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Lesson Plan Template

Date

Subject

8/3/2016

English

Theme

Number of Students/ Grade

favorite clothes

24 students / KG2

Personal Aims (What do YOU need to work on in order grow professionally?)


Using activity that interact and affect the student with lesson.
Chose activity that relate with lesson to evaluate the student understanding.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

Students will able to..


-Student will be able to identify the vowel (u) word family.
- Student will be able to recognize the cvc words and pictures.
-Student will be able to read and write family words of u vowel

Flash cards for family name (vowel u).


Flash cards for differentiation activity (sun, mug, umbrella, up,
nut.
Game in PowerPoint.
2 sticks
markers

Lesson Introduction
Question (Blooms Taxonomy)

Whole group activity: Time_______


Opening/Introduction: (Bullet points)
What will you do in order to introduce the concept to the
students?
Start with greeting.
Review 5 vowels

Puppet (horsey) to help special need student (Noor)


Start with u vowel and make mind map for family
name for u vowel.
PowerPoint(broken egg)
Activity (for high ,medium and low student level)
Active Engagement: (Bullet points)
After youve modeled the concept, what activity will you
have the students perform while on the carpet to ensure
that they understand it?
Put flash card that relate or present the words

Using PowerPoint

Remembering (low level):


Write the family name (u vowel)
Understanding (low level):
Past pictures of u vowel that present the words in the
board.
Applying (low level):
Broken egg student identify (picture and word) by
watching activity.
Analyzing (high level):
Write family name of u vowel.
Evaluating (high level):
Write example for each (family name)

Link: (Bullet points)


Remind the students in kid friendly language how they can
apply what they did whole group in their independent
learning centers.

Creating (high level):


Find the word with u vowel, do the activity make u ice cream
that include u vowel words.

Learning Center Resources or Materials

Learning Center 1
High level: classifying by
doing 2 cup of ice-cream
(u ice-cream) (a ,o,I,e ices
cream) by using different
ice that include different
pictures for different
vowels

Learning Center 2
Medium level: pointing
activity (memory came)
put pictures in the board
make two line and give
first two student sticks to
point the word that you
said /and chose leader for
this activity.

Learning Center 3
Low level: doing puzzle
activity.

Learning Center 4
Special need student
Noor
Two basket (one of them
write in it u vowel,
second o vowel) and
another basket includes
balls that writ in it vowel
u and o. so Noor should
classify the vowels.

Small Group Learning Centers: Time______


Learning Center 1 Title: (high level)
Student recognize between different vowels.

-Doing 2 cup of ice-cream (u ice-cream) (a ,o,I,e ices


cream).
-Using different ice that include different pictures for
different vowels
Finally they make two cup of ice-cream.

Learning Center 2 Title: (medium level)

Pointing activity (memory came) put pictures in the


board make two line and give first two student sticks to
point the word that you said /and chose leader for this
activity.

Learning Center 3 Title: (low level)

Learning Center 4 Title: (Bullet points)

Doing puzzle activity to identify the pictures and word


for u vowel.

It is for special need student.


Recognize between two different vowel shapes by putting each
vowel its basket.

Closing activity: Time: ______


Ask student to give some example of family words for u vowel.
Assessment for Learning: How will you determine if the students understood the learning outcome? What evidence will you
show to prove this?
Observe them will doing the activity and ask them question.

General Comments
The lesson go well, student like and enjoy the activities. I did group, individual and whole activities for student in this lesson.

Recommendations / Future personal targets / Areas of focus

In next lesson or in future I should do not exchange the activities in differentiation because it is related with special
capabilities so it is difficult for low level to do the high level activity.

SWC Lesson Reflection (Completed after EVERY lesson taught)


Lesson

U vowel

Your Name

Amna Murad

MST

Nusheen

School

AL Anssar International School

MCT

Antoinette

Class

Kg2 A

Date

3-8-2016

Firstly, discuss one aspect that YOU feel you did very well. Try to analyze why you think it worked
well and what hints you would share with other teachers about the successful strategy/
resource/activity/management style etc.
Using mind map during the lesson. That helps student to recognize and identify each vowel have different word
and student use pictures that relate with each words. Teach can use it to observe and know that student
understand the lesson and memorize the family words for u vowel. Student can stick the flash card that
includes pictures or they can write in the boxes in the mind map.

Secondly, elaborate on the aspect identified by YOU that requires attention. Discuss what the
problem was, why it occurred and what action you intend to take to be more successful in the next
lesson.

I feel confused and I forget some activity or idea (ask question) I went it to do it at lesson.so in next time I should
write it in the paper or in the white board like polite point.

Personal focus for next lesson:


I should focus to use correct vocab in PowerPoint and good grammar. The most important how to start the lesson
(warm-up).

Lesson Plan Template


Date

Subject

2/3/2016

Math

Theme

Number of Students/ Grade


24 student

Favorite clothes

Personal Aims (What do YOU need to work on in order grow professionally?)


Using reward system for student to engorge them.
Give student chance to correct her or his answer if it wrong.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

- Students will be able to count and write the numbers


from 1 to 30.
-Students identify the numbers by counting.

Flash cards for { story (apple , pineapple, tomato, car,


trees and character)/ activity (cards that include
adding question)} , white board, marker, cubs, board
that include hand model, sticks, magnate numbers.

-Make differentiation activity.

Lesson Introduction
Whole group activity: Time_______

Question (Blooms Taxonomy)

Opening/Introduction:
Greeting the student and did the routine.

Remembering (low level):


Organize the numbers from one to ten.

Numbers song

Make challenge game

Story
Differentiations activity

Understanding (low level):


Answer the question on the story.

Active Engagement: (Bullet points)


Challenge game between three student who order the
numbers from one to ten by using (magnates number and put
it in the board.

Applying (low level):


Do the differentiation activity.
Analyzing (high level):

Link:

Solve difficult mathematical calculations in the story.


story :(simple story for student that include many
things such as (counting, adding, colors and
guessing) that develop their cognitive imagination ,
however I use flash cards for the story (character ,
other objective and write the answer in the board
that relate with story.

Evaluating (high level):


While do differentiation activity and walk around the
class and observe.
Creating (high level):
Answer the question in the board that include high level
question.

Learning Center Resources or Materials


Learning Center 1
Low level
Using cube to discover the
answer.

Learning Center 2

Learning Center 3

Learning Center 4

Medium level
Using model of the hand and
complete mathematical
calculations its about adding 10.

High level
Do sticks game it is the
highest level student in the
class so they do some
difficult activity.

Special need student


Prepare physical activity
especially fine motor skills
for adding and counting
using balls, 2 cups to know
the result.

Small Group Learning Centers: Time______

Learning Center 1 Title: (Bullet points)


Flash cards include many adding question. For example
(5+4=) so student use cube to help them to abstract the
number by using the cubes then write the answer in the
cards.

Learning Center 2 Title: (Bullet points)


Student in this stage or level they also have flash cards that
include adding question but they add (10 +..=) by using
board that include model of the hand that help them to
count by using the finger in the hands. In this level is difficult
from the low stage because they always adding 10.

Learning Center 3 Title: (Bullet points)


In this stage student can do sticks game, they adding 20 so
is higher level in the class.

Learning Center 4 Title: (Bullet points)


For Noor student in special need I make for her physical
activity especially fine motor skills for adding and counting
the balls ( two cups pasted in the paper ,she can put balls in
first cup and count then she put also and second cup ,finally
she count all balls that she put in both cups to know the
result.

Closing activity: Time: ______


-Discuses with student about the numbers by let them count to twenty and count the materials in the class like How many
windows in the classroom? / How many chairs in the class? that engage the student and relate the lesson with the real life.

Assessment for Learning: How will you determine if the students understood the learning outcome? What evidence will you
show to prove this?
-By observing them during the activities and ask question that relate with lesson to achieve the clo.

General Comments
The lesson was good, the warm-up it was very interest for them because including some of challenge. Overall the
actives interact with student.

Recommendations / Future personal targets / Areas of focus


-In future I should be more active with student and using different tone voices to make them interaction
with teacher and the lesson.

SWC Lesson Reflection (Completed after EVERY lesson taught)


Lesson

math 1 lesson (adding 10)

MST

Nusheen

MCT

Antoinette

Class

Gk2 A

Your Name

Amna Murad

School

AL Anssar International School

Date

2/3/2016

Firstly, discuss one aspect that YOU feel you did very well. Try to analyze why you think it worked
well and what hints you would share with other teachers about the successful strategy/
resource/activity/management style etc.
The most activity I think it work with student and I observe that it has a positive result it challenge
game by using magnates number and organize the number from1 to 10 and stick it in the white board.
Student were happy and interest, I learn this strategies from my teacher she use interest warm-up for
each lesson.

Secondly, elaborate on the aspect identified by YOU that requires attention. Discuss what the
problem was, why it occurred and what action you intend to take to be more successful in the next
lesson.
I should use discussing method with student in the lesson not only give them the lesson and doing the activities.
Discussing with student help teacher to know their background information and knowledge.

Personal focus for next lesson:


I must make the class more active by ask student question that relate with lesson by using real life example.

Lesson Plan Template


Date
7/4/2016

Subject

Theme

Number of Students/ Grade

Favorite clothes
24 students / KG2
science
Personal Aims (What do YOU need to work on in order grow professionally?)
Using real example from the classroom.
Deliver the information to the student in easy way.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

Students will able to..


-Identify different senses.
- Recognize each sense with how it helps us?
-student give example for each senses.

Flash cards
PowerPoint
2 sticks.

Lesson Introduction
Whole group activity: Time_______
Mind map true & false game- sticks activity
Opening/Introduction: (Bullet points)
What will you do in order to introduce the concept to the
students?
Start with routing

Ask question

Make mind map

True & false game


Sticks activity
Activity (for high ,medium and low student level)
Active Engagement: (Bullet points)
After youve modeled the concept, what activity will you
have the students perform while on the carpet to ensure
that they understand it?
Ask question for warm-up that let student to talk
and give example for their real life. Give chance for
them to discuss with each other.

Question (Blooms Taxonomy)

Remembering (low level):


Question how many senses we have and we use.

Understanding (low level):


True and false game in PowerPoint, student recognizes
if the information is right or wrong by chooses the
correct a sign.

Applying (low level):


Make mind map for senses student past the picture of
the senses in the board.
Analyzing (high level):
Sticks activity student shoes and raise their stick if it
relate it with object that I show them.

Evaluating (high level):


Doing the differentiation activities.

Link:
Student did the mind map by lets them to give one example
of sense such as touch and feeling hold book and drive a car.

Creating (high level):


Give example around the classroom that relate with senses.

Learning Center Resources or Materials


Learning Center 1
High level: they put flash
cards in the floor it
mummery and faster game,
leader chose one student
and start to play by ask
them I taste sense so the
student jump on the picture
that present or relate with
sense.

Learning Center 2
Medium level: make to
groups and put different
pictures of senses in the
board and give each
group 1 sticks so when
leader group said hear the
point picture that present
hearing sense

Learning Center 3
Low level: classify the
pitcher with correct
senses.

Learning Center 4
Special need student

- Hyper active student can do


same activity with regular
student.
-For Noor student in special
need Noor can play all activity
because its include physical so
its easy for her.

Small Group Learning Centers: Time______


Learning Center 1 Title: (high level)
they put flash cards in the flower it mummery and faster
game, leader chose one student and start to play by ask
them I taste sense so the student jump on the picture that
present or relate with sense.

Learning Center 2 Title: (medium level)

Learning Center 3 Title: (low level)

Learning Center 4 Title:


Special need student

Low level: student in this stage or level they classify


the pitcher with correct senses.

make to groups and put different pictures of senses in


the board and give each group 1 sticks so when leader
group said hear the point picture that present hearing
sense

- Hyper active student can do same activity with regular


student.
-For Noor student in special need Noor can play all activity
because its include physical so its easy for her.

Closing activity: Time: ______


True & & false activity student be attention and recognize of each sentence if it right or wrong or if it relate with
specific senses.
Assessment for Learning: How will you determine if the students understood the learning outcome? What evidence will you
show to prove this?
By observe them.
Walk around them while they doing the actives and ask the question about the activity the do.

General Comments
In this lesson include many physical activity that what student like because include many movement like
jumping; clap their hand point the picture by using the stick. My Mst helps me to manage student and she
like the activity she said it is very creative and easy for student to understand.

Recommendations / Future personal targets / Areas of focus


I think the lesson should include the physical activity because that what student like because in this age they
went to make movement and discover.

SWC Lesson Reflection (Completed after EVERY lesson taught)


Lesson

U vowel

Your Name

Amna Murad

MST

Nusheen

School

AL Anssar International School

MCT

Antoinette

Class

Kg2 A

Date

3-8-2016

Firstly, discuss one aspect that YOU feel you did very well. Try to analyze why you think it worked
well and what hints you would share with other teachers about the successful strategy/
resource/activity/management style etc.

Stick activity it was very nice game and this activity differs from other activities that they use in the classroom.
Student develops their skill like cognitive skill. Student was interest to know the next material or items to raise their
stick.

Secondly, elaborate on the aspect identified by YOU that requires attention. Discuss what the
problem was, why it occurred and what action you intend to take to be more successful in the next
lesson.
For differentiation activity I think that I chose activity they sit in the table because when they do the physical they
make noise and damage student attention. I can use physical activity in circle time.

Personal focus for next lesson:


Physical activity I should use it in circle time or in whole group.

Lesson Plan Template


Date
9/4/2016

Subject

Theme

Number of Students/ Grade

Favorite clothes

24 students / KG2
science
Personal Aims (What do YOU need to work on in order grow professionally?)

Manage the student .


Use different and new style of techniques for the activity.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

Students will able to..


-Student Identify different between healthy and unhealthy food.
- Recognize between fruit and vegetable.

2 A3 happy and sad faces


PowerPoint
Flash cards
(Art activity) gloves, big white papers, painting (red, green and
orange), natural fruit and vegetable (orange, apple, and banana).
(Food activity (olives, tomato, cucumbers, carrot, slice cheese and
slice bread)

Lesson Introduction
Whole group activity: Time_______

Happy teeth and sad teeth activity/ Art and

Question (Blooms Taxonomy)

make food activity/ PowerPoint activity/


Hiding activity.
Opening/Introduction: (Bullet points)
What will you do in order to introduce the concept to the
students?
Start with routing

Ask question

Happy teeth and sad teeth activity.

Hiding activity
PowerPoint activity
Art and make food activity

Active Engagement: (Bullet points)


After youve modeled the concept, what activity will you
have the students perform while on the carpet to ensure
that they understand it?
Ask question for warm-up about the breakfast
what they eat?
Link:
Student classifies the flash cards to happy face of sad face.

Remembering (low level):


Asking the student what they eat in the breakfast?

Understanding (low level):


Doing PowerPoint activity that include:
Pictures of fruit or vegetable for example (banana , cucumber
,orange) and student point the basket of (fruit) or (vegetable)
that relate to food

Applying (low level):


Happy teeth and sad teeth activity, student classifies
the pictures of food if it is health and makes our teeth
strong or it is unhealthy and damages our teeth and
sticks it on happy or sad teeth.

Analyzing (high level):


PowerPoint activity:
Matches the vegetable or fruit with a specific color
Evaluating (high level):
Observe and ask them question.
Creating (high level):
PowerPoint activity:
Giving an example of fruit or vegetable that linked with
colors (red, yellow, orange and green)

Learning Center Resources or Materials


Learning Center 1
High level:
Food activity, make own
sandwich

Learning Center 2
Medium level:
Food activity, make own
sandwich

Small Group Learning Centers: Time______

Learning Center 3
Low level:
Doing art activity,
painting.

Learning Center 4
Special need student

Doing art activity,


painting.

Learning Center 1 Title: (high level)


(Food activity), the student makes own Happy
sandwich that includes healthy food (olives, tomato,
cucumbers, carrot, slice cheese and slice bread) to
make a healthy sandwich face.

Learning Center 2 Title: (medium level)


(Food activity), the student makes own Happy
sandwich that includes healthy food (olives, tomato,
cucumbers, carrot, slice cheese and slice bread) to
make a healthy sandwich face.

Learning Center 3 Title: (low level)

Low level:

Learning Center 4 Title:


Special need student

(Art activity) using gloves, big white papers, painting


(red, green and orange), natural fruit and vegetable to
print the shape of it (orange, apple, and banana).
Students choose the colors, Pour it in dishes, each
color should separate in a separate dish, choose the
vegetable and fruit, Then hold it carefully and dip it into
the dish, Press very hard, print it on the paper and let it
dry.

(Art activity) using gloves, big white papers,


painting (red, green and orange), natural fruit and
vegetable to print the shape of it (orange, apple,
and banana). Students choose the colors, Pour it
in dishes, each color should separate in a
separate dish, choose the vegetable and fruit,
Then hold it carefully and dip it into the dish, Press
very hard, print it on the paper and let it dry.

Closing activity: Time: ______


Student give example of fruit or vegetable relate with color.
Assessment for Learning: How will you determine if the students understood the learning outcome? What evidence will you
show to prove this?
By observe them.

General Comments
I include the Art technique in this lesson, to change the routine of the activities they did every day.
Student were happy to make own sandwich and others student do painting.
Recommendations / Future personal targets / Areas of focus
I should change the activity in next time because student love them and they went to do another activity that
another groups did so because I didnt have time so I must choose one type of these activity or do it same in
next class put change the turn.

SWC Lesson Reflection (Completed after EVERY lesson taught)


Lesson

Fruit and vegetable

Your Name

Amna Murad

MST

Fatima

MCT

Antoinette

Class

Kg2 A

School

AL Anssar International School

Date

9/4/2016

Firstly, discuss one aspect that YOU feel you did very well. Try to analyze why you think it worked
well and what hints you would share with other teachers about the successful strategy/
resource/activity/management style etc.
I did well when I chose Art activities for them because in this activity student learn more about the fruit and
vegetable and the colors for them. for example: in painting activity they identify the fruit they used and the color
and shape for them while another activity food activity student know the kinds of vegetable they used for
sandwich like olives , cucumber ,carrot, tomato, slice bread so they learn shapes and color.

Secondly, elaborate on the aspect identified by YOU that requires attention. Discuss what the
problem was, why it occurred and what action you intend to take to be more successful in the next
lesson.
When I start the PowerPoint activity that includes 3 different ideas, students were participate with me but they
make noise and didnt listen to me and do bad behavior.

Personal focus for next lesson:


Focused about how to manage student specially when use PowerPoint activity.

Lesson Plan Template


Date
19/4/2016

Subject

Theme
Favorite clothes

Number of Students/ Grade

24 students / KG2
math
Personal Aims (What do YOU need to work on in order grow professionally?)

Make the lesson active.


Every student have right to participate in the classroom.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

Students will able to..

Student able to complete the mathematical calculations.

Student knows the way of adding 10.

PowerPoint
Flash card of water drops
Worksheet
Play dough
Small pic of papers
video

Lesson Introduction
Question (Blooms Taxonomy)
Whole group activity: Time_______

Differentiation activities- music story.

Opening/Introduction: (Bullet points)


What will you do in order to introduce the concept to the
students?
Start with routing

Video, music
Story (farmer)
Differentiation activities.

Active Engagement: (Bullet points)


After youve modeled the concept, what activity will you
have the students perform while on the carpet to ensure
that they understand it?
Story about the farmer that includes many adding

exercises.
Link:
Lets student count to 20 by follow the video.

Remembering (low level):


Lest them to count from 1 to 20.

Understanding (low level):


Solve some exercises in the PowerPoint.
Applying (low level):
Doing the drops activity.

Analyzing (high level):


In the PowerPoint include some difficult exercises so
lets them to solve it.
Evaluating (high level):
By observing them during the activity time.
Creating (high level):
Lets them to help and teach the student how feel difficulty.

Learning Center Resources or Materials

Learning Center 1
High level:

popcorn activity

Learning Center 2
Medium level:
Play dough activity.

Learning Center 3
Low level: water drops
activity

Learning Center 4
Special need student

Depend to the student


ability and level.

Small Group Learning Centers: Time______


Learning Center 1 Title: (high level)

Learning Center 2 Title: (medium level)

Popcorn activity: using different color of small pic


of papers to complete mathematical calculations.

Complete the mathematical calculations by using


play dough.

Learning Center 3 Title: (low level)

Learning Center 4 Title:


Special need student

Using water drops activity to complete simple


mathematical calculations 10 +4= 14

Depend to the student ability and level.

Closing activity: Time: ______


Counting by using counting table.
Assessment for Learning: How will you determine if the students understood the learning outcome? What evidence will you
show to prove this?
By observe them.

General Comments
Students were interest with different ion activities.
Recommendations / Future personal targets / Areas of focus
The activities that depend to using projector or computer some time the school computer didnt
work so I should make extra activity or prepare plan B to solve the problem if I face it.

SWC Lesson Reflection (Completed after EVERY lesson taught)


Lesson

Adding 10

Your Name

Amna Murad

MST

Nusheen

School

AL Anssar International School

MCT

Antoinette

Class

Kg2 A

Date

19/4/2016

Firstly, discuss one aspect that YOU feel you did very well. Try to analyze why you think it worked
well and what hints you would share with other teachers about the successful strategy/
resource/activity/management style etc.
The most think I did it well and happy about it is story activity, I create the story and relate it with them

(jobs) and used farmer character for this story. Student help him to count how many type of
animal he have and how many there are, count how many orange he picked. So this activity
includes different ideas like counting, adding, color, shapes. In addition talk a little pet about the
what farmer do and where he live.

Secondly, elaborate on the aspect identified by YOU that requires attention. Discuss what the
problem was, why it occurred and what action you intend to take to be more successful in the next
lesson.
The technology in the school had problem some time it doesnt work so when I open the video for the student to
sing and follow the movement I surprise that the computer have problem so I complete it with my own.

Personal focus for next lesson:


Do extra activity or make B plan for emergency.

Lesson Plan Template


Date

Subject

11/4/2016

English

Theme
Jobs

Number of Students/ Grade


24 students / KG2

Personal Aims (What do YOU need to work on in order grow professionally?)


Give time for student to do the activity.
Lets them to discuss.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

Students will able to..


-Student will be able to identify the digraph (ck) word family.
- Student will be able to recognize the ck words and pictures.
-Student will be able to read and write family words of ck digraph.

Flash cards for the ck pictures


Flash card for ck egg
video

Lesson Introduction
Whole group activity: Time_______
student came and make circle for ck digraph in each picture

Question (Blooms Taxonomy)

Opening/Introduction: (Bullet points)


What will you do in order to introduce the concept to the
students?
Start with routing

Video

stick different picture that include ck words


ck egg
review ii and ck word

Remembering (low level):

Active Engagement:
After youve modeled the concept, what activity will you
have the students perform while on the carpet to ensure
that they understand it?
Student interest to circle the ck of the words
Link:
Complete the puzzle of the egg.

Show them different picture and lets student to answer.

Understanding (low level):


Circle the ck in the words
Applying (low level):
Doing ck egg identify another have of the egg relate
with pictures

Analyzing (high level):


Discover the picture in the video that relate with ck
digraph
Evaluating (high level):
Observing
Creating (high level):
Give example of ck word

Learning Center Resources or Materials


Learning Center 1
Ck egg

Learning Center 2
Ck egg

Small Group Learning Centers: Time______

Learning Center 3
Ck egg

Learning Center 4
Ck egg

Learning Center 1 Title: (high level)

Learning Center 2 Title: (medium level)

Student do ck egg

Student do ck egg

Learning Center 3 Title: (low level)

Learning Center 4 Title:

Student do ck egg

Student do ck egg

Closing activity: Time: ______


Student give examples of ck words
Assessment for Learning: How will you determine if the students understood the learning outcome? What evidence will you
show to prove this?
By observe them.

General Comments

The lesson was good student interact with activity and student recognize between ck and others words.

Recommendations / Future personal targets / Areas of focus


The warm up is very important to lets the student be interest in beginning the lesson

SWC Lesson Reflection (Completed after EVERY lesson taught)


Lesson

Ck digraph

Your Name

Amna Murad

MST

Nusheen

School

AL Anssar International School

MCT

Antoinette

Class

Kg2 A

Date

11/4/2016

Firstly, discuss one aspect that YOU feel you did very well. Try to analyze why you think it worked
well and what hints you would share with other teachers about the successful strategy/
resource/activity/management style etc.

The ck egg student enjoys the activity.

Secondly, elaborate on the aspect identified by YOU that requires attention. Discuss what the
problem was, why it occurred and what action you intend to take to be more successful in the next
lesson.
I did not have enough time to do other activity.

Personal focus for next lesson:


Each activity should have enough time