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Brown bear brown bear what do you see ?

Assessment

Whole group: After reading the story ask the students: do you remember, what
animals did you see? And ask about their colours (Formative assessment: Asking
questions).

Learning centres time: Ask students about the names of the animals and their colours
and evaluate them by writing their names and grading them in a scale from 1 to 3: 3 is
mastery\2 is developing\ 1 is emerging (formative assessment: Asking questions and
use rating scale)

Giving students white papers and colours and ask them to draw the animal they like
form the story and colour it. (Formative assessment: Drawing)

Ask questions about student’s drawings and take notes. (Formative assessment:
anecdotes).

Closing: Show students the animals from the story and ask them to say the names and
colours.

(Formative assessment: asking questions)

Polar bear Polar bear what do you hear?


Assessment

Whole group: check if the students know the animals that are in the poster: camel,
lion, polar bear, bear, snake, frog, monkey, elephant, lion.

Whole group: Check if students know about polar bear and where do he live.

Activity 1: Check if students can recall animal’s names and colours.

Closing: Asking about animals that they can recall from the story.

Planting 1
Assessment (highlight when/where you will do this is the lesson plan).
Assessment: asking questions; During circle time, the teacher hides an item and then
asks what is missing? Students have to recall the objects and name the item that is
missing.
Guided experience:
Assessment: asking questions; ask students about the objects that we are going to use
for planting.
Assessment: observation: check if students know how to grow a plant in steps.
Assessment: drawing; the students will draw the planting process that they did to
show understanding of the steps.
HA; draw the steps of planting
MA; might draw some steps
LA; might draw a plant or one object that is needed for planting.
Closing:
Assessment; asking questions; the teacher will ask students to name the objects that
are used for planting and she will ask them about how to grow a plant.

Planting 2
Assessment (highlight when/where you will do this is the lesson plan).
Circle time:
Formative assessment; Asking questions; the teacher encourages the students to recall
the words from the previous lesson which are; plant- pot- beans- water –soil

Formative assessment; asking questions- students talk; students will demonstrate an


understanding of how to plant. While doing the activity on the carpet when they tell
their friends how to plant.
Guided experience:
Assessment: asking questions; ask students about the objects that we are going to use
for planting.
Assessment: observation: check if students know how to grow a plant in steps.
Assessment: drawing; the students will draw the planting process that they did to
show understanding of the steps.
HA; draw the steps of planting
MA; might draw some steps
LA; might draw a plant or one object that is needed for planting.
Closing:
Assessment; asking questions; the teacher will ask students to name the objects that
are used for planting and she will ask them about how to grow a plant.

Handa’s Surprise
Assessment (highlight when/where you will do this is the lesson plan).
Circle time; after reading the story, Show children the animals and ask them; which
fruit did this animal take? To let students name the fruits
Assessment: asking questions
Guided activity; while playing bingo game, the teacher will assess if students can
identify which fruit is she mentioning and they would cross it out.
The teacher would record on a checklist on a scale from 1-3
3; mastered
2; developing
1; emerging
Independent activity;
Students will identify a fruit they like from the story and draw it.
Closing;
Using the story map to match animals with fruits. Observations and asking questions.