Lesson Plan 2

AAWC Teaching Practice Lesson Plan

Date	1-11-2015	Student teacher	Shamsa Ali
Time	9:00 am	School	Al Dewan KG
Theme/Topic	Our environment	Class	KG2-6
No of students: 25
Context of the lesson (what happened this week/yesterday)  Revie the numbers
My Aim: (what am I trying to do better in my teaching?) To learn more practice in the class.
Teaching goal: (refer to ADEC documents) K2SGP1: Describe and show movement of people or objects to a new location Show me forwards and backwards
Learning objectives (Students will be able to/WALT): To know the forwards, backwards, sideways, over, towards.
Assumptions about prior learning They know forwards, backwards, sideways, over, towards.
Possible problems and solutions  -They we not be able to understand my English. - If they understand the information.
Students’ Language (what they will say/write) Forwards, Backwards, Sideways,  Over,  Towards		Teacher’s language (what you will say/write)  Questions/instructions: -Who can draw Forwards? -  How many steps we need to access the lake? - Which way can help you to win? - Who can help this toy to access the end?

Objectives	Students will …	Teacher will …	Materials / Learning Areas/ Teacher Aids
Activity	The students will each get cars and a cube “garage”.  Students will use the car and garage to describe and show forwards, backwards, sideways, over, towards	Explain the activity And ask them some question to see his understanding	3 maps 3 toys pictures

Lesson Plan 1

AAWC Teaching Practice Lesson Plan

Date	9-11-2015	Student teacher	Shamsa Ali
Time	8:00 am	School	Al DewanKG
Theme/Topic	Numeracy	Class	KG2/6
No of students 25
Context of the lesson (what happened this week/yesterday)  Counting 1-20 song and read story “The Longest Shoe
My Aim: (what am I trying to do better in my teaching?) To learn more practice in the class.
Teaching goal: (refer to ADEC documents) K2MDM1- Compare and describe the length of two objects.
Learning objectives (Students will be able to/WALT): To know long, short and counting.
Assumptions about prior learning They know long and short.
Possible problems and solutions  -They we not be able to understand my English. - If they understand the information.
Students’ Language (what they will say/write) Long Short		Teacher’s language (what you will say/write)  Questions/instructions: -Which item is longer?  Which item is shorter? How do you know? Can we use the unfix cubes to how long …….. is?

Objectives	Students will …	Teacher will …	Materials / Learning Areas/ Teacher Aids
(Circle2) -Numeracy	- Review long and short and longest and shortest. Say that sometimes we cannot place two items side by side to check so we must measure. Model measuring using non-standard units. Challenge the children to predict and then measure how long various items are.	-ask student bout long and short -Ask different level of question for the student. -Show the student long pictures and short pictures. -Give the student cubs to count.	-Picture to see if long or short. -cubs to count. -Vocabs: longest and shortest.

TASK 8: Interview your mentor on the roles and responsibilities of a teacher

Roles & responsibilities	Questions to ask mentor	Comments
Planning	How do you plan your lessons? Do you differentiate your plans? Do you plan weekly or daily? Do you plan individually or in a group?	She meets parents between 7:30 to 8:00 or any time if they have any problem or meet them in open day She thinks about them and outcome. Also relive contest for children. She differentiates three times in group and individually. She plan weekly and individually d
Pastoral	How often do you meet parents? What does your pastoral work involve?	fcc
Professional Development	What PD do you do?  How often do you have PD?	Many for assessment, feedback and care children
Class Management	What do you need to manage your class? How do you manage your class?  Do you have any problems with class management?  Which classroom rules do you use? Why?	She manages her class room according to her centers that she uses. She doesn’t have any problem. Also she use class room rules to organize the class
Teaching Strategies	What is your favorite teaching strategy? What important strategies should we follow?	Not general traffic system. Getting children a time move

TASK 7: Scientific resources in the Classroom

Discuss possibilities for implementing activities using these resources with your peer

A List of resources that target specific scientific skills and concepts in the school

Resources for Science teaching classroom:	Scientific Skill(s) / Concept(s) that can be developed with it.	Exploring on possible activities to develop mathematical skills and concepts using these materials
Pollution	Explain for student how the animals die in water. Use water and oil and spoon Then get some oil and put it in water then see the bubbles so that is the pollution	Let them to work in peers and see what happen then focus.

TASK 6: Mathematical resources in the Classroom

Discuss possibilities for implementing activities using these resources with your peer

List of resources that target specific mathematical skills and concepts in the school

Mathematical Resources found in the preschool classroom:	Mathematics Skill / Concept that can be developed with it.	Exploring on possible activities to develop mathematical skills and concepts using these materials
Unifix cubes	Counting, calculating including ‘more / less than;’ addition, subtraction Comparing size and ordering – ‘bigger / longer, smaller, shorter;’ Sorting, matching according to colour; patterns; copying patterns. Estimating / Measuring length & weight– how many bricks long, tall, wide? How many bricks will balance a pencil, book etc?	Describe how this activity will be conducted using these resources Numbers as Labels and for Counting: Calculating Shape, space and measures:
Foam shapes of various sizes, shapes, colors (Attribute Blocks)	Counting Comparing size – bigger / smaller Ordering, sequencing, creating patterns Tessellation (fitting shapes together) Identifying shapes in the environment and making shape pictures Naming shapes: cow,  tree, farmer Naming colours: red, blue, yellow	Numbers as Labels and for Counting: Calculating: Shape, space and measures: