Reflections

 

 

 

 

Lesson Five - Play dough Lollipop

Date & Duration of lesson:			Number of students:				Age Range of students:
7/4/2012  60 minutes			20				4-5
Learning Outcomes: (Link to the ADEC K-5 curriculum document.)							·         Indicator o   Content
Math: Collects information reading daily life.
Resources: (materials for each activity)
Activity 1: Part one: -Work sheet with an outline of a camel print.   -Crayons or any other colouring pens of 3 colours ( 2 pink, 2 yellow, 2 brown).     -Sorting size sheet.   -Sorting colour sheet.   -Pencils.	Activity 1 : Part two:   -All equipments in part one.   -Teacher guided questions:   -Which one is small, medium big.   -Can you sort from small to big? Please start.   - What camels look alike? (Sort the same colours on the chart).			Whole group time:   -       Camel + lollipop pictures of 3 sizes (small, medium, big). -       Exile. -       A size sort chart. -       3 girls from the classroom (small, medium, big).
Supporting activities differentiated to three ability levels: (where possible)
Description of whole group activity: Time___15 min._ Monitored by:_ MCT: Sandra Oddy__   Greet the children- Today is…(Thursday) and review the days of the week.   -Review the days of the week and the classroom rules.   -Introduce and explain the words on the size sorting chart. (Small, big, medium).   -Introduce and explain the words on the size sorting chart. (Small, big, medium), and the flash cards (3 camel sizes + 3 lollipop sizes).   -Ask children to participate on placing the flash card in the suitable column.   -Choose the Bears group (High) to do the activity first and then after it is done the Kangaroos (Low) will  be next.       Learning Outcome(s):                                                            Math: Collects information reading daily life.     Differentiation:   High: Children will be asked to identify and name the three sizes and place two items of both pictures (either camels or lollipops).   Mid: Children will be asked to identify and name two sizes and place one picture of camel or one of lollipop.   Low: Place one picture on the correct place on the chart (e.g: small camel on its column, big lollipop on its column).
Small Group Activities: Time__15 min____
Description of activity 1 (small group): PART ONE Monitored by: MCT: Sandra Oddy____   High: -The teacher will ask children to pay attention and will she explain the activity by giving two sizes of the camels to two children (2 children get big camel worksheets, 2 get medium camel work sheets, 2 get small camel work sheets).   -The teacher will give (2 children the colour red to use, 2 will get yellow, 2 will get brown).   -Children will colour the camels according to the colours assigned by the teacher.   Low: Nearly the same as the high group but they will use two colour instead of three (e.g: brown & yellow).   -Children will colour the camels according to the colours assigned by the teacher.     Learning Outcome(s):   Math: Collects information reading daily life.     Differentiation:   High: Colour all 6 camel (2small, 2 big, 2 mediume with 3 different colours).   Mid: Colour all  6 camels using two colours.   Low: Colour all camels using 1 colour.					Description of activity 1: (small group) PART TWO Monitored by MCT: Sandra Oddy __   -Look at the chart they did in the whole Group time.     -The teacher will ask children to sort the coloured camels according to size and colours (High group) on the sorting charts.   - The teacher will ask children to sort the coloured camels according to size (or/and) colours (Low group).   Learning Outcome(s):   Math: Collects information reading daily life.     Differentiation:   High: Sort all camels according to size and colour.   Mid: Sort according to size (or/and) colour.   Low: Sort according to size
Description of closing activity: Time: __10 minutes____ Monitored by__MCT: Sandra Oddy_______     -The teacher will welcome the children back and she will choose 2 children who sorted their work according to size and colour, and  one child who sorted the camel based on size only.     Learning Outcome(s):   Math: Collects information reading daily life.     Differentiation:   High: Children will be able to talk about their work and say the two parts they did sort by size and colours ( by some questions from the teacher: which one is big?, which one is small?, how many red camels you’ve got?, count all the camels, please).   Mid: talk about their work and sort by size (name the three sizes: small, big, medium) and the two colours they used on colouring the camels.   Low: Talk about their work and sort by size (name the three sizes: small, big, medium).
The Structure of the Lesson
What the teacher does		What the children do				Comments:		Time
Greet the children, introduce and name the days of the week and review the classroom rules.		Greet back the teacher, name the days of the week with the teacher, show the good sitting and look at the teacher when presenting the classroom rules.
Teacher guided questions (see comments):   -Introduce and explain and drill the words on the size sorting chart. (Small, big, medium so children know the position of the sizes).   -Introduce and explain the words on the size sorting chart. (Small, big, medium), and the flash cards (3 camel sizes + 3 lollipop sizes).		-Look at the teacher and answer some of her questions even by her help.   -look at the chart and repeat some word if the teacher drills them such as ( small, big, medium).				-What can you see? -Which one is the small one and why? -Can you help me sort the camels, lollipops? (The teacher will choose).   -The teacher may ask the same or modified question according to the lesson stream.
Ask children to take part in sorting all flash cards of camels and lollipops.		Take part in sorting all flash cards of camels and lollipops.
Description of activity 1 (small group): PART ONE:     High: The teacher will ask children to pay attention and will she explain the activity by giving two sizes of the camels to two children (2 children get big camel worksheets, 2 get medium camel work sheets, 2 get small camel work sheets).		High: Look at the teacher and ask question if they like.				Children’s question:   High: -Ms., can I have the red colour? - Do we draw the camel? -Do we have to cut it?
The teacher will give (2 children the colour red to use, 2 will get yellow, 2 will get brown).		Get the colours from the teacher and start colouring. Children will colour the camels according to the colours assigned by the teacher.
Low: -Nearly the same as the high group but they will use two colour instead of three (e.g: brown & yellow).   -The teacher will ask children to pay attention and will she explain the activity by giving two sizes of the camels to two children (2 children get big camel worksheets, 2 get medium camel work sheets, 2 get small camel work sheets).		Low:   Look at the teacher and ask question if they like.
Low: -The teacher will give (3 children the colour Yellow to use, 3 will get brown to use).		Low: -Children will colour the camels according to the colours assigned by the teacher.
Description of activity 1: (small group) PART TWO   High: -Ask children to look at the chart they did in the whole Group time.		High:   Look at the chart they did in the whole Group time.
High - The teacher will ask children to sort the coloured camels according to size and colours (High group) on the sorting charts.		High: - Sort the coloured camels according to size and colours on the sorting charts.				Questions and discussions:   Look at that chart and try to see where is the small camel, can you put your small camel in the same place?   Where does the big camel belong to? Which place?
Low: -Ask children to look at the chart they did in the whole Group time.		Low: Look at the chart they did in the whole Group time.
Low: The teacher will ask children to sort the coloured camels according to size (or/and) colours.		Low: Sort based on size or /and colour.				The teacher will decide the best way to ask them to sort their camels at. Based on their understanding to size and colour sorting.
General Comments: (including:  documented evidence of learning; comments from MST, MCT and/or TA as appropriate)
Recommendations / future personal targets / areas of focus for next week