Reflection 1

The specific feature in my lesson was, during the activity the class was
clean, and students do a creative job, when they made a poster about
camouflage, they draw different environments, for example, animals in
trees or sand also they able explain it. This lesson was for grade 2. The
lesson takes place in the English classroom. I was achieving my lesson
goal; my goal was at the end of lesson students will be able to explain
what camouflage main? and why animals camouflage. In the being of the
lesson, I ask the students what the biggest problem it hat animals face?
and I give them 30 seconds to think in pairs than tell me, they say people
eat animals or animals eat animals .after that I ask them how we can
protect or the animals or what they have to do to be safe? I asked these
questions at the end of the lesson, so they tell me that animals
camouflage to be safe. Also the make posters about how animals
camouflage. In the being of the lesson, students were confused when I
ask them what is the biggest problem that animals face, they thought I
ask them what is a big animal and they tell me Elephant than I lit one
student explain in Arabic, then they understand. Students pre-
knowledge, students know different type of animal’s reptile and
amphibians. I engage the students by asking them different questions
about the topic and let them think in pairs then answer. Students know
that the same animal eats animals that why animals have to camouflage.
The outcome goal is at the end of lesson my students will able to tell me
what is camouflage and why animals camouflage. In the future I will
change my closing , to check students' understanding, In the future, I will
make Exit ticket, in the exit ticket, there will to 2 questions, the first
question choose a camouflage picture and second question, why animals
camouflage. My professional practice was , preparing all activity and
coming on time , preparing everything before students came into the
classroom.
 Reflection 2
The specific feature in my lesson was, students interact with me when I
open the body of part video. They act with me and they were active. This
lesson was for grade 2. The lesson take place in English classroom. I was
achieving my lesson goal, in end of lesson students will be able to tell me
part of body, and for high group they will able to put part of body in
sentence. for example, it is my eyes, I eat hear with my ears. In the end of
lesson, teacher draw a body in the board and ask one student from each
group to came and label the body parts, each word in correct body part.
For example, teacher say show me the head, students will make arrow
and write word head. In the being of lesson students was confused when
I ask them to show me your foot. the students mix up between foot and
Lag, so I explain that when have 2-part lag and foot, football, when you
kick the ball. Students pre knowledge, Students will need to be familiar
with same part of body for example, head, leg, eye, mouth. I engage the
students when I ask them to act with me during the video, part of body
video. Students know part of body, because the toke it in grade 1. yes, my
goal was to achieve my Outcome goal, which is in end of class students
will be able to tell me different part of body. So, in the closing ask
students different questions, and they were able to answers me back. In
the future I will change my closing, to check students understanding, I will
make Exit ticket, in the exit ticket I will put the body picture and body
part words, students have to connect each word with correct part. My
professional practice was, preparing all activity and coming on time,
preparing everything before students came into classroom.

Reflection 3
The specific feature in my lesson was, students were focusing on me and
participating when I ask them to come to a write even and odd numbers. This
lesson was for grade 2. The lesson takes place in the English classroom. I was
achieving my lesson goal, in the end of the lesson students will be able to tell
me, which is even, and which is odd numbers and how they know. During the
activities students do different activities, one group do ice-cream activity they
write different even and odd numbers in ice cream scope then they color it was
a fun and useful activity because students think about different even and odd
activity. In the being of lesson student’s mix-up between even and odd
numbers, then I tell them the easy way to know even and odd numbers, is when
you count in 2 any number you don’t hear that main that number is odd
number and any number you hear id even number, after that they find it easy.
Students pre-knowledge, students know skip counting in 2. I engage the
students when I ask them to write different even and odd numbers. Students
know skip counting in 2 and they every day at the begin of class they skip count
in 2 and 5 and 3. Yes I achieve my goal was to achieve my Outcome goal, which
is at the end of class students will be able to tell me which is odd and which is
even number, so in the exit ticked all students get 3 out of 3, that main I achieve
my teaching goal. In the future, if I teach this lesson, I will add video in the begin
that will help the students to understand more. My professional practice was,
preparing all activity and coming on time, preparing everything before students
came into the classroom.

Reflection 4

The specific feature in my lesson was, students present their work in the end of
class they was active to talk and to explain what they did . This lesson was for
grade 2. The lesson take place in English classroom. In this lesson, I use 5 ES,
The engaging. In the begging of class teacher does brainstorm, to see what
information students have about animals’ habitat. By asking them questions. I
was achieving my lesson goal, which is engaging the students. During the
activity’s students do different activities, each group make poster, teacher out
different habited picture n A3 paper. Low group students draw what animals
live in this habitat. For example, in Jungle, they will draw Monkeys, Tigers,
forges. reptiles. IN desert they will draw camels, fox. Developing the will draw
and write what these animals need to survey. High group draw and write what
these animals need to survey and describe the habitat. In the being of lesson I
ask the students, same questions, for example
• Where does lions live?
• Why the lions live there?
• What they eat?
• What does grassland look like?
• What animals can you put in grassland? and why?
• What type of animals do you think life in desert?
• What you will found in forest?
• Were will be more animals in forest or desert? and why?
 • Can I put a griffe in desert?
• Forge is mammal or amphibians? Ware the frog live?
• Give me one example for reptiles?
And they was able to answer me and in the end of lesson, they explain what
they did and why ,for example giraffe live in grassland because long necks allow
them to browse leaves off the tops of grassland trees , its big open area.
Students pre knowledge, with Animal classifications, and what's the need to
survive. And where each animal live. I engage the students when I ask different
questions, about animals’ habitat. Students know where each animal live. yes,
my goal was to achieve my Outcome goal, which is in end of class students will
be able to tell me what habitat is, and different habitat, and where each animals
live. In the future if I teach this lesson, before the lesson I will take the students
in trip at the zoo to see in nature. My professional practice was, preparing all
activity and coming on time, preparing everything before students came into
classroom.

Reflection5

The specific feature in my lesson was, students Communication and

collaboration with me during the lesson. What I like in my lesson, activity part
all students involves and they engaged in learning by doing the activity, the
actives was apparated for their academic level. Also when I ask them what you
doing they answer me back. This lesson was for grade 2. The lesson take place
in English classroom. My achievement was working on my Assessment
Strategies so what I did to achieve my goal when they finish activities, I recap
the outcome with the students and check for understanding. Then I give them
the exit ticket for understanding and assessment. During the modelling ,I ask
them same questions and they answer me back .first we review what they toke
in last class , I ask them What is a habitat?, What the animals need in their
habitat? They answer Food, and home, than I ask them form where they get
their food ?and they tell me from the plants and animals ,then we start our
lesson by video . In the being of lesson I ask the students, same questions, for
example
• What is a habitat?
• Do all animals live in the same habitat?
• Do you know Some habitat?
• Can we but camel in the forest? Why not?
• What do animals need to survive?
• Why do animals need other animals

And they was able to answer me and in the end of lesson, Also During the
activity, I observe them are they understand and complete the work our they
need assistance. also I ask them what you doing ,they was able to explain what
the doing .

Students pre knowledge, animal’s habitat, and what the need to live. I engage
the students when I ask different questions, about food chain
Explain the nature of the experience from the students’ perspective?
Students know that some animals eat only animals and same animals eat animal
to get energy and some of them eat both . yes, my goal was to ,working on my
Assessment Strategies in the end of lesson I give them exit ticked so all students
answer correctly . What did I want to improve in my lesson? I want to improve
my modeling , and make activities in modeling include all classes, for example,
put an online food chain game, and lit all groups participate for each group in
students come and make food chain , for example, I ask them , what is the
starting point? sun than what comes next plants, what coma next Griffe , than
griffe eaten by? lion. Also, improve my language to make it clear. My
professional practice was, preparing all activity and coming on time, preparing
everything before students came into classroom.

Reflection6
The specific feature in my lesson was, activity part all students involves, and
they engaged in learning by doing the activity, the actives was apparated for
their academic level. Also, when I ask them what you are doing, they answer me
back. This lesson was for grade 2. The lesson take place in English classroom.
My achievement was working on my Assessment Strategies so what I did to
achieve my goal when they finish activities, I recap the outcome with the
students and check for understanding. Then I ask them to come on the front
and explain what they did during center time. In the begging of lesson, I review
what we were talking about two weeks ago, I ask them What it is habitats?
• Tell me different habitats?
• What the animals need in their habitats?
• What animals do you think live in grass?
• What type of animals do you think live in desert?
Then I ask them the big question which introduce the lesson I ask them Does
your habitat always look the same? How does it change? I notice that they did
not understand ,they was talk about food chain ,so I put up the habitat change
video ,than I explain how habitat change ,what is the reasons. Students pre
knowledge, animal’s habitat, and what the need to live.
I engage the students when I ask different questions, how habitat
change?

What can cause habitats to change?

• What happens when habitats change?

• What happens to the meadow, woods, and animals that live there?

• What happens to animals and plants when habitats change?

Students know that animals need food and water to live, and where they
live.
yes, my goal was to, working on my Assessment Strategies in the end of lesson I
give them exit ticked, so all students answer correctly. Next time, I will change
low level activity, and make it more clear, for example in the paper I will draw
an a habitat picture, in other side I will ask the students to draw habitat change
how is look like, and choose is human activity or natural event . My
professional practice was, preparing all activity and coming on time, preparing
everything before students came into classroom.

Reflection7
Second lesson which is Explore stage, in this lesson I give the students a
problem they have to find the solution, I take them to IT lab to explore
the solution for this problem. the problem this talk about new animal
camas to the zoo(the new animal is camel) and we need to design new
space, students have to find information about this animal, what they
eat, where they live, how their habitat looks like, how many spaces they
need, they have to answer this question to able to found the solution.
Students Pre-Knowledge was students know Animal habitat where each
animal live and what they need to survive. The essential question, were
the camels live, and the guiding questions was · What is in their habitat? -
What do they need to survive? .In this lesson I use bloom taxonomy,
which is apply and analyze, students were solving problem, which is how
to design the new space, and show what they found form the research
and analyze their data and exploring the exploring new information. I
 found some difficulty with this activity, because same students can’t use
the computers and some of them they don’t know how to find the
answers.to assist the students I explained to them how to search, for
example teacher will say in the paragraph you to the searcher for specific
words, for example, live, eat also you have to see the pictures to know
what is in their habitat. This activity linked to Bruner's theory about
personal discovery when students search for the answers, Bruner
believes children learn more by searching for information by themselves
and finding answers. This lesson was for grade 2. The lesson take place in
English classroom. Next time, I will change my activity, I will open the
website infornt of class so we all read the information ,and writ the
important information. My professional practice was, preparing all
activity and coming on time, preparing everything before students came
into classroom.

Reflection8
The specific feature in my lesson was, when students make their own
habitat in creative way. This lesson was for grade my activity, and it was
in English classroom. Third lesson, which is Explain stage, so in this lesson
students make a prototype for their project to explain their solution for
the problem and show the teacher how camels habitat looks like.
Students Pre-Knowledge was they know where the camels look like and
what they need to survive. The essential questions were how camel’s
habitat look like, and the guiding questions was, what is in their habitat?
-describe the desert? -What do they need to survive? In this lesson I use
bloom taxonomy, which is last stage in bloom taxonomy creating they
create habitat and, elaborate because in the end of the lesson they will
explain what they did and how camels habitat look like. The students do
caritive works and they were engaged when they are doing this activity,
because it was hand on activity, and they make it whatever they what is
depend in their create level, the important is how they convey the
information. This activity supports Vygotsky's theory which is social
interactions. when the students work together, talk together, share ideas
to help each other. Also, Social interaction is the main element of the
learning process.in the future if I teach the lesson, I will change my
activity, and let the student’s what habitat they choose and writ about it.
My professional practice was, preparing all activity and materials and
coming on time, preparing everything before students came into
classroom.
Reflection9
In the last lesson which is Elaborate stage, in the lesson we recap the outcome
and what students learn in 3 lesson ago, to check students understanding, and
to correct students misunderstanding.in this lesson students will teach the
lesson from the book. To check students' understanding I ask the students some
questions about habitat, then we answer the questions in the book, high-level
students they answer the questions by themselves. low level student’s teacher
will help them. Students Pre-Knowledge was they know what animal habitat is,
and who the use their habitat, what they need in their habitat. The essential
question was What is a habitat? and the guiding questions was, what do they
need in their habitats? What animals can you put in grassland? and why?- In
this lesson I use bloom taxonomy, which is Evaluate, At the end of the lesson
the teacher gives each student exit tick if the student gets 3 out of 3, that main
they understand if they get 1out 3 that main the topic needs to reteach. This
activity (working in the book) support Jerome Bruner's theory about Scaffolding
type interactive, students work in groups, and teacher Scaffold the students by
asking them some equations to clear their ideas and give them more
information and for answering the questions. Students found this activity
boring, because they like hand on activities but, they should answer the
questions in the book so they can study form the book for the exams. This was
for grade 2 students. In the future if I teach this lesson, I will change the activity
and make it hand on.
Reflection10
This lesson is an English lesson. The lesson was about “U” sound and rhyming
words. The students will be able to say and write the rhyming words for
keywords and write them, for example, cat, pat, rat, teacher give them word cat
and they find the rhyming words pat and rat. This lesson for grade 2 students,
the lesson was in the English classroom. In this lesson, I was trying to teach
rhyming words with “U” sound, how the students can find rhyming which ends
with at, ut, ug, un, ad,up. First when the students came to class they were
setting in their groups, teacher open “U” sound video students were repeating
the words after the video, then teacher open the rhyming words power point,
teacher show them the words and the students have to say the rhyming for this
word in their group each group have to say on rhyming word ,teacher put the
same picture to help the students to find the rhyming teacher
support(PPP)Teaching and Learning Methods Presentation, Practice, Production,
the first teacher presents the word in the PowerPoint than practice saying the
word with students, finally, product students do Independent activity each group
had different activity, there was one activity that not connect with the outcome
teacher ask the students to but the key words in the sentence and the out came
was rhyming word than teacher change the activity with mct help, than teacher
give key words for this group and ask them to write the rhyming words for
example cat and the students wrote rat and pat, map is a key word and the
students wrote nap sap. The other groups were counting rhyming word with the
words and finding the rhyming words on the chart and circlet and connect the
rhyming words with the pictures. And any group finish before the time teacher
give them a keyword chart and they have to find the words. In the formative
assessment, I check their understanding and then decide if the topic needs re-
taught, I found that students could complete the activity independently, and
during the activity I walk through centers and ask some question during the
activity, about what the doing, what is this word can you tell rhyming word for
this word and the students answer me back and same students they able to say
the rhyming word and they cannot write it the low-level students so I know the
students what I try to teach them to understand, students know the keywords
from grade one that I teach them rhyming words for this words and tell them
the words had the same sound and last to letter are same but different in the
begging later and each word hard different meaning. Students were engaging
when they are doing their activity and thinking about the rhyming words for the
key words. In the introduction’s students were involved with me answering
questions, during the centers' students were able to the complete activity
because the instruction was clear, there was one problem with group one and
four group one activity does not link to my outcome than I change the activity
and liked to the outcome with my mct help. Group four they don’t want to work
together so the teacher separates the students and give them other activity. In
the future, when I teach this lesson again I will put the ending letters on the
board and ask the students to add one latter on the being and make a word for
example, I will put at and ask students to but one letter on the begging to make
the word at ,cat ,rat ,pat than the students will able to write the words and
easy to understand for the second language learns.