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Bakashaba Andrew
Teaching Practicum
Dr. Spangole Jeffrey
Portfolio
Contained in this file is my portfolio during my two weeks practicum at Roshan Learning Center
which was started by Miss Heather Beggar Tomlinson from the united states of America with her friends,
this learning center was started in 2014 with a mission of empowering refuges through education. Their
priority is to see every refugee recognized both child and adult get an education. In this file I have
organized the different progress reports during my two weeks practicum respectively as shown in the
book of content below.
NB; The unit plan that I planned to use was not fully utilized due to my cooperating teacher’s change in mind.
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Table of Contents
Portfolio ................................................................................................................................................................... 1
Final Practicum Reflection ...................................................................................................................................... 3
Cooperating Teacher Formative Assessment .......................................................................................................... 5
Cooperating Teacher Summative assessment ......................................................................................................... 6
Dialectical Journal for ED 335 Teaching Practicum ............................................................................................... 7
Unit plan ................................................................................................................................................................ 11
Lesson Plans .......................................................................................................................................................... 15
Work Sheets .......................................................................................................................................................... 25
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Final Practicum Reflection

The two weeks at Roshan Learning Centre, have been amazing and most especially they gave me a real feeling of a

teacher, this is because I made my own lesson plan and went ahead to deliver it to the students. To start with, I will

give a brief background of Roshan. It is a learning center that was started by Miss Heather Beggar Tomlinson from

the united states of America with her friends, this learning center was started in 2014 with a mission of

empowering refuges through education. Their priority is to see every refugee recognized both child and adult get

an education. We also had an opportunity of meeting

Miss Heather who shared with us her fervent desire of seeing every refugee both young and adult get an education.

While at Roshan I had an opportunity of working with Miss Araine, I have learnt lots of different teaching

strategies which I feel like am already becoming a better teacher, a brief background of my cooperating teacher,

from the start after high school she wanted to be a teacher and she continued to study education here in Indonesia.

After that she had a chance of going to purse her masters in United States of America, where she learned a lot of

teaching strategies. Miss Araine explained to me that she loved kids and wanted to spend the rest of her life serving

the young children through teaching. Miss Araine explained that right now she has been able to overcome her

weaknesses due the long experience she has been able to have ( 10 years of experience) however, she told me that

one of her weaknesses when she had just started teaching was mastering all the names of her students in the

classroom, During these two weeks it gave me a new experience altogether. And I will be able to share part of my

experience, observations and what I learnt during my two-week practicum. Being able to stand before the class and

taking control of it is a great responsibility. Teaching at Roshan, it’s been a wonderful experience this is because,

Roshan has a unique setting and the other thing is, it’s not a Christian school. At the International Teacher’s

College, we are taught to be Christian teachers, but teaching at Roshan for these two weeks it gave me a real sense

of being a Christian teacher and working in a non-Christian school environment. I should say that, one thing I have

been able to learn from this is, one must be extra careful in such a situation, because you don’t want to mention

Jesus’s name before the class where 90% of the students are Muslims, yet you still what to show Christian values

even in the way you teach for example, being redemptive. I can’t skip mentioning that teaching elementary level

comes with demanding work, these two weeks I have had to be thinking at the activities for the next class the

following day. I have realized the impact of being able to go out and practice what our professors have taught us is
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very important. For example, in instructional alignment we used to talk about classroom management, but now

going out and applying it has helped me to realize the essence of studying about somethings in our lectures. I have

also realized that, as a teacher I need to be flexible for example, at Roshan Learning Centre, they have students of

various levels of understanding in the same class and that means, that I needed to make two lesson plans for the

two groups of students. A good example is, in lower primary I had students of which some could read well, yet

others were just learning the sounds of letters, and this meant that I needed to come up with two lesson plans to

have two groups of students benefiting. In instructional alignment we were taught, that one of the ways to improve

classroom management, is to learn the names of your students and this has been very key for my two-week

practicum. Being able to master the names of my students has been key, identifying students by their names in a

classroom has been able to help me, to keep my class in order. Again, going out to teach and eventually put in

practice what we have learnt in theory while in class is an amazing experience.

A few things that I have also been able to observe during this two-week practicum are, time management is still

something that I need to be mindful about, I realized that my first two lessons I finished five minutes late however,

as I continued teaching other lessons I kept becoming better. Again, I have realized that in teaching, confidence

comes with time, because I remember my first lesson, I feared standing in front of the students to teach however,

after my first two lessons I gained the confidence and it was very normal to stand before the students and teach. I

was also given a chance of teaching middle secondary English, and one thing that I discovered is, to be able to

teach old students, you need to do thorough research about the topic that you are going to teach. This is because,

old students tend to ask more questions compared to elementary level. In conclusion again, I will resound that

going out and being able to teach for these two weeks I feel like I have gained experience. Another thing, that I

have been able to discover is I can teach in a non-Christian school without mentioning the name of God but, still be

able to bring it out through other ways, for example I had a chance of reading a story, in grade two class and at end

of the book I was able to pull out some of the lessons from the story like forgiveness, loving one another and being

helpful. Therefore, I learnt to use different methods to bring Christian values without necessary mentioning to them

that am a Christian.
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Cooperating Teacher Formative Assessment

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Cooperating Teacher Summative assessment


Dialectical Journal for ED 335 Teaching Practicum
Observations/ Account
(What Happened?)
Mrs Brittney, she arrived her class a few minutes
before the actual time of the lesson kicked off, she
arranged the chairs into two groups and as the
students came in, she kept instructing them to sit in
on the groups. After the students had settled down,
she called on one the students to come and open the
envelope and find out the topic they were going to
study today, So the students opened the envelope
and the topic was internet. Mrs Brittney went ahead
to put the question on the white board. “Is internet
good or bad” After, that she asked each group to
support one of the sides and she asked them to share
in their own groups why they think so. After that she
asked them to tell the other group why internet is
good or bad. This turned it a debate and the teacher
with her paper she kept writing out the wrong
statements that diverse groups had would say. After
the debate, she wrote the following wrong grammar
they had used, and she corrected these mistakes
calling out the name of the student who would have
said it. This helped the students at the end of the
class to know the right words to use while
expressing themselves.
13th 01.2018
The teacher came into class, this morning and she
had the students (grade 2) sit in the circle and
reminded them of the rules of the class. She went
ahead to give the instructions of what they were
going to do in class today. She divided the class into
three groups, and she gave the two groups coloring
material as she worked with one group. After
working with one group with writing letters, she did
the same with the other two groups. At the end of
the lesson, the teacher she took the class out and
they played musical chairs and that’s how the class
ended.
14th 02. 2019
Today I had a chance of observing Ms. Farida, and
this was in grade 1. He class started a little late and
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Date 12th 02 2018
Reflections & Critical Response
(What do I think of it? What went well? What could be
improved? How? What will I do differently? How does this
connect to the theory I have read from class?)
Today, watching mrs Brittney teach the English in
the middle secondary, it changed my view of a
lesson plan. I would confess that her lesson activities
did not look captivate. However, I came to
understand that at times even in middle high school,
where we expect students to be able to be explained
to the concept, they could still learn without writing
out notes in class. Mrs Brittney she made her lesson
from of activities and at the end of the lesson I
realized that students understood the concept and
learnt a lot from it. I can connect this to what we
learnt in “Teaching Redemptive”. The environment
and classroom management play a fundamental role
in the learning of the students. And, I have realized
that putting children in the age group of (12-16) in
small groups without good classroom arrangement it
would be difficult to monitor them. Therefore, I
think Mrs Brittney has done a decent job on teaching
this class and when I get my class I would love to
borrow some of her ideas into my own classroom.
Though I feel like the being and the end of the
lesson was not fun enough for the 12-16-year old.
I think the lesson went well because the students
responded well, but one thing that was outstanding
for me, was dividing her class into three groups and
working with each group individually. On asking her
she was able to explain that student’s learning levels
are at different. So that’s why she has put them into
distinct groups. Connecting this to what we have
learnt in class, it explains how paramount formative
assessment. Through assessments as a teacher you
get to evaluate your students and come up with ways
of helping them. For example, I believe Ms. Araine
it’s what she did to get to know, that students in her
class are at various levels of understanding.
Observing Ms. Farida teach this way honestly, I was
amazed by the technique she uses to teach two

this was because she could not find the classroom
key, which eventually were found, and she started
her class. She started the class with asking the
students to sit into two groups as she called the
different names of the students and assigning where
which group to sit. After that, Ms. Farida she gave
one group colors to paint as she worked with the
other group. The first group, she was teaching them
how to count from 20 -30. And after 30 minutes she
was able to attend the other group which was
coloring, she asked them to put their coloring aside
and she worked with them for also 30 minutes, while
she was working with this group the other was doing
their work of counting objects and writing on the
paper. This other group were working on adding 2-
digit numbers. After that she gave this second group
work and after they had finished she dismissed the
class.
15TH 02.2018
Today I again I had a chance of observing Ms.
Arina’s class in pre-school, this class started at
10:30-11:30. The teacher started the class with a
song and the students gradually joined in doing the
actions. The teacher after that, the she sat the
students in a circle and read them a story book about
animals that live in the sea. The teacher after reading
the story about the sea animals she showed the
students toys of these sea animals and she asked
them if they could remember them. The teacher after
that, she gave the students pictures to color, the
students were able to color and after that the teacher
called the students back in the circle and asked them
what they had learned. A few students mentioned
the animals they had learned. After that the teacher
dismissed the class.
19th. 02.2018
Today was my very first day of teaching and surely
time seemed not to be going. I started my English
secondary class with an ice breaker. I asked how
everyone’s weekend was, I did this as a way of
waiting for other students had not arrived yet. I was
in class 10 minutes before the lesson started. The
lesson started on time and I was able to go through
the agender of the day then the lesson kicked off. I
was teaching about “either or and neither nor”. I
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groups of students who are at diverse levels of
learning. Again, the classroom management and
arrangement were awesome, and this was able to
help the students all to remain settled. I realized that,
she arranged the sits of students in a way that as she
works with one group, she can still monitor the other
group. According to what we have been learning
about classroom management and today I feel like
this is a great away of maintaining a class and it can
be through which we organize our classes, as a
teacher I should organize my class in a strategic
way, where I will be able to monitor all the students.
Again, I have learnt that one way of maintaining
order in a class is by finding an activity for the other
group of the students as am working with another
group of students. I have learnt that activities like
coloring are good for keep the students busy and not
disturbing.
Today during this class, I realized that students get
tired very fast and they are easily distracted, and I
ought to keep each activity and the lesson short so
that it can be beneficial for each of them. Again,
connecting this to social cognitive development,
children in pre-school are Infancy and Toddlerhood
and therefore, everything is supposed to be kept
simple because at this age I have come to realize that
kids ought to enjoy and have fun at school with a
few basic lessons like learning 1-2. The other thing
that caught my attention, was the way the teacher
deals with a few indiscipline cases, the teacher after
telling the students to behave during class, she asked
the student to remain behind and she explained to
the student that next time she will ask the parents to
let her stay home. This helped me realize that,
parents can help us as well in case of indiscipline by
reminding the students from home to behave.
It being my very first day of teaching, I was able to
observe a few areas that I think are so paramount. I
realized that I need to have more examples most
especially when teaching the English language. For
example, being able to explain something using
different examples so students can understand better.
Again, I understood that as a teacher time
management is very important. In the first one hour I
had finished, I had to keep student engaged by

went ahead and explained to them what these two
words mean and later I gave them lots of examples
relating to these two words “either or and neither”.
After that I asked the class to take off some time to
generate sentences in line with those two words and
be able to present before the rest of the class. The
class went on well after everyone had finished
presenting before the class, I asked them if they had
any questions, but I received none from them.
20th.Feb.2017
Today I had I started my lesson with putting the
students in a circle sited down and I reminded them
of the class rules and started my lesson with
teaching social studies. I was fortunately teaching
them about Africa and the class was excited to see
pictures from Africa, the class that I was teaching
lower primary. After that I had a chance reading the
class a book which I found a bit challenging because
the students became very excited by pictures in the
book and some of the students left their sits and
came closer to me to have a close look at the
pictures. Again, it was a bit scary to teach when Dr.
Kim was observing but I did. After class I took the
students out and we played an African game “Riding
the train “which some students I should confess that
I took more than I expected.
21/02/2018
Today, I had a chance of teaching lower primary
about English and the lesson started off well. I
started my lesson by reminding the class about the
classroom rules and then went ahead to review
yesterday’s lesson bout literacy and the new names
of African animals. I then went ahead to introduce
my lesson about singular and plurals. I started off by
showing the students different objects I held one pen
in my right hand and held two pens in my other hand
and introduced the meaning of plural and singular,
then went ahead to give more examples to the
students. The class was lively, and it was in order, I
had, I had less distractions compared to yesterday.
And I felt like the students had understood me and
got the concept.
22nd /02/2018
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asking them to give me more examples to test if
there had understood the concept. The other thing
that I can’t forget to talk about is the element of
classroom management, I understood that knowing
the name of your school is very important and it’s
part of classroom, because at times there is a student
in your class who is making noise and you want to
call on them to remind them to be silent, it sounds
rude to identify them as “You”. Those are a few
things that I learnt today.
The lesson went as played but I was able to make a
few observations. First, I realized that students in the
age range of 6-9 they are easily distracted, and they
cannot concentrate for a long time. I was able to
discover this as I was reading them I was reading
them a book after 7 minutes of reading the book
some had started playing with each other’s hands.
Then I also observed that as I teacher I ought to have
plan B just in case things don’t go as planned I
ought to have more activities to engage the students
if you finish the lesson before time, this is because I
realized that I finished my lesson 15 minutes before
the actual time of ending the lesson and I could not
think of anything to engage the students and so the
teacher had to help me and come up with another
game to keep the students occupied for the next 25
minutes so that they are not idol in the meantime.
But am enjoying the teaching experience and
learning lots of things from my cooperating teacher.
I had a wonderful time I should say. Today being
my third day of teaching, I felt like I was managing
the class and I was more confident compared to my
first day. Again after 3 days of teaching back to
back, I should say am in love with teaching and the
students are used to me, some we have even become
close friends. Also, this experience has helped me
evidence most of the things that I learnt in my
psychology class. While studying we were told that
human beings are more visual, I realized that as I
was teaching that these students could recall plural
and singular by using objects, As I left the class after
teaching I had left my marker and the student came
running after me saying “Teacher here are your
markers” That explained to be the psychology
theory I learnt last semester.

Today again I had another opportunity of teaching
lower primary, I was basically reviewing what we
had started on yesterday in the English subject, the
lesson started well, and I realized that students from
the start were very happy and active. I started the
class by asking the students how their night was and
this I should say triggered the students even those
who were not yet in the mood of class they became
active and they were able to share with me how their
night was, after I had some share with me, I
reminded them of the class rules and went straight
into yesterday’s lesson and I asked them what I had
talked about yesterday in our English class lesson.
Thereafter I had some remind the rest of the class
(Those who would remember). I should confess lots
of the students didn’t remember what singular and
plural means. However, when I started giving them
some examples then they all remembered what
plural and singular meant, So I went ahead to give
more explanation of these two words using real
materials. After the review we had a chance of
learning to design African jewelry. This activity
took more time than I expected, because of students
kept asking for more paper to do their paintings.
During this activity I tried to help one the students
just paint one part of his picture and when other
students saw me helping this one student they all
came up to me and asked me to help them paint part
of their paintings, therefore I had to go ahead and
help all the seven students who came seeking for my
help. However, I was surprised by these two boys
who did not did not ask for my help but asked for
the extra paper and did exactly the way I had drawn
for these other students that I was helping.
23rd/02/2018
Today I had a chance of observing the English class
with Miss Nasifa, and she started the class a little
earlier than the expected time. She kept walking in
class to each student’s disk and she was asking them
how they were doing, as she did this more students
kept coming in for the lesson. When the teacher
realized that all students were now in class she
started her lesson. The teacher asked the students if
they had read the book she had assigned them to do
in the previous lesson, and unfortunately none of the
students had done the work apart from one student
in the whole class. Therefore, the teacher went ahead
to change her plan and instead of looking at the book
she had planned to look at she decided to teach them
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From today’s lesson I surely observed lots of things,
During the time when I asked the students to tell me
what we had learnt yesterday and couldn’t remember
honestly inside me I was not happy however, I
decided to keep a positive attitude and remind the
students of hat I had taught yesterday. Now
reflecting on that situation and connecting it to the
book we used in my first year” Teaching
Redemptive” by Donovan L. Graham, I ought to be
understanding to the students and remember that
they are human and we are all fallen, therefore my
duty as a Christian teacher is be able to support them
at the expense of feeling bad because they did not
understand a concept I taught I should, rather be
redemptive and accept them the way they are.
Another thing that I reflected on after this lesson
was, the way we talk to our students while trying to
correct them is very key. My cooperating teacher
hinted on it yesterday, that whenever I want to
remind the students to use the inside voice in class I
ought to also use the inside voice not to shout at
them. Therefore, today when I used the inside voice
to remind them to use the inside voice they all
responded positively, and they spoke softly for the
rest of the lesson. This opened my eyes to
understanding that whenever, we want our students
in a class to be able to do something, we ought to be
able to do what we are asking them to do. And, it is
important me as a teacher to always be an example
to in action but also in what we teach them because
as a teacher I influence these students highly.
Again, this was an interesting lesson because, it was
my first time to observe this class. The first thing
that I was able to observe is the way the teacher
handles the students in her class. For example, when
she asked the students if they had read the book she
gave them as their homework and most of them had
not done it, I thought the teacher was going to get
mad at them but ,their teacher did not get mad at
them. However, she encouraged the students to try
and their reading before their next class. Connecting
this “Teaching redemptive” book by Donovan L.
Graham, I believe this what Donovan meant by
saying “Being able to view our students as fallen
creatures and our obligation as redemptive teacher to

about prepositions. She went ahead to ask the
students to read the book for their next class. After
the lesson, the teacher called Najibu (the student
who had done her reading) and she gave this student
a bar of chocolate for having done her reading. The
teacher went on to give an assignment about her
lesson of preposition as homework then dismissed
the class.
Name: Bakashaba Andrew
Unit plan
Biblical Christian Worldview
1. The Main Idea.
Summarizing the Main Idea
The main idea is what focuses and holds together the unit. It is a single sentence, the big summary that
captures the overall Main Idea.
This unit plan focuses on perfecting the student’s English grammar and appreciating the English
language.
2. Biblical Perspective
Articulating the biblical story
The Biblical Perspective is an articulation of
where the topic fits into the biblical story and
where the biblical story specifically speaks into
the topic area. The key framework of creation,
fall, redemption, and renewal (CFRR) is a helpful
tool.
According to Exodus 19, After God creating man
in his own image and everyone spoke the same
language back then. However, man started taking
advantage of God and they thought that they
could build a taller tower to reach God up in
heaven because of their unit and same language.
While they were building, this annoyed God and
he decided to give each of the people who were
building a different language and that confused
their construction failed. And that’s how we
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restore them” This also has helped also to discover
that being a redemptive teacher does not necessary
need to be in a Christian school. We can be teaching
in a secular school but still be redemptive in our
teaching. Another thing that reflected on in this
lesson, extinct motivation helps students to have
their tasks accomplished on time but may not
necessary beneficial to them, for example when they
asked the student who had done her homework of
reading the book, what it was all about she could not
even tell what the main characters in the book, but
she had read the book and had gotten the prize of
chocolate. Therefore, as teachers I believe we ought
to use less of extrinsic motivation because, they
don’t impact students that much. We ought to use
more of intrinsic motivation that will impact our
students for a lifetime.
3. Threads
Bringing the responses alive.
Threads are the response that we wish to draw out
after understanding God’s revelation as articulated
in the Biblical Perspective. Threads assist in
drawing the unit together and provide students
with opportunities to live out their new learning.
We ought to understand that regardless of God’s
love and all the knowledge he has given us, we
ought not to take advantage of his love to want to
be like him. Like in this story of Sodom and
Gomorrah if they had not tried to reach God we
would be using the same language today across
the globe. We ought to use well that God has
given us to glorify his name.

ended up with all the different languages on the
earth.
Source: Adapted from The Big Picture Template, retrieved from https://www.nice.edu.au/nice-
resources/curriculum-development
UbD Template 2.0
ESTABLISHED GOALS
At the accomplishment of
this unit plan, it aims at
having students engage in
English speaking and
appreciating the use of
Adjective and verbs, Nouns,
pronouns and determiners
and be able to use them.
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Stage 1 Desired Results
Transfer
Students will be able to independently use their learning to…
study and critically learn the use of Adjectives and verbs, nouns, pronouns
and determiners to be able to use them in their daily conversations in the
English language.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that…
✓ English language is a ✓ What is the English
combination Adjectives, language composed up
verbs, nouns, pronouns and of?
determiners through reading a ✓ How do we get to
book. improve our spoken
English while speaking to
✓ Studying and being able to our friends?
speak good English comes ✓ How do pronouns, verbs,
with practicing adjectives, verbs and
o and using the right determiners differ from
words while speaking. each other in the English
language?
✓ How do we each one of
them in writing and
speaking
Acquisition
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Students will know… Students will be skilled at…

✓ The difference between ✓ Identifying the different
adjectives and verbs as used in verbs, nouns and
sentences. adjectives used in a
✓ They will know which sentence in their daily
pronoun to use depending on conversation
the number of people in their ✓ Writing their own three
circumstance. paragraphs using all the
✓ How to differentiate between taught materials (nouns,
singular, plural and adjectives, pronouns and
determiners. determiners) that are
grammatically correct.
✓ Speaking before the class
each for three minutes
fluently in the English
language.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
✓ Townhall Speeches. PERFORMANCE TASK(S):
The criteria here ✓ The students, each one of them will have to prepare a 10 minutes
first, they will speech which they can choose to talk about a story in the past or
present to me a topic present or future tense. This speech will be awarded and feedback
that they want to on their use of tenses will critically be observed.
talk about and it
should be bring out
the three kinds of
tenses, Past tense, ✓ A final test will be prepared covering all the five parts (Nouns,
present tense and pronouns, adjectives, Verbs and determiners) that we have talked
future tense. Then about in the whole term. This exam will contain five questions
they will present from each part of the five learned areas to assess if the established
before the class. goals of this unit plan were met.

✓ Final Test. A final

test will be
prepared, and it will
cover all the parts
that we have
covered to asses if
they have been able
to meet the goals.

<type here> OTHER EVIDENCE:

✓ Reviews- During our review sessions each student will be given a
chance to answer a question about different tenses.
✓ Homework- Every after a review session student will be given
homework on a weekly basis and their parents are supposed to sign
for them on their homework sheets as a sign to show that they did
the work at home and they consulted their parents.
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Stage 3 – Learning Plan

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Andrew Bakashaba English

Lesson Plans
English Conversation Class.

Unit Overview
Main Idea (Claim) Summative Assessment
Building confidence while speaking English. What are their thoughts about money?

05 min

Guiding Questions Objectives (know/understand/do/value)

1. Do you think money is the answer to all our 1. Students will be able to present
problems in the world? themselves with confidence in English.
2. Can money bring people happiness in the
world? 2. Students will be able to know that money
05 min is not the solution to everything in life.
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Time Instructional Procedures and Strategies

10 min Beginning the Lesson
I will ask the students, who are the rich people they may have heard of from all the
various parts of the world, Then I will ask them if I gave each one of them 500$ how will
you spend it, given a period of a month to have it all spent.

Developing the Lesson

I will ask them how many of them think that money is the answer to all human problems, and then
25 min
I will ask those who think that money cannot bring happiness and a solution to all human
problems to give me their grounds and ask the others who think money can solve all the human
problems to as well state their grounds. As they bring out their grounds I will be noting down the
important points and noting down their grammatic errors that they could have said in their
arguments.

Closing the Lesson

30 min I will write on the white board the few wrong grammatic errors they made and ask the class what
could be wrong with these sentences, then we will correct them, and I will read out Steve Job’s
last words to them “I reached the pinnacle of success in the business world. In others’ eyes, my
life is an epitome of success.
However, aside from work, I have little joy. In the end, wealth is only a fact of life that I am
accustomed to. At this moment, lying on the sick bed and recalling my whole life, I realize that all
the recognition and wealth that I took so much pride in, have paled and become meaningless in
the face of impending death. In the darkness, I look at the green lights from the life supporting
machines and hear the humming mechanical sounds, I can feel the breath of god of death drawing
closer … Now I know, when we have accumulated sufficient wealth to last our lifetime, we
should pursue other matters that are unrelated to wealth …Should be more important: Perhaps
relationships, perhaps art, perhaps a dream from younger days “then I will ask them to go and
think about those words and judge for themselves if money is the answer to all human problems.

Formative Assessment Differentiation

• I will provide the students still struggling to
I will ask each student to give me their thoughts on read English books so that their English can
the discussed topic. become better.

I will ask each of the students to stand before the

class and share what they have learnt from the class
or an unfamiliar word.

Resources
Board makers, Objects like pencils, books, papers and toys.

Evaluation and Reflection

Lesson: Lower primary

Unit Overview
Main Idea (Claim) Summative Assessment
 17

Personal Pronounces 1. What are personal pronouns?

2. Is a boy

Guiding Questions Objectives (know/understand/do/value)

1. What is your favorite means of transport? The student will …. Students will be able to
2. How many means of transport do you mention at least five means of transport they
know? know.
3. Which means of transport will I be able to
use if I want to go to Australia?
Time Instructional Procedures and Strategies
15 min Beginning the Lesson
Will ask the students to sit in the circle and I will reminder them of the class rules. I will hold
pictures up of different means or types of transport and ask them to shout out the names of the
objects in the pictures.

Developing the Lesson

20 min

I will then review what they learnt the previous day, Then I will introduce what we are going to
learn about toady. I will share with them with the aid of pictures the various means of transports
that we have for example, Cars, trailer, plans, ships etc. As I do this I will be showing them the
spellings of the different means of transport. I will mention where these means of transports are
used for example, cars use the road, planes fly in the air and ships use the boats.

20 min
Closing the Lesson
I will provide papers to each one of them with all means of transport and the names
written in the corner of the paper to color and choose the right names of all the means of
transport and write them next to their colored pictures. I will then call them back into eh
circle after they have finished, and I will lay the pictures on the floor where they can all
see, and I will mention any means of transport randomly and ask one on one to tell me
which means of transport it is as I point on the different pictures.

Formative Assessment Differentiation

I will get for one on one with the students that would
1. I will give them pictures of different means be struggling with matching the names of different
of transport on one side of the paper and on means of transport I would help them using visual
the other side I will put their names, and I aids like pictures of the means of transport and their
will ask them to match with the correct names a long side them.
names.
Resources
Coloring pencils, papers with pictures for coloring, laminated pictures will all means of transport,

Andrew Bakashaba Grade 5

Lesson: Math Lesson
 18

Unit Overview
Main Idea (Claim)
Building Mathematical appropriate language to plot
ordered pairs on a coordinate grid of the graph and
the historical background of cartesian graphs.
Summative Assessment
Students will be asked to identify the x-axis and the
y-axis.
Students will be required to write in a few sentences
the history behind the cartesian planes.

05 min

Guiding Questions Objectives (know/understand/do/value)

1. What how did the cartesian planes come 3. By the end of this lesson, students will be
about? able to know the history of the cartesian
2. How are the Cartesian planes of use in our plane and the vocabularies used in
daily lives? plotting.

Time Instructional Procedures and Strategies

20 min Beginning the Lesson

I will start the lesson by reviewing about our previous lesson about proportions and then I
will go on to explain to the class that today we are starting another topic which I will start
by showing the class a picture of an airplane on the screen and I will ask the students how
many of them have had a chance of traveling in it. I will go ahead and ask if anyone has
25 min an idea how pilots and the people down on the airport monitoring the airplane in space are
able to measure how high the plane is in space. I will give them time to share with their
neighbors what they think about the asked question. After that I will go ahead and ahead,
and I will go ahead and explain to them that one of the ways they are able to monitor the
height of the airplane is my use of graphs and cartesian planes.

Developing the Lesson

Today we are going to look at graphs and cartesian
planes. Has anyone ever heard about the term
“Cartesian plane The cartesian coordinates were
invented in the 17th century by René Descartes
(Latinized name: Cartesius) revolutionized
30 min mathematics by providing a solution to interpreting
the information on the graph using numbers” Then I
will explain to the students the definition of Cartesian
plane as two perpendicular lines named the “x-axis”
and “y-axis”. And this leads us into two other
unfamiliar terms “x-axis” and “y-axis”. X-axis means
the horizontal line on the graph and the y-axis refers
to the vertical line on the graph. I will explain to the
students the properties of Cartesian planes as follows.
1) The cartesian planes have the x-axis and the y-axis.
2) The cartesian planes can extend infinitely in all directions x y
3) We need ordered pairs to be able to plot on the graph for example Q (2, 2)
 19

I will draw on the white board a graph and label it to show the students what I was
talking about. I will explain the students using the drawn graph and I will show them
the x-axis and y-axis. I will also show the students how to plot (2,2)
Closing the Lesson.
I will ask the students to share with one another what they have learnt from today’s lesson
and then I will later as the students to come up one from each group to share with us what
they have learnt. Then I will put up a number on the white board and ask the students to
try plotting that on their own. (0,3) (3,4). I will ask the students to try to plot this in their
graph books. Then I will explain to the students that we will start from there next time.
Class dismissed.

Formative Assessment Differentiation

I will ask to label the x and y-axes on the drawn 1. I will give more challenging paired numbers to
graph on the white board. plot with fractions.
2. In case any student has not understood then I
I will ask students to come up and plot the ordered will have extra time with him after the lesson to
pairs (0,4) and (2,4). explain to him one on one.
Resources
Board makers, graph books, power point and centimeter ruler.

Evaluation and Reflection

Andrew Bakashaba
Lesson: Lower Primary Math.

Unit Overview
Main Idea (Claim) Summative Assessment
Telling Time What is the time by the clock?
What time do you have your lunch break? 05 min

Guiding Questions Objectives (know/understand/do/value)

What time is it when the long arm of the clock is By the end of the lesson students will be able to
pointing to 6? tell the time when it’s half past the hour.
How many minutes are in one hour?
The students will be able to tell that they are 60
minutes in an hour.
Time Instructional Procedures and Strategies
Beginning the Lesson
15 min I will start by showing them the clock and asking each one of them what time it is as I keep
moving the long the arm, I will also ask them to get out their paper watches they made in our
previous class (yesterday) and I will ask each to have a look at their friend’s watch and tell them
 20

,what time it is by their friend’s paper watches we made the previous lesson. Then I will go ahead
to introduce the concept of telling time when the long arm is pointing at 6?

Developing the Lesson

30 min I will start the lesson by asking the students which of the two arms on the clock tell time and
which tells the minutes. I will explain to them that they are 60 minutes in one hour, I will explain
that if the long arm of the clock is middle way of the circle then it is 30 minutes past the hour that
the short arm would be pointing. I will explain that also we can tell that it is 30 minutes past the
hour when the long arm is pointing at 6. By keeping the long arm at 6, I will keep moving the
long arm as I tell them the time for example, 1:30, 2:30 etc.
Closing the Lesson
30 min With the provision of paper that contains the picture of a big clock on each paper , I will provide
each of them with their own paper and I will ask them to color with one color staring from where
the long arm is pointing (at 6) and to color the other part with a different color to show that its half
past the hour, but also to show that when the long arm has reached 6, it has moved half the
distance it needs to move to make an hour and it is remaining with half the distance to make
another hour.
4Formative Assessment Differentiation
With the help of the visual aid (the clock) I will have
I will put the long arm of the clock at 6, and I will one on one with the struggling students to try to help
keep moving the short arm to various positions of them to understand.
the hours and I will ask them to tell me what time it
is.

Resources

Board makers, a wall clock, paper containing the pictures of a big watch and coloring pencils.

Evaluation and Reflection

Andrew Bakashaba English

Lesson: Nouns (Singular and Plural)

Unit Overview
Main Idea (Claim) Summative Assessment
Singular and plural words I will give the students words in a singular form and
ask them to put them in plural form.

Guiding Questions Objectives (know/understand/do/value)

What are singular words? 3. The student will have learnt the
difference between singular and plural
What are plural words? words.
 21

4. The students will be able identify objects

either in a singular form and plural form.

Time Instructional Procedures and Strategies

Beginning the Lesson
I will start my lesson by having the students sit in the circle and will remind them of the circle
rules and I will ask them how many brothers and sisters they have. As they respond to my
questions, some may say I have one brother and others may say I have two sisters and one
brother. After they have said that I will then introduce the lesson of the day.

Developing the Lesson

First, the teacher will ask the students if they remember the previous lesson about pronouns. Now,
the teacher will discuss about nouns and the two diverse types of nouns which are the Singular
and Plural. The teacher will differentiate the meaning of Singular and Plural. After the
differentiation, the teacher will give an example of Singular (dog, cat, rat, ball, pen, etc.) Then the
teacher will give an example in the form of sentences for Singular noun. After the Singular, the
teacher will proceed to the Plural noun. The teacher will give the meaning of the Plural noun.
After the meaning, the teacher will give examples (dogs, cats, rats, balls, pens, etc.) Then the
teacher will give another example in a form of sentence. I will use real objects to explain to the
students plural and singular

Closing the Lesson

The when they are done I will give them a paper containing singular words on one side and plural
words on the other side and ask them to match to the correct words. I will provide a paper that
contain pictures for them to match the right words with the pictures, these pictures will contain
both plural and singular the students will have pictures to shade about the previous lesson of
yesterday.
Formative Assessment Differentiation
• The teacher will ask the students who have
I will hold objects in my hands and ask them to not understood the lesson to meet him one-
identify these objects either in plural or singular on-one.
form. • The teacher will use visual aids to explain
what Singular and Plural nouns is.

Resources

Board makers, Objects like pencils, books, papers and toys.

Evaluation and Reflection

Andrew Bakashaba Lower Primary math

Lesson: Telling Time
 22

Unit Overview
Main Idea (Claim) Summative Assessment
Telling Time I will provide hold the clock up and ask the students
to tell me what time it is.

Guiding Questions Objectives (know/understand/do/value)

1. What time do you wake up?
2. What time do you go to bed?
3. What time do you come to school?
Time Instructional Procedures and Strategies
Beginning the Lesson
5. The students will have learnt the use of
the short arm on the clock.
6. By the end of the lesson students will be
able to tell the time basing on the short
arm’s position. Like 2 oclock, 4 oclock
and so on.

I will ask the students to sit in the circle, and I will have them to review the previous lesson and I
will also remind them of the class rules, I will hold a clock in my hands and ask if anyone of them
knows what it is and its function. Then from there I will go ahead to introduce my lesson of
telling time.

Developing the Lesson

I will ask the students the time they came to school this morning. I will tell them to look at the
clock, then I will explain that the objects that look like sticks in the clock we call them arms, for
example the short arm as they I point on it. And I will go ahead to explain the clock and what it
does, the shorter arm is used for telling the hour, I will explain to them that where the short arm is
pointing while the long arm pointing at 12 is the time and I will point at the clock as I mention the
time to them and I will ask the students to repeat after me as I say out the time for example 1
clock, 2 clock so on. I will start by only moving the arm hand for telling time.

Closing the Lesson

I will provide a paper containing the pictures of the clock on one side and on the other side will
have time in words and I will ask them to match the right time to the picture. After that I will
provide glue and pair of scissors and I will teach them to make a watch out of paper, this will be,
by cutting the paper in a circular shape and then cutting another paper in a horizontal form and
using glue to stick it together, then they will have a watch ready for them to put on. After that I
will hold up the watch again and ask them to tell the time. After that I will demise the class after
cleaning up.
Formative Assessment Differentiation

I will hold the watch up and keep moving the long The teacher will ask the students who have not
hand for telling time and I will keep asking them to understood the lesson to meet him one-on-one.
tell me the time.

I will ask them individually what time it is as I keep

moving the hour hand.
Resources
 23

Board makers, papers with pictures, glue and pair of scissors.

Evaluation and Reflection

Lesson plan, preschool

Unit Overview
Main Idea (Claim) Summative Assessment
Learning letter “B” Which word do you know that starts with letter “B”?

Guiding Questions Objectives (know/understand/do/value)

4. Which words do you know that begin with The student will …. Students will be able to
letter B? pronounce letter “B” and be able to write it.
5. Do you have letter “A” in your name?
Time Instructional Procedures and Strategies
15 min Beginning the Lesson
I will start my lesson my sitting the students in a circle and remind them of the classroom rules
and I will go through the consequences of not being able to follow the set rules, for example if
they don’t keep quite they will wait outside or be the last to leave class after everyone has left. I
will go head to review letter “A” for our previous lesson and we will rewrite it with them in the
air to master it.
20 min Developing the Lesson
I will show them letter “B” written out on a paper and I will say out letter “B” loud. After
that I will ask the children to say letter “B” I will ask them to repeat this for several times
and I will ask the students to follow me as I write letter A in space. I will give the students
an activity of coloring. I will provide each student with the paper that has a picture of a
balloon for them to color.

20 min Closing the Lesson

I will take them out to play with the actual balloons, I will give them each with their
balloons. If they still have time after playing, I will play music for them. They keep
moving around playing, when the music stops they are supposed to freeze (Remain in one
place without moving). When the music plays again they move around again.

Formative Assessment Differentiation

1. I will ask the students to pronounce letter
“B”
2. I will ask the students to write letter “B”
Resources
I will take off time with the struggling students by
having a one on one and teach them again by using
other objects like book or box that begin with letter
“B”

Coloring pencils, paper, music player and balloons.

Evaluation and Reflection

 24

Lesson: Lower primary

Unit Overview
Main Idea (Claim) Summative Assessment
Learning about countries and continents. Ask the students to locate where Africa is found by
showing them the atlas or the world map.

Guiding Questions Objectives (know/understand/do/value)

6. Who has ever had of Africa? The student will ….
7. Who knows where Africa is located? 1. be able to locate Africa on the world
8. Who wants to go to Africa? map.
2. Students will learn some animals that are
found in Africa.

Time Instructional Procedures and Strategies

15 min Beginning the Lesson
Call the children to sit in the circle, greet them and ask them to greet each other. Remind them of
the class rules, like using the inside voice, cleaning up, putting up their hands in case of any
question, respecting and loving one another. I will go through what we will do in our time
together. Will ask them to sit back in their sits.
Developing the Lesson
20 min
Will start by reviewing which country they learnt last and where it is located on the world map. I
will introduce my lesson at this time. Today we will learn about Africa and with the help of the
world map I will ask if anyone knows where Africa is located. I will go ahead to show them
where Africa is located, then I will go ahead and show them some pictures of Animals found in
Africa and will show them the names of the animals.

20 min Closing the Lesson

I will provide paper and paint to the students with the animals that I previously showed
them from Africa and I will ask them to color the pictures. I will conclude by having them
get back into the circle after coloring. In the circle I will ask if they have cleaned up
where they painted from and if all other things are in order. Here I also I will point out
things they did well in Today’s class and I will demise the class.

Formative Assessment Differentiation

I will get for one on one with the students that would
1. I will ask the children to locate Africa on the be struggling spelling the names of animals from
world map.
 25

2. I will show the pictures of the animals and Africa, or those who can’t locate Africa on the world
ask if they remember. map.

Resources
White board, pencils books and projector

Work Sheets

HOW TO USE EITHER, NEITHER, NOR AND OR

Adverbs
When we find them behaving like adverbs, both either and neither become linking words.
I don't like spinach. - Neither do I.
I don't like mushrooms. - No, I don't like them either.
Determiners
In the case of determiners, either and neither are positioned before the noun.
The house has a door at either end.
Neither journalist could finish their articles; there wasn't enough time.
Pronouns
When they act as pronouns either means 'one or the other' while neither indicates 'not one or the other'
Both these roads go to Rome; you can go either way.
Neither of my arms is strong enough to lift that suitcase.

Conjunction
In all the cases in which we find "either" and "neither" as conjunctions, we also find them combined with "or" and
"nor".
either/or - They are used together to offer a choice between two things
o You can either call me at home or at the office.
o Either mum or dad will come to pick you up.
neither/nor - When they're paired up they negate both parts of a statement.
o Neither the blue one nor the red is available in size 4.
o I will neither call you nor send you a message before midnight.

Extracted from, kaplaninternational.com