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P2 Mathematics Lesson on Picture Graphs (Mixed Ability) Part 1: Whole Class Instructional Approach – Direct Instructions (Mastery Model) + Part 2: Small Group Approach (Group Discussion).                             By the end of the lesson, students should be able to:  - 1)	Record and interpret data collected                                    2)	Draw picture graphs with scales using a 5-step methodImprove lesson objective by including (D – Degree): Be able to complete 2 out of 3 pages of Mathematics Workbook independently.     (A) There were some parts of the lesson which required pupils to respond Instead of randomly choosing volunteers using ice cream sticks. I could have increased the level of participation and engagement by asking pupils to be seated on the floor with their mini whiteboards and markers right at the start of the lesson. In this way, I can immediately check for understanding after teaching sub concepts by having all of them pen their responses on their mini whiteboards. This will also serve a prompt feedback for me to assess if I needed to spend more time explaining a particular concept during the lesson.                                      (B) During the group activity where pupils apply their learning, specific roles and duties were assigned as part of the activity briefing. A handout was also given to each group so that pupils could refer to it should they forget their roles and duties. I should have anticipated off-task behaviours and prepared for contingencies. In retrospect, some of my pupils thought that they were limited to the specific roles given and were unsure if they should help their groupmates. Even though “teamwork” was part of the success criteria, my pupils got too fixated with the roles assigned. I could have exercised flexibility by providing examples of teamwork. On that note, apart from being clear in teaching a skill, we have to be crystal clear and specific in providing our instructions too.               (C) I anticipated that some of my pupils would face difficulties in choosing a suitable scale when drawing their picture graphs and had prepared prompts for them. True enough, a few groups faced difficulties and I decided to pause the group activity mid-way to clarify their doubts. Perhaps I could have done this clarification and scaffold the learning of this concept prior to the start of the group activity to avoid disrupting the momentum of the high progress pupils.  Nonetheless, with the feedback gained from the group activity, I conducted a focused one-period lesson the following day to close this particular learning gap.          (D) After PP Session 4, I would like to improve this lesson by including a routine on how pupils should ask questions during group discussion.       (E) As part of the group presentation, I would like to include guiding questions or a template so that pupils will know to present their work.  (F) Implement a back-up FA plan in case I fall short of time to get pupils to complete the Exit Pass. For instance, I could have pupils do a silent reflection for 30 seconds and verbally ask them to voice out key learning outcomes for the lesson before following up with a journal entry.

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P2 Mathematics Lesson on Picture Graphs (Mixed Ability) Part 1: Whole Class Instructional Approach – Direct Instructions (Mastery Model) + Part 2: Small Group Approach (Group Discussion).                             By the end of the lesson, students should be able to:  - 1)	Record and interpret data collected                                    2)	Draw picture graphs with scales using a 5-step methodImprove lesson objective by including (D – Degree): Be able to complete 2 out of 3 pages of Mathematics Workbook independently.     (A) There were some parts of the lesson which required pupils to respond Instead of randomly choosing volunteers using ice cream sticks. I could have increased the level of participation and engagement by asking pupils to be seated on the floor with their mini whiteboards and markers right at the start of the lesson. In this way, I can immediately check for understanding after teaching sub concepts by having all of them pen their responses on their mini whiteboards. This will also serve a prompt feedback for me to assess if I needed to spend more time explaining a particular concept during the lesson.                                      (B) During the group activity where pupils apply their learning, specific roles and duties were assigned as part of the activity briefing. A handout was also given to each group so that pupils could refer to it should they forget their roles and duties. I should have anticipated off-task behaviours and prepared for contingencies. In retrospect, some of my pupils thought that they were limited to the specific roles given and were unsure if they should help their groupmates. Even though “teamwork” was part of the success criteria, my pupils got too fixated with the roles assigned. I could have exercised flexibility by providing examples of teamwork. On that note, apart from being clear in teaching a skill, we have to be crystal clear and specific in providing our instructions too.               (C) I anticipated that some of my pupils would face difficulties in choosing a suitable scale when drawing their picture graphs and had prepared prompts for them. True enough, a few groups faced difficulties and I decided to pause the group activity mid-way to clarify their doubts. Perhaps I could have done this clarification and scaffold the learning of this concept prior to the start of the group activity to avoid disrupting the momentum of the high progress pupils.  Nonetheless, with the feedback gained from the group activity, I conducted a focused one-period lesson the following day to close this particular learning gap.          (D) After PP Session 4, I would like to improve this lesson by including a routine on how pupils should ask questions during group discussion.       (E) As part of the group presentation, I would like to include guiding questions or a template so that pupils will know to present their work.  (F) Implement a back-up FA plan in case I fall short of time to get pupils to complete the Exit Pass. For instance, I could have pupils do a silent reflection for 30 seconds and verbally ask them to voice out key learning outcomes for the lesson before following up with a journal entry.

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P3 Science Lesson on Magnets (by Elaine)

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P3 Science Lesson on Magnets (by Elaine)

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Lesson objective: Observe and state that freely suspending magnets will point in a North-South direction through the experimental set-ups.

Tuning-in: Compass Activity
Time: 5 minutes
Purpose: Activating prior knowledge, arousing interest
✓ Give each group of compass for them to explore.

✓ Ask them the following questions:

▪ What do you think this is?

▪ What do you see when you turn the object around?

▪ How do you think that relates to magnets? (How do you think that works?)

✓ To tell students that today’s experiment will help them to understand how the compass works.
Areas for Improvement: I suppose I could give the students a little more time to explore the compass as it is not often they get to see one. This would help them to become more interested in the following experiment they will be doing because they would understand that what they learn is for tangible and practical objects such as the compass.

Lesson development: Experiment A and B Briefing
Time: 10 min
Purpose: Provide clear explanation and instructions

✓ Prompt the students: When we do experiments, what do we look at first?

✓ Unpack vocabulary: resting position, freely, suspended. May pick students tell the class the meaning of these terms.

✓ Go through with the students the instructions of the workbook. To ask the students the reasoning behind certain procedures. To answer student’s queries about the experiment if any.

✓ Teacher to guide them on what to observe (To observe where the North pole/ South pole of the magnet face, what do you think that means)

✓ While one person is doing the experiment, the rest will observe. Take turns.

✓ Lay down ground rules

Areas for improvement: This is a part where I gave direct instruction before the experiment start. To improve on this, I could involve the students more. For example, I can ask them “What do you think you should look out for?” instead of telling them straightaway. Also, I think it would be better if I could summarise the briefing to make it clearer for the students. This is because there are students contributing their answers to the class and in case they are not clear, I have to rephrase it for the class so that they could understand and not be off-task during the briefing or the experiment.

Lesson development: Experiment Procedure
Time: 15 min
Purpose: encouraging learner engagement, facilitating collaborative learning

1. Front groups take the hanging magnet set-up, back groups take the floating magnet set up.

2. Each group to have a maximum of 7 minutes.

3. Students to follow the procedure.

4. Answers will not be given at this point. The students will observe and record their observations in the workbook first (Part A Q6, Part B Q3)

5. The most well-behaved student will be the one who bring the set-up to the other group.

6. Repeat steps 2 and 3.
Areas for improvement: In this part of the lesson, it seemed like a concept attainment approach where the students have some idea of the concept to be taught as I did mention to them to look our for where the magnet rests. The students were quite engaged in this part because they get to explore the experimental set-ups on their own and were able to make some interesting observations.

Lesson Development: Workbook Activity 1.5
Time: 15 min
Purpose: Using questions to deepen learning

✓ To go through with the students the questions they were supposed to answer in their workbook.

✓ Ask them to show answers on their little whiteboards to see what they observed.

✓ Ask students with different answers to explain

✓ Bring back the compass (link new knowledge to prior knowledge):

▪ Ask students: does it face the same direction? Students to show answers on their little whiteboard (Yes)

▪ Pick a student to explain

▪ Pick students to draw resting positions of the compass and the two bar magnets.

▪ Teacher to model labelling.

✓ Conclusion: All the freely suspending magnets should face the same way, which is the North-South direction.
Teacher to guide students to explain why it is North-South direction.
Areas for improvement: This is the part where I guide the students to link their new concepts to prior knowledge about the compass. I think I was not skilled at scaffolding the questions for the students so my questions could have lead to some confusion or digression from the main topic. Hence, I should prepare more guiding questions beforehand . Also, I should provide more opportunities for more students to explain instead of answering close-ended questions as it does not really show their understanding.

Post-Activity: Parking lot
Time: 5 min
Purpose: concluding the lesson

✓ Students to write down on the Post-it

a. One thing they have learnt today

b. One thing they still want to know

✓ Paste on the notice board behind
Areas for improvement: Some students may have forgotten what was the lesson objective by this point. I should have brought the lesson objective up again during the conclusion so that they would explicitly know what they learnt from the experiments.

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P3 English Lesson on bare-infinitive verb forms after "to"

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P3 English Lesson on bare-infinitive verb forms after "to"

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Lesson Objective: Show an understanding in using the verb bare-infinitive forms after the word "to"

•Have pupils read the sentence on page 4 of the Big Book.
His servants tried all kinds of ways, to brighten up the young king’s day.
•Have pupils identify the tense used in the sentence. Write the words to brighten on the whiteboard.
•Have pupils read the sentence on page 7 of the Big Book.
We need to find a very special kitten for the King.
Have pupils identify the verb used in the second sentence and the tense.
•Write the words to find on the whiteboard.
•Have pupils give some other examples and write them on the board.
Point out that when we use a verb after to, we do not add any of the tense endings to the verb
(no- ing or -ed).

Areas for improvement:
A) concept attainment method (instead of only utilising the direct instruction approach) can be used to teach the verb forms after the word “to” by giving examples and non examples as well of bare infinitive verbs in a given sentence

B) can integrate learning by drawing similarities of the bare-infinitive verb form with other forms of the verb like the present tense form but without the singular/plural suffix

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P1 Math Lesson- reinforcing concept on place values 

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P1 Math Lesson- reinforcing concept on place values 

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Tuning in:

Teacher set questions related to numbers to 40. For example, writing the word form on the board and pupils have to write the numeral in their mini-whiteboard.

Introduction:

Teacher begins the lesson with a scenario/problem.

Tom and Peter are celebrating their birthdays.

Tom has six candles on his birthday cake while his friend, Peter, has four candles.

Peter is older than Tom, why are there fewer candles on Peter’s cake?

Concept Development:

Pupils work in their groups to discuss and reason out their explanations.

After discussion, teacher gathers pupils back to the floor to facilitate discussion.

Lesson Consolidation:

Pupils to complete activity sheet on place value as a group.

Reflection:
- Even though lesson objectives are not conveyed at the start of the lesson, I feel that it is acceptable as the teacher may want pupils to discover the concept themselves through solving the problem.
- I would print the concrete materials (like a laminated printout of cake and candles) to help pupils visualise the problem
- I would get pupils to write or draw their reasonings at the bottom of the task sheet to better understand what was the concept they used to solve the problem
- I would give examples and non-examples to check if students really understood the concept of place values (ones and tens)

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P2 English Lesson on differentiating beginning and ending sounds 

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P2 English Lesson on differentiating beginning and ending sounds 

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Lesson Objective:
1) Pupils will be able to identify the beginning sound "ch"
2) Pupils will be able to identify the beginning sound "sh"
3) Pupils will be able to identify the ending sound "ch"
4) Pupils will be able to identify the ending sound "sh"
Lesson Enactment:
1) Explain to the class the lesson objective
2) Tell them that they are going to watch a few video clips featuring songs on the beginning and ending sounds "ch" and "sh"
3) Remind the class what they have to look out for in the videos.
4) After each clip, pause and ask the class the words that they have picked up with the corresponding sounds.
5) Write down the words on the board for later reference.
6) At the end of the video clips, recap with the whole class the words they have picked out.
7) Brainstorm as a class for more words starting and ending with the "ch" and "sh" sounds respectively.
Closing:
Pupils to complete their Sounds worksheet with the help of the words on the board or with other words they can think of.

Areas for Improvement:
The whole lesson seems to be very teacher-centred. The teacher is the transmitter of knowledge and the students receives it.Maybe instead of the brainstorm session with the whole class, I could have planned a small group teaching by dividing the students into small groups. These small groups could be given some time to brainstorm more words within themselves. Or I could have done a jigsaw session with the class. Divide the class into groups of 4. Each member is named A,B,C and D. All the As are in the expert group of finding words with the beginning "ch" sound and so on. After Discussing with their expert groups, everyone will return to their home group and inform the rest of the words and they complete their Sounds worksheet after that. Doing this will help the students collaborate with each other and remember the lesson better as it is very student-centred

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Lesson Objectives: Student to be able to calculate the perimeter of a polygon, and of a square/rectangle

Success Criteria:
1) To associate the term 'perimeter' of a figure with the distance around the figure.
2) To find the perimeter of a figure made up of 1-cm squares or 1-m squares.
3) To find the perimeter of a polygon, given all its sides.

Factual Fluency:

Teacher to revise multiplication tables of 4 - 9  with the class.

To give out 8 varying questions from each multiplication table.

Students to give answers using their mini whiteboards.

Readiness:
Teacher to share the following scenario:

John went for a run around the primary school

He only ran 1 complete round around the school.

Afterwards, he told his mother that he ran exactly 500 metres.

How did he know that?

Teacher to tell students that by end of lesson they should be able to answer how John knew his exact distance ran.

Introduce to the students the definition of perimeter: The distance around the figure.

To give students activity worksheets with 1-cm grid squares that has outlines of the alphabets on them, and teach students how to count the sides of the squares around the figure to determine the perimeter.

Through getting students to share their answers, highlight that different shapes can have the same perimeter, and to link it to how knowing the perimeter of a shape is useful to understand how much space to allocate for a task or object.

Engagement:
Teacher to communicate lesson objective to find the perimeter of any shape.

Using activities from the activity book,
I DO: Teacher to guide students in using grid square to trace perimeter using their fingers. To teach methods of calculating perimeter (individually counting the sides, then adding it up. to highlight that they are not to count the squares, but rather the sides)

WE DO: Students to attempt a few questions on their own. Teacher to introduce algorithms to calculate perimeter of square and rectangle. Get students to do think-pair-share for an activity on two shapes formed by strings, where they have to hypothesize if they  have the same perimeter, and how they can check this. (provide actual strings for them to trace around the printed shapes)

Mastery:
YOU DO: Students to attempt activities in their workbook on their own.

Consolidation:

Teacher to recap on what they have learnt.

Teacher to draw students' attention back to scenario posted earlier, and flash a birds-eye view picture of the school compound, and use bolded lines to trace out the perimeter.

Students to share how they think John knew he ran 500 metres.

Students to go back home and measure the perimeter of three books/magazines/newspapers/pictures that they can find and to share with the class next lesson.

Teacher to check with students on understanding using thumbs-up/neutral/thumbs-down sign.

Areas of Improvement:
Overall I received feedback that this was a very teacher-led class, with minimal interaction with students. Although I had planned for some activities where they could interact in pairs and think, I did not have sufficient time as I did not realise that perimeter was quite an abstract concept for them to grasp (my class was a predominantly LA class). They had a lot of trouble with the grid squares, and did not understand how to count the perimeter using the sides of the squares. I could have spent more time on making my instructions clearer, and planning more activities revolving around counting with the grid squares to scaffold my students into better understanding the concept. Perhaps I could also let go more, and plan for group activities instead of pair activities to engage my students more.

Drawing upon LESSON ENACTMENT, I think I have used the Direct Instruction model in my lesson plan, which fits as this is a Mathematics Lesson, and the structured-ness of how this Math concept is taught, utilises elements of the Direct Instruction model very well. However, considering that my class had trouble with grasping the first few concepts of the grid square and how to calculate the perimeter from it, I could change the lesson enactment approach to one of Direct Presentation, to ensure that they can fully internalise the concept. This approach would work as they have no prior knowledge of the concept of perimeter

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Lesson objective: Write multiplication equation to solve word problems

Whole class approach: Direct Instruction

Tuning in: Review the multiplication tables of 2, 3, 4, 5 and 10. All pupils
will be involved in taking turns to recite the multiplication tables.

Lesson Development (I do, We do, You do): Use concrete (packets of sweets) to formulate a word problem and illustrate how to write multiplication equation for this word problem. Move on to using pictorial representation and show the class. Moving on to "We do", distribute interlocking cubes and do together. At this stage, a total of 4 word problems will be covered. For the "You do", students will be given worksheets.

Closure: Get pupils to verbalise the objective of the lesson. Have pupils fill in the exit card.

Enhancements:
- I should have used demonstration at the beginning of "I do" lesson development to provide clear explanation at the beginning of lesson, instead of questioning techniques. Questioning technique may result in answers like 5x6 to represent "6 groups of 5" and required explanation which I felt
should not be done at this stage.
- Use Repeat-Clarify-Understand to encourage learner engagement, instead of traditional teacher questioning and student response.

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P5 Science Lesson on Water Pollution Lesson Objectives: - Identify at least 2 causes of water pollution- Explain at least 2 effect of water pollutionLesson introduction Get students to recall the importance of the water cycle in ensuring a continuous supply of water using questions -	Why is water important? / what do we need water for?Link to the importance of clean water Lesson Development Teacher to show 3 pictures of water pollution one at a time. For each photo, teacher will facilitate a class discussion on the picture. Through the discussion, the class will identify the type of pollution and discuss its effects. Picture 1:Prompt: Look at the picture. Describe what you see in the picture. How is the water polluted?- Littering Follow-up question: Why this is considered a form of water pollution. What do you think are the effects of littering in water bodies? example answers:- Animals mistake the plastic for food etc. Explain to students about the Great Pacific Garbage Patch off the coast of California. Picture 2: Look at the picture. Describe what you see in the picture.How is the Ganges river polluted? Hint: there’s more than one type of pollution. -	Factory waste -	Littering -	Sewage Think-pair-shareWhat do you think are the effects of such pollution? - Factory waste: harm the health of all who drink from the water. Develop chronic illness (e.g. cancer) - Littering: plastic break down can leach chemicals into the water. - Sewage: illness Show video which explains the cumulative effect of water pollution downstream. Picture 3 (bird covered in oil)Prompt: How is the water polluted? (ans: oil spill)Ask students why this is considered a form of water pollution. What do they think are the effects of an oil spill? -> Stuck in the feathers/fur of aquatic animals etc. Explain to students that the picture is from the 2010 oil spill in the Gulf of Mexico. Talk about the effects and how long it took for it to be cleaned up. Lesson Wrap-upGet students to take out their science journals. As a class, teachers guide students to draw a mind-map to recap what was learnt in class and link to the bigger topic of the water cycle. Reflection: - At the end, I could've shown a mix of examples and non-examples to see if students were able to understand the concept of water pollution. - I could've also gotten students to come up with some examples of water pollution they've seen. - Overall, the students were quite engaged in the lesson and participated in the discussion. The inclusion of think-pair-share helped the shyer students to participate with their partners. 

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P5 Science Lesson on Water Pollution Lesson Objectives: - Identify at least 2 causes of water pollution- Explain at least 2 effect of water pollutionLesson introduction Get students to recall the importance of the water cycle in ensuring a continuous supply of water using questions -	Why is water important? / what do we need water for?Link to the importance of clean water Lesson Development Teacher to show 3 pictures of water pollution one at a time. For each photo, teacher will facilitate a class discussion on the picture. Through the discussion, the class will identify the type of pollution and discuss its effects. Picture 1:Prompt: Look at the picture. Describe what you see in the picture. How is the water polluted?- Littering Follow-up question: Why this is considered a form of water pollution. What do you think are the effects of littering in water bodies? example answers:- Animals mistake the plastic for food etc. Explain to students about the Great Pacific Garbage Patch off the coast of California. Picture 2: Look at the picture. Describe what you see in the picture.How is the Ganges river polluted? Hint: there’s more than one type of pollution. -	Factory waste -	Littering -	Sewage Think-pair-shareWhat do you think are the effects of such pollution? - Factory waste: harm the health of all who drink from the water. Develop chronic illness (e.g. cancer) - Littering: plastic break down can leach chemicals into the water. - Sewage: illness Show video which explains the cumulative effect of water pollution downstream. Picture 3 (bird covered in oil)Prompt: How is the water polluted? (ans: oil spill)Ask students why this is considered a form of water pollution. What do they think are the effects of an oil spill? -> Stuck in the feathers/fur of aquatic animals etc. Explain to students that the picture is from the 2010 oil spill in the Gulf of Mexico. Talk about the effects and how long it took for it to be cleaned up. Lesson Wrap-upGet students to take out their science journals. As a class, teachers guide students to draw a mind-map to recap what was learnt in class and link to the bigger topic of the water cycle. Reflection: - At the end, I could've shown a mix of examples and non-examples to see if students were able to understand the concept of water pollution. - I could've also gotten students to come up with some examples of water pollution they've seen. - Overall, the students were quite engaged in the lesson and participated in the discussion. The inclusion of think-pair-share helped the shyer students to participate with their partners. 

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P3 Comprehension (‘Whitewater Courage’) - Nerissa

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P3 Comprehension (‘Whitewater Courage’) - Nerissa

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Lesson Objectives:

1. Provide possible plot predictions of a story

2. Identify the faults of ‘wrong’ comprehension answers

3. Substantiate their answers for True/False questions

Lesson Enactment:

1. Tuning In: Introducing what ‘whitewater’ is with a picture.

2. Understanding the Text: Going through each paragraph and posing questions to the students. Questions such as ‘Have any of you been in such a dangerous situation or witnessed one?’ and ‘What do you think happened before this? Why were they in a raft?’

3. Activity: In pairs, student had to complete a worksheet. The worksheet featured a list of ‘wrong’ comprehension answers. Students had to explain the fault and rectify it. An example was shown in class.

4. Consolidation: Summary of the story and students had to predict what happened in the end.

5. Homework: Actual Comprehension worksheet

What could have been done better:

Encouraging learner engagement: Initially, I thought engaging them with questions would arouse some interest in the text. However, I realised that not all my kids weren’t excited about the text to begin with. Asking too many questions also posed the danger of questioning fatigue. Moreover, I realised that I had ambitiously set out to finish too much in an hour, so I did not have wait time for students to answer the questions. The pair activity had little consideration for students’ level of progress. (No differentiated instruction)

Using the concept attainment approach: Admittedly, the worksheet I created was quite tough for P3 students. They had difficulty understanding the requirements or explaining the faults of the questions. I only gave one example in class and assumed that the kids would have gotten it. I should have introduced a few more examples or non-examples (‘wrong answers’) to the class and have them identify if it was correct or wrong. Only if they were able to identify, would we then move on to reason why the answer was correct or wrong.

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Lesson objective:
- Learn new vocabulary words related to Stellar big book

Lesson enactment:
- Students to talk about animals they have seen or heard about
- Students make the sounds of each animal as their names are called out (repeat after teacher)
- Students recall the animals from the story. Teacher to list them on the board

Enhancement for lesson enactment:
Although the lesson objective is to learn the new vocabulary words, the middle section of the lesson plan above seems geared more towards speech or pronunciation of the words instead. The teacher could guide the students using the “think through, interpret, evaluate & respond to text” method.
For example, the teacher could say a particular vocabulary word & ask the students what they understood of that word. Following that, to prompt them to recall where they have heard that word before (hopefully some students will mention the Stellar big book) and how the word was used there.

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P2 English Reading Comprehension Lesson (High Ability) - Direct Presentation Approach (Improvement: enhance lesson enactment) - Amrit 

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P2 English Reading Comprehension Lesson (High Ability) - Direct Presentation Approach (Improvement: enhance lesson enactment) - Amrit 

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Instructional Objectives:

By the end of the lesson, pupils should be able to:

1.        Annotate a comprehension text for better understanding independently (Assessed from future comprehension exercises)

2.     Make inferences based on clues in the comprehension text independently (Assessed from answers to the comprehension text)

Main lesson (20 mins)

·       Discuss comprehension with students by doing deep annotation of the text

·       Deep annotation: 3 types of questions

-  A: What does this remind you of? (activate prior knowledge)

-  B: What is your opinion on this? (I feel that …/ I think that…)

- C: ‘Why’ questioning (Why do you think…)

·       Examples of questions:

- A: “It was a miserable and lonely bird.” – What does this remind you of? (e.g. Willy and Hugh)

- B: “a very special bird that could understand the language of the people and speak their language too” – Complete the sentence: I feel that the bird is ___________. (e.g. smart/intelligent)

- C: “he saw his pigeon lying dead in its cage, so he opened the cage, took out the pigeon, and threw it away…” – Why do you think Mr Chung threw the bird away? (e.g. he thought the pigeon died and therefore was no longer useful for him)

Improvements in lesson enactment:

Could have enhanced the following areas:

-          Encouraging learner engagement

-          Facilitating collaborative learning

1) Instead of always giving students the blank to fill e.g. (” – Complete the sentence: I feel that the bird is ___________. (e.g. smart/intelligent), I could have gradually allowed them to try annotating the passage themselves so that they have more opportunities to do independent work. I could have also broken the students up into groups to facilitate collaborative annotation of the comprehension passage.

2) I could have concluded the task by asking students how they came up with their annotations and then responding according to their responses
e.g. How did you decide which part of the text to annotate? What kind of questions did you decide to answer?

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P5 English Grammar/Vocab Phrasal Verbs - Celine 

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P5 English Grammar/Vocab Phrasal Verbs - Celine 

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Lesson Objectives:
1. Know what phrasal verbs are
2. Learn new phrasal verbs and their definitions
3. Create sentences using phrasal verbs

Prior Knowledge:
Students are exposed to phrasal verbs in their Grammar Book. However, they did not realize that phrasal verbs have definitions attached to them

Lesson Enactment
1. Tuning in:
Have students listen to an audio text and have pupils highlight the phrasal verbs on the their written script.
2. Development:
Teach definition of Phrasal Verb
Go through tuning activities.
3. Activity : Mix and Match of Phrasal Verb
- Group Work
4. Closure:
- Ask students what difficulties they faced during the activities
- Give out worksheets for assessments

Areas of Improvement:
1. Missing Student's profile.
- Would be better to see if the activities matched the profile and do DI
2. No consolidations after the activity of the group work. No recap of the definition of Phrasal Verb after every segments

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By the end of the lesson, pupils will be able to:

1. Understand that replacing “said” with other saying verbs can make their writing more vivid and interesting

2. Identify the appropriate saying verb of “said” to be used in direct speech for various situations

3. State two new saying verbs of “said”

Teaching Strategies:

1. Self-reflection - Ask students to reflect on the common mistakes that they make in their writing

2. WALT - Specify lesson objectives (What Am I Learning Today?)

3. Activating prior knowledge - What is direct speech? Why use direct speech?

4. Setting context - Why shouldn't we use “said” all the time?

5. Word Splash Activity - Emoticons representing the four common emotions (i.e. happy, sad, angry, scared), and the various saying verbs will be placed randomly on the whiteboard. Students will be asked to help categorise the saying verbs under the various emotions.

6. Pair Work - Each pair will be given a handout containing a direct speech, where they need to fill in all the possible synonyms of “said” that is appropriate to use in that given scenario. Pairs will be selected randomly to present on their answers.

7. Review of WALT

8. Checking for understanding - Exit Card Activity

Areas for Improvement for Lesson Enactment:

1. Activating prior knowledge - I wrote WALT on the whiteboard and invited the class to read it with me. Looking back, I should not have read the objectives off the lesson plan and should instead, explain them in a way that students will be able to understand. Perhaps I could have provided some examples instead.

2. Providing clear explanation - For the pair work, modelling should have been conducted by the teacher to provide the students with clearer instructions as they were confused by what they had to do

3. Using questions to deepen learning - During the review of WALT (conclusion of lesson), the questions that I posed to the students were mostly Yes/No (e.g. Are we all able to state two new saying verbs now?). To help in their learning, I should have conjure open-ended questions instead that could elicit varied responses instead.

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Similes of Food (Term 3 - Unit 8 The Feast) Clarinda

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Similes of Food (Term 3 - Unit 8 The Feast) Clarinda

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Lesson Objectives:
By the end of the lesson, students will be able to:
1. Define and identify similes
2. Recognise ‘like a/an________” and ‘as_____as’ to form similes
3. Apply their knowledge to use appropriate adjectives to complete similes

Prior knowledge:
Students should know nouns and adjectives

Lesson Enactment:
1. Tuning in: Teacher will write an example of a simile on the board and ask students if they know what similes are. Teacher will proceed to definition and function - they make sentences more interesting to read and they are incomplete without adjectives. Teacher will list another example, this time without the adjective (I.e. as ________ as a sheet) and get students to guess the adjective. A few more examples will be listed. Students are encouraged to guess the adjective/s most appropriate to the noun/s.

2. Main activity: Teacher will provide students an activity sheet with similes taken from the song “Lenka - Everything at Once”. Students will practise (with guidance) filling in the blanks for the nouns (animals) and matching the adjectives respectively. Teacher will then play the full song for students to check their answers and later provide each student the full lyrics sheet. Students will then work independently on worksheet 3.

3. Closure: Teacher will check if students can identify the simile in a children song “Twinkle Twinkle Little Star”.

Room for improvement:
The lesson would be better if students had been informed of the learning objectives and expected outcome at the start. Encouraging learner engagement - I also think that the lesson could have been split into two lessons and differentiated for students with different learning abilities. There could also have been group work for the main activity - matching of adjectives and nouns within similes instead of individual class work throughout.

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Lesson Objectives:

State that 60 seconds = 1 minute

Use seconds to measure time

Estimate duration in seconds

Prior Knowledge:

Converting units (1hr = 60mins)

How to read time with the hour hand and minute hand

Lesson Enactment:
Tuning In: Students will assess the prior knowledge that the students have to look at an analogue clock and pen down their observation. They will then share about what they have seen. Through this activity the teacher can assess their understanding about the hour and minute hands as well as the conversion between hour and minute.

Main Activity: Students will be exposed to the seconds hand on the clock. The teacher will then introduce that 1 minute is equal to 60 seconds, similar to the conversion between hour and minute. Teacher will then have an activity with the students to help them estimate seconds by watching a video on a 100m race. Students will then do a pair activity from a list of activities with a stopwatch and identify whether the activity is more, equal or less than 1 second.
Challenge Activity: Students will be challenged to find out how many seconds there are in a day with the knowledge of:

1. 1 day = 24hrs

2. 1hr = 60mins

3. 1min = 60s

Closure:

Exit Ticket: 3 Questions – Clock Face Question, Word Problem, Logical Question.

Recap lesson objectives verbally.

Areas for improvement: There might be too much Object Based Learning and too little direct teaching especially when it comes to the new concept of seconds. Learn to balance the direct approach and concept attainment.

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Lesson Objective

- students should be able to make equal groups using concrete objects and count the total number of objects in the groups by repeated addition using language such as "2 groups of 5" and "2 fives"

- students should be able to understand multiplication in terms of equal groups

Lesson:
Development:

teacher used magnets to concretely demonstrate idea of multiplication as grouping and went through the different languages of expressing the concept (e.g. 2 groups of 5, 2 fives, 5+5, 2x5)

- students were then split into pairs and given multilink cubes

- teacher would write various multiplication equations (3 x 5) or phrases (3 fours) and students have to demonstrate with the cubes what the equation means (3 groups of 5 cubes each)

- they were encouraged to draw circles on their mini whiteboards to represent the groups
Consolidation:

- students were then assigned pages in their workbook

Areas for improvement:

Learner Engagement:

- for the tuning in activity, I could read a big book on multiplication so that students are introduced to the concept of multiplication

Lesson Enactment:

- I could have provided the students with plates to concretely demonstrate the idea of groups

- There was a wide variety of learning profiles for the students. During the pairwork, I tried to support the weaker students by pairing them with pupils who were higher in ability. However, there was no differentiation for the students as the task was identical. It would be helpful to think about how to stretch the HA students, as well as to ensure that the LA and MA students understood the lesson instead of simply relying on their partner.

Consolidation:

- It would be good to have some way of accessing individual mastery of the concept apart from the workbook.
Closure:
- There was no proper lesson closure. A short 5-min recap would be helpful for the students. Alternatively, can call on the students so they reflect and state what they have learnt

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P4 Math Area & Perimeter Composite Figure

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P4 Math Area & Perimeter Composite Figure