle. I try to use different strategies that am weak in classroom management, so I used
to clap as taking their attention then said when teacher Clapp student be quiet. I try to
ask the students different types of questions such as "what the sound of the letter t"
"give me a word start with the sound t" to enhance their oral skills and to scaffold their
learning during the lesson and the activities. In the end, I assessed the learning
understanding by asking questions and writing notes and using checking lest and I told
my MST to take pictures in order to understand their learning abilities.

Introduction part
Warming up- Introducing the sound
During the introduction part, I introduced to the students what we are going to learn.
‘Today we are going to learn a new sound and you have to tell me what do you think it
is’. After that I show them a box and let them to guess what inside the box and tell me,
after that, I started to show them the items that inside the box and let the students
name it. (The items are Teddy bear, TV, Tiger, turtle, train), after that, they tell me that
the items start with the same sound which is /t/. Following, I asked the students
questions using Bloom's Taxonomy as it shows in the lesson plan which is "Give me a
word that starts with letter T?" students gave me the same words that I showed them in
the box and don't think as a new word, so next time I will put new items in the
classroom maybe they will find around the classroom and say it.
In the active engagement part:

I put for the students a song that showed the students the sound of the letter /T.
but the students focus on the women in the video not on the sound of the letter, so the
next time I will use the sound song without something that takes their attention.

After that, I showed them a video showed them how to write the letter T, and then I let
them write it in the air and in the floor, it was a good idea because the students wrote
the letters in the floor and the air in the correct way.
Phonemic Awareness
I did for them a formative assessment during the circle area which is playing a
game. The game is finding letter T around the class, then they will have two trays, the
first tray is for the uppercase letter and the other tray is for lowercase, so they have to
sort the letters that they have. This game let me know their understanding of the
lowercase and uppercase of letter /t/.
So when they came to stick the letter I asked them what is this ? and what the sound of
this letter? and they have to answer to stick it, also they have to say a word that starts
with this sound. In this part I can assess their phonemic awareness of the students,
phonological awareness is a significant part of the children to help them to develop their
oral, reading and writing skills in early ages.

Introducing Phonics & Letter Knowledge (Active Engagement and formative

assessment)
I taught the children how to write the letter /t/ by showing them a video that
explains how to write the letter in the correct way, at the end of the video, I started to
write the letter in front of the students, then we wrote it together, after that I let them
write it on their own in the air, then in the floor during that I was observing the students
and how the way that they wrote it, and I let them repeat it three times. I think that the
children did a successful job in this part of the lesson, and they were engaged in writing
the letter.

Transitions
In transition, I called their names based on their groups, it was easily smoothly
transitions but it took time, in the next time I prefer to let them wears tags that shows
colours, then I will call them based on the colours of their group. When they finished
their activities, I started to sing a song which is a clean-up song and turn off the light, so
they start to clean up and push their chairs to come back to the center easily and
smoothly.

Activities time
I did four activities, two in the focus center and the other in the other different
areas of the class, it was a mistake that I made four activities in the same time, I have to
take group by group. I graded the students by using the checklist, and the checklist
three different columns which are emerging, developing mastered, so the child who
knows to solve the activity he will be mastered. The first activity is for low students
which are making letter /t/ by blocks, the second activity is finding letter /t/ from the
box, the third activity is found the pictures that start with the sound /t/ and stick them
in the big paper, the last activity is put the clips in the written picture with the names.
The students were engaged and focused on their works, but I did different four activity
in different learning outcomes, so for the next lesson, I will focus on one learning
outcome and only in one group.

Closing time
In the closing time, I reviewed what we learned in the lesson by making the sound
again, then I let them write it in the air, in the end, I gave the students a long paper and
they wrote letter T and drew anything that starts with letter T. So, this long paper makes
me make sure that the students participate and everyone contributed to writing the
letter and drawing. Students were engaged in working together as one team, that will
develop their fine motor skills, oral language skills, and social skills.

Evidence from my lesson

At the end of the lesson, I think that the students were able to rec ognize the
letter /t/ with saying the sound of it, write a letter /t/ and know the new
vocabulary that they learn in the center since they did the activities in a good
way. These pictures below prove the students’ understanding:
 Students find the picture that start with sound T.

Students drawing something start with the sound T

Students find the letter T

Next steps
In the next lesson, I will follow the feedback of my MCT and MST, I will
try to use more students center than teacher center in the activities, try to
scaffold their understanding step by step. Moreover, using different
strategies such as the reward system, giving a star for the students who sit
properly and participated with me.
References:
Cook, J. (2009, December 30). How Can a Teacher Use Bloom's Taxonomy in the Classroom?
Retrieved from Weeblly: http://hopemiddle.weebly.com/how-to-use-blooms-
taxonomy-in-the-classroomrti.html

Moats, L., & Tolman, C. (n.d). Why Phonological Awareness Is Important for Reading and
Spelling. Retrieved from Reading Rockets: http://www.readingrockets.org/article/why-
phonological-awareness-important-reading-and-spelling