Task 3

Lesson (unit/page) Student teacher
Lesson 1 Shamma Bakhit Almazrouei
MST Ms. Rogayah School Shamma Bint Mohammed
Class 1/E Date 20-oct-2019
Select
What standards or LOs were being addressed in the lesson?
Students will be able to identify each part of the plant.
How did you cater for learners with special needs, and for differentiation?
Falah get some games to play with, some colouring paper to work with, place each label name of the part of
the plant into the correct place.
How did you use positive reinforcement? Methods? For what?
I used oral feedback which encouraged the other students to work, I give some stickers and pencil to
reinforce the students to work harder, and I think grade one students loves these kind reinforcements.
How did you sequence or scaffold activities so that they built gradually towards the learning objectives?
I did 3 activity for the students, which I thinks worked very well. The first activity for the (emerging group)
was (glue the parts of the plant ) so students cuts and colour each part.
(developing group) (write each parts of the plant ) Students will have a picture of a plant and they need
to write each the name of each plant using the key words in the board.
(master group) (What does plants need to grow activity) Student will have a flower divided into 4 parts
they need to write one for example: water and then they need to draw a water.
Overall aim and context of the lesson (that is, describe the lesson’s place in the unit of work. What did
students need to know before today’s LOs were addressed? What topic comes next and how did today’s
lesson prepare students for that?)
Students was able to understand each part of plant and what does plant need to grow.
Describe
The lesson was for grade 1/E, it takes placed in their classroom. I taught the students about parts of
plant and what does plant need to grow. Students behaved well in the beginning of the lesson, they
were engaged because they watched a video in the beginning of the lesson. Students was able to
repeat the key vocabulary after me and then learn each part of the plant by doing several movements
in order to understand it.
Analyze
Students loved the lesson they worked very hard and collaboratively in their groups. Students listen to
the teacher instruction and follow it
Appraise
I think I reached my goal, because at the end of the lesson students was able to solve the exit ticket
and most of the students solved correctly.
Transform
In the future I will think more involving some more activities to the SEN students in order to give them
their right to study even if it was as their level of understanding.

Select
Students will be able to identify each part of the seed.
The SEN students were not in the classroom. But I was preperaring for him a special game to play with which
he will build up the seed using small papers.
I did 3 activity for the students, which I thinks worked very well. The first activity for the (emerging and
developing group) was working in (Parts of the seed shaded) Students will have a page of drawing seed
with the correct labelling but the font is shaded students must write with the shaded line in order to
know how to write the word.
(master group) (Parts of the seed labelling) Students will have a page of drawing seed with empty
labelling students must write each word in the correct place. And if any students finish early their was
an extra sheet colouring the seed (extra activity) Students will have a picture of a seed and they need
to colour it.
Students was able to understand each part of the seed and the function of each part.
Describe
The lesson was for grade 1/E, it takes placed in their classroom. I taught the students about parts of
seed and the function of each part. Students behaved well in the beginning of the lesson; they were
engaged because they watched a video in the beginning of the lesson. Students was able to repeat the
key vocabulary after me and then learn each part of the plant by doing several movements in order to
understand it.
Analyse
Appraise
I think I reached my goal, because at the end of the lesson students was able to solve the exit ticket
and most of the students solved correctly. Students show a good level of understanding after they has
been taught.
Transform
In the future I will think more about putting a group leader to ensure that everyone is working and
there is no problem.

Select
Students will be able observing a plant
The SEN students were not in the classroom. But I was preparing for him a special game to play with which
he will make a plant using a playdough
I did 3 activity for the students, which I thinks worked very well. The first activity for the (emerging group) will
use (playdough) so each 2 students will work together. They will have a plate and playdough students
most make any plants form the playdough and students will share their work in the next lesson.
(developing group) was working in (drawing) so each one of the students must draw something about
plant (plants with their parts, parts of the seed) Students will present their work in the next lesson.
(master group) (observing) Each 2 students will observe a flower using observing sheet. Students will
see the colour, shape etc… Students will present their analysis at the next lesson.
Students was able to demonstrate their understanding of part of plant, seed and observing a plant.
Describe
The lesson was for grade 1/E, it takes placed in their classroom. I taught the students how to observe a
plant using the observing sheet and other student was working on activities about parts of seed and
the function of each part. And they was aware that they must present it in front of their classmate in
the next lesson. Students behaved well in the beginning of the lesson; they were engaged because
they watched a video in the beginning of the lesson. Students was able to repeat the key vocabulary
after me and then learn each part of the plant by doing several movements in order to understand it.
Analyse
Appraise
I think I reached my goal, because at the end of the lesson students was able to answer the question in
the assessment part and they know what they are doing on their activities.
Transform
In the future I will think more about classroom management strategies because students not listening
when they have their activities
Reflection:

Select
Students will be able present their work in front of the classroom.
The SEN students were not in the classroom.
All the 4 group was asked to present their work in front of the classroom. They must say everything they did
in the activity and be able to answer the question from the teacher.
Teacher will ask the high group to explain each part of the observing sheet. The developing students will be
also talking about their drawing and the emerging students will be explaining their playdough work.
Students was able to demonstrate their understanding of part of plant, seed and observing a plant.
Student was able to present their work in fort of the students (presentation skills).
Describe
The lesson was for grade 1/E, it takes placed in their classroom. Students was able to practice their
presentation skills. They developed their confidence and the way they speaks. Each group was asked to
come into the front of the class and explain what they did in each activity. Student was able to express
using English and Arabic. At the end all the students was able to speak and express their
understanding.
Analyse
Appraise
I think I reached my goal, because at the end of the lesson students was able to answer the question in
the assessment part and they know what they are doing on their activities.
Transform
In the future I will think more about involving English vocabulary with the Arabic. So, the students can
use both when they speak.
Select

Students understand the difference between living and non-living things
Students were ready for learning however I had 2 special need students in the classroom, (Falah get some
pictures to color about living and non-living, Sakina was engaged to work with other students)
I did 3 activity for the students, which I thinks worked very well. The first activity for the ( emerging group)
was sorting by real items, student was engaged and there was an a second part after finishing the first part
,students were very busy doing the activity.
( developing group) was sorting pictures of living and non-living and they were the last group to finish
because after they gluing the pictures they need to color it so it takes time. ( master group) was working in
pairs they role a dice and the higher the number that students get he/she will have the opportunity to play
first.
So, I think the activity was suitable to the students level of understanding they finished all the activity that I
planned to do in the lesson.
they learned before about living and non-living, but they didn’t practice or learn different examples.
Students knows that living things is (me, plant and animal).
Describe
The lesson was for grade 1/E, it takes placed in their classroom. I taught the students about living and
non-living things, and what is the factors that make it a living thing. Students behaved well in the
beginning of the lesson, they were engaged because they learned before about living and non-living,
but they didn’t practice or learn different examples. Students knows that living things is (me, plant and
animal).
Unfortunately, I couldn’t show the students the video about living and non-living, but I tried to let
them explore things around them, and by letting the student choose any item in the classroom and ask
the classmate if its living or non-living.
Analyze
Students respond to the lesson because its related to out daily life and its fits the student’s interest.
Students love to draw, colour or even cut and glue. That’s. why I planned the lesson to be more hand’s
on.
Students knows that living things is me, plants and animals for their previous lesson, so I practiced with
the students several examples to enhance their understanding.
Students was engaged because they want to know what will come next, they participated in the lesson
and listen to the teacher. I had some low ability students who does not want to listen at all, so I let the
students to come near to me, so he doesn’t not distract the other students.
Appraise
I think I reached my goal, students at the end of the lesson was able to differentiate living and non-
living things. Teacher in the assessment was giving the students different items from the daily life and
students was capable to knows if its living or non-living.
Transform
In the future I will think more about inventing lesson that collaborate science with English, because
students in grade 1 needs to learn English in both (math & science). I would also improve my
classroom management students were listening, but it takes a lot of time to have their attention.
Reflection:
In Wednesday 27of October 2019, I did my sixth observation with grade 1 A, which it took a place in
my MST classroom at period 3. I tough them how to use a ten frame, how to use double ten frame if
they have a number bigger than 10, and I focused on numbers (11-19).
At the beginning of the lesson I played a song which was from 10-20, so it could hook the student’s
attention and makes them more engaging. I played the video twice as it become more engaging
when I played it second time. After that as class we read the date of the day and lesson objective.
In the modelling part I showed the students ten frame and I asked them (what does ten frame
mean?) , I heard different wrong answers, I told them (talk to your partner) but it does not work
because students was already chatting about different things, that is not related to the lesson!. I
stopped them hardly.
I explained that ten frame has only ten blacks and then I moved to the learner book I explain that we
have a double frame and I asked a tricky question for the whole class (as 1 frame has ten blocks, if we
have double frame (two frames) how many blocks we will have?). after 2 wrong answers I had one
student answered correctly, I asked the students to come and explain why he things it has 20 blocks.
I solved 3 examples with the whole class and I used class dojo so the computer will choose the
students randomly. With the 2 students I was trying to tell them and the whole class if you see a ten
blocks was full you must know it’s ten without counting. And if you has 2 frames the first one full you
must know its ten and count the second frame so you will say (ten and count the second frame and
add them together).
In activity time, I was trying my best to have the student’s attention so they can listen to the
instructions. Group 3, 4 I has a difficulty explaining the activity for them and they took more than
what I planned for. Group 1, 2 I explained the activity for them and they solve the activity smoothly. I
had extra activity so if any student finish they can solve a worksheet and colour it, tell the whole
class finishes.
Grade 1 A, they has different abilities in the class, they are little bit chatting, but I can handle it. In
the day of the observation the whole school was having an awarding. So the students were happy
they don’t want to listen. And as it was a third period after the period a brake that makes them little
bit under their normally behaviour.
Class 1/B Date 30-oct-2019
Select

By the end of the lesson, the students will be able to plant a seed and observe the its growth.
Actually the lesson was about plant a seed, so all the students had the same activity, however this class has 2
special need students but they was with the ( special need teacher) and 10 low ability students. I was trying
to control the low ability students but their was no respond, whenever I feel they are taking the other student
attention I let them do a worksheet on their dick.
I used oral feedback which encouraged the other students to work, I give some stickers but this class has a
lack of respond, students does not care about any reinforcement. Moreover in the beginning of the lesson I
choose a leader for each group and I told them their responsibility and I show them the in order to let them
be a good leaders and also I told the other students if they work hard they will be the leaders next time. Some
leaders take their responsibility and other don’t.
I planned to use the gradual release model, the first stage is I do so this was when I showed the student
different seeds and do the 3 false experiment, and we do it together I planned to do the correct experiment
with the student, third stage you do it together when the student will do the experiment with my help, last
stage do it alone some student will learn by observing me and my help with other student so they will do
alone.
Students already know parts of the plant, and the job for each part, also the students know about the
seed and its parts. And in the lesson students will be able to plant a seed and observe the its growth.
And in the next lesson students will learn about seed life cycle.
Describe
Who is the lesson for?
Where did the lesson take place?
What were you aiming to achieve in your lesson?
What experiences did you provide to the students to help them to achieve your aims for them?
The lesson was for grade 1/B and it took place in their own classroom, I was aiming to let the students
experience planting a seed. I provide material (cotton, beans, water) but the students didn’t respond because
they want to color the paper rather that listening to me.
Analyze
Were students excited, always occupied, and remained on task during the lesson?
Why do you think the students responded the way that they did?
How well did your teaching relate to the students’ prior understanding?
Student was responding in the carpet but after the video (low ability students) start to take other students’
attention. When I want to make the 3 false experiment, I forget the water up stairs so to not consume the
students time I let them start coloring the paper (My Little Sprout House) tell my friend bring the water.
After having the water, I give the students 5 minutes to finish their coloring and be ready to see the
experiment but there was no respond after the 5 minutes students wants to continue coloring, they
don’t want to listen to me. It was so hard to grab the student’s attention even though I used (show me)
in order to let the student, look at me some of them responding and other don’t. (I told the students
you must listen and see) to grab the student’s attention it took a lot of time, so I cancelled doing the 3
false experiment and I did the correct one and students did the same as mine. Some students but a lot
of water they were not listening to me, so they did not make it correctly.
Appraise
Explain the nature of the experience from the students’ perspective.
Did your lesson meet your teaching goals? Use your students’ performance on the end of lesson
assessment as support (Give proof in your portfolio)
I think student was not responding because it was period 6 and they are very hyper especially the low ability
students. I didn’t meet my goal at the end of the lesson even though I had all the material ready, but the
student’s behavior changed the whole plan. Student performance, I had only 2 to 4 students finish the
experiment in the correct way other student were not listening, so they did the experiment in a wrong way. I
was very disappointed with the student’s behavior and performance in the lesson.
Transform
How might you enhance student learning of this lesson in the future?
What are the implications for your professional practice of helping students to enhance their learning in
this particular way? (i.e. what skill will you have to develop or learn? What professional development will
you have to undertake?)
In the future I will make this type of lesson in the lab to grab the student attention and it will be more
suitable there. I need to work more in the modeling part because not all the student did the experiment
correctly. I most work in the student’s behaviors management and think more about the low ability students,
they need different work to do because this lesson let me know understand that some low ability students
like to draw/ color in the last period of the day.
Shamma Bakhit Almazrouei

Lesson (unit/page) Plant life cycle Student teacher
MST Rogaya Green School Shamma Bint Mohammed
Class 1/E Date 12/11/2019
Select
Student’s will be able to understand the plant life cycle.
There was 1 special need student ( skeina) she worked very well in the class, she tries her best to be part of
the lesson and participate. The centers were differentiated as the student’s level in the classroom.

I used Verbal and written feedback, stickers, presents. I used thumbs up strategy so all the students
will be involved in the lesson.
How did you sequence or scaffold activities so that they built gradually towards the learning objectives? I
followed the gradual release model, first (I do) so I start by explaining each stage of plant life cycle from the
ppt. after that (we do it together) so I had a real seeds , a 3 real plants, one with roots only, the other one
stem with heaves and the last one a whole flower. I choose students randomly by using the name sticks and
then I let the students come to sequence the plant life cycle. And the classmate and I helped the students
also in the activity. In the third stage of the gradual release model ( you do it together) students work in
their centers which each centers was suitable the students level. Last stage was ( you do it alone) which I
checked the students understanding by letting the student to do the assessment.
Students already know that plant is living things, plants need water, air, sun and nutrients. Also they know
the part of the plant. Students at this lesson learned about the plant life cycle and key terminology for each
stage. In the future students will learn about different places that plants live in.
Describe
The lesson was for grade 1/E and it took place in their classroom. I was aiming to work more in the modeling
part, letting the students understand and memorize each stage of the plant life cycle. I used the ppt and it
was very helpful tool to teach the lesson. I let the students learn each stage by using pictures and name to
describe it. The ppt was suitable the student’s level of understanding.
Analyze
This lesson was one of my favorite lessons because everything went as I planed for. I used the timer usually
students do not used it in their lessons, they got very excited to finish their work before time is up. Also the
each center was engaging the low ability students use the play dough to make a flower so they try their best
to finish it, the middle group they got busy in cutting and glowing the sequencing of plant life cycle and the
high group they draw and write. Student put all their effort to work hard in order to finish and get the
Present at the end of the class. I give the students a clear teaching of the plant life cycle and I assist to see if
I got my goals and most of the students did well.
Appraise
Student did very good job, they learned the plant life cycle and understand it. I give each student in a group
a jacket so he/she will be a leader, I try to in rich the student’s behaviors and attitude also their social skills
with others in the classroom. Also, I meet my goal in teaching a fun understandable science lesson with the
correct modeling part. Students result of work at the end of the class shows me that student were able to
solve and work with their group mates.
Transform
In the future I will use transitional strategies with will help the students to understand that we finish from
this part of the lesson and we are moving to the next part. Also practice saying the key words in order to
teach the students the correct pronunciation. I need also to improve the managing learning, students need
to know the rules of the classroom and the punishment and reinforcement,
Reflection:
Lesson (unit/page) ordinal numbers (1-10)
MST : Rogaya Green
Class: 1/c
Select
Student’s will be able to understand the ordinal number.
There was no special need students

I used Verbal and written feedback, stickers, presents. I used thumbs up strategy so all the students
will be involved in the lesson.
I followed the gradual release model. The master group they write a sentence about the ordinal number
for example ( the first car is red) the developing group (follow the number line) so they will have the
picture and they need to put the correct number. The emerging build ice cream they will have the number
with the color and they need to put it in the correct order.
Students already know the numbers so it was easy for them to connect the number with the word.
Describe
The lesson was for grade 1/c and it took place in their classroom. I was aiming to work more in the
modeling part, letting the students understand and memorize each ordinal number . I used the ppt and it
was very helpful tool to teach the lesson. I let the students learn each number by using pictures and name
to describe it. The ppt was suitable the student’s level of understanding.
Analyze
This lesson was one of my favorite lessons because everything went as I planed for. I used the timer usually
students do not used it in their lessons, they got very excited to finish their work before time is up. Also
the each center was engaging for all the levels.
Appraise
Student did very good job, they learned about the ordinal number . I give each student in a group a jacket
so he/she will be a leader, I try to in rich the student’s behaviors and attitude also their social skills with
others in the classroom. Also, I meet my goal in teaching a fun understandable math lesson with the
correct modeling part. Students result of work at the end of the class shows me that student were able to
solve and work with their group mates.
Transform
In the future I will use transitional strategies with will help the students to understand that we finish from
this part of the lesson and we are moving to the next part. Also practice saying the key words in order to
teach the students the correct pronunciation. I need also to improve the managing learning, students need
to know the rules of the classroom and the punishment and reinforcement,
Reflection:
In 3rd of November 2019, I taught grade 1c at first period in Shamma Bint Mohammed
School. The lesson was about (adding tens and ones) students in previous 2 weeks was
learning about tens and ones and what does one value is and the ten also. In my lesson I
started by everyday routine which students spell the numbers letter by letter this will let the
students know how to say and write the number. I asked the students to come to the carpet
which it does not fit everyone that’s why I asked one student to sit on the chair. I checked
student’s prior knowledge by letting the students to come and put a piece of ones, tens,
hundred ropes under each letter (O, T and H). And then I move to the modelling part which I
used the example from the learner book, I model 3 examples with the students and i let 3
students to came to the board to answer the question. I asked the students if they
understand the concept by using thumbs up or down to give me on idea about student’s
level of understanding. In activity time which was the struggle to me! I gave each group the
activities they need to do without a clear instruction. In my next observation will work more
in giving the students a clear instruction so they will be able to understand what they need
to do.

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Lesson (unit/page) Student teacher

Lesson 1 Shamma Bakhit Almazrouei

MST Ms. Rogayah School Shamma Bint Mohammed

Class 1/E Date 20-oct-2019

What standards or LOs were being addressed in the lesson?

Students will be able to identify each part of the plant.

Lesson (unit/page) Student teacher

MST Ms. Rogayah School Shamma Bint Mohammed

Class 1/E Date 21-oct-2019

What standards or LOs were being addressed in the lesson?

Students will be able to identify each part of the seed.

Lesson (unit/page) Student teacher

MST Ms. Rogayah School Shamma Bint Mohammed

Class 1/E Date 23-oct-2019

What standards or LOs were being addressed in the lesson?

Students will be able observing a plant

Lesson (unit/page) Student teacher

Class 1/E Date 24-oct-2019

What standards or LOs were being addressed in the lesson?

Students will be able present their work in front of the classroom.

MST Ms. Rogayah School Shamma Bint Mohammed

Class 1/E Date 23-oct-2019

What standards or LOs were being addressed in the lesson?

MST Ms. Rogayah School Shamma Bint Mohammed

Class 1/B Date 30-oct-2019

What standards or LOs were being addressed in the lesson?

Explain the nature of the experience from the students’ perspective.

Shamma Bakhit Almazrouei

MST Rogaya Green School Shamma Bint Mohammed

Class 1/E Date 12/11/2019

How did you use positive reinforcement? Methods? For what?

Lesson (unit/page) ordinal numbers (1-10)

MST : Rogaya Green

How did you use positive reinforcement? Methods? For what?

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