Task 3

Write a Lesson Reflection using this Form for Every Lesson that you Teach (CLOs 1-6)
You are expected to use support from the academic literature to enhance your reflections.
(N.B. 10 lessons – 3 peer reviewed and 10 MST/MCT are recommended in total)

Unit3; lessonn4: Maryam Mohamed

Lesson (unit/page) Language focus Student teacher
(comparative
adjectives).
MST Ms. Nadiyah. School Murbah school

Class 7/5 Date Oct 17th 2019

Select
What standards or LOs were being addressed in the lesson?
How did you cater for learners with special needs, and for differentiation?
How did you use positive reinforcement? Methods? For what?
How did you sequence or scaffold activities so that they built gradually towards the learning objectives?

For this lesson plan and as the learning objectives were to identify the comparative adjectives and
use them to describe things and clothes, recall the use of regular adjectives to comparative
adjectives and write sentences comparing things together. The lesson standards were to
concentrate on what the students are able to achieve to reach a better understanding. I planned
based on their prior knowledge and what they need to improve and learn through this lesson. I
ensured measurable, specific and achievable learning objectives to evaluate and follow my goals
to accomplish the lesson. As well as, I did a variety of scaffolding activities, so the beginning was
me explain the lesson with two students to show examples. The next way, I differentiated the
activities between individual for the listening part, pairs and groups for the main activity part and
again the individual for the evaluation part of the lesson.

Overall aim and context of the lesson (that is, describe the lesson’s place in the unit of work. What did
students need to know before today’s LOs were addressed? What topic comes next and how did today’s
lesson prepare students for that?)

Before planning the lesson, I was consciousness with the unit topic because I already taught a
related lesson, observed my mentor school teacher and observed students knowledge. Linking
students prior knowledge for instance, the different part of speech and specifically the adjectives
helped me think of buildable learning objectives. As the unit is about clothing, I ensured having
comparison related to clothes like sandals and shoes, jackets and t-shirts, and the price of
sunglasses and t-shirts. Today’s lesson prepared the students for the next grammar lesson which
is the superlative adjectives that will be after two lessons and students will be able to learn the
difference between them.

Describe
Who is the lesson for?
Where did the lesson take place?
What were you aiming to achieve in your lesson?
What experiences did you provide to the students to help them to achieve your aims for them?

This lesson was for grade 7 students as it took a place at their learning classroom environment.
According to this lesson, I was aiming to achieve students comprehension of the basic rule which
is the comparative adjectives and that was the main essential part during my teaching. I focused
on the rule itself with more real life example from the classroom because it was a grammar
lesson. As I noticed some students struggling with the long adjectives and that end in “y” that I
focused on explaining. I showed the difference by explaining the syllables words and asking them
to clap to learn the long adjectives and by removing the “y” and immediately transfer it to “I”
then a regular “er” for the comparatives.

Analyze
Were students excited, always occupied, and remained on task during the lesson?
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?

As I was observing students during the tasks and activities, students were excited during
describing the clothes pictures and their friends height, expressions, behaviors, and clothes as
well. They worked fully together and were engaged to do the group and pair tasks. In my opinion,
they responded that way because the like describing and comparing things from their point of
view sometimes. On the other hand, they were challenging themselves and see the tasks as
competition to answer first and show their answers to be ready to present. In addition, the
teaching of the lesson was related to their prior knowledge which I personally focused on at the
warming up stage and the evaluation stage. I did remind them of the adjectives in general then
merge and join the new knowledge to the lesson afterward wrap it up with self-assessment.
Particularly, when I asked them to go back to the warming p activity and choose a different word
from the group member and write a sentence to share it. Finally, I added the homework which
was writing three sentences comparing clothes and favorite things.

Appraise
Explain the nature of the experience from the students’ perspective.
Did your lesson meet your teaching goals? Use your students’ performance on the end of lesson
assessment as support (Give proof in your portfolio)

I think and from my observation, students were engaged and motivated to learn because they kept
asking me questions to understand more and to give more examples. Especially, when they add
“er”, “more”, “ier”, and double the last letter which I was excited to give further explanation and
examples to ensure their learning. They did enjoy having different activities and examples where
they did have giving me more and more examples to check if it was correct or not. I think that,
my lesson met my goals because I saw the students active and encouraged during the whole
lesson which made me feel pleased and glad after the lesson. Overall, students and I were both
working collaboratively to achieve the lesson and ensure understanding the lesson. As I gave
them homework to finalize the evaluation part and check their personal achievement.
Transform
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice of helping students to enhance their learning in
this particular way? (i.e. what skill will you have to develop or learn? What professional development will
you have to undertake?)

I think that, I might enhance students learning of this lesson in the future by having two groups
competition out of four. The first group will have pictures of nouns (trainers, shoes, trousers) and
the second groups will have the regular adjectives. The groups will have to work collaboratively
but organized to combined and choose three nouns and adjectives then write sentences with the
pictures they gathered. After their discussions, the group who will write correct ordered sentences
by using the comparative adjective correctly will win the game. In my opinion, using total
physical response for teenagers makes them enjoy working collaboratively and learn from the
experiences of the task. Moreover, I need to reduce the amount of activities because of the class
time however, the timing for each activity part I sat for this lesson was short because the activities
were doable. As I have to develop and learn to focus on other students not specific ones and to
undertake the learning of students which I am going to do next class by collecting their books and
check the homework to know their ability and understanding of the lesson.