Lesson Plan Template

Name: Aisha Mohammed

Professional Development Plan

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

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
• Make the transition between the activities.
• Work in my sound tone during teaching.
2. Describe what you will do to help achieve your goal (Strategies Used)
• Using songs when coming to the class.
• Using bell.
• Using flash cards which shows that the students need to move from the explaining time to the activity time.
3. Describe how you can tell if you’re achieving your goal (Evidence)
• I think when I will use the transition songs in the beginning of the lesson or the transition cards and bell during
the class the students will understand that now it’s time for transition or moving.
Grade Level: Subject: Learning Outcome (ADEC code and words):
4.3.3.1
4 Math Recognize the comparison of two groups as another strategy to
use when multiplying.
Resources (what materials/equipment will you and the Preparation (what do you need to make or check before
students use? Be specific) class?)

• Smart bored • Preparing the materials of the activities.

• White bored • Give each student 3 cards of self-chick “I got it”, “I am

not sure” and “I need help” to know they are in which
• Data show point.

• Student book Key vocabulary

• Worksheet • Multiple
• Markers • Equation
• Self-chick cards • Bar diagram

Questions Remembering level:

using
For the multiple with two sings do we use?
Bloom’s
Taxonomy
Understanding level:
levels
If we see multiple word which sign, we will use?

Applying level:

Let the students to do the activity 2 which is about multiplying.

 Analyzing level:

Analyzing the student’s understanding during doing the activities.

Evaluating level:

Do the self-chick assessment for the students to evaluate them.

Creating level:

Ask the students to draw the bar diagram with drawing the equation to understand more.
Introduction (warmer activity + teacher active engagement)

• The teacher will ask the students to give her two different numbers like; 2 & 5 then she will tell them about
the multiple. For example, 2+ 2+ 2+ 2+ 2= 10 then she will ask them “can we write this equation in different
way?” so, they have to answer if yes or no but if they don’t know then the teacher will explain that we can
Time: 20 min

write it in different way using multiplication like; 2x5=10.

• The teacher will give them two examples about multiple to understand it more the first one she will explain
it but the second one, one of the students will solve it with explaining on the bored.
Whole

• Explain how to use the bar diagram in math for the multiples.
• The teacher will explain the example 2 in page 148.
Independent Experience (small group activity 1) differentiation

• The teacher will divide the students into three groups according to their levels.

The emerging level: (red)

The students that in this level will solve questions 4 & 5 in page 149.

The developing level: (yellow)

The students that in this level will solve questions 2 & 8 in page 149.

The mastered level: (green)

Time:20 The students that in this level will solve questions 10 & 11 in page 149.
min
• The teacher will walk around the groups to observe them and help them if they need help.

• Then she will ask one students of each group to solve the questions on the bored.

Independent Experience (small group activity 2) differentiation/group work

• The teacher will divide the students into three groups according to their levels.

The emerging level: (red)

The students that in this level must work as group to solve the question that they will have it on the worksheet which
they will have three columns and they must solve “draw it” and “write the answer” columns.

The developing level: (yellow)

 The students that in this level must work as group to solve the question that they will have it on the worksheet which
they will have three columns and they must solve “write the equation” and “write the answer” columns.

The mastered level: (green)

The students that in this level must work as group to solve the question that they will have it on the sheet which they
will have two columns and they must read the question first then solve it and write the equation with the answer.

• The teacher will walk around the groups to observe them and help them if they need help.

• The teacher will mark each group and the group that will finish first they will have extra marks.

• The teacher will ask the students to solve question 12 on page 152 individually and the first five students will
get points.
Time: 5min

• Then discuss the answer of the questions with the students.

Closing

• The teacher will ask the students to show her the cards of self-check to know their understanding.

Assessment

• The teacher will walk around to chick the students understanding by taking notes.

• Using self-check assessment cards.

AAWC Lesson Reflection (Completed after EVERY lesson taught)

Select (S):
Identify a lesson and what standards are you addressing
• The lesson was about multiplication in comparison way which in the end of the lesson the
students were able to recognize the comparison of two groups as another strategy to use
when multiplying.

Describe (D):
What were you trying to achieve in your lesson?
• Delivered the lesson in correct way and the students to understand the lesson and know
how to find the answer using the strategy that I teach them.

What did the students do?

• The students understand the lesson and they were active with me also, they were able to
give me examples of equations using the strategy.
Analyze (A):
Why do you think the students responded the way that they did?
• The students were active and engaging with me because, the way that I explain was clear
to them.

How well did your teaching relate to the students’ prior understanding?
• In the begging of the lesson I gave the students an example of addition equation then i
asked them if we can write this equation in different way to know their knowledge about
the relationship between the addition and multiplication.

How well did you engage the students?

• I engaged the students by using technology and I made a kinesthetic activity.

Appraise (A):
Did your lesson meet your teaching goals?
• Yes, because the students were able to solve the equation even if they have a missing
number which means algebra so, if the equation was about multiplication, they change it
in to division equation and start solving it.

Transform (T):
How might you enhance student learning of this lesson in the future?
• When I will teach this lesson in the future, I will give the students the equations with two-
digit numbers.

What are the implications for your professional practice?

• In this lesson I used the differentiation with the students to do activities that will fit with
each level and this that helped me in my professional practice.