5. Observation by Mentor

Observation Protocol 01 - Mentor

Observation Protocol 02 - Mentor

Lesson Plan (01)

 

Grade                          -7

Number of Students   -45

Time                            -40 minutes

Date                             - 08.08.2024

Competency                -7.Uses English creatively and innovatively in written communication

Competency level       -7.2 Describes pictures

Objectives                   - By the end of the lesson students will be able to ,

 

1. Understand and correctly use the sentence structures to describe a picture.

 

Materials         - English workbook

- Enlarged copies of the activities and pictures.

- Whiteboard and markers

 

 

Stage	Time	Teacher’s Role	Students’ Role	Aims of the stage
Setting the scene	10 minutes	-Displays a picture on the board. (annexe 1) -Displays some questions on the board (annexe 2). -Asks the students to read the questions.   -Asks volunteers to answer the questions. - Teacher writes the answers on the board and asks the students to read the questions and answers displayed.	-Students read the questions displayed on the board -Volunteers answer the questions -All the students read the questions and answers.	-To encourage participation by asking easy questions. - To grab the attention of the students.
Presentation	10 minutes	-Asks the students whether they can make sentences following the first question and answers. -Tries to elicit the answers. Sentences with “There is…” and “There are….” -Explain the usage of “There is…” and “There are……”	-Students try to make sentences. -Learn how to use different sentence patterns to describe a picture.	-To activate prior knowledge. - To teach the sentence patters that can be used to describe pictures.
		-Asks the students to make sentences with 2nd and 3rd questions and answers. -Tries to elicit the answers by giving clues if necessary. Ex- “The cat is on the sofa”. - Explain the usage
		-Asks the students to make sentences with 4th and 5th questions and asnwers. -Tries to elicit the answer by giving clues if necessary. Ex- The cat is sleeping. -Explain the usage
Practice	10 minutes	-Divides the class into groups of three. -Gives instructions. -Distributes the task sheets (annexe 3) among students. - Monitors the students while they are engaging in the activity.	-Get into groups of three. -Listen to the instructions. - Engage in the activity.	-To give them an opportunity to review the sentence patterns used to describe a picture. - To promote collaboration among students.
		-Asks a member from each group to come and paste the correct answer on blanks. Asks all the students to read the paragraph on the board.	-One member from each group helps to paste the answers on the blanks. -Read the paragraph
Production	10 minutes	Displays a picture (annex 4) on the board and asks students to read the paragraph and draw a picture individually. -Monitors the students while they are engaging in the activity. Assists them if necessary. Gives feedback	Draws pictures according to the description given.	To review the sentence patterns further.
Homework		Asks the students to find a picture from a newspaper and asks them to paste it and write a paragraph using the sentence patterns learnt.   Asks the students to do activity 8 in unit 5 workbook.	Students find pictures and write paragraphs at home. Do activity 8 in unit 5 for homework.

 

Annexe 1

Annexe 2

 

1.      What can you see in the picture?

2.      Where is the cat?

3.      Where are the pictures?

4.      What are they doing?

5.      What is the cat doing?

Annexe 3

 

 

 

 

 

 

 

 

 

 

 Annexe 4

 

 

 

 

Pre- Teaching Reflective Summary

In preparing for this lesson on picture description, I felt confident about how the lesson was structured and progressed, even though I had not used this teaching method before. I planned to use visual aids like pictures and task sheets to engage my Grade 8 students, which aligned well with the goal of describing pictures. I included group work to promote collaboration and make the learning experience more interactive. However, I have concerns about managing a large class of 45 students within a 40-minute timeframe. Additionally, I foresee challenges in grouping students due to limited space, which could disrupt the flow of the lesson. Another concern is ensuring that all students participate and understand the sentence structures, especially since there are some students in the class who are easily distracted and often disrupt others. I hope that the planned activities will keep them engaged. Overall, I believe I planned this lesson in an effective manner to achieve lesson objectives.

 

Post-Teaching Reflective Summary

 

The lesson on picture description was engaging, especially at the beginning. Students were excited about the picture shown during the "Setting the Scene" phase and actively participated in answering questions. However, I realized that using a larger and more colorful picture would have helped those sitting in the back see it better. Eliciting responses effectively tapped into the students' prior knowledge, and I clarified sentence structures using "There is..." and "There are...". The activity of describing the picture fostered creativity and collaboration among the students.

Despite these positives, I faced some challenges. The time allocated for each stage was not adequate, as students took longer than expected during the practice phase to come up with answers. Additionally, the limited classroom space made it difficult to organize students into groups, which affected our momentum. I believe I made a mistake by giving instructions after grouping the students; providing instructions first could have saved time and helped maintain their attention. Overall, the lesson successfully met its objectives, with students demonstrating an understanding of the sentence structures through their responses and participation in group work.

For future lessons, I plan to allocate more time for interactive tasks or reduce the number of activities to facilitate smoother transitions. Pre-arranging groups or assigning them beforehand may also help avoid delays. In conclusion, while the lesson successfully encouraged student participation and creativity, improvements in time management and logistical planning are necessary.

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Lesson Plan(02)

Grade                          -7

Number of Students   -45

Time                            -40 minutes (7.50a.m. to 8.30a.m.)

Date                            - 19th of September 2024

Competency                - 7. Uses English creatively and innovatively in written communication.     

Competency level       - 7.1 Writes short and simple descriptions of “Famous places”

Objectives                   - By the end of the lesson students will be able to write simple paragraphs on “famous places” using simple sentence structures.

Stage	Time	Teacher’s Role	Student’s Role	Aims of the stage
Setting   the     scene	10 minutes	Divide students into groups and provide each group with a set of jumbled sentences.(Annex 1)   Call one student from each group to paste their sentences on the board.   Rearrange the sentences with the students' help to form a meaningful paragraph.   Guide students to read the paragraph aloud together.	Work in groups to arrange sentences.   Participate in rearranging the sentences on the board and reading the final paragraph aloud.	Introduce students to paragraph structure and descriptive writing.
Presentation	5 minutes	Highlight the structures of the displayed paragraph   Instruct studensts to use the displayed paragraph as an example for their own writing.	Listen and write down the example paragraph displayed .   Ask questions if needed.	ensure students understand the components of a descriptive paragraph.
Practice	15 minutes	Provide each group with a sheet of paper containing: Pictures of a famous place. Key information (location, features, history, activities). Instruct groups to use the information to write a paragraph following the structure on the board.	Work collaboratively to write a descriptive paragraph about their assigned place.   Ensure the paragraph includes a clear topic sentence, supporting details, and a conclusion.	Allow students to practice writing a descriptive paragraph as a group.
Production	10 minutes	Ask groups to display their paragraphs on the classroom walls or board.   Allow students to walk around and read paragraphs written by other groups.   Provide constructive feedback on their content, structure, and language.	Display their work and read others' paragraphs.   Reflect on feedback and note areas for improvement.	Encourage peer learning and provide an opportunity for self-assessment and teacher feedback.

Students write a paragraph on a famous place individually.

Annex 1

1. Sigiriya is an ancient rock fortress in Sri Lanka.
2. It is also called the Lion Rock.
3. It is situated in Dambulla.
4. Visitors can climb the rock to see stunning views and frescoes.
5. Sigiriya is a UNESCO World Heritage Site.
6. It is a popular tourist destination around the world.

Reflection

The lesson was effective in encouraging collaboration and creative writing. The warm-up activity engaged students and helped them understand paragraph structure. The group writing task allowed them to apply their knowledge in a fun and interactive way.

Some students needed guidance in using descriptive language. In future lessons, I plan to provide word banks or examples of descriptive phrases. Overall, students enjoyed the activity, and their work showed significant effort and creativity.