Date: 22-10-2017 Student: 23

Time: 8:45-9:25 School: Ajman Academy

MST: Miss Sadiya Class: SMA-Grade 1
Student-
Unit: Transportation Fatima Ali
Teacher:

Prior Knowledge (What knowledge are you building on?)

Listening and prediction skills know what setting characters, title, author means.
Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound
By the end of the lesson, students will be (better) able to
Use adjectives to describe the duck from the story of Fix it duck
Use one adjective to describe the characters from the story of Fix it duck( low level)
Use three adjectives to describe the characters from the story of Fix it duck( middle level)
Use five adjectives to describe the characters from the story of Fix it duck and write sentences ( high level)
Resources:
Printed pictures of animals (cut them into halves).
Billy bear
Pencil
Colors
Printed animal ( black and white)- students will color it
Printable paper ( create an animal)
Mat and task cards (different pictures)
Markers.
Personal focus (related to PDP): In this lesson I am working on my
Monitor students behavior while activities by reminding them about the rules, using signs and non-verbal
communication and parsing students on positive behavior or great works.

The Structure of the Lesson

Time for each What the teacher does What the children do Comments:
activity
+Activity
Name
1. Greeting the children 1. Children answer
10 minutes and say Good morning.' "Good morning, The greeting will
2. Remind children about Miss "They sit make children feel
Opening(warme the rules and praised cross-legged with
welcomed and be
r activity) hands in their laps.
children who followed focused.
2. Children will
Circle time them. Clear and simple
follow the rules and
3. Review the term
listen to the teacher. instruction and model
"adjectives" 3. Find their partner it will support
and create sentences.
 4. Students will get a quick 5. Listen to teacher students to do the
activity. Each student will while explaining and tasks without facing a
get a half picture of an modeling the problem.
animals, the second half will instruction
be with another students.
So, they will walk around
the class to find their
partners that match the
picture and sit together to
describe their animal by
using adjectives. (They will
create sentences).
5. Explain to children the
instruction of the activity
and model it for them.
20 minutes. 1. The teacher will ask children 1. Children will move Monitoring children and
to sit in their chairs to do the from the carpet to asking them questions are
Activity phase activity as well as disrupting their chairs. helpful tools that teacher can
use it during the activities to
(students will do the activity. 2. Children will do the
gauge skill development or
the activity) 2. While children are doing the activities and progress of each student
activity, the teacher will responded to about specific outcomes from
observe and monitor teachers questions. the lesson.
children to check their
understanding.
3. Ask them different
questions
10 minutes 1. Ask children to tidy up the 1. Tidy up the class and
classroom and move to the move from chair to Closing activities will give the
Closing carpet to end the lesson. carpet. teacher a clear idea of the
2. Ask students to reflect on 2. Students will reflect students are achieving the
their work. on their work. learning outcomes.
3. Circle activity (Billy bear will 3. Use adjectives to
pass students, and they will describe Billy bear.
describe him by using 4. Children stand still
adjectives) and quiet and say
4. Thank children for their Goodbye Miss
working well today. Also,
mention specific children
who have done well and say
why.
5. Say bye to each child, look at
them and smile.
 Supporting activities differentiated to three ability levels: (where possible) see the attachment!
Description of activity 1: Description of activity 2:
It is a low-level activity. Students will work individually. It is medium level activity. Students will work
Students will choose their favorite animal, color it and label it individual .Students will choose their favorite
with one adjective word. characters, color it and label it with three adjectives.
Extension activity: Extension activity:
Students will get printable paper to create an animal and then Students will get printable paper to create an animal
they will describe their animal by using one adjective and write a and then they will describe their animal by using
sentence three adjectives and write a sentence.
Description of activity 3:
It is a high level activity. Students will work individually
.Students will get a mat and task cards (different pictures) Students
will write 5 appropriate adjectives which could be used to describe
an image. Then write three sentences using different adjectives.
Extension activity:
Students will get examples of adjectives and noun, they will
color adjectives.

Evaluation / Assessment: (How will you know your students have achieved the goal?)
(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for evaluation?)
While students are doing the activity, I will walk around to observe and monitor students to check their
understanding. Also, I will ask them an oral question, such as, how did you get that?
Moreover, I will provide appropriate feedbacks for them to improve their learning and use the checklist.

Reflection
o The classroom was flexible, and learning was productive because it based on students
center rather the teacher center. I gave students opportunity to construct their
understanding by allowing them to explore and discover
I manage the classroom effectively. I used various ways to handle the class such as a
bell, different sign, and reward systems. I reinforced students who sat silently, worked
hard and listened to the teacher while explaining. This made students quite, struggling
to work and imitate the positive behavior.

Suggestion for improving

o Give the resources quickly because students were waiting more time to get the
resources. It could achieve by choosing a teachers assistant.
 Differentiation activities

Low level activity: Extension activities

Middle activity Extension activities

High level activity

Extension activities