Lesson Plan Template

Name: Hessa Mohammed H00300742

Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
- I need to do timer for each part of the lessons.

2. Describe what you will do to help achieve your goal (Strategies Used)
- I will use a timer program

3. Describe how you can tell if you’re achieving your goal (Evidence)
- When the time is over I should to transfer to other things.
- By interaction, enthusiasm and student response my modeling and answer me back.

Grade Level: Subject: Learning Outcome (ADEC code and words):

measure the length of given objects using non-standard
1-A Math units, compare and describe the length of two objects and
1MDM1 identify and create long and short objects.
Term 2

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)

Teacher: two pencil long and short, PowerPoint, short Check and prepare all materials and prepare the blocks.
and long flag
Key vocabulary
Students: blocks, objects, colour, pictures, pencil and
*longer
papers.
*shorter
 Introduction (warmer activity + teacher active engagement)

Tr:”acting” I will bring two boys one is taller and one is shorter and I will say oh what the different here? Tr: ask students
can you help me! What you see? (turn and talk)

S: answer.

Tr: if you think Hareb is taller thumbs up and if you think Zayed is shorter thumbs down.

Tr: because Hareb is taller and Zayed is shorter.

Tr: Today we will measure objects.

Tr: Does anyone know what long and short are?

Tr: let students turn and talk. you have (10 second)

S: answers.

Tr: show students two pencils one is long and other is short and ask students what you think which is taller and
which is shorter?

Tr: tell students to turn and talk.

S: answers.

Tr: show them the picture of coca cola bottle in PowerPoint

Tr: How many blocks do we need to make same height as coca cola bottle. (turn and talk)

S: talk and guess and write the answer in white board.

Tr: oki lets check (use PowerPoint to check).

Tr: s: count the blocks for coca cola bottle. Tr: its 7 blocks.

Tr: Let’s watch our video and you tell me which one is longer and which one is shorter.

S: watch the video and figure out from pictures which is longer and which is shorter.

Tr:s: discuss to gather which one is taller and which one is shorter.

Tr: if students answer taller I ask them why its tall?

S: answers

Tr: if students answer shorter I ask them why its short?

Tr: Choose low student to come in the board to measure in the board (picture of the video) with blokes.

S: count how many blocks.

Tr: let students to do 2 circle (A students) and ( B students) and pot in the middle blocks and one big book for (A
group) and small book for (B group) and two paper for A and B group that have picture of both book and they should
to write how many blocks for each one . ( you have 20 second)
Whole Time: 15 min

S: work to count how many blocks in each book.

Tr: ask group A to show us how many blocks in big book and group B show us how many blocks in small book.

Tr: now we will start our group activity. Tr: after they going to their groups I will explain for each group what they
will do by showing them after that send them to their groups. (pot timer (15min).

https://www.youtube.com/watch?v=1prAO1KOXiE
Independent Experience (small group activity 1)

Students will have different objects in their table and in worksheet they will measuring with cubes after
that they will write which is the longer and which is the shorter.

Independent Experience(small group activity 2)

Students will have basket and inside it will have longer and shorter objects and they should to pot a
blocks in each objects and count how many blocks after that they will have paper with pictures of each
objects and will write numbers for each pictures and colour the longer in blue and shorter in red.

Independent Experience(small group activity 3)

Students will build short and long towers by seeing the pictures that teacher will give to them to help
them and they will choose their own design to build by using blocks after that they will have paper and
they will drawing their design and write how many blocks they used.

Independent Experience(small group activity 4)

They will have A4 different pictures and they should to use blocks to measuring and write how many
blocks next to each pictures.
 They will sit in the carpet and I will show them long and short flag and I will ask them which one is taller
and which one is shorter (turn and talk).

After that I will give them exit ticket and they have to make circle of which one is smaller and which one is
shorter each students have different questions.
15 min
Closing

Time:

Assessment

1- Acting.
2- Asking question and thumbs up.
3- Exit ticket.

AAWC Lesson Reflection (Completed after EVERY lesson taught)

Math lesson Grade 1-A (Measure).

Select (S):
Identify a lesson and what standards are you addressing
The lesson has about measured the length of given objects using non-standard units. In
addition, I used Pre-listening for students by I bring to students one is tall and one is short and I
let students see what the difference between this two boy to let them predict what the lesson
will be, also I asked them a question to make sure they understand the introduction of
measuring. Although, students will able to learn the vocabulary which are longer and shorter
and what the different. Also, students should be able to use different objects with blocks to
measure and know which one is taller and shorter by count how many blocks we need to make
the same height of different objects.
Describe (D):
Who is the lesson for? The lesson for grade 1 boys, it was 19 students.
Where did the lesson take place?
It was in the English Math’s science classroom. In addition, when I start the lesson I let students
sit on the carpet then for the activity they should be in their groups its depend on their levels
after that in closing they sit in the carpet to show them long and short flag and asking them
question to evaluate them by I give them exit ticket to let them review the lesson and make sure
they understand the lesson objective.
What were you trying to achieve in your lesson?
I try to achieve the management of classroom by using class dojo and timer to be the lesson
organizes. Also, arrive the information for students by easy way to use for them objects and
pictures.
What did the students do?
They were attentive and focused during I bring two students to tell me what the difference
between this two boys. Also, they focused when I show them the bottle of coca cola to guess
and count how many we need to make the same height of the bottle. And in the center
activities, students are excited to do their tasks because I prepare for them different materials
such as, blocks, pictures that they like to use it. And when the time is finished they sit on the
carpet to evaluate them by I show them the long and short flag and I ask them question and
students should think to tell us. Also, I used exit ticket with different questions to check if they
understand.
Analyze (A):
Why do you think the students responded the way that they did?
I feel students respond the lesson because of they enjoyable and during the activity they help
each other. In addition, learners are enthusiastic when I ask them questions they raise their
hand. And I believe all students felt like they could find the difference between two objects and
the different objects keep students focused. It was so much fun to watch the student’s
reactions.
How well did your teaching relate to the students’ prior understanding?
In KG, the students learned about patterns in their environment. They explore measurements
through play by creating long/short objects. I connected the Math content to the measure the
length of given objects using non-standard units. I found that this was effective because the
students were able to know the difference between long and short objects. This supports the
thoughts of Robert Marzano (2004, p1) who states that "What students already know about the
content is one of the strongest indicators of how well they will learn new information relative to
the content" (Lent, 2004).
How well did you engage the students?
The students were engaged when they do their centers. I believe all students felt like they could
measure the tall and short objects by blocks because they already knew distinguish and the
meaning of longer and shorter. According to Skinner “the goal of psychology should be to find
ways to make education enjoyable and effective for all students” (McLeod). In addition, in the
beginning, I bring two students one is long and short and I let students think what the different
they see to let them be more attention to see what the different also I show them two pencil to
tell me which one is long and short. To pay more attention I used for them the objects the know
it and easy to learn. For example, long and short pencils and flags. According to University of
Washington “Research has demonstrated that engaging students in the learning process
increase their attention and focus, motivates them to practice higher-level critical thinking skills
and promotes meaningful learning experiences.” (University of Washington ). In future, I will
engage the learners by letting them organize themselves from shorter to longer to make them
more focused and feel interesting and increasing students’ curiosity for, and engagement.

Appraise (A):
Explain the nature of the experience from the students’ perspective
Did your lesson meet your teaching goals?
I differentiated the activities by academic level. I found that the activities were appropriate for
each level because I make a search to know new ideas of activities and My MCT helped me by
giving me what I need to make for each level, although I had to support the low level students.
According to Ben “scaffold the learning activity from hard to medium to easy” (Johnson, 2009).
In addition, the differentiation very important for each lesson because its help me and
students to learn better. According to Catlin “Differentiated instruction excites the brilliant
student to uncover deeper layers of learning, while simultaneously structuring the curriculum
to support lower level students or students with learning disabilities- both identified and
unidentified” (Tucker, 2011). And I feel the high and middle students showed independence by
trying to work through the activities on their own, and the low levels students were able to
work independently when they were shown an example.
Transform (T):
How might you enhance student learning of this lesson in the future?
Bloom’s taxonomy helps enhance the students for example thinking when I ask them question
in the begging of the lesson also at the end of the lesson I give them exit ticket each student
have a different question to circle which one is longer and shorter to give them time to think,
understand and remember. According to Patricia, “Knowledge was presented as skills and
abilities, with the understanding that knowledge was the necessary precondition for putting
these skills and abilities into practice” (Armstrong). In future lessons, I need to improve my
instructions for the center activities and will display the activities on the PowerPoint to give a
picture for the students to completely understand the tasks. This should help the learners to
make sure they know what they should to do especially for low level students become more
independent to make their activities. Also, I will give them more time when I let them turn and
talk to give them opportunity to discuss and they express their opinion. And when I show them
two objects for example, two flags I will name each one ‘ flag A and flag B’ to students see what
the different and easy for them when they answer. Although, to develop the activities for this
learning outcome, I would make taller and shorter tower for them by using cartoon and
students should measure the two towers by blocks. And I personally need to manage the
students behavior by tell them the rules of classroom.
What are the implications for your professional practice?
I could also use 4 corners by label each corner of the room with the labels 'Strongly Agree,'
'Agree,' 'Disagree,' or 'Unsure and I ask them a questions. For example, taller and shorter is
same length? And students gather in the corner that represents their level of understanding.

This is my materials and the activities that I used in Math lesson.

MST Lesson Observation
MCT Lesson
MCT/MST Lesson Observation
Student teacher’s name:Hessa Grade Level:1
Unit/Lesson: Math Date:March 7

Competency Area E G S M US
Please tick the boxes using the OVERALL ASSESSMENT LEVEL
DESCRIPTORS attached at end of document
E= Excellent; G = Good; S= Satisfactory; M = Marginal; US = Unsatisfactory
Professionalism and Understanding X
Professional growth
Planning for learning X
Planning activities and lesson aims
Implementing and Managing Learning X
Language and delivery
Classroom management X
Communication skills X
Monitoring and Assessment X
Critical Reflection X

Hessa taught a lesson on the differences between long and short. You planned for an engaging
lesson. Your implementation was a little weak. You have a lot of great ideas and you will get better
at You began your lesson by saying now we will have a math lesson. You should be remembering to
state your objective here. After that you brought two students to the front of the class and asked
the students what’s the difference here? Turn and talk – you gave the children 10 seconds to answer
the question – questions to consider… do you think 10 seconds is enough time to discuss an answer
and should you be putting on a loud noise timer while the students are discussing the answers.
Students should be given sufficient time to discuss their answered and as their teacher you should be
walking around listening to their answers. You then proceeded to ask the students does anyone
know what means long and short.-*grammar* again you asked them to turn and talk and only gave
them 10 seconds (not enough time) your questions were – What is the long and what is the short
mean? Throughout the lesson you keep using different terms for long and short.
Areas for development:

1. Watch out for language when speaking.

2. Delivery – ensure you are properly demonstrating activities to
students.
3. When asking questions you should be using higher order thinking
questions depending on the level of the students in your group.
4. Need to work on better questioning of the students – Questioning is
used to check understanding also a way for a teacher to use
formative assessment in the class. Give the students enough time to
answer the question.
5. Classroom management strategies in order to ensure student
learning you need to ensure students are behaving in the classroom.
Make sure you don’t get upset when students don’t behave well.
Stop the lesson, make sure everyone has your attention, before you
go on.
6. Assessment – at the end of the lesson you used exit ticket which is
great you also used the white boards in the beginning you just need
to practice on how to properly use these assessment strategies.
Reference:
Bibliography
Armstrong, P. (n.d.). Center fot teaching. Retrieved March 7, 2018, from Bloom’s Taxonomy:
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Johnson, B. (2009, March 2). Differentiated Instruction Allows Students to Succeed. Retrieved March 7,
2017, from edutopia: https://www.edutopia.org/blog/differentiated-instruction-student-success

Lent, R. C. (2004). ASCD. Retrieved March 7, 2018, from Overcoming Textbook Fatigue:
http://www.ascd.org/publications/books/113005/chapters/Background-Knowledge@-The-Glue-That-
Makes-Learning-Stick.aspx

McLeod, S. (n.d.). Simply Sychology . Retrieved March 7, 2018, from Skinner - Operant Conditioning:
https://www.simplypsychology.org/operant-conditioning.html

Tucker, C. (2011, Junuary 5). Retrieved March 7, 2018, from Differentiated Instruction: What Is It? Why
Is It Important? How Can Technology help?: http://catlintucker.com/2011/01/differentiated-instruction-
what-is-it-why-is-it-important-how-can-technology-help/

University of Washington . (n.d.). Retrieved March 7, 2017, from Engaging students in learning:
https://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/