Lesson Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: Yr K Date: 27 August 2018

Plan No 1 Time: 2-3pm (1 hour)

Topic: Family Language Focus: Vocabulary; Father, Mother, Sister, Brother, Grandmother and Grandfather

Text types: Informational Narrative

Outcomes: Speaking & Listening ENe-1A, Writing & Representing ENe-2A, Reading & Viewing ENe-4A, Expression ENe-11D

Student Profile: 2 NAP students 3 beginners (Jaclyn KC, Kingsley KC, Christina KB, Terry KB, Charlie, KB, Joanna KB, Narayan KC, Han KI,
Natasha KI, Sherlyn KI, Joey KI, Alicia KI, Samusha KI, Chloe, KP, Hussein KM, Jenna KM, Alia, KM, Pietra KC, Sogan KM).
Prior Knowledge: Students have been introduced to the new vocabulary, acted out family tree- linked to language

Aims: Talking about family using the correct vocabulary.

Students will listen, speak and draw their understanding of what a family is.
Sequenced teaching/ learning experiences Time Resources
Introduction/Warm up Crayons
• Students settle on the mat in front of teacher
• Teacher will greet students and will reinforce listening rules Picture book
• Teacher will introduce the topic to students “today we will be talking about our families”. 20 minutes
• Teacher engages students in an open ended discussion about family for. E.g. White board
• Who knows what a family is?
• What does family mean to you? Art paper
• What does your Mother do for you?
• What does your Father do for you?
• How many people are there in your family?
Families picture book

Body My Family template

• Introduce “Families’ book
• Read the book to the students
• Re-read the second time, emphasize the vocabulary 30 minutes
• Once finished reading discuss the book in open ended questions
• Elicit responses from students on the following questions
• Who can tell me how many people were in the family?
• What are the names of the people in the family?
• Is your family like this family in the book?
• Teacher will have ready ‘My Family’ blank template to draw on
• Teacher will model by drawing her own family explaining as she is drawing who the family
members are.
 • Once finished the teacher will say to the students “it's your turn to draw your family.”
• Teacher will provide the students with four crayons only.
• Teacher will instruct students to draw their family members.

Closer
• Teacher will display students artwork on the whiteboard for all to see
10 minutes
• Teacher will encourage students to stand up and discuss their drawing.

Assessment of student learning:

• Students will be assessed by ongoing observations by the teacher. Their speaking, listening, their
language use and their finished drawing will be assessed.

Lesson 1 Resources
Lesson 1: Participation Self Evaluation

1. What were your lesson objectives? What was your language focus? How well do you
feel you achieved your lesson?

The lesson objectives were for student’s to listen, speak and draw their understanding of what
a family is. The language focus of the lesson was vocabulary; father, mother, sister, brother,
grandmother and grandfather. The lesson objectives were met as students were able to use
the correct vocabulary to describe members of their family during class discussions. The
students also managed to draw their families and label the images correctly while engaging in
dialogue with each other.

2. What do you think you did well in the lesson?

I think I introduced the lesson quite well and engaged the students through the reading of the
story.

3. How did the learners respond to the lesson?

Most of the students were engaged during the reading and discussion of the picture book, but
2 were silent and only participated when prompted to. The students enjoyed drawing, colouring
in and labeling the pictures of their families. The students discussed their families while
drawing and were actively involved in the lesson.

4. What main areas would you like to improve in your next teaching session?

Even though this class consisted of EAL/D students, I would have liked to provide them with a
more challenging activity. Perhaps have them attempt to write a sentence about their mum or
dad. In addition the use of ICT in the form of videos would have engaged students even more.
 MENTOR FEEDBACK OBSERVATION REPORT

Participant’s name Aida Farhart

Institution Clemton Park Public School
Name and signature of Mentor Teacher Augustine Fleischer
Level of class Yr K Lesson focus Vocabulary
Date 27.08.18 Time 2-3pm
Lesson number: 1 2 3 4 5 6 7 8 9 10 (please circle)
1

NOTE: This lesson observation report provides a structure for observing, reporting and
commenting on a particular lesson taught by a Participant.

PREPARATION FOR TEACHING Not Developing Achieved

Achieved

Lesson plan completed in time for discussion and


revision

Appropriate objectives/outcomes for level of


class and stage of course

Content is appropriate


Lesson has a language/skills focus



Lesson plan is well structured



Sequence is clear and appropriate



Aids and materials appropriate and well


organised

Lesson and materials appropriate for cultural


background of learners

Comments:
Aids and realia are really important for this age group as some still find it hard to sit still
and concentrate for more than a few minutes. Having a store of picture cards, dolls, word cards for the
students to hold and participate with helps to keep them engaged.
 COMMUNICATION SKILLS Not Developing Achieved
Achieved

Gave clear instructions



Encouraged and listened to learners



Spoke with clear, pleasant voice



Used appropriate questioning



Made effective use of non-verbal communication

Comments: Good use of non verbal facial and hand gestures to redirect attention. Visual cues on
cards of appropriate listening behaviors placed in laps can work well if they are not looking your
way.

IMPLEMENTATION Not Developing Achieved

Achieved

Used appropriate introductory procedures



Motivated learners


Included interactive activities



Appropriate ratio of student/teacher talk



Grammar explanations clear and effective

Effective transition between activities



Used questioning and eliciting effectively, and


responded positively to answers

Gave effective explanations (e.g. of vocabulary


or new concepts)

Used appropriate correction techniques



Used positive reinforcement

Maintained effective pacing


 Pausing used effectively


Recognised and provided for different learning

styles and backgrounds 

Included effective, appropriate evaluation of


student learning


Used appropriate closing procedures

Comments: Great first lesson with Kindy. Encouraging home language vocab for family members is
always enjoyed by the children and allows sharing of background knowledge within common
language groups of the class, making the content more personal and creating meaningful
connections with new vocabulary.

CLASSROOM MANAGEMENT Not Developing Achieved

Achieved

Effective formation of pairs and groups



Monitored group and pair work

Teaching aids and equipment used effectively



Appropriate use and organisation of whiteboard



Developed positive rapport with students



Managed real or potential problems satisfactorily



Comments: Time constraints make it hard for all students to share their work but can be managed
by students talking in pairs, sharing their drawings and vocab with each other if not the whole
class. They were all exited and motivated to contribute which was great.
 Any other comments

Areas for improvement

Two or three areas for improvement for the next lesson(s):

Have a bag of tricks - things to hold, touch and pass around

Create opportunities for as much talking as possible

Grade for final two lessons Satisfactory / Unsatisfactory

Satisfactor (please circle)

Satisfactory = Pass i.e. The participant has demonstrated a reasonable level of understanding and
ability in lesson preparation, communication skills, implementation and class management, has
incorporated and implemented effectively a language focus in her/his lessons, has shown willingness
or ability to implement suggestions for improvement, and has demonstrated the capacity to reflect on
her/his own teaching practice.

Unsatisfactory = Not Pass i.e. The participant has not demonstrated a reasonable level of
understanding and ability in these areas, and has demonstrated little or no willingness or ability to
implement suggestions for improvement over the Practicum period, as well as little or no capacity to
reflect on her/his own teaching practice.
Further opportunity practice teaching will be offered to the Participant to provide opportunity for a
satisfactory result – generally one or two further lessons at the end of the placement.
 Lesson Plan Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: K Date: 29.08.2018
No 2 Time: 12.10 -1.10 (1
hour)
Topic: Recognising the letter N Language Focus: The letter N and beginning sounds.

Outcomes: Speaking & Listening ENe-1A, Writing & Representing ENe-2A, Reading & Viewing ENe-4A, Expression ENe-11D

Student Profile: Han KI (Beginner), Sherlyn KI (Emerging), Joey KI (Beginner), Alicia KI (Emerging), Sumusha KI (Emerging), Natasha KI
(Beginner).
Aims: Students will be able to identify words that begin with the letter N. Students will be able to make the sound of the letter N.
Students will be able to form the letter N.

Sequenced teaching/ learning experiences Time Resources

Introduction/Warm up • Sight words starting with
• Students settle on the mat in front of teacher the letter N.
• Teacher will greet students and will reinforce listening rules 20 minutes
• Teacher will write the letter N on the whiteboard • The letter N worksheet
• Teacher will point to the letter N and ask the students – what’s that sound?
• Teacher asks students to repeat the sound and discuss how the sound is made: mouth and tongue position, • Pencils
feel throat for vibration of worked sound
• Teacher displays some sight words starting with the letter N and asks students
To identify them • Crayons

Body • Whiteboard
• Teacher will provide students with the letter ‘N’ worksheet
• Students will identify the words that start with the letter N and colour them in 30 minutes • Whiteboard marker
• Students will trace the letter ‘N’ and words beginning with the letter ‘N’.

Closer
• Teacher will encourage students to read out the words they identified to the rest of the class. 10 minutes
Assessment of student learning:
• Students will be assessed by ongoing observations by the teacher. Their speaking, listening, their language
use and their participation.
Resources Lesson 2:
Lesson 2: Participation Self Evaluation

1.What were your lesson objectives? What was your language focus? How well do you feel you
achieved your lesson?
The lesson objectives included; to identify the letter Nn -upper and lower case (text) and the sound it
makes (oral); verbal communications/ descriptions; practice writing & identifying Nn at the start or other
position in a word.

The focus included; listening, reading, speaking and writing skills, words beginning with Nn and when to
apply which one (capital-proper noun/beginning sentence), introducing new vocabulary and pronunciation
practice.

Overall I believe this was a successful lesson, achieving the objectives set out.

2.What do you think you did well in the lesson?

I was quite pleased because the students were engaged and motivated at the beginning of the lesson. I
was well prepared with resources, Nn letters to identify things that begin with the sound around the
room and sight words, interesting/appropriate worksheet that invited student participation.

3.How did the learners respond to the lesson?

The students were engaged in the topic and all actively participated, contributing to class discussions,
responding to questions and visual stimulus and communicated well with one another to explain their
ideas and assist each other.

4.What main areas would you like to improve in your next teaching session?
I would like to include perhaps a text on the letter Nn to further assist student learning. Or even a
youtube clip, as students respond well to visuals on the screen, then this lesson would extend to two
sessions.
 Lesson Plan Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: Yr 2 Date: 3rd September
No 3 2018
Time: 2-3pm
Topic: Family/Grandparent Language Focus: Descriptive language, extending vocabulary, reading, writing, speaking and Listening

Text types: Narrative, Imagery

Outcomes: EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and
composing texts. EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers.
EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted
in different situations. ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3, 5.3; Reading and Responding: B1.3, B2.3, B3.3, 1.7, 2.7, 3.7; Writing: B1.7,
B2.7, B3.7, 1.11, 2.11, 3.11.
Student Profile: Chloe, Jacey (2VA), Amilia, Joyce (2T), Masha (2Va), Yusuf, Andrew (1/2J), Mohamad (2VA), Leo (1/2J), Ihab (1/2J), Bobby (2T)
Jenna (2T), Haniya 2T.
Aims: Students will be able to write 3 sentences using correct grammar, punctuation and descriptive language.
Students will be able to demonstrate their understanding by illustrating their work.
Sequenced teaching/ learning experiences Time Resources
Introduction/Warm up Crayons
• Ss settle on the mat in front of teacher
• T- will greet students and will reinforce listening rules Pencils
• T- re-reads Grandpa Green by Lane Smith, following on Grandpa Greens tree sculptures. 15 min
• T- questions Ss “why are grandpa greens sculptures important? Grandpa Green picture book
• T- prompts Ss to answer “they tell the story of his life.”
White board
Body
• T - questions Ss “what sculptures have you made?”
• Ss describe what they made while T makes a word bank of their responses.
Grandpa Green proforma
• T- explains to Ss the task they have to complete based on the book – Ss will need to write three
sentences to describe their sculpture. Student Sculptures
• Ss will illustrate their writing. 35 min
• T- gives Ss proforma to write 3 sentences describing their sculpture and illustrating it.
• T - provides Ss with examples: “ one sentence can be naming the memory you made into a sculpture,
one sentence can be you describing the sculpture and one sentence about why you made that
sculpture.”

Closer
• Ss will settle back on the mat in front of teacher 10 min
• Ss will share their paragraph with the rest of the class.
Assessment of student learning:
• Ss will be assessed by ongoing observations by the teacher.
• Ss will be assessed on their sentence structure, punctuation and descriptive language.
• Ss understanding will be assessed through their illustration.
Resources Lesson 3:
Lesson 3: Participation Self Evaluation

1.What were your lesson objectives? What was your language focus? How well do you feel you
achieved your lesson?

The lesson objectives were for students demonstrate their understanding of family by illustrating their
work and writing three sentences using correct grammar, punctuation and descriptive language. I think
the lesson went well and the objectives were achieved as students completed the tasks with
confidence and only asked questions regarding spelling of words.

2.What do you think you did well in the lesson?

I think what I did well in the lesson was the class discussion about the sculptures the students made
and why they chose to make them. Students enjoyed showcasing their sculptures to me as well as to
their classmates. Students also enjoyed illustrating their work that generated discussion amongst each
other as they shared ideas.

3.How did the learners respond to the lesson?

The students responded well to the lesson, they engaged in the whole class discussion about their
topiaries and then shared their paragraph with the rest of the class, while displaying their picture.
They interacted well with each other and provided assistance to each other.

4.What main areas would you like to improve in your next teaching session?

As I came in, in the middle of the unit of study on Grandpa Green, I felt a little lost as I had to arrange
a lesson on something the students had been working on with their teacher for a while. I started in the
middle continuing the teacher’s lesson which required me to do a lot of research on what the students
had already achieved and walk in and run the lesson as if I had been teaching it from the very
beginning. I would like to improve my teaching sessions by being the one to implement sequential
lessons, so that I am also familiar with the topic, rather than teach unsystematically.
 MENTOR FEEDBACK OBSERVATION REPORT

Participant’s name Aida Farhart

Institution Clemton Park Public School
Name and signature of Mentor Teacher Augustine Fleischer
Level of class Yr 2 Lesson focus Speaking, listening and writing
Date 03.09.18 Time 2.00-3.00
Lesson number: 1 2 33 4 5 6 7 8 9 10 (please circle)

NOTE: This lesson observation report provides a structure for observing, reporting and
commenting on a particular lesson taught by a Participant.

PREPARATION FOR TEACHING Not Developing Achieved

Achieved

Lesson plan completed in time for discussion and

revision 

Appropriate objectives/outcomes for level of

class and stage of course 


Content is appropriate


Lesson has a language/skills focus

Lesson plan is well structured



Sequence is clear and appropriate



Aids and materials appropriate and well


organised

Lesson and materials appropriate for cultural

background of learners 

Comments:
Great link to previous lesson. Vocabulary was well consolidated and effective feedback was
provided through recasting their oral contributions in preparation for their writing task.

.
 COMMUNICATION SKILLS Not Developing Achieved
Achieved


Gave clear instructions


Encouraged and listened to learners


Spoke with clear, pleasant voice


Used appropriate questioning

Made effective use of non-verbal communication



Comments: As all students were to describe their art work, perhaps putting them in order of the
narrative or in a circle could have curbed their excitement and exuberance. Students responded well
to instructions. Instructions were clear and concise.

IMPLEMENTATION Not Developing Achieved

Achieved


Used appropriate introductory procedures


Motivated learners

Included interactive activities



Appropriate ratio of student/teacher talk


Grammar explanations clear and effective


Effective transition between activities


Used questioning and eliciting effectively, and
responded positively to answers


Gave effective explanations (e.g. of vocabulary
or new concepts)


Used appropriate correction techniques


Used positive reinforcement

Maintained effective pacing


 Pausing used effectively


Recognised and provided for different learning


styles and backgrounds

Included effective, appropriate evaluation of


student learning


Used appropriate closing procedures

Comments: Great on going assessment and individual feedback. Good job with the closing of the
lesson by providing students with the opportunity to share their work with their peers.

CLASSROOM MANAGEMENT Not Developing Achieved

Achieved

Effective formation of pairs and groups



Monitored group and pair work



Teaching aids and equipment used effectively



Appropriate use and organisation of whiteboard



Developed positive rapport with students



Managed real or potential problems satisfactorily



Comments: Students were very motivated and engaged which was fantastic. Your management of
those students who were louder and over excited was very effective and positive.
 Any other comments
Great work encouraging the students who lacked confidence translating their oral
description into written mode.

Areas for improvement

Two or three areas for improvement for the next lesson(s):

Sequencing the student sculptures in order to share.

Perhaps they could have read each others work and provide peer feedback e.g.
Capitals, full stops, logical descriptions and suggestions .

Grade for final two lessons Satisfactory / Unsatisfactory

Satisfactory (please circle)

Satisfactory = Pass i.e. The participant has demonstrated a reasonable level of understanding
and ability in lesson preparation, communication skills, implementation and class
management, has incorporated and implemented effectively a language focus in her/his
lessons, has shown willingness or ability to implement suggestions for improvement, and has
demonstrated the capacity to reflect on her/his own teaching practice.

Unsatisfactory = Not Pass i.e. The participant has not demonstrated a reasonable level of
understanding and ability in these areas, and has demonstrated little or no willingness or ability
to implement suggestions for improvement over the Practicum period, as well as little or no
capacity to reflect on her/his own teaching practice.
Further opportunity practice teaching will be offered to the Participant to provide opportunity
for a satisfactory result – generally one or two further lessons at the end of the placement.
 Lesson Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: K Date: 4th September 2018
Plan No 4 Time: 2-3pm

Topic: Grandmothers, Language Focus: Speaking, listening, reading and writing – vocabulary grandmother, growing, changing, family
changing and Growing
Text types: Narrative

Outcomes: Speaking & Listening ENe-1A, Writing & Representing ENe-2A, Reading & Viewing ENe-4A, Expression ENe-11D

Student Profile: 2 NAP students 3 beginners (Jaclyn KC, Kingsley KC, Christina KB, Terry KB, Charlie, KB, Joanna KB, Narayan KC, Han KI, Natasha KI,
Sherlyn KI, Joey KI, Alicia KI, Samusha KI, Chloe, KP, Hussein KM, Jenna KM, Alia, KM, Pietra KC, Sogan KM).
Aims: Students will be able to understanding that people change and grow. Grandmothers were babies, then teenagers, then mother and eventually became
grandmothers. Students will be able to use relevant vocabulary and write a sentence about their grandmother, using correct grammar and punctuation.
Sequenced teaching/ learning experiences Time Resources
Introduction/Warm up Crayons
• Ss settle on the mat in front of teacher Picture book
• T greets students and will reinforce listening rules
• Class discussion on what family means to us. What makes a family. White board
• Class discussion on how many members Ss have in their family
• T reads the picture book ‘Our Granny by Margaret Wild. Art paper
• T re-reads the book, but pauses at images and allows class discussion on similarities between Our Grandma picture book
Ss grandma and ‘our granny’.
T creates word bank on whiteboard using Ss suggestions. Worksheet
• Class discussion on how our grannies changed and grew to become our grannies.
Pencils
Body Erasers
• Once finished the T show Ss ‘families grow and change’ worksheet.
• T explains to Ss that they need to cut out the pictures and sequence them in the correct order.
• T models how to do – cuts pictures and glues them in order and displays on whiteboard for Ss to
see.
• T colours in images and instructs students to write one sentence about their grandmother.
• T asks students
• T models by writing on the whiteboard ‘My grandma reads to me.’
• T hands out worksheets.
• T repeats instructions – cut out pictures and sequence into correct order, colour in and then write
one sentence about your grandmother using word bank.
Closer
• Teacher will share their work with each other, reading out their sentence.

Assessment of student learning:

• Students will be assessed by ongoing observations by the teacher. Their speaking, listening, their
language use and their finished drawing will be assessed. Students work will be marked and
mistakes corrected with immediate feedback given to students.
Resources Lesson 4
Lesson 4: Participation Self Evaluation

1.What were your lesson objectives? What was your language focus? How well do you feel you
achieved your lesson?

Students were able to demonstrate their understanding of how people grow and change. In particular
how Grandmothers change from babies to teenagers, mothers and then eventually become
grandmothers through class discussions. Students used relevant vocabulary during class discussions
and wrote a sentence about their grandmother, attempting to use correct grammar and punctuation.

2.What do you think you did well in the lesson?

Students enjoyed the reading “our Granny’ and made connections with text. This generated a
productive class discussion about the student’s grandmothers and the important part they played in
their lives. I think that aspect of the lesson was very successful as it promoted the use of language
skills from students who generally are too shy to participate.

3.How did the learners respond to the lesson?

The learners were highly engaged in the reading and class discussion about their grandmothers.
They enjoyed the sequencing the images in the right order and helped each other during the activity.

4.What main areas would you like to improve in your next teaching session?

I would like to change the sequencing activity next time, as I felt it didn’t link well enough with the
picture book ‘Our Granny’. The picture book focused on grandmothers, their characteristics and how
they impact the lives of their loved ones. The sequencing activity was on how people change and grow
and I felt that I could have used a better worksheet to supplement the student’s learning.
 MENTOR FEEDBACK OBSERVATION REPORT

Participant’s name Aida Farhart

Institution Clemton Park Public School
Name and signature of Mentor Teacher Augustine Fleischer
Level of class Yr K Lesson focus Vocabulary
Date 04/09/18 Time 2-3pm
Lesson number: 1 2 3 4
4 5 6 7 8 9 10 (please circle)

NOTE: This lesson observation report provides a structure for observing, reporting and
commenting on a particular lesson taught by a Participant.

PREPARATION FOR TEACHING Not Developing Achieved

Achieved


Lesson plan completed in time for discussion and
revision


Appropriate objectives/outcomes for level of
class and stage of course

Content is appropriate


Lesson has a language/skills focus



Lesson plan is well structured




Sequence is clear and appropriate

Aids and materials appropriate and well


organised


Lesson and materials appropriate for cultural
background of learners

Comments:
Great use of students’ prior knowledge, really encouraged them to participate and kept
them engaged. Lesson structured and sequenced effectively.
 COMMUNICATION SKILLS Not Developing Achieved
Achieved


Gave clear instructions


Encouraged and listened to learners


Spoke with clear, pleasant voice


Used appropriate questioning


Made effective use of non-verbal communication

Comments: Good use of non verbal facial and hand gestures to redirect attention. Good use of the
personal point chart and reminder that you are well aware of the classroom routines and
expectations. Instructions were clear and readily understood by students.

IMPLEMENTATION Not Developing Achieved

Achieved


Used appropriate introductory procedures


Motivated learners


Included interactive activities

Appropriate ratio of student/teacher talk



Grammar explanations clear and effective


Effective transition between activities


Used questioning and eliciting effectively, and
responded positively to answers

Gave effective explanations (e.g. of vocabulary


or new concepts)

Used appropriate correction techniques



Used positive reinforcement


Maintained effective pacing
 
Pausing used effectively


Recognised and provided for different learning
styles and backgrounds

Included effective, appropriate evaluation of


student learning


Used appropriate closing procedures

Comments: Great lesson with kindy. Incorporating familiar vocab for known objects and names was
enjoyed by the children. Students were engaged and happily discussed their grandmothers and their
extended family. Consolidating learning with worksheet was a good idea.

CLASSROOM MANAGEMENT Not Developing Achieved

Achieved

Effective formation of pairs and groups




Monitored group and pair work


Teaching aids and equipment used effectively


Appropriate use and organisation of whiteboard


Developed positive rapport with students


Managed real or potential problems satisfactorily

Comments: The students no longer look to me for assurance, but turned to you with their attention
and questions.
 Any other comments

Areas for improvement

Two or three areas for improvement for the next lesson(s):

Pair/group work is always a great motivator.

A worksheet that links directly with the picture book would have been ideal.

Grade for final two lessons Satisfactory / Unsatisfactory

Satisfactor (please circle)

Satisfactory = Pass i.e. The participant has demonstrated a reasonable level of understanding and
ability in lesson preparation, communication skills, implementation and class management, has
incorporated and implemented effectively a language focus in her/his lessons, has shown willingness
or ability to implement suggestions for improvement, and has demonstrated the capacity to reflect on
her/his own teaching practice.

Unsatisfactory = Not Pass i.e. The participant has not demonstrated a reasonable level of
understanding and ability in these areas, and has demonstrated little or no willingness or ability to
implement suggestions for improvement over the Practicum period, as well as little or no capacity to
reflect on her/his own teaching practice.
Further opportunity practice teaching will be offered to the Participant to provide opportunity for a
satisfactory result – generally one or two further lessons at the end of the placement.
Lesson Plan No 5 Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: Yr 5 Date: 6th September 2108
Time: 11.30-12.30

Topic: Ned Kelly Language Focus: Writing (descriptive/ imaginative), Reading and Speaking

Text types: Narrative/biography

Outcomes: Speaking & Listening EN3-1A: Effectively communicates for a variety of audiences using increasingly challenging topics, ideas, issues and language
forms and features. ESL Scales: 1.2, 1.4, 2.2, 3.2, 3.4, 4.2, 4.4, 5.2, 5.4, 6.2, 6.4, 7.2, 7.4. Writing & Representing EN3-2A: Composes, edits and presents well
structured and coherent texts. ESL Scales: B1.5, B1.6, B2.6, B2.6, B3.5, B3.6, 1.8, 1.10, 2.9, 1.10, 3.9, 3.10, 4.9, 4.10, 5.9, 5.10, 6.9, 7.9, 7.10 (Creating Texts
CrT8-CrT10). Reading & Viewing EN3-3A: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in
different media and technologies. ESL Scales B1.3, B1.4, B2.3, B2.4, B3.4, 1.7, 1.8, 2.7, 2.8, 3.7, 3.8, 4.7, 4.8, 5.7, 5.8, 6.7, 6.8, 7.7, 7.8 (Understanding Texts Un-
T8-UnT9).

Student Profile: Abdul 5G (Beginning – new arrival), Steve 5M (Developing), Anna 5G (Beginning – new arrival), Linh 5G (Beginning), Hussein 5G (Developing),
Zara 5G (Developing), Ali 5G (Developing), Amirah 5G (Developing).
Aims: Students will describe the stimulus pictures using adjectives.
Students will write a descriptive paragraph using adjectival phrases, using correct paragraph structure.
.
Sequenced teaching/ learning experiences Time Resources

Introduction/Warm up Picture book Meet Ned Kelly By Janeen

• Ss settle on the mat in front of teacher Brian
• T will greet students and will reinforce listening rules White board
• T shows students front cover of picture book ‘Meet Ned Kelly’, by Janeen Brian, reads the title and Art paper with stimulus picture
examines the cover. Ned Kelly paragraph worksheet
• Class discussion on who this book is about. Pencils
• T asks “Who is Ned Kelly”? 20 minutes Workbook
• Class discussion to activate prior knowledge.
• T prompts “What do you think we will learn in this book”?
T reads the blurb and questions Ss.
What does this tell you about Ned Kelly? T assists students to notice that Ned Kelly was young when
he died. Does anyone know how old he was?
Does anyone know how he died? Class discussion.
What is significant about Ned Kelly? T invite Ss to share some information contained in the blurb.
What is an outlaw? T discusses and clarifies.
What does the term commended for his bravery mean? What brave act did he do?
What was the Kelly Gang? T invites inferences.
What do you think the last sentence means?
Build understandings that some people think he got what he deserved, and others think he was.

Body

T shows students stimulus picture.

T explains to students that they will be in groups describing what they see happening in the picture. 30 minutes
In groups Ss brainstorm descriptive language to describe what they see in the picture.
Ss share their information with the rest of the groups, the other groups write down descriptions they
may have missed.
T instructs students that they will now right a paragraph using their descriptions.
T prompts students about what a paragraph consists of to elicit prior knowledge, by using questions
such as; how many sentences are there in a paragraph?” “What is the first sentence?”
T models her own paragraph based on another image on the white board
In groups Ss write their descriptive paragraph. 10 minutes

Closer
Students share their paragraphs with the rest of the class.
T showcases students descriptions on stimulus picture on back wall.

Assessment of student learning:

Ss will be assessed by ongoing observations by the teacher. Their willingness to contribute and share
ideas. Their speaking, listening, their language use and their writing will be assessed.
\.
Resources Lesson 5:
Lesson 5: Participation Self Evaluation

1.What were your lesson objectives? What was your language focus? How well do you feel you
achieved your lesson?
The lesson’s language focus was for students to write a descriptive paragraph using adjectival phrases,
writing. Students will be able to describe a stimulus picture by reading, writing and speaking. I think I
achieved the lesson well through the use of the picture book and the sharing during the brainstorming
activity to ensure all students used enough and suitable language in their descriptions.

2.What do you think you did well in the lesson?

I think the lesson went well. Students were actively engaged in their group work and in the reading of the
picture book. I believe that I explained and elaborated on the vocabulary during the reading of the text
effectively.

3.How did the learners respond to the lesson?

The students were all actively involved in the lesson they enjoyed the group work activities and were on
task during all phases of the lesson. They asked questions and made connections with the text. Many
students employed their prior knowledge of Ned Kelly and shared that with the rest of the class.

4.What main areas would you like to improve in your next teaching session?
I incorporated the five senses into the lesson but did not provide students with visuals. I could have
improved my lesson by incorporating visuals as well as ICT in the use of the interactive whiteboard to write
a word bank of the student’s responses. This way they could have referred to them during the group work.
The lesson plan included the student’s writing a paragraph, however I was a little too ambitious and the
students only had time for brainstorming adjectives. In my next teaching lesson I will need to slow the pace
of the lesson a little and allowing the students time to process.
 Lesson Plan Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: Yr 5 Date: 7th September
No 6 2018
Time: 2-3pm
Topic: Natural disasters/Floods Language Focus: Writing (descriptive/ imaginative), Reading and Speaking, new vocabulary.

Text types: Informative Text

Outcomes: Speaking & Listening EN3-1A: Effectively communicates for a variety of audiences using increasingly challenging topics, ideas, issues and
language forms and features. ESL Scales: 1.2, 1.4, 2.2, 3.2, 3.4, 4.2, 4.4, 5.2, 5.4, 6.2, 6.4, 7.2, 7.4. Writing & Representing EN3-2A: Composes, edits and
presents well structured and coherent texts. ESL Scales: B1.5, B1.6, B2.6, B2.6, B3.5, B3.6, 1.8, 1.10, 2.9, 1.10, 3.9, 3.10, 4.9, 4.10, 5.9, 5.10, 6.9, 7.9, 7.10
(Creating Texts CrT8-CrT10). Reading & Viewing EN3-3A: Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide
range of texts in different media and technologies. ESL Scales B1.3, B1.4, B2.3, B2.4, B3.4, 1.7, 1.8, 2.7, 2.8, 3.7, 3.8, 4.7, 4.8, 5.7, 5.8, 6.7, 6.8, 7.7, 7.8
(Understanding Texts Un-T8-UnT9).
Student Profile: Abdul 5G (Beginning – new arrival), Steve 5M (Developing), Anna 5G (Beginning – new arrival), Linh 5G (Beginning), Hussein 5G
(Developing), Zara 5G (Developing), Ali 5G (Developing), Amirah 5G (Developing).
Aims: Students make predictions and connections with the text –
Students make text-to-world or text-to-self connections.
Sequenced teaching/ learning experiences Time Resources
Introduction/Warm up
• Ss settle on the mat in front of teacher Internet
• T greets Ss and reinforces listening rules Interactive whiteboard
• T revisits previous lesson by questioning students “who can name one natural disaster?”
• Class discussion on natural disasters 25 minutes Pencils
• Class watch BTN on Floods in North Queensland.
• Class discussion on BTN story. Stimulus picture stuck on art
• T Introduces book “Floods” by Jackie French and Bruce Whatley
paper
• T discusses the front and back covers
• T talks about the pictures and engages Ss in a discussion predicting what the picture book might Flood picture book by Jackie
be about.
• T reads text to class discussing any unfamiliar vocabulary. French & Bruce Whatley
Body Workbooks
• T provides students with a copy of one of the pages from the picture book
• Ss study the pictures and discuss them with a partner 25 minutes
• In pairs students discuss and write down basic information on pre-prepared questions.
• What do you see in the picture?
• Where do you think the picture was taken?
• When do you think picture was taken?
• What might happen next?

Closer
10 minutes
• Ss share their information with the rest of the class

Assessment of student learning:

• Students will be assessed by ongoing observations by the teacher. Their speaking, listening,
their language use will be assessed.
Resources Lesson 6
The image part with relationship ID rId28 was not found in the file.
Lesson 6: Participation Self Evaluation

1.What were your lesson objectives? What was your language focus? How well do you feel you
achieved your lesson?

I believe the lesson objectives were met as students were able to make predictions using rich vocabulary to
describe what they believed the book was going to be about. Student’s successfully used unfamiliar
vocabulary such as torrent, jetty, surge, boardwalk etc when describing the front cover of the book.

2.What do you think you did well in the lesson?

I improvised and had the student’s watch a BTN story on Floods before showing them the picture book.
The visual of the BTN video sparked their interest and students made connections with the video as they
discussed floods they had seen on tv and on the news. Teachers often have to veer from their intended
lesson and my doing this engaged the students and impressed the teacher.

3.How did the learners respond to the lesson?

The student’s actively participated in all aspects of the lesson. They enjoyed the BTN story and the picture
book. All the student’s made predictions and connected text with self and text with world during the lesson.
The students enjoyed the pair work when given the stimulus images from the picture book and
brainstormed together to come up with strong adjectives to describe their image, using words such as; the
powerful current surged/swept/crushed.

4.What main areas would you like to improve in your next teaching session?

I would have preferred it if the students used all the descriptive language they came up with to write a
descriptive paragraph. I was very happy with their ability as EAL/D students to use such rich language in
their discussions and would have liked them to put pen to paper to enhance the lesson.
6
Lesson Plan No 7 Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: Yr 2 Date: 10 September 2018
Time: 2-3pm

Topic: Family Language Focus: Descriptive language, extending vocabulary; horticulture, Grandpa, great grandson, represents,
topiary

Text types: Narrative, Imagery

Outcomes: EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and
composing texts. EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers.
EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is
adjusted in different situations. ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3, 5.3; Reading and Responding: B1.3, B2.3, B3.3, 1.7, 2.7, 3.7;
Writing:
B1.7, B2.7, B3.7, 1.11, 2.11, 3.11.
Student Profile: Chloe, Jacey (2VA), Amilia, Joyce (2T), Masha (2Va), Yusuf, Andrew (1/2J), Mohamad (2VA), Leo (1/2J), Ihab (1/2J), Bobby (2T) Jenna (2T),
Haniya 2T.
Aims: Students will complete their 3 sentences using correct grammar, punctuation and descriptive language. They will re-read their sentences and
edit their own work.
Students will be able to demonstrate their understanding by orally presenting the sculptures they created to represent Grandpa Green’s memories to a
kindergarten class using their oral language skills.
Sequenced teaching/ learning experiences Time Resources

Introduction/Warm up
Crayons
• Ss settle on the mat in front of teacher
• T will greet students and will reinforce listening rules 15 min Pencils
• T shows students the sentences they had started the previous lesson. Student Sculptures
• T will read some of the sentences out to activate students prior knowledge of the previous task
• T will explain to students that they are going to complete their sentences today, read and edit their Workbook
own work, looking at capital letters, full stops, spelling and grammar.
• T will advise students that they will be presenting their sculptures using their sentences to
kindergarten.

Body 35 min
• Ss at their desks complete their sentences and finish their illustration.
• Ss read their sentences and with teacher guidance, check for errors and edit their own work.
• Ss sit on the mat in front of class and share their sentences with the rest of the class.

10 min
Closer
• Ss orally present their sculptures to their visiting Kindergarten class using their oral language skills
• Ss will use descriptive language and extend their vocabulary by using words such as: horticulture,
Grandpa, great grandson, represents, topiary

Assessment of student learning:

• Ss will be assessed by ongoing observations by the teacher.
• Ss will be assessed on their sentence structure, punctuation and descriptive language.
• Ss understanding will be assessed through the use of their oral language skills when presenting their
sculptures.
Resources Lesson 7
Lesson 7: Participation Self Evaluation

1.What were your lesson objectives? What was your language focus? How well do you feel you
achieved your lesson?

Students were able to demonstrate their understanding of how people grow and change. In particular
how Grandmothers change from babies to teenagers, mothers and then eventually become
grandmothers through class discussions. Students used relevant vocabulary during class discussions
and wrote a sentence about their grandmother, attempting to use correct grammar and punctuation.

2.What do you think you did well in the lesson?

Students enjoyed the reading “our Granny’ and made connections with text. This generated a
productive class discussion about the student’s grandmothers and the important part they played in
their lives. I think that aspect of the lesson was very successful as it promoted the use of language
skills from students who generally are too shy to participate.

3.How did the learners respond to the lesson?

The learners were highly engaged in the reading and class discussion about their grandmothers.
They enjoyed the sequencing the images in the right order and helped each other during the activity.

4.What main areas would you like to improve in your next teaching session?

I would like to change the sequencing activity next time, as I felt it didn’t link well enough with the
picture book ‘Our Granny’. The picture book focused on grandmothers, their characteristics and how
they impact the lives of their loved ones. The sequencing activity was on how people change and grow
and I felt that I could have used a better worksheet to supplement the student’s learning.
 MENTOR FEEDBACK OBSERVATION REPORT

Participant’s name Aida Farhart

Institution Clemton Park Public School
Name and signature of Mentor Teacher Augustine Fleischer
Level of class Yr 2 Lesson focus writing & oral (reading) presentation
Date 10.09.18 Time 2.00-3.00
Lesson number: 1 2 3 4 5 6 7 8 9 10 (please circle)
7

NOTE: This lesson observation report provides a structure for observing, reporting and
commenting on a particular lesson taught by a Participant.

PREPARATION FOR TEACHING Not Developing Achieved

Achieved


Lesson plan completed in time for discussion and
revision


Appropriate objectives/outcomes for level of
class and stage of course


Content is appropriate


Lesson has a language/skills focus


Lesson plan is well structured


Sequence is clear and appropriate


Aids and materials appropriate and well
organised


Lesson and materials appropriate for cultural
background of learners

Comments:
Great introduction, link to previous lesson and prior learning. Linking writing to a real
purpose was a terrific motivator.
 COMMUNICATION SKILLS Not Developing Achieved
Achieved


Gave clear instructions


Encouraged and listened to learners


Spoke with clear, pleasant voice


Used appropriate questioning


Made effective use of non-verbal communication

Comments: Good use of non verbal facial and hand gestures to redirect attention. Effective
questioning used to draw students own expectations of their work. Communicated the purpose of
the task very effectively, maximising motivation and engagement.

IMPLEMENTATION Not Developing Achieved

Achieved


Used appropriate introductory procedures


Motivated learners


Included interactive activities


Appropriate ratio of student/teacher talk


Grammar explanations clear and effective


Effective transition between activities


Used questioning and eliciting effectively, and
responded positively to answers

Gave effective explanations (e.g. of vocabulary


or new concepts)


Used appropriate correction techniques


Used positive reinforcement

Maintained effective pacing


 
Pausing used effectively


Recognised and provided for different learning
styles and backgrounds


Included effective, appropriate evaluation of
student learning


Used appropriate closing procedures

Comments: Good modeling of task and process and purpose, communicating class objectives and
indicators of success. By the way you lead students to recognise their own mistakes and identify
what could be improved upon, you created an effective cooperative process that was meaningful for
the students and allowed them demonstrate their knowledge to you and take ownership of their
own effort.

CLASSROOM MANAGEMENT Not Developing Achieved

Achieved


Effective formation of pairs and groups


Monitored group and pair work


Teaching aids and equipment used effectively


Appropriate use and organisation of whiteboard


Developed positive rapport with students


Managed real or potential problems satisfactorily

Comments Effective use of peer to peer assistance while the students were waiting for individual
attention. Having the students orally present their sculptures to a visiting kindergarten class was an
effective educational motivator.
 Any other comments

Areas for improvement

Two or three areas for improvement for the next lesson(s):

Perhaps reminding the students of the resources around the room that could be utilised for their writing
e.g. word bank from last lesson, dictionaries, language displays etc. Could extend some early finishers by
encouraging use of thesaurus for certain words e.g. made, went.

Grade for final two lessons Satisfactory / Unsatisfactory

Satisfactor (please circle)

Satisfactory = Pass i.e. The participant has demonstrated a reasonable level of understanding and
ability in lesson preparation, communication skills, implementation and class management, has
incorporated and implemented effectively a language focus in her/his lessons, has shown willingness
or ability to implement suggestions for improvement, and has demonstrated the capacity to reflect on
her/his own teaching practice.

Unsatisfactory = Not Pass i.e. The participant has not demonstrated a reasonable level of
understanding and ability in these areas, and has demonstrated little or no willingness or ability to
implement suggestions for improvement over the Practicum period, as well as little or no capacity to
reflect on her/his own teaching practice.
Further opportunity practice teaching will be offered to the Participant to provide opportunity for a
satisfactory result – generally one or two further lessons at the end of the placement.
Lesson Plan No 8 Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: Yr 2 Date: Monday 17th
September 2018
Time: 2-3pm
Topic: The Night Gardener Language Focus: Writing (descriptive/ imaginative), Reading and Speaking

Text types: Narrative, Imagery

Outcomes: EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and
composing texts. EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and
viewers. EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own
communication is adjusted in different situations. ESL scales outcomes for Oral Interaction: 1.3, 2.3, 3.3, 4.3, 5.3; Reading and Responding: B1.3, B2.3,
B3.3, 1.7, 2.7, 3.7; Writing: B1.7, B2.7, B3.7, 1.11, 2.11, 3.11
Student Profile: Chloe, Jacey (2VA), Amilia, Joyce (2T), Masha (2Va), Yusuf, Andrew (1/2J), Mohamad (2VA), Leo (1/2J), Ihab (1/2J), Bobby (2T)
Jenna (2T), Haniya 2T.
Aims: Student to make connections with previous picture “Grandpa Green’. Ss will use their retrieving and interpreting skills to make predictions. Ss will
successfully write three imaginative descriptions sentences using adjectives and vocabulary from the picture book, including basic grammatical features,
capitals, full stops.
.
Sequenced teaching/ learning experiences Time Resources
Crayons
Introduction/Warm up
• Ss settle on the mat in front of teacher Picture book – The Night
• T will greet students and will reinforce listening rules Gardener by Fan Brothers
• T and Ss examine the front cover of the book “The Night Gardener by the Fan Brothers’ and the blurb
• As a class Ss use their retrieving and interpreting skills to predict what the book is going to be about 20 minutes White board
worksheet
• T reads the book to the Ss and asks Ss if the book reminds them of another book
• T re-reads the book and asks the Ss: “What kinds of topiaries did William and the night gardener create?” Pencil
• T creates a word bank using Ss responses on the whiteboard. workbook
• T shows students a worksheet with a tree with bare branches and tells Ss they are going to recreate one
of the tree sculptures from the picture book.
Ss to write three sentences describing three of their favourite tree sculptures.

Body 25 minutes
• Ss at their desks create a tree sculpture on tree worksheet and colour it in.
• Ss write a recount of the story with teacher guidance.
Closer 15 minutes
• Ss to share their tree sculptures and their sentences with the rest of the class.
 Assessment of student learning:
• Ss participation in class discussion will be observed by teacher.
• Ss understanding through their writing will be assessed by class teacher.
• Ss grammar, punctuation and sentence structure will be assessed.
Resources Lesson 8
Lesson 8: Participation Self Evaluation

1.What were your lesson objectives? What was your language focus? How well do you feel you
achieved your lesson?

The lesson objective was for students to make connections with previous picture “Grandpa Green’,
by using their retrieving and interpreting skills to make predictions. Students will achieve this by
activities that will require them to use their reading, writing and speaking skills. Students will write
three imaginative descriptions sentences using adjectives and vocabulary from the picture book,
including basic grammatical features, capitals and full stops. I actually enjoyed this lesson, as I felt
more confident as I was the one that introduced the lesson through the use of a picture book.
.
2.What do you think you did well in the lesson?

I enjoyed this lesson immensely and I believe I read the book to the students effectively by introducing
and elaborating on new vocabulary throughout the reading. Having students create their own topiary
appeared to be very successful as the students were very excited to make their creation. This made
me feel happy with the direction the lesson took in terms of student engagement.
.
3.How did the learners respond to the lesson?

The students enjoyed having the picture book read to them. They immediately made connections
between ‘The night Gardener’ and the ‘Grandpa Green’ picture book and remembered the vocabulary.
They enjoyed the different types of topiary in the picture book and discussed them with each other
before creating their own.

.
4.What main areas would you like to improve in your next teaching session?

I could improve on the next lesson by having students orally describe their topiary to the rest of the
class, so that they enhance their speaking skills. In addition, I could have students make something
out of clay, as they enjoy hands on activities.
MENTOR FEEDBACK OBSERVATION REPORT

Participant’s name Aida Farhart

Institution Clemton Park Public School
Name and signature of Mentor Teacher Augustine Fleischer
Level of class Yr 2 Lesson focus visual literacy (Narrative) 4 language skills
Date 17/09/18 Time 2-3pm
Lesson number: 1 2 3 4 5 6 7 8 9 10 (please circle)
8

NOTE: This lesson observation report provides a structure for observing, reporting and
commenting on a particular lesson taught by a Participant.

PREPARATION FOR TEACHING Not Developing Achieved

Achieved


Lesson plan completed in time for discussion and
revision


Appropriate objectives/outcomes for level of
class and stage of course


Content is appropriate


Lesson has a language/skills focus


Lesson plan is well structured


Sequence is clear and appropriate

Aids and materials appropriate and well


organised


Lesson and materials appropriate for cultural
background of learners

Comments:
Great choice of text to follow on from Grandpa Green.
 COMMUNICATION SKILLS Not Developing Achieved
Achieved


Gave clear instructions


Encouraged and listened to learners


Spoke with clear, pleasant voice


Used appropriate questioning


Made effective use of non-verbal communication

Comments: Great reading of the text while providing many opportunities for student input and
constructive conversation.

IMPLEMENTATION Not Developing Achieved

Achieved


Used appropriate introductory procedures


Motivated learners


Included interactive activities

Appropriate ratio of student/teacher talk



Grammar explanations clear and effective


Effective transition between activities


Used questioning and eliciting effectively, and
responded positively to answers


Gave effective explanations (e.g. of vocabulary
or new concepts)


Used appropriate correction techniques


Used positive reinforcement

Maintained effective pacing


 Pausing used effectively


Recognised and provided for different learning


styles and backgrounds

Included effective, appropriate evaluation of


student learning

Used appropriate closing procedures



Comments: Terrific questioning and prompting of the students, encouraging them to predict the
story while utilising learned vocabulary in a different context. Great motivator encouraging students
to create their own topiary.

CLASSROOM MANAGEMENT Not Developing Achieved

Achieved


Effective formation of pairs and groups


Monitored group and pair work


Teaching aids and equipment used effectively


Appropriate use and organisation of whiteboard


Developed positive rapport with students


Managed real or potential problems satisfactorily

Comments: You have developed a positive working relationship with the students, observable by
their confident participation in group discussions and willingness to have a go.
Any other comments

Areas for improvement

Two or three areas for improvement for the next lesson(s):

Grade for final two lessons Satisfactory / Unsatisfactory

Satisfactor (please circle)

Satisfactory = Pass i.e. The participant has demonstrated a reasonable level of understanding and
ability in lesson preparation, communication skills, implementation and class management, has
incorporated and implemented effectively a language focus in her/his lessons, has shown willingness
or ability to implement suggestions for improvement, and has demonstrated the capacity to reflect on
her/his own teaching practice.

Unsatisfactory = Not Pass i.e. The participant has not demonstrated a reasonable level of
understanding and ability in these areas, and has demonstrated little or no willingness or ability to
implement suggestions for improvement over the Practicum period, as well as little or no capacity to
reflect on her/his own teaching practice.
Further opportunity practice teaching will be offered to the Participant to provide opportunity for a
satisfactory result – generally one or two further lessons at the end of the placement.
Lesson Plan No 9 Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: Yr K Date: 19th September 2018
Time: 12.10-1.10

Topic: Phonics Language Focus: Phonics Jj, reading, writing, speaking & listening. Vocabulary sight words much, call, holiday, wish
Outcomes: Ene-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction. Ene-5A
demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling. Ene-9B demonstrates
developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts. Ene-3A produces most lower case and upper
case letters and uses digital technologies to construct texts. Ene-1A communicates with peers and kwon adults in informal and guided activities demonstrating
emerging skills of group interaction.
Student Profile: Jaclyn Tran (emerging), Kingsley Ngo (emerging), Christina Wang (beginning), Terry Wu (beginning), Charlie Tran (beginning), Joanna Li
(beginning), Narayan Kumar (emerging), Han Lui (beginning), Natashia Sustato (beginning), Sherlyn Sanghera (emerging), Joey Zheng (beginning), Alicia
Campagne (emerging), Chloe Guo (emerging), Sanusha Prashant (beginner), Hussain Daher (beginning), Jenna Southerland (emerging), Alia Charafeddine
(emerging), Pietra (beginning), Sogand (beginning).
Aims: To reinforce the letter Jj and extend vocabulary using sight words.
Sequenced teaching/ learning experiences Time Resources
Crayons
Introduction/Warm up Picture book
• T instructs Ss to sit on mat in front of classroom. White board
• T tells students that she is going to say some words and Ss have to identify what the sound is. Art paper
• T calls out words such as; Jumper, Jog, January, Jam
• T enunciates words stressing the sound J in each word to elicit student understanding
• T asks students what sound she is making, and what the name of the sound is.
• Ss should respond with the name J and its sound.
• Body
• Ss watch an online video on the letter J
https://www.youtube.com/watch?v=5VQrAH2pOHM
• T hides objects beginning with the letter J around the room
• Ss to go on a letter J treasure hunt.
• Ss the find the objects beginning with the letter J and share their findings with the rest of the class
• T displays the letter J worksheet and explicitly models how to complete it.
• Ss to complete the worksheets and colour in the pictures using crayons.

Closer
• Teacher will display students completed work on the whiteboard for all to see
• Teacher will encourage students to stand up and discuss their drawing.

Assessment of student learning:

• Students will be assessed by ongoing observations by the teacher. Their speaking, listening, writing
and their oral language use will be assessed.
Resources Lesson 9
Lesson 9: Participation Self Evaluation

1.What were your lesson objectives? What was your language focus? How well do you feel you
achieved your lesson?
The language focus for this lesson were the sight words much, call, holiday, wish and to reinforce the
letter Jj through speaking, listening, reading and writing. This lesson went well, however I could have
used a different worksheet that didn’t focus on so many aspects of writing.

2.What do you think you did well in the lesson?

What I did well in the lesson was introducing the letter J, through creating a word bank of all the words
that the students came up with that started with the letter J. I was encouraged by the students
enjoyment when I hid some objects that started with the letter J around the room and they had to find
the object and then explain what it is to the rest of the class.

3.How did the learners respond to the lesson?

The students were all quite engaged within this lesson. In previous lessons they were quite fidgety
and not focused, this time they were focused and enjoyed the treasure hunt as well as the
brainstorming activity. Each and every child participated in the lesson and they were all eager to
share words starting with the letter J with their peers.

4.What main areas would you like to improve in your next teaching session?

I am a stage three teacher, so don’t focus too much on handwriting lessons. For my next teaching
session I would need to brush up on my own handwriting rules as I write the J differently to infant
students and this was evident when trying to teach them to write the letter J, then realised my mistake
and quickly taught them the right way to right it. I would also prefer to use a different, simpler
worksheet, so that students’ do not need to focus on so many aspect of writing in one lesson.
MENTOR FEEDBACK OBSERVATION REPORT

Participant’s name Aida Farhart

Institution Clemton Park Public School
Name and signature of Mentor Teacher Augustine Fleischer
Level of class Yr K Lesson focus Oral- speaking/ listening & reading/viewing
Date 19.09.18 Time 12.10-1.10
Lesson number: 1 2 3 4 5 6 7 8 99 10 (please circle)

NOTE: This lesson observation report provides a structure for observing, reporting and
commenting on a particular lesson taught by a Participant.

PREPARATION FOR TEACHING Not Developing Achieved

Achieved


Lesson plan completed in time for discussion and
revision


Appropriate objectives/outcomes for level of
class and stage of course


Content is appropriate


Lesson has a language/skills focus


Lesson plan is well structured


Sequence is clear and appropriate

Aids and materials appropriate and well


organised

Lesson and materials appropriate for cultural


background of learners

Comments:
Lesson plan sequenced effectively with relevant content. Lesson materials appropriate
for the learners.
 COMMUNICATION SKILLS Not Developing Achieved
Achieved


Gave clear instructions


Encouraged and listened to learners


Spoke with clear, pleasant voice


Used appropriate questioning


Made effective use of non-verbal communication

Comments: Good use of non verbal facial and hand gestures to redirect attention. Students knew
exactly what was expected of them and responded well to instructions . Instructions were clear and
easy to follow.

IMPLEMENTATION Not Developing Achieved

Achieved


Used appropriate introductory procedures


Motivated learners


Included interactive activities


Appropriate ratio of student/teacher talk


Grammar explanations clear and effective


Effective transition between activities


Used questioning and eliciting effectively, and
responded positively to answers


Gave effective explanations (e.g. of vocabulary
or new concepts)


Used appropriate correction techniques


Used positive reinforcement

Maintained effective pacing


 
Pausing used effectively


Recognised and provided for different learning
styles and backgrounds


Included effective, appropriate evaluation of
student learning


Used appropriate closing procedures

Comments:
A very smooth and productive lesson that was enjoyed by all involved. Transition from whole
group discussion and interaction to independent completion of worksheet was smooth and with no
disruptions.

CLASSROOM MANAGEMENT Not Developing Achieved

Achieved

Effective formation of pairs and groups




Monitored group and pair work


Teaching aids and equipment used effectively


Appropriate use and organisation of whiteboard


Developed positive rapport with students


Managed real or potential problems satisfactorily

Comments: Students enjoyed the letter J treasure hunt. Less confident students also participated in
the treasure hunt. You developed a great rapport with the students and they were comfortable to
turn to you with questions and eager participation during discussions.
 Any other comments

Great lesson with a relevant worksheet. Well done.

Areas for improvement

Two or three areas for improvement for the next lesson(s):

Check the volume recorder on the Ipad 

Maybe allow students more opportunities to work in pairs.

Grade for final two lessons Satisfactory / Unsatisfactory

Satisfactor (please circle)

Satisfactory = Pass i.e. The participant has demonstrated a reasonable level of understanding and
ability in lesson preparation, communication skills, implementation and class management, has
incorporated and implemented effectively a language focus in her/his lessons, has shown willingness
or ability to implement suggestions for improvement, and has demonstrated the capacity to reflect on
her/his own teaching practice.

Unsatisfactory = Not Pass i.e. The participant has not demonstrated a reasonable level of
understanding and ability in these areas, and has demonstrated little or no willingness or ability to
implement suggestions for improvement over the Practicum period, as well as little or no capacity to
reflect on her/his own teaching practice.
Further opportunity practice teaching will be offered to the Participant to provide opportunity for a
satisfactory result – generally one or two further lessons at the end of the placement.
 Lesson Plan No. 10 Name: Aida Farhat Cooperating Teacher: Augustine Fleischer Class: Yr 5 Date: 21st September 2018
Time: 2-3pm

Topic: Natural disasters/Floods Language Focus: Writing (descriptive/ imaginative), Reading and Speaking, new vocabulary.

Text types: Informative text

Outcomes: Speaking & Listening EN3-1A: Effectively communicates for a variety of audiences using increasingly challenging topics, ideas, issues and
language forms and features. ESL Scales: 1.2, 1.4, 2.2, 3.2, 3.4, 4.2, 4.4, 5.2, 5.4, 6.2, 6.4, 7.2, 7.4. Writing & Representing EN3-2A: Composes, edits
and presents well structured and coherent texts. ESL Scales: B1.5, B1.6, B2.6, B2.6, B3.5, B3.6, 1.8, 1.10, 2.9, 1.10, 3.9, 3.10, 4.9, 4.10, 5.9, 5.10, 6.9, 7.9,
7.10 (Creating Texts CrT8-CrT10). Reading & Viewing EN3-3A: Uses an integrated range of skills, strategies and knowledge to read, view and
comprehend a wide range of texts in different media and technologies. ESL Scales B1.3, B1.4, B2.3, B2.4, B3.4, 1.7, 1.8, 2.7, 2.8, 3.7, 3.8, 4.7, 4.8, 5.7,
5.8, 6.7, 6.8, 7.7, 7.8 (Understanding Texts Un-T8-UnT9).
Student Profile: Abdul 5G (Beginning – new arrival), Steve 5M (Developing), Anna 5G (Beginning – new arrival), Linh 5G (Beginning), Hussein 5G
(Developing), Zara 5G (Developing), Ali 5G (Developing), Amirah 5G (Developing).
Aims: Students make predictions and connections with the text – Students make text-to-world or text-to-self connections and use these connections to
write a paragraph about who their hero is and why.
Sequenced teaching/ learning experiences Time Resources
Introduction/Warm up
• Ss settle on the mat in front of teacher Pencils
• T will greet students and will reinforce listening rules 10 minutes
• T re-reads the picture book Flood by Jackie French Workbook
• T defines the word hero.
• Class discussion on who the heroes are in the story. Picture book – Flood by Jackie
French and Bruce Whatley
Body
• Ss in pairs brainstorm on a mind map some characteristics of heroes. My Hero worksheet
• T uses prompting questions “what makes a person a hero?” “Do heroes have to wear special 30 minutes
clothes?”
• Ss in pairs brainstorm and identify who might be a real hero in their own lives and why.
• Ss independently write a paragraph describing their hero, including who, what, and why.
• Ss draw their hero with a cape.

Closer
• Ss share their work with the rest of the class. 10 minutes
Assessment of student learning:
• Students will be assessed by ongoing observations by the teacher. Their willingness to
contribute and share ideas. Their speaking, listening, their language use and their writing will be
assessed.
Resources Lesson 10
Lesson 10: Participation Self Evaluation

1.What were your lesson objectives? What was your language focus? How well do you feel you
achieved your lesson?
Students make text to world, text to self connections. The students will use these connections to write
a paragraph about who their hero is and why. They will be exposed to new vocabulary to write their
paragraph, using correct punctuation and sentence structure.

2.What do you think you did well in the lesson?

I think revisiting the previous lesson and rereading the picture book was effective in guiding the
students throughout the activities to write a paragraph about their heroes. Having a discussion about
what heroes look like and what they wear helped the student’s in realising who the heroes in their lives
are, and what made them a hero.

3.How did the learners respond to the lesson?

The students were engaged in the lesson and enjoyed the class discussion about heroes in the story.
They made connections with the text and discussed that heroes were people who helped each other
in times of crises. They were all eager to share their perceptions of what makes a hero. They
transitioned happily from one activity to another and wrote their paragraphs independently.

4.What main areas would you like to improve in your next teaching session?
I could improve in slowing the pace down a little. I tend to ask questions but do not wait long enough
to allow students time to process and respond. EAL/D students need the slower pace and this is
something I need to learn to do. In my next session I would like to integrate a word wall of all the
students’ responses of who their heroes are and why, this visual would offer the students a lot more
guidance.
 MENTOR FEEDBACK OBSERVATION REPORT

Participant’s name Aida Farhart

Institution Clemton Park Public School
Name and signature of Mentor Teacher Augustine Fleischer
Level of class Yr 5 Lesson focus Writing, Reading, Speaking and listening
Date 21.09.18 Time 2-3pm
Lesson number: 1 2 3 4 5 6 7 8 9 10 (please circle)
1

NOTE: This lesson observation report provides a structure for observing, reporting and
commenting on a particular lesson taught by a Participant.

PREPARATION FOR TEACHING Not Developing Achieved

Achieved

Lesson plan completed in time for discussion


and revision


Appropriate objectives/outcomes for level
of class and stage of course


Content is appropriate


Lesson has a language/skills focus


Lesson plan is well structured


Sequence is clear and appropriate


Aids and materials appropriate and
well organised


Lesson and materials appropriate for
cultural background of learners

Comments:
Great use of students prior knowledge, really encouraged them to participate and keep them
engaged in this lesson. Great use of picture book to identify heroes.
 COMMUNICATION SKILLS Not Developing Achieved
Achieved


Gave clear instructions


Encouraged and listened to learners


Spoke with clear, pleasant voice


Used appropriate questioning


Made effective use of non-verbal
communication

Comments:
Good communication skills. Clear instructions with questioning linked to heroes that promoted
class discussions.

IMPLEMENTATION Not Developing Achieved

Achieved


Used appropriate introductory procedures


Motivated learners


Included interactive activities


Appropriate ratio of student/teacher talk


Grammar explanations clear and effective


Effective transition between activities


Used questioning and eliciting effectively,
and responded positively to answers


Gave effective explanations (e.g. of vocabulary
or new concepts)


Used appropriate correction techniques


Used positive reinforcement


Maintained effective pacing
 
Pausing used effectively


Recognised and provided for different learning
styles and backgrounds


Included effective, appropriate evaluation of
student learning


Used appropriate closing procedures

Comments:
A very well run lesson. Gave effective explanations to questions from students. Explained
vocabulary in picture book by providing examples. Made sure all student’s understood that task
and monitored students throughout the lesson.

CLASSROOM MANAGEMENT Not Developing Achieved

Achieved


Effective formation of pairs and groups


Monitored group and pair work


Teaching aids and equipment used effectively


Appropriate use and organisation of whiteboard


Developed positive rapport with students


Managed real or potential problems satisfactorily

Comments: Aida you developed a positive rapport with the students and managed disruptions
quickly and nicely. Well done.
 Any other comments

Great lesson. Well done.

Areas for improvement

Two or three areas for improvement for the next lesson(s):

Could get students to share their work by presenting them to class.

Write a list of all types of heroes on the whiteboard.

Grade for final two lessons Satisfactory / Unsatisfactory

Satisfactor (please circle)

Satisfactory = Pass i.e. The participant has demonstrated a reasonable level of understanding and
ability in lesson preparation, communication skills, implementation and class management, has
incorporated and implemented effectively a language focus in her/his lessons, has shown willingness
or ability to implement suggestions for improvement, and has demonstrated the capacity to reflect on
her/his own teaching practice.

Unsatisfactory = Not Pass i.e. The participant has not demonstrated a reasonable level of
understanding and ability in these areas, and has demonstrated little or no willingness or ability to
implement suggestions for improvement over the Practicum period, as well as little or no capacity to
reflect on her/his own teaching practice.
Further opportunity practice teaching will be offered to the Participant to provide opportunity for a
satisfactory result – generally one or two further lessons at the end of the placement.