Lesson Planning Year 2, Sem 1

Date: Day: 23 Month: Oct Year: 2018 Name of Noor AlSuwaidi / H00370271
Student:
from:
Time: length of class: Name of AlQarayen Kindergarten
11:00am
to: 11:55am
55 minutes School:
Name of Tr. Layla Grade: KG 2/5 No. Ss: 29
MST:
Details about the book that Name of book: Unit: Letter A page(s)
the MST uses: English

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?

OBJECTIVES

Students will be able to ….

 List things that starts with the letter ‘A’

 Write the letter ‘A’ correctly.
 Distinguish and employ the letter ‘A’
 Recognize the letter ‘A’
 Phonic the letter ‘A’; know the letter’s sound and pronounce it correctly and clearly.

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

- The students will sit on the mat and listen to the teacher.
- My aim is to teach them alphabets in English language, it’s really important to teach them the
alphabets from a young age because alphabets are the basic of English without them we can’t read
or write.
- The teacher will play for the students the letter ‘A’ song.
- The students will learn how to write the letter ‘A,’ read the letter and pronounce the phonic of the
letter ‘A.’
- It’s a mixture were some of the students first language is English and the others is not. I’ll teach the
students the letter in general first and I’ll give them activities on it.
- The English language is their second language and most of the students faces difficulties in writing
or speaking in English, however I’ll provide the students with several activities with different levels
because some of the students can write and talk a bit and some not at all so those will get the easier
worksheets.
- They have to answer me with a full sentence for example “yes I do understand”, “no I don’t
understand.”
- The students will ask me to re explain it when they don’t understand; the students will say: “may
you explain it again please?”
- If the students don’t know something, they’ll ask the teacher: “what’s this miss?”

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

- Develop their writing, reading and speaking skills.

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 letter ‘A’ song

- Flashcards (Letter A)
- PowerPoint slides
- The letter ‘A’ and the play dough
- Whiteboards and markers
- Game on the computer
- Pencils and colours
- Poster, paints and brushes
- Sand in trays
- Worksheets ‘letter A’
- Colours, pom pom balls, scissors and glue
- Letter A Apple Sorting Activity
-
Tree Letter Matching Activity
ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

1- The teacher will play for them the letter ‘A’ song
2- The teacher will write the letter ‘A’ on the whiteboards using the markers, then she’ll choose some
students to come to the board and try to write the letter ‘A’ capital and small.
3- PowerPoint slides about the letter ‘A’
4- Flashcards about the letter ‘A’
5- The teacher will play with the students a game on the computer.
6- There will be a big poster on the floor and the students will write the letter A on it, capital and small
letter ‘A’
7- There will be a letter ‘A’ written on the card. The students will put the play-dough on the letter
exactly to make the letter ‘A’ with the play-dough.
8- There will be sand in the trays and the students will write capital and small letter ‘A’ with their
fingers.
9- They’ll have a poster, paints and brushes. The students will write capital and small letter ‘A’ using
the brushes and paints to write on the poster.
10- The ‘Letter A Apple Sorting Activity’: there will be a tree with capital and small letter ‘A’ apples
and two baskets, one is capital ‘A’ and the other one is small ‘a.’ The students will sort the letter
‘A’ apples from the tree and put it in the right basket whether its capital or small ‘A’
11- The ‘Tree Letter Matching Activity’: the tree will contain many letters in it including the letter ‘A’,
and the students will spot and colour the letter ‘A’ only whether it’s small or capital.
12- The students will design the letter A using the ‘pom pom balls’ to make a colourful letter ‘A,’
they’ll stick the ‘pom pom balls’ using a glue and after they finish designing the letter, at the
bottom of the paper they’ll write a capital and small letter ‘A’
13- The students will colour the pictures that starts with the letter ‘A’ only such as ant and apple, they’ll
also follow the dots to write the letter ‘A’ capital and small then they’ll write it by their own on the
lines.
14- They’ll have a letter ‘A’ card and several pictures. The students will use the scissors to cut out the
pictures that starts with the letter ‘A’ and stick it with the glue on the letter ‘A’ card.
15- There will be an apple picture for the students to colour and at the bottom of the paper the word
apple will be written down with a missing letter of the letter ‘A’ which they’ll have to write.
16- There will be a Letter ‘A’ learning worksheet and the students will follow the practice letter to
know how to write then they will write it by their own in the lines.
17- There will be a worksheet about connecting the dots of the letter and there will be numbers on the
dots, so the student will connect the numbers with each other in order to write the capital letter “A”
and the small letter “a”
18- They’ll write a capital and a small letter ‘A – a’ on the whiteboards.
 Purpose / objective of the

Activity Time Interaction Teacher (activity + exact instructions Student (what they do + language MCT comments
you intend to give) you expect them to use) activity

T-S Rules – reminder

Engage S-T T tells the student to sit on S sit on the mat circle. To make it authentic
2 the mat.
minutes T elicits prior knowledge
(Starter/Opening) T welcome the students and S will say what day it is and To engage them
ask them about the day and the weather.
the weather.

T will write the letter on the S will try to guess the letter To make them think,
board and ask the students to they’ll learn about today. guess and prepare
3 S-S guess what is the letter
minutes they’re going to learn about
today.
S will sing the letter A song To practice the language
with the played music. To make it exciting
T will play the letter A song

S will try to imitate the

T will make the sound of the teacher to pronounce the
letter ‘A’ and ask the letter ‘A’. To scaffold the students
students to pronounce it with to pronounce the letter
her.

T will distribute a smiley and

a sad face to each student and
 before starting the lesson she
will explain to them that if
they don’t understand
something, they should raise
the sad face up and if they
understand they should raise
the smiley face up.
Transition T-S T will ring the bell to attract
(Strategy how to 2 the students attention and to
move from one minutes announce that it’s time to
part of the lesson move to another activity
to the other)
T will start teaching the
Building Knowledge 5 T-S lesson by showing the
minutes S-T students flashcards about the
letter ‘A’
(Lesson
Proper/Teaching)
T will write the capital and
small letter of ‘A - a’ on the
board.
5 S-S
minutes
T will write the letter ‘A’ on
the whiteboards using the
markers, then she’ll choose
some students to come to the
board and try to write the
letter ‘A’ in capital and small
S will listen to the teacher To express their feelings
giving instructions about the and understanding
smiley and sad face to know
why and when to use them.
S prepare for the other To check understanding
activity
S listen carefully
S will sit in silence, look at
the flashcard and listen To keep them focused,
carefully to the teacher concentrated
saying what’s on the card.
If the students don’t know To check understanding
what’s in the picture they’ll
ask the teacher: “what’s this To expand their
miss?” knowledge
To engage the students
S will sit and watch carefully
how the teacher is writing
the letter ‘A,’ so later they’ll To scaffold students to
try to write the letter on their understand and practice
worksheet. in writing
To make the lesson more
S will sit in silence and raise fun
their hands till the teacher

5
T will play with the students
minutes a game on the computer.
T will show the students the
PowerPoint slides about the
letter ‘A’ and will ask the
students to give her examples
of things that starts with the
letter ‘A’
T-s T will ring the bell to attract
Transition the students attention and to
2 announce that it’s time to
minutes move to another activity
T will finger clap
T will sing “one by one”
song
S-S T will divide the students
Transformation into groups to make the
activities, each group will sit
5 on a table to make the
(Doing the minutes activities.
activities)
chooses them to come to the To attract their attention
whiteboard to write the letter
To keep them focused,
S will interact with the concentrated
teacher to play the online
game. To watch and learn
S will sit politely and watch To keep them focused
the slides and answer the
teacher when she asks them
what do they see or to give
her examples
S prepares for the other To check understanding
activity
S listen carefully
To attract their attention
S will finger clap as well and make them look at
her
S will sit quietly and fold
their hands To make them sit quietly
and for the teacher to
choose them first
S will sit down quietly till
the teacher divides them, To play with the activities
then they’ll move to where in groups
the teachers tells them for
the activities. They'll sit in
groups and finish the
activities.
 To try writing the letter
T will provide a big poster on S will write a capital and a
small letter ‘A’ on the poster
the floor with colours and
using the colours and
markers
markers

T will provide a letter ‘A’ To attract their attention

written on the card and play- S will put the play-dough on
dough for the students. the letter exactly to make the
letter ‘A’ with the play-
T will put sand in the trays dough.
and will tell the students to
write the capital and small To practice more how to
letter ‘A’ with their fingers. S will write capital and small write
letter ‘A’ with their fingers.
T will provide a poster,
paints and brushes for the
S will write capital and small To share the paints and
students to write capital and
letter ‘A’ using the brushes have fun
small letter ‘A’ using the
and paints to write on the
brushes and paints to write
poster.
5 on the poster.
minutes
T will provide the ‘Letter A
Apple Sorting Activity’:
there will be a tree with S will sort the letter ‘A’ To enjoy what they’re
capital and small letter ‘A’ apples from the tree and put doing
apples and two baskets, one it in the right basket whether
is capital ‘A’ and the other its capital or small ‘A’
one is small ‘a.’ She will tell
the students to sort the letter
‘A’ apples from the tree and
 put it in the right basket
whether its capital or small
‘A’
T will provide the ‘Tree
Letter Matching Activity’:
the tree will contain many
letters in it including the
letter ‘A’, and will tell the
students to spot and colour
the letter ‘A’ only whether
it’s small or capital.
T will provide the letter A
card, pom pom balls and
7 glue. Then will ask the
minutes students to design the letter A
using the ‘pom pom balls’ to
make a colourful letter ‘A,’
they’ll stick the ‘pom pom
balls’ using a glue and after
they finish designing the
letter, she’ll ask them to write
on the line a capital and small
letter ‘A’ at the bottom of the
paper
T will give the students a
worksheet of the Letter ‘A’
To excite them about
searching, spotting and
sorting
S will spot and colour the
letter ‘A’ only whether it’s
small or capital.
To make sure the student
knows how to write the
S will design the letter A letter in small and capital
using the ‘pom pom balls’ to letter
make a colourful letter ‘A,’
they’ll stick the ‘pom pom
balls’ using a glue and after
they finish designing the
letter, at the bottom of the
paper they’ll write a capital
and small letter ‘A’ on the
To engage them and
line
make it more exciting and
interesting
S will follow the practice To share materials
letter to know how to write
 learning worksheet and she’ll then they will write it by
tell the students to follow the their own in the lines.
practice letter to know how
to write then they will write it
by their own in the lines.
T will ask the students to
colour the pictures that starts
with the letter ‘A’ only such
as ant and apple, then she’ll
ask them to follow the dots to
write the letter ‘A’ capital
and small then they’ll write it
by their own on the lines.
T will give the students a
5
letter ‘A’ card and several
minutes
pictures. The teacher will
provide for the students glue
and scissors so the students
will use the scissors to cut
out the pictures that starts
with the letter ‘A’ and stick it
with the glue on the letter ‘A’
card.
T will give the students a
worksheet with an apple
picture for the students to
colour and at the bottom of
the paper the word apple will
To make sure that the
students knows how the
letter looks like and how
S will colour the pictures
to write it
that starts with the letter ‘A’
only such as ant and apple,
they’ll also follow the dots to
write the letter ‘A’ capital
and small then they’ll write
it by their own on the lines. To share scissors and
glue, to look for the
things that starts with the
S will use the scissors to cut letter ‘A’
out the pictures that starts
To check the
with the letter ‘A’ and stick
it with the glue on the letter understanding
‘A’ card.
To share colours and
colour, colourful things
S will colour the apple and
attracts their attention
after that at the bottom of the
paper the word apple will be
written down with a missing
letter of the letter ‘A’ which
they’ll have to write.
 be written down with a
missing letter of the letter ‘A’
which they’ll have to write.
Transition T-S T will switch on and off the
lights
2 activity time is over
minutes T will play the “clean up”
song
T will count down from 10 to
1 for the students to get back
and sit on the mat quietly
Reflection T-S T will ask the students to
write on their whiteboards
the capital and small ‘A – a’
Wrap Up
S-S
(Closing)
T will examine the students
by giving them a worksheet
5 T-S
about connecting the dots of
minutes
the letter and there will be
numbers on the dots, so the
student will connect the
numbers with each other in
S-S
order to write the capital
letter “A” and the small letter
“a”
S will know that activity
time is over
S will start cleaning up, and
finish before the song
finishes
S will sit on the mat quietly
before the teacher finishes
counting down
S Write on the board capital
and small ‘A – a’
S will solve and finish the
worksheet about connecting
the dots of the letter and
there will be numbers on the
dots, so the student will
connect the numbers with
each other in order to write
the capital letter “A” and the
small letter “a”
To attract their attention
and notifies them that
To make the students
starts cleaning up
To make the students
return to the mat and sit
quietly
To check the
understanding
To wrap up the lesson
and exit quietly
To check if they know
how to write the letter in
capital and small
To check the
understanding
 T will ask the students to tell
her anything that starts with
the letter A
T will ask the students to tell
me what they have learned
today, and who would like to
pronounce the letter we
learned
3
minutes
T will ask the students to sing S will sing the alphabet song
the alphabet song
T will ask the students if they
understood the lesson and if
they know how to pronounce
and write the letter in small
and capital.
S will think of a answer and To share their thoughts
raise their hands to tell the and understanding
teacher things that starts with
the letter A
To check if they
S will raise their hands to understand the lesson
answer the teacher. well
To keep them focused
and keep them engaged
S will raise the smiley face up
if they understand and the sad
face if they don’t, then they’ll
raise the smiley face if they To express their feelings
know how to phonic, and understanding and for
pronounce and write the letter the teacher to know how
and a sad face if they don’t they feel
know how to.