Handa's Surprised LP Peer
Handa's Surprised LP Peer
Handa's Surprised LP Peer
I am working on:
Time management
Students achievement
Students self-assessment
Lesson Focus
Lesson Outcomes
KDIs: gross- motor skills C16, fine motor skills C17 shapes E38
communication
creativity
collaboration
Key vocabulary
Animal name
Fruit names
Possible problems for learners Solutions to possible problems
Students faced some difficulties to do their own activity Teacher will choose one from the high students to help them.
Resources/equipment needed
TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:
Teacher will read for the students Handa’s surprised
Student will read the title of the story story
Students will answer the teacher question: First, she will ask them who can read for me the title of
High students: why you think Handa will be the story.
surprised? Teacher will choose one students to read the title of the
mid students: count how many fruit Handa took story.
for her Akeyo friend The teacher will start to the story
low students: what is Handa’s name letter begin While she read the story, she will ask a levelled question
with? High students: why you think Handa will be surprised?
mid students: count how many fruit Handa took for her
Akeyo friend
low students: what is Handa’s name letter begin with?
Resources
Main activities
& Time
Students will: Teacher will:
Title: I am a genius!
LQ: What can you observe? How can you sort animals
by attributes (plain, strips, spots)?
Teacher will give them a story print to help them to retell the story
One students from the same group will help them to do the green words.
Resources
& Time Plenary/Conclusion
Reflection:
Analysis: I taught the students a literacy lesson, first of all I read for the students a Handa’s surprised story, I ask them levelled questions such as:
High students: why you think Handa will be surprised? ‘them who can read for me the title of the story’
mid students: count how many fruit Handa took for her Akeyo friend
low students: what is Handa’s name letter begin with? Evaluation: in next time I will show them the cover page and ask them what this? They will tell me this is the cover page, in
the part of questions I will try asking the students more question and also, I will let the students to ask others a question, this build a good relationships between the students
Analysis I did six areas for the students for each area are differentiation
Title: I am an artist LQ: What fruit is your favourite from the book ‘Handa’s Surprise’?, Children will use art materials to make their favourite fruit. Sample Levelled Questions:
Title: Green Words, LQ: What letters can you identify? How can you combine letters to make green words? Children will find letter stones and combine them to make
green words Next Steps: Write green words using water color and paint brush. Sample Levelled Questions:
4. What letters can you find? What sound does the letter make?
5. How can these letters help you to make green words?
What green words can you build and read?
Title: retell the story, LQ: what events do you remember from Handa’s surprised story? Children will use some picture to retell the story Next Steps: draw their own
pictures
Sample Levelled Questions:
Title: retell the story, LQ: what events do you remember from Handa’s surprised story?
What will students do?, Children will use some picture to retell the story Next Steps: draw their own pictures
2- How many fruits did Handa take for her friend Akeyo?
Title: sorting fruits, LQ: how many fruits your container? How can you use the ten frames to count the fruits? Students will have a fruit and they will sort it in their
containers and count it by using the ten frames
Sample Levelled Questions:
Each group of the students they will have self-assessment paper, I sit only with the focus group ‘retell the story’ because it was hard for them to do it by them self-
Evaluation: in next time, I will put a different level of the students in each group to help each other’s, this way they will learn from each other’s, also they will
build a good relationship between them. The students enjoyed the activities they learn different things, such as numbers counting animals name and animal’s
skins, but for the retell story next time I will but for the students the story to make it easy for them because they didn’t remember all the story so I will put for
them the story printed out, so they can remember of the story, then I will give them to write and draw the story from their mind in their own way they able to
chance the events and the story name but it has to be the simpler from the real story, for the art activity the students draw their favourite fruit they colour it, but
in next time I will add to this activity to let the students to make the fruit by coloured cotton and they will stick it in the fruit that they draw it For the formative
assessment, I choose from each group a student to share with use what he did during activity time. The students able to talk and share with us what they did, in
next time I will let each child to bring what they do to show the others, because most of them they didn’t bring their staff. What I feel? I feel happy and proud
because the students reach the outcomes and I reach one of my goals ‘time management’, but m next step is work more on student’s management and use positive
re-enforcement.
MCT/MST Lesson Formative Observation Template
The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form to
observe, formally, the trainee’s performance and to give formative feedback based each teaching
competency.
Strengths:
Ohoud's professional behaviour was very good, she treated the students in a decent and polite manner, as
she was in control of her movements and words with them.
Firm with the students and make them pay attention to the story.
None, she has the ability to control her dispositions with students.
Strengths:
Ohoud planned the lesson well and excellently. She prepared all the required tools and was ready to present
the lesson well.
Strengths:
She was able to manage the students well, so she prepared the lesson well and was able to manage the
lesson, so the students responded to her, paid attention to her, and understood the lesson.
Implementing Learning
Strengths:
Ohoud carried out the lesson in an excellent manner, and at the end of the lesson the students understood
the lesson well and clearly.
Assessing Learning
Strengths:
Teaching was assessed by having students choose how well they understood the lesson and students
choosing the color you selected for how well they understood it.
Reflection
Strengths:
Ohoud enjoyed high confidence as she explained the lesson to the students. Ohoud read the story to the
students and made them work on several activities related to the letters and the students understood the
lesson that Ohoud wanted to deliver to them. Ohoud was able to manage students and control them.
MCT/MST Signature:
Date: 23 March 2022