I quickly separated the groups into smaller groups where all students worked better and actively participated.

After two minutes, I noticed that low achievers couldn't write so I told them to draw the tree and its leaves and write simple adjectives to compare between them.

At the end of Unit 3 for the 6th grade I asked my students to give me a feedback about their learning progress by reading this assessment tool👆👆 and choosing one of the three choices for each sentence(Fair, good or Excellent).

One of the weakness points for some students was identifying the number of syllables in a word by counting vowels so I gave them the instructions for a simple trick (hand on chin/chin drop for syllables) to make them learn a new way to identify the number of syllables in a word by playing a game and counting syllables in groups.

In my lesson students were to demonstrate the difference between two types of trees. That helped students expand and develop their creativity and critical thinking.

I introduced the lesson by asking some general questions about the topic to link the lesson to students' prior knowledge. Then, I began by showing students pictures of well-known trees such as Cypress, Oak, Apples, Fig, Olive, Palm and I asked everyone to take notes in order to write some sentences describing their favourite tree. In fact, some students were less active due to the lack of self-confidence, so I created something new by encouraging them to look at the actual trees in our schoolyard, take notes and make comparisons between the different trees. (One tree is tall, the other is short, one tree has dark green bark and another has light green; one tree has leaves and another has needles, etc.)

All students worked in pairs writing sentences, they were interested to be engaged in a good task despite of their different abilities.

The objectives of the lesson were successfully met. The students gave a positive reflection and their performance was better than before.

a new week to go.

your reflections are valuable.

have a good week

really loved teaching. The lesson got to a really good start with all

pupils being on time and sitting well. As part of my preparation, I

ensured they all had packs for the two activities for the lesson. I

spent the first ten minutes discussing " Why it is important to recycle?" . I then introduced the lesson on the ‘ what we can/can't recycle’.

The starter activity: Students found the starter activity very

interesting because it required individual responses by placing their

answer in a box. I was surprised at the engagement; perhaps because

nobody could see what others had written.

Main task: This was slightly challenging because I expected

students to be able to form groups by themselves with limited

direction from me.

My intervention meant that some students had

to be in a group that was not their initial preference. Although group

2 formed much more easily (without my intervention) they were the

slowest in producing the outputs required. For me this was a time to

reflect on the diversity of groups as I needed to ensure that pupils

who had not grasped the basics didn’t end up working in a group

that didn’t engage them.

The plenary: Groups 3 and 4 worked really hard to deliver the

required outputs.

Things to change for the next lesson:

• Develop a strategy for getting the groups working quicker.

• Consider group size and make-up to ensure all can get on.

I noticed that it was difficult for each student to have a complete answer including 3 complete sentences.

So I asked them to divide the answer and have 1 sentence for each student. They were in groups of 4; one student asked the question, the second student answered with only one sentence about the weather in the summer. Then the third student answered with just one sentence about weather in winter. The fourth student talked about the amount of rain in that city.

The students were able to answer the question easily when it was divided into sentences.

I noticed that they wrote the sentences more correctly and faster than in the first class.

Displaying maps was better than writing numbers to show the areas. Using maps made it really easier for the students to write sentences.

In the following picture, the question was required to give a presentation to tell Future generations about life in the twenty-first century, the students prepared a Great power point presentation.

After clarifying the idea for the students to apply it in a distinctive way. 💚

To make the lesson more challenging, I applied this technique. Group one think emeralds are the greatest stones on earth, Group two think Rubies are the most valuable gemstone. Group A faced B in the front of the class trying to convince each other why they think emeralds are better and valuable than rubies, or vice versa. Using the worksheet provided, students turned the point notes from the fact file into full sentences. In the latter part ,Students use those sentences to write a text about a gemstone using the scaffold provided.

 Students were highly satisfied as they were able to (role-play) the activity in a very good way and they also found it easy to speak up and to take part in participating. SS seemed so interested in talking and making notes.

The objectives of the lesson were successfully achieved.

In this lesson students were expected to review and practice asking simple questions using adjectives and asking about personal preferences.

Pupil's Book ( Review 1) p.17 Ex.2

I started the lesson with a simple revision and asked my students to work in groups and I gave each group some pictures and a worksheet .

Ss. Started to ask and answer questions effectively and group leaders helped low achievers by showing related pictures and reading questions and answers.

I wrote the answers on the board and asked Ss.To check their answers and mark their work.

Pupil's Book ( Review 1) p.17 Ex.3

* Asking about personal preferences.

Ss. worked in pairs to ask and answer questions about personal preferences and read their answers to the class.