Lesson Plan Template

Name: Hessa Mohammed H00300742

Date: 27-3-2018
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)
 Develop my questions.
2. Describe what you will do to help achieve your goal (Strategies Used)
 Let my MST check my question.
 Write questions in small paper.
3. Describe how you can tell if you’re achieving your goal (Evidence)
 Students will understand my questions and they will answer me.
Grade Level: Subject: Learning Outcome (ADEC code and
words):
1-A Math
1MDT4 Term 2

Mastered: recognize morning, afternoon

and night and tell and represent times
involving whole hours using an analogue
clock.
Developing: recognize morning, afternoon
and night and tell times involving whole
hours using an analogue clock.
Emerging : recognize morning, afternoon
and night.
Resources (what materials/equipment Preparation (what do you need to make or
will you and the students use? Be check before class?)
specific)
The power point and video are works and my
Teacher: big clock, power point with materials.
pictures and video.
Key vocabulary
Students: clocks, plates, hour numbers,
-Morning
scissors and glue, pictures and white
board. -Afternoon
-Night
 Introduction (warmer activity + teacher active engagement)
Tr: hide the big hour behind my back.
Tr: ask students what do you thing is behind my back?
Tr: turn and talk (10 second).
S: answer.
Tr: show up the big clock.
Tr: today we will learn about recognize morning, afternoon and night by using
clock.
Tr: ask students what we use clock for?
Tr: turn and talk (10 second).
S: answer.
Tr: ask students why we need clocks?
Tr: turn and talk (10 second).
S: answer.
Tr: ask students which time do you wake up?
Tr: turn and talk.
S: answer.
Tr: show them in the power point picture of boy he wakeup at (6 clock) morning.
Tr: ask students which time you eat your lunch?
Tr: turn and talk.
S: answer.
Tr: show them in the power point picture of boy he eat lunch at (2 clock) afternoon.
Tr: ask students which time you sleep?
Tr: choose low students to answer.
S: answer.
Tr: show them in the power point picture of boy he sleeps at (9 clock) night.
Tr: show them video song with pictures about morning, afternoon and night and for each
15 min

one I will stop the video and I ask them what you see in this picture if its morning thumbs up
and if not morning thumbs down, also for afternoon and night.

S: answers by thumbs up or down .

https://www.youtube.com/watch?v=gVIFEVLzP4o
le
:
 Independent Experience (small group activity 1) Master
Students will give plates and hour numbers and they should to make a clock. And
They need to move the hour hand to show a particular time of morning,
afternoon and night for example (Show me 6 o’clock ‘morning).
Independent Experience(small group activity 2) Developing
Students are given a clock and they move the small hand to any time and they
should to tell their partner the time. For example students A have clock and he
move the small hand to 3 clock he tell his partner 3 clock then students B move
small hand to 6 clock and he tell his partner.

Independent Experience(small group activity 3) Emerging

Students are given A4 paper and they will cut the pictures and they have to paste it
in right place. For example if a picture shows a sleeping time they should to paste it
in night place. Also for morning and afternoon.
Students will sit on the carpet and I will give each student white board to draw
what they do in the morning, afternoon and night. When they finish I tell them to
show me and we will discuss about what they draw.
Closing

15 min
Time:

Assessment
* Thumbs up and down (Ask them questions)
*show me. (using white board)
 AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):

Identify a lesson and what standards are you addressing

The lesson about recognize morning, afternoon and night and tell and represent
times involving whole hours using an analogue clock and pictures. Students will
learn the times of morning, afternoon and night by using clock and pictures.

Describe (D):

Who is the lesson for?

The lesson will represent to grade 1-A boys.

Where did the lesson take place?

It took place firstly in the carpet to explain the lesson by using big clock, pictures
and discuss the video together to be more attention and then they will go in their
groups. Students were making clock and need to move the hour hand to show a
particular time of morning, afternoon and night for example (Show me 6 o’clock
‘morning). And for developing students are given a clock and they move the small
hand to any time and they should to tell their partner the time. And last group
which is emerging students given A4 paper and they will cut the pictures and
they have to paste it in right place. For example if a picture shows a sleeping
time they should to paste it in night place. Also for morning and afternoon.
After they finish their activity they will sit on the carpet to show their friends
their works.

What were you trying to achieve in your lesson?

I try to provide students the meaning of morning, afternoon and night by using
pictures and clock to understand my questions. Also I try to connect their daily
life with asking them questions for example, which time you weak up. Also I
want to achieve to use specific everyday examples to make sure learners are
understood.

What did the students do?

They are enthusiastic of what they accomplished to show us what they did. And
students are fun because I make for them pictures related what boys are like for
example clock, pictures and video its showed us boys weak up at 6 o’clock, boys
eating their lunch at 2 o’clock and for night boys are sleep at 9 o’clock. Also they
will be interesting because they use objects like clock and we go through reading
the times of clock, and they are understand the lesson. Although, learners are
active because they learned about daily life of morning, afternoon and night by I
asked them what they do in each one and I let them to turn and talk with their
partner. This will help learners to distinguish between morning, afternoon and
night by using clock. Also they represent for class their works to show us what
they did. In my next teaching practice I will call each students group by group to
explain what they did. This way will help students to review and check their
works.

Analyze (A):

Why do you think the students responded the way that they did?

I feel students respond the lesson because they enjoyable and during the activity
they help each other also when I bring a big clock and I showed them and I ask
them question which is what we use clock for? In addition, learners are
enthusiastic when I ask those questions they raise their hand. And I believe all
students felt like they could find the difference between pictures about morning,
afternoon and night and I ask them what they sow in this pictures also I asked
them if this picture is morning, afternoon or night. In addition, they understood
more when I showed them pictures and we discuss it together. I believe learners
are exited because they use clock to learn.

How well did your teaching relate to the students’ prior understanding?

They already know about morning, afternoon and night in their life experience. So
I ask them what they did In the morning they know which time they weak up and
for afternoon they know which time they eating lunch, play and do their
homework’s and for night they know which time they sleep. Also I tell them what I
do in the morning, afternoon and night to make to them easy. According to Jim “It
is also important to assess prior knowledge and skills early since such information
could be used to help foster student engagement and critical thinking in the
course” (Gee, 2012). I believe, students will learn and their knowledge will
develop.

How well did you engage the students?

The students were engage because I let them close their eyes and I hide the clock
behind my back after that I tell them to open their eyes and I asked students what
do you thing is behind my back? And I let them to turn and talk (10 second).When
they want giving me answer they were engaging because all students want to say.
I feel they are enthusiastic because all of them raise their hands. According to
Brocks ” When you make concerted efforts to engage students in their learning,
the result you will find is students who have the ability to maintain focus better,
are more able to maintain behavior, and are better able to absorb and retain the
materials you work hard” (n.d, 2012). In future, I will engage the learners by let
them make big poster and decorate it to make big clock.

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 MST helped me by giving me what I need to make for each level, although
I had to support the low level students by helping them.
The lesson teach goals because I did research about this topic and watch video to
understand more then I read the lesson plane to do for them activities and I ask
my MST to help me to do activities for each level. In addition I should first to show
them clock and practice the times with each other by students repeat the time
after me then I asked them questions and we discussed, and I showed them
pictures and video about morning, afternoon and night to make sure they are
understand then they do to their centers and I go around them to help them when
they finish I let them bring their works and sit on the carpet to show and explain
for us what they do. I see that they have the ability to understand by doing and
the most things that connect the idea is to do it in different ways of learning
Enactive, Iconic, Symbolic.
Enactive –they make a clock and move the small hand to show a particular time
of morning, afternoon and night.
Iconic – learn through pictures of morning, afternoon and night.
Symbolic – learners represent their works in front of class and they tell us what
they do. Next time I will do more pictures and before they go to their centers I will
explain for them what each group suppose to do.

Transform (T):

How might you enhance student learning of this lesson in the future?

Next time I will do more pictures and before they go to their centers I will explain
for them what each group suppose to do also translate for them in Arabic if they
not understand. And 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 and give them more time to complete their
activities on time. This will manage classroom lesson and help a teacher to move
quickly to another thing. And I should enhance performance skills to let them
engage more to make them more respectful for the group activity.

What are the implications for your professional practice?

I could use four corners by stick the different question morning, afternoon and
night and time, I ask them question and students gather in the corner that
represents their level of understanding.

This is my activities for grade 1 students.

 Bibliography

Gee, J. (2012, January 20). News illionis . Retrieved March 11, 2018, from
Importance of Prior Knowledge to Learning:
https://news.illinoisstate.edu/2012/01/importance-of-prior-knowledge-to-
learning/
n.d. (2012, February ). Brookes. Retrieved March 11, 2018, from 5 tips for getting
all your students engaged in learning:
http://archive.brookespublishing.com/articles/ed-article-0212.htm