MCT/MST Lesson Observation

Feedback to student teacher

Student Teacher’s Name: Shamma Marwan Observer’s Name: Dr. Neil Satoquia
Unit/Lesson: Sight Words Grade Level: 1
Date: November 19, 2018 School: Al Asalah
Competency Area F D C B A
Commitment to the Profession X
Planning for learning X
Managing Learning X
Implementing Learning X
Assessment X
Reflection on Practice X

Strengths of the lesson:

1. A video on sight words consisted the teacher’s preparation phase of her lesson, which
she processed.
2. She invited the pupils to read sentences on the board and identify the pictures the
sentences refer to.
3. Differentiated learning activities were also provided to the pupils. The teacher
explained the instructions first before the pupils went to their respective tables.
4. The production phase of the lesson consisted of a puzzle and filling gaps; however, the
results were not know. The teacher is advised to get the mean percentage of the quiz so
as to provide her an idea as to whether or not she achieved the objective of the lesson.
5. 3 more good activities were given to the pupils after the quiz. These 3 should have
come before the quiz was given.
6. The teacher had a good rapport with her pupils and had good control of the class.

Areas for development:

1. The teacher should always remind the pupils to speak English whenever they are
asked to do a group activity.
2. Don’t say: I will going to ask you. Say: I will be going to ask you.

A = Exceptional, B = Very Good, C = Satisfactory, D = Marginal and F = Unsatisfactory

BAS Primary EPC 2401 Lesson Planning Template Year 2, Sem 1

 day: 19 month: November name of
date: Shamma Marwan
year: 2018 student:
length of class:45
min
from: 10:30 (I will use my phone name of
time: Al-Asalah Primary School
to: 11:15 during the lesson to school:
help me look at the
time by use alarm.)
name of Class Grade No.
MS. Kelly
MST: : : Ss:
Details about the book Name of book: Unit: 6 page(s): 113-
Bridge to success (My words) 119
that the MST uses: (Learners Book)

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the lesson tat they
could not do before?

I will teach the students sight words sentence and focus on some sight words such as the, and, is, she, he, can,
we, to, go, see, like, I, a, we and to the students be able to understand the different between the words and
when they use sight words in the sentence and able to use it in their own sentence.

LANGUAGE – What is the language I hope to teach ? Specifically – what do I want the students to be able to say or write or read or
listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or is it a misxture? Do I
understand the language myself, or do I need to research it more?

I will teach them English lesson about sight words its new sight words (the, and, is, she, he, we, to) for
sentence, so I want the students to be able to listen to students to write a sentence by using this sight words.
the display about sight words sentence and my
explanation carefully when I teach because then I will
I understand the language myself because it’s simple
ask them to read a sentence on the smart board and
to me and its clear concept about sight words so there
writing their own sentence by using sight words during
is a lot of ideas and activity work with this kind of
activity centres and in the end will give learners a short
language and the learners will be able to understand it
quiz about sight words sentence.
faster.

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

writing a sentence include sight words in their own
sentence but first I will explain to them the concept and
show the learners some example in display and make
them interactive students and feel comfortable when
they write.
focus on the sight words as the, and, is, she, he, can,
we, to, go, see, like, I, a, we and to so students can
write their own sentence include this sight words.
CONTEXT – How will I make the language realistic for the students?

I will make the language realistic by show them how to build different sight words by using object of alphabet
letters then ask the students question to read it and put it in the sentence during the activity center.

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they need to do to
develop? - Include realia, books, handouts, multimedia, songs, games, etc.

-Display a video on the smart board about sight words

sentence

- Envelope and colour sticks

- An object of alphabet letters

- White board markers

-White board

-Highlighter pen- crayon

-Pencils

- Happy face stickers for rewarding.

-Glue and scissors

-Learner’s book page 113-119

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities authentic and
purposeful?

I make 4 different activities and each group work in my activities are purposeful because students be able
one activity, but the four activities are include the same to use sight words in their sentence and can use it
idea the first activity, write the sentence by using while they speak to other and will be benefit them
sight words and each sentence must be in different during their life.
colour such as, the desk is brown so in this sentence
use green colour to write it, the desk is hard, so
student must write it in yellow colour by using
highlighter pen.

second activity, use object alphabet letter to build

sight words sentence.

third activity, read the sentence that you see it on the

envelope then the student will see a line under the
sight word then they must build the word by using the
sticks.
last activity, the student will see a wrong order
sentence include sight word then they need to cut the
words and order it in correct sentence by using glue
and scissors.

Purpose /

Teacher (activity + exact Student (what they MCT

Activity Time Interaction instructions you intend to do + language you objective of the
give) expect them to use) comments

activity

I will show students the student the learners

sight words must read are able to
sentence with two carefully the read a
(5min)
read the
pictures and one of sentence that sentence that
sight the images is correct includes sight includes sight
words it describes the word then words and

sentence T-S sentence that choose the understand

student going to picture that what they said
read it front the class describes what by choosing a
then she chooses she read it. picture.
one picture.so I will
say please read the
sentence carefully
and choose the
 correct picture.

write a the activity is about students must the students

sentence write four sentences to write four will be able to

(10min)
include sight words sentences write four
with sight
words.
S-S so there is one include sight different
example of what the words and they sentences by
sentence they must need to catch using sight
to write it it’s on the the line and words and this
top in the worksheet start with capital way of activity
with box include four letter and end it help students
different words that with full stop. easy to write
help them write the their own
sentence so I will sentence
make sure to make include sight
a student’s write words.
each sentence in
different color and
look at the line.

I will give each one the student will they will

writing a in the group an read the understand
sentence object alphabet letter sentence and when they

include with worksheet, so write it two have to use

(the, can,
T-S they must read the times by sight words
(10min)
sentence that catching the line while write any
is, like and
include the, can, is, then use an sentence and
see)
like, and see words. object alphabet the spilling of
After that, write the letter to build the sight
same sentence two the sight word words (the,
time by catch the that includes in can, is, like
line and build the their own
and see).
sight word by using sentence.
an object alphabet
letter.
 The activity is the learners will the learners
building (10min) about use choose one will be able to
sight
S-S envelope and
envelope and write sight
you will see a
words sentence front read the words in a

sentence
the envelop sentence front different
include sight
the envelop sentence and
by use word then
sticks
students must then write the this way help
to write the sight word three them
sight word three
times and find memorize the
times then find
sticks to build the sticks that words by
the sight words. help them find trying to find it
After that,
their own sight in sticks.
students should
to use white word then use a
board to write white board to
the sentence
write the
three times.
sentence three
times.