Final DR Pretty Verma

Project out Put
Detailed lesson plans for the duration

of two weeks with assessment strategies
Done by: Aysha Ahmad Shahin

ID Number: H00283490
Course Code: 4203
Provide to: Dr. Priti Verma
Introduction:
In this assessment, I will demonstrate detailed lesson plan for the duration of two weeks
that I spent in a teaching practicum. Ajman Academy School follows thematic unit which
means the structure of a curriculum around a central theme. And so, series of lessons that
integrate subjects across the curriculum and all of the subjects tie into the main theme.
These lessons followed the transportation unit. Transportation unit outlines various lessons
in many subjects such as math, science, literacy, and art. Whereas lesson plans of these
subjects outline specific learning objective, structure, and general information in related to
the unit. For more clarification, the unit plan consists of many lessons plan that will be
taught for long period in order to achieve the purpose and educational objective. But lesson
plans are prepared by the teacher who conducted for students to make sure a lesson meets
the objectives and learning take place effectively. (Admin, 2014) Being in teaching practicum
gave a chance for me to observe various template of lesson plan in government and
international private school, and so reflect on the lesson plans that teacher prepared for
their lessons. I taught four lessons in two weeks because MST depended on providing
independent activities more than teaching style.
Here are the parts of the lesson plan that I relayed on:
1- Lesson plan information
It displays the teacher name, school name, grade level, subject, and date.
2- Questions
Teachers come up with questions that facilitate students to use a higher level of thinking
skill, also help the teacher to understand what students must be able to do with what they
know.
3- Vocabulary
The lesson identifies the basic vocabulary that will be taught, includes all words and terms
that are to be
4- Prior learning
Help teacher to make connections with students previous learning and the new lesson.
5- Learning outcome
Demonstrate what the student is able to do after the lesson.

6- Resources
List all the materials, equipment, the teacher will use in the lesson. Such as books, colour,
smart board, worksheet, manipulative, etc. Ensure all of these meaningfully enhance
student learning.
7- Structure of the lesson (Opening-warm up)
Make something engaged and encouraged the student to the lesson, so students will get in
the mood for the class, and happy to be in the class.
8- Time for each part
It helps the teacher to manage the time wisely in each part, and consequently, a higher level
of productivity, less stress, and the ability to ensure learning outcome achieved in specific
time and everything planned in the lesson is done.
9- Structure of the lesson (Tier Differentiation- Activities)
Teacher plan to meets the student need through providing various options to deliver the
content, and achieve the learning outcomes. For example, making an activity to extend the
students knowledge, and achieve learning outcome. Also, the teacher uses previous
student learning data to differentiate instruction.
10- Assessment
The teacher uses various kinds of assessment strategies that must link to the learning
outcome. It used to find out what students already knew and can do, and help the teacher
to plan for the following lesson.
11- Closing
Explain how to wrap up the lesson, and how student reflects on his learning.
12- Reflection
The reflections are provided by the teacher after the lesson in order to reflect, what went
well? What went worse? Afterword, planning upon the reflection due to has a successful
lesson in future.
Date: Sunday Student: 23
Time: 8:45-9:25 School: Ajman Academy
Subject: English Class: Grade 1
Student-
Unit: Transportation Aysha A
Teacher:
Prior Knowledge (What knowledge are you building on?) Material/ Resources: Main Vocabulary:
Listening and prediction skills, setting characters, title, author Smart board First
Worksheet 23 sheet Next
Pencil/colour/glue Last
scissor
Big book
Lesson Objectives: These must be SMART objectives specific, measurable, achievable, relevant, time bound
By the end of the lesson, students will be (better) able to
Make prediction based on the title and the picture
Use pictures to describe the sequencing of the Fix it duck story( low level)
Use pictures with writing one to two words to describe the sequencing of the fix it duck story ( middle
level)
Use pictures to describe the sequencing of Fix it duck and write sentences ( high level)
Evaluation / Assessment: (How will you know your students have achieved the goal?)
(How will you evaluate the objectives that were identified? Have students practiced what you are asking them to do for
evaluation?)
Walk around to observe and monitor students to check their understanding.
Provide appropriate feedbacks
Note: Assessment strategies will be colure in blue to be clear and the comments showed the effectiveness
Essential questions:
- Who are the main characters?
- What happened first?
- What come next?
- Who is the author?
- What kind of transportation the duck used?
The Structure of the Lesson
Time Activity What the teacher does What the children do Comments:
Name
15 m 1. Greeting the children and 1. Children answer
Opening say Good morning.' "Good morning, The greeting will
(warmer 2. Remind children about Miss "They sit make children feel
activity) the rules and praised children cross-legged with welcomed and be
Circle time who followed them. hands in their laps. focused.
2. Children will Asking questions
3. Ask the students about
follow the rules and encourage children
their favorite book.
listen to the teacher. to participate and
4. Read the story aloud, start 3. Children will being ready for
reading from the cover page, respond to the reading story aloud.
discuss where the title, question giving Also, tell teacher
author, describe the cover couple of names what the students
page, predict what the story 4. Listen to already know, and
is about?.( Pre- assessment ) teacher, discuss with what they need to
While reading story use her and be curious to know.
go through the When students
different animation and
story. Students participate with
expression in order to keep
could copy the teacher they showed
students interested. Use your teacher way of their level in literacy
finger to point on the word reading the story. so teacher can give
you read. enough support
5. Children listen to while reading the
the teacher. story. T can plan to
make weekly shared
to see students
progress in literacy.
Reading aloud
strategies is very
effective to develop
the literacy of
children, and develop
listening, speaking
skill.
Clear and simple
instruction and model
it will support
students to do the
tasks without facing a
problem.
20 Activity 1. The teacher will ask children to 1. Children will move Monitoring children and
m phase sit in their chairs to do the from the carpet to asking them questions are a
(student activity as well as disrupting the their chairs. helpful tool that teacher can
activity. 2. Children will do the use it during the activities to
s will do
2. While children are doing the activities and gauge skill development or
the activity, the teacher will responded to progress of each student
activity) observe and monitor children teachers questions. about specific outcomes
to check their understanding. from the lesson.
3. Ask them different questions
5m Closing 1. Ask children to move to the 1. Move from chair to
carpet to end the lesson. carpet. Closing activities will give
2. Students will reflect on their 2. Responded to the the teacher a clear idea of
work. teachers, count the students are achieving
3. Thank children for their backward, divide the learning outcomes.
working well today. Also, themselves into two
mention specific children who teams and do the
have done well and say why. activity.
4. Say bye to each child, look at 3. Children stand still
them and smile. and quiet and say
Goodbye Miss
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Description of activity 2:
It is a low-level activity. Students will sequence the events of It is medium level activity. Students will sequence
the story through cutting the picture, ordering the picture, glue the events of the story through cutting the picture,
it, and then verbally describe what happened in each part ordering the picture, glue it, and then write one to
verbally. two words to describe what happened in each part.
Extension activity: Extension activity:
Students will get printable paper to create an animal from the Students will get printable paper to create an animal
story, and verbally tell in which part he saw the animal? and then they will write using one to two words tell in
Description of activity 3: which part saw the animal
It is a high level activity, Students will sequence the events of
the story through cutting the picture, ordering the picture, glue
it, and then write sentences to describe what happened in each
part
Extension activity:
Students will get printable paper to create an animal and then
they will write sentences to tell in which part saw the animal
Reflection
Went well:
1- Reading aloud was in the students interested, and students engaged while reading through asking
questions
2- Activities met the students need, and so all were on the task.
Went worse:
3- Many of the students arrived late, so they cannot remember the sequencing and so a lot of noising.
Next step:
- Make short review before starting the activity.
- Make connection between this lesson and following lesson to ensure students building their knowledge
about fix it duck story
- School should give role for students who arrived late, and commit and agree with it.
- Reward the students who attend before the assembly.
Date: Tuesday Student: 23
Subject: English Class: Grade 1
Student-
Teacher:
Prior Knowledge (What knowledge are you building on?) Material/ Resources: Main Vocabulary:
Listening and prediction skills, setting characters, title, author Smart board Fix
Worksheet 23 sheet Big
Flash Card Small
Pencil Yellow
Colour
Angry
Use one adjective to describe the characters from the story of Fix it duck( low level)
Use three adjectives describe the characters from the story of Fix it duck( middle level)
Use five adjectives to describe the characters from the story of Fix it duck and write sentences ( high
level)
evaluation?)
Use formative assessment strategies such as checklist and questioning.
- Who are the main characters?

- Could you describe the characters?
- What kind of transportation the duck used?
Name
Opening say Good morning.' "Good morning, Miss The greeting will
(warmer 2. Remind children about "They sit cross-legged make children
activity) the rules and praised children with hands in their laps. feel welcomed
Circle time who followed them. 2. Children will follow and be focused.
the rules and listen to the Reviewing help
3. Review the term
teacher. students who
"adjectives" , and ask
3. They will give answer was absent in
question in relation to to the teacher.
previous lesson. pre- 4. They will find the previous lesson
assessment partner to make a to have idea of
4. Students will get a quick sentence. what the story is
activity. Each student will get 5. Listen to teacher about?
a high picture of an animals, while explaining and When students
the second half will be with modeling the instruction find their partner
teacher can
another students. So, they
understand that
will walk around the class to
the students
find their partners that match understand the
the picture and sit together to activity, and
describe their animal by using achieved part of
adjectives. (They will create the LOC.
sentences). Clear and simple
5. Explain to children the instruction and
instruction of the activity and model it will
model it for them. support students
to do the tasks
without facing a
problem.
25 m Activity 1. The teacher will ask children 1. Children will move from Monitoring children and
phase to sit in their chairs to do the the carpet to their chairs. asking them questions
(students activity as well as disrupting 2. Children will do the are a helpful tool that
the activity. activities and responded teacher can use it during
will do the
2. While children are doing the to teachers questions. the activities to gauge
activity) activity, the teacher will skill development or
observe and monitor progress of each student
children to check their about specific outcomes
understanding. from the lesson.
3. Ask them different
questions
carpet to end the lesson. carpet. Closing activities will
2. Students will reflect on their 2. Responded to the give the teacher a clear
work. teachers, count idea of the students are
3. Thank children for their backward, divide achieving the learning
outcomes.
4. Say bye to each child, look at 3. Children stand still and
them and smile. quiet and say Goodbye
Miss
It is a low-level activity. Students will choose their favorite It is medium level activity. Students will choose
animal, color it and label it with one adjective word. their favorite characters, color it and label it with
Extension activity: three adjectives.
Students will get printable paper to create an animal and then Extension activity:
they will describe their animal by using one adjective and write a Students will get printable paper to create an animal
sentence and then they will describe their animal by using
Description of activity 3: three adjectives and write a sentence.
It is a high level activity, Students will get a mat and task cards
(different pictures) Students will write 5 appropriate adjectives
which could be used to describe an image. Then write three
sentences using different adjectives.
Extension activity:
Students will get examples of adjectives and noun, they will
color adjectives.
Reflection
Went well:
1. Time management was appropriate, and so I have less stress, less misbehaviour because students
engaged through the activities.
2. Activities met the students need, and so all were on the task.
Went worse:
3. Students with different levels sat in one group, some students exchange the paper with their friends
because they want to color rather than writing words to describe the animals.
Next step:
- Tell the MST about the problem of having different level in one group, and suggest to have all low level
together, all medium level together, and all high level together in order to have good organizing to the
classroom through putting the same material to one focus group and dont mixed many materials in
one group. Its so confusing.
-
Date: Monday Student: 23
Subject: Math Class: Grade 1
Student-
Teacher:
Prior Knowledge (What knowledge are you building on?) Material/ Resources: Vocabulary
Recognize number 0-20, addition and subtraction -20 Smart board Longer
Worksheet 23 sheet Shorter
Objects (different
vehicles- something
related to
transportation
Pencil
Colour
Math book
describe and compare length
evaluation?)
Use formative assessment strategies such as checklist and questioning.
- What does it mean measure something?

- What can you use to measure?
- Why would you need to measure things?
Name
Opening say Good morning.' "Good morning, The greeting will
(warmer 2. Remind children about Miss "They sit cross- make children feel
activity) the rules and praised children legged with hands in welcomed and be
Circle time who followed them. their laps. focused.
2. Children will follow Teacher ensure all
3. Counting number from
the rules and listen to
1-20 with children. the teacher. students able to
4. Have two kind of vehicle on 3. Students will count count number from
the childrens table and ask to and engaged to the 1-20.
compare the two vehicles next step of the Students will use
according to the size. lesson. some science when
5. Ask the students to come 4. Students will they observed and
observe the objects compare.
back to the carpet; to guide
they has and Students use the
and use the vocab
compared. vocab words and
longest/shorter, and tell them 5. Students listen to make connection
to explain to their colloquies the teacher command, to the unit
wither the objects shorter or and use the transportation it
longer. vocabulary shorter/ showed how
6. Ask questions what does longer with colloquies. students extend
mean measurement thing? 6. Students explain and connecter their
What can you use to measure that we look length, learning with
things? which means how long previous
7. Put a video in YouTube an object, students knowledge.
explain the short and long respond to the Asking critical
question and come up questions extend
words,
with different tool to the student
8. Explain to children the
measure length. knowledge,
instruction of the activity.
7. Students see the encourage
video and drum the participation
concept to the brain. among students.
8. Listen to teacher Putting Video will
while explaining the help some students
activity to understand
what (short/long)
means if they
didnt understand
the opening
activity of the
lesson.
Clear and simple
instruction will
support students to
do the tasks without
facing a problem.
15 m Activity 1. The teacher will ask children 1. Children will move Monitoring children and
phase to sit in their chairs to do the from the carpet to asking them questions are
(students activity as well as disrupting their chairs. a helpful tool that teacher
the activity. 2. Children will do the can use it during the
will do the
2. While children are doing the activities and activities to gauge skill
activity) activity, the teacher will responded to teachers development or progress
observe and monitor questions. of each student about
children to check their specific outcomes from the
understanding. lesson.
questions
carpet to end the lesson. carpet. Closing activities will give
2. Students will reflect on their 2. Responded to the the teacher a clear idea of
work. teachers, count the students are achieving
3. Thank children for their backward, divide the learning outcomes.
them and smile. quiet and say
Goodbye Miss
It is a low-level activity. In pairs, student has worksheet to It is medium level activity. In pairs have the children
determine the objects shortest to longest. compare three things in box using the vocab longer
and longest/ or short, shorter, shortest. Students will
Description of activity 3: draw. And record their finding in their math book.
It is a high level activity, with the teacher have the children
measure things using a ruler, and order them in lengths shortest to
longest.
Reflection
Went well:
1. Using different activities with different levels challenged the student and bring interested to the class.
2. Putting video catch the students attention, and lead the students to ask critical questions.
Went worse:
3. I spent more time in warming up, the longest time should be used for doing the activity to ensure TTT
is less than STT.
Next step:
- Keep watching the oclock in the class, or ask my MST to remind me about the time I should spend in
each part of the lesson.
Date: Wednesday Student: 23
Time: 10:25 11:05 School: Ajman Academy
Subject: Art Class: Grade 1
Student-
Teacher:
Prior Knowledge (What knowledge are you building on?) Material/ Resources: Main Vocabulary
Sit attentively and remember type of transportations. Smart board Hot air balloon
Worksheet 23
sheet
Marker
Washable paint
Explore more about transportation theme through art.
Students extend their knowledge about transportation through show and tell.
evaluation?)
- Where you see hot air balloon?

- List some kind of transportation?
- Label the part of hot air balloon?
Name
Opening say Good morning.' "Good morning, Miss The greeting will
(warmer 2. Remind children about "They sit cross-legged make children
activity) the rules and praised children with hands in their laps. feel welcomed
Circle time 2. Children will follow and be focused.
who followed them.
the rules. Questioning help
3. Ask students to
3. Children will listen to the teacher to
introduce some types of
the teacher questions, see what the
transportation. participate. students already
4. Put a video about hot air 4. Children will see the
balloon, and observing video. know and what
students reaction towards 5. Listen to teacher activities
video. while explaining and students need to
5. Explain to children the modeling the instruction be designed for.
instruction of the activity and If the students
model it for them. interested,
achieved the
LOC, teacher can
bring video from
similar source,
and plan for
successful
lesson.
Clear and simple
instruction and
model it will
support students
to do the tasks
without facing a
problem.
25 m Activity 4. The teacher will ask children 7. Children will move from Monitoring children and
phase to sit in their chairs to do the the carpet to their chairs. asking them questions
(students activity as well as disrupting 8. Children will do the are a helpful tool that
the activity. activities and responded teacher can use it during
will do the
5. While children are doing the to teachers questions. the activities to gauge
activity) activity, the teacher will skill development or
observe and monitor progress of each student
children to check their about specific outcomes
understanding. from the lesson.
questions
carpet to end the lesson. carpet. Closing activities will
10. Students will reflect on their 14. Responded to the give the teacher a clear
work. teachers, count idea of the students are
11. Thank children for their backward, divide achieving the learning
outcomes.
them and smile. quiet and say Goodbye
Miss
It is a low-level activity. Students will have worksheet with hot It is medium level activity. Students will have
air balloon picture, so they will dip their pointer finger in black worksheet with hot air balloon picture, so they will
paint and make the outline shape of their hot air balloon. Then dip their pointer finger in black paint and make the
alternating colors make pattern on the balloon. After that tell outline shape of their hot air balloon. Then
friends about what they did? Also, add additional part to hot air alternating colors,make pattern on the balloon. After
balloon. that tell friends about what they did? Or label some
part of hot air balloon
Description of activity 3:
It is a high-level activity. Students will have worksheet with hot
air balloon picture, so they will dip their pointer finger in black
paint and make the outline shape of their hot air balloon. Then
alternating colors,make pattern on the balloon. Also, add
additional part to hot air balloon./ or label the part of hot air
balloon and write it.
Reflection
Went well:
1. Students extend their learning through making the activity, for example; one of student said I saw
hot air balloon on the sky, while I saw the car in the street this showed how they connect their
previous knowledge with the new knowledge learned.
2. Students nicely reflect on their work and label the part of hot air balloon through showing and
telling the differences about the best type of transportation from their perspective.
3. The learning outcome achieved through the students work during the lesson.
Went worse:
4. Some students misusing the painting color, so I stopped them to tell them how to use color and
wash their hand after finishing coloring.
Next step:
- I can use another kind of transportation to make as craft, because I found the student learn best
through hand-on activities.
- Tell the instruction of using the color, or how to deal with the work that teacher give.
Example of Assessments strategy:
1. Chick list
I used a checklist during the activities to check the

student progress and understanding about specific
outcomes from the lesson.
2. Students Note-book
In the notebook, I found evidence of the students

understanding. For example, in science the teacher can find the evidence of students
first-hand investigations through their drawing or making data, etc.
3. Students work as
evidence to observe
Students were assessed during the activities through observing their works while are doing.
Also, listen to the students reflection of their learning by asking them to check their
learning, understanding, and see the skills that need to be improved.
References:
Admin. (2014, October 29). Difference Between Unit Plan and Lesson Plan. Retrieved November 28,
2017, from differencebetween.com: http://www.differencebetween.com/difference-between-
unit-plan-and-vs-lesson-plan/

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Final DR Pretty Verma

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Project out Put

Detailed lesson plans for the duration

Done by: Aysha Ahmad Shahin

1- Lesson plan information

Demonstrate what the student is able to do after the lesson.

7- Structure of the lesson (Opening-warm up)

8- Time for each part

9- Structure of the lesson (Tier Differentiation- Activities)

- Who are the main characters?

- What does it mean measure something?

- Where you see hot air balloon?

I used a checklist during the activities to check the

In the notebook, I found evidence of the students

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