Fatima Obaid Saif H00298145
Name of Student Teacher: Fatima Obaid Saif
Lesson: Math bonds (number 7)
Date & Duration of lesson: Number of students:
27th February 2017 / 30 minutes
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.)
Understand how to break numbers into number bonds develop cognitive and
mathematics skills
Memorize the pairs of numbers that make 7 Develop cognitive skills
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: What makes 7 (carpet activity) Description of activity 2: Ice cream bonds
I will have different pictures (apples, cars, tigers and cubes)
there will be 7 copies of each picture. I will draw two circles in
the white board. I will ask students to come and make
number 7 in the board using the pictures. (Ex: Ali will use the
apples to make number 7, he will divide the apples in the two
circle 6 in the first one and 1 in the second one) then another
student will come to write the sum in the board.
Learning outcomes:
- Memorize the pairs of numbers that make 7
This activity will help students to develop:
- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
Description of activity 3: Using the cubs to make number 7
Students will have a paper that have a box, two circles and a
table to write the sums. In the box students will write
number 7 and they will use the cubs to know what makes 7.
(Ex: students will have 7 cubes they will have to divide the
Age Range of students:
30 Students Grade 1 I / 5-6 years old
Resources: (for each activity)
Activity 1: Markers / White board / Pictures
Activity 2: cones / ice cream scoops / papers /
pencils
Activity 3: papers / pencils / cubes
Activity 4: worksheet / pencils / sums
flashcards
Activity 5: Pencils / A3 paper / empty papers
Students will have two ice cream cones and they will have
two different ice cream flavor, there will be 7 scoops of the
flavors. They will divide the flavors on the cones according to
the sum they will make. (Ex: students will put 4 chocolate
scoops in the first con and 3 vanilla scoops in the second con,
then they will write the sum in a paper.) Students will keep
doing the same until they finish all the sums.
Learning outcomes:
- Understand how to break numbers into number bonds
- Memorize the pairs of numbers that make 7
This activity will help students to develop:
- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns)
Description of activity 4: What makes 7 worksheet
Students will have a worksheet that have a circle in the
middle of the paper that is surrounded by arrows. Students
will use the flashcards to search for the sum that make 7 and
they write each sum in an arrow also they will have to draw
 Fatima Obaid Saif H00298145

cubes in the two circles and write the sum in the table under
the box.)
Learning outcomes:
- Understand how to break numbers into number bonds
- Memorize the pairs of numbers that make 7
the sums under each one of them. (Ex: students will search
for bond of 7 4+3 they will write the sum beside one of the
arrows then they will draw for example three circles under
number 3 and four under number 4 then they will draw seven
circles under number 7)

This activity will help students to develop: Learning outcomes:

- Cognitive skills - Understand how to break numbers into number bonds
- Mathematics skills - Memorize the pairs of numbers that make 7
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns) This activity will help students to develop:
- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns)

Description of activity 5: Rainbow bonds (extra activity)

Students will have an A3 paper on the table and empty papers. In this paper there will be number (1-7) and column under
each number, also under each column there will be a box. Above the numbers there will be a rainbow, each color of the
rainbow will start from a number and end with another number (Ex: red color starts from 0 and ends with number 7).
Students will color the columns according to the numbers above them, then they will write the sum of each addition (the
rainbow colors) under the right number. (Ex: if the color red starts from 0 and ends with 7, students will write 0+7=7 in the
empty paper) and they will do the same thing for each sum.

Learning outcomes:
- Understand how to break numbers into number bonds
- Memorize the pairs of numbers that make 7

This activity will help students to develop:

- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns)

The Structure of the Lesson

What the teacher does What the children do
Greet students Greet the teacher
Review the previous lesson Answer the teacher's
(numbers bond -6-) questions about the
previous lesson
Comments:
Teacher will sit in the carpet with
students for greeting and revision.
 Fatima Obaid Saif H00298145

Starts the new lesson (Numbers Listen to the teacher Transition: Teacher will tell students
bond -7-) that she will start a new lesson which is
Do the first activity also about numbers bond.

I will introduce the lesson and I will use

the first activity to help me explain the
lesson in an easy way.
Give instructions about the Listen to the instructions I will give students instruction for all the
activities Sit in the groups activates and divide students in the
Ask students to sit in the activities Do the activities groups.
groups
Observe and help students Transition from the carpet to the
groups: after dividing the students then
I will ask each group of students to stand
up and move quietly from the carpet to
the group, and I will do the same thing
for all of the groups.

Transition between groups: Students

- Ask students about the lesson
- Answer the questions
will have to sit in each group for 5
minutes then I will tell them to freeze to
stop what they are doing and move
quietly to the other activity.
I will assess the students by asking
them different questions about the
lesson and finish it.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

As my first lesson I think it was good because students learnt the bonds of 7. Also, they understand the activities and they worked together
to finish them. My MST comments were good she liked the lesson, the activities and she praised me for my good performance but she gave
me some points to focus on in my next lessons. My MCT gave me a good feedback also she gave me some points I need to develop in my
next lessons.
In general I was happy with my lesson because I was able to achieve my learning outcomes and students respected me and did well in the
activities. There were some things I wanted to do but there was not enough time but I hope in the future I will be able to do better in my
lesson and achieve what I want to do and expect.

Recommendations / future personal targets / areas of focus for next week:

In the future I want to have better time management and I think I can do that by reducing the carpet time and be more ready for the lesson
before the class. Also I want to have a better management for the classroom and the students' behavior, I can do that by using different
management styles and I can use my mst strategies. I think that my voice level is an issue because my voice is low and students do not
listen to me all the time because I keep my voice in the same level and do not change it so in the future I want to manage my voice level
and change it depending on the situation of the classroom and students' behaviors, that will help me also to be a good teacher and do
better in my next lessons.
 Fatima Obaid Saif H00298145

Lesson: Spelling Words

Date & Duration of lesson: Number of students: Age Range of students:
1st March 2017 / 30 minutes 30 Students Grade 1 I / 5-6 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.) Resources: (for each activity)
Understand the new words Activity 1: White board / Markers / Pictures
Able put the new words in a sentence Activity 2: Words flashcards / Pencils / Papers.
Able to write a full extended sentence Activity 3: Puzzle / Markers
Memorize new words Activity 4: Words and pictures flashcards
Able to write the new word
Able to spell the new words
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Monitored by Me (Student teacher) Description of activity 2: Monitored by MST

I will have different pictures that represents the new words, I Each student will have a flashcard that has a word and they
will show the pictures to the students one by one and I will will have an empty paper. Students will read the word and
ask them to tell me what word represent the picture then put the word in a full extended sentence then they will write
they will tell me the spelling of the word. the sentence in the paper.

Learning Outcome(s): Learning Outcome(s):

Memorize new words Understand the new words
Able to spell the new words Able put the new words in a sentence
Able to write a full extended sentence
Domains development:
Cognitive skills Domains development:
Language (Learn new words and read it) Physical skills (Fine motor skills when using the
pencil to write the sentences)
Cognitive skills (Thinking of a good full extended
sentence that fit with the new word and have a
meaning)
Language (Learn new words and read it)
Description of activity 3: Monitored by Me (Student teacher) Description of activity 4: Monitored by MST

Students will work in a group to do this activity. I will give Students will have different pictures flashcards and words
the students a puzzle they will do the puzzle by working flashcards and they must match the word with the right
together, when they finish the puzzle they must write the picture that represent it.
word under the puzzle. After finding out the word that
represent the picture and write it students will write a full Learning Outcome(s):
extended sentence for the word. Able to identify the words
Memorize the new words
Learning Outcome(s): Domains development:
Memorize new words Cognitive skills
Able to write the new word Language
Able put the new words in a sentence Social skills (When students are working together)
Able to write a full extended sentence
Domains development:
Physical skills (Fine motor skills when using the pencil to
write)
Cognitive development (When thinking of the missing
part of the puzzle and think of the word that represent the
picture)
Language (Learn a new word - spell the word to write it.)
Social skills (When working together to solve the puzzle)
 Fatima Obaid Saif H00298145
The Structure of the Lesson
What the teacher does
Review the previous lesson
Introduce the new lesson
Do the first activity
Give instructions about the
activities
Ask students to sit in the activities
groups
Observe and help students
- Ask students about the lesson
What the children do Comments:
Answer the teacher's Teacher will sit in the carpet with
questions about the students and ask them different
previous lesson questions about the previous lesson.
Listen to the teacher Transition: Teacher will tell students
Engage in the activity that she will start a new lesson.
Teacher will introduce the lesson and do
the first activity in the carpet.
Listen to the instructions Teacher will give students instruction for
Sit in the groups all the activates and divide students in
Do the activities the groups
Transition from the carpet to the
groups: after dividing the students the
teacher will ask each group of students
to stand up and move quietly from the
carpet to the group, and she will do the
same thing for all of the groups.
- Answer the questions I will assess the students by asking
them different questions about the
lesson and finish it.
 Fatima Obaid Saif H00298145

Lesson: Story (The Hare and the Tortious)

Date & Duration of lesson: Number of students: Age Range of students:
1st March 2017 / 30 minutes 30 Students Grade 1 I / 5-6 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.) Resources: (for each activity)
Write full extended sentences Activity 1: Papers / Pencils
Understand the story
Be able to know the orientation, problem and solution in the story. Activity 2: Papers / Pencils / Colors
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Mentored by Me (Students teacher) Description of activity 2: Mentored by MST

Students will have a paper with three different boxes. The Students will have a paper with three different boxes. The
first box is for the students to write the orientation, the first box is for the students to draw the orientation, the
second box for the problem and the third box for the solution. second box for the problem and the third box for the solution.
Students will write a full extended sentence in each box. Students will draw the structures of the story in each box.

Learning outcomes: Learning outcomes:

- Write full extended sentences
- Understand the story
- Be able to know the orientation, problem and solution in
the story.
- This activity will help students to develop:
This activity will help students to develop:
- Cognitive development (Think and imagen the
story to write the sentences)
- Physical development (Fine motor skills when
students use the pencils to write the sentences)
- Emotional development (When students finish the
sentences and get praised they fell proud of
themselves)
- Understand the story
- Be able to know the orientation, problem and solution in
the story.
- Cognitive development (Think of the structure of
the story and imagen it to draw it)
- Physical development (Fine motor skills when
students use the pencils and colors to draw)
- Emotional development (When students finish
drawing and get praised for their good drawing
they fell proud of themselves and happy)
- Social development (Sharing colors and pencils)

The Structure of the Lesson

What the teacher does What the children do Comments:
Greet students Greet the teacher Teacher will sit in the carpet with
Introduce the new story and the Answer the teacher's students for greeting and introducing
cover page questions about the the story by asking different questions
cover page then read the cover page.
Read the story Listen to the teacher I will read the story for the students and
Ask students different questions Answer the question I will ask them different questions about
Get engaged with the the story, characters and their
teacher expectations.
Give instructions about the Listen to the instructions I will give students instruction for all the
activities Sit in the groups activates and divide students in the
Ask students to sit in the activities Do the activities groups.
groups
Observe and help students Transition from the carpet to the
groups: after dividing the students then
I will ask each group of students to stand
up and move quietly from the carpet to
the group, and I will do the same thing
for all of the groups. When students
finish the first activity they will rotate
 Fatima Obaid Saif H00298145

between the groups to do the other

activity

- Ask students about the lesson - Answer the questions I will assess the students by asking
them different questions about the
story and what they did.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

I was happy with my lesson because I was able to achieve my learning outcomes. When I was reading the story students were paying
attention and they were participating when I asked questions. Moreover, students understood the story and they were able answer the
questions about the orientation, the problem and the solution in the story. I think that in this lesson I did better than my first lesson
because I had more management for the classroom and the students' behavior and my MST gave me good feedback because the
students were fully excited and they were all engaged and paying attention. Also I had a better time management.

Recommendations / future personal targets / areas of focus for next week:

In the future I think that I need to use different voice levels for the different characters and I need to make actions when reading the story
to make students more excited and wanting to know what will happen next.
 Fatima Obaid Saif H00298145
Lesson: Spelling Words
Date & Duration of lesson:
5th March 2017 / 30 minutes
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.)
For students to be able to spell the new words
Differentiate between the different sounds
Recognize the new words and sound
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Monitored by Me (Student teacher)
Students will have flashcards with the new words but there
will be missing letters (sounds) and beside the words there
will be two different sounds. Students will guess the missing
sound and write it in the missing part of the word.
Learning Outcome(s):
For students to be able to spell the new words
Differentiate between the different sounds
Domains development:
Physical skills (Fine motor skills when using the
pencil to write the missing part of the words)
Cognitive skills (Thinking of missing part of the
word)
Language (Learn new words and read it)
What the teacher does
Greeting
Ask students to sit in the carpet
Introduce the new lesson
Ask students to say sentences
Do the first activity
Give instructions about the
activities
Ask students to sit in the activities
groups
Observe and help students
- Ask students about the lesson
Number of students: Age Range of students:
30 Students Grade 1 I / 5-6 years old
Resources: (for each activity)
Activity 1: Words flashcards / Pencils
Activity 2: Words flashcards.
Description of activity 2: Monitored by MST
Students will have flashcards with the new words and
another set of words. Students will classify the new words
by reading them and say the new sound. Students will put
the new words in a side and the other words in the other
side. I will discuss with the students about the words and
what make them different from the other words (The sound
or)
Learning Outcome(s):
For students to be able to spell the new words
Differentiate between the different sounds
Recognize the new words and sound
Domains development:
Cognitive skills
Language
The Structure of the Lesson
What the children do Comments:
Greet the teacher .
Sit in the carpet
Transition: Teacher will tell students
Listen to the teacher that she will start a new lesson.
Say sentences
Engage in the activity Teacher will introduce the lesson in the
screen, ask students to say some
sentences and do the first activity.
Teacher will give students instruction for
Listen to the instructions all the activates and divide students in
Sit in the groups the groups
Do the activities
Transition from the carpet to the
groups: after dividing the students the
teacher will ask each group of students
to stand up and move quietly from the
carpet to the group.
I will assess the students by asking
- Answer the questions them different questions about the
lesson and finish it.
 Fatima Obaid Saif H00298145

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

In general I think that my lesson was good because I was able to achieve my learning objectives by doing variety of activities. Students
were able to recognize the words, read and memorized them. I was satisfied with my lesson but I want to do better in my next lessons.

Recommendations / future personal targets / areas of focus for next week:

There are some points I need to focus on in my next lessons. In this lesson I did not have a good management for the students' different
behaviors because I did not use the behavior chart strategy. In the future I want to be able to manage the students' behaviors and
classroom well.
 Fatima Obaid Saif H00298145

Lesson: Spelling Words (Review)

Date & Duration of lesson: Number of students: Age Range of students:
5th March 2017 / 30 minutes 30 Students Grade 1 I / 5-6 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.) Resources: (for each activity)
Understand the new words Activity 1: Words flashcards / Pencils / Papers
Able put the new words in a sentence
Able to write a full extended sentence Activity 2: Words and pictures flashcards
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Monitored by Me (Student teacher) Description of activity 2: Monitored by MST

Each student will have a flashcard that has a word and they Students will have different pictures flashcards and words
will have an empty paper. Students will read the word and flashcards and they must match the word with the right
put the word in a full extended sentence then they will write picture that represent it.
the sentence in the paper.
Learning Outcome(s):
Learning Outcome(s): Able to identify the words
Understand the new words Memorize the new words
Able put the new words in a sentence Domains development:
Able to write a full extended sentence Cognitive skills
Language
Domains development: Social skills (When students are working together)
Physical skills (Fine motor skills when using the
pencil to write the sentences)
Cognitive skills (Thinking of a good full extended
sentence that fit with the new word and have a
meaning)
Language (Learn new words and read it)

The Structure of the Lesson

What the teacher does What the children do Comments:
Greeting Greet the teacher
Ask students to sit in the carpet Sit in the carpet
Teacher will introduce the lesson in the
Ask questions about the previous Answer questions screen, ask students to say some
lesson Engage in the activity sentences and do the first activity.
Do the first activity
Teacher will give students instruction for
Give instructions about the Listen to the instructions all the activates and divide students in
activities Sit in the groups the groups
Ask students to sit in the activities Do the activities
groups Transition from the carpet to the
Observe and help students groups: after dividing the students the
teacher will ask each group of students
to stand up and move quietly from the
carpet to the group.
I will assess the students by asking
Ask students about the lesson Answer the questions them different questions about the
lesson and finish it.
 Fatima Obaid Saif H00298145

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

I was happy with my lesson because students were able to remember the new words and they did well in the activities, they worked
together and shared the resources. I think that my lesson was successful because I achieved my learning goals by doing different activities
and for the classroom management I tried to use the reward system which is giving points for the groups work and the some students
listened and did not make noise to get points for their groups. For the students who misbehaved I put dot beside their names in the behavior
chart so that they know that they must show their best behaviors in the classroom. To manage the students behaviors in the carpet I used
the names sticks and I think it worked because the students sat quietly waiting for their names to be picked.
Recommendations / future personal targets / areas of focus for next week:

In my next lessons I want to have better classroom management and I think I can do this by keep using the reward system and the names
sticks.
 Fatima Obaid Saif H00298145

Lesson: Math bonds (number 8)

Date & Duration of lesson: Number of students: Age Range of students:
6th March 2017 / 30 minutes 30 Students Grade 1 I / 5-6 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.) Resources: (for each activity)
Activity 1: Markers / White board / Pictures
Understand how to break numbers into number bonds develop cognitive and
mathematics skills Activity 2: cones / ice cream scoops / papers /
pencils
Memorize the pairs of numbers that make 8 Develop cognitive skills
Activity 3: Pencils / A3 paper / empty papers
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Mentored by (Me) Student teacher Description of activity 2: Mentored by TA

I will have different pictures (apples, cars, tigers and cubes)
there will be 8 copies of each picture. I will draw two circles in
the white board. I will ask students to come and make
number 8 in the board using the pictures. (Ex: Ali will use the
apples to make number 8, he will divide the apples in the two
circle 6 in the first one and 2 in the second one).
Learning outcomes:
- Memorize the pairs of numbers that make 8
This activity will help students to develop:
- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
Students will have two ice cream cones and they will have
two different ice cream flavor, there will be 8 scoops of the
flavors. They will divide the flavors on the cones according to
the sum they will make. (Ex: students will put 4 chocolate
scoops in the first con and 4 vanilla scoops in the second con,
then they will write the sum in a paper.) Students will keep
doing the same until they finish all the sums.
Learning outcomes:
- Understand how to break numbers into number bonds
- Memorize the pairs of numbers that make 8
This activity will help students to develop:
- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns)

Description of activity 3: Mentored by (Me) Student teacher

Students will have an A3 paper on the table and empty papers. In this paper there will be number (1-8) and column under
each number, also under each column there will be a box. Above the numbers there will be a rainbow, each color of the
rainbow will start from a number and end with another number (Ex: red color starts from 0 and ends with number 8).
Students will color the columns according to the numbers above them, then they will write the sum of each addition (the
rainbow colors) under the right number. (Ex: if the color red starts from 0 and ends with 8, students will write 0+8=8in the
empty paper) and they will do the same thing for each sum.

Learning outcomes:
- Understand how to break numbers into number bonds
- Memorize the pairs of numbers that make 8

This activity will help students to develop:

- Cognitive skills
 Fatima Obaid Saif H00298145
- Mathematics skills
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns)
The Structure of the Lesson
What the teacher does
Greet students
Review the previous lesson
(numbers bond -7-)
Starts the new lesson (Numbers
bond -8-)
Do the first activity
Give instructions about the
activities
Ask students to sit in the activities
groups
Observe and help students
- Ask students about the lesson
What the children do Comments:
Greet the teacher Teacher will sit in the carpet with
Answer the teacher's students for greeting and revision.
questions about the
previous lesson
Listen to the teacher Transition: Teacher will tell students
that she will start a new lesson which is
also about numbers bond.
I will introduce the lesson and I will use
the first activity to help me explain the
lesson in an easy way.
Listen to the instructions I will give students instruction for all the
Sit in the groups activates and divide students in the
Do the activities groups.
Transition from the carpet to the
groups: after dividing the students then
I will ask each group of students to stand
up and move quietly from the carpet to
the group, and I will do the same thing
for all of the groups.
Transition between groups: Students
will have to sit in each group for 5
minutes then I will tell them to freeze to
stop what they are doing and move
quietly to the other activity.
- Answer the questions I will assess the students by asking
them different questions about the
lesson and finish it.
 Fatima Obaid Saif H00298145

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

As my first lesson without my MST being around in the classroom I think it was good and I'm satisfied with it, because students learnt the
bonds of 8. Also, they understand the activities and they worked together to finish them. I was able to achieve my learning goals and I
was able to manage the time without facing a lot of difficulties.
In general I was so happy with my lesson and I hope my next lesson will be the same and better.
Recommendations / future personal targets / areas of focus for next week:

In the future I want to have better classroom management and use different voice levels according to the situations I face.
 Fatima Obaid Saif H00298145

Lesson: Story (Found you little wombat!)

Date & Duration of lesson: Number of students: Age Range of students:
6th March 2017 / 30 minutes 30 Students Grade 1 I / 5-6 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.) Resources: (for each activity)
Write full extended sentences Activity 1: Papers / Pencils
Understand the story Activity 2: Papers / Pencils / Colors
Be able to know the orientation, problem and solution in the story. Activity3: Characters pictures
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Mentored by Me (Students teacher) Description of activity 2: Mentored by MST

Students will have a paper with three different boxes. The
first box is for the students to write the orientation, the
second box for the problem and the third box for the
solution. Students will write a full extended sentence in each
box.
Learning outcomes:
- Write full extended sentences
- Understand the story
- Be able to know the orientation, problem and solution in
the story.
- - Cognitive development (Think of the structure of
This activity will help students to develop:
- Cognitive development (Think and imagen the
story to write the sentences)
- Physical development (Fine motor skills when
students use the pencils to write the sentences)
- Emotional development (When students finish the
sentences and get praised they fell proud of
themselves)
Description of activity 3: Mentored by Me (Students teacher)
Students will have a paper with three different boxes. The
first box is for the students to draw the orientation, the
second box for the problem and the third box for the solution.
Students will draw the structures of the story in each box.
Learning outcomes:
- Understand the story
- Be able to know the orientation, problem and solution in
the story.
This activity will help students to develop:
the story and imagen it to draw it)
- Physical development (Fine motor skills when
students use the pencils and colors to draw)
- Emotional development (When students finish
drawing and get praised for their good drawing
they fell proud of themselves and happy)
- Social development (Sharing colors and pencils)

I will hid the characters pictures in the classroom. I will tell students that there are hidden characters in the classroom, they
will search for them and the one who find the character will say a full extended sentence about the character and his role in
the story to his groupmates. I will do the same thing for all the students who found the characters.

Learning outcomes:
- Say full extended sentences
- Understand the story

This activity will help students to develop:

- Cognitive development
- Physical development
- Emotional development
- Social development
- Language development
 Fatima Obaid Saif H00298145

The Structure of the Lesson

What the teacher does What the children do Comments:
Greet students Greet the teacher Teacher will sit in the carpet with
Introduce the new story and the Answer the teacher's students for greeting and introducing
cover page questions about the the story by asking different questions
previous lesson then read the cover page.
Read the story Listen to the teacher I will read the story for the students and
Ask students different questions Answer the question I will ask them different questions about
Get engaged with the the story, characters and their
teacher expectations.
Give instructions about the Listen to the instructions I will give students instruction for all the
activities Sit in the groups activates and divide students in the
Ask students to sit in the activities Do the activities groups.
groups
Observe and help students Transition from the carpet to the
groups: after dividing the students then
I will ask each group of students to stand
up and move quietly from the carpet to
the group, and I will do the same thing
for all of the groups. When students
finish the first activity they will rotate
between the groups to do the other
activity
- Ask students about the lesson - Answer the questions I will assess the students by asking
them different questions about the
story and what they did.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

I was satisfied of my lesson and reading because the students were sitting quietly in the carpet listening to me when I was reading,
answering my questions and participating with me when we were discussing the story. I was able to achieve my learning goals. I was able
to manage the classroom without my MST, I used the different strategies my MST uses for the students and it worked well because
students respected me and they tried to show their best behaviors to get praised or get points for their groups.
Recommendations / future personal targets / areas of focus for next week:

In the future I think that I need to use different voice levels for the different characters and I need to make actions when reading the story
to make students more excited and wanting to know what will happen next.
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Lesson: James and the Giant Peach

Date & Duration of lesson: Number of students: Age Range of students:
12th March 2017 / 30 minutes 30 Students Grade 1 I / 5-6 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.) Resources: (for each activity)
Read a simple story book aloud Activity 1: Story book
Read the story book cover page Activity 2: Glue/ puzzle/ papers/ pencils
Answer questions in sentences Activity 3: Questions cards/ papers/ pencils
Read questions Activity 4: Worksheet / pencils
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Monitored by MST Description of activity 2: Monitored by Me (Student Teacher)

Students will sit in groups. Each students will have the story Students will work in a group to do this activity. I will give
book. First all of the students will read the cover page then the students a puzzle they will do the puzzle by working
each student will take turn to read some pages of the story together, when they finish the puzzle they must write the
aloud to their groupmates. Students will keep taking turns word under the puzzle. After finding out the word that
until they reach the end of the story. represent the picture and write it students will write a full
extended sentence for the word.
Learning Outcome(s):
Read the cover page Learning Outcome(s):
Read the story Answer questions in sentences
Understand the story Able to write a full extended sentence
Domains development: Domains development:
Cognitive Physical skills (Fine motor skills when using the pencil to
Language write)
Social Cognitive development (When thinking of the missing
part of the puzzle and think of the word that represent the
Emotional
picture. Think of a full sentence)
Social skills (When working together to solve the puzzle)
Description of activity 3: Monitored by TA Description of activity 4: Monitored by Me (Student Teacher)

Students will sit in groups. In the center of the group there Each student in the group will have a worksheet. In this
will be different questions cards about the story. Students worksheet there will be different pictures and words,
will take turns to choose a question and write the answer in students will need to match the words with the right picture.
a full sentence in the paper. (Extra activity)

Learning Outcome(s):
Answer in sentences
Read questions

The Structure of the Lesson

What the teacher does What the children do
Review the previous lesson Answer the teacher's
(Chapter 7 of the story) questions about the
previous lesson
Read the story book (chapter 8) Listen to the teacher
Comments:
I will use the screen to do the revision
activity.
Transition: Teacher will tell students
that she will start a new chapter in the
story which is chapter 8.

I will use the screen to display the story.

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Give instructions about the Listen to the instructions Teacher will give students instruction for
activities Sit in the groups all the activates and divide students in
Ask students to sit in the activities Do the activities the groups
groups
Observe and help students Transition from the carpet to the
groups: after dividing the students the
teacher will ask each group of students
to stand up and move quietly from the
carpet to the group, and she will do the
same thing for all of the groups.
Ask students about the lesson Answer the questions After finishing the activities I will ask
students different questions about the
lesson to assess them in the end of the
class.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

I think that my lesson was successful because I was able to achieve my learning goals using different activities that support the students
different skills and abilities. In my lesson I was happy with the students because they were quiet and listen to me, I think I was able to have
a better classroom management because when I was observing the students during the activities time I reminded them of the reward
system which is if they worked quietly and followed my instructions they will get double five points for the group work. I think this was
successful and I will keep using this strategy, moreover I will try to use others strategies for classroom management. For the time
management I think it went well this time because I was able to achieve all of my goals in perfect timing and I think this happened because
I was prepared before the lesson. I put the activities on the tables before the class and I put the story on the screen so it doesnt take a lot
of time during my lesson. In general I was pleased and happy with my lesson because it went way better than I expected.
Recommendations / future personal targets / areas of focus for next week:

In the future I want to be able to have more emotions in my voice and facial expression while reading the story.
 Fatima Obaid Saif H00298145

Lesson: Story (Millie and the Mermaid)

Date & Duration of lesson: Number of students: Age Range of students:
12th March 2017 / 30 minutes 29 Students Grade 1 I / 5-6 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.) Resources: (for each activity)
Write full extended sentences Activity 1: Papers / Pencils
Understand the story
Be able to know the orientation, problem and solution in the story. Activity 2: Glue/ puzzle/ papers/ pencils
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Mentored by Me (Students teacher) Description of activity 2: Mentored by MST

Students will have a paper with three different boxes. The
first box is for the students to write the orientation, the
second box for the problem and the third box for the solution.
Students will write a full extended sentence in each box.
Learning outcomes:
- Write full extended sentences
- Understand the story
- Be able to know the orientation, problem and solution in
the story.
- -
This activity will help students to develop:
- Cognitive development (Think and imagen the
story to write the sentences)
- Physical development (Fine motor skills when
students use the pencils to write the sentences)
- Emotional development (When students finish the
sentences and get praised they fell proud of
themselves)
Students will work in a group to do this activity. I will give the
students a puzzle they will do the puzzle by working
together, when they finish the puzzle they must write the
word under the puzzle. After finding out the word that
represent the picture and write it students will write a full
extended sentence for the word.
Learning outcomes:
- Understand the story
Answer questions in sentences
- Able to write a full extended sentence
This activity will help students to develop:
- Physical skills (Fine motor skills when using the
pencil to write)
- Cognitive development (When thinking of the
missing part of the puzzle and think of the word
that represent the picture. Think of a full sentence)
- Social skills (When working together to solve the
puzzle)

The Structure of the Lesson

What the teacher does What the children do Comments:
Greet students Greet the teacher Teacher will sit in the carpet with
Introduce the new story and the Answer the teacher's students for greeting and introducing
cover page questions about the the story by asking different questions
cover page then read the cover page.
Read the story Listen to the teacher I will read the story for the students and
Ask students different questions Answer the question I will ask them different questions about
Get engaged with the the story, characters and their
teacher expectations.
Give instructions about the Listen to the instructions I will give students instruction for all the
activities Sit in the groups activates and divide students in the
Ask students to sit in the activities Do the activities groups.
groups
Observe and help students Transition from the carpet to the
groups: after dividing the students then
I will ask each group of students to stand
up and move quietly from the carpet to
the group, and I will do the same thing
for all of the groups. When students
 Fatima Obaid Saif H00298145

finish the first activity they will rotate

between the groups to do the other
activity

- Ask students about the lesson - Answer the questions I will assess the students by asking
them different questions about the
story and what they did.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

I think that my lesson was successful because I was able to achieve my learning goals by using different learning styles and activities. The
activities I did helped students to develop their cognitive, social and physical skills. I think that I was able to have a better time
management because I used the reward system and the names sticks strategy, this thing also helped me to have a better time
management for my lesson.
In general I was so happy with my lesson and I hope my next lesson will be the same and better.

Recommendations / future personal targets / areas of focus for next week:

In the future I think that I need to practice more for the reading and be able to have more emotions in my voice while reading the story
and have different voice level.
 Fatima Obaid Saif H00298145
Lesson: Double Numbers
Date & Duration of lesson:
15th March 2017 / 30 minutes
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.)
Able to double numbers develop cognitive and mathematics skills
Memorize the numbers doubles Develop cognitive skills
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Mentored by (Me) Student teacher
Students will have a worksheet with different numbers and
a dice. Students will roll the dice and the number they get
they need to double it and mark their answer in the
worksheet.
Learning outcomes:
- Memorize the numbers doubles
This activity will help students to develop:
- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns)
Description of activity 3: Mentored by TA
Students will have a worksheet with different numbers and
tables. Students need to fill in the table according to the
double of the number in front of it. For example: for number
2 table they need to color or draw 4 things in the table
(which is the double of 2).
Learning outcomes:
- Able to double numbers
- Memorize the numbers doubles
This activity will help students to develop:
- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
Number of students: Age Range of students:
30 Students Grade 1 I / 5-6 years old
Resources: (for each activity)
Activity 1: Markers / Dice / Worksheet
Activity 2: Dice / Worksheet / Stars
Activity 3: Worksheet / Pencils
Activity 4: Puzzle
Description of activity 2: Mentored by MST
Students will have a worksheet with different sums and a
dice. Students will roll the dice and the number they will get
they must make moves in the worksheet, when they stop in
a sum they must say the correct answer if they did not answer
right they need to move back to the starting point. If the
students landed on a ladder they must climb up, however if
they land on a slide they must slide down.
Learning outcomes:
- Memorize the numbers doubles
This activity will help students to develop:
- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns)
Description of activity 4: Mentored by (Me) Student teacher
Students will get an envelope with different puzzle pieces,
they will have to find the puzzle piece with a number on it and
another puzzle piece with a table in it with the double of the
number. For example if they found number 3 piece they must
find the other piece with the table of 6 circles.
Learning outcomes:
- Memorize the numbers doubles
This activity will help students to develop:
- Cognitive skills
- Mathematics skills
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns)
 Fatima Obaid Saif H00298145

The Structure of the Lesson

What the teacher does What the children do Comments:
Greet students Greet the teacher Teacher will sit in the carpet with
Review the previous lesson Answer questions students for greeting and revision.
Starts the new lesson Listen to the teacher Transition: Teacher will tell students
Do an activity on the board foe that she will start a new lesson which is
explaining about number doubling.

I will introduce the lesson and I will use

the first activity to help me explain the
lesson in an easy way.
Give instructions about the Listen to the instructions I will give students instruction for all the
activities Sit in the groups activates and divide students in the
Ask students to sit in the activities Do the activities groups.
groups
Observe and help students Transition from the carpet to the
groups: after dividing the students then
I will ask each group of students to stand
up and move quietly from the carpet to
the group, and I will do the same thing
for all of the groups.

Transition between groups: Students

- Ask students about the lesson
- Answer the questions
will have to sit in each group for 5
minutes then I will tell them to freeze to
stop what they are doing and move
quietly to the other activity.
I will assess the students by asking
them different questions about the
lesson and finish it.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

I think that my lesson went well because students were able to acknowledge and memorize the doubling by the end of the lesson by
using the different activities. The students enjoyed the activities so much and they tried their best to finish them in a specific time which
is 7 minutes because they wanted to get stickers. I was happy because my lesson was successful and the students worked well in the
groups by sharing some of the resources and waiting for their turns to finish the activities.

Recommendations / future personal targets / areas of focus for next week:

In the future I want to keep using the same strategies for the classroom management and for the transition because it worked well.
 Fatima Obaid Saif H00298145

Lesson: Rhyming words

Date & Duration of lesson: Number of students: Age Range of students:
20th March 2017 / 30 minutes 30 Students Grade 1 I / 5-6 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum document.) Resources: (for each activity)
Recognize rhyming words Activity 1: Flashcards
Activity 2: Dice / papers / pencils
Activity 3: Pencils / Worksheet
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Mentored by (Me) Student teacher Description of activity 2: Mentored by TA

Students will have different flashcards with different words, Students will have a dice with different words and a paper,
they need to match between the words that have the same they need to throw the dice and the word that show up they
rhyming. must write it on the paper and find another rhyming word
that fit with it.
Learning outcomes:
- Recognize rhyming words Learning outcomes:
- Recognize rhyming words
This activity will help students to develop:
- Cognitive skills This activity will help students to develop:
- Language - Cognitive skills
- Social skills (pairs work) - Language
- Physical skills (Fine motor skills)
- Social skills (Sharing + taking turns)
Description of activity 3: Mentored by (Me) Student teacher

Students will have a worksheet with a box with different words and some other words under the box, they need to look for
rhyming words from the box that fits with the words that are under the box and write them on the lines.

Learning outcomes:
- Recognize rhyming words

This activity will help students to develop:

- Cognitive skills
- Language
- Physical skills (Fine motor skills)

The Structure of the Lesson

What the teacher does What the children do Comments:
Greet students Greet the teacher I will sit in the carpet with students for
Ask questions Answer the teacher's greeting and ask them questions about
questions rhyming words to check their
knowledge.
Starts the lesson Listen to the teacher Transition: I will tell students that I will
Do the first activity start the lesson which is about rhyming
words.

I will introduce the lesson and I will use

the first activity to help me explain the
lesson in an easy way.
 Fatima Obaid Saif H00298145

Give instructions about the Listen to the instructions I will give students instruction for all the
activities Sit in the groups activates and divide students in the
Ask students to sit in the activities Do the activities groups.
groups
Observe and help students Transition from the carpet to the
groups: after dividing the students then
I will ask each group of students to stand
up and move quietly from the carpet to
the group, and I will do the same thing
for all of the groups.
- Ask students about the lesson - Answer the questions Transition from the groups to the
carpet: I will ask students to stop the
activities and tidy up. Then they will
stand behind their chairs and they will
come to the carpet according to the
groups I call and sit.

I will assess the students by asking

them different questions about the
lesson and finish it.

General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

In general I think that my lesson was successful because the students were able to recognize rhyming words and they were so excited for
the activities. The students worked really well in the activities and they did their best. Me and my MST were so surprised because we did
not expected the students to be this excited for the activities, the students even asked me if they can finish the activities the next day
because they had to stop to go for the practice. I was able to achieve my learning goal and students developed their social skills very much,
they shared and word in teams very well. I was so happy and proud of them.
Recommendations / future personal targets / areas of focus for next week:

In the future I think that I need to use reward system more often and keep giving students exciting activities that is suitable for their
interests to keep them quiet and focused in the activities.