MCT/MST Lesson Observation

Feedback to student teacher

Student Teacher’s Name: Shamma Marwan Observer’s Name: Dr. Neil Satoquia
Unit/Lesson: Letter C Grade Level: 1
Date: October 29, 2018 School: Al Asalah
Competency Area F D C B A
Commitment to the Profession X
Planning for learning X
Managing Learning X
Implementing Learning X
Assessment X
Reflection on Practice X

Strengths of the lesson:

1. The preparation phase of the lesson consisted of greeting the learners, playing an
audio-visual song, inviting 5 pupils as leaders in front, and singing of the song being
played.
2. The presentation phase of the lesson began with sound-picture correspondence
identification, i.e. cucumber, cone, wallet, etc.
3. C song followed the initial presentation of the topic.
4. Differentiating capital C from small one was done.
5. The practice phase of the lesson consisted of 2 differentiated learning activities where
pupils colored the pictures that initially begin with a C and wrote capital and small C.
6. The teacher’s voice was well-modulated. Her cheerfulness was established good
rapport with her pupils.
7. The teacher was very enthusiastic and energetic and gave rewards to pupils as she
went around checking the pupils’ output.
8. The teacher used effective classroom management to control emerging noise in class.

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 Areas for development:
1. The teacher should have allotted time for a pronunciation activity, especially that the
lesson has to do with letter C and its sound. She must first read all the sample words
herself as the pupils listen. Then, she can read one word at a time followed by the
learners’ saying of each word.
2. It is advised that the student teacher provide a short item evaluation (5 items) to
determine the students’ mastery learning, eventually to make the student teacher
become aware whether or not the objective of the lesson was achieved. In which case,
the student teacher must check the evaluation and add all scores of the students. The
sum of scores will then be divided by the number of students who took the test. The
mean percentage can then give the teacher an idea about the students’ mastery learning
of the lesson and can make her become aware if the objective was achieved or not.

A = Exceptional, B = Very Good, C = Satisfactory, D = Marginal and F = Unsatisfactory

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the
lesson that they could not do before?

The students will able to learn the sound of letter C and they learn to write capital and lowercase of
letter C. Also, the learners will improve their listening skills during listen to the music about letter C a
learn new vocabulary words while listening to the letter C song. However, grade 1 students in this
period they need to learn the sound of the letters because when the students learn how to say the
sound in the right way they will able to read the words that begin with letter C in a correctly.

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or wr
or read or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced,

is it a Do I understand the language myself, or do I need to research it more?

mixture?

day: 29 month: October

date: year: 2018 name of student: Shamma Marwan

length of
from: 9:10
time: class: 45 name of school: Al-Asalah Primary School
to: 9:55
min
No.
name of MST: MS. Kelly Class: 1A Grade: One 22
Ss:

Details about the book that the Name of book: Unit: 3 Page: 62
MST uses: Bridge to success
(Activity book)

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The purpose language I will use it during my lesson is the English language and students will be
able to use the 3 English skills to learn sound of letter C by listening, speaking(saying) and writing.
In addition, it’s a mixture because the learners actually know the letter C during their kindergarten
period, but I teach them the sound of letter C to keep the understand and identify between letter c
and k or other letters hat help them know how to write and read the words begin with letter C.
However, I already I understand and know the concept of this language about letter c sound, so I
don’t need to research about it.

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

Firstly, I will teach students listening skills, so I will display different songs that focus on the sound
of the letter c by using a smart board such as, song of sound and the letter c songs that kind of song
keep students repeating after what they listen. Secondly, I will focus on speaking activity by showing
them flash cards focus on letter c especially the sound of letter c then they have to say if the word is
starting with letter c or no sound such as cucumber, coconut, camel, cake, and cup. lastly, I will
keep students write capital and lowercase c and I shall students to write words begin with the sound
of letter c by using high frequency words such as, I can see a coconut, I can see a cone and I can
see a clock. Also, students have to coloring the pictures begin with c.

CONTEXT – How will I make the language realistic for the students?

I will show students flash cards that include different pictures and I shall give them 2 boxes then
learners should found photos that describe letter c sound then they have to classify the pictures into
two boxes the first box include photos describe the letter c such as, caterpillars, candle and cat and
other box pictures beginning with the different letters such as, king, apple and key.so this method help
students identify between letter c and especially on letter k sound.

RESOURCES –– What resources do I need to create the context and provide practice, so the students can do what they
need to do to develop? - Include realia, books, handouts, multimedia, songs, games, etc.

The materials I need to prepare and check before class that helps students to understand such as,
songs, English book, flash cards, worksheet, pencil, 2 boxes and stickers that help me to promote
the students while they have done their work.

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ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

I will use two different activity the first activity will be about letter c sound by classifying flash cards
into two different boxes and the second activity focus on reading and writing by using high-frequency
words and learn new vocabulary words begin with the sound of letter c. In addition, I will give each
of

learner’s worksheet about letter c include different pictures, but the students should coloring just the
picture start with letter c sound. More specifically, my activities are purposeful because I need
students to learn the difference between letter c and k letter sound that helps students when write and
read the sentence be careful with a difference between the sound of letter c and k to avoid the
mistake.

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 Activity Time Interaction Purpose / MCT

Teacher (activity + Student (what

comments
exact instructions they do + objective of the
you intend to give)
language you
expect them to activity
use)

I will keep the Students should Students will

students sit on the raise their hand be able to
mat then I will say to to engage in the identify
them I will pick a activity then they between the
The flash student who is sitting have to choose sounds of
nicely and raise hand one card from letter C or
9:15 and be quiet then I the box and letter K and
cards of
will introduce the classifying in A others letter.
(this instruction of the box or B box but
letter c activity activity first you will students have to
sound need go to picking one say what they
6min) card include picture got in loudly
and other begins with letter c or voice front the
other letters but we class then if they
letters. T-S are focus on pictures get picture
begin with letter c begins with letter
then classifying or c they have put it
part it in the correct in A box and
box such as if you get other letters in B
cake you have to put box.
it in the A box but if
you get other letter
put it in B box.

writing First you have to students will learners will

follow the dots to write the capital be able to
capital and
write capital and and lowercase c write letter c in
lowercase c lowercase c then then coloring the two ways like
and coloring write it by yourself picture that capital and
please remember to begin with letter lowercase
picture begin catch the line then c sound. letter and
color the pictures identify
with letter c S-S begin with sound of images
sound
9:25 letter c. beginning with
the letter C.
(this
activity
need
12min)

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Building firstly, you have to students should students will
words pick one card from choose one card learn new
the box such as, include picture words begin
begin with
candy and car then then build their with letter c
sound of build your word by different words sound and will
letter c by using high frequency by using high able to write
using high words such as, I can frequency words their own
frequency see a candy, or I can then write it in words by using
words see a car. After that the whiteboard. high-frequency
9:30 T-S write your building words.
(this word on the tiny
whiteboard.
activity
need
9min)

write letter open page 62 in your students open learners will be

activity book then page 62 and will able to know
C and write letter C 3 times write letter c and different kind
colour the 9:45 and please look at coloring the of words begin
3 pictures (this S-S the line then colour image begin with with the sound
the pictures. letter c such as, of letter c and
activity
cat cactus and understand
need camel. when letter c
8min) come in first,
middle and
end of the
sentence.