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Anda di halaman 1dari 12

Date

1 November, 2016

Ruqaiya Al Shehhi

8:00 to 8:50 am

Student

teacher

School

Time

MST

Class

G6

RAK Academy

Unit/Lesson/

No of

Book/Page

students

Context of the lesson

This lesson will be about literacy. It is going to be taught for grade six.

Teaching goal

The overall aim of the lesson is to present the featured of newspaper articles.

Learning objectives

Students will be able to:

Identify 3 featured of newspaper articles.

Determine the direct quotes in the newspaper article.

Act and write examples of direct quotes.

Most of students have a knowledge about 2 featured of newspaper article

Anticipated problems and possible solutions

Some students may not remember features of newspaper articles. So, the teacher will

review them orally and she will use burger sandwich parts to represent the featured.

Personal focus for this lesson

I will move around the class and I will use eye contact for everybody, to produce quiet

environment and reduce the misbehavior.

Target language

Headline, 5Ws (what, when, how, where, why),

direct quotes.

Teacher language

The teacher will use the burger sandwich parts to

represent the featured of newspaper articles.

Cards

Pen

Act:

The teacher will walk around the students and

pretend that she is in TV show talking about the

wolves. And, students must answer the teacher`s

questions.

"who can tell me what is the today`s

date?

2

Consider these grouping strategies:

Whole class

Pair work

On their desks

Activity

Routine

Time

Interactio

Teacher Activity

Student Activity

Purpose/Objectiv

(activity + exact

instructions you

intend to give.

Include any

questions that you

plan to ask)

(what they do +

language you

expect them to

use)

e of Activity

T-SS

mins

the time table for

today. And the

today`s date and

day in left side of

the board.

Students copy

the today's day

and date on

their books.

This routines

aims to make the

students able to

know their day`s

classes. And

know the today`s

date and day.

10

Engagement

mins

T-SS

To prepare the

take attendance,

write the date and

day on the board.

lesson.

Pre-Reading

Then, she will

review 2 elements

about newspaper

article (WOLVES

IN THE WALL

CREATE

CHAOS!) by

using questioning.

She will ask:

What are the

featured of

newspaper article?

She will say

"today we will

learn about new

featured of

newspaper article"

The teacher will

write the LO on

Students will

respond:

Headline, 5Ws

(Why, how,

when, where,

what)

MCT Comments

3

the board.

Transition

T-SS

mins

25

Building

Knowledge

mins

T-SS

SS-T

the students to

bring the Literacy

book form the box

ask the students

how we can make

a burger sandwich.

While Reading

Students will

bring their

literacy books

from the box

To prepare them

The students

will respond,

bread, lettuce,

cheese,

mayonnaise,

beef.

To identify the

to the lesson

featured of the

newspaper

article.

use picture of

Burger sandwich

parts, the first

bread represent the

"headline" and the

mayonnaise part

represent the

"5Ws".

Students will

respond the

Headlines and

5Ws.

to show the

headline and 5Ws

in the newspaper

article.

what a person

has said.

the meaning of

quotes.

Then, she will do

some acting with

the students. She

will walk around

them and pretend

that they in TV

program, so, she

will talk about

wolves, and the

students will

respond. She will

write their answers

on board. And say

"this is example of

direct quotes"

meaning of

quotes.

the Headline and

5Ws on the board.

teacher will show

students a Beef

Picture that

represent the

"quotes". And ask

the students "what

does quotes

mean?"

To explain the

scary"

4

The teacher will

ask them to search

and highlight in

their newspaper

article about three

quotes for father,

daughter, and

brother.

10

Transformation

&

Post-Reading

Transition

mins

3 mis

T-SS

SS-T

T-SS

ask the students to

appear their work

to their friend.

And check if it is

correct. She will

walk around them.

them to close their

books and put

them in the box.

Students will

share their

work together

Students will

return their

book in the

box.

To check their

answers.

Date

15 November, 2016

Time

8:50 to 9:30 am

MST/ MCT

Ms. Laila Boiselle

Student

teacher

School

Ruqaiya Al Shehhi

Class

G6

RAK Academy

Unit/Lesson/

No of

21

Book/Page

students

Context of the lesson

This lesson will be about literacy, Grammar. It is going to be taught for grade six.

Teaching goal

The overall aim of the lesson is to use connectives in context.

Learning objectives

Students will be able to:

Search for different connective words on books.

Create oral newspaper report using connectives words and act Pie Corbett`s actions.

Rewrite a paragraph in newspaper article using connective words.

Discuss and write simple sentences using connective words.

Most of the students have a knowledge about Pie Corbett`s actions.

Most of the students are able to distinguish between different connective words.

Student may do not know some connective words. So, the teacher will let them

work in groups so they can share their knowledge about connective words.

Students may do not know how to act Pie Corbett`s actions. So, the teacher will

provide for them pictures of the Pie Corbett`s actions.

I will use variety level of my voice, sometimes I will raise and sometimes will be

normal, to make sure that students are listening, pay attention.

I will move around the class and I will use eye contact for everybody, to produce

quiet environment and reduce the misbehavior.

I will give students time to respond their answers and provide them oral feedback.

Target language

Teacher language

Connective words:

First, next, after that, later on, finally, because, so/so

connective words in context"."first, what do you already

6

that, therefore, furthermore, additionally, for

instance/ example, moreover, whether or not,

although, however/ but, also, on the other hand,

unfortunately, fortunately, in conclusion, despite.

Main tasks or activities

The teacher will give each group A3 papers and

they have to write connectives words on them.

A3 colorful papers,

Pens,

Books,

Worksheets,

Pie Corbett`s actions pictures,

Literacy book.

The teacher will provide for each group books. And

each partner in the group must search for

connective words and write them on papers.

"I will give each group papers and you have to write

any connective words that you know, lets start".

The teacher will divide the class in three groups

depending on their levels, high level (HA), Medium

level (MA), Low level (LA).

Level 3 activity,

Students will create a newspaper report about

wolves in the walls. They will use connective words

and the Pie Corbett's actions.

Level 2 activity,

Students will read the second paragraph in the

newspaper article and then they have to write

paragraph using their own characters. They will add

connective words in their sentences.

Level 1 activity,

Students will read newspaper article and then they

will discuss and write simple sentences adding

connective words based on newspaper article.

Consider these grouping strategies:

Group work

Partner work

On their desks

Activity

Routine

Time

5

mins

10

Engagement

mins

Interaction

T-SS

Teacher Activity

Student Activity

Purpose/Objective

MCT

intend to give. Include any questions

that you plan to ask)

(what they do +

language you expect

them to use)

of Activity

Comments

late students and put them on her

table.

SS-T

T-SS

SS-T

SS-SS

students about the connective

words,

She will ask: "what do you already

know about connective words?"

Second, the teacher will distribute

five A3 papers for 5 groups. And.

she will distribute several pens for

each group. She will ask them to

write different connective words.

She will say:" I will give each

group A3 papers, each group should

write different connective words".

Third, she will ask one students

from each group to perform their

answers.

Fourth, she will write the Learning

Objective on the board, and the

Headline.

LO: To use connectives in the

context.

Headline: I will use connectives in

written and oral form.

She will ask them to write the LO

and the headline in their literacy

books.

Transition

T-SS

mins

10

Building

Knowledge

mins

T-SS

SS-SS

SS-T

on me", then she will ask them to

return the pens in the boxes.

First, the teacher will distribute

different books in each group and

empty papers.

The teacher will ask them to read

and find as much as they can about

connectives words with their

partner. And, they are going to

write them in their papers.

She will say: "work with your

partner and search for connective

words in your books. You are going

to write them down in your papers".

The teacher will walk around them.

And then, she will ask each partner

to count how many connective

late card from

reception and come

to the class and give

this card to the

teacher.

1) Students will

responds the question

and say what

connective words are.

To prepare the

2) Students in each

group will write

different connective

words in A3 papers.

routine is to know

if the child late.

lesson.

each group will

perform the answers

of his group in front

of the class.

4) They will write

LO and headline in

their books.

attention and put the

pens in the box.

To move to

look for connective

words in their books

and write them down

on their papers.

To practice

connectives

words.

another activity.

8

words they found on their books.

Second, the teacher will give each

group one activity depending on

their levels.

15

mins

SS-SS

The teacher will ask them to create

an oral newspaper report based on

The Wolves in the Walls story. They

will use Pie Corbett`s actions.

create an oral report.

To use connective

words in context.

pictures of Pie Corbett`s actions

and instructions paper it will say

"Create an oral newspaper report

based on The Wolves in the Walls,

use connective words and Pie

Corbett`s actions".

Level 2 group ( MA),

The teacher will ask the students to

read the second paragraph in

newspaper article that they have in

their Literacy books, Then, she will

ask them to rewrite the paragraph

using their own characters and add

connective words in their books.

She will provide them instruction

paper.

Level 1 group (LA),

The teacher will ask the students to

read the newspaper article that they

have in their Literacy books. Then,

she will ask them to write simple

sentences using connective words.

She will ask them to discuss orally

then write the sentences in their

books. She will provide them

instruction paper.

1

Transition

Post Reading,

Reflection

mins

10

mins

T-SS

five times.

write a paragraph

contain connective

words.

write simple

sentences using

connective words.

claps their hands.

To stop working

on the activity

and move to

Evaluation part.

represent their work.

To check their

comprehension

and evaluate their

understanding.

SS-T

SS-T

present their answers.

She will say "group number one,

can you please present your report".

Then, "group number two, I want

one student to read out the

paragraph that you wrote". Then,

"group number three, can I hear one

sentence from each student".

9

Lesson plan 3 with routine

Date

17 November, 2016

Ruqaiya Al Shehhi

8:00 to 8:50 am

Student

teacher

School

Time

MST

Class

G6

RAK Academy

Unit/Lesson/

No of

Book/Page

students

Context of the lesson

This lesson will be about numeracy. It is going to be taught for grade six.

Teaching goal

The overall aim of the lesson is to find the areas of different shapes.

Learning objectives

Students will be able to:

Identify the area of rectangle, square, triangle, and parallelogram.

Solve different questions about triangle and parallelogram areas.

Create a watch include the formula of shape`s area.

Assumptions about prior learning

Most of students have a knowledge about the area of rectangle and square.

Anticipated problems and possible solutions

Some students may not remember the area of rectangle and square. So, the teacher will review with them

orally and do some examples.

I will move around the class and I will use eye contact for everybody, to produce quiet

environment.

Target language

Teacher language

parallelogram.

The teacher will revise the previous knowledge

about the areas of rectangle and square. She

will draw them on the board and ask them orally.

Shapes

Pen

Mini board

Pupil book

Numeracy book

3 boxes

10

The teacher will write question on the board and

the students will use their board to solve it.

Worksheet

Students will use their numeracy book to solve

the question on the pupil book page 72- 73.

4) I can ..? (Area).

Each group will have a box include many

colorful worksheets about the area of triangle

and parallelogram. The teacher will divide the

class in three groups. And the group who will

answer the most worksheet win.

5) Create a clock.

The teacher will provide for each student a

paper. And they have to create a watch include

the areas of each shape, square, triangle,

rectangle, and parallelogram.

Consider these grouping strategies:

Individual work

Group work

On their desks

Activity

Time

Interaction

Teacher Activity

Student Activity

Purpose/Objective of

intend to give. Include any

questions that you plan to ask)

expect them to use)

Activity

C

T

C

o

m

m

e

n

t

s

11

Routine

5

mins

T-SS

SS-T

booklet and call the students

names. She put small circle

beside the absent student`s

names and small tick beside the

student`s names.

saying "good morning".

know the present and

absent students. And

also, to teach the

students being proper

when they respond

"good morning"

instead of "yes".

10

Engagement

mins

T-SS

SS-T

students about the area.

She will ask: "what do you

already know about area?"

Second, the teacher will draw

on the board rectangle and ask

about it`s area. Then, she will

draw square and ask them about

it`s area.

question and say what is

area.

for the lesson.

say the area.

3) Student will write on the

board the length and width.

to write the area of each shape

and determine the length and

width.

Fourth, she will present the

triangle and parallelogram

shapes.

She will write the base and

height and base of each one.

And she will write the area of

them on the board.

Transition

3

mins

T-SS

partner area of triangle and

parallelogram.

partner about the area of

triangle and parallelogram.

To move to another

activity.

12

10

Building

Knowledge

mins

T-SS

SS-T

example on the board of

triangle, and solve it with the

students.

Then, she will write an example

for parallelogram and solve it

with them.

Second, the teacher will ask

them to use their board to solve

the question that she will write

them on the board. She will

write 6 questions.

15

SS-SS

mins

1

Transition

Post Reading,

Reflection

mins

10

mins

T-SS

distribute three boxes in each

group include several questions

about the area.

The students should solve the

questions with their group. The

group who finish first win.

The teacher will clap her hands

in five times.

the teacher the area of both

triangle and parallelogram.

answers in their board.

questions in the boxes with

their group.

their hands.

activity and move to

Evaluation part.

create his own watch.

To check their

comprehension and

evaluate their

understanding.

SS-T

SS-T

the students papers and they

have to create a watch from it.

They have to write the area of

four shapes. Which are triangle,

square, parallelogram, and

rectangle.

To practice solving

areas.

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