Lesson -3-Masculihufoiekf[pe][feg;msvsne and feminine nouns.docx

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1. As-Suffa School of Excellence
Brief Lesson plan
Teacher Name: Namra Ijaz Khan
 
Year: 4  Date:  
 
Additional staff:
 
Period:  Creative writing Topic: Masculine and Feminine nouns
Lesson Objectives 
To
understand the difference between masculine and feminine nouns.
To
identify masculine and feminine nouns in examples.
To
use masculine and feminine nouns correctly in sentences.
Learning Outcomes 
Define
masculine and feminine nouns.
Sort
words into masculine and feminine categories.
Use
masculine and feminine nouns in simple sentences.
Resources Required:
PowerPoint

Flashcards
with nouns.
Sorting
chart.
Mini
whiteboards.
Worksheet

Key Vocabulary:
Masculine,

feminine,
gender,

male,

female.

2. Rationale:
I
want pupils to understand the concept of nouns and begin to recognise
different
types, focusing on common and proper nouns. I also want them to
use
different types of noun in sentences.
I
want pupils to strengthen their understanding of nouns by recognising how
they
change from one to many (singular to plural).
I
want pupils to learn how nouns can be used to show gender (masculine and
feminine)
to expand their vocabulary and sentence writing.
Impact / Evaluation:
Did the activity go to plan?
Implementation
Learning Teaching
Starter
Time
(
Pupils
begin to understand that some
nouns
have masculine and feminine
forms.
Show
two pictures –
a king
and
a
queen.
Ask: “What’s the
difference
between these
words?
How are they related?”
Introduce
masculine (male) and
feminine
(female).

Student Action
Pupils
suggest answers and identify
they
are naming words.
Pupils
describe what they see.
Pupils
describe the difference.
Activity
details
Time
(
Pupils
practise rules and apply them in
writing.
Teacher Action
Teach
common examples of
masculine
and feminine nouns:
boy – girl, man – woman, actor
– actress, lion – lioness, father
– mother.
Sorting
activity: Give flashcards
of
words, pupils sort them into
two
groups (masculine /
feminine).
Student Action
Pupils
take turns sorting
flashcards.
Work
in pairs to sort flashcards.
Complete
worksheet
.
Write
short sentences with masculine
and
feminine nouns.

3. Worksheet
practice
Plenary:
Time
(
Pupils
consolidate their understanding
of
masculine and feminine nouns by
recalling
and applying them.
Teacher Action
Quick
quiz: Teacher says a
masculine
noun, pupils say its
feminine
form (and vice versa).
Example:

“king” → “queen”.
Student Action
Pupils
respond quickly and justify
their
answers.
Special Adaptations for Inclusivity: (SEND, EAL, Lower Ability)
Provide
pictures with words for support.
Use
only simple, common examples (boy–girl, man–woman).
Allow
matching activity instead of writing.
Future Actions (SEND, EAL, Lower Ability):
More
practice on worksheets.
Homework
Write
5 pairs of masculine and feminine nouns. Use 2 of them in sentences.
Teacher Self Evaluation:
Tick
the appropriate box which needs improvement:
☐
could accomplish the lesson objectives
                      ☐
warm up could be lighter and interesting
☐
could avoid monotony / monotone approach
              ☐
class management could be better
☐
could use training / AV aids more effectively
              ☐
could make it more interactive
☐
could use more illustrations
                                        ☐
could make teaching easy
☐
could generate interest
                                               ☐
could manage time properly
☐
linkage could have been better
                                   ☐
could manage to cover entire topic
☐
could make it more participative
☐
could include hands on activity for effective learning
Overall:       very
good
☐                   
good
☐                 
average
☐               
weak
☐
Note: