Anda di halaman 1dari 4

Date: 7-11-2017 Student: 23

Time: 8:45-9:25 School: Ajman Academy


MST: Miss Sadiya Class: SMA-Grade 1
Student-
Unit: Healthy me Fatima Ali
Teacher:

Prior Knowledge (What knowledge are you building on?)

Recognize what a healthy lifestyle means.


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
Describe which foods are healthy and which are unhealthy.
Identify the benefits of a healthy lifestyle.
Resources:
Lunchbox with healthy and unhealthy foods
Pencil
Scissors
Glue
Mini-book
Pictures of healthy and unhealthy foods with happy and sad teeth.
Healthy choices paper
Personal focus (related to PDP): In this lesson I am working on my
Improve classrooms participation by providing students activities that meet their needs such as, drawing
activities and exploring activities.

The Structure of the Lesson


Time for each What the teacher does What the children do Comments:
activity
+Activity
Name
1. Greeting the children 1. Children answer
10 minutes and say Good morning.' "Good morning, The greeting will
2. Remind children about Miss "They sit make children feel
Opening(warme the rules and praised cross-legged with
welcomed and be
r activity) hands in their laps.
children who followed focused.
2. Children will
Circle time them. Clear and simple
follow the rules and
3. Review what does
listen to the teacher. instruction and model
healthy lifestyles mean? 3. Tell the teacher it will support
4. Ask children what would what they know students to do the
they like to find out and about healthy
lifestyles.
write questions for the 4. Ask question they tasks without facing a
wonder wall? would like to find out. problem.
5. Look at the lunchbox and 5. discover with the
discover with children what teacher what is a
a healthy food is and what is healthy and
not. unhealthy food in
their lunchbox
6. Explain to children the
6. Listen to teacher
instruction of the activity
while explaining and
and model it for them. modeling the
instruction

20 minutes. 1. The teacher will ask children 1. Children will move Monitoring children and
to sit in their chairs to do the from the carpet to asking them questions are
Activity phase activity as well as disrupting their chairs. helpful tools that teacher can
use it during the activities to
(students will do the activity. 2. Children will do the
gauge skill development or
the activity) 2. While children are doing the activities and progress of each student
activity, the teacher will responded to about specific outcomes from
observe and monitor teachers questions. the lesson.
children to check their
understanding.
3. Ask them different
questions
10 minutes 1. Ask children to tidy up the 1. Tidy up the class and
classroom and move to the move from chair to Closing activities will give the
Closing carpet to end the lesson. carpet. teacher a clear idea of the
2. Ask students to reflect on 2. Students will reflect students are achieving the
their work. on their work. learning outcomes.
3. Ask children Discuss with 3. In pair students will
their partner about the Share their ideas and
benefits of a healthy knowledge about the
lifestyles? benefits of a healthy
4. Thank children for their lifestyles. Then they
working well today. Also, will share it to the
mention specific children teacher and their
who have done well and say classmates.
why. 4. Children stand still
5. Say bye to each child, look at and quiet and say
them and smile. Goodbye Miss
Supporting activities differentiated to three ability levels: (where possible) see the attachment!
Description of activity 1: Description of activity 2:
It is a low-level activity. Students will work individually. It is medium level activity. Students will work
Students will get two teethes (happy and sad teach). Also, they individually. Students will create a mini-book. In this
will get various pictures of healthy and unhealthy foods. They mini-book they will draw and write their favorite
Cut and stick healthy and unhealthy food onto the teeth. For healthy food. They will start their sentence by using
example, they will cut the apple and put it onto the happy teeth "I like. "Also, they will draw and write examples
since it is a healthy food and the teeth will be healthy too. of unhealthy foods such as lollipop and chocolate.
Description of activity 3:
It is a high level activity. Students will work individually.
Students will get different sentences about healthy and
unhealthy choices. They will read them and classify in them in
the appropriate place. For example, they will classify this
sentence "I can eat a healthy apple every day as snake "in the
healthy choice column.
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?)
I will use formative assessment strategies such as questioning and observation.
While students are doing the activity, I will walk around to observe and monitor students to check their understanding.
Also, I will ask them an oral question, such as, how did you get that? Moreover, I will provide appropriate feedbacks for
them to improve their learning.

Reflection
Strength
o Support students learning by using different ways, such as video , integrate learning
styles and differentiation activities .Students were engaged and motivated while doing
the activity and I monitored them by asking each student oral questions.
o Use a positive reinforcement has a role to make Students feel safe physically, socially,
and emotionally. Students were rewarded extrinsically for providing the right answer.
o Questioning strategy helped me to check students understanding and know specifically
who were able to archive the learning outcomes. I used date from observing students to
modify instruction and address student's learning needs in the next lesson.

Suggestion for improvement


Use more assessment strategies tools such as reflection Journals, self-Assessments, and
graphic organizers rather than relying on a checklist, questioning. Reflection Journals,
self-Assessments, and Graphic Organizers are fabulous tools to enable educators to
perform in-depth assessments. Furthermore, these assessments will enable the learner
to be involved in the assessing part because they are required to explain their thinking
and share what they learned.
Differentiation activities

Low level activity:

Middle activity

High level activity