Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: science

Trainee: Khawla Ali Topic or Theme: living and non-living things

Class: grade 1 Date & Duration: 18th November

Trainee Personal Goals

I am working on: my classroom management skills.

Lesson Focus

On living and non-living things, the difference between them, and their characteristics.

Lesson Outcomes

to classify objects as living and non-living. Students will be able to identify what living things
and non-living things.

Students will be able to:

 describe the differences between living and non-living things

 compare the differences between living and non-living things
 identify the differences between living and non-living things

21st Century Skills

 Critical Thinking – by asking topic related questions.

 Communicating
 Social Skills
 Technology literacy
Key vocabulary

Living

Non-living

Grow

Change

Water

Air

food

Possible problems for learners Solutions to possible problems

Not be able to understand some English Use picture to clarify some ideas and translate some
vocabularies words to their mother tongue language if needed.

Resources/equipment needed

 Zoom app to start the class.

 YouTube video link for the introduction.
 PowerPoint slides.
 Nearpod for small groups activities.
 Kahoot code for the assessment.

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:
 Greet the students, ask what day is
Time:  Watch the video. today
 Answer the questions that the  explain to the students that they will
10 minutes teacher asked. watch a video and they must pay
 Participate attention.
 Play the living and non- living things
video
 Ask video related questions like;
- What have you seen in this
video
 - Who can explain this to me?
- What topic of today’s lesson?

Resources
Main activities
& Time
Students will: Teacher will:

Time:  Answer the questions, read.  Play the PowerPoint slides introduce
 Predict the topic “living and non-living
20 minutes things”, the PowerPoint will contain;
 Students will match, the the meaning of living and non-living
pictures of living and non- things, their characteristics, comparison
living things where they and examples of each.
belong.
ask questions while presenting (can
you mention one living/non-living
thing around you right now?) (what is
the difference between these two?)
 using Nearpod students will draw
living and non-living things to apply
their knowledge. the teacher will
explain what to do exactly and how to
access Nearpod.

Give clear instructions for the students.
She will share the Kahoot link so
students can join. And explain how the
game work

Time :15 minutes

Differentiation activities (Support)

Before you send the students to their groups, give them instructions about what should they do.
For high level students:
Draw one living and non-living thing and write one sentence for each.
For mid- level students:
Draw one living and non-living thing and label them.
 For low level students:
Draw one living and non-living thing.

Resources
& Time Plenary/Conclusion

5 minutes Students will Teacher will

Display what they did and describe Ask the students about what they have
it to other students. done during the activities time.
Ask them to describe what they did
and what they have learned.
Homework
Assessment
Strategies:
☐ Observation ☐ Student self- ☐ Oral ☐ Peer assessment
assessment questioning

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback

LESSON PLAN Subject: English

Trainee: Khawla Ali Topic or Theme: Dear zoo

Class: grade 1 Date & Duration:

Trainee Personal Goals

I am working on: classroom management.

Lesson Focus
After reading the story, children will match the animal with its box, the focus here is on testing the
students’ memory and understanding of the story.

Lesson Outcomes

Students will be able to:

 Match each animal with its box

 Identify animals’ names

21st Century Skills

 Critical Thinking

Group work and sharing resources during the activities will reinforce the following skills:

 Collaborating
 Communicating
 Social Skills

Key vocabulary

Zoo
Elephant
Giraffe
Camel
Frog
Snake
Puppy
Lion
Monkey
Possible problems for learners Solutions to possible problems

 Use picture to clarify some ideas and

 Not be able to understand some translate some words to their mother tongue
English vocabularies and they language if needed.
might find it new.  Use a finished sample of what should be
  Not be able to understand the done.
instructions clearly and what to
do.
Resources/equipment needed

Zoom app
Classkick
YouTube -Dear zoo story

TASKS/ACTIVITIES

Resources
Introduction
& Time

Students will: Teacher will:

 Greet the students, ask what day is
Time:  Answer the questions that the today
teacher asked.  Let them read your rules and show
10 minutes
them what they’re getting in return.
 Show the students a picture of the zoo
and ask them:
- what do they think today’s lesson
will be about?
- What do you recognize in this
picture?
Resources
Main activities
& Time

Students will:
Time:  Answer the questions.
 Predict which objects magnets
25 minutes
attracts and what doesn’t
 sort the pictures and say
whether the objects are
magnetic or non-magnetic.
Teacher will:
Pre-reading:
Show the students the story book and
introducing the story book to the students
and the author’s name. ask questions about
the topic to engage them first.
- Have you ever been to the zoo?
- What did you see?
- What was your favorite animal?

:While-reading
Read the story with the students, while
reading the story she will let them
 predict what animal will come next, to
engage them ask questions before you
:go to next page of the story, like
?What animal do you think will come next -
Do you think she/he will keep it or send it -
?back? why

:She will ask about the animals also

?how many legs does it have -
?what color is it -

:Post- reading
:After finishing the story ask them
?Did you like the story-
what was your favorite animal in the story? -
?Why
Describe it

Teacher will spin the wheel of the

students’ name and will let each one of
them sequence the story events with her
help.

Differentiation activities (Support)

Before you send the students to their groups, give them instructions about what should they do.
Each group will have, each group will have two worksheets one with the boxes and one with the
animals’ pictures.
For high level students:
They should match each animal picture with its cage, then write under each cage the animal’s
name.

For mid- level students:

They should match each animal picture with its cage and match the names with the pictures.
 For low level students:
They should Match the animal with the cage it came with.

Resources
Plenary/Conclusion
& Time

Students will Teacher will

Display their worksheets and Ask the students about what they have
describe it and tell the other students done during the activities time.
what they did. Ask them to describe what they did and
what they have learned.

Homework

Assessment
Strategies:
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

LESSON PLAN Subject: English

Trainee: Khawla Ali Topic or Theme: the very hungry caterpillar

Class: 1D Date & Duration: Thursday 10th October

Trainee Personal Goals

I am working on:

 My classroom management and my delivery.

Lesson Focus

Lesson Outcomes

Students will be able to:

 sequence the story events.

 Identify the setting, characters and events.
Links to Prior Learning
Students already know how to count from 1-10.

21st Century Skills

Critical thinking

Group work and discussions during the activities will reinforce the following skills:

Communication
Social skills
Critical thinking

Key vocabulary

 Caterpillar
 Cocoon
 One-two-three-four-five-six
 Butterfly
Possible problems for learners Solutions to possible problems

 They may Find it difficult to  Explain vocabularies using simpler words.

understand some vocabularies.
 They may Find it difficult to keep up
with the statements.
 They may Find it difficult to start the
groups activity.
 Read the statements twice to make sure everyone
heard it clearly
 Model the activity and give instructions, move
around the classroom and support who needs
help.
Resources/equipment needed

 A projector to show the story

 A computer to play the audio-video story
 Board markers
 Whiteboard
 Worksheets
 Coloured pencils
 magnetic pin buttons
 days of the week cards

Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: maths

Trainee: Khawla Ali Topic or Theme: Subtraction

Class: 1D Date & Duration: 17th October

Trainee Personal Goals

I am working on:

My classroom management and my delivery.

Lesson Focus

.Practice subtraction skills

Lesson Outcomes

Students will be able to:

- practice subtract numbers up to 20

- Practice Subtracting numbers up to 10
Links to Prior Learning

 Reviewing subtraction up to 10.

21st Century Skills

Critical thinking

Group work and sharing during the activities will reinforce the following skills:

Communication
Social skills
Critical thinking

Key vocabulary

 Take away
 Minus
 Subtraction
 less

Possible problems for learners Solutions to possible problems

 They may Find it difficult to start the
groups activity.
 They may Find it difficult to
understand how to subtract.
Resources/equipment needed
 Model the activity and give instructions, move
around the classroom and support who needs
help.
 Use manipulatives to explain.

 Magnets
 Addition, subtraction and equals printed signs
 Activities’ Worksheets
 Colour pencils
 Manipulatives

TASKS/ACTIVITIES
Resources
Introduction
& Time
 Students will: Teacher will:
 Play a subtraction song
10 mins -Answer questions  Present subtraction sign and explain
-Participate when solving what it is, using the term taking
Subtraction problems. away.
 Solve some problems using
counting on fingers activity.
 Ask students relevant questions
during teaching.
Resources
Main activities.
& Time
Students will: Teacher will:
- Solve subtraction problems  Model the activity.
- Use white board to solve the  Facilitate and support.
problem.
- Color to represent the answer
- .
Differentiation activities (Support)

For high level students:

they will subtract up to 20 then colour the numbers picture after answering subtraction
problems.
For mid- level students:

they will subtract up to 10 then colour the numbers picture after answering subtraction
problems.
For low level students:

they will subtract up to 10 then colour the subtraction problems after answering it, using
white board.

Resources
& Time Plenary/Conclusion
 Students will Teacher will

Answer questions. Ask activity related questions e.g.

Participate into conversations. “what was your favorite part of the
activity?” “what did you learn today?”
etc.

Homework

Assessment
Strategies:
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback

Grade Level: grade 1

Subject: English
Learning Outcome:
Students will be able to identify the color orange and brown.

Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)
 A projector to show the PowerPoint  The PowerPoint slides are working
 A computer  The colors song is ready
 Board markers  The activity worksheets are enough for each
 Whiteboard group.
 Worksheets  Make sure every group has one colored pencils
 Colored pencils box.
 Pencils  The rewards are ready.
 The projector and the computer are working
 A box with different colors objects.
Key vocabulary
 brown
 orange
 Time:Whole Group
Opening (warmer activity + teacher introduction/demonstration of small group activities)
 Start with the basic steps before each class (greeting, what day is today? what month are we
in?)
 Explain to the class what you are going to do today (learn new two colors) and remind them
how should they behave and show them what they can get in if they did.
 Show two items brown and orange one and ask the children if they know what color these
items
Guided are.
Experience
 Play the PowerPoint slides, and introduce the colors (brown, orange), the PowerPoint will
contain different shapes and colors, some pictures of brown and orange objects and the word
brown and orange, while you are showing them the PowerPoint, ask them related questions
(e.g. who can tell me where is the brown triangle?)

 after you play the PowerPoint ask the students to name brown and orange things they notice
in the classroom.

 bring a box that have different items with different colors in it, ask your student to pick the
orange and brown objects once, and once to pick the objects that are not orange or brown.
Time:Small Group

 Ask them to say what is the object and explain to them when to use an and a, (this is a brown
bear) (this is an orange tiger).

Independent Experience
 Low – level group:
Students will glue the orange and brown paper pieces in the orange and bear white and
black drawings, then they will trace the words: brown and orange.
 Middle- level students:
Students will color the things that are brown and orange, then they will copy the word
brown and orange.

 High-level students:
Students will draw one orange thing and one brown thing and they will complete a
sentence about it.
Time:Whole Group

Closing
 Play the colors song.

Assessment
 Show pictures of different items with different colors in a PowerPoint slide and ask the student to
point at what you’re going to say.
Appendix 1: Lesson Plan (template)
LESSON PLAN Subject: maths

Trainee: Khawla Ali Topic or Theme: Subtraction

Class: 1D Date & Duration: 4th of November

Trainee Personal Goals

I am working on:

My time management.

Lesson Focus

Comparison word problems

Lesson Outcomes

Students will be able to:

- Solve comparison word problems with numbers up to 20

- Solve comparison word problems with numbers up to 10

Links to Prior Learning

 Reviewing what subtraction means and terms it related to.

21st Century Skills

Critical thinking

Group work and sharing during the activities will reinforce the following skills:

Communication
Social skills
Critical thinking

Key vocabulary
  Compare
 Difference
 Minus
 Subtraction

Possible problems for learners Solutions to possible problems

 They may Find it difficult to start the
groups activity.
 They may Find it difficult to
understand how to subtract.
Resources/equipment needed
 Model the activity and give instructions, move
around the classroom and support who needs
help.
 Represent using drawing.

 Projector
 Activities’ worksheets
 Pencils

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:
 Ask: “do you know what comparing
10 mins -Answer questions means?”
-Participate when solving  Explain how we compare in math
comparison problems. and model an example.
 Solve a word problem and represent
the answer.
 Ask students relevant questions
during teaching.
Resources
Main activities.
& Time
Students will: Teacher will:
- Solve comparison word  Model the activity.
20 mins problems and represent the  Make sure each group has enough
answers. materials.
.  Facilitate and support.
- Discuss with each other.

Differentiation activities (Support)

 For high level students:

they will solve comparison word problems that includes subtraction up to 20

representing the answer.
For mid- level students:

they will solve ccomparison word problems that includes subtraction up to 10

representing the answer.
For low level students:

they will solve comparison word problems that includes subtraction up to 10 using
counting cubes.

Resources
& Time Plenary/Conclusion

10 mins Students will Teacher will

 Answer questions.  Ask activity related questions e.g.

 Participate into conversations. “what was your favorite part of the
activity?” “what did you learn
today?” etc.

Homework

Assessment
Strategies:
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback

LESSON PLAN Subject: English

Trainee: Khawla Ali Topic or Theme: Describing Animals

Class: 1D Date & Duration:

Trainee Personal Goals

I am working on:
  My classroom management and my delivery.

Lesson Focus

 Animals’ names and discerptions.

 Speaking and listening skills.

Lesson Outcomes

Students will be able to:

 Describe animals’ characteristics using adjectives, colours and prior knowledge.

 Identify animals’ names.
 question brainstorming.
 Participate into group conversations.

Links to Prior Learning

By Including colors, numbers and habitats to describe the animals.

21st Century Skills

Critical thinking

Group work and discussions during the activities will reinforce the following skills:

Communication
Social skills

Critical thinking

Key vocabulary

Animals’ names; Zebra, Penguin, Shark, Camel, Lion

Habitats: Jungle, Ocean, desert

Descriptions; big , small , 4 legs , 2 legs

Possible problems for learners Solutions to possible problems

 They may Find it difficult to  Explain vocabularies using simpler words.

understand some vocabularies.
 They may Find it difficult to keep up
with the statements.
 They may Find it difficult to start the
groups activity.
 Read the statements twice to make sure
everyone heard it clearly
 Model the activity and give instructions, move
around the classroom and support who needs
help.

Resources/equipment needed

Projector

Pictures’ Envelops

Activity worksheets

Colours pencils

Pencils