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# Date 28\10\2018 Student teacher Taif Ramadan

## MST Najla Mustafa Number of students 23 students

Lesson Plan

Personal Target
1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
 Develop and use formative assessment instruments such as checklists to evaluate students’
performance in a variety of activity types

2. Describe what you will do to help achieve your goal (Strategies Used)
 I will observe the students through the activities to assess their knowledge and it will be a
benefit for me as an evidence because I will use two different checklists, one for me to know
what they understood and for the students to know their understanding.

3. Describe how you can tell if you’re achieving your goal (Evidence)
 I will know if I achieve my goal when I will see how many of the students did know my lesson
and many of students need more learning because I will have the checklist as improvements.

## Grade: Subject: Learning Outcome (MOE):

2\4 Math
Students will be counting the numbers are made
from one number & two numbers by using

Resources (what materials/equipment will you and Preparation (what do you need to make or check
the students use? Be specific) before class?)

##  Introduction materials:  Organize the classroom tables to be 6 groups.

 Prepare the activity materials before the class
Data show- Whiteboard - Cube stickers - Marker. to be ready.
 Activity 1:

 Activity 2:

## Cards inclouding questions – Worksheet – Pencils –

Marker – Cubes
Date 28\10\2018 Student teacher Taif Ramadan
Time 8:25 – 8:55 School Al Andalus

 Closing time:

questions

## Language & Add - Units and Tens

Key vocabulary
Questions using  Remembering level:
Bloom’s Taxonomy
levels What is this number?

 Understanding level:

## Do we call it units or tens?

 Applying level:

## Give me examples of different numbers if unites and tens

 Analyzing level:

## Why is it tens, not units?

 Evaluating level:

## Assess the students

 Creating level:

## Introduction (warmer activity + teacher introduction/demonstration of small group activities)

First, we will revise what we took yesterday because this lesson is similar to the one they took
Time: 10 min

on Thursday.
I will use the Data show to introduce what we are going to learn today, and I will let them guess
Whole

## what the name of the lesson.

Date 28\10\2018 Student teacher Taif Ramadan
Time 8:25 – 8:55 School Al Andalus

## MST Najla Mustafa Number of students 23 students

Then I will give some examples and solve it, and if I see they didn’t get it I will explain more till
the students understand. After that, I will bring one or two girls to the board to solve a similar
question. And when I will see everyone are ready we can continue to the activities.

Transition

## Independent Experience (small group activity 1):

When I will finish explaining, I will tell the students to open their book page 179 to start solving
the questions individually and if they need help they can raise their hands and I will co to help
them. I will be observing during the activity.

## Group work Experience (small group activity 2):

This activity will be in groups. “I will watch the group works because before that I will say the
instruction and the student who would do what I said will lose points so they must work
collaborate.”
Student working

Actually, this activity is differentiated based on students level, for example, all of 6 groups will
Time: 20 min

have questions they need to solve by doing cubes to spare the unite numbers from the tens.
The will have maximum 4 questions and they will have a worksheet activity, students should
solve the answers together as a group by using some steps.

Closing At the end of the lesson, I will assess the students by using the large cube that has several
Time: questions based on a number of questions and I will choose some girls to ask them what we did
10 min in the classroom and what’s the steps to solve the question, etc. And if they answered correctly
I will be sure that they understand the lesson.

Assessment

 Checklist