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2. Describe what you will do to help achieve your goal (Strategies Used)
I will try to implement some strategies to manage students behavior in classroom such as; Classroom rules
like give me five, model the good behavior and praise good behavior, sad\happy face and Set verbal limits for
example; Ahmed you can’t do this to your friend, it’s not nice’.
3. Describe how you can tell if you’re achieving your goal (Evidence)
Through MCT and MST feedback
Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)
- Glue
- papers A4
- checklist
Fatima Mohammed Hassan - H00328263
Teacher will:
Moreover, I will point out to the title of the story and the author. After that I say now we are
going to read this story and it is called ‘Titch’. I will introduce “Titch” and tell them that he
is just like them, so that they can relate to the character more.
While I read the story to the students, I will stop to ask questions about what is happening
in the story, for example; who is bigger Mary or Pete? Is it big or small? Which one is the
smallest? Who has the biggest plant? Who has the little tricycle? And I will bring flashcards
for the words (big, small). I will bring them out whenever the word is mentioned so students
can easily memorize the new vocabulary Moreover, I will have the students repeat the words,
“biggest, smallest” after me. First I will say it, then together with the students, and finally they
will say it alone without me.
Also I will stop to ask questions about other things like the colours, plants, etc. and I will
invite them to act like playing the music instruments that are mentioned in the story like;
wooden whistle, trumpet, and drum. And I will say can you act like playing on a big drum?
Ok now play on small drum etc.
min
Students will:
Time:
Act like playing the music instruments that are mentioned in the story
After reading, I will ask the students; did you like the story? How many brothers dose titch have?
Sisters? Was Pete bike bigger or Mary? Etc. (Formative Assessment- asking)
Independent Experience (small group activity 1) - guided activity with the teacher
Students will have which is “bigger or smallest?’ worksheet, students should look at the pictures in
the boxes and answer the questions by circling the correct picture using white board marker.
Teacher will:
Assess their learning by using a checklist, the checklist will assess the concept of sizes (big
and small). (Formative assessment- checklist)
Students will:
In this activity, students will have pictures (different sizes) from the story, they have to compare
between them and order the pictures by size. And glue them on a paper. The teacher will observe
the students while they work.
Teacher will:
Fatima Mohammed Hassan - H00328263
Students will:
In this activity, students will have big and small table“printable” and pictures in two sizes small
and big. The student should sort the pictures in the table to big and small.
Teacher will:
Students will:
Teacher will:
Summarize the story, ask the students some questions to check their understanding for
example: who has the biggest plant? Who has the little tricycle? What does Pete and Marry
have? what did we learn today?. (Formative Assessment - Asking). And finally show the
students work.
min
Students will:
Closing
Time:
Assessment
Ask the students some questions to check their understanding for example: who has the biggest plant?
Who has the little tricycle? What does Pete and Marry have? what did we learn today?. (Formative
Assessment - Asking).
Assess their learning by using a checklist, the checklist will assess the concept of sizes (big and
small). (Formative assessment- checklist)
Independent Experience (small group activity 1) - guided activity with the teacher
Fatima Mohammed Hassan - H00328263
Flashcards
Fatima Mohammed Hassan - H00328263
Checklist
Identify sizes such as, big and small. \ Compare between things to see which one is small and
which one is big
Name 1 2 3
Name 1 2 3
Name 1 2 3