Article About Lesson Plan
Transcript of Article About Lesson Plan
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ACKNOWLEDGEMENT
We are thankful to god for giving us the strength and spirit in undergoing
our mathematics coursework pertaining to our assessment in Semester 4
Planning and Teaching Mathematics. Although there are some difficulties and
problems faced, we still manage to overcome them and successfull finish our
research.
!irst of all, we want to conve our bountiful thanks to Puan Siti "ahaimah,
our Planning and Teaching Mathematics lecturer, as he has given us ade#uate
assistance and guidance in accomplishing the goals of our research. We also
want to thank our beloved parents and famil for supporting us all this time.
A token of thanks to all respondents for lending us their thinking caps in
helping us with our research. As the saing alwas goes, $A !riend in %eed is A
!riend &ndeed $. We would also like to thank our trusted friends and colleagues
for their helping hands. 'ast and not least, we would like to thank those who had
helped us directl or indirectl with our work. We could not have done it withoutthe commitment given from all of ou.
T(A%) *+-
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ARTICLE ABOUT LESSON PLAN
Article 1
Write a Lesson Plan Guie
(ow to evelop a 'esson Plan
We have received several #uestions regarding how to write a good lesson plan.
We went ahead and asked our e/perts, did some research, and have included
some tips and guidelines below.
To !e"in# as$ %oursel& t'ree !asic (uestions)
Where are your students going? How are they going to get there? How will you
know when they've arrived?
Then begin to think about each of the following categories which form the
organi0ation of the plan. While planning, use the #uestions below to guide ou
during each stage.
Goals
1oals determine purpose, aim, and rationale for what ou and our students will
engage in during class time. se this section to e/press the intermediate lesson
goals that draw upon previous plans and activities and set the stage b preparing
students for future activities and further knowledge ac#uisition. The goals are
tpicall written as broad educational or unit goals adhering to State or %ational
curriculum standards.
What are the broader ob2ectives, aims, or goals of the unit plan3curriculum What
are our goals for this unit What do ou e/pect students to be able to do b the
end of this unit
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O!*ecti+es
This section focuses on what our students will do to ac#uire further knowledge
and skills. The ob2ectives for the dail lesson plan are drawn from the broader
aims of the unit plan but are achieved over a well defined time period.
What will students be able to do during this lesson nder what conditions will
students5 performance be accomplished What is the degree or criterion on the
basis of which satisfactor attainment of the ob2ectives will be 2udged (ow will
students demonstrate that the have learned and understood the ob2ectives of
the lesson
Prere(uisites
Prere#uisites can be useful when considering the readiness state of our
students. Prere#uisites allow ou, and other teachers replicating our lesson
plan, to factor in necessar prep activities to make sure that students can meet
the lesson ob2ectives.
What must students alread be able to do before this lesson What concepts
have to be mastered in advance to accomplish the lesson ob2ectives
Materials
This section has two functions6 it helps other teachers #uickl determine a7 how
much preparation time, resources, and management will be involved in carring
out this plan and b7 what materials, books, e#uipment, and resources the will
need to have read. A complete list of materials, including full citations of
te/tbooks or stor books used, worksheets, and an other special considerations
are most useful.
What materials will be needed What te/tbooks or stor books are needed
8Please include full bibliographic citations7 What needs to be prepared in
advance 8Tpical for science classes and cooking or baking activities7
'esson escription
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This section provides an opportunit for the author of the lesson to share some
thoughts, e/perience, and advice with other teachers. &t also provides a general
overview of the lesson in terms of topic focus, activities, and purpose.
What is uni#ue about this lesson (ow did our students like it What level of
learning is covered b this lesson plan 8Think of 9loom5s Ta/onom6 knowledge,
comprehension, application, analsis, snthesis, or evaluation.7
Lesson Proceure
This section provides a detailed, step:b:step description of how to replicate the
lesson and achieve lesson plan ob2ectives. This is usuall intended for the
teacher and provides suggestions on how to proceed with implementation of the
lesson plan. &t also focuses on what the teacher should have students do during
the lesson. This section is basicall divided into several components6 an
introduction, a main activit, and closure. There are several elaborations on this.
We have linked to some sample lesson plans to guide ou through this stage of
planning.
;< &ntroduction
(ow will ou introduce the ideas and ob2ectives of this lesson (ow will ou
get students5 attention and motivate them in order to hold their attention (ow
can ou tie lesson ob2ectives with student interests and past classroom
activities What will be e/pected of students
;< Main Activit
What is the focus of the lesson (ow would ou describe the flow of the
lesson to another teacher who will replicate it What does the teacher do to
facilitate learning and manage the various activities What are some good
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and bad e/amples to illustrate what ou are presenting to students (ow can
this material be presented to ensure each student will benefit from the
learning e/perience
Rule o& T'u,! - 1)
Take into consideration what students are learning 8a new skill, a rule or
formula, a concept3fact3idea, an attitude, or a value7.
=hoose one of the following techni#ues to plan the lesson content based on
what our ob2ectives are6
emonstration >>? list in detail and se#uence of the steps to be performed
@/planation >>? outline the information to be e/plained
iscussion >>? list of ke #uestions to guide the discussion
;< =losure3=onclusion
What will ou use to draw the ideas together for students at the end (ow will
ou provide feedback to students to correct their misunderstandings and
reinforce their learning
;< !ollow up 'essons3Activities
What activities might ou suggest for enrichment and remediation What
lessons might follow as a result of this lesson
Assess,ent.E+aluation
This section focuses on ensuring that our students have arrived at their
intended destination. *ou will need to gather some evidence that the did. This
usuall is done b gathering students5 work and assessing this work using some
kind of grading rubric that is based on lesson ob2ectives. *ou could also replicate
some of the activities practiced as part of the lesson, without providing the same
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level of guidance as during the lesson. *ou could alwas #ui0 students on
various concepts and problems as well.
(ow will ou evaluate the ob2ectives that were identified (ave students
practiced what ou are asking them to do for evaluation
Rule o& T'u,! - /)
9e sure to provide students with the opportunit to practice what ou will be
assessing them on. *ou should never introduce new material during this activit.
Also, avoid asking higher level thinking #uestions if students have not et
engaged in such practice during the lesson. !or e/ample, if ou e/pect students
to appl knowledge and skills, the should first be provided with the opportunit
to practice application.
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ARTICLE /
How to Write a Lesson Plan
Guie Note
Writing a good lesson plan can be trick the first few times. (owever, like
anthing else, proper preparation is the ke to success. "ead on to learn how to
write a lesson plan that las out clear learning ob2ectives and meets state
curriculum guidelines.
Lesson Plan Writin" Ti0s
;. *ou ma need to modif our lesson plan format to fit the lesson.
. A good lesson plan should provide enough information that another
teacher could follow it.
B. 'esson ob2ectives should be specific and measurable.
4. +b2ectives should align with state curriculum guidelines.
Introuction
Writing a good lesson plan is essential for ever teacher. 'esson plans are
often submitted as part of our annual evaluations. The can also be our
lifeline if ou have to call in sick suddenl. Although there are man
different methods of writing a lesson plan, such as the (erbartean method
or Madeline (unter5s method, the onl CrightC wa is the method that works
best for ou. The following guide covers most of the different sections ou
ma want to include on our lesson plans. (owever, ou will find that ou
rarel need all the following
Sections on ever lesson plan ou write.
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Basic In&or,ation
At the top of an lesson plan should be an overview of the lesson as well
as an basic logistical information or re#uirements related to it. This
section should include the following6
1. Unit Na,e)The name of the unit the lesson is a part of.
2. Lesson Title)The title of this specific lesson.
3. Grae Le+el)The grade level for which the lesson is designed.
4. Su!*ect Area)The sub2ect matter the lesson covers.
5. Lesson Descri0tion)The lesson description should be a brief overview of
what the lesson is about including the topic focus, activities and purpose.
(owever, ou can also use this section to provide thoughts, e/periences
and suggestions for other teachers or future use.
6. Re(uire Materials)'isting what materials ou or our students will need
for the lesson will help ou when preparing the lesson. Ask ourself, CWhat
materials, resources and technolog do & need for the lessonC This
includes te/tbooks, handouts, calculators, computers, printers, &nternet
connection, etc.
7. Ti,e Esti,ates.Ti,e Allotte)(ow man class meetings or hours do
ou think will be needed to complete this lesson
8. Sa&et% Precautions)escribe an special concerns for safet or welfare
that might arise during this lesson.
9. Stuent Proucts)Are there an things that the students will be creating
during the lesson @/amples of products include reports, newsletters,
diagrams, drawing, database, media presentation, etc.
Prere(uisites S$ills
The prere#uisite skills or Cpresent level of performanceC section is where
ou list the s$ills t'e stuents ,ust 'a+e in orer to succee it' t'e
lesson. This should include an technological skills the will need. *ou
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should also list what concepts the students should have mastered before
beginning this lesson. !or e/ample, a student should master multipling
one:digit numbers before beginning multiplication of two:digit numbers.
O!*ecti+es# Goals an Stanars
+b2ectives, or goals, are arguabl the most important part of an lesson
plan. The ob2ectives will help determine the aim and rationale for what
our students are doing in class that da. Tpicall, these will be guided b
our state5s curriculum standards. *our ob2ectives should be broken down
into two ma2or tpes6 long:range and short:range. The long:range
ob2ective will give the overall goal of the lesson plan while the short:range
ob2ective will tell what specificall the students will accomplish that da .
(ere are some guidelines for writing good ob2ectives6
;. +b2ectives should contain the t%0e o& acti+it% or s$ill#the criteria or
stanarsb which competence will be assessed, conitions re(uire
to meet the ob2ective and t'e co,0etence le+el stuents ill reac'.
. +b2ectives should be ,easura!le# s0eci&ic an o!ser+a!le.
B. As$ %oursel& t'e &olloin" (uestionswhen writing our ob2ectives6
;. What is the overall purpose of the unit plan or curriculum goal
. What should the students be able to do b the end of the unit
B. What should the students be able to do b the end of the lesson
4. To what degree should the students be able to do the task
successfull
D. (ow will ou know or be able to prove that the students have
achieved the ob2ective
+ne of the best tools a teacher can use to write goals is Bloo,2s
Ta3ono,%. 9loom5s Ta/onom divides learning into three different
domains6 cognitive 8knowledge or mental skills7, affective 8feelings,
emotions or attitude7 and pschomotor 8phsical skills7. @ach categor is
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then broken down into si/ levels of difficult. Most teachers will focus on
the cognitive section of the ta/onom. !or more information on 9loom5s
Ta/onom, check out one of the following links6
;. About.com6 se 9loom5s Ta/onom to Move *our Students Through The
'earning Process
. 'ee niversit6 9loom5s Ta/onom
B. =alState T@A=(6 Eerb Wheel 9ased on 9loom5s Ta/onom
4. Teachers on the Web6 Appling 9loom5s Ta/onom
D. Performance, 'earning, 'eadership, F )nowledge6 'earning omains or
9loom5s Ta/onom
State Curriculum Standards
@ver state has its own set of curriculum standards. Most of the time,
lesson plans will be designed to fit one of those standards. Therefore, it is
a good idea to list with which standards the lesson aligns. @ver state has
these standards listed on its official website.
NETSS Performance Indicators
The %ational @ducation Technolog Standards for Students 8%@TS
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Introduction or Anticipatory Set
The introduction, or anticipator set, can make or break our lesson. &t is
the moment where ou capture the students5 attention and motivate them.
Some of the best e/amples of great anticipator sets are done b "obin
Williams in Dead Poets Society. (owever, ou don5t need to be a
comedian with a great script to provide our students with terrific
anticipator sets. &nstead, simpl do the following6
;. se an attention:getting stor or action to help focus the students5
attention.
. "eview what has alread been learned to provide scope and structure
while connecting previous lessons together.
B. &nform students of the ob2ective or ob2ectives of the lesson.
4. @/plain what is e/pected of the students.
D. 1ive students an background information the might need to know
about a topic.
*our instructional procedure and methods should be a detailed, step:b:
step description of everthing that ou will do during the lesson. Much of
how ou write this section will depend on the tpe of instruction that ou
plan on using.
Types of Instruction
When most people think of instruction, the think Clecture.C &n a good
lesson plan, this will not alwas be the case. (ere are a few of the
different instructional methods ou can use6
;. Direct Instruction)irect instruction is a term used for the ma2orit of
teacher:centered instructional approaches. &t is good for teaching basic
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facts and skills. Almost all methods of direct instruction include four
steps6 introduction and review, presentation of new information, guided
practice and independent practice. @/amples of direct instruction
include6
;. Lecture)Although it is fre#uentl critici0ed, lecture is still the
most common method of teaching.
. De,onstration)emonstrations are used most commonl to
teach science, computer skills and similar procedures.
B. Lecture4Discussions)'ecture:discussions start with a lecture
followed b discussion about the topic b the teacher and the
students.
. Case Stuies)=ase studies are not appropriate for elementar
students, but are a great wa to help older students develop analtic
and problem:solving skills. &t involves having students work together in
groups to anal0e or solve a case presented to them.
B. Coo0erati+e Learnin")=ooperative learning not onl helps students
learn an academic skill, but promotes social skills. The trick is to make
sure that each student in the group activel participates as a member
of his or her group.
4. Discussion)iscussions are e/cellent for use after a lecture or video,
but can be difficult to manage with larger groups.
D. Disco+er% Learnin")iscover learning re#uires students to use prior
knowledge and e/periences to discover new information. &t re#uires
the students to have some prior knowledge and needs to be well
structured.
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G. In(uir% Learnin")&n#uir learning re#uires the students to solve a
problem that the teacher has given them. +ne of the most commonl
used e/amples of in#uir learning is WebHuests. &n#uir learning
re#uires a high amount of participation b the students.
I. 5i"sa)Jigsaw is a cooperative learning strateg in which each
student is a member of two groups6 a home group and a learning
group. Students meet with their learning group to master a skill or idea.
The then report back to their home group where the teach the other
members of their group about what the learned.
K. K4W4L)):W:' stands for a three column chart labeled )now Want to
)now and 'earned. The students fill out the first column before the
lesson begins. Then, the fill in the middle column with things that the
would like to learn during the lesson. +nce the lesson is over, the fill
out the final column with what the learned. This chart can be done
individuall or b the class as a whole.
L. Learnin" Centers)'earning centers involve self:contained areas
where students work alone or in groups to complete a task.
;.Role Pla%)"ole plaing is when students tr to solve problems b
acting them out. &t is usuall followed b a discussion where studentscan e/plore their feelings and gain insight about their attitudes.
;;. Sca&&olin")Scaffolding is when a teacher begins the lesson b
modeling the skill and then slowl withdraws his or her assistance
allowing the students to take responsibilit for their own learning.
;.Si,ulations)Simulations are fre#uentl used in social studies and
science classrooms. &n toda5s technological societ, this usuall
involves use of the computer. sing simulations promotes the use of
critical and evaluative thinking b the students.
;B.T'in$# Pair# S'are)&n think, pair, share, students are divided into
groups of four. The teacher presents them with an issue or #uestion
and gives each student time to think about it. The are then paired up
with another member of their group and each shares their answer.
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Students are then paired up with a different member of the group and
share the answers that the first pair had come up with.
Conclusion or Closure
The closure, or conclusion, is the summar of the lesson. &t is when ou
should review ke points and summari0e the main ideas. This is also a
time when ou can preview future lessons and allow students to show off
their work.
6ollo4U0 Acti+ities
+nce the instruction is completed, ou will need to provide was forstudents to practice their new skills or use their knowledge either as part
of or before assessing how well the have learned the lesson. This falls
under one of five categories6 guided practice, independent practice,
assessment, supplemental activities and remediation.
Guided Practice
1uided practice is done after the lesson, but before students is re#uired todo things independentl. &t gives the students an opportunit to practice
what the have learned while ou monitor them. This helps prevent
students from practicing errors. *ou will need to closel monitor this
session and give students feedback on their progress.
Independent Practice
When ou think of independent practice, the word ChomeworkC usuallcomes to mind, and this will be the case for most of the Cindependent
practicesC a student does. &ndependent practice allows a student to
practice and internali0e new skills or information. Some of the different
was ou can provide a student with independent practice include6
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;. Assigned #uestions
. Worksheets
B. =lo0e procedure
4. 1raphic organi0ers
D. Journals
G. 'earning 'ogs
I. "esponse Journal
K. Stortelling
L. "esearch pro2ects
Assessment and Evaluation
Students love to ask, and teacher hates to hear, the #uestion, CWill there
be a test on thisC Testing is not the onl method of evaluating if a student
has mastered a skill. Sometimes assessment comes b evaluating the
independent work that the did. Whatever method for assessment ou
use, make sure that it aligns with our ob2ectives and instructional method.
*ou will also need to state what is needed for ou to determine if the
student has mastered the lesson5s ob2ectives.
Supplemental Activities
*ou should list an supplemental work that can be used to e/tend
learning. These are often great things to use as e/tra credit work.
Remediation
"emediation activities are was ou can reteach the learning to students
who re#uire additional instruction or practice. "emediation is usuall done
after the assessment.
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Moi&ications
9eing able to modif a lesson to accommodate students with disabilities or
limited proficienc in @nglish is a skill ever teacher needs to have. &n the
beginning, it can be helpful to communicate with a special education
teacher or the student5s parents to find what methods have worked well in
the past. *ou can find e/amples of was to modif lesson plans at an of
the sites listed below6
Aitional Resources
After all this e/planation, ou ma find it helpful to see how other people
have written their lesson plans. There are two was ou can do this6 b
checking out some of the lesson plan templates available online or b
looking at actual lesson plans.
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SUMMAR7
Successful teachers are invariabl good planners and thinkers. &n m career
as a teacher and teacher educator, & have read and evaluated thousands of
lesson plans written b education students at all levels. +n a consistent basis, &
see mistakes that distort or weaken what the plans are supposed to
communicate. 'esson:planning skills can be improved b first thinking carefull
about what the lesson is supposed to accomplish. There is no substitute for this.
&n teaching students how to develop lesson plans, the following are mistakes &
have observed that teachers make most often, the ob2ective of the lesson does
not specif what the student will actuall do that can be observed, the lesson
assessment is disconnected from the behavior indicated in the ob2ective, the
materials specified in the lesson are e/traneous to the actual described learning
activities, the instruction in which the teacher will engage is not efficient for the
level of intended student learning. The student activities described in the lesson
plan do not contribute in a direct and effective wa to the lesson ob2ective. A
lesson plan that contains one or more of these mistakes needs rethinking and
revision.
The purpose of a lesson plan is reall #uite simpleN it is to communicate. The
lesson plans we develop are to guide us in helping our students achieve intended
learning outcomes. Whether a lesson plan fits a particular format is not as
relevant as whether or not it actuall describes what we want, and what we have
determined is the best means to an end. &f we write a lesson plan that can be
interpreted or implemented in man different was, it is probabl not a ver good
plan. This leads one to conclude that a ke principle in creating a lesson plan is
specificit. There is however, one an onl one set of connecting roads that
represents the shortest and best route. 9est means that, for e/ample getting to
)uala 'umpur b using an unreliable car is a different problem than getting there
using a brand new car. What process one uses to get to a destination depends
on available resources and time. So, if ou agree that the purpose of a lesson
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plan is to communicate, then, in order to accomplish that purpose, the plan must
contain a set of elements that are descriptive of the process. 'et5s look at what
those elements should be.
The development of a lesson plan begins somewhere, and a good place to
start is with a list or description of general information about the plan. This
information sets the boundaries or limits of the plan. This is a good list of these
information items, the grade level of the students for whom the plan is intended,
the specific sub2ect matter , if appropriate, the name of the unit of which the
lesson is a part and the name of the teacher. The parts each part of a lesson plan
should fulfill some purpose in communicating the specific content, the ob2ective,
the learning prere#uisites, what will happen, the se#uence of student and teacheractivities, the materials re#uired, and the actual assessment procedures. Taken
together, these parts constitute an end 8the ob2ective7, the means 8what will
happen and the student and teacher activities7, and an input 8information about
students and necessar resources7. At the conclusion of a lesson, the
assessment tells the teacher how well students actuall attained the ob2ective
This is the actual plan. &f ou have done the preliminar work 8thinking,
describing the inputs7, creating the plan is relativel eas. There are a number of
#uestions ou must answer in the creating the plan, what are the inputs This
means ou have the information necessar to begin the plan what is the output
This means a description of what the students are supposed to learn, what do &
do This means a description of the instructional activities ou will use, what do
the students do This means a description of what the students will do during the
lesson how will the learning be measured This means a description of the
assessment procedure at the end of the lesson.
LESSON PLAN
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Teacher 6 Mohd !ai0 @hsan 9 Mar0uki
Sub2ect 6 Mathematics
Topic 6 B : Shapes
Time 6 G minutes 8double period7
ate 6 K3I3K
%o. of students 6 BK
=lass 6 B 9i2ak
'earning area 6 B shapes
1eneral ob2ective 6 To enable students to understand B shapes
Specific ob2ectives 6 Teach the student to,
i. Sa the shapes
ii. "ecogni0e all the shapes
iii. )now the properties of B shape
iv. =an related B shape in life
'earning outcome 6 After the lesson end student will,
&. Sa all the shape correctl
&&. =an recogni0e all the shapes
&&&. )now all the properties of the shapes&E. =an related the B shapes in real life
Previous
)nowledge 6 a7 Student know about d shapes
b7 Student know about plain shapes
Teaching aids 6 Multimedia Presentation from =
Moral Ealue 6 =ooperation
Training Skills 6 =ompare, "elated, and Problem Solving
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Allocation of
time
=ontent Teaching:learning
activities
%otes
&nduction
8D minutes7
Teacher tells students
what the will learn.
Teacher use real thing
to introduce the
concept of B
shapes. @/amples
books, pencil bo/ and
pen
))9)6 relate
the concept of
B shape using
concrete and
manipulative
material
Step ;
8 minutes7
Model concept of B shapesusing concrete and
manipulative materials
Teacher ask students
what is their previous
knowledge about and
B shapes related to
students dail life
Teacher open the
multimedia
presentation
Teacher introduce the
B shapes to
students
Teachers teach the
characteristics of all
the shapes shown.
Pictures of
shapes
Multimedia
presentation.
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Step
8 minutes7
Activities
Teacher design a activities
using the multimediapresentation
Teacher prepare the
activities
Teacher gives clearl
instruction.
Teacher preview the
demo about the
activities.
!irst pupil will read
the #uestion, other
pupils will go front
and tr to answer the
#uestion.
@ach student solve
the activities that
prepared b teacher
b using Microsoft
power point
Activities b
using power
points program
)9)) 6
cooperation
problem solving
Step B
8; minutes7
Teacher prepares worksheet
to the students. Teacher also
prepares enrichment
worksheet to the good
students.
Teacher
distributes the
worksheet to the
student and gives the
instruction to do the
worksheet.
Teachers guide
the weak pupils to do
the worksheets
Worksheet ;
Worksheet
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Step 4
8D minutes7
Teacher summari0e the topic Teacher emphasi0es
the step to identif the
shapes and
properties with
grouping.
Teacher to #uestion
and answers with the
students
))9)6 making
conclusion.
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RE6LECTION ON T8E LESSON PLAN
M ob2ectives in teaching this topic to B 9i2ak class were to introduce and
make them understand about B shapes. These ob2ectives tie in with the
)ementerian Pela2aran Mlasia that is, the student describes and anal0es B
shapes, the student can recogni0e the shapes, the student know the properties
of the shapes and the student can related them to real life. The student is
e/pected to sa the shapes, can recogni0e the shape perfectl, know the shapes
carefull and can relate the shapes in their own life. &n addition, & thought & might
tie in to real thing around them.
=omments or #uestions b the students helped me to make further
e/planations to enlighten the students more. Since this topic involved a real past
e/perience, the students were able to observe how the teachers responded to
the program appropriatel. uring the student participation in the, & helped with
encouraging words, feedback, and praise. The students en2oed tring to pla
some of the activities that & give. 'ater, & observed students practicing these
learning in their real life. 'ike related B shapes to their cupboard at the back of
the class.
M teaching is lack of activities. The activities should relate to the lessongiven. & also must take the student out of the class to show them the real B
thing. So the can easil understand about B. & also must prepare about
upcoming behaviors that show up in the class. !rom m teaching & can see some
students are going bored. So & must come up with so man activities that avoid
them to become boredom. M ma2or mistakes are & felt that students learn more
effectivel when the know what the are supposed to be learning.
So & suggest for m self, prepare what to teach carefull. & must include
man activities to avoid the students become boredom. & also must ask the
headmaster to take the students outside the class to show the real thing of B
shape. & also must prepare about the upcoming behavior from the student. As the
student is should feel the student didnOt know about anthing about the topics. &
also must check the student for understanding b #uestioning them.
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7/24/2019 Article About Lesson Plan
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RE6ERENCES
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