Lesson plan 1

LESSON PLAN Subject: Math

Trainee: Mawada Topic or Theme: subtraction

Class: grade 2 Date & Duration:

Trainee Personal Goals

I am working on:

I am working on management classroom.

Lesson Focus

 Model taking from.

 Use addition and subtraction within 20 to solve word problems involving situations of adding to,
taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g.,
by using objects, drawings, and equations with a symbol for the unknown number to represent
the problem.
 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding
the number that makes 10 when added to 8.

Lesson Outcomes

Students will be able to:

Students will be able to represent and solve problems involving addition and subtraction.

Key vocabulary

count, add, order, put together, symbols , plus, equal, addends, sum, number bonds, word
problem, number sentence, subtraction, minus, difference, take away.

Possible problems for learners Solutions to possible problems

It possible the learners finish early. The solutions is to display a subtraction video
https://www.youtube.com/watch?v=ySkjVZ0ym7k

Resources/equipment needed

Textbooks: Go Math on think central for students.

Web resource: Exact Path , youtube.com, abcya.com, topmark.co.uk, education.com
Whole Class Support Strategies: Number cards, Counters and counting (hundred) charts,
building blocks, dices, worksheets etc.

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:
1.Teacher will Play the song
1. Student will be listening carefully https://www.youtube.com/watch?
to the video. v=LJccMY5_YN4
15 minutes 2. Students must answer to the
teacher questions. 2.Teacher will Play the
https://www.youtube.com/watch?
v=qM7B2nwpV1M10:15
3. Teacher will ask students about the
video, what subtraction means? How
many lefts? How many should I take
away?
Resources
MAIN ACTIVITIES
& Time
Students will: Teacher will:
 Teacher will give students
20 minutes Students will listen to teacher then different worksheet from go
they solve questions. math book according to their
academic level to practice.
Low level
1. Teacher will display the worksheet
(Go Math – Textbook Chapter 2 – p.76)
and solve one question with students to
show them how they should solve it.
Middle level
2. Teacher will display the worksheet
(Go Math – Textbook Chapter 2 – p.77)
and solve one question with students to
show them how they should solve it.
High level
3. Teacher will display the worksheet
(Go Math – Textbook Chapter 2 – p.78)
and solve one question with students to
show them how they should solve it.
 Differentiation activities (Support)

SEN Supports: Individual Math games, counters, counting chart and TA assists where needed
Low Achievers Support Strategies: Counters and fewer questions.

Resources
& Time PLENARY/CONCLUSION

Students will Teacher will

Teacher will share screen (choose

Teacher will use wheel to ask
10 minutes students to answer questions.
https://wheelofnames.com/#
subtraction pictures with numbers up to
10 Subtraction) and use wheel to make
sure all students will participant.
https://www.mathgames.com/skill/1.48
-choose-subtraction-pictures-with-
numbers-up-to-10

Assessment  formative assessment: Give each student short quiz so you can check
Strategies: for understanding.

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

assessment

☐ Quiz ☐ Student presentation ☐ Written work ☐ Verbal feedback

and feedback

Lesson Description:
This lesson is about subtraction. Students need to know what subtraction mean. This lesson
Introduce different vocabulary means subtraction.
Reflection:
For this lesson, I am beginning with two videos to introduce new methods of subtraction. In the
main activity I used self-assessment, I present answers in the bored then I give them different
color to correct to correct their answers from the bored. So, when they evaluate their own
progress and skill and identify gaps in their understanding and capabilities. However, I used for
formative assessment quiz to measures small parts of the instruction and quizzes considered are a
good way to test small parts.
 Song:
  Worksheet:

High level students. Meddle level students.

Low level students.
 Online practices:

 Quiz:

Lesson plan 2
 LESSON PLAN Subject: Math

Trainee: Mawada Topic or Theme: Addition

Class: grade 1 Date & Duration:

Trainee Personal Goals

I am working on:

I am working on management classroom.

Lesson Focus

 Addition strategies to 20 Add in any order.

 Commutative Property of Addition

 Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by
finding the number that makes 10 when added to 8.

Lesson Outcomes

Students will be able to:

 Students will be able to represent and solve problems involving addition.

 Students will be able to use addition and solve word problems involving situations of
adding to, putting together, and comparing.

Key vocabulary

number sentence, word problem, subtraction, minus, difference, take away, take from, more,
fewer, compare, order, and count on.

Possible problems for learners Solutions to possible problems

 Possible learners finish early  Worksheet from next lesson to introduce

how to add 3 numbers.

Resources/equipment needed

Textbooks: Go Math on think central for students.

Web resource: Exact Path, youtube.com, abcya.com, topmark.co.uk, education.com
Whole Class Support Strategies: Number cards, Counters and counting (hundred) charts,
building blocks, dices, worksheets etc.
Smartboard for the online games.

TASKS/ACTIVITIES
Resources Introduction
& Time
Students will: Teacher will:

1. Student will listen carefully to the 1.Teacher will Play the video to engage
video. students in the lesson
15 minutes 2. Students have to answer to the https://www.youtube.com/watch?
teacher questions. v=PerpMiMUfDs
2. Teacher will ask students about the video.

Resources Main activities

& Time
Students will: Teacher will:

20 minutes Students will listen to teacher then they
will start working and solve questions.
Whole class activity:
Students will understand commutative
property of addition for sums within 20.
Model addition sentence on the board by
changing order of the addends.
Invite students to help you by working out on
their whiteboards and show their answers
with working out.

Differentiated activity:

1. Teacher will display the worksheet (high

level students) and solve one question with
students to show them how they should solve
it.
2. Teacher will display the worksheet (middle
level students) and solve one question with
students to show them how they should solve
it.
3. Teacher will display the worksheet (low
level students) and solve one question with
students to show them how they should solve
it.
Differentiation activities (Support)

SEN Supports: Individual Math games, counters, counting chart and TA assists where needed
Low Achievers Support Strategies: Counters and fewer questions.

Resources Plenary/Conclusion
& Time
Students will Teacher will

10 minutes 1. Students will answer the Teacher will use “kahoot” for whole
questions. class, for addition-game.

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

assessment

☐ Quiz ☐ Student presentation ☐ Written work ☐ Verbal feedback

and feedback

 Video:

 PowerPoint:
 worksheet:
 online games:

Lesson description:
This lesson is about addition strategies to 20 Add in any order and two or three digits. This
lesson also identifies how to find the fact family of any three numbers. and solve word
problems involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations
with a symbol for the unknown number to represent the problem.
 Reflection:
In the beginning I used video to engage students then discuss with them and oral questions about
addition using different vocabulary to make sure they understand more than word about addition.
The lesson it was very smooth, and the students understand and collaborative. I use online games
to make it fun and interactive. I used formative assessment, observation checklist is a set of
questions that evaluate students ‘performance during this lesson.to assist me to identify skill gaps
and problem areas for students and improve it during class time.

Lesson plan 3
LESSON PLAN Subject: English

Trainee: Topic or Theme:

Mawada Mohammed Short and long O sound

Class: 2 Date & Duration:

Trainee Personal Goals

I am working on:

 I am working on management classroom and control students in classroom.

 I am working on how to give students clear instructions and make sure they understand the
instructions.

Lesson Focus

 Short and long O sound.

 Learning to distinguish between short and long "O" sounds and develop their phonics skill for
emergent readers.
 Distinguish long from short vowel sounds in spoken single-syllable words.

Lesson Outcomes

Students will be able to:

1- Repeat words following a model.

2- Identify and say the short and long o sound.
3-Write a simple sentence using rhyming words with the short e sound.

Links to Prior Learning

 Letter o.

21st Century Skills

 Communication.
 Creativity.
Key vocabulary

 Letter o.
 Sound.
 Long and short.

Possible problems for learners Solutions to possible problems

Resources/equipment needed
 Worksheet with different levels (high-middle-low).
 Pencils.
 Colours.
 PowerPoint Presentation for images with latter o.
 Smartboard.
 Long o sound video.
 short o sound video.

TASKS/ACTIVITIES
Resources
Introduction
& Time
Students will: Teacher will:
Students will tell the teacher where The teacher will tell students about the
10 min should but the pictures and help the topic, and then start the lesson with a
teacher to past the images in the right warm-up activity.
place. The teacher will present a PowerPoint of
different images start with latter o. teacher
will ask them “what did you see?” , Some
students will read then teacher ask “is this
long or short O sound?” then we sort the
pictures in the right column using
smartboard.
Resources
Main activities
& Time
Students will: Teacher will:
high students: The teacher will give students instructions
Students will read the words aloud and ask them to read the words in the
than they have to sort and writes long worksheet aloud when they work in the
sound o in the long o column and short worksheet.
sound o in short o column.
20 min

mid-students: Teacher will

Students will read the words aloud
than they cut the words and pastes in
the right column.
Give students instructions and ask them to
read the words in the worksheet aloud when
they work in the worksheet that they have
to cut the words and pastes in the right
column.
 low students:
Students will read the words aloud
than they cut the words and pastes in
the right row.
Teacher will:
Give students instructions and ask them to
read the words aloud in the worksheet, then
they have to cut the words and pastes in the
right row.

Differentiation activities (Support)

Teacher will help low students to read the word and ask them questions.

Resources
& Time Plenary/Conclusion

Students will: Teacher will:

Students will pronounce o sound in the
right way with videos.
15 min
Students will come to the front of the
class with their work and tell the whole
the class about what they done.
The teacher will present two videos
explain o sound and practice with the
video how pronounce o sound in the right
way.
Video 1 :
https://www.youtube.com/watch?
v=pB0rTOlp3xQ&ab_channel=Turtlediary

Video 2: https://www.youtube.com/watch?
v=KYWpjZLgd-
8&ab_channel=Turtlediary

The teacher will ask the students to stop

and be attention, then the teacher will
check the students work, and the student
will present what they done with the whole
class.
Homework At home: students will solve worksheet.
Assessment The teacher will ask the students questions to check their understanding on by one
Strategies: “give me one-word long o sound, and one-word short o sound?”

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

assessment

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

feedback
  PowerPoint presentation:

 Worksheet with different levels:

For high level students. For middle level students. For low level students.
 Long o sound video:

 Short o sound video:

 Homework:
Lesson Description: This lesson is about long and short o sound. Students are familiar with latter o but
they learned different between long and short sound.
Reflection: The topic lesson was long and short o sound. I prepare PowerPoint and worksheets with
different levels (high, middle, low). Also, I use a timer to manage the time and to encourage students to
finish the task at the exact time. To make sure all the students understand the information or the
instructions, I explain in Arabic. Also, to make sure students understand and they correctly do the work, I
walk between students to check if they in the right way or not, and I was observing the students and give
general feedback. If not, I explain to them more and more with different methods. However, to motivate
low students when they finish the task, I said: “good job” and “amazing” to encourage them to complete
another task. Also, to motivate the students, I give them a sticker if they finish the good handwriting task.
In the end, for formative assessment, I ask oral questions after the video.

Lesson plan 4
LESSON PLAN Subject: English

Trainee: Mawada Topic or Theme: e sound

Class: grade 2 Date & Duration:

Trainee Personal Goals

I am working on:

I am working on management classroom.

Lesson Focus

G2.1.1.1.1) Identify familiar words in a stream of speech which carries key information about a
person, thing, number, time, place or action.
(G2.4.1.1.2) Write legibly progressing from left to right; space letters, words and sentences
appropriately.
(G2.4.2.1.2) Independently writes simple sentences of four or more words using word banks or
cards.

Lesson Outcomes

Students will be able to:

 Repeat words following a model.

 Identify and say the short (e) sound.
 Write a simple sentence using rhyming words with the short e sound.
Key vocabulary

 Pen.
 Egg
 Hen
 Tent
 Jet.

Resources/equipment needed.

 Smartboard for the PowerPoint and story.

 Handmade sentences cut it in pieces with e words sounds (pen, egg, hen, tent, jet)
 PowerPoint organized sentences.
 Card, pencils, colors.

TASKS/ACTIVITIES
Resources Introduction
& Time
Students will: Teacher will:
Teacher will write the following words on
the board: can, man, pan, set, ten, best,
students will repeat after the teacher vet, tent, rug, sun.
15 minutes and select a word with a short e
sound and put () . Then, read word loud and ask learners to
repeat. Teacher will ask students to find
out which words with e sound. And ask
 learners to select a word with a short e
sound and put (), Then select word that
doesn’t have a short e sound and ask
learners to put (×).
Explain and discuss with student what e
sounds using this video
https://www.youtube.com/watch?
v=d98t4b3XLjg&ab_channel=EnglishLan
guageClub
Resources Main activities
& Time
Students will: Teacher will:

20 minutes Students will order cards to create
sentences have these words (pen,
egg, hen, tent, jet).
Students will correct their answers
from PowerPoint.
The teacher will give learners cards to
create a sentence with e sound words.
The teacher will read loudly the sentence,
students have to listen and organize cards
to create full sentence.
The teacher will ask learners to order
sentences have these words (pen, egg,
hen, tent, jet), write down in their
notebook.
In a PowerPoint slide teacher will present
organized sentences for each group (high
level, middle level, low level).
After discussing and repeat each sentence
teacher will ask all students to correct
their answers as a self-assessment.
Story time:
The teacher will ask learners to be
attention to the story then read spelling
the e sound story loud and slowly and
discuss with them.
Ask them how many times they hear e
sound in story? And tell them you will
repeat the video for second time, and they
must read loud e sound when they hear it.
The teacher will point to each picture in
 turn to make the meaning clear to
learners.
https://youtu.be/4eHIKMxN5CE

Differentiation activities (Support)

Teacher will explain for learners and tell them examples in Arabic.

Resources Plenary/Conclusion
& Time
Students will Teacher will

10 minutes Students will write sentence in their

notebooks. The teacher will ask learners to create
3-5 simple sentence with word (e)
sound and write it down in notebook.

Assessment Formative assessment: Ask student to tell full sentences with e sounds.
Strategies:
☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment
assessment

☐ Quiz ☐ Student presentation ☐ Written work ☐ Verbal feedback

and feedback

 Video:
 Cards:

 PowerPoint:

 Story:
Lesson description:
 This lesson is about Identify and say the short (e) sound and independently writes simple
sentences of four or more words using word banks or cards.

Reflection  
For this lesson, I used self-assessment and let students evaluate their work during the order
sentence activity. I read the sentences loudly, and then students organize cards to create a full
sentence. Then write down in their notebook and discussing and repeat each sentence with me,
then I ask students to correct their answers as a self-assessment. In the second activity, after
reading and discuss with them, I ask them oral questions to check their understanding.