Upper-Level Lesson Plans
Mathematics Lesson plan.
Teacher
trainee: Taouea Tekiari Year
level: 6
School:
Bikenibeu west Day:
Tuesday
Subject:
Math Duration:
1hour
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Topics: Number and Number Operation |
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Sub – topic: numbers |
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New words: -
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·
Teaching aids: Poster ·
Crayons ·
Plain
papers ·
Markers ·
Charts ·
Flashcard |
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Learning outcomes: At the end of the lesson, students can: Ø Round numbers to the
nearest ten thousand Ø Round
numbers to the nearest hundredths Ø Understand
when and why rounding is useful |
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Introduction 15 minutes |
Recapitulation (5 mins) ·
Ask students to recall what they know about place
value ·
Discuss the place value positions: ones, tens,
hundreds, thousands, ten thousand, and hundred thousand ·
Provide examples and ask students to identify the
value of digits in numbers like 5,432, 12,345, etc. Warmer (Number line Jump) ·
Draw a large number line on the board or use a
digital tool ·
Call out numbers and ask students to Jump to the
correct position on the line ·
For example, it will jump to 100,000, now to
250,000 etc. Words: -
place value = The value of a digit based on its
position in a number -
Numeral = a symbol or group of symbols used to
represent a number -
Word form = writing a number using words instead
of numerals -
Digit = any of the ten symbols (0, 1, 2, 3, 4, 5,
6, 7, 8, 9) used to write numbers Introduce topic -
Display
a place value chart up to 999,999 -
Explain
the position; ones, tens, hundred, thousands, ten thousand, and hundred
thousand Demonstrate
with an Example:
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Development 20 minutes |
-
Use
a place value grid to represent numbers visually -
Ask
students to identify the value of digits in various numbers Group work -
Round
off to the nearest ten thousand 1. 237802 2. 50091 3. 76508 4. 3.009 5. 0.9870 |
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Application 20 minutes |
v Individual work problems 1.
Round to the nearest ten thousand a.
123,321 b.
10,009 c.
22,228 d.
900,870 2.
Round to the nearest hundredths a.
0.987 b.
3.879 c.
9.999 d.
4.009 3.
Place the numbers from 1 & 2 on the number
line |
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Conclusion 5 minutes |
-
Ask
students what they learned -
Revisit
the learning outcomes -
Allow
time for student questions or final clarification Exit
ticket: Write about
their weaknesses or the things they need help on |
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Evaluation |
Strengths: -
all students achieve the learning outcomes -
The
lesson went well Weaknesses: -
The
lesson was easy for students, so the time is very short than usual -
Intervention:
-
The
session for tomorrow must bit harder than usual |
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Mathematics
Lesson plan.
Teacher
trainee: Taouea Tekiari Year
level: 6
School:
Bikenibeu west Day:
Wednesday
Subject:
Mathematics Duration: 1hour
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Topics: Number and Number Operation |
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Sub – topic: fraction |
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New words: -
Denominator -
Fraction -
Proper fraction -
Add -
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·
Teaching aids: Poster ·
Crayons ·
Plain
papers ·
Markers ·
Charts ·
Flashcard |
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Learning outcomes: At the end of the lesson, students can: Ø Identify proper fractions Ø Add 2 fractions with same
denominator Ø Use pie graph to add
proper fractions with same denominators |
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Introduction 15 minutes |
Recapitulation (5 mins) ·
Ask students to recall what they know about
yesterday’s topic Round off 0.994 to the nearest hundredth Warmer (proper fraction clap) ·
Provide 5
proper fractions and 5 improper fractions ·
If the teacher calls out the improper fraction
students stay silent ·
If the teacher calls out the proper fraction
students must clap ·
The wrong ones must dance ·
Allow students to guess what is the topic from
their warm up activity ·
Introduce the topic to students Words: ·
Proper fraction: fraction that have smaller
numerator than denominator ·
Denominator: ·
Numerator ·
Fraction |
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Development 20
Inutes |
·
Prepare
a flashcards of a proper fraction and a color pie model ·
Select
any 8 students 4 boys and 4 girls to select any cards ·
Compare
with each other cards and find their pair ·
post
a brief note in adding 2 proper fractions using the pie graph -
explain
the note to students and do extra examples with students -
distribute
students into 6 groups add these proper fractions and show the pie graph Grp1. ¼+2/4 Grp2. 1/5+2/5 Grp3. 3/9+4/9 Grp 4. 6/11+3/11 Grp 5. 1/10+3/10 Grp 6. 11/20+3/20 |
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Application 20 minutes |
v Individual work 4.
Draw the pie model and add fractions 1/8+3/8 4/10+2/10 1/5+3/5 4/7+1/7 8/10+1/10 6/12+3/12 5/9+2/9 |
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Conclusion 5 minutes |
-
Ask
students what they learned -
Revisit
the learning outcomes -
Allow
time for student questions or final clarification Exit
ticket: Write about
their weaknesses or the things they need help on |
|
Evaluation |
Strengths: The lesson
went smoothly All
students participated well All
student’s response well Weaknesses: Some
students need more fun games Intervention:
I will provide fun games in the next lesson |
Mathematics Lesson plan.
Teacher
trainee: Taouea Tekiari Year
level: 6
School:
Bikenibeu west Day:
Thursday
Subject:
Mathematics Duration:
1hour
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Topic: Money |
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New words: ·
Change ·
Money ·
Amount ·
Calculate |
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Teaching aids: ·
Poster ·
Crayons ·
Plain
papers ·
Markers ·
Charts ·
Flashcard |
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Learning outcomes: At the end of the lesson, students can: Ø Identify features of
Kiribati money Ø Calculate the changes of
using money in buying and selling (word problem) Ø Apply money to real-life
situations |
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Introduction 15 minutes |
Recapitulation (5 mins) ·
Ask students to recall what they know about adding
proper fractions with same denominators ·
Brainstorming their ideas Warmer (bingo game) ·
Prepare list of coins and notes ·
Distribute small paper for each students ·
Tell them to choose 3 money coins or notes ·
Call out money randomly ·
If their money on their paper being call out, they
will cross it until it full and shout bingo Words: ·
Money : Money is what we use to buy things. ·
Change: Change is the money you get back when you
pay too much. ·
Calculate: To calculate means to do the math to find the right answer. ·
Amount: Amount means how much money or how many things. Introduce topic: ·
Introduce
the topic to students ·
Explicit
their prior knowledge about the topic ·
Post the brief note about the topic ·
Read
and explain the note ·
Uses Australian Dollars – Kiribati uses coins and notes from
Australia. ·
Coins – Come in 5c, 10c, 20c, 50c, $1, and $2. ·
Notes – Come in $5, $10, $20, $50, and $100. ·
Old Kiribati Coins – Made in
1979, showed local images like fish, birds, and the Kiribati flag. ·
Symbols – Some coins had coconuts, flying frigate birds, or
the rising sun. ·
Shape and Size – Different coins have different sizes,
shapes, and edges to help tell them apart. ·
Color – Notes have bright colors like green, red, blue, and
yellow for easy recognition. |
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Development 20 minutes |
·
Distribute
students into 6 groups with their worksheet Group 1:
Group
2: · Each group is given a budget
(e.g., $20). · Choose items from a “shopping
list” and plan how to spend wisely. · Share their choices with the
class and explain how they used the money. Group
3: ·
A budget of $50. ·
List down things with prize which are suitable for a picnic ·
Present their ideas Group
4: ·
The amount of money given is $10 ·
Buying 2 bongos which $1.50 each, 2 apples which $2 each and 10
candies cost 10cents each ·
Calculate the change |
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Application 20 minutes |
v Individual work problems 1.
Lina went to the market and bought 2
mangoes for $1.50 each and 1 pineapple
for $3.00. 2. Teiti bought a school bag that
cost $18.00. She gave the shopkeeper $20.00. 3. Beni
wants to buy lunch. A sandwich costs $4.00, and
a juice costs $2.50. 4. Tara
saves $5.00 every week. 5. Tema
bought 3 packs of biscuits for $2.00 each.
He sold them all for $3.00 each. 6. Ana
bought a notebook for $2.50, a
pen for $1.20, and a ruler for $1.30. 7. Jo
gave a $10.00 note to buy a T-shirt
that costs $7.45. 8. Mika
wants to buy a toy that costs $15.00. She
saves $3.00 each week. 9. A
bag of rice costs $12.00 in
Shop A and $10.50 in Shop B. 10. Three
friends each gave $5.00 to
buy a cake. The cake costs $13.50. |
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Conclusion 5 minutes |
-
Playing
hot potato -
Pass
the hot potato to a student asking a question -
Ask
students what they learned -
Revisit the learning outcomes |
|
Evaluation |
Strengths: -
Students
are engaged well in the lesson -
Students
are well participated in group work -
Students
can use money in real-life situations Weaknesses: -
Some
students always love to roam around during lesson Intervention:
-
Make
fine for those students to punished them |
Mathematics Lesson plan.
Teacher
trainee: Taouea Tekiari Year
level: 6
School:
Bikenibeu west Day:
Friday
Subject:
Mathematics Duration: 1hour
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Topic: Map Scaling |
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New words: ·
Map ·
Scale ·
Represent ·
Distance ·
Measure |
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Teaching aids: ·
Poster ·
Crayons ·
Plain
papers ·
Markers ·
Charts ·
Flashcard |
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Learning outcomes: At the end of the lesson, students can: Ø Explain what a map scale
represents Ø Identify different types of map
scaling Ø Use a scale to calculate real
distances between two points on a map |
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Introduction 15 minutes |
Recapitulation (5 mins) ·
Ask students to recall what they know about money ·
Brainstorming their ideas Warmer (CLASSROOM TRESSURE HUNT) · Create a simple treasure
map of your classroom or schoolyard. Mark a few "locations"
(e.g., the teacher’s desk, a window, the door, a bookshelf). · Add a simple scale to
the map (e.g., 1 cm = 1 meter). · Give students a list of clues
(e.g., “Find the spot 3 cm north of the teacher's desk on the map”). · Students use rulers to measure
and translate map distances into real locations using the scale. · The first student or team to
find all locations correctly and reach the “treasure” wins. -
Words: Introduce topic: ·
Allow
students to guess the topic from the warmer game ·
Introduce
the topic to students ·
Explicit
their prior knowledge about the topic ·
Post the brief note about the topic ·
Read
and explain the note ·
Map scaling shows how distances on a map match real-life distances. It helps
us understand how far places are from each other. For example, if 1 cm on a
map equals 1 km in real life, we can use a ruler to measure and find real
distances easily. Here are the three main types of map scaling: Verbal Scale (Word Scale): -
Describes the scale in words. -
-
Example: "1 cm equals 1 kilometer." Linear Scale (Graphic Scale): -
A line or bar on the map that shows distances. -
You measure with a ruler and compare it to the bar. Ratio Scale (Representative Fraction): -
Shows scale as a ratio or fraction. -
Example: 1:100,000 means 1 unit on the map = 100,000
units in real life. |
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Development 20 minutes |
·
Distribute
students into 5 groups with their worksheet Grp 1: Map
Distance Challenge
Measure
distances on a map and convert using the scale.
Give each group a map and ask them to find
real distances between landmarks using a ruler and the map's scale.
2. Design Your Own Map Create a simple map with a chosen scale.
Students draw a map of the classroom, playground, or imaginary town and
include a scale bar.
3. Scale Match-Up Game Match scale types to examples.Provide cards
with different scale types (verbal, ratio, graphic) and matching examples.
Groups must match them correctly.
4. Map Treasure Hunt Use a scaled map to locate hidden
"treasures." Hide clues or small items around a room or area.
Groups use a map with a scale to find them by measuring and calculating real
distances.
5. Scale Conversion Relay Convert
distances between different scale types. Groups race to convert distances
given in one scale (e.g., 1:50,000) into verbal or graphic formats.
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Application 20 minutes |
v
Individual work problems Measure and Convert
2. Label the Scale
3. Match the Scale Types
4. Draw a Simple Scaled Map
5. Scale Sort
ing Worksheet
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Conclusion 5 minutes |
-
Playing
hot potato -
Pass
the hot potato to a student asking a question -
Ask
students what they learned -
Revisit the learning outcomes |
|
Evaluation |
Strengths: -
Students
are engaged well in the lesson -
Students
are well participated in group work -
Students
can move around and learned as well Weaknesses: -
Some
students spend more time during their measurement Intervention:
-
Manage
time for each activity for students to complete their tasks on time. |
Topic: subtraction
Year level: Class 1
Date: 27th September, 2023
Learning outcomes:
At the end of the lesson student can:
· Subtract numbers using a one digit numbers. (1 to 10)
Starter: Sing a song, “TEBWIINA BUN TE MOA”
Introduction
Recap yesterday topic by asking these questions
· What are you doing in yesterday’s maths lesson?
· When you add numbers, the number increased or decreased?
Focus topic:
· Present the topic
· Show the sign of subtraction
· Explained how to subtract using concrete materials (Blocks).
Concept development
Putting the blocks on the desk in front of them and give the equation, 5-2=______?
Then place the five blocks together and take two from it, ask student how many blocks left for the answer of five minus two.
DO:
· Selecting each student to subtract the given equation using a blocks for their subtracting.
· Asking students to solve few questions for example; 10-8=_____, 8-6=____, 7-5=______
TALK:
· Singing a row row a boat, and move around to their group they already known.
· In a group, they will discuss and solve their given subtraction in their distributed papers
RECORD:
· Giving student time to discuss and move around to check and explained more anyone need
· Present their work to their peers.
Conclusion
Asking student these question
· What do we learn today?
· What is the sign of subtracting?
· When you subtract, is the number increased or decreased?
Consolidation
Individual activity
· 1. 9-5=____
· 2. 10-8=____
· 3. 5-2=_____
· 4. 8-5=_____
· 5. 6-3=____
Evaluation
All student achieved the learning outcomes but they were a bit careless in a way that they write numbers wrongly but they give an exact answers.
English lesson plan
|
Name:
Taouea Tekiari |
Topic:
procedural text |
School:
Bikenibeu west |
|
Subject:
English |
Year: 6 |
Duration:
1hr |
Learning outcomes: At the end of the lesson students can:
Define
procedural text and its purpose (giving instructions, explaining processes).
Identify the key features of procedural texts (step-by-step instructions,
clear, concise language).
Understand the importance of audience in procedural writing (intended user and
their level of expertise).
Teaching
resources: charts, markers, p/papers, posters
PRESENTATION: 10 mins
-
Recap on the previous lesson. (ask students
questions about the narrative text)
-
Warmer activity: (spinning bottle)
Gather students in the middle and form a circle
Spin the bottle in the middle
Ask a student the lid points at
-
Ask students to guess what the topic is (from the
warmer game)
-
Brainstorm their ideas and praise them
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Introduce the topic to students
-
Read the five new words with them
-
Explain their meanings
PRACTICE: 20 mins
-
Distribute students into 4 groups (in teams)
-
Distribute their task in each team
-
Explain their group to them
-
Allow students to discuss in their groups
-
Ask each group to choose their presenter to the
whole class
-
Listen to their presentation and correct them if
they wrong
-
Thanks and praise students
PRODUCTION: 20 mins
-
Define procedural text in their own words
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What is the purpose of procedural texts?
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Name the key features of a procedural texts
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Write your local medicine to someone that does not
know about that medicine
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Explain their activity on the board
-
Allow students to do their work individually
-
Walk around and monitored each student to make sure
they all did their work
-
Collect their work and mark them
Conclusion: (10 MINS)
- HOT POTATO GAME
Pass the
potato to students
Ask
students what they learn today
Evaluation:
Strength:
-
All students achieved the learning outcomes
-
All students engaged well
-
All students’ response well during class
Weaknesses:
-
Lack of teaching resources (markers)
Intervention:
-
buy some whiteboard markers for my lesson
English lesson plan
|
Name:
Taouea Tekiari |
Topic:
procedural text |
School:
Bikenibeu west |
|
Subject:
English |
Year: 6 |
Duration:
1hr |
Learning outcomes: At the end of the lesson students can:
-
Listen to the procedural text
-
List down verbs they heard from the text
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Write their own procedural text using those verbs
Teaching
resources: charts, markers, p/papers, posters
PRESENTATION: 10 MIN
-
Recap on the previous lesson. (ask students
questions about the procedural text)
-
Warmer activity: (spinning bottle)
Gather students in the middle and form a circle
Spin the bottle in the middle
Ask a student the lid points at
-
Ask students to guess what the topic is (from the
warmer game)
-
Brainstorm their ideas and praise them
-
Introduce the topic to students
-
Read the five new words with them
-
Explain their meanings
PRACTICE: 20 MINS
-
Distribute students into 4 groups (in teams)
-
Distribute their task in each team
-
Explain their group to them
-
Allow students to discuss in their groups
-
Ask each group to choose their presenter to the
whole class
-
Listen to their presentation and correct them if
they wrong
-
Thanks and praise students
PRODUCTION: 20 MINS
-
Define procedural text in their own words
-
What is the purpose of procedural texts?
-
Name the key features of a procedural texts
-
Write your local medicine to someone who does not
know about that medicine (use the verbs from the text)
-
Explain their activity on the board
-
Allow students to do their work individually
-
Walk around and monitored each student to make sure
they all did their work
-
Collect their work and mark them
Conclusion: (10 MINS)
-
HOT
POTATO GAME
Pass the
potato to students
Ask
students what they learn today
Evaluation:
Strength:
-
All students achieved the learning outcomes
-
All students engaged well
-
All students’ response and participated well
Weaknesses:
-
In the group
work students, some students chose verbs wrongly due to their carelessness
Intervention:
-
Had to
revised verbs for students to remember
English lesson plan
|
Name:
Taouea Tekiari |
Topic:
procedural text |
School:
Bikenibeu west |
|
Subject:
English |
Year: 6 |
Duration:
1hr |
Learning outcomes: At the end of the lesson students can:
-
Read the procedural text given
-
List down nouns from the texts
-
Write their own procedural text using those nouns
Teaching
resources: charts, markers, p/papers, posters
PRESENTATION: 15 MINS
-
Recap on the previous lesson. (ask students
questions about the procedural text and the verbs revising)
-
Warmer activity: (spinning bottle)
Gather students in the middle and form a circle
Spin the bottle in the middle
Ask a student the lid points at
-
Ask students to guess what the topic is (from the
warmer game)
-
Brainstorm their ideas and praise them
-
Introduce the topic to students
-
Read the five new words with them
-
Explain their meanings
PRACTICE: 20 MINS
-
Distribute students into 4 groups (in teams)
-
Distribute their task in each team
-
Explain their group to them
-
Allow students to discuss in their groups
-
Ask each group to choose their presenter to the
whole class
-
Listen to their presentation and correct them if
they wrong
-
Thanks and praise students
PRODUCTION: 20 MINS
-
Define procedural text in their own words
-
What is the purpose of procedural texts?
-
Name the key features of a procedural texts
-
Write your local medicine to someone who does not
know about that medicine (use the nouns from the text)
-
Explain their activity on the board
-
Allow students to do their work individually
-
Walk around and monitored each student to make sure
they all did their work
-
Collect their work and mark them
Conclusion: (5 mins)
-
HOT
POTATO GAME
Pass the
potato to students
Ask
students what they learn today
Evaluation:
Strength:
-
All
students achieved the learning outcomes
-
All
students engaged well
-
All
students participated well
-
All
students’ response well
Weaknesses:
-
Poor time
management
Intervention:
-
Use a
timer for each activities
Lesson Plan: Understanding Narrative Texts
Grade Level: Year 6
Subject: English
Duration: 60 minutes
Topic: Narrative Texts – Structure and Elements
Learning Outcomes
By the end of this
lesson, students will be able to:
1. Define the characteristics of a narrative
text (plot, characters, setting, theme).
2. Understand and identify the structure of a
narrative (beginning, middle, end).
3. Analyse a short narrative to identify key
elements (characters, conflict, resolution).
Teaching resources: Story analysis worksheet, markers, p/papers,
marker, whiteboard, Narrative structure chart, printed short story.
1. Presentation (15 minutes)
- SMILEY Face: ____ _____,____ _____ _____
_____ ____ ____ ____
- Lets students guess any letter to fill in the
gaps
- Begin with a class discussion: “What is a
narrative?”
- Ask students to name stories they’ve read or
watched and identify what made them interesting.
- read a
paragraph from a familiar story) to illustrate the concept.
- Briefly introduce key elements of narrative:
- Characters – Who is in the
story?
- Setting – Where and when
does it happen?
- Plot – What happens in
the story?
- Theme – What is the
main message or lesson?
2. Practice (20 minutes)
- Explicitly teach the structure of a
narrative:
- Beginning: Introduces
characters and setting.
- Middle: Presents a
conflict or problem.
- End: Resolution of
the conflict and conclusion.
- Display a visual organizer showing
narrative structure (e.g., story mountain).
- Discuss each component with examples.
- Distribute a simple narrative text
(e.g., “The Lion and the Mouse” fable).
- Read together as a class or in pairs.
3. Production (20 minutes)
- In pairs or small groups, students
complete a worksheet analyzing the story:
- Identify the
characters, setting, plot, theme.
- Highlight the
beginning, middle, and end.
- Describe the
conflict and resolution.
- Groups share findings with the class.
- Teacher facilitates discussion and gives
feedback
4. Conclusion (5 minutes)
- Recap the key elements and structure of
a narrative.
- Ask reflective questions:
- “Why is it
important to have a clear beginning, middle, and end?”
- “How do characters
and setting help shape the story?”
- Quick exit ticket activity:
- Students write a
3-sentence story including a character, setting, and conflict.
- Starter statement:
A ________ named Bony lived ______ the river. One day, ______ sat quietly
thinking about_______. Finally she felt _____ when she saw a tree full of
apples.
Evaluation
Strength:
- All students engaged well throughout the lesson
alall students give responses during the lesson
alall students completed their work
Weakness:
the group work take time due to students work in groups and their presentation. some students were shy to present their work to the whole class
encourage myself to use the timer in every activity in class and to promote the morning talk to present shyness in class
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