Bachelor of Education

EDUCATION
DIVISION
Bachelor of
Education

LESSON PLAN
Name: Noora AbdulRahman Abdullah
ID: H00227403
Dat
e:
Tim
e:
Uni
t:

22st February 2016

12: 40 to 1:25 PM
Microsoft Word

Class:
No.
Students
MST:

Grade 2 - 3
27
Mariam Al Raeesi

Prior Knowledge (What prior knowledge are you building in?)

- They know the basic things in computer and some programs.
- They know how to use the paint program from last semester.

Lesson Objectives: (What will students be able to do by the end of the lesson?)
Attitudes:
- Respect, students should respect each other, give their friends the chance
to talk or work during the class, for example when I ask them to do a specific
task on my computer in front of the other students, they should get the
chance and think about it and the students should not laugh on them if they
did something wrong or didnt know how to do it.
- Help, Students are able to ask whoever on their left and right side about
anything they want, but if they still dont know, the students who has the
helping hand sign will help them of what they want.
Knowledge/Understanding:
- Change the language, students will be able to select the language that
they want to write with, or change the language from English to Arabic.
According to Blooms taxonomy, students will be in the knowledge level.
- Edit the text, students will be able to show how to edit the text by
changing the size and the color of it. According to Blooms taxonomy,
students will be in the Comprehension level.
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Bachelor of Education

- Insert picture and add a frame, students will be able to add a picture
and change it position, with applying a frame for the picture also. According
to Blooms taxonomy, students will be in the Application level.
- Insert shape, students will be able to demonstrate how to add a shape
and change it color. According to Blooms taxonomy, students will be in the
Comprehension level.
- Add borders, students should be able to apply a boarder for their page,
According to Blooms taxonomy, students will be in the Application level.
Skills:
- Insert : students will be able to insert a picture and shapes in Microsoft
Word.
- Edit : Students will be able to edit the text that they will write and editing
the picture by adding a frame to it, plus, editing the shape by change it color.
- Apply : students will be able to apply a boarders to their pages with the
theme that match the subject.
Evaluation / Assessment: (How will you know your students have achieved the
lesson objectives?)

After I explained the lesson to them, I will ask them to sit on the computers in
peers, and start working on what I was explaining. I will give them a selfevaluating paper to let them evaluate themselves first. I will ask them to nestle
their hand to their bodies if they finished the tasks. Then I will come to them
and evaluate their work by comparing what they have done and the selfevaluating paper.
Personal focus (relate to your PDP, state the goal and explain your actions specific
to this lesson):

In this lesson I am working on my PDP goals,

which is using eye contact and body language with the students, I will try to not
give them my back for long time, and I will be moving around and dealing with
the students while they are working.
Also I will let the students use the signals that I asked them to use during the
lesson, such as going to the bathroom and if they finished the task.
Furthermore, I might use the bell to inform them about what I want from them.
Teaching Competencies focus (relate to specific competencies, state the
competency area, explain your focus and actions)

In this lesson I am working on my professionalism, in the area of communicate

with stakeholders about students progress, teaching and learning. I discussed
with my MST before the lesson about what is the best way for the students to
understand the lesson, and the content of it, as an example, how I can make the
steps easier for them and clear.

Bachelor of Education

Teaching Strategies: (these are important to define so you create an positive and
supportive learning environment during the lesson)

Teaching strategies:
- Active Learning: students will use the teachers computer and explain things
to the students
- Cooperative Learning: students will collaborate and work together in peers
- Experiential Learning: students will learn somethings then they will do it on
their computers
Classroom management strategies:
- Let the students using signals,
if they want to go to the toilet or they finished their tasks
Behavioral management strategies:
- I will warn them to not talk while Im teaching by stop talking and looking at
them
- They should be organized,
so They cant leave the computer lab without returning the chair on its right
place.
- Ask each row to set on the computers, so the transition or moving will be more
organized.
Feedback strategies:
- Most of the feedbacks will be orally.
What do you need for teaching & learning?
Materials & Resources:

- Embodied of Smurfette
- Self-Evaluation papers good! Why are you doing these?
Technology integration:
- Computer
- Pictures
- Video
- Smurfs music
- Microsoft PowerPoint

ACTIVITIES
What the Teacher does.

What the Students do.

Lesson connection
to PDP goals and/or
Action Research
Focus

ENGAGE -Introduction:
I will start the lesson by asking the students what do they remember from last
class, then I will tell them my rules. After that I will show them the smurfette and
tell them that smurfette is sick today and she dont have a voice, so you have to
talk and say what is happening in the video that I will show you now. Cute.
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Bachelor of Education

PHASE ONE (Explore)

I will show the students the
video and ask them to focus on
it.
Video is a review of some of the
things they have to do. She talks
over it and the kids answer some
of the questions. N looking at the
screen at front and explaining.
PHASE TWO (Explain)
After I showed them the video, I
will open the Microsoft word and
start doing what was in the
video step by step.

PHASE THREE(Elaborate)
I will clarify to them how to do
each step and I will give them
any important comment about
that step.

Students should say what they

can see in the video and the
steps that happened.
Questioning what happened
in the video. Then to
computer 12:52

Using eye
contact
and body
language

I will explain to them what they

should do and I will let them
remember or tell me what did
they see in the video. Done.
Whole group responses. Voice
loud while explaining. Sometimes
voice changes.

Using eye
contact
and body
language

I will ask some of the students to

come to my computer and do the
step after me with explaining or
talking to the students. 12:55 lets
a ss put in a picture. Ss must
explain while doing it. Makes it a
bit harder by changing the
mouse. Clap. Whole group talking
is respectful and there is not
much about having to raise
hands, remind them anything.
Still dont know ss names? Ss 2
shape. Lets ss try and mess up
and get a friend to help.
Everyones eyes on the screen,
watching. N gives a bit of advice
and instruction while letting them
do it. Voice tone stays a bit
constant loud. Not much smiling.
1:01 Next step choose a ss to put
border. All girls helping ss at
computer. Did you let her choose
what kind of image for border?

Using eye
contact

Bachelor of Education

EXTEND/EVALUATE
I will review with them what they They should set in peers and
should do, on the papers then I
start doing the task. Walking and
will ask them to set in peers.
sorting out kids with problem
They ask questions, she sends
computers. Some girls start right
them in pairs to computers. Bit
in without their papers referring
by bit as they get themselves
to the screen. 1:09 pass out
settled at computers. Directing
papers. Most start working now.
everything from front center.
They seem to be working ok in
Puts music while they get
groups for the most part. Girl 1
settled.
staring at screen her menu has
N walks and walks and checks in disappeared. N lets her struggle
with many. 1:16 G1 and G2
and then gives her some
havent done almost anything.
instructions on how to start
Those that are finished are told
working (1:12) How do you
to do what? They have helping
choose who gets to work in pairs
hand sign. Go to G1. Helper does and who individually? 24 ss.
it for G1 G1 not happy with the
help. Others just show her and
1:23 back on floor review with
then she takes over the mouse
whole group. Asking specific
and keyboard again. Nothing is
questions and specific
happening N looks, but doesnt instructions. You seem displeased
intervene? 1:19 bell tells them with them and one in particular
to sit quietly with arms folded if
Reem. They line up pushing each
done.
other.
1:21 bring me your papers (goes
to front desk) and sit on the floor
in your spot number places on
the floor now. Music off. After
everyone seated, go back and
put your chairs in. She asked
them if it is a good view to see
your chairs like that.
ANTICIPATED PROBLEMS (WHAT IF .?)

Using bell
Using
signals

- Typing in a slow way.

- Confused about where to find the pictures.
- Confused about how to move the picture and change it size.
- Confused about where to find the page boarder.
Maybe you should have more about differentiation in your planning. Even if its
in your head, plan for it.

Bachelor of Education

In general it was good bc I have 27 ss, they are trying to be well

together. G1 is normally great today she just didnt do anything.
I dont know why she was like that. Most of the ss met the obj
this is a project review from everything theyve done in past 3-4
lessons. I just got the idea for Smurfette they love her the sick
voice idea so to explain the video. They said some of it in the
video. Then I started doing to be more clear and review. Gave
them the paper to show them what to do easier for me and for
them (can they read it?) so I just can evaluate easily. It also has
icons to help them know where to click. Asked at end its the
last lesson for Word, are you sure you know how to do it? Asked
Reem and she didnt answer she needs to come back and do it
in front of me so you can get a grade. If you dont understand,
dont sit alone we have to teach each other, cooperate. Next
class will be new lesson. Last time I didnt have time to sit
together and review, so discussing it with them at the end is
good.
At the beginning, I put new numbers bc they were so damaged.
So I gave them instructions.
Hand signals helping hand ss. No more than 3 at a time.
Discussion abt Reem not sure what is happening she even hit
the helper girl.
When ss didnt know how to do it others want to do it for her
respect her give her the chance, then have them help her, not to
do ti for her. They have the right and time and they can do it. She
has to try and she just needs practice with controlling the mouse.
Values are impt some classes the girls laugh at each other. So I
have to add values.
When the chair fell down she was running and made the chair
fall. I went and talk to her gently next time be careful it might
hurt and fall on your friends.

Bachelor of Education

Body language. I was trying to move my hands and face

expression to match Smurfettes words in the beginning. I just
stared at the girl that watching something else until she saw me
and then give me your attention.
Walking looking at their work. Selecting shape, then couldnt
move to border, so I gave whole group instructions.
S-C working on my computer and asking them to talk while you
are doing the work to explain to the friend. Self-evaluation
papers.
Diff most of these students are medium level in this section. I
didnt need to do much diff, but I had challenge papers ready in
case they have time editing things font, lines, etc. These are
usually for the non-project classes bc its the assessment. This
project will be graded.
Routine is set for sitting, lining up, putting chairs away other Ts
dont do that. Its all normal now, even though they dont see me
all the time.
Mindys comments: we had a long conversation about objectives
about using thinking words. M to check with J about that.