Date: February, 4,2018 Student: 22

Time: 8:45-9:15 am School: Al Andalus School Basic Education Cycle 1 Girls

MST: Miss Hessa Class: Grade 3
Student-
Unit: Unit five : Describing pictures. Najat Abdulkariem
Teacher:

Prior Knowledge (What knowledge are you building on?)

Students are able to recognize the 2 D shapes.

Identify the time.
Comparing between comparative and superlative.
Able to measure things.

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

 Revision about the Unit and be ready for the test.

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?)
- Using the checklist.
- Observe students working on the activities.

Resources: (for each activity)

Each activity, the students will get a small booklet to write on it during the activities.
Each activity, the students can select which level of questions they can solve.
Activity 1:
Shapes:
Explore shapes from the pictures. * two printed pictures ( the pictures will include tools from real life)
Activity 2:
Measuring:
Pull the leaves from the box and find what are you going to measure.
*box, papers, magnet , ropes, tools to measure ( pencil, book, table, door, ) , ruler.

Activity 3:
Time:
Randomly select a time from the box. Write the time on the paper.
*box and time.

Activity 4:
Comparative and superlative:

Randomly select a stick. Read the comparative and superlative words. Write sentences using these words.
*box, sticks and glue.

Activity Name What the teacher does What the children do

1. Greeting the students and take the 1. Students will sit on the carpet
Opening(warmer registration. for the attendance.
activity) – carpet 2. Have a quick revision with the students. 2. Students will ask questions
3. Instruct the students about the if they need.
5 minutes learning center activities.
4. Model the activities for the students.
Activity phase 1. Observing and work around while students
(students will do to check their understanding.
the activity) 2. Give the students the materials they need
to work on the activities..
30 minutes 3. Ask students while they are working on the
activities and using the checklist.
1. Students will be working on the
activity and discussing their
knowledge with the teacher.
2. Read their answers orally to the
teacher and highlight main
ideas.

Closing 1. Ask students to represent their work to

their classmates. 1. Present their work.
5 minutes 2. Students will demonstrate what they 2. Discuss with the teacher using
learned and understand. their work.

Supporting activities:
Description of activities:

Description of activity 1:
The students will get two different pictures. They will search for 2D shapes and count how many shapes they
found.
Questions should be asked for this activity:
How many circles?
How many strars?

Learning Outcome(s):
Find out the shapes.

Description of activity 2:
Students will get the magnet and then they will attract the papers from the box. From the paper they will
select the tool they are going to measure.
Questions should be asked for this activity:
How long is it?

Learning Outcome(s):
Understanding about ways of measuring and using centimeters.

Description of activity 3:
Students will get a box. They will select time and try to write sentences descriping the time.
Questions should be asked for this activity:
What time is it?

Learning Outcome(s):
Recognize clock times to the hour.

Description of activity 4:
Students will get sticks. On the sticks they get adjective words. They will then write sentences.
 Students can select more than one stick ( depeding on their ability)

Questions should be asked for this activity:

Who do you think is higher and why?
Who do you think is lower and why?

Learning Outcome(s):
To say whether they think a number will be higher or lower.