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