You are on page 1of 7

Lesson Plan for observation

Date 13/3/2017 Studen Mahra Bakheet-H00328199


t
teacher Khulood Abdulla-H00155733
Time 10:00 10:45 School Al Bahjah school
MCT Garnel Desravins Class KG2
Lesson Measuring the length of the No of 19
objects. studen
unit/pag
ts
e
Context of the lesson
Comparing between the length of the objects (Tallest and shortest).
Teaching goal
Recognize the similarities and differences between objects (Tallest, Shortest and the
same length).
Learning objectives

- Students will be able to find the differences between objects per their lengths.
- Students will be able to classify their own object per certain criteria such as the
length in their daily life.
- Student will be able to use the non-standard objects to measure the objects and find
the length.
Assumptions about prior learning
Knowing the long and short terms.
Anticipated problems and possible solutions
- In the measuring lesson, some students might classify or compare the objects per
their favorite colors not the length.
- Some students might prefer to work alone while it is a group work.
- Some of the students might eat the marshmallow rather than finding the length of
the objects.

Possible solutions:
Reinforcement the students who is working properly to encourage the other students
to follow the right instructions.
Praise the students who is working as a group which will encourage him to cooperate.
Use reward system.
Personal focus for this lesson
Eyes contact positive praise I Massages - group work.
Target language Teacher language
The terms of the measure length (Tall, The terms of the measure length. (Tall,
short, long and equal). (Taller, tallest Short, Equal and long).
than, shorter than, longer, longest than)

Main tasks or activities Resources and teaching aids


- Song about the measuring length Cubes, pictures of objects, schedule with
(engage). the pictures of the objects and the length,
marshmallow, pictures of people.
- The cubes and picture of objects
(explore).
- The marshmallow activity\ the feet
papers and paper clips. (elaborate).
Consider these grouping strategies: Consider where the children are
Group working. working:
Classroom math area.

Planning Stages Within the 5-E Inquiry Model


Engage

Key Question:
I will show them pictures of objects aging that were in the song and I will
ask them (Which one do you think is long? Can you find an object that is
short than it?
Questions for whole group discussion:
I will show them two different sizes of bottle of water and ask them: Who
is longer or tallest, this bottle of water or this? Who can come and
measure them?
Teacher Student
1- give them instruction. 1- Follow the instruction.
2- modal the activity. 2- Listen to the song and do the
3- give them the activity. activity.
4- play the song.

Explore
PURPOSE:
to test ideas and develop knowledge using explorations,
investigations, experiments
to modify and record ideas as they change due to activities
to develop new questions and testable hypotheses
Activities (list) Driving Question
1- The cubes and picture of Who can find out or measure these
objects (Cars, Umbrellas, objects?
Strawberries and Carrots).
2- Feet papers and paper
clips activity.
3- Marshmallow activity.
Teacher Student
1- Give the instructions of the 1- Follow the instructions.
activity. 2- Apply the activities.
2- Give each group these objects
and the cubes.
3- Walking around and ask
questions.
Student Communication Product:
- Oral discussion of what they do and the reason of that.

Explain
PURPOSE:
to answer the Key Question through student explanations
to provide students with relevant vocabulary, formal definitions and
explanations of concepts
Content Media: teacher lecture
Will explain more about the shapes.
Make sure all student understood the lesson.
Answer all the students question.
Give examples.
Ask questions.
Teacher Student
Ask questions such as: (Bring two Answering the question by saying
students with different lengths and
ask the students: What do think which one is taller and why.
who is taller than the other? Why?)
Elaborate
PURPOSE:

to extend students' conceptual understanding through application or


practice in new settings

Activities: Teacher: Student

Will divide the Divide the Low: They will try


students in three student to three to know the
group. Low, group. length of the feet
middle and high. Low, middle and by using the
high level paper clips by
Low group will students. putting them on
have a paper Give the activity the feet to find
that have the the length and
for each one and
shape of the feet write it.
work around to
with different
sizes and paper observe.
clips. (They will Middle: They will
try to know the try to find the
length of the feet length of these
by using the objects by using
paper clips by the marshmallow
putting them on and wright the
the feet to find length on the
the length and paper.
write it.
Middle group will
have the
marshmallow High: Measure
activity which is the objects and
about measuring write the number
the objects such of cubes that
as: (Bottle of they used as a
water with length (They will
different sizes, write on the
books and cups small board that
with different has a schedule
sizes). They will with the pictures
try to find the of the objects
length of these and each object
objects by using will have a box
the marshmallow to write the
and wright the number or the
length on the length).
paper.
High group will
have the cubes
and picture of
objects (Cars,
Umbrellas,
Strawberries and
Carrots).
Measure the
objects and write
the number of
cubes that they
used as a length
(They will write
on the small
board that has a
schedule with
the pictures of
the objects and
each object will
have a box to
write the number
or the length).

Evaluate
PURPOSE:

for students to assess their understand of the learning objectives


for the teacher to assess student understanding of the learning
objectives

Skill/Reasoning Learning Assessment Instrument


Objectives
Know the terms of measuring the Cheek list.
objects ((Tall, short, long and
Observe.
equal). (Taller, tallest than, shorter
than, longer, longest than)

Know how to use the non-standard


objects to measure the objects and
find the length.
Knowledge Learning Objectives Assessment Instrument
Know how we can use the non- Asking questions while they are
slandered objects to find the length doing the activity (why did you put
of any object. this number of length for this
object? Can you show me how we
Know how to compare between the
can find the length of this object?
objects by finding their length.
Which one is taller than the other?
Learn by touching, moving, Why?
combining / joining and separating
objects.
Teacher Student

Asking questions. Answering.

SHJWC Lesson Reflection (Completed after EVERY


lesson taught)
Lesson Math Your Khulood
Name

MST Sarah School Al Bahjah


MCT liz
Class Kg1 Date 13-March-2017

Firstly, discuss one aspect that YOU feel you did very well. Try to analyze
why you think it worked well and what hints you would share with other
teachers about the successful strategy/ resource/activity/management style
etc.

I feel I did well in the activities, they were successful because I was aware about
their levels according to ZPD Vygotsky theory about the different level of the
students understanding.

I made activities suit every student and help them to develop.

The best strategy in my opinion is the mix the students levels, high, middle and
low together to learn by each other.

Secondly, elaborate on the aspect identified by YOU that requires


attention. Discuss what the problem was, why it occurred and what action
you intend to take to be more successful in the next lesson.
Two to five students didnt achieve the learning objective. I think I should focus more
on the low levels. Maybe mixing students levels dont work much with the low
students.

Next time I will be focusing on them more in the halaka and the activities.

Personal focus for next lesson:

Time management, I will try to end the Halaka in 15 minutes.

You might also like