Tp Week 7 - 06/10/08

Topic:
Spell Master -
· Types of calculation
· In my kitchen

Objective(s):
By the end of the lesson, pupils should be able to:
· identify the spellings of the words given
· construct the spellings of the words given
· read the words orally
· pronounce the words correctly
· write the words correctlydictating notes correctly from the whiteboard

Observing Ckg. Amnani
(Admitted to hospital – so took over her class and continue lesson impromptu). Pupils cannot continue their previous work from their books (their books are in Ckg. Amnani’s room which was locked)

Introduction: (3 minutes)
· Greeting and reciting the Fatihah together before begging lesson.
· Introduce myself to pupils and mention myself as a relief teacher for Ckg. Amnani and teaching English.

Lesson Development: (45 minutes)
Induction – (2 minutes)
· Introduce the class that they are going to have spelling quiz.
· Divide the class into 4 main groups with 3 groups having 5 members while 1 group had 4 members.
· Divisions of groups are based on their seating arrangement.

Content – (43 minutes)

Activity 1 - Group work (8 minutes)
· Teacher gives out a word on a small piece of paper, for each group to share within their members only.
· Each group will read the word given to them and recall the words among themselves. They have to do it by individual memorizing and next exchanging turns to recite the spelling given.
· Each members of each group must remember the word given to their group
· Teacher goes around monitoring that the activity is being carried out correctly and that the pupils understand what they have to do.
· Teacher will give guidelines on the easiest way to memorize the spelling.
· Teacher will record the group’s progress and the pupil’s participation and cooperation with other members.

Activity 2 – Group work (5 minutes)
· Teacher will go to each group one by one and ask the pupils to spell it correctly, one by one. · Teacher will record the progress of each individual student in recalling and reciting the word given to their group.

Activity 3 – Group work (Peer Teaching) (8 minutes)
· Teacher exchange the members from each group and allocate one pupil from each group to be assigned to other groups
· Teacher explain what they have to do with the new groups they are assigned to
· Pupils from previous group have to share the word given to their former group and teach the other members on the words learnt from their former groups.
· Similar to Activity 1, the pattern will be repeated to help the members learn new words from their peers and teach others in the new group
· Teacher goes around monitoring that the activity is being carried out correctly and that the pupils understand what they have to do.
· Teacher will give guidelines on the easiest way to memorize the spelling.
· Teacher will record the group’s progress and the pupil’s participation and cooperation with other members.
· Activity 2 will be repeated to monitor the progress
· Teacher will go to each group one by one and ask the pupils to spell it correctly, one by one. · Teacher will record the progress of each individual student in recalling and reciting the word given to their group.

Activity 4 – whole class activity (8 minutes)
· Pupils are asked to get back to their seats
· Teacher writes down all the 4 words:
· Addition; subtraction; multiplication and division, on the whiteboard.
· Go through the words one by one with the pupils
· Highlight on the correct spelling and pronunciations
· Review the words once again with the whole class

Activity 5 – Individual work (7 minutes)
· They will be given a blank piece of paper
· They will have to write their name on the paper and the date
· They will then have to write the 4 words’ spellings correctly on the paper and number them 1 to 4.
· This exercise will enhance their memorizing and recalling skills and initiate their spelling master skills within a specific time frame
· This also helps them to remember the words they normally use in Math lesson

Activity 6 – Individual work (dictating notes) (7 minutes)
· Remaining in their seats, pupils will have to turn the paper to the blank page behind the previously used page.
· On the next page, they have to copy down the new words given to them on the whiteboard.
· Teacher writes down the new words on the whiteboard during the group work in Activity 1, before monitoring the groups.
· This exercise helps the pupils to list down the words according to things found in their kitchen.
· teacher will go around and check pupils understand what to do

Closure: (2 minute)
· Teacher collects the papers from the pupils to be checked, marked and recorded
· Teacher record attendance before the pupils leave for break