Lesson Plan 5
In this Lesson Plan, I taught math I had used different outcomes for each group dependent to their levels I did what my school mentor have done.
Name of Student Teacher __Maryam Mohammed___ School _______Al Smouw_____
Please note: You need to refer to the Abu Dhabi Education Council (ADEC) document “The New School Model Cycle One Teacher Guidebook & Learning Outcomes 2013-2014” pp. 12 to 17 for an explanation of “whole-small-whole framework”, for the cycle 1 classroom “grouping considerations” and for the Cycle 1 “learning outcomes”. You will note that some examples have been added to this lesson plan template.
Date & Duration of lesson
21/March/16
Number of Students
22
Grade & Age
Personal Learning Aims:
-
Classroom management
-
Time management
Subject:
Math
Strand:
-
SPACE AND GEOMETRY
Learning Outcomes (refer to ADEC document)
Resources
Learning Outcome: (ADEC)
Students will be able to 1SGD1identify and describe simple 3d shapes.
Friendly otcome:
We are learning to identify 3D shapes.
Opening:
WG: I had used shape game as warm up the students before starting the group activity.
Thegame
Activity 1(Triangle)
Independent work.
-
AEDC Book
-
Pencil
Activity 2 (Square)
Independent work.
-
Paper
-
cubes
-
color
-
Rular
Activity 3 (Rectangle)
Work with the teacher.
-
Authentic shapes (3 Types)
-
Paper
-
pencil
Activity 4 (Cricle)
Work with teacher
-
Authentic shapes (2 Types)
-
Paper
-
pencil
Closing: Ask whole class about shapes and review addition and subtraction.
Supporting activities based on grouping considerations ( See ADEC document)
Opening: Time: ___11:25___________
(consider prior learning, motivation, overview and the presentation of the learning outcome)
Practice Activities (use groupings as required) Time:____11:35_____
Describe the activities and what the students will be doing. Consider differentiated activities.
Describe here what the teacher will be doing during the practice activities:
- Demonstrate activity and explain each group what they have to do.
Activity 1 (Triangle)
Independent work.
IW: the students will do the book activity pg(146-147)
Activity 2 (Square)
Independent work.
They will use cubes to make the shapes
they will draw these shapes and label them
Activity 3 (Rectangle)
Work with the teacher. (IW)
- The teacher will use authentic shapes (3 Types) Cylinder, Cone and sphere
- The teacher will show them these shapes and named them.
- Ask them to repeat.
- Ask them to find the shapes around the class.
- The teacher will write the name of the shapes and read for them.
- The teacher will ask them to copy the name of the shapes and draw the shapes.
Activity 4 (Circle)
Work with teacher
-The teacher will use authentic shapes (2 Types) Cylinder, Cone.
- The teacher will show them these shapes and named them.
- Ask them to repeat.
- Ask them to find the shapes around the class.
- The teacher will write the name of the shapes and read for them.
- The teacher will ask them to copy the name of the shapes and draw the shapes.
Closing/ Conclusion: Time: ____11:55__________________
Consider a review of what the students did during the practice activities and ensure that all students are assessed for learning.
WC: The teacher will ask whole group to sit on the carpet.
WC: The teacher will ask about different shapes to assess them.
WC: The teacher will review addition and subtraction.
The Process of the Lesson
Comments
General Comments:
I had done good lesson and they achieve more than they have to learn but I couldn't manage well other groups when I had worked with one group.
Recommendations / future personal targets / areas of focus
- I will use roving eye in the future to know what the students will do and manage them as well
Grade 1
WC: Read the learning outcome, "We will learn about 3D shapes".
WC: Review addition and subtraction.
WC:Play games about shapes.
Teaching Strategies
-
Group work
-
Indivdual work
-
Demonstrate the activit
-
Explain the activity
-
Ask formative questions
The teacher demonstrates the activity for each group.
The students work individual
The teacher asks a variety questions as formative assessment.
Classroom Management Strategies
-
countdown
-
Class Dojo
-
verbal reinforcement
-
Verbal reinforcement
-
Class dojo point
-
Countdown
Transitions
-
I have called students’ group name according to their levels to go to their group
-
I have called group name according to their levels and they know their table so it was easy to move
-
Group names are (Triangle, Square, rectangle and circle)
Assessment Strategies
-
I’ve used formative assessmen
-
I observed them
-
I asked questions
Activities
Strengths of the lesson:
You opened up the lesson by playing a game. You showed them two shapes and asked if they could remember what shape it was. You wrote the name and drew on whiteboard. You then asked students to walk around the class to see if they could find the cylinder shape in the class. They walked off and took a bit of time to find. You then re showed the shape and reinforced the name of the shape and students soon found them. You then showed the sphere and again students looked around for the shape in class.
I liked how you talked about the shapes and asked the students to think of other places that you may find these shapes. It was good seeing the students pair share and discussing their ideas. You timed it well and gave the group the right amount of thinking time to work out the shapes and where they could find them. I like how you linked things from home to the classroom environment.
I also liked how you used the model book together with materials to help support learning.
After the students found the shapes, you asked them what was different and the same about them. You rolled the cylinder then the sphere and made comparisons. When you recorded the words, you also asked the students to say the words. While doing the activity in English, you helped clarify for students by speaking Arabic too. You were consistant with the language you used throughout the lesson.
The students were engaged with the explanation of the shapes and it was great that you had enough for them to touch and experiment with. I really liked how you tried to encourage them to say the words in English too, whenever they tried said the shape in Arabic.
The activity you got them to do of sorting the shapes to see which were spheres, cylinders as well as the third shape that was introduced during the lesson. They knew the names of the two shapes very well after this activity. Great to see that you made a call to introduce another shape during lesson to extend thinking.
It was a pity the students did not get a chance to do a follow up activity due to management of time.
Overall, this was a very good maths session with this group. You shared the learning intention and extended their thinking by introducing another shape. Your students now know five 3D as well as their 2Dshapes (from previous lesson). Well done.
Areas for development:
When you are whole class control don’t forget about the other groups and maintain a “roving eye”. As soon as the noise level gets louder, you need to address the issue. Reinforce student expectations. This is not only because you have to talk louder, when you are with a group, but for others who are trying to complete their independent work too.
TIME MANAGEMENT.
Please be mindful of this as we have very limited time with each class. Keep an eye on the time and pace yourself. If you find you are not going to finish the lesson on time, and you know your group is engaged, let them know that you will continue with them tomorrow and praise them for the fantastic session you had with them.
Praise.When the class is busy doing work, try and do random acts of “Caught being good!” Praise students for working independently and quietly. Praise students for using their initiative and moving onto next activity without interrupting you. Students love praise.
-
Classroom teacher: Rosaline Tavelia
-
Student teacher: Maryam Mohammed
Click to see the doc
