Maitha Alkatheeri
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Lesson Plan 1
Date of the lesson: 8 Feb 2018 Number of the students: 26 Grade: KG2B School theme: Animals and plants
Personal Learning Aims:
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Use simple sentences, questions and clear instructions with objective or actions.
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Linking outcomes to the theme
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Transition management
Learning Outcomes:
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KLPA3: listen to and identify phonemes in words
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KLSP1- Recognize and use simple -at and -an pattern phonograms.
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KLW2-Observe and compare fruits and vegetables. Observe and compare external features of animals.
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KLTC9: ask questions related to a topic
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KLTC2: listen and respond to various text that are read aloud
Process of the lesson :
Active engagement:
Teacher will ....
The teacher will read the story then ask the students different questions:
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Remember: Can you name one animal in the story?
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Understand: Compare on the farm with animals in the story?
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Apply: Which animal is the smallest in the story?
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Analyze: Which animal do like and why?
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Evaluate: What do we get from a camel and cow?
Students will ....
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The students will listen then answer the teacher’s questions.
Comments ...
The teacher try to link between the outcomes and the theme (plants and animals)
Transition one :
(From carpet to the centers)
Teacher will ....
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The teacher will Play the music and ask each student to find his picture on the choice board and go to their centers.
Students will ....
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The students will know their centers by seeing their pictures on the choice board.
Comments ...
When the students hear the music that’s mean centers time.
Centers :
Activity 1
Resources:
Paper plate
Strengths
Glue
Colors
scissor
Students will ....
The students with make the web by the strengths and paper plates. Then they will draw a spider in the web.
Differentiation:
Low group
Activity 2
Resources:
Spiders in the box
Dice
Students will ....
The students will throw the dice then match between the number and the spiders
Activity 3
Resources:
Flash cards
Pencils
papers
Students will ....
The students will write different words then draw it
Differentiation:
Medium group
Activity 4 (focus group)
Resources:
Strengths
Flash cards
Pencil
Papers
Letters books
Students will ....
Introduce letters Ss and Rr and their letter sounds and practice writing the letters. Teacher will model letter formation. Review previous letters Ii, Mm, Nn and previously taught HFW. Continue with HFW, I, the, see and in. Big cat book- Sam and the Nut.
Read-a-Loud Teaching Model. Identifying phonemes in CVC words practice blending and writing simple CVC words.
Differentiation:
High group
Transition two :
(From centers to the carpet)
Teacher will ....
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The teacher will stop the music, rang a bell and sing clean up clean up.
Students will ....
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The students will start to clean and back to their sets in the circle.
Active engagement two:
Teacher will ....
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The teacher will give each student a different number then when she says the number the students who have this number should stand up. For example, the teacher says : number 4? All students who have number 4 should stand up.
Students will ....
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The students will stand up when they listen their number.
Conclusion:
Teacher will ....
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The teacher will give the students overall feedback about what they did in the lesson and positive reinforcement to encourage them.
Students will ....
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The student will listen to the teacher.
Assessment Strategies:
The teacher will assess the students in the carpet and in the focus group by use check list And every day take different students. By the end of the week, she will finish all students.
Observation 1
MCT Observation
MST Observation
Reflection
This reflection will be about the English lesson that I did it in 8 th of February 2017. This lesson was a fifth lesson in this outcome so most of the students have a background bout the lesson. As well, most of the student’s know the story events because this the story of the week.
I used the weekly lesson plan that I did it with my MST last week, we prepared the activities depending in the students’ needs.
Furthermore, I tried to focus on my PDP goals like, link the activities in centers with the theme and this by chose story about the animals and link the activities with the story. Also, I write my question in the pace of paper which help my to say it correctly during the carpet time. And for transition I used count down, clean up song and choice board.
In addition, I used songs and music to help me in my action research. Montessori stated that the music helps children to learn naturally through hearing and repeating (Montessori, 1966).
I feel the lesson goes well and the students understand the lesson . As well, I think most of the students learned and I know this by asking them different questions through the lesson and when I saw their works in the centers. So, I think this lesson met my teaching goals.
There are many positive things that I did it in the lesson. First, I asked different kinds of questions in the circle time, which help them to think. Second, I engaged them by using a music about the animals and make them enjoy the lesson. According to Piaget learning by doing help the child to understand better (McLeod, 2015). Third, I give them clear instructions step by step. Fourth, I used different transition strategies such as, choice board and music. Fifth, I used different strategies of classroom management like brag tags. Sixth, I explain and model each activity in the center to help them to understand it. Seventh, I made hand on activities by using different materials to engage the students and develop their fine motor skills by letting them cut. Finally, I tried to support the students through give them positive feedback and ask their friends to praise them like: good job, excellent.
However, there are some negative points too. First, I didn't give the students time to think and answer when I asked them the questions. Second, I have some mistakes in my language (pronunciation). Finally, I should prepare more for the focus group.
In the next lesson, I will try to each student opportunity to answer. In addition, I will try to develop my language. Finally, I will prepare specific questions and activities in focus group.