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Professional Development Plan

(What do YOU need to work on in order to grow professionally?)

 1- Choose and describe an aspect from a teaching competency that you need to work on (Goal)

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  • Implementing and managing learning, especially classroom behavior.

2- Describe what you will do to help achieve your goal (Strategies Used)

 

  • Praise them, for example; I will say “I like the way Hamdan sitting and say the result in the same time. He is sitting nicely list do a big heart for Hamdan.

  • I will tell them to show me your nice listening or what ever they are doing… if they do not respond. I will tell he/ she I will Move your name to the yellow.

  • Using the step up who is following the class rules.

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3- Describe how you can tell if you’re achieving your goal (Evidence)

 

  • Done all things, which I want to do with students.

  • - Students on yellow stop behavior.

Learning Outcome (ADEC code and words):

 

     (KES3) 

 

* Identify natural resources in their (school, home, park, and community) environment through investigation.

* Discuss way we use water in our daily life through role play.

 

Emerging: Illustrate features of natural environment.

 

Developing: Label features of natural environment.

 

Master:  Identify features of natural environment.

 

Theme: My Natural Environment

Subject: Science

Grade Level: KG2E

Resources (what materials/equipment will you and the students use? Be specific

 

Power point, math resources, clay, board, marker

Card, plants, dice, gloves, paper, trowel, water, pot, soil, seed.

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Preparation (what do you need to make or check before class?)

 

Key vocabulary

Seed, root, stem, leaf, flower

 grow, water, air, soil, nsu

Introduction (warmer activity + teacher introduction/demonstration of small group activities) 

 

KLTC1: Following steps without help. 

KLTC4: Understands classroom routines.  

KLTC8: Uses English when performing plays and reciting poems.

 

- Students will write their name in Arabic and English in their book.

 

- The teacher will review the rules (eyes are watching – ears are listening - brain on - sitting propels)

 

- The teacher will Introduce the theme ‘My Natural Environment.’

 

- The teacher will ask: What is environment mean? Students respond Human, air, animals, jungle, desert, ocean, palm tree.

 

- Today we will learn about (Part of plant and what plant needs to grow)

 

* The teacher willShow the students a plant, and ask question.

 

1- Is the plant living or non-living? This question is review for (living and non-living)

 

2- How do you know the plant is living?  

 

3- Can you name the parts of plants?

 

4- What does the plant need to survive?

 

5- How many needs for the plant?

 

6- where is the stem?

 

 

Active Engagement

 

 

-- The teacher will Show students parts of the plant in power point and give them real parts of the plant to touch, smell, test and see.

- The teacher will sing a song about (I am seed) with action, students will sing and copy the teacher action.

 

- The teacher will ask: Why we are working in groups? Students review the group’s rule  (thinking, communicating, collaborative, do our best.)

 

- Students will work in groups to plant their own seed  by using (bags, cotton, water, seed) teacher assess them if they are sharing, communicating.

Corners

 (group working with the teacher) 

 

- KWWP2: Share their writing with teacher and peer.

 

Sequence/order the steps of how a seed/ plant grows, number, label, draw, and write the labels.

 

The teacher will review the parts of the plant and what plant needs to grow.

 

Each Students level (E, M, D) have a different focus. 

 

# The Emerging student’s abele to draw, color and number the parts of the plant on A2 paper.  

 

Assessment: pencil grip, product, coping and drawing.

 

Steps:

1- Teacher will give them pictures of plant and sing with them the poem. (I am seed)

2- Students will link the poem to the plant parts, memorize by doing the action according to the poem’s step. (Teacher guide)

3- Students will copy and draw a plant from a picture.

 

 

# The Developing student’s abele to: Draw parts of plants and label by using the visual card. (Teacher guide them step by step)

 

  • Assessment: copying a drawing and letters, pencil grip, ordering the step correctly.

Students will:

  • Draw a plant.

  • Write just parts of the plant.

  • Color the plant.

 

 

# The Master students abele to design and create a project that’s related to the lesson, write words and sentences and answering the teacher’s questions. (I work with this group)

 

  • Assessment: Solving problem skills, creativity, collaboration, self/peer checking. Formative (comments and checklist)  the teacher will write done the students answer, this help here to documenting and assess students. 

 

The teacher will ask students:

 What is this called? / What is plant needs to grow? / How do you know the plant is living? 

This is a {Roots, stem, leaves, flower, seed, soil, water and identify the first sound of words.

Students will

  1. Answer the teacher questions and design the flower garden for future? Day 1

  2. Build the flower garden with lots of resources in the class with construction and others. Day 2

  3. Feedback and self/peer checking. Formative

    4. Next step what they need to add, for example drawing, words or resources.

 

 

Focus
group
 

Independent Experience (small group activity) - Developing and Emerging students

 

Play dough corner

 

Materials: A3 paper parts of plants steps, visual card, marker, clay, paints, brush, color, marker and A3 paper to work on.

 

Students will follow the steps to paint and make plant by using materials. This activity develops their fine motor skills.

 

Developing students, they can write better with a marker and felt difficult to write with a pencil.

 

Emerging Students they will make a plant without writing the parts of plants

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  • Assessment: pencil grip, product, copying, and drawing.

 

Independent Experience (small group activity) Emerging students

 

Construction Corner  - Building plant

 

Materials: A3 paper parts of plants steps, blocks, cube from wood, label cards, numbers.

 

Students will follow the steps to build a plant that's shown in the A3 paper in front them, then number the step. Through hands-on the activity they will learn better.

 

 

Next step: label the parts of plants. ( start with two word)

 

 

Extension activity:

Students will draw what they did in this activity. 

 

  •   Assessment: product, copying, and drawing.

Independent Experience (small group activity) free choice

 

 This activity is the second step for E, D students identify the plant need through hands-on activity and discuss with peer and teachers.

 

Drama corner - Farmer

 

Materials:  gloves, paper, trowel, water, pot, soil, leaves, stem, flower, and seeds.

 

Students will: Pretend to be a Farmer; they are going to planting a plant

through hands-on the activity they will learn better then.

 

 

The teacher will ask them:

 

 What is this called?

 

 What plant needs to grow?

 

  •   Assessment: product, identify words.

 

 

Steps for planting

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Closing

 

Reflection time after clean up time.

 

Students will share their work on the project and other students will ask them

What do they learn today?

For example:

Students will try to ask Mohammed different type of bloom’s question. (Three Questions)

 

What did you learn today?

Which center do you work in?

Students assess each other, thumps up if they did right and thumps down if not.

Students thanks Yousef and praise hem by saying “Up, up very good”

  • Students who work in the project for flower garden the ask

  • What do you think about our project?

What do we need to add?

 

Assessment Steps 
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