Observation Protocol 01 - Supervisor
Observation Protocol 02 - Supervisor
Lesson
Plan(01)
Grade -6
Number of Students -45
Time -40
minutes (7.50a.m. to 8.30a.m.)
Date -
2nd of October 2024
Competency
- 6. Uses English grammar for the
purpose of accurate and effective communication
Competency level -
6.1 Constructs simple
sentences using has\have
Objectives -
By the end of the lesson students will be able to ,
1. Understand
and correctly use “has” and “have” in sentences.
2. Differentiate
between singular and plural subjects and apply “has” and “have” accordingly.
Materials -
English Text book
-
Flash cards (singular and plural
subjects)
-
Bag of objects (pictures)
-
Whiteboard and markers
|
Stage |
Time |
Teacher’s
Role |
Student’s
Role |
Aims
of the stage |
|
Setting the scene |
5
minutes |
Teacher
displays the song (annexe 1) on the board. Sings
the song with the students |
Students
sing the song with the teacher |
-
To give a basic knowledge regarding the lesson. |
|
Presentation |
15
minutes |
Passes
the bag around the class and asks students to get an item from the bag. Teacher
makes a sentence using the structure “I have” Asks
the volunteers to make sentences using the same pattern. |
Students
make sentences following the examples given by the teacher. |
To
enable the students understand they have to use “have” with the subject I |
|
Asks
a student to come in front of the classroom and teacher makes a sentence
using the phrase, “She/He has” |
Students
make sentences about the friend next to them using the given sentence
pattern. |
To
enable the students understand they have to use “has ” with the subject
She/He |
||
|
Displays
the subjects on the board. Explains
how to use have/has according to the subject of a sentence |
Students
learn the rule to use has/have based on the subject Students
provide more examples |
To
teach the rule |
||
|
Practice |
10
minutes |
Group
the students. Asks
the students to write as many sentences as they can looking at activity 9 (annexe
2)in the text book Asks
a few groups to present sentences |
Students
write sentences using the words given in activity 9. Students
present their sentences to the class. |
To
teach the rule further |
|
Production |
10
minutes |
Assigns
the students to make 5 sentences using “has” and 5 sentences using “have” to
describe things they or their family members own. Monitors
the students while they are engaging in the activity Gives
feedback individually |
Students
make sentences using has/have |
Enables
the students to use has/have in their day-to-day life. |
Annexe 1
Song
I have a
cat
You have
a cat
We have
cats
Who else
got cats?
She has
a cat
He has a
cat
They
have cats
We all
have cats
Annexe 2
Post-
Teaching Reflective Summary
After teaching the lesson on "has"
and "have," I noticed both positive outcomes and areas for
improvement. I started the lesson with a song that engaged the students and
provided an enjoyable introduction to the topic. The students participated
enthusiastically, and the song's repetitive structure helped them remember how
to use "has" and "have."
During the presentation phase, using physical
objects made the lesson more interactive and relatable. Many students could
correctly form sentences like "I have" and "She/He has."
However, some students needed extra help to understand the difference between
singular and plural subjects. The visual aids displayed on the board
effectively clarified the rules, and students readily gave examples during this
part of the lesson. Initially, I worried that the content might be too simple,
but I realized it was appropriate, especially considering the slower learners
in the class.
In the practice activity, students successfully
constructed sentences using the prompts from the textbook. The group work
fostered collaboration and peer learning, with students who initially struggled
gaining confidence from working with their classmates. In the production stage,
most students created their own sentences using "has" and
"have," demonstrating their understanding of the concept. I monitored
their work and provided immediate feedback to correct any misunderstandings.
However, I struggled to give individual
attention to all students, particularly some of the slower learners.
Additionally, because the activities were easy for some, they completed them
quickly and waited for further instruction. In the future, I should prepare
more advanced activities for the gifted students. Overall, the lesson met its
objectives, as students learned to differentiate between "has" and
"have" and used them correctly. Moving forward, I plan to include
more visual and auditory aids for students who need extra support, and allocate
more time for the production stage to encourage creativity and real-life
application of the concept.
--------------------------------------------------------------------------------------------------------------------------------------------------------
Lesson
Plan
Grade -6
Number of Students -45
Time -40
minutes (7.50 a.m. to 8.30 a.m.)
Date -
6th of November 2024
Competency
- 7. Uses English
creatively and innovatively in written communication.
Competency level -
7.1 Writes short and simple descriptions of “My Pet”
Objectives -
By the end of the lesson students will be able to write simple paragraphs on
“My Pet” using simple sentences.
|
Stage |
Time |
Teacher’s
Role |
Student’s
Role |
Aims
of the stage |
|
Setting the scene |
10 minutes |
Displays
a set of questions on the board. (annexe 1) Asks
a volunteer to come in front of the classroom. Pastes
the name of an animal (Dog) on the back of the student. Asks
the volunteered student to ask questions from the class and guess the name of
the animal pasted on the back. |
A volunteer comes in front of the classroom. Ask questions and try to guess the name of the
animal. Other students answer the questions. |
To activate prior knowledge To grab the attention of the students. |
|
Presentation |
10
minutes |
Displays
some pictures on the blackboard. Tries
to make sentences on “My pet” based on the displayed pictures with the help
of the students. (Discussion) Asks
the students to read the sentences written on the board.
|
Make
seven groups Make
sentences with the help of the teacher. Read
the sentences on the board. |
To
Familiarize students with paragraph structure and descriptive vocabulary. To introduce the topic and build interest. |
|
Practice |
10
minutes |
Gives
instructions (Annexe
2) Distributes
task sheets and envelopes to students. Asks
them to make sentences using the given words and to write the essay. Asks
the students to display it in the classroom and read the paragraphs written
by other groups. |
Listens to instructions attentively. Make sentences about the given animal and paste
them in the given demy sheet. Displays it in the classroom and read the
paragraphs written by other groups. |
To
Familiarize students with paragraph structure and descriptive vocabulary. |
|
Production |
10
minutes |
Asks
the students to close their eyes and imagine of their dream pets. Instruct
the students to write a paragraph about their dream pet with the help of
other members in the group. |
Students
try to write a paragraph about their dream pet or an imaginary one using the
sentences used in the paragraphs. |
To
encourage the students write creatively and independently. |
|
Follow up activity |
|
Make a poster of your
pet. Draw a picture in the middle of the paper and write the name of your
animal below the picture. Draw pictures of the things your pet likes to eat
and do and name them. |
|
|
Annex
1
Can I fly/ swim/run?
Where do I live?
What’s my favourite
food/drink?
How many legs do I
have?
Do I have wings/ a tail / a beak/ horns?
Annex
2
My pet is a dog named Lassy.
2.
It is brown.
3.
Lassy has a pointed tail.
4.
It lives in the kennel.
5.
Lassy’s favourite food is meat.
6.
My dog likes to play.
7.
It barks at night.
8.
I
love Lassy.
Annex 3
(Each
group gets an envelope with words to create sentences about a pet. Each student
gets an envelope with words to make a sentence.). Along with the word cards
each group gets pictures related to each pet that can be pasted on the poster
they are creating.
Cat
My pet is a cat named
Leo. It is orange and brown. It has a bushy tail. It lives in the house. Leo’s
favourite food is fish. My cat likes to
curl up and sleep. It catches mice. I love Leo.
Cow
My pet is a cow named Handaya.
It is black and white. Handaya has two sharp horns. It lives in the shed.
Handaya’s favourite food is fresh grass. Handaya likes to roam around. It gives
us milk. I love Handaya.
Parrot
My pet is a parrot
named Tutu. It is green in colour. It has a red ring around its neck. It lives
in the cage. Tutu’s favourite foods are fruit and grains. It likes to mimic and
sing. I love Tutu.
Horse
My pet is a horse named
Lulu. It is dark brown. It has a beautiful mane. It lives in the stables.
Lulu’s favourite food is hay. It likes to run fast. I love Lulu.
Fish
My pet is a fish named
Nemo. It is blue and yellow. It has gills and fins. It lives in the pond.
Nemo’s favourite food is fish flakes. It likes to swim around the pond. I love
Nemo.
Chicken
My pet is a chicken
named Pepper. It is orange and yellow. It has a red comb on its head. It lives
in the coop. Pepper’s favourite foods are worms and grains. It likes to scratch
the ground. I love Pepper.
Rabbit
My pet is a rabbit
named Pinky. It is grey and white. It has two long ears. It lives in the hutch.
Pinky’s favourite food is carrots. It likes to hop and jump. I love my pet
rabbit.
Post-Teaching Reflective Summary
The lesson on writing paragraphs about "My Pet" was
engaging and effective. Students participated actively, developing their
descriptive writing skills and creativity. The "Setting the Scene"
stage grabbed their attention, and the guessing game encouraged interaction,
though more participation would have been great with extra time. Using visual
aids during the Presentation stage helped students understand paragraph
structure and vocabulary. Group discussions promoted teamwork and idea sharing.
In the Practice stage, task sheets allowed students to collaboratively create
coherent paragraphs, boosting their confidence. The Production stage fostered
creativity by letting students write about their dream pets. While many
students constructed sentences well, some struggled, limiting their
involvement. For future lessons, better time management is needed to ensure all
students can complete tasks. Offering sentence starters for those who need help
can keep everyone engaged. Also, providing time for group feedback after
presentations would enhance learning. Overall, students enjoyed the lesson,
gained confidence, and showed creativity. Follow-up activities will reinforce
their understanding in a fun way.
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