The Third Lesson Plan (Teaching Practice year2 semester1)

Grade Level:1\D Subject: English Strand: Learning Outcome (ADEC code and words):1LPA3 – listen to and manipulate beginning and ending phonemes in words 1LP3 – recognize and use words with consonant clusters when reading and writing  (Reading) \ 1WC5 – use prepositional phrases correctly when writing and suggesting ideas for writing (writing)\  1RRM4 – explain how details from illustrations support the main idea of a text. (creating) Student-Teacher: Shaima Obaid (H00292258) Date: 21.3.16 Course: EPC 1401 Primary Lesson Plan Template
Resources (what materials/equipment will you and the students use? Be specific) Students at Listening centre will solve a worksheet that has vocabulary from the story.(red table) Litter poster students will create a poster about how could we keep our classroom or school clean. (Blue table) Word finder’s students will need a magnifying glass and their book to find the words that are on a big paper. (Yellow  table)    Story sequencing students will draw and write the events that happened in the story, in a worksheet. (Green  table) Workbook students will solve their book (Orange table)		Preparation (what do you need to make or check before class?) Check if I have a good understanding of the lesson Prepare strategy that could help me to control misbehaving students Check my English and if I have an understandable pronunciation for words Check if I can play the CD at listening center Key vocabulary: Path, banana skin, hole, pocket phonics, blending words.
Whole Time:              15 min	Opening (warmer activity + teacher introduction/demonstration of small group activities) Phonics song Review words that begin with sm, sl, sn Read a book
Small Time:       15 min	Independent Experience (red table) Students will listen to the CD and make a tic at the words that they hear, and practice writing some words.
	Independent Experience (Blue table) Litter poster students will create a poster about how could we keep our classroom and school clean.
	Independent Experience (Yellow table) Words finders students will search the words that on a big paper and circle around it.
	Independent Experience (Orange table) Workbook students will solve their book Independent Experience (Green table) Story sequencing students will draw and the writes the events that they saw or read in the book
Whole Time:                 15 min	Closing Clean up song I can see…. Song Play a game in abcy website
Assessment ask the students simple question about their work show off some works of the students

The second Lesson Plan (Teaching Practice year2 semester1)

Grade Level: Grade 1\D Subject: English Strand: Learning Outcome (ADEC code and words): 1LPA3 – listen to and manipulate beginning and ending phonemes in words 1LP3 – recognize and use words with consonant clusters when reading and writing  (Reading) \ 1WC5 – use prepositional phrases correctly when writing and suggesting ideas for writing (writing)\  1RRM4 – explain how details from illustrations support the main idea of a text. (creating) Student-Teacher: Shaima Obaid (H00292258) Date: 14.3.16 Course: EPC 1401 Primary Lesson Plan Template
Resources (what materials/equipment will you and the students use? Be specific) listening center will need a worksheet that has vocabulary from the book (what are you making) (blue table) students will need a paper that has keywords (what are you making)(Green table) guided reading center they need their book (what are you making) (Yellow table) Writing center they will need the teacher book to solve their book. (Orange table) A monster worksheet, eyes, hair, glue, and scissor so each student could create his own monster. (Red table)		Preparation (what do you need to make or check before class?) check if I the have all the materials check if I have a good pronunciation for words make sure that I review the classroom strategy and practice on how I could use them Key vocabulary monsters, you're, and making
Whole Time:              15 min	Opening (warmer activity + teacher introduction/demonstration of small group activities) sing the phonics song review the words that begin with Sc,Sh,Sl
Small Time:      15 min	Independent Experience (Blue group) listening centre: students will listen to the words and circle the one that they heard
	Independent Experience (Yellow table) reading centre: students will read their book with the help from the teacher (what are you making)
	Independent Experience( Orange table) writing centre: students will solve their book
	Independent Experience( Red table ) creating centre: students will create their own monsters Independent Experience( Green table) wordDect centre: students will search the words that on the paper and circle them in their book
Whole Time:                 15 min	Closing clean up their tables then putting their books in their files (what are you making) put their writing books in their bag if they have a homework getting ready for the next lesson
Assessment ask the students simple question about their work show off some works of the students

The First Lesson Plan (Teaching Practice year2 semester1)

Grade Level: Grade 1\D Subject: English Strand: Learning Outcome (ADEC code and words): 1LPA3 – listen to and manipulate beginning and ending phonemes in words 1LP3 – recognize and use words with consonant clusters when reading and writing  (Reading) \ 1WC5 – use prepositional phrases correctly when writing and suggesting ideas for writing (writing)\  1RRM4 – explain how details from illustrations support the main idea of a text. (creating) Student-Teacher: Shaima Obaid (H00292258) Date: 8.3.16 Course: EPC 1401 Primary Lesson Plan Template
Resources (what materials/equipment will you and the students use? Be specific) listening center will need a worksheet that has vocabulary from the book (what are you making) (Red table) students will need a paper that has keywords (what are you making)(Yellow table) guided reading center they need their book (what are you making) (Green table) Writing center they will need the teacher book to solve their book. (Blue table) A monster worksheet, eyes, hair, glue, and scissor so each student could create his own monster. (Orange table)		Preparation (what do you need to make or check before class?) check if I the have all the materials check if I have a good pronunciation for words make sure that I review the classroom strategy and practice on how I could use them Key vocabulary monsters, you're, and  making
Whole Time:              15 min	Opening (warmer activity + teacher introduction/demonstration of small group activities)            sing the phonics song            review the words that begin with Pl,Sc,Sh
Small Time:      15 min	Independent Experience (Red group) listening centre: students will listen to the words and circle the one that they heard
	Independent Experience (Green table) reading centre: students will read their book with the help from the teacher (what are you making)
	Independent Experience( Blue table) writing centre: students will solve their book
	Independent Experience( Orange table ) creating centre: students will create their own monsters Independent Experience( Yellow table) wordDect centre: students will search the words that on the paper and circle them in their book
Whole Time:                 15 min	Closing clean up their tables then putting their books in their files (what are you making) put their writing books in their bag if they have a homework getting ready for the next lesson
Assessment ask the students simple question about their work show off some works of the students

Task 2: What Materials do I Need? (Teaching Practice year2 semester1)

Class: 1\C  Number of learners: 1C:24 \ 1D: 20  Age of learners: 6 to 7  Teacher observed: Miss Niamh  Length of lesson: 45 

Activity	Resources	Where from?	Presentation	Interaction	Why/Notes
Learning about the time.	clock	From the school	The teacher demonstrate how the clock work, and the time that the students wake up and go to sleep.	After the students watch the teacher they had their own clock’s and they begin to use them.	It was a useful activity for them.
Learning about the heavy things.	scales	From the school	The teacher showed the student how could they use the scale.	The students went to their tables and used the scales as group	It was a fun activity for the students
Learning about the body part	Papares, eyes, glue, pen	The teacher made them	She draw a monster then used the materials to put an eye and hair.	Students did the same as the teacher.	It was great for the students to learn while having fun
Learning about new vocabulary in the story.	magnifying glass	The teacher made it.	She used the  magnifying glass to search the new words that were written on the whiteboard.	Students did the same.

Think about each activity now and decide whether it achieved its purpose. How appropriate were the resources used? If you were to teach this, lesson again, what different resources might you use and why? The class was to teach students about the time, the teacher gave each student a clock to change the time by their self’s. Students used the clocks in an appropriate way as they follow the teacher direction. I think I would use the same activity if I teach this subject, it was simple for the students to do also fun.

How did the teacher organize and distribute the materials and what instructions did she give? She gave every student a clock. Then she demonstrates what should they do, she gave an instruction like ‘the time is 5:00’ then they should put their clock on 5:00 clock.

Were any resources used for both lessons? Yes, first they create their own clock for English lesson after they sing the time song. Then the teacher introduces the topic in Math class as she gave the clock from the school.

What resources seemed to be used for different interaction patterns? What does this tell you? Teaching time. It tells me that we should link the subject that the students learn through their class‘s, and that will help them to understand more.

Resources can take a long time to make. What could you do to build resources over time for topic work? Who could assist with resource making? Why? I could use the resource from the last year. I can let the students do the activity that takes a lot of time making.