Professional Documents
Culture Documents
1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Work on my class room management/implementing learning.
2. Describe what you will do to help achieve your goal (Strategies Used)
Use name sticks, behavior chart, and class dojo.
3. Describe how you can tell if you’re achieving your goal (Evidence)
Groups will only lose up to 1 point during my lesson.
Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)
First teacher will present key vocab using the power point and with pictures to make it clear for the
students, for example penguin picture and ask students what this animal, the students will say this
is a Penguin, where the penguin live, students will say in the ice. Teacher will say the word with
action, students will repeat the word after the teacher. For example, teacher will say word Penguin
Time: 20 min
and act how the penguin walk. Than teacher will ask students group by group to sit in the table,
leaders of groups will Give the story. Students will listen to the story. teacher will recap what
happens in story. (repeat the events.) finally, teacher will give white boards in each group and ask
Whole
the students to tell the teacher different ending for the story. than they will go to the centers.
Center 1: listening
In this center, students will listen to Penguin story again, using headphones students have to be active
listener to be able to do this activity, to highlight the important senates in the story than, teacher will give
story map in a A3 paper for each student. students have to write story details in the paper they have to
summary the story. For example, they will write, characters: Penguin and has friends. Problem: the students
was lonely and searching for has friends.
Time:1
5
Center 2: listening
In this center, there will be a puzzle and senates, after listening to the story teacher will give five different
pictures for each student (the picture is about important event in the story, and the senates is explained each
picture. teacher will read each senate two time, students have to listen to the teacher and arrange the pictures
according to the sequence of events in the story. And connect the picture with senates which expresses the
picture. for example, the first picture with the first senates.
1
Center3: Speaking
This activity for mix ability students, there will be story paper and word bank/vocab,in this center
students will write their own stories and they will present to the class.they have to think about a
story it have characters, setting, they have to think about one problem, Events , and they have to
tell me what happens in the beginning and in the, middle, ending ,how they solve the problem,
what the solution was. The will words bank to assist students to write they stories also teacher will
help them to write a good story. than students will present their stories for class.
Turned and talk, In the end, the teacher will ask some questions about the Penguin story, and tell
the students you have one second turned and talk with your friend and write the answer on the
board. During the discussion between the students, the teacher will check who understand who
need more help. Then the teacher will count 1,2,3,4,5 and stop the students and choose one student
by using name stick.
Competency Area E G S M U
This lesson was English lesson. The lesson Was about the Lonely Penguin story and presentation
in familiar and unfamiliar situations, students where be able to Listen attentively to a variety of
conversations read aloud and presentation in familiar and unfamiliar situations.
Describe (D):
This lesson for grade 2 students. The lesson was in the English Classroom. In this lesson, I was trying to
teach how they listen to the story to find the important details and how they present to the class room. First
students were answering questions, teacher show the key vocab pictures and students talk with their
friends and tell the words, repeat the words after the teacher, then students listen to the story, teacher ask
students about what the listen. Than students transfer to the actives each group has different activity,
center one listening activity will improve their concentration span, also listening develop the memory.
And students will listen to Penguin story, students have to be active listener to be able to do this activity,
teacher will give story map in a A3 paper for students. students have to write story details in the paper
they have to summary the story. center 2 students do puzzle, students have to arrange the pictures
according to the sequence of events in the story. And connect the picture with senates which expresses the
picture. center3 students will write their own stories and they will present to the class. they have to think
about a story it have characters, setting, they have to think about one problem, Events, and they have to
tell me what happens in the beginning and in the, middle, ending, how they solve the problem, what the
solution was. The will words bank to assist students to write they stories also teacher will help them to
write a good story. than students will present their stories for class. center4, students will write quotations,
this group will ask their quotations for center 1 and 3 which doing story map and other group writing their
own stories. teacher will give cards with 5 questions in and students have to write their own questions in
the back of card. Teacher will example, for example teacher write the questions students have to write the
same questions but in other way.
Analyze (A):
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?
In the formative assessment, I check their understanding and then decide if the topic needs re-
taught, I found that students could complete the activity independently, and during the activity I
walk through centers and ask some question during the activity, about what the doing, and what
story the will write. But center4 students who writing the own quoins they don’t understand what
the doing and who the going to write who quotations. students answer me back and I know the
students what I try to teach them to understand, only center4 than I explain more for them.
students know the Penguin before and how it looks. The students engage will doing the activity because
they are learning new skills like write their own story.
Appraise (A):
In the introductions students were involved with me answering questions, during the centers'
students were able to the complete activity because the instruction was clear, only center 4 they
need more help to finish their activity. Yes, my goal was Time management and I but time 15
min to model the lesson the 20 min during the activity than 10min for closing. I time myself.
Transform (T):
How might you enhance student learning of this lesson in the future?
In the future if I teach this lesson I will change same activity as writing question activity I will let
students write the question, not similar like teacher question but their own questions, because I
find it not work with students. The benefit of doing that the students will be able to write they
own a question and how they ask questions, during this activity students will able to know the
answers to.