Student

Date: 8th / Nov/ 2017 Juwaher Rashed Ali ALnaqbi

teacher:
Time: 8:10 9:00 School: Khatt School
MST: Sultana Abdullah Class: Grade 4

Unit 3: The UAE desert No. Ss 26 students

Unit:
Lesson 10: The boy and the wolf MCT Mr. Mark Eckersley

Learning objectives:
Students will:

o Identify the boy and the wolf storys events by watch and listen to the teacher.
o Recounting the boy and the wolf story events using first, next, then, finally strategy as sentences.
o Re-correct the sentences and write them as a paragraph.
o Publish their stories on the wall.
o Assess their writing by a writing self-assessment worksheet.

Prior Knowledge (What knowledge are you building in?)

o Writing sentences in present simple.
o Lexis about wolves
o Students have applied the writing style starting with first, next, then, finally.
o Using past tense was/were
st
21 Century Skills:

o Global awareness: understand and address global issues.

o Environmental literacy: demonstrate knowledge and understanding of the environment and the circumstances and
conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems.

Materials:
o Story puppets (the boy, sheep, the wolf, and villagers).
o The pupils book
o Worksheet for writing the sentences and another one to write the paragraph.
o Self-assessment worksheet.
o Writing rubric for teacher.

Key vocabulary:

wolf, alone, fun, villager, silly, liar, once upon a time, bored, believe, lie, village, hill

Key expressions/structure: Past simple for recounting past events in a story; Past simple
short answers was/were

Common misconceptions for learners, ways of identifying these and techniques for addressing these
misconceptions:

o Learners may need further explanation and consolidation of using first, next, then, and finally strategy, so I


will remind them on the board as I will but the words as flash cards on the board.
o Learners may not understand what is the self-assessment so first I will model it in front of them.
o The word publish may confuse the students so I will tell them that means to show others your work and I
will hang their works on the wall.

Evaluation / Assessment: (How will you know your students have achieved the goal?)
There will be sentences are written by the students.
Students will write a short paragraph.
Students will do writing self-assessment.
I will correct them using the writing rubric.
Personal focus (related to PDP): In this lesson I am working on my
o Building my management skills and focus on teaching strategies that include writing, listening, speaking
and reading skills.
o Focus on myself to be a guide teacher rather than just take long time to lecture and talk.
o Let each student to be busy with learning something new.

ACTIVITY INTER- TEACHER STUDENTS
TIME PURPOSE / OBJECTIVE
ACTION (Activity and Language) (Activity and Language)
OF ACTIVITY

The teacher will: The students reply on the
Engage students - Greet the students and ask them teacher questions and
1 10 minutes T-S about the date of today. discuss with her the
Starter (Whole class) Read the story and - Write the objectives on the board. Questions.
(read the story) on the carpet discuss some of its - Ask students to come and sit on the
events. carpet. Listen to T
- Read the boy and the wolf story
(Prewriting stage) using puppets.
- During the reading. ask students
some questions such as:
Showing the picture of the
story and ask What do you
think the story will be about?
What do you think will
happen next?
What will happen if the wolf
come to the farm?
Explain how to write
using first, next, then, After I get finish from reading I will:
finally
- Explain what should first, next, then,
finally include.
First, includes who and what do they
do?
Next, what did the boy do?
Then, what happened?
Finally, what happened at the end?



10 minutes Individually Write sentences using Students will write

2 first, next, then, finally Teacher will distribute the worksheet and sentences recounting the
worksheet about then she will move around the class and story events using first,
writing sentences check on all students writing, if they do good next, then, finally
using first, next, and they have get on the right way.
then, finally
(recounting the
story stage)
Whole class write the introduction They will have flashcards
on the carpet Introduction has include who? And Where? (hill, village, lie, believe,
3 5 minutes show the structure of alone)
Explain how to introduction For example: The boy and the sheep were at to help them in their
write the the top of the hill in the village. writing.
introduction The body They will listen to the
The body will include the (first, next, then) teacher.
The conclusion
The conclusion will include the (finally)

write the paragraph in Move around the class and check on all They will collect their
20 minutes Individually correct way students if they do good and they get on the sentences together and
4 right way. write as the teacher
write the - Teacher will watch students explained.
paragraph performance.
worksheet - Give feedback. After they have finished
- Encourage students. they will hang their
(revise/ edit stage) writing on the wall

(publish stage)

Individually Assess their own Will demonstrate the self-assessment, then - Students will
5 understanding she will ask the students to do it. draw faces
self-assessment 2 minutes - indicating to their
feeling or
understanding of
the writing.


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