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Date Subject Number of students Grade

2018-10-23 English 25 KG 2 – F
PDP -Personal Aims (What do YOU need to work on in order grow professionally?)

I want to tell the story in an interactive and interesting way.

Learning Outcomes: Resources/Materials

1- The students will be able to identify deferent The wag your tail song:
texture of the (grass, river, mud, snowstorm, 'We're Going on a Bear Hunt' by Michael Rosen and Helen Oxenbury.
cave). (2016, May 12). Retrieved from
2- The students will be able to add adjectives to
the new words. For example, the grass is shiny
and rough, the snow is cold. flash cards, showing the new words with pictures.
3- students will be able to match the new words
The story’s big book
with the right image.
4- students will work on developing their fine
motor skills LC1: the sequencing work sheet, glue, scissors, pencils, A4
5- students will be able to describe objects they papers.
feel using sense of touch. LC2: Clay, pictures of (cave, river, and grass) with its name under it
6- The students will be able to remember the LC3: basket, pictures of the story’s different senses (Grass, river,
right order of the story.
mud, forest, snowstorm, cave), and colored pencils, A4 papers.
LC4: glitter, salophen paper, glue.

LC5: the “Baby bear what do you see” story
LC6: small bear toys, numbered flash cards.

Conclusion: the classroom
Lesson Introduction
Links to real life: (Bullet points)

I will ask the students to stand up and try to find objects in
Whole group activity: Time___5 minutes____ the classroom that are:
- shiny
Opening/Introduction (warm up) Active Engagement: - rough/ hard
- soft
- bumpy
I will play the “wag your tail” video song (I will turn the - fluffy
audio off and sing the song), and dance with the kids on
Guided experience ( whole group activity ) language instructions time: 15minutes

1- I will Start with a PowerPoint or flash cards showing new words: (grass, river, mud, forest,
snowstorm, cave) with the pictures.

I will say: the grass is long and shiny (I wave my hands up and down) , the river is wet (I
shake my hands pretending to dry it), the mud is thick and sticky (I heavily move my hands
pretending to remove the mud), the snowstorm is cold (I will hold my arms from the cold),
the cave is rough (I will use my hand as a hummer and move front and back) .

Then I will ask the students to describe the places they see:
(what do you see in this card? How does it look like? How does it feel like?)
I will wait for the students to answer.

2- At the carpet I will show the kids the cover page, the author, and the title of the book.
I will ask them, how does the book feel? the book is smooth.
what can you see on the cover page? Then I will ask them to predict what is the story
about. (what do you think this story is about?)

(T: lets read the story together) I will read the “We are going on a bear hunt” story with the
students, using the big book.

3- I will repeat the first activity with the students again without helping them.
I will show them the pictures of (grass, river, mud, forest, snowstorm, cave).
For example: (I will show them the grass picture, then ask them: can you tell me what is
this? Can you describe it?) S: It’s a grass, It’s long.

Individual experience - Small Group Learning Centers: Time_30 Minutes__

Learning Center 1 sequencing the story: Learning Center 2 the playdough group:
Focused activity I will ask the students to use the different color clay
The students will have different pictures of the And create a (cave or a river or a grass) + forming its first
story page and they will have to sequence the story letter.
For example, the child will choose to create a cave then form
pictures, by cutting the pictures and sticking them
the letter C
with glue on an empty A4 paper.
After that they will write the name of the grass

Extend: they will write one sentence about the
Learning Center 3 Art section: Learning Center 4 Shiny grass craft:
I will give the kids a basket that has pictures of the
story’s different scenes (Grass, river, mud, forest, The students will make shiny grass using (glitter, salophen
snowstorm, cave) in it, and they will choose one scene paper, glue)
to draw on their paper they can use different colors. After they are done with this they will touch and feel the
And write something about it: texture of the grass (its shiny and rough)
LA– draw the first sound
MA – the word
HA – a sentence about it

Learning Center 5 story center: Learning Center 6 math center:

The students will have to read a story about the bears The students will practice counting and adding small numbers
“Baby bear what do you see” using small bear toys.

Closing activity: Time: 5-7 minutes
I will teach them how they can implement what they learned today in their real life.

Assessment for Learning:
I will ask them questions during the activity e.g. do you think it’s the right order? Show me where is the river? Can you cut the picture? What
letter does the grass start with? This is a picture of what?

I will have a checklist (for the focused) with the main learning objectives:
1- students will work on developing their fine motor skills.
2- The child can remember the right order of the story.
3- The students will be able to add adjectives to one of the new words.