Student-Teacher: Alia Ali Date: 5/11/2018

EPC 2903 Primary Lesson Planning Template Year 2, Sem 2

Grade Level: Grade 2

Subject: English (Long i vowel)
Learning Outcome : By the end of this lesson students will be able to..

Identify long I sound and used some words that include long I vowel.
Resources
Pre- reading:
 An ice cream and ice cube picture to
guess find the similar letters and guess
the lesson.
 White board to write ice cream and ice
so they can compare and find the
similar letters.
 Flashcards that introduce the new
vocabulary in the story that include
long I sound.
 A simple song to review long I sound
and words.
(https://www.youtube.com/watch?v=Z7
TqYVgeHaI)
Preparation (what do you need to do/make before
class?)
 Preparing the picture, and the flash cards.
 Preparing the games, and the video.
 Put the small cards in the student’s drawer
so the students who finish the activity early
should write sentences and include the long
i words.
Key vocabulary/ Target Language
 Mice.
 Lime.

While- reading:  Ripe.

 Online story because they will have
shared reading with the teacher.  Pile.
 White board to ask the student about
the words that have long I in the story.  Ice.

Post-reading:  Bike.
 Worksheet about the story that they
read. The activity helps the student be
sure of their understanding and helps
the teacher to assess student
understanding.
 Small card for the students who finish
early so they can choose words from
the flash cards and write sentences
about it.

Transition:
 Bell to ask the student to move from the
carpet to the tables and the opposite.
 An online timer that can helps the student
finish their activity in suitable time.
(https://www.online-stopwatch.com/rocket-
timer/)
 Opening (warmer activity + teacher introduction/demonstration of small group activities)

 The teacher will show the student the ice cream picture and ask them to give some
adjective about the ice cream to review the prior lesson.
 Then the teacher shows the student the ice and ask them about it. After writing bot
Time: 15 min
Whole

ice ram and ice on the board the teacher will ask the student to find the similar letter
between them, so they have to predict the lesson.
 Next, the teacher will read the story for the student because it’s shared reading. And
they will extract the words that have long I sound.

Independent Experience (small group activity 1)

The low-level student will have a worksheet and thy should write words that have a long I
sound in the water drop. And if they finish early they will have a card to write a sentence
using any word that have long I sound.
Independent Experience(small group activity 2)
20 min

The average student should write sentences about the story and use the words that have
Small

ling I sound. So, thy will practice the sound and the vocabulary and connect between them.
And if they finish early they will have a card to write a sentence using any word that have
long I sound.
Time:

Independent Experience(small group activity 3)

The high-level students should write a summary of the story with including the words with
long I sound. So, they will practice the recount and the long I vowel. And if they finish early
they will have a card to write a sentence using any word that have long I sound.
Closing (review learning -LO)
5 min

 Online game that include long I words to helps the student get more
Whole

vocabulary.(http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/flash/fpo
em10.shtml). Also, it will be a review for whole student.so students should read aloud
Time:

with the teacher and then they should recognize the words that have long I sound.

Assessment (to be done during activity time, who and what will be assessed?)

The teacher will assess the student while they are making the activities. Also, she can assess their
understanding while they are playing the game and reading the passage in the game.
References

Charles, R. (n.d.). The Nice Mice. Retrieved from Reading A-Z website: https://www.readinga-
z.com/projectable/book.php?id=354&lang=1&type=book

Ness, T. (2013, November 13). Long I Song. Retrieved November 4, 2018, from YouTube website:
https://www.youtube.com/watch?v=Z7TqYVgeHaI

Words and Pictures. (2014, October 20). Retrieved November 4, 2018, from BBC Home website:
http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/flash/fpoem10.shtml
Reflection WWW/EBI

The lesson was about long I vowel. As a teacher the video was amazing because it engaged the
students and the story was suitable because it has variety of long I word. About the student I think
that the activity went well. Also, I had an extra activity for the student who finished early. Even
better if I gave h student one activity which is writing a story and the differentiation will be about the
student’s answers as my MCT advice. And for the students, I think it will be better if the teacher had
some concrete materials to support the student learning.

Behaviour management

For the behavior management my MCT advice to have a name for each group with small box and
have sticks for the group when the student has good behavior and in the end of the class the group
that have higher number for sticks will have a gift. So according Skinner’s Law of Effect theory “the
behavior which is reinforced tends to be repeated” ( McLeod, 2018).
Groupings/differentiation

I had three different activities but my MCT suggested to have one activity for the whole class and
the differentiation will be in the student’s answers.
Next Steps in learning and teaching

For the next class the I should do the grouping prize idea, so I can manage the student and they
will get the learning outcome better.
References

McLeod, S. (2018, January 21). Skinner - Operant Conditioning. Retrieved November 10, 2018,
from simply psychology website: https://www.simplypsychology.org/operant-conditioning.html