Week: 25

Date: November 13th - November 17th

Topic: Up in the sky

Essential Question: What can we see in the sky?

Value: Reliability (keep promises)

K - WEEKLY SCHEDULE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

GETTING READY

8.20 - 8.30

Line up to get to the class. Drink water. Get in place.

CIRCLE TIME CIRCLE TIME CIRCLE TIME CIRCLE TIME CIRCLE TIME

8.30 - 9.00

- Morning greetings with a - Morning greetings with - Morning greetings with a - Morning greetings with a - Morning greetings with a
Hello song. a Hello song. Hello song. Hello song. Hello song.

- Checking of Attendance - Checking of Attendance - Checking of Attendance - Checking of Attendance - Checking of Attendance

- Discuss how the students are - Discuss how the - Discuss how the students - Discuss how the students - Discuss how the students
feeling. students are feeling. are feeling. are feeling. are feeling.

- Discuss students’ weekend. - Discuss the weather and - Discuss the weather and - Discuss the weather and - Discuss the weather and
what day today is.
- Discuss the weather and
what day today is.
- Review days of the week and
months of the year.
- Review days of the week what day today is. what day today is. what day today is.
and months of the year.
- Review days of the week - Review days of the week - Review days of the week
and months of the year. and months of the year. and months of the year.

- SING A SONG:
- TOPIC ACTIVITY:
Up in the Bue Sky song - VALUE DISCUSSION: - POEM: - TOPIC ACTIVITY:
Essential question: What can
Objectives: Reliability (keep promises) Objectives: Objectives: Swbat
we see in the sky?

Objectives: Students will be ● sing the melody
able to of the song "Up
in the Blue Sky"
● identify and name
familiar objects in the ● recall and
articulate the
sky, such as the sun,
lyrics of the song
moon, clouds, and
"Up in the Blue
stars.
Sky."
● Express their prior
knowledge and ● demonstrate
curiosity about understanding of
celestial bodies during the song's
class discussions. content by
identifying and
● Gather information describing the
from home or library main themes of
resources to "Up in the Blue
contribute to the Sky,"
discussion about sky
observations. Activities: suggestion
Activities: suggestion Introducing the Song
Introduction (8 minutes): Script: "We had a special
song to listen to called
'What's in the Sky'
Objectives: ● Learn by heart the ● Share observations
poem and findings from
● Listening to a story
their explorations of
and making choices Activities: suggestion the sky.
based on the
concept of promise- - Read the poem “My ● Collaboratively
Promise” together as a class
keeping. identify and
and discuss its meaning and
categorize different
how it links to the week's
● Recognize the objects in the sky.
value: reliability.
importance of
keeping promises. ● Engage in a group
- Ask the SS questions about
the poem and see how they recitation of a poem
● Articulate the value can relate. Encourage the SS and sing the "Up in
of reliability by to think of their own the Blue Sky" song
discussing personal promises that they can make to reinforce their
and keep to become reliable understanding of
experiences related
students in the classroom. the sky’s elements.
to promise-keeping.
- Practise the poem and Activities:
Activities: suggestion learn it by heart.
Introducing the topic (6 Introduction (2 minutes)
Materials:
minutes)
Teacher: "Hello everyone!
"Today, we will talk about Remember our essential
question for this week?
how important it is to keep
'What can we see in the sky?'
our promises. Can anyone
Today is our discussion day,
“Alright, children, we will talk
about something high above
us. Can anyone guess what it
is?"
Expected Response: Children
may say "sky," "clouds," "sun,"
etc.
Affirm all answers: "Yes, all
those are in the sky! Let's
explore more."
Introduce the song: "Before
we start our discussion, let's
listen to a fun song called
'What's in the Sky.' Let's see
what things you recognize!"
Play the "What's in the Sky"
song.
Engage children to listen to a
song by naming things in the
song.
Discussion, sharing, and
expressing curiosity (7
minutes):
Once the song is over, ask:
"Can anyone name something
they heard in the song that we
can see in the sky?"
Expected responses: "Sun!"
"Moon!" "Stars!" "Clouds!"
Acknowledge each response
positively: "Yes, that's right!
yesterday. Let’s listen
carefully again and learn
how to sing the song
today."
Listening to the Song (3
minutes)
Play the "What's in the
Sky" song.
Pause after each verse to
show the corresponding
flashcard, image, or thing
to reinforce the object
mentioned.
Let's sing and dance (12
minutes)
Guide the students to sing
each verse one by one.
Then, the class sings
together.
When students are
familiar with the song, ask
the students to act it out.
Invite the children to
express their interest
through the movement
during singing. The
teacher guides the
children to dance and
move according to the sky
elements.
Script: "Now that we
know what's in the sky,
let's show how they
tell me what a promise is?"
Expected students' answer
varies. Accept and engage
students in the story.
Introduce the story and the
main character, the little
bear (same age as the
students). Briefly tell the
children that they will make
up the story by helping the
bear make choices and
decide what the bear should
do at key points in the story.
Story with choices (9
minutes)
Once upon a time, in the
forest, a little bear and the
squirrel were best friends.
One day, the bear promised
his friend, the squirrel, that
he would help her collect
nuts before winter. But the
next day…
Pause at a key decision
point: "...a new friend, the
panda, invited the little bear
to play. What should the
little bear do?"
Try to show how fun and
happy if the bear decides to
go out with the panda. Lead
the students to discuss the
choices (keep or not keep
the promise) and choose the
scenario that has the most
and I'm excited to hear what
you have discovered!"
Activity 1: Sharing Individual
Findings (5 minutes)
The teacher hands out a
small object like a "talking
stick" to ensure orderly
sharing. Teacher: "Who
would like to go first? Please
only speak when you're
holding the talking stick."
Questions to Guide the
Discussion:
What have you seen in the
sky during the day?
Can you tell us something
you've noticed in the sky at
night?
Share a special memory of
something you saw in the sky
and how it made you feel.
Expected Responses:
Students will share examples
like sun, clouds, birds during
the day, stars, moon, and
airplanes during the night,
and “I saw a rainbow, and it
made me happy.”
The teacher will draw on a
board/paper to compile the
students' responses visibly.
The [sun/moon/stars/clouds]
are up in the sky."
"What else have you seen in
the sky before coming to class
today or this week?"
Encourage children to think
and share. Guide them with
prompts if needed.
"Is there something in the sky
you want to know more
about?"
Note down their questions on
the board/flipchart if available;
if not, orally summarise their
points to acknowledge their
curiosity.
Teacher Summary (5 minutes):
Summarise the discussion by
reinforcing the objects they’ve
named: "So we have the sun,
moon, stars, and clouds in the
sky. And some of us want to
learn more about these
amazing things!"
Explain the homework task:
"We've talked about what we
see in the sky and what we're
curious about. Your task is to
go home, look at the sky, and
find out more about one thing
you see. It could be the moon,
a star, or anything else you
move! Can you flutter like
a cloud or shine bright
like a star?"
Reflect and closing (5
minutes)
As they settle down, have
a quick reflection on the
activity.
Script: "What did you
enjoy about being a part
of the sky? Did you feel
like a cloud, the sun, or a
star?"
Encourage each child to
share their thoughts
briefly.
Script: "Great job,
everyone! You all shined
so brightly! Now, let's
bring our sky adventure
to a close. Remember to
look up at the sky after
school; maybe you'll see
something new!"
Expected Response:
Excitement and sharing
what they enjoyed.
Materials:
Up in the Blue Sky
Rhyme | Kid's Rhymes |
Children Rhymes
choices. (For example, they
choose to go out with panda
-> continue scenario 1)
Scenario 1: The little bear
decides to play instead of
keeping the promise.
Continue the story reflecting
this choice: "The little bear
thought it would be more
fun to play, so he told the
squirrel he couldn't help her.
So he hung out with the
Panda. The squirrel felt sad
and worried because she
didn't know if she could
collect all the nuts in time
for winter, but she decided
to work alone. A week later,
when the little bear
returned, he saw the squirrel
seemed ill."
Guide questions:
"How do you think the
squirrel felt when the little
bear didn't show up to
help?" (Expected response:
"Sad," "Upset," or "Lonely.")
"How do you think the little
bear felt when he saw his
friend working alone?"
(Expected response: "Sorry,"
"Sad," or "Guilty.")
"What did little bear say to
the squirrel?" (Expected
Activity 2: Categorise
different objects in the sky
(10 minutes)
The teacher will draw a table
and divide it into 3 columns:
Created by Human/Created
by Nature/Animal
“Now, we need to categorise
all of the objects that we
mentioned earlier that could
be seen in the sky. Is it an
animal created by humans, or
created by nature?”
Expected Responses:
Students will categorize the
objects they know based on
the categories.
The teachers will give
suggestions to help the
students categorize the
objects (Eg, What is it made
of?; Can it breathe? etc,.)
Activity 3: Group activity (10
minutes)
"Wow, you all have done a
great job! Does anyone
remember the song about
the sky? Today, we will dance
and sing it together!"
Act as the verse in the song
with the class, then dance
like. You should draw pictures
of what you find at home. You
also can get help from Mom,
Dad…or find more things by
reading books."
Thank the children for their
participation and remind them
to bring their sky observations
and findings for the next
discussion.
Sing a verse of the "What's in
the Sky" song again to
reinforce the learning and
close the session on a musical
note.
Materials:
Up in the Blue Sky Rhyme |
Kid's Rhymes | Children
Rhymes
response: "Promise to help," and sing together.
"Help the squirrel collect the
nuts," or "Make promise") Conclusion (3 minutes): "It
looks like we have gathered
"What could happen if we some fantastic information
don’t keep our promises?" this week. We know about
(Expected response: the objects in the sky. We
"Friends might be sad," learned a poem about the sky
"They might not trust us named Up in the Blue Sky
anymore," or "We might feel and sang it together!”
bad.")
Materials:
Explain the consequence:
"When we break a promise, Up in the Blue Sky Rhyme
our friends might feel sad. | Kid's Rhymes | Children
They might stop trusting us. Rhymes
That's why it's important to
keep our promises."
Go back to the point when
the bear has to make choice,
then tell about scenario 2.
Scenario 2: The little bear
decides to keep the promise
and help collect nuts.
Continue the story reflecting
on this choice: "The little
bear remembered his
promise and went to help
the squirrel collect nuts.
They had a lot of fun
working together and
finished collecting all the
nuts quickly. The squirrel
was so grateful for the little
bear’s help. After collecting
enough nuts, the three
friends went out together."

Guide questions:

"How do you think the

squirrel felt when the little
bear kept his promise to
help?" (Expected response:
"Happy," "Thankful," or
"Relieved.")

"How do you think the little

bear felt after helping his
friend?" (Expected response:
"Happy," "Proud," or
"Good.")

"What good things happen

when we keep our
promises?" (Expected
response: "Friends are
happy," "We feel good," or
"Friends trust us more.")

"How do you think the

panda felt when the little
bear refused to play? What
should the little bear tell the
panda? " (Expected
response: "sad," "upset," “I
have a promise with my best
friend Squirrel. Could we do
it tomorrow/next week?)

Explain the consequence:

"Keeping our promises
makes others happy and
builds trust. It shows we are
reliable, and that is a very
good character trait to
have!"

Wrap up by summarizing
both scenarios: "So, we
learned that not keeping a
promise can make our
friends feel sad and might
make us feel guilty. But
when we keep our promises,
we make others happy and
feel good, too!"

Reinforce the lesson by

emphasizing the impact of
their actions on themselves
and others: "Each time we
keep a promise, we show
that we are kind and
trustworthy friends. And
being reliable makes
everyone feel good — our
friends and ourselves!"

Sharing personal experience

and closing (5 minutes)

Encourage children to think

of a time when they kept a
promise, or someone kept a
promise to them. Ask them
to share how that made
them feel.

Summarise the day’s

learning by reiterating the
importance of keeping
promises and being a
reliable friend.

Thank the children for their

 attention and contributions,
and give them a simple
"promise-keeping"
challenge, like promising to
clean up their toys after
playing.

Note: Be sure to listen and

validate all responses,
showing that keeping
promises builds trust and
strengthens friendships.

Materials:

HYGIENE ACTIVITIES

9.00 - 9.10

(toilet, wash hands, drink water)

PE PE PE PE PE
9.10 - 9.40

Objectives: Objectives: Objectives: Objectives: Objectives:

- Perform a 3m long
hopscotch.
- Recognize words starting
with the letter b.
Activities
Split ss into 3 or 4 teams.
- Do a long jump at least - Perform a 3m long - Do a long jump at least 40 - Do a long jump of at least
40 cm. hopscotch. cm. 40 cm combined with 3m
long hopscotch.
- Recognize words starting - Recognize HFW: come, my, - Use objects to decompose
with n, f are, me the numbers 11 and 12 into - Master recognizing words
ten ones and some further starting with b, n, and f.
Activities: Activities: ones.
Activities:
Start with a demo Split ss into 3 or 4 teams. Activities:
Extend the hopscotch course
 Set up a hopscotch course with
about 6 or 7 flashcards per
course.
SS must hop and read each
flashcard as they go.
Set up a hoop at the final
hurdle (for each course) where
Ss must jump in and shout out
any letter B word they can
think of. They then run back
and high-five their teammate,
next player goes….
Rewards teams who finish
fastest and follow the rules of
the game correctly.
Materials:
Letter B flashcards
Hoops
9.40 – 9.50
9.50 - 10.20 MATH
standing long jump. Allow
the whole class to take
part in working on their
technique. Two feet
apart, bend your knees
and jump, and try to land
cleanly on your feet.
Tape two lines, a ‘start’
and a ‘finish.’ Split ss into
3 or 4 teams. Have a
flashcard at the end of
each line. Ss must read
the flashcard after they
land.
Each Ss will jump twice,
from ‘start’ to ‘finish’ and
back again. Then, the next
player from each team
goes.
Materials:
Letter N / F flashcards
MATH
Set up a hopscotch course
with about 6 or 7 HFW
flashcards per course.
SS must hop, spell, and read
each HFW as they go.
Set up a hoop at the final
hurdle (for each course) with
one HFW inside; SS must put
the HFW into a sentence.
They then run back and
high-five their teammate,
and the next player goes….
Reward teams who finish
fastest and follow the rules
correctly.
Materials:
HFW flashcards; come, my,
are, me
Hoops
HYGIENE ACTIVITIES
(toilet, wash hands, drink water)
MATH
Split ss into 3 or 4 teams. from Monday/Wednesday
with a long jump at the end.
Set up two lines for the long
jump. At the end of the Split ss into 3 or 4 teams
jump, set out a collection of
Materials:
counting objects (buttons,
beads, cubes) for each team
Flashcards B, N, F
consisting of 12. Have three
baskets for each team. One
is labeled ‘Number 10’ (Or
number card), the other
‘Number 1’. The ss must
count the objects correctly in
each basket.
Ask Ss what they are doing.
We are decomposing the
number 12
Twelve is made up of ten
ones and two more.
Materials:
Counting objects (buttons,
beads, cubes)
Number cards
MATH MATH
Topic: 7.1 Hands-On • Model
and Count 11 and 12
Objectives:
● Use objects to
deconstruct the
numbers 11 and 12
into ten ones and
some further ones.
Replacing Lesson Plan
7.1 Count_ Decompose
(decontruct) a number
Activities:
1. Introduction (5 minutes):
- Begin by gathering the
children and introducing the
concept: "Today, we'll explore
how to break down the
numbers 11 and 12 into
smaller groups."
2. Number Recognition (5
minutes):
- Display the number cards
from 0 to 12.
- Ask the children to identify
numbers 11 and 12.
Topic: 5.4 Hands-On: Topic: 5.4 Hands-On: Topic: 10.9 Beside and Topic: Review sorting by size
Algebra • Model and Algebra • Model and Draw Next To and shape.
Draw Addition Problems Addition Problems
Objectives: Objectives:
Objectives: Objectives:
● Use the terms ● Classify and count
● Use objects and ● Use objects and beside and next to objects by size and
drawings to solve drawings to solve describe shapes in shape.
addition word addition word the environment.
problems within problems within 5. ●
5.
Activities: Activities:
Reference Lesson Plan Activities:
5.4 Model and Draw 1. Introduction (5 minutes):
1. Introduction (5 minutes):
Addition Problems - Begin by gathering the 1. Introduction (5 minutes):
Activities: children and introducing the - Begin by gathering the
lesson's objective: "Today, children and explaining the - Begin by gathering the
1. Introduction (5 lesson's objective: "Today, children and introducing the
we'll learn to use objects
minutes): we'll learn to use the terms lesson's objective: "Today,
and drawings to solve
addition word problems 'beside' and 'next to' to we will learn to classify and
- Begin by gathering the count objects based on their
within 5." describe shapes in our
children in a circle and size and shape."
environment."
explain the objective:
"Today, we are going to
use objects and drawings 2. Number Recognition and
to solve addition word Counting (5 minutes): 2. Shape Recognition (5 2. Size and Shape Recognition
problems with numbers minutes): (5 minutes):
up to 5." - Display the number cards
- Show the children various - Show various objects to
from 0 to 5.
shapes and ask them to the children and discuss their
- Ask the children to identify and name the sizes and shapes.
2. Counting Objects identify the numbers and shapes.
Review (5 minutes): - Ask the children to
practice counting from 0 to 5
together. - Discuss the differences identify and name the
- Review counting objects.
between shapes, such as
objects by giving each circles, squares, rectangles,
 - Explain that these numbers
consist of ten ones and some
additional ones.
3. Decomposing 11 (10
minutes):
- Show the number card for
11.
- Show them two baskets
labelled "Number 10" and
"Number 1."
- Start by counting from 1 to
10 together, emphasising the
idea of having ten items in the
"Number 10" basket.
- Discuss that 11 is made up
of ten ones and one more.
- Explain to the children that
they will be working with the
number 11 today. Show them
the 11 counters and tell them
that they will use the counters
to fill the baskets
- Teacher places 10 counters
into the "Number 10" basket,
and places the remaining 1
counter into the "Number 1"
basket. Explain that when we
add the counters in the
"Number 10" basket and the
"Number 1" basket together, it
child a small basket of
objects.
- Ask them to count the
objects in their baskets to
reinforce counting skills.
3. Introducing Word
Problems (5 minutes):
- Show a printed or
hand-drawn word
problem card with a
simple addition problem
within 5 (e.g., "Sally has 2
apples, and her friend
gives her 3 more. How
many apples does she
have now?").
- Read the problem
aloud and ask the children
to listen carefully.
4. Solving the Word
Problem (10 minutes):
- Use the whiteboard or
large paper to draw a
visual representation of
the problem, such as
drawing 2 apples and
then adding 3 more.
- Encourage the children
to count the objects and
3. Solving Simple Addition
Word Problems (10
minutes):
- Use picture cards with
simple objects and
characters to create word
problems.
- For example, "Tom has 2
apples, and Sarah gives him
3 more. How many apples
does Tom have now?"
- Encourage the children to
use the counting objects and
drawings to find the
solution. Demonstrate how
to use the objects to
represent the problem and
solve it together.
4. Guided Practice (5
minutes):
- Present another word
problem and work through it
as a group.
- Make sure to use
different combinations of
numbers and objects to keep
it engaging.
and triangles.
3. Understanding "Beside"
and "Next to" (5 minutes):
- Use simple language to
explain the concepts of
"beside" and "next to." For
example, "Beside means
something is right next to
another thing, like two
friends standing side by
side."
- Use the students to model
or you can use items as
suggested in notes.
4. Interactive Activity (10
minutes):
- Create a large poster
board with a simple scene
(e.g., a house, tree, and sun).
- Attach shapes to the
poster board and ask the
children to take turns
describing where each shape
is using the terms "beside"
and "next to."
- For example, "The square
is next to the tree, and the
circle is beside the sun."
- Introduce the concepts of
size (big, small) and shape
(circle, square, triangle, etc.).
3. Sorting Activity (10
minutes):
- Provide a collection of
objects and sorting trays or
containers.
- Ask the children to sort
the objects into two groups:
one for big objects and one
for small objects.
- Discuss their choices and
have them explain their
reasoning.
4. Counting by Size (3
minutes):
- Display the number cards
from 0 to 10.
- Ask the children to count
the objects in each size group
and place the corresponding
number card next to each
group.
5. Shape Recognition (5
minutes):
makes 11.
- Distribute the 11 counters to
each child. Encourage them to
follow your lead and place 10
counters in the "Number 10"
basket and 1 counter in the
"Number 1" basket. (teachers
can divide them into groups,
each student wait for their
turn to place the counters or
give each child 2 baskets
labelled 10 and 1)
4. Decomposing 12 (10
minutes):
- Show the number card for
12.
- Show them the two baskets
labelled "Number 10" and
"Number 2."
- Start by counting from 1 to
10 together, emphasising the
idea of having ten items in the
"Number 10" basket.
- Explain that 12 consists of
ten ones and two more.
- Explain to the children that
they will be working with the
number 12 today. Show them
the 12 counters and tell them
that they will use the counters
provide the answer.
- Discuss the process
and emphasise how they
used both objects and
drawings to find the
solution.
5. Hands-on Practice (5
minutes):
- Provide each child with
a word problem card and
a small basket of counting
objects.
- Ask them to read the
problem, use their objects
to act out the scenario,
and draw the solution on
their paper.
6. Sharing and Discussion
(5 minutes):
- Have a few children
share their solutions and
explain how they used
objects and drawings to
find the answer.
- Discuss any different
approaches or strategies
used.
5. Independent Practice (5
minutes):
- Provide the children with
a word problem and a small
basket of counting objects.
- Ask them to solve the
problem on their own using
the objects and drawings.
6. Sharing and Discussion (5
minutes):
- Have a few children share
their solutions with the
class.
- Discuss the different
approaches and methods
they used to solve the word
problems.
7. Storytelling (optional, 5
minutes):
- To make it more
engaging, you can
incorporate a short, simple
story that includes addition
word problems.
- Use storytelling props or
drawings to enhance the
story and involve the
children in solving the
5. Visual Aids (3 minutes):
- Show visual aids with
shapes and objects to
reinforce the concepts. Ask
the children to identify
which shapes are beside or
next to each other.
6. Storytelling (optional, 5
minutes):
- Read a storybook that
includes descriptions of
shapes and their positions
using "beside" and "next to."
- Encourage the children to
listen for these terms in the
story.
7. Art Activity (2 minutes):
- Provide the children with
shapes and markers.
- Ask them to draw their
own pictures using shapes
and describe the positions of
the shapes using "beside"
and "next to."
- Show visual aids with
pictures of objects of
different shapes (e.g., a
round ball, a square book, a
triangular flag, etc.).
- Discuss the shapes and ask
the children to identify them.
6. Sorting by Shape (5
minutes):
- Provide a new collection
of objects and sorting trays
or containers.
- Ask the children to sort
the objects into groups based
on their shapes (e.g., all the
round objects together, all
the square objects together).
- Encourage them to explain
their choices.
7. Counting by Shape (2
minutes):
- Display the number cards
again.
- Ask the children to count
the objects in each shape
group and place the
corresponding number card
next to each group.
to fill the baskets
- Teacher places 10 counters
into the "Number 10" basket,
and places the remaining 2
counters into the "Number 2"
basket. Explain that when we
add the counters in the
"Number 10" basket and the
"Number 2" basket together, it
makes 12.
- Distribute the 12 counters to
each child. Encourage them to
follow your lead and place 10
counters in the "Number 10"
basket and 2 counters in the
"Number 2" basket. (teachers
can divide them into groups,
each student wait for their
turn to place the counters or
give each child 2 baskets
labelled 10 and 2)
5. Conclusion/Discussion (5
minutes):
- "How many counters did
each of you put in the 'Number
10' basket?"
"How many counters did each
of you put in the 'Number 1'
basket?"
"How did you decompose the
number 11?" (use a simple
7. Conclusion (5 minutes):
- Gather the children
and recap the lesson by
emphasising that they can
use objects and drawings
to solve addition word
problems within 5.
- Encourage them to
practise this skill at home
and with their parents.
Materials:
- Counting objects (e.g.,
buttons, beads, or
counters)
- Whiteboard or large
paper
- Markers
- Printed or hand-drawn
addition word problem
cards
- Small baskets or
containers for holding
counting objects
problems within the
narrative.
8. Conclusion (5 minutes):
- Gather the children and
recap what they've learned
about using objects and
drawings to solve addition
word problems within 5.
- Encourage them to
practise at home and with
their parents.
Materials:
- Number cards (0-5)
- Small counting objects
(e.g., buttons, beans, or toy
animals)
- Large whiteboard or paper
- Markers
- Picture cards with simple
objects and characters
- Small baskets or containers
for holding counting objects
- Storytelling props
(optional)
8. Conclusion (5 minutes):
- Gather the children and
recap what they've learned
about using "beside" and
"next to" to describe shapes.
- Encourage them to use
these terms in their
everyday surroundings.
Materials:
- Various shapes cut out
from coloured paper
- A large, colourful poster
board
- Markers
- Visual aids with shapes
(e.g., pictures or shape
cards)
- A storybook featuring
oshapes (optional)
8. Conclusion (5 minutes):
- Gather the children and
review what they've learned
about classifying and
counting objects by size and
shape.
- Encourage them to
continue exploring these
concepts in their daily
activities.
Materials:
- Various objects of different
sizes and shapes (e.g., toys,
blocks, fruits, or classroom
items)
- Sorting trays or containers
- Number cards (0-10)
- Large chart paper or
whiteboard
- Markers
- Visual aids with pictures of
objects
 word to explain "decompose")

- Encourage them to practise

this concept at home with
everyday objects and their
parents.

- Reinforce the idea that 11

and 12 are composed of ten
ones and additional ones.

Materials:

- Number cards (0-12)

- 12 small counting objects

(e.g., buttons or beads) (for
each student or between 2)

- Small baskets or containers

for holding counting objects
(for each student or 1 between
2)

HYGIENE ACTIVITIES

10.20 - 10.30

(toilet, wash hands, drink water)

10.30 - 11.00 LANGUAGE ARTS LANGUAGE ARTS LANGUAGE ARTS LANGUAGE ARTS LANGUAGE ARTS
Topic: Phonics
Objectives:
- Identify and pronounce the
short sound "a" and recognize
it in simple words.
- Identify words that begin
with "b," "n," and "f".
Activities:
Introduction:
- Show a picture of an apple
and say, "Today, we're going
to learn about the letter 'a'
and the sound it makes. The
sound is 'ah,' like in 'apple.'
Can you say 'ah' like an
apple?"
- Show pictures of a bee, a
nest, and a fish and ask, "Do
you know what these are?
They start with the letters 'b,'
'n,' and 'f.' Let's learn more!"
Explanation and Practice as a
Class:
- Write the letter 'a' on the
board and draw an apple next
to it. Ask the kids to say "ah"
as you point to 'a' and the
Topic: Vocabulary Topic: Phoneme Topic: Grammar Topic: Reading student book
Objectives: Objectives: Objectives: Objectives:
- Understand the meaning - Isolate and pronounce - Understand the concept Ss READ the student book
of the HFW "come," "my," short a, b, n, f. and structure of a
- Read the words has short
"are," and "me". statement.
- Blend the short sound "a" sound /a/, and recognize it in
- Recognize and use these with the letter sounds "b," - Create simple statements. words related to letters b, n,
HFW in simple sentences. "n," and "f" to read and and f.
pronounce basic words Activities:
- Read the HFW "come,"
containing these sounds.
Introduction: "my," "are," and "me" in
Activities: Activities: sentences.
- Begin with a friendly
Introduction: greeting and a smile to make - Read the book fluently.
Introduction:
the kids feel comfortable.
- Show pictures of the - Show pictures or flashcards Activities:
HFW or write the words - Show a picture of a happy
of the letters "a," "b," "n,"
on the board "come," child and say, "Today, we're Introduction:
and "f." Point to each letter
"my," "are," and "me." going to learn how to make
and say the sounds they
Say, "Today, we're going sentences. Sentences help us - Show the HFW "come,"
make
to learn some special tell things about what's "my," "are," and "me" and
words. These words are - Encourage the children to happening or what we like. ask the kids to repeat after
'come,' 'my,' 'are,' and say the sounds along with Let's have fun making you.
'me.' Let's find out what you. sentences together!"
they mean and how to
use them!" Explanation and Practice as Explanation and Practice as
-Read the words with a short
a Class: a Class:
sound /a/, and recognize
Explanation and Practice
- Write the letters "a," "b," - Show a simple sentence on them in words related to
as a Class
"n," and "f" on the board, the board, like "I am here" or letters b, n, and f.
- Take one HFW at a time. and underline the letter "a." "The sun is big." Read it
aloud and ask the kids to Examples: cat, bat, fan, nap
For example, start with
"come." Say, "When you - Say, "Now, we will focus on repeat after you.
Engaging Explanation and
say 'come,' it means to the letter 'a' and the
- Explain that sentences have Practice as a Class
move closer. Can you say sound /a/. Have students
apple.
- Show pictures of simple
words like "cat" and "hat" with
the short 'a' sound. Have the
kids say the words and practice
the "ah" sound.
- Show pictures of words that
start with 'b,' 'n,' and 'f' like
"ball," "nest," and "fish." Ask
the kids to repeat the
beginning sounds of these
words.
Game or Activity:
- Play a game called "Letter
Hunt." Hide pictures of objects
around the room that start
with 'a,' 'b,' 'n,' or 'f.' Give the
kids clues like, "Find something
that starts with 'b' and sounds
like 'ball.'" Let them search and
show their findings.
- Do a fun art activity where
the kids draw pictures of
objects that start with 'a,' 'b,'
'n,' or 'f.' Encourage them to
be creative.
Wrap-Up:
- Gather the kids and review
what they've learned today.
Ask them to say the "ah"
sound and give examples of
words that start with 'b,' 'n,'
'come' with me?"
- Show pictures or act out
scenarios using the word
"come." For example, you
can have a picture of
someone coming to a
park. Have students act
out the given word and
practice saying it to their
friends
- Repeat this process for
"my," "are," and "me."
Give simple explanations,
show pictures, or act out
scenarios to help them
understand.
Game or Activity:
- Play a game called "Use
the Word." Prepare
flashcards with the HFW
and simple pictures that
match the words.
- Show a flashcard and ask
a child to use the word in
a sentence. For example,
if you show the card with
"my," the child can say,
"This is my toy."
- Continue with all the
words, letting each child
have a turn. Make it fun
and encourage them to
be creative.
repeat a few words starting
with /a/ sound
- Show simple words that
have "a" in them, like "cat"
and "hat." Ask the kids to
say the words and
emphasize the "a" sound.
- Repeat with all the other
letters ( b, n, f ).
Game or Activity:
- Play a fun game called
"Word Blender." Prepare
cards with simple words that
contain "a," "b," "n," and "f"
sounds. For example, you
can have cards with words
like "bat," "fan," "net," and
"fish."
- Give each child a card and
have them take turns saying
the word and making the
sounds. Encourage them to
blend the "a" sound with the
letter sounds.
- You can also use simple
classroom objects to
demonstrate the blending of
sounds. For instance, show a
"ba" and a "ll" flashcard
separately and then
combine them to make
"ball." Repeat this with other
objects.
words that tell us about
something. In the sentence
"I am here," "I" is talking
about someone, and "am" is
telling what they are doing.
- Encourage the children to
make their own simple
sentences about things they
see or like. For example, "I
see a tree" or "I like my
teddy bear."
Game or Activity:
- Play a game called
"Statement Show and Tell."
Provide pictures or objects
that are easy for kids to talk
about, like a toy, a book, or a
ball.
- Let each child choose an
object and make a simple
statement about it. For
example, "This is my toy" or
"I have a red ball."
- After everyone has had a
turn, let them guess which
object matches the
statement.
Wrap-Up:
- Gather the kids and review
what they've learned about
making statements.
- Bring out a big hula hoop
and have a student stand
inside.
- Explain that the hula hoop is
like our special word circle
today. Inside the hula hoop,
the student is going to make
a sentence. Show a flashcard
with a simple word like "cat"
and say, "Now let's use this
word inside our word circle.
Can you all say 'cat'?"
- Encourage the students
inside the hula hoop to
create a sentence using the
shown word, like "I pat my
cat" “I see a cat” and have
the rest of the class repeat
the sentence.
- Repeat this process with
different words containing
the short /a/ sound or the
HFW. Allow different
students to stand inside the
hula hoop and make
sentences.
- Emphasise that we're all
working together to make
sentences with our words by
helping and giving
suggestions to our friends.
Game or Activity:
- Play the "Hula Hoop
Sentence Relay" game. Set up
 and 'f.'
- Give praise and high-fives for
their hard work, and tell them
you're excited to learn more
with them tomorrow.
Materials:
- Markers & whiteboards or
white paper and pencils
- Toys for each letter
- Some Flashcards for each
letter
11.00 – 11.15
Wrap Up: Wrap-Up: - Ask them to share their multiple hula hoops with
favorite sentences from the flashcards around the room.
- Gather the kids and - Gather the kids and review activity or game.
review what they've what they've learned. Ask - Divide the class into teams
learned. Show each HFW them to make the letter - Praise them for their effort and have them take turns.
again and ask the kids to sound that we practiced and tell them you're excited Each team selects a flashcard
say what they mean. to hear more sentences from from a hula hoop, reads the
- Praise them for their effort them in the future. word, and then forms a
- Encourage the children and remind them that sentence with it. For
to use these words in they're doing great in Materials: example, (fan) “I see a fan”
sentences or tell a short learning English.
story using the HFW. - Flashcards that Ss can - After making the sentence,
Materials: relate to the student runs and sticks
- Praise them for their their chosen word on the
hard work and tell them -word cards starting with - Students own toys or board, and their team will
you're excited to learn letters (a, n, f, b) belongings score 1 point and award one
more with them additional point for the
tomorrow. - Blending letter cards
fastest student.
Materials: Wrap-Up:
-HFW written down on - Gather the kids and review
paper what they've learned about
the /a/ sound and the HFW.
- Ask the students to share
their favourite sentences
from the game.
Materials:
Hula hoops
Flashcards with words
containing letter /a/
HYGIENE ACTIVITIES & PREPARING BEDS
 (toilet, wash hands, drink water, arrange beds)

LUNCH TIME

11.15 – 11.45

NAP TIME
11.45 AM –
1.45 PM

HYGIENE ACTIVITIES & WAKING UP

1.45 - 1.55

(toilet, wash hands, drink water, beds away)

AFTERNOON EXERCISE

1.55 – 2.00

SCIENCE SCIENCE SCIENCE SCIENCE SCIENCE

2.00 - 2.30

Topic: Essential question:
What Are the Seasons?
Objectives:
- Observe and determine the
effects of weather on human
Topic: Essential question:
What Are the Seasons?
Objectives:
● Observe and describe
Topic: Essential question:
What Are the Seasons?
Objectives:
● Observe and describe the
Topic: Essential question: Topic: Reviews the whole
unit 7
What Are the Seasons?
Weather - Measure
Objectives: temperature and Wind
What Are the Seasons?
● Observe and describe the
activities: playing outside in
summer, type of clothes in
different seasons
- Reinforce describing skills:
describe weather: yesterday -
today.
Predict the weather tomorrow.
Some questions help focus
- What was (is) our weather
yesterday(today)?
- What can you wear to stay
dry in rainy weather? Why? Is
it better to play inside or
outside on a rainy day? Why?
- On Christmas - TeT lunar new
year, what do people often
do? (decoration - making cards
- gift - making special food…):
Celebrate New Year coming
(spring comes)
Lesson plan for refering:
Observing Weather and Its
Effects on Us (Monday)
Activities:
Introduction:
- Begin by asking the children
if they know what the weather
is and what types of weather
they like or dislike.
- Explain that today, you'll
the weather every weather every day weather every day Objectives:
day
● Describe how the seasons ● Describe how the seasons ● Recall seasonal changes as
● Describe how the (Autumn) affect plants and (Spring and Summer) a repeating pattern
seasons (Winter) animals: leaves turn to affect plants and animals.
● How do seasons affect
affect plants and yellow and red; nuts - fruit Because of warmer
animals and plants?
animals: no leaves, fall from trees; some weather, it rains, so plants
flying to warmer animals collect and store grow well, flowers bloom, Activities:
places (migrate), foods (chipmunk - and there are lots of fruit,
sleeping during squirrels) =>animals can eat many Do you know how the
weather and the world
winter (hibernating) things from plants, so they
● Recall characteristics of around us change throughout
grow better reproduce
● Recall characteristics the Autumn. Earth has the year? Well, there's a big
(insects eggs hatch) secret behind it, and it's
of the Winter. Earth four seasons that change
called the 'Seasons.' It's like a
has four seasons that in a pattern. Different ● Recall characteristics of fantastic pattern that nature
change in a pattern. seasons have different the Spring and Summer. follows.
Different seasons weather. Earth has four seasons
have different that change in a pattern. Spring:
weather. Activities: Different seasons have
Imagine it's like a magical
Introduction: different weather. time when the flowers wake
Suggestions:
up, and everything starts to
Observe trees (tulip - Review the four seasons turn green. The days get a
apples - oak…) over time, and what they like about Activities:
little longer, and it's not too
each season. hot or too cold. It's the
and how they look in
Introduction: season when birds come back
different seasons Explain that today's lesson and sing beautiful songs.
Investigate bears over is about exploring how the Review the four seasons
time: what do they do in Summer:
weather in autumn affects and what they like about
winter-spring summer, nature and animals. each season.
Summer is like the super
and autumn
Seasonal Weather and sunny season. The sun shines
Investigate swans over Explain that today's lesson
Nature Discussion: brightly, and you can wear
time: what do they do in is about exploring how the
your favorite shorts and T-
weather in spring and
winter - spring and (Just the part on autumn) shirts. It's time for ice cream,
summer affects nature and
summer, autumn going to the beach, and
animals. playing outside all day
What happens in different
Replacing LP: seasons? because it's nice and warm.
Seasonal Weather and
explore how different types of
weather affect our activities
and clothing choices.
Weather Observation:
Show the picture cards or
drawings of various weather
conditions (sunny, rainy,
snowy, windy). Ask the
children to identify and
describe the weather they see
in each picture.
Use the weather symbols on
the whiteboard or chart to
label each picture.
Ask the children which type of
weather they like to play in
the most and why. (what we
can play in each)
Seasonal Clothing:
Display the seasonal clothing
items and ask the children to
identify each one.
Discuss which clothing items
are suitable for each season
(e.g., shorts and t-shirts for
summer, winter coats and
mittens for winter, etc.).
Weather Comparison:
Use the whiteboard or chart
paper to draw today's weather
conditions (e.g., sun, clouds,
rain). Label the day as "today."
Ask the children to describe
Problems in Science - Autumn: leaves changing Nature Discussion: Autumn (Fall):
Lesson Plan W25 color and falling from
trees. Animals that prepare (Just the part on spring and Now, picture the leaves on
Activities:
for winter in autumn, such summer) the trees changing colors and
falling down like confetti. It's
Introduction: as squirrels collecting nuts,
animals adapt to the What happens in different a little cooler, and you might
Review the four seasons seasons? need a light jacket. People
changing weather by
and what they like about collect apples, pumpkins, and
storing food or growing
each season. Discuss the impact of each lots of colorful leaves.
thicker fur.
season on nature:
Explain that today's Winter:
Explore Autumn:
lesson is about exploring - Spring: flowers blooming,
Winter is like a snowy
how the weather in Go outside and observe how trees getting new leaves,
wonderland. It's the time
winter affects nature leaves change color and fall animals having babies. when snowflakes fall from
and animals. down during Autumn. Kids the sky, and you can build
can pretend to be animals - Summer: warm
snowmen or ice skating.
Seasonal Weather and looking for nuts. (hide nuts temperatures and longer
You'll want to wear your
Nature Discussion: and let SS go look for them) daylight hours. animals are
warm coats, mittens, and
active in summer. Explain scarves because it can get
(Just the part on winter) Materials: how the weather in really chilly.
summer allows animals to
What happens in - nuts
find food easily and engage Do you know why all of this
different seasons? in various activities. happens? Well, our planet
Earth is like a big spinning
These animals change Explore Spring and Summer: top. It goes around the Sun,
colour when it snows ❄️ but it's a bit tilted. This tilt
BBC Work in groups to make a makes the Sun seem higher
flower rainbow. (see link or lower in the sky differently
- Winter: low below) times of the year. When it's
temperatures and snow
higher, we have summer, and
covering the ground, https://za.pinterest.com/
when it's lower, we have
animals hibernate, pin/281543720506019/
winter.
migrate, or have special
Materials:
adaptations for winter - Can watch a video to show
fur color change to how the earth rotates and
- cardboard & paint (can be
camouflage. orbits the sun to see why the
prepared before the lessons
seasons change. (Watch on
as well)
Option 1-Explore Winter: Our Universe: Turning
the weather today. Did they
play outside today? If so, how
did they dress?
Mark a day on the calendar
and label it "yesterday." Draw
the weather conditions for
yesterday and discuss.
Encourage the children to
predict the weather for
tomorrow by drawing the
weather conditions and
labelling it "tomorrow."
Discuss their predictions and
remind them to look outside
tomorrow to see if they were
correct.
Game: Weather Charades
Prepare the weather condition
cards in advance and place
them in a box.
SS take turns picking a card
and then acting out some
activities we can do in that
weather condition.
For example, pretending to
hold an umbrella and walking
in place would represent rainy
weather. Swimming, eating
ice cream or building
sandcastles for sunny
weather etc.
Conclusion:
Summarise the lesson by
emphasising the importance
Focus on animals that - different color flowers seasons on Netflix @ 06:30)
migrate, hibernate and
camouflage during winter. https://www.netflix.com/
watch/81320083?
Print pictures of animals trackId=14159730
in each group and discuss
Four seasons Tree craft:
what each animal does
during winter. (migrate, Make a 4 seasons tree to see
hibernate or the pattern of the seasons.
adapt/camouflage) When ss are done with the
craft place their trees next to
On one side of the class each other so that they can
make 3 zones (1 zone see the ongoing pattern.
with a cave or animal
home for animals that Materials:
hibernate, 1 zone with a
- Tree template printer for
map that indicates
each student.
moving from one country
to another for migration
and 1 zone with fake
snow for animals that
adapt - camouflage)
SS get a card with an
animal and then race and
place it in the correct
zone.
Option 2-Signs of Winter:
Make a booklet that
shows all the signs of
winter in nature.
(printable)
Materials:
- Animal cards
 of understanding the weather
and how it influences our
activities and clothing
choices.
Materials:
- Different weather pictures
- Seasonal clothing
items/pictures
- Weather condition cards
2.30 – 2.35
STORY TIME
2.35 – 3.05
What a beautiful sky
(Informational text) Part 1
- Ask and answer questions
about information in a text.
- Learn about and discuss the
different things in the day and
night skies.
- Can tell the order of the
events (first, next, last).
- Apply analyze/evaluate
strategy.
- 3 zones (for migrate,
hibernate and adapt)
STORY TIME
What a beautiful sky
(Informational text) Part
2 Fiction)
- Ask and answer
questions about
information in a text.
- Learn about and discuss
the different things in the
day and night skies.
- Can tell the order of the
events (first, next, last).
HYGIENE ACTIVITIES
(toilet, wash hands, drink water)
STORY TIME STORY TIME STORY TIME
Respond to What a How many stars in the Respond to How many
Beautiful Sky sky? (Realistic Fiction) stars in the sky? (Realistic
- Listen to a story about a
boy who tries to count the
- Think - pair - share about
stars.
the book.
- Discuss story events.
- Ask and answer questions
- Retell the Big book using
about a text. - Draw and discuss objects in
retelling cards.
the night sky.
- Identify and orally recount
a story’s sequence of events. - Learn and use words related
to reading.
 - Apply analyze/evaluate
strategy.

HYGIENE ACTIVITIES

3.05 – 3.15

(toilet, wash hands, drink water)

SNACK TIME

3.15 - 3.40

WEEKLY REWARD
ARTS AND CRAFTS LEARNING CENTERS ARTS AND CRAFTS LEARNING CENTERS SHOW & TELL
3.40 - 4.20 SONGS & MOVEMENTS

In the sky project
Objectives:
● Cutting along a
straight line of 20cm.
● Punching holes
following pre-drawn
outlines.
● Creating a
background for
artwork using various
(1) LEARNING CENTER 1: In the sky project (1) LEARNING CENTER 1: Stars shop
Math Reading
Objectives:
Objectives: Objectives:
● Cutting along a
● Use objects and straight line of ● Read words with a, Students count the stars they
drawings to solve 20cm. f, n, and b in have got over the week and
addition word individual exchange them with rewards.
problems within ● Punching holes sentences.
5. following pre- Songs and Movements
drawn outlines. Activities:
Activities: Up in the Blue Sky Rhyme |
● Creating a Reading booklet Kid's Rhymes | Children
Task cards background for Rhymes - YouTube
SS will be in pairs, each pair
 techniques (rolling
paint, finger painting,
etc.).
Please use the picture below
as an example and ask TA to
prepare 4 models ( depending
on your class size) ONLY THE
BOX
Activities:
Up in the Sky model ( Part 1)
Introduction Begin the lesson
by discussing the theme of "In
the Sky" and what objects can
be found in the sky.
Explain that they will work in
groups to create a
collaborative artwork depicting
these objects. Divide students
into groups of 5
Creating the Background
Lay out the plastic tablecloths
artwork using
Depending on your class various techniques will get a booklet and read The Vowel Song: Long and
level you can have a (rolling paint, finger together. The teacher moves Short Vowel Sounds |
strong student in each around and asks students to English Songs | Scratch
painting, etc.).
group read the task card point to letters a,f,n,b Garden - YouTube
or the teacher will read Activities:
the task card and then Materials: Seasons Song - YouTube
allow students to solve Up in the Sky project ( Part
Booklet printed 1/ pair or The Weather Song! | Learn
the problem on their own 2)
can print pages and have Weather for Kids |
and assist where needed.
Cutting, punching holes, and students rotate and read Mooseclumps - YouTube
Set out some objects in assembling. different sentences.
front of the classroom for
Cutting Along Straight Lines (2) LEARNING CENTER 2:
example, wooden blocks,
Provide each group with Math
toy animals, toys, and
balls. Encourage students colored construction paper. Objectives:
to draw and use objects
to solve problems. Printing different in-the-sky ● Use objects and
objects on color/ white
drawings to solve
Students can use paper ensures that they
addition word
whiteboards to draw and practice cutting along
straight lines. If printed on problems within 10.
write their addition
sentences. white paper SS can color.
They can also cut out other
decorative elements like
sunrays, or use different
colored paper and cut strips
Materials: to create a rainbow. Activities:
Task cards Punching Holes Use drawings to solve
problems up to 5
(2) LEARNING CENTER 2: Give each group a white
Social study paper with outlines of Hand out worksheets and
clouds/ stars encourage students to read
Objectives:
the problem and draw how
Instruct them to use the they can solve it. The teacher
● Changes pillow
hole puncher to create holes moves around assisting
or blanket cover. along the outlines, following students and checking their
the shape. work.
or newspapers to protect the
work surface.
Provide the students with a
variety of painting tools and
techniques for creating the
background:
Rolling paint with sponge
rollers or empty toilet paper
rolls.
Spray painting with diluted
tempera paint in spray bottles.
Finger painting with different
colors.
Using sponges or brushes to
apply paint in various patterns.
Demonstrate different painting
techniques. (Can also use
students as volunteers to
make it more interactive.
Encourage them to collaborate
and create a vibrant, sky-
themed background. Sunset,
sunrise, night or day (use
flashcards to guide students.)
Assign each group with a sky-
themed background.
Materials:
Activities: Give SS their dry-painted
background and Assemble
Changing our pillow the punched hole outlines
cover. and colored shapes on the
painted background to
Quick Introduction 2min create a collaborative
masterpiece.
Gather the students in a
circle and introduce the
concepts of cooperation
and teamwork. Explain Materials:
that today they will be
working together to Hole punchers
change the covers for
In the sky object printed Materials:
their pillows. Discuss the
importance of helping Colour paper Worksheet printed 1/
each other and working
student
as a team to achieve a Clouds printed white paper
common goal.
Quick Group Formation:
2min Divide the class into
pairs or groups of
students. Demonstrate
and use the steps
involved in changing a
pillow or blanket cover.
Changing the Covers
Provide each group/ pair
with a set of pillows. Have
them practice After
students have practiced.
Place a timer on the
table.
Instruct each group to
follow the steps to
change their pillow and
Paint blanket covers as quickly
as possible while
Paintbrushes cooperating and helping
each other. Encourage
Spray bottle communication within the
group as they work
Sponges together. Time each
group's progress and
Squeeze bottles announce when they
successfully complete the
Plastic tablecloths or task. The fastest team can
newspapers be rewarded 2
stars/bamboo but also
Aprons or old t-shirts remember to reward
other students with 1
Flashcards star/ bamboo for
participating and trying
their best.

Quick Reflection.

Gather the students back

in a circle and discuss
their experiences while
changing the covers. Ask
questions like: "How did
you feel working as a
team?" "What challenges
did you face?" "What
helped you succeed?"
Emphasize the
importance of
communication and
teamwork in achieving
common goals.
 Materials:

Pillows- 1/ group or pair

Pillow covers. 1 cover for

each pillow

WRAP UP & REWARD

4.20 - 4.30

(Teacher reminds students of what has been learned throughout the day by asking questions & gives positive feedback.)

FREE TIME

4.30 - 5.00

(Students pick up the toys they want to play with and enjoy the games they create with teachers and friends.)