Lesson Plan Template

Teacher: Faten Hebi Date: 15.03.2022 Grade: 9(4)

No. of pupils: 15 Class background information: (see note 1) C

Course book: English for Today Unit: 3 No. of lesson within the unit: 4
Topic of lesson: Story

External text (not from the course book): Yes/No Type of external text: ___________(see note 2) Purpose of
choice of external text: _______________________(see note 3) Source of text:____________________

Activity (choose one related Can-do statements (see note 4)

to the overall objective of the
lesson)
Global (choose one):
✘ Reception
Can follow and understand short, simple stories
Production

Interaction Operative (choose one or more):

Can understand the important points of a story and follow the plot
Mediation

Overall lesson objective/s: SWBATs (Students will be able to…) derived from the operative can-do
statement/s (See Note 5 for examples of verbs for defining objectives/SWBATs)

- answer LOTS questions

- put sentences in the correct order based on a story

Topic related new

lexis
(vocabulary / covered with, troublemaker, mayor, complain, graffiti, yard, planting flower, grocery
chunks1) store, kick, spring.
recycled
-
HOTS (new Distinguishing different perspectives, inferring, uncovering motives.
and spiraled)
(see note 6)

Grammar (related to/ Grammatical Structure:

taught in lesson) -
(see note 7)
Global Can-do Statement:
-
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Operative Can-do Statement/s:
-
Text Type Story
(see note 8)

Item / Question Sequencing, open-ended

Types (see note 9)
Reading /
Listening / Writing Scanning, brainstorming, sequencing
and Speaking
Strategies
(see note 10)

ICT activity2 (see note Word-Wall

11)

1. Chunks are expressions we learn as global units: by the way, I don’t know, never mind, back and forth, in favor of, make a
difference, etc.
2. ICT- Integration of Communication Technology
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Lesson Procedure

Time Stage Activity Mode of Materials/

of Interacti Tools
Lesso on See Note 12 for(
Whole( )possibilities
n
/class
Group/Pair
Independent/
)work
Openi Activity: introducing the topic Whole Picture
min 4 ng :Description class
May( T presents a picture (see appendix 1) about a
include:
:.cleaned/polluted environment, and asks the Ss
warm-
up, - what do you see?
brainstor
- where do you prefer to live? why?
ming,
review - do you like your neighborhood?
of - is it clean?
previousl
- what do you do about it?
y learned
material , T elicits the questions from the students in order to
introduci
.introduce the topic of the lesson
ng the
)topic
Rationale 1:
To activate students’ prior knowledge about the topic of the
text.

Activity: vocabulary Whole Digital

38 Body Description class book,
min .T present 10 words via PPP. (see appendix 2) picture,
May( Word-Wall,
Rationale: learning new vocabulary
include
Power-
written /
oral Activity 2: brainstorming .point
)practice
Description
T presents a picture that shows the components of the story
(see appendix 3) – and asks the Ss. to scan the story on page
90 (see appendix 3+4) and to find the characters and the
.settings (time and place)
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Then, T says that there's a problem and a solution in the
.story that we'll figure it out later
Rationale
Activate their knowledge about the story

Activity 3: reading the story

Description
T asks the students to listen carefully to the story, and after
each paragraph they listen to, she presents questions with
options to answer according to what they have heard. (see
appendix 5)
After finishing the story with the questions, T asks the Ss.
:about the problem that was in the story and the solution
- what is the problem?
- how did the problem solve?
Rationale
Check students' comprehension

Activity 5: answering an exercise

Description
If there's still time, T reads exercise D on page 91 (see
.appendix 6) and asks Ss. to answer it
Rationale
Check students' comprehension

Closur Activity: pupils' reflection Whole -

e Description class
:T asks the students some questions to see their reflection
May(
include: - how do you save the environment?
min 3 summary - what is the massage of the story?
of main
- did you like the story? why or why not?
points
covered, Rationale: Summing up the lesson
pupils’
reflectio
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)n

Homework
assignment:
-

Follow-up (if -
relevant):

Teacher's
reflection:
-

:Appendixes
:Appendix 1
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:Appendix 2

:Appendix 3

Appendix 4:
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Appendix 5:

https://wordwall.net/resource/30010475

Appendix 6:
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Notes
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Note 1 Heterogeneous class/Partani hour (enrichment, LD pupils, other…..) /
Streaming A,B,C,D (only JH and HS)
Note 2 Written text, Spoken text, Literary piece, other…….
Note 3 Supplementing missing lexis and grammar, text types, question/item types, etc. based on the
English Curriculum, enriching taught material, relevant topics, etc.
Note 4 English Curriculum 2020 for elementary school September 2019
(http://meyda.education.gov.il/files/Mazkirut_Pedagogit/English/curriculum2020Elementary.pdf),
Note 5 Examples of verbs to use in defining objectives:
read , write , act out , talk about , design , use , complete , answer , ask, match, put in the correct
order (sequencing), compare, predict, show understanding of cause & effect/different perspectives
, explain why/how, distinguish, identify, evaluate, produce, describe, respond, recognize, express,
present, react, create, infer, etc

Note 6 HOTs: predicting, inferring, sequencing, identifying parts and whole, classifying and
categorizing, comparing and contrasting, explaining cause and effect, distinguishing different
perspectives, problem solving, uncovering motives, generating possibilities, making connections,
justification, integrating.
Note 7 Appropriate grammatical structures for each grade and Can-do Statements for teaching grammar
appear in the English Curriculum 2020
(http://meyda.education.gov.il/files/Mazkirut_Pedagogit/English/curriculum2020Elementary.pdf)
Note 8 Examples of text types:
advertisement diary entry message timetable/schedule
announcement description newspaper item short expository text
article /report excerpt from a lesson news/weather report speech
biography extended form notice/note speech bubbles
blog flyer opinion story/short story
blurb forum oral presentation travel guide
book cover graph poem web page
broadcast/radio instructions/directions postcard
program interview poster
brochure invitation questionnaire
captions labels recipe
comic strip list review
conversation letter/email riddles
Note 9 Examples of item/question types: carrying out instructions, filling in a chart / table, matching,
multiple choice, open-ended (e.g. w/h-questions), sentence completion, true/false, sequencing,
graphic organizers ( e.g. Venn diagram/cause & effect/ flow chart/pie chart/ bar graph/KWL
chart/ story map http://edhelper.com/teachers/graphic_organizers.htm)
Note 10 Skimming, scanning, brainstorming, main idea/ supporting ideas, sequencing, cause and effect,
comparing and contrasting, previewing and predicting, specifying purpose, identifying genre,
questioning, recognizing topics, recognizing patterns of relationships, identifying and using words
which signal the patterns of relationships, recognizing and using pronouns, connectors and
referents, paraphrasing, summarizing, drawing conclusions, reading critically, etc.
Note 11 ICT-Integration of information and communications technology within language teaching and
learning provides opportunities for learners to engage in collaborative language-learning activities
based on Web environments, such as Google Docs, wikis, etc.
Note 12 Digital tools, flashcards, games, worksheets, etc.