Professional Documents
Culture Documents
(Gabriel, 2005). I walked around them and asked them to stand on the line
to look organize, also I make sure that each students in the class are doing
the morning exercise. And listing to other students who are doing the
morning assembly.
Description: I organized an activity class for grade fives students for since
subject, and that through took responsibility of cutting the materials and help
them in using scissors and glues. And that in year 3 semester 5.
Justification: As it shown in the picture, the lesson about the Parts of the
flower. I prepared different activity for students, the first activity is bring
real flowers and describe the part of it by cutting the flower and write what
they see. And that to apply learning by doing strategy which help the
students to understand the concept of the lesson.
The second activity is about stick the flower parts to make a complete
flower and that through saying the name of each part before stick it. Those
two activities were group work because using group work in class will help
students to improve their learning skills by using collaborative learning
English Lesson- Days of the week Using Differentiation for the students in
the classroom.
Description: This picture shows the using of differentiation strategy during
the class lesson. I used activity for whole classs students, pairs work, group
work and individual work.
Justification: Using differentiation is very important for the students to
improve their self-steam and being confidant in the class (Tomlinson, 1999).
For example, group work activity aimed to apply the collaborative learning,
help the shy students to participate with more confidently and mixed ability
skills can help the lower student to increase in his learning skills. while as
using individual activity work help the student to progress his learning skills
through her own environment.
Lesson Plan
English Lesson Plan
Year 2/semester 4
Lesson
unit/page
Lesson 2: Grammar
Grade
Context of the lesson (Give information about the lesson, and where it fits. Or, this lesson is a review of .. covered
in previous lessons
This lesson is the second lesson in unit 11: What are you wearing?
Teaching goal (State clearly what it is you plan to teach in this lesson)
-
The main goal of this lesson is to teach students how ask questions and answer questions about what people
are wearing.
Using what are you wearing. & what is he/she wearing? For asking questions and use: Im/ he is/ she is
wearingetc. to answering the question
Review the vocabulary; shirt, scarf, gloves, jeans, boots and skirt.
Learning objectives (State clearly exactly what you want the ss to be able to do by the end of the lesson.
Students will be able to:
-
To ask and answer question about what people are wearing. For example: What shes wearing/ she is
wearing red shirt.
Assumptions about prior learning (Mention what the ss know from previous lessons or their experience eg The
learners will have encountered or be familiar with or aware of...)
-Students are familiar with the vocabulary shirt, scarf, gloves, jeans, boots and skirt.
Anticipated problems and possible solutions (Mention problems and solutions related to management, tasks or
students
-
Students may have problem with teachers instructions. As a teacher I will give students clear instruction
about what did they have to do.
Target language (list language being taught eg. vocabulary, structures, functions)
What are you wearing? / I am wearing a blue skirt. What is she wearing? She is wearing red boots.
Vocabulary: shirt, scarf, gloves, jeans, boots and skirt.
Real clothes
class book
work book
cloth clip
cloth
Group work
Whole class
At their desk
To grab the students prior knowledge by answering the work book ad class book
To gain the students attention by answering the work sheet and matching the ice
cream.
-
etcetera)
etcetera)
cloths clip
Explain (learning center)
etcetera)
etcetera)
Description: This lesson plan shows the using of the 5Es models and that to
support the lesson.
Justification: The 5 models or the 5Es models are designed to be an
Inquiry Based Learning model. These models help the students to improve
their prior knowledge and understanding and it makes the lesson interesting.
Furthermore using the 5Es models in lesson plan will help the teacher to
organize the lesson and it will help her also to evaluate students
understanding about what he learned and what he need to learn.
Reflection
Description: This picture display grade one students work. In this lesson I
taught student how to write and read a short word, for example: pip, sip, etc.
and that by giving them a white board. This board has a word written on it,
student have to read it, write it and build it by using clay.
Justification: using different learning strategy in the class will help the
students to improve in his learning and make the lesson interesting. In this
lesson I used individual work to let student depend on himself on reading
and writing and I use a method for writing and reading short word which is
using the white board and the clay to build the letters and make the word and
that will help students to read and write letter by letter (McCann, 2005).
Description: This picture show grade one students making a circle shape by
using colorful stone. This lesson is about shapes and students have to learn
the name of shape and how to draw it.
Justification: using different learning strategy in the class will help the
students to improve their learning. In this lesson I use group work strategy.
This strategy will help students to learn the importance of sharing materials
and cooperative working (Engleberg, 2013).
References:
Dillenbourg, P. (1999). Collaborative learning: Cognitive and
computational approaches. Amsterdam ; New York, N.Y.: Pergamon
Dohler, M. (2010). Cooperative communications: Hardware, channel &
PHY. Chichester, West Sussex, U.K.: Wiley.
Engleberg, I. (2013). Working in groups: Communication principles and
strategies (6th ed.). Boston: Pearson.
Gabriel, J. G. (2005). How to thrive as a teacher leader. Alexandria, VA:
Association for Supervision and Curriculum Development.
McCann, T. M. (2005). Reflective teaching, reflective learning: How to
develop critically engaged readers, writers, and speakers. Portsmouth, NH:
Heinemann.
Skaggs, G. (1993). Bulletin boards and displays: Good ideas for librarians
and teachers. Jefferson, N.C.: McFarland.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the
needs of all learners. Alexandria, Va.: Association for Supervision and
Curriculum Development.