Lesson Plan Template

LESSON PLAN Subject: Morning massage

Trainee: Ohoud Topic or Theme: I am an Eco-Warrior!

Class: Date & Duration:

Trainee Personal Goals

I am working on:

Time management

Formative Assessment

Use oral positive re-enforcement

Lesson Focus

Students will be able to:

-Writing skills: Start from the left, finger spaces, use a period

-Literacy:

Hear, say and write beginning, middle and ending sounds in word

Rhyming words

-Maths: count forward 1 to 20

Lesson Outcomes

KDIs: Number words and symbols

D24 Phonological Awareness

E32 Counting

R4L: Rhyming words

Links to Prior Learning

Students were learning about

Read the green words: Bin, Red, Leg, Pet , Fish, Plant, Can.
Letters: R, L, B, E

R4L: Seeing Skill - Odd one out

D24 Phonological Awareness

E32 Counting

21st Century Skills

collaboration
communication
critical thinking

Key vocabulary

He

She

Fox

Box

Possible problems for learners Solutions to possible problems

Students cannot count forward 1 to 20 Give students more activity helps them to count 1 to
10 such as Lego with numbers 1 to 10 and let the child
build a tower starting from number 1 to 10

Resources/equipment needed

Objects:

Words (box, fox)

20 lids
 TASKS/ACTIVITIES
Resources Introduction
& Time Teacher will say good morning students, teacher ask what day is it today?
Thursday How can help me to write “Today is Thursday?”
Teacher will ask the students what is the first letter of ‘Today’
Teacher will show the student how to write “Today is Thursday ?” teacher will let
someone to write word ‘is’
Teacher will choose a boy to count the boys and
How can write how many boys in the classroom
Teacher will choose on girl to count the other girls
How can write how many girls in the classroom
The others they will use their whiteboard to write the number
Students will: Teacher will:
One boy will count the boys in the Teacher will choose a boy to count the
class, he will take the eco-warrior boys
boy and count how many and stick Who can write how many boys in the
in the board classroom? And they will take the eco-
The other students write the number on warrior boy and count how many and
white board stick in the board
On girl, she will count how many girls Teacher will choose on girl to count the
in the class room and she will take the other girls
eco-warrior girl and count how How can write how many girls in the
many and stick in the board classroom
The other student they will write the And they will take the eco-warrior girl and
number on the board count how many and stick in the board
Resources
Main activities
& Time
Students will: Teacher will:
 Teacher will show the students an
Students will guess what is inside the envelope with question mark and
envelope inside the envelop a picture (box)
They will think of a word rhyme with  Teacher will tell the students “you
 Box = fox know boys and girls yesterday I went
Students will turn, talk and guess to Mara river and look what I took
with each other’s. from there! Can you guess what is
Teacher will choose one student to inside the envelope? teacher will ask
write words. the students to turn and talk and
Students will pick up the lids around guess what is inside the envelope
the classroom and they will stick it on  Teacher will give the students a hint
the board, while they stick it the will box: its begin with sound b, and its
say the number in the lid. cube, we can put stuff inside it such
as paper, pencil.
Each student will tell answer
 Teacher will show the students the
picture of (box)
  Teacher will ask the student what
rhyme with word ‘box’? teacher will
choose students to write the answer
“fox”

Teacher will throw some lids around the

classroom, with numbers 1 to 20

Teacher will tell the student look!! What is

around the classroom the floor is crying
what we think we have to do as an eco-
warrior?

Student will tell the teacher that eco-

warrior clean

Teacher will tell the student to clean and

find the lids

While the students stick the lid 1 to 20 in

the trash teacher will ask each child what
is the number in the lid

Differentiation activities (Support)

Teacher will differentiate the morning message by asking levelled questions

Phonics - Hear, say and write the sounds in the word ‘can’ D24 Phonological Awareness

Mid: hear, say, and write beginning and ending sounds in words.

Low: hear, say, and write beginning sounds in words.

Maths - Count forward from 1 1o 20 E32 Counting

Mid: count forward from 15.

Low: count forward from 10.

Differentiation activities (Stretch)

Phonics - Hear, say and write the sounds in the word ‘pet, wet, fox, box’ D24 Phonological
Awareness

High: hear, say, and write first, middle and ending sounds in words.

Maths - Count forwards from 15 E32 Counting

High: count forward to 20.

Mid: count forward to 15.

Low: count forward to 10.

Resources Plenary/Conclusion
& Time What stick in your mind from the morning message?
Students will Teacher will
 Teacher will ask the students after
 Student will tell the teacher what lesson:
they learned today and what stick What stick in your mind from the
in their mid morning message?
 Student will tell their classmate Teacher will choose someone to come
aloud. and talk about what he\she learned
Reflection:

First of all, I teach intergraded lesson (English rhyming words, math counting) morning message the
outcomes are KDIs: Number words and symbols, D24: Phonological Awareness, E32: Counting, R4L:
Rhyming words, the lesson went really well, first I asked the students what is today? How will help me to
write letter ‘T’, first message I choose one student to write letter T form then I wrote today then one
student wrote for me ‘is’ and he didn’t write it correctly so I asked someone to help him, this part went
really will because they know that we make figure space between the words, also I asked them what we
put at the end of the sentence they told me ‘ period’, but in next lesson I will let everyone involved and
but differentiation in this part for example for the high student I will let them to write ‘Today Thursday’
for mid student I will let them write ‘ Thursday ’and follow student I will let them write ‘is’, all the
student’s will use their white board and then raise it so I can see all of their answers. The second message
I choose a boy to count the boys, then count the eco-warrior’s boys and stick in in the board, then they
wrote the number, and for the girls they count how many girls and then count the eco-warrior’s boys and
stick it on the board, then they wrote the number, in this part I didn’t do a diffraction in next lesson I will
implement diffraction for each level, for emergent students I will let then only to count 8 eco-warriors 4
from the girl’s side 4 from boy’s sides, and for the development students I will let them to count 10 from
girls side and 10 from girls side, and the master student they count all the eco-warriors, all the student will
write the numbers in their white board. For the 2nd massage, I showed the students an envelope with
question mark and inside the envelop a picture (box), told the students “you know boys and girls
yesterday I went to Mara river and look what I took from there! Can you guess what is inside the
envelope? Teacher will give the students a hint box: its begin with sound b, and its cube, we can put stuff
inside it such as paper, pencil, I let them to turn and talk and guess what is inside the envelope, then I
listened to the answers then I choose on the write the answer in the board ‘ Fox’, in this part I didn’t asked
them what the begging sound of the word ‘fox’ , in next lesson I will ask them what is the begging,
middle and end sound of word ‘fox’ I think this way easy for the emergent student so they can listen to
the letters sound and easy for them to spell it, and also I will do for them self-assessment I will give them
stickers sad and happy face, if they think they write the word correctly they will put for themselves a
happy face if they didn’t write it correctly they put sad face. For the 3rd message I throw all the lids
around the classroom and in this part the student learn behavior, then I told them as an eco-warrior
what we have to do when we see a trash around the classroom? They told me eco-warriors clean,
they started to pick up all the lids, in each lid there in a number written, then we start to order the
numbers from 1 to 20, the students enjoy this part because they moved around the classroom, ‘fine
motor skills’, but some students don’t react well with others, so I will improve this activity for the
students to be more interactive ‘emerge, develop and master students) in next time I will let the
students to stick the lids and then I will let them to write the numbers, (emergent student: write the
numbers from 1 to 10 and count it), (develop students: write number 1 to 15 and count it) and (master
students: write the numbers 1 to 20 and count it) so all the students will stick the lids and then each
level of student will write the numbers, so in this way I do a student’s diffraction. From this
experience, blooms schools teaching style, and how I teach integrated lessons, I learned that I
need to create a more open teaching style. I must also remember to spend less time on
explanations and get right into the practice activities and give the students a chance to talk more
to be interactive. I also realized more than ever the importance of being flexible. Changes may be
necessary for the best of lesson plans.
 MCT/MST Lesson Formative Observation Template
The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form to
observe, formally, the trainee’s performance and to give formative feedback based each teaching
competency.

MCT/MST Formative Observation Report Form

Course Code EPC 4406 CRN 23004
Student Name Ohoud Alshamsi Student HCT ID
Placement School Al Janaen-KG1 Date of Assessment March, 2022
MCT Name Dr. Aysha AlShamsi MST Name

on the selected teaching competencies.

Professional Dispositions

Strengths:

Completes a lot of MSTs tasks.

Areas for improvement:

Initiate an activity for the school

Planning for Teaching & Learning

Strengths:

 Her plan is well organized and built on previous knowledge.

Areas for improvement:

Add details so any of your colleagues can use it at any time without guidance.

Managing Teaching & Learning

Strengths:

 Ohoud shows a good management behaviour. She has a good but nice personality in the classroom.
 She moves between groups to facilitate and provide feedback. In many times she scaffolds and
provides support and encouragement.
 She knows the students names.
Areas for improvement:

 The implementation of motivation and encouragement strategy as a consistent practice in the class.
Implementing Learning
 Strengths:

 I like the resources provided for the activity and the richness of scaffold provide for children.
 She is ready and prepares activities for the lesson.
 Ohoud kept moving around and checking on understanding and extending understanding.

Areas for improvement:

Assessing Learning

Strengths:

Differentiation through questioning; however, differentiation isn’t very clear in the lesson plan.

Areas for improvement:

Higher order questions

Reflection

Clearly stated her areas of improvement.

Strengths:

Aware of her next steps

Areas for improvement:

Link between objectives and PDP

Action Plan (Objectives, actions, implementation timeline, resources):

Continue working on differentiation and assessment for learning.