MCT/MST Lesson Observation

Student teacher’s name: Maitha Grade Level: 3

Unit/Lesson: Literacy Date: 3/13/2018

Competency Area E G S M U
Please tick the boxes using the OVERALL ASSESSMENT LEVEL
DESCRIPTORS attached at end of document

(E = Excellent, G = Good, S = Satisfactory, M = Marginal, U = Unsatisfactory)

Professionalism X
Planning for learning X
(Includes knowledge & understanding of content)
Implementing and Managing Learning X
(Includes behavior management, language and delivery)
Assessment X
Reflection on Practice X
Overview of the lesson:
identify and read homophones in familiar texts
8:12- Maitha started the lesson by introducing the learning outcome. “Today we will talk about
homophone. Raise your hand if you know what homophone is.” Maitha called on a student. The
student stood up and when answered correctly, Maitha asked the class to clap for her.
Maitha put meet and meat on the word. She called on a student to say the words. She asked if
they meant the same and had students turn and talk to their partners about the two words. After
10 seconds, Maitha called on a student with her hand up. The student was unsure and she asked
the student to ask a friend for help. Another student stood up and explained that meat means
beef and what meet means. Maitha explained what meet means. “Now we know that
homophones have the same sound but different meaning. Like we have here meet and meat. So
we have same sound and different meaning and different spelling.” Maitha then put a
powerpoint slide up that had right, write, see, sea, hair, and hare. She asked students to turn and
talk about the meaning. Maitha then called on a student and had her explain see and sea. The
words also had pictures with them.
“Ok who knows another thing. Raise your hand if you know.” Maitha called on a student and she
explained hair and hare. The next student explained right and write. ( this is a good time to use
name sticks to call on students to ensure participation and understanding.)
Maitha then projected the key vocabulary. She provided the homophone words together with
their meaning and placed them in a sentence that also had visual image of the word. Maitha
included the words written in Arabic to help student understanding.
“You will be quiet. Which be? The be, what do I mean by be?” Maitha called on a student and the
student selected the be on the board with the correct definition. Maitha followed this process for
each of the key vocab words.
Maitha then put some questions on the board. “I will ask you question. Now we will see who
knows the answer.” Maitha wrote some sentences on the board. She wrote the homophones and
students had to put up their fingers to select the correct answer.
8:22- “Now I will give each group something to work.” Maitha went to each group and handed
out their center activities. Maitha then gave directions to for each center. (provide each group
with additional materials. A group should have more than one copy of the story sheet. 1 copy for
4 students is not enough)

Maitha then set a timer for center time. This was projected on the board. Maitha walked around
to each group with a checklist that had the students named and homophone words at the top.
She asked them questions and then made marks on her paper.
When the timer went off, Maitha told the students time was up. She offered positive praise to
students. “Now I want the leader to give me what you have done. I will count 5 and I want
everybody work.” Maitha asked students to sit down and raise their hands. “Now we will play a
game. You want to play a game?” Students shouted yes. Maitha held up the words and put them
on three corners for two, to, too. (make the words larger they were hard to see.)
Maitha had students stand up and said, “I ate too much ice cream.” Students had to move to the
correct corner. Students went to all of them. Maitha asked each group why they selected that
word to complete the sentence. “Why do you think you chose this one?” She repeated the
sentence as well (it would have been good to project the sentences using the white board in
case students are not auditory learners). Maitha allowed each group to explain their answers.
Once everything was explained, Maitha went over it with students. “Now we will play again. Last
time we will play again. She changed words to be and bee. Students had to go to the correct
be/bee. “I will be happy. What do you think. Ohhhhh do you all agree?” Maitha called on a student
to explain and then students went back to their seats. Maitha selected another set of words their
and there. (the words were too small and difficult to see). Maitha reviewed what each word
meant. “I left my jacket over there.” Students then moved to the corner where they thought the
answer was. Maitha called on a student to explain the answer. Maitha then had students sit down
and said they will do thumbs up and thumbs down. Maitha wrote a sentence on the board and
called on a student to select the correct answer. The lesson finished at 8:45.

Strengths:
- Use of technology
- Professionalism
- Relating the centers to the learning outcome
- Modeling the content
- Providing students with an opportunity to see the words in English and
in Arabic to help them understand the words.
 - Active engagement
- Offering positive praise to student
- Asking students to explain their answers
- Using a timer for center time
- Assessment
- Closing using four corners

Areas for development:

- Give students more time to turn and talk

- Call on students using a random selection. Not just hands
- Be sure to use correct language/grammar when speaking
- Make sure each group member has a copy of the story. Four students should not be working
on 1 story selection.

Focus for next lesson:

Planning: Make sure you prepare enough materials for each group. If working
on a story/piece of text, each student should have it. Having 4 students work
with only one piece of the story/text is not enough.

Implementing Learning: Use name sticks to select students

- Be sure to use proper grammar when speaking
- Allow students more opportunities during active engagement to turn and
talk before calling on students.
- Use the timer consistently throughout your lesson for each part
- Make sure that your materials are large enough for everyone to see
- Your lesson finished before 45 minutes. Make sure you are using a timer
and providing enough materials for the entire lesson.