Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Mahra Topic or Theme: Week 1 - In the garden (Fruits + Vegetables)

Class: KG 2.8 Date & Duration: 7-11-2019/ 10:30 AM to 11:15 AM

Trainee Personal Goals

I am working on:

Meeting each child’s needs and interests to feel comfortable and enjoying the learning by:

● Providing the environment with the supportive resources.

● Differentiate the activities to meet each child’s level.

● Clear explanation to meet the teacher expectation from each child.

● Be available to provide support if needed.

Lesson Focus

 Children develop knowledge of different types of fruit and vegetables.

 They use their senses to discover differences and similarities.
 The double 10-Frames help children learn and practice basic number facts. Activities done with
ten frames enable children to develop a stronger sense of numbers.
 Children sorting the sound for the letter G/g and D/d.

Lesson Outcomes

Students will be able to:

 Listen to and identify phonemes in words.

Links to Prior Learning

Kids knows that:
Children know the sound of the letter M/m and the letter N/n.
21st Century Skills
4c’s:

Critical thinking: Kids will use their smell sense to smell the play dough and create the fruits they
smell.

● Student is naturally curious; spontaneously explore the world around them

● Students use their senses to explore as they experiment and play

● Students use problem solving skills when faced with difficulties and challenges

● Student impulsively share their discoveries in exciting and engaging

Creativity: Kids will be able to use different materials to create their own fruits basket.

● Students engage in their learning across the curriculum creatively.

● Students use their imagination to try new ways of doing things.

● Student uses imagination and work with materials in creative ways.

● Student role play, imitate and use resources imaginatively.

Collaboration:

● Student interact constructively with their peers, other children or adults.

Communication:

● Student use verbal and non-verbal language to express and communicate feelings.

● Students communicate appropriately with other children when playing

Key vocabulary

Fruits, vegetables, soup.

Possible problems for learners Solutions to possible problems

None Identified by SEN Teacher will provide the support to help the kids to
Challenging:
improve their fine motor skills and use the
students needs help with fine motor skills
alternatives materials.
such as (holding the pencil, cutting)
Resources/equipment needed

Creative:- fruit and vegetables, play dough, salt dough ingredients (salt, flour, water, bowl, pan,
wooden spoon), modelling tools, paint, paper, pencils, fruit/ vegetable basket bowl

Reading: fiction and non-fiction books on fruit and vegetables, Supermarket magazines and
promotional leaflets, vegetarian recipe books

Maths: Collins digital activity 10, fruit and vegetables, sorting trays, color cards, 10 frames,
dice, number square 0-20, potatoes, toothpicks

Design and Construction: builders tray, compost, vegetables, stones, fencing, paper, clip
boards, pencils, construction materials (wooden building blocks or Lego)

Outside: chalk, compost, gardening tools, watering can, fruit and vegetable seeds, tomato plants

Science: fruit and vegetables, magnifying lenses, large tray, sorting trays, Collins Resource
sheet 20, pan, wooden spoon, knife, peeler
 TASKS/ACTIVITIES
Resources
Introduction
& Time

First, I am going to do the morning message.

Today, We are going to sort the sound of the letter G/g and the letter
D/d.
I am going to put the song of the sounds.

Second, I am going to use the cards with the sound for the letter G/g
and the letter D/d.

For example, I am going to put the card with the sound of the letter
D/d on the carpet and then the children will choose the words with
the beginning sound D/d and they put it under the card and also do it
for the sound of the letter G/g.

Whole group activity:

Children are going to cut the pictures for the sounds of the letter G/g
and D/d. Then, they sort the words with the beginning sound D/d
and G/g in their paper.
Resources
Main activities
& Time
Activity 1 Math center:

Children will Sort fruit and vegetables by color

(Eat a rainbow).

After that, children will be sort fruit and vegetables

to separate basket.

Activity 2 Art center:

Children will cut the fruits and vegetables then

they will paint in the shape of the fruits or
vegetables on the paper.

Activity 3 Science center:

I will be integrating Science with Drama Role

Play);

First: Kids will read the book (Growing Vegetable

soup),

Second: kids will take the plastic vegetable from

the soil to wash them and dry them using towels,

Third: take the vegetables to their kitchen to make

the soup).
Activity 4 Phonics center:

There is a book (Eating the alphabet), kids will

read the book, use the worksheet to draw the fruits
and vegetables that been covered so far.

Activity 5 Reading center:

Kids will use fruits and vegetable leaflets to call

each other and order from the grocery by asking
the name of the fruits of vegetables (Speaking) and
the salesman will tell the prices (Math &
speaking). resources: (two phones, leaflets)
 Activity 6 Writing center:

Kids will be creating their own fruits basket using

the words mat (laminated back to back) for each
kid. (For the display, fruits and vegetable
flashcards).

Activity 7 Play dough center:

Kids will use their smell sense to smell the play

dough and create the fruits they smell.

Activity 8 Story:

Kids will be putting the animal's cards as it

appears in the story, sorting the plastic fruits and
magnet numbers (Math, literacy).

Differentiation activities (Support)

I am going to use the cart behaviour to control the kids who not set quietly on the carpet.

Also, if I can’t keep up with child I will set this child next to me.

I am going to give star sticker for the child who set nicely in the carpet and who clean nicely in
the carpet.

Resources
& Time Plenary/Conclusion

I am going to mix the cards with the words with the beginning
sound D/d and G/g. Then I will put my finger in the card and
ask the children what the beginning sound of this word. For
example, the words is girl, ask the children what the beginning
sound for the word girl.

Homework No home work

Assessment Formative assessment
Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback
 Reflection

Name: Mahra Al Shamsi.

ID: H00373590.

My lesson was on 7 November on Tuesday about sorting the sound of the letter
G/D.

My goals for this lesson are meeting each child’s needs and interests to feel
comfortable and enjoying the learning by:

● Providing the environment with the supportive resources.

● Differentiate the activities to meet each child’s level.

● Clear explanation to meet the teacher expectation from each child.

● Be available to provide support if needed.

My goal is teaching the children about how to sort the sound of the letter G/D.
50% of children are being targeted to understand how to know the different
between the letter G and D; this lesson will be achieved in 45 minutes.

In addition, I achieved many things in my lesson for example; I noted the

children understood the lesson and how to sort the sound of the letter G and D. I
know this while I am doing the formative assessments: Oral questioning. I did the
small quiz to see if the children understand or not. I interacted with the kids while
doing the morning cycle, explaining how to know the different between letter G
and D. Asking kids many questions about the sounds for example, what is this
sound?

I started my lesson to model to sound that students are learning "G/d". I put two
cards on the carpet, one card has the letter D and other card has the letter G. Then,
the children will choose the words with the beginning sound D/d and they put it
under the card and do it for the sound of the letter G/g.

After that, students are going to cut the pictures for the sounds of the letter G/g
and D/d. Then, they sort the words with the beginning sound D/d and G/g in their
paper

Before I did each lesson, I met my MST to discuss with her about what I will do,
and I show her my lesson plan. Honestly, that can help me to know the way that
the children can responded it. Also, during the teacher's class I take a note and I
tried to do as her because it helps me and children when I give them the lesson.

In the future:

I ask the students to draw the something start with the sound of the letter G and
something start with the letter D.