Backward Design Lesson Plan Template s2

Backward Design Lesson Plan Template

School: Islands High School Grade level: 11th

Teacher /Hassan El Ghobaisy Lesson title: body parts

Step 1—Desired Results Standard Outcomes for Learning (ACTFL Standard 1.1)—Answer’s the question, what should students know, understand, and be able to do as a result of the lesson?

 Students will be able to say and read ten body parts in Arabic. ( hair, eye, nose, ear, mouth, teeth, hand, leg, face and feet) (( شعر –عين –أنف – اذن – فم – اسنان – يد – ساق – وجه – اقدام  Students will be able to ask and answer questions about body parts.  Students will be able to say what we can do with body parts.

Step 2—Assessment Evidence Performance task—What will students do to show what they have learned?

 SS read the Arabic words for body parts  SS use the new words to make simple sentences” I have a nose…I smell with my nose…...  SS play games.  SS match the names of body parts with their pictures.  SS ask and answer questions using: How many eyes do you have? = I have two eyes. .كم عين لديك/تمتلك ...... ؟ = انا لدي عينان

Step 3—Learning Plan Learning activities - Answer’s the question, how do I teach it?

Materials: Flashcards, colored pens, realia, electronic white board, worksheets.

Warm-up:  To revise some action verbs using flash cards from previous lessons.  To play a song about body parts in Arabic to help students guess the topic of the lesson.

Presentation:  To use flashcards to show a picture of what the new vocabulary word means, and then write the word in Arabic on the board. I will then pronounce the word while pointing to the body part and ask them to do the same.  To follow the same steps to introduce the other body parts and stop meanwhile to help them remember the words they have learned by pointing to the parts on my body. Practice:  To play “musical chairs” game. I say some body parts in Arabic, while students walk around the chairs. When I say a word that was agreed upon before the game, students sit down. Each time a student will be put out along with a chair and the other students will continue playing until there is a winner.  To ask students to work in pairs asking and answering questions “How many eyes do you have? The other answers saying, “I have got two eyes.”  To play “Kim’s game”. To put some cards on the board and ask students to say the body part of each one then ask them to close their eyes. I remove one of the cards. The students open their eyes and say the missing body part.  To divide the classes into three groups of fours, then give them handouts that have the names of body parts and pictures asking them to match the words with the right pictures.  To ask students to work in pairs one point to body part and the other says what we do with it. For example, one point to his eyes and the other says I see with my eyes.

 Homework:

SS are asked to draw a human body and write the Arabic words for the different parts on it. Step 4—Reflection What happened during my lesson? What did my students learn? How do I know? What did I learn? How will I improve my lesson next time?

The students enjoyed the lesson as it is easy and they enjoyed playing some games. They learned some other words when they were asking and answering questions, as they asked for the meaning of other words that they don’t know.