Table of Contents

1.0 School Context...........................................................................................................................2

1.1 School Profile...............................................................................................................................2
 Socio-economic background of pupils...................................................................................2
 School Staff............................................................................................................................2
 Organisational Structure........................................................................................................3
 School Infrastructure.............................................................................................................3
 School Population..................................................................................................................4
1.2 Pupils’ Achievement....................................................................................................................5
1.3 Facilities for pupils with Learning Difficulties...............................................................................5
2.0 Roles and Duties of the Support Teacher........................................................................................6
3.0 Types of Learning Difficulties observed among pupils.....................................................................8
3.1 Learning difficulties in Numeracy.................................................................................................8
 Poor development of number sense.....................................................................................8
 Poor spatial knowledge..........................................................................................................8
3.2 Learning difficulties in Literacy....................................................................................................9
 Inability to recognize and write alphabets.............................................................................9
 Difficulty with phonemic awareness......................................................................................9
4.0 Pedagogical Support for pupils with learning difficulties...............................................................10
4.1 Plans to support pupils with learning difficulties.......................................................................10
4.2 An analysis of the implementation of strategies for remediation and implications for the
pupils’ learning................................................................................................................................11
4.3 Reflections on remediation strategies.......................................................................................12
5.0 Identification and analysis of two critical incidents which have contributed to trainees’ own
learning................................................................................................................................................13
1st Critical Incident...........................................................................................................................13
2nd Critical Incident..........................................................................................................................13
References...........................................................................................................................................14
Appendix.............................................................................................................................................15
Lesson Plan 1...................................................................................................................................15
Lesson Plan 2...................................................................................................................................19
Lesson Plan 3...................................................................................................................................24
Lesson Plan 4...................................................................................................................................27
Lesson Plan 5...................................................................................................................................30

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1.0 School Context

1.1 School Profile

Bon Accueil Government School has been established in April 1985. It operates under the
aegis of the Ministry of Education, and Human Resources, Tertiary Education and Scientific
Research at Zone 2 Level. The school is located at School Lane, Bon Accueil, where pupils
come from small villages as Belvedere, Brisee Verdiere, Bon Accueil and Bois D’Oiseau.

 Socio-economic background of pupils

I have noticed that most of the pupils come from healthy families however, there is
approximately about one quarter of the school population that hail from unsupportive family
background as I have noticed that

- Children tend to perform poorly at school as their parents are unable to provide
sufficient support due to their low level of education. This further deteriorates as it
often results in less parent-teacher interaction and also recurrent absenteeism of the
child.
- Low income earning parents have to perform more than one job to ensure the smooth
running of the house. In such circumstances, they are not able to supply their children
with school materials as they are costly enough. Some children have to look after
their siblings especially, when their parents are doing night shifts.

 School Staff
There are actually 40 committed staffs working at Bon Accueil Government School; 10 non-
teachings and 30 teaching staff among which is 4 trainees. The school has always been
working in a team where each member at any level is given certain responsibilities, which
creates a sense of belongingness.

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 Organisational Structure

 School Population
The school is actually functioning with a total population of 337 pupils, excluding the 19
students from the Pre-Primary Unit.

Boys Girls TOTAL

Grade 1 18 17 35

Grade 2 35 30 65

Grade 3 22 41 63

Grade 4 23 26 49

Grade 5 35 27 62

Grade 6 30 33 63

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1.2 Pupils’ Achievement
After analysing the last five years’ performance in grade 6 at the school, a variation has been
spotted in the success rate, where a decrease followed by an increase in the percentage has
been noted.

PSAC Examinations results for the last five years are as follows:

Year Success rate (%)

2017 85

2018 84

2019 80.2

2020/2021 71.2

2021/2022 80.3

1.3 Facilities for pupils with Learning Difficulties

To enforce the learning abilities of pupils facing learning difficulties, the following facilities
have been provided:

- Library
- Hopscotch in the school yard
- Big books
- Well ventilated classroom

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2.0 Roles and Duties of the Support Teacher

Following the adoption of the Nine Year Schooling, the Ministry of Education has
implemented a new comprehensive strategy known as the Early Support Programme (ESP)
aiming at improving specific areas of learning which include literacy and numeracy at lower
primary level by providing pedagogical support to pupils with learning difficulties. Support
teachers are assigned to roles and duties to be fulfilled at schools for an effective
implementation and operation of the programme.

Firstly, support teachers must align themselves according to the needs of students, while
planning activities and objectives for a specific lesson, which in turn should be aligned with
the curriculum. The validity and reliability of objectives setting and assessments need to be
considered, teachers having in mind the students’ learning needs before proceeding to
decision making aiming in facilitating learning in those concerned learning areas only, in
order to respond to students’ needs.

By aligning strategies according to the NCF requirements, Support teacher needs to ensure
that objectives of each lesson planned for students with learning difficulties are aligned
towards integrating back these students in the main classroom. Support teachers are
responsible to reinforce on what has been taught in the main classroom. Referring to Lev
Vygotsky (1896 - 1934), who came up with the concept of Zone of proximal development
(also referred as the ZPD), stating that a child develops gradually the ability in performing
certain tasks without any assistance. However, during the learning process between
performing a task with help and without assistance, the learner is said to be in the ZPD. The
role of a support teacher is to provide experiences, aid and guidance to learners with learning
difficulties through positive interactions until the learner can function independently
(Scaffolding), preparing the child to integrate the main classroom to acquire further
experiences and knowledge. Dynamic assessment and questioning must be used by the
Support Teacher, along with the class teacher, to monitor progress of learners before re-
integration in main classroom.

The above may be achieved when the Support Teacher:

- Works in collaboration with the class teacher to come forward with different teaching
strategies for pupils with learning difficulties.

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- Helps in developing essential listening, speaking, reading and writing skills in
students with learning difficulties.
- Is able to develop self-confidence and self-esteem in children to reach their potential
- Conducting classes and providing ongoing counselling and coaching to students,
followed by their evaluation in the mainstream class.

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3.0 Types of Learning Difficulties observed among pupils

“Every child has a different learning style and pace. Each child is unique, not only capable of
learning but also capable of succeeding” - Robert John Meehan
Learning Difficulties refer to short term or persistent problem that a child encounters in one
or more learning areas namely reading, writing, mathematics, listening, reasoning and
speaking. Generally speaking, children with learning difficulties are of average or above
average intelligence. As such, it often appears to be a gap between the individual’s potential
and actual achievement. Children with learning difficulties, however, have the ability to
learn, but they require different approaches and learning support (Tomlinson, 2004).

3.1 Learning difficulties in Numeracy

 Poor development of number sense

The development of number sense begins with precise representation of small numbers,
whereas large quantities are initially captured through approximate representations
(Feigenson & Carey, 2003). Students lack a strong number sense and have trouble developing
the foundation needed for even simple arithmetic, let alone more complex mathematics. An
example is that they do not know that 10 is greater than 7. As such, they lack a basic
understanding of how numbers work and how they can be used to solve problems in school or
real world situations. These students, failing to understand the concept of decomposition of
coins, have issues in identifying different coins and which one has greater value causing
problem in real life when going to the shop. It has been found that children also have
difficulties in completing tasks involving counting strategies such as counting on/back or skip
counting.

 Poor spatial knowledge

Very often, the students have difficulty in this topic because they have difficulty perceiving
spatial patterns, processing spatial data and forming spatial concepts, as well as inadequate
teaching. An example of difficulty related to spatial knowledge is related shapes, for
example, the child believes that a change in position or size means a change in shape or
concept. Another reason is that some children recognize shapes only in 10 'standard'

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positions. They learn these as prototypes and have difficulty modifying these and seeing how
transformations are still examples of the concept.

3.2 Learning difficulties in Literacy

 Inability to recognize and write alphabets

It has been observed that the children have difficulties in identifying the letter name and
sound, recognizing the letter in text, and producing the letter form. Therefore, for those
students who are unfamiliar with alphabet letters, they are at-risk for having reading
difficulties. The difficulties also include identifying both the uppercase and lowercase form
of each letter. In addition, some reversals and left-right confusion are common problems in
grade 1 that are associated with the normal development and maturation of the nervous
system of learners. For example, a learner recognizes or writes a “b” as a “d”.

 Difficulty with phonemic awareness

Phonemic awareness skills are a key predictor of how well children will learn to read during
the early years of school. This difficulty refers to the inability of children to isolate and
distinguish individual sounds, identifying phonemes in words and recognizing rhyming. For
instance, they have trouble selecting words that rhyme with ‘cat’. Also, it has been concluded
that in this case the longer the child struggles with poor reading skills, the more difficult it is
to address the problem and solve it.

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4.0 Pedagogical Support for pupils with learning difficulties

4.1 Plans to support pupils with learning difficulties

*(Please see lesson plans in appendix)

Student Difficulties Identified Strategies used

Identify, read and write the -Flashcards/ picture cards
letter ‘b’
1 (Lesson plan 1)
Identify, read and write the -Trace
letter ‘s’
2 (Lesson plan 2)
Draw and name 2-D shapes
3 (Lesson plan 3)
-Identify and write numeral -Song on number 1-5
and number names 1-5
-Count from 1 to 5
4 (Lesson plan 4)
Identify primary colours
5 (Lesson plan 5)
-Trace cut-out letter ‘b’ on
sandpaper
-Read poem on letter ‘b’ on
Bristol paper
-Form the letter on sand tray
-Vegetable printing
-Activity- pick out the letter ‘b’
among alphabets in a tray
- Worksheet- trace the dotted
lines and form the letter ‘b’
cut-out letters on
sandpaper
-Big letter ‘s’ form of muslin
paper
-Mould modelling clay to form
the letter
-Picture cards with words starting
with letter ‘s’
-Use of cloth pin to pinch words
starting with letter ‘s’
-Worksheet- Trace the letter ‘s’
-Flashcards of shapes
-Video on shapes
-Trace shapes in sand tray
-Use of modelling clay to form
shapes
-Activity: Pick out the correct cut
out shape from plastic bag
-Flashcards of numerals and
number names
-Pick plastic balls from tray
-Form numerals on sand tray
-Activity: Match numerals to
number names
Activity: Pick fruits from basket
and count them
-Worksheet
-Form numerals with modelling
clay
-Flashcards of colours
-Use of national flag to relate

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4.2 An analysis of the implementation of strategies for remediation and
implications for the pupils’ learning.
Strategies used for remediation
Tactile objects/ hands-on activities
(vegetable printing, sand tray,
modelling clay, sand paper, colour
wheel)
Video/song
Flashcards/ Picture cards
Activity-based teaching
colours to real life context
-Colour wheel: pinch the correct
colour
-Activity: Identify the colour of the
cut-out drawing
-Worksheet for evaluation
Justification of strategies
-Ensure active learners to gain expertise on
the topic
-By using tactile manipulative children have
the opportunity to see and touch the objects,
developing use of their sensors
- Engage students who are kinaesthetic
learners, who need movement to learn best
-Foster connection to the real world
-Break from following a routine reading or
writing work.
-Development of language in children
learning a second language
-Generate a much greater amount of interest
and enjoyment.
-Students acquire skills particularly in
memorising, association, verbal, cognitive,
interaction, mathematical.
-Help in vocabulary development
-Students play an active role in their own
learning as they learn by doing.
-Help children to learn in unique and creative
ways and build their confidence.
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4.3 Reflections on remediation strategies
The first step has been finding proper diagnostic tools to find out about the source of the
difficulties that the children are facing. I worked in collaboration with the teacher to identify
specific difficulties and therefore designing my lessons to better meet the children’s needs.
Moreover, the implementation of various interactive teaching aids has been of great use to
help children in overcoming difficulties in various learning areas. It is to be noted that at first
the children were a bit reluctant in engaging in conversation and also sharing information.
However, I have been able to devise strategies such as class discussion or starting the class
with a song to encourage children to participate fully in the class. During remediation,
students are found to be keener to learn using hands on activities and play-based approach
rather than the traditional method of teaching.

Nevertheless, some factors have been a hindrance in the class, such as some children having
difficulties to follow instructions due to poor listening skills and unable to understand English
language. Therefore, I have made use of native language along with English and French
while teaching the lesson.

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5.0 Identification and analysis of two critical incidents which have
contributed to trainees’ own learning.

1st Critical Incident

During my observation phase at school, when it was the moment to identify students to join
the support class, I was taken aback by the way the mainstream teacher made her decision. A
student, who missed the first term entirely due to a surgery, was having issues in adapting to
the class when he joined school back in the second term. Eventually, he needed to attend
support classes to catch up with and acquire basic knowledge that he missed, but the
mainstream teacher refused to send him to the support classes, being a friend with the mother
of the child. On the other hand, after I have noticed some positive changes in a student after
evaluating her performance, being ready to join back the mainstream class, the class teacher
was against the decision, saying the student disturbs the class and needs more support.

My concern is the fact that there is a lack of fairness, following favours given to some
students. Is the voice of the support teacher taken into consideration? What if the student
missed more than just the phase where the teacher was working on Primary School Readiness
at start of the year?

2nd Critical Incident

During lunch break at school in the first term I observed a student eating only the bread he
received at school. When I approached him to ask what his mother prepared for him as lunch,
he replied – nothing, last night I ate rice and lentils. A few days later the mother of the child
asked him to ask the teachers for unused clothes for him to wear.

I was shocked to see how financial issues can affect a student’s academic performance as the
child is usually found asleep in the afternoon classes having no proper meal, wearing his
elder brother’s torn uniform, or being absent after a rainy day. I am also concern with the
health of the child, whether he is having proper nutrients needed for a proper physical as well
as mental growth. In the past it was a good initiative from the government in providing milk,
cheese, and dried fruits and so on to pupils. This enabled students to be well fed, surely
benefiting students having parents with low income. However it is a relief to see how
teachers try to help students in such situations by giving them a fruit or biscuit when they
have nothing to eat.

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References

Eskela, S., 2018. Learning difficulties in literacy and numeracy learning. p. 98.

Jones, Cindy D., et al. “Enhancing Alphabet Knowledge Instruction: Research Implications
and Practical Strategies for Early Childhood Educators.” Early Childhood Education Journal,
vol. 41, no. 2, 2013, pp. 81–89, https://digitalcommons.usu.edu/cgi/viewcontent.cgi?
article=1403&context=teal_facpub.

Richmond, J. E., 2014. Identifying primary school learners’directional confusion in writing

letters and numbers. p. 16.

Hayes, Anne M., et al. Learning Disabilities Screening and Evaluation Guide for Low- and
Middle-Income Countries. PubMed, Research Triangle Park (NC), RTI Press, 2018,
www.ncbi.nlm.nih.gov/books/NBK545498/.

Karagiannakis, Giannis . “Mathematical Learning Difficulties Subtypes Classification.”

Frontiers in Human Neuroscience, vol. 8, no. 57, 10 Feb. 2014,
www.researchgate.net/publication/259969960_Mathematical_learning_difficulties_subtypes_
classification.

Devlin, Keith, et al. “Number Sense: The Most Important Mathematical Concept in 21st
Century K-12 Education.” HuffPost, 1 Jan. 2017, www.huffpost.com/entry/number-sense-
the-most-important-mathematical-concept_b_58695887e4b068764965c2e0.

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Appendix

Lesson Plan 1
Date: 22/09/2018
Grade: One
Subject: English
Topic: Alphabets
Roll: 4
Duration: 50 minutes
Aim: To provide an understanding on small letter ‘b’.
Objectives: At the end of the lesson, the students should be able to:
 Identify the letter ‘b’
 Write the letter ‘b’
 Read the letter ‘b’
 Identify some words starting with the letter ‘b’.

Pre-requisites: Read alphabets

Materials needed: Flashcards, poem, Bristol, Picture Cards, Whiteboard, Sand tray,
Vegetable, Water Colour, Sandpaper, Letter Cards, and Worksheets

Procedure 1:
Step 1: Greet students and introduce topic of the day.
Step 2: Teacher asks students to identify the colour of their uniform and name the first letter
of that colour.
Step 3: A letter ‘b’ cut out of sandpaper is displayed to the students and they are asked to
observe it carefully.
Step 4: Teacher introduces the letter ‘b’ with the cut-out and then she forms the letter by
following the arrows.
Step 5: The students are asked to repeat the same after a demonstration.

Procedure 2:
Step 1: A poem on letter ‘b’ written on a Bristol sheet is placed on the whiteboard.
Step 2: Teacher reads the poem aloud to the students and they are asked to repeat after her.

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Step 3: The students are asked to identify some words starting with the letter ‘b’ in the poem.

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Step 4: Teacher introduces the words starting with the letter ‘b’ to the students through the
picture cards.

Activity One
Form the letter ‘b’ in the sand tray.
Step 1: A sand tray is provided to the students and the teacher explains how they will
proceed with the activity by giving a demonstration.
Step 2: The students are then asked to form the letter ‘b’ with their finger.
Step 3: The teacher makes sure that the students have been able to form the letter correctly.

Activity Two
Vegetable printing on the letter ‘b’
Step 1: Students are provided with pieces of lady finger and water colour.
Step 2: A sheet of paper consisting of the letter ‘b’ is then provided and the teacher gives
instructions on how to proceed.
Step 3: The students are asked to do vegetable printing on the letter ‘b’.
Step 4: The teacher provides assistance to the children and ensures that they are doing the
work correctly.

Activity 3
Pick out the letter ‘b’ among alphabets
Step 1: Letter cards of different alphabets in a tray are provided to the students and
instructions are given to them.
Step 2: They are required to pick out a letter card of the alphabet ‘b’ and show it to their
friends. The teacher ensures that the child picks out the correct letter card.

Evaluation:
Activity on worksheet
Trace and write the letter ‘b’.
Step 1: One worksheet will be given to the students.
Step 2: Instructions will be given to them on how to proceed: They will have to trace the
dotted lines and form the letter ‘b’ and then write the alphabet.
Step 3: The teacher verifies and corrects the works of the students.

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Page | 17
 Lesson Plan 2
Date: - 15.19.2018
Grade: - One
Subject: English
Topic: - Alphabet
Sub Topic: - Letter s
Roll: - 7 students
Duration: 50 minutes
Aim: To provide students with an understanding of the letter ‘S’.
Objectives: At the end of the lesson, students should be able to:
 Recognize and read the letter ‘S’
 Form the letter ‘S’
 Develop their writing skills

Pre-requisites: Read alphabets

Materials needed: Flash cards, Sand Paper, Clothespin, Picture Cards, Modelling Clay, and
Worksheets
Procedure 1:
Step 1: Greet students and introduce today’s topic.
Step 2: Ask students if they are familiar with the sequence order of alphabets and if the
answer is positive, the teacher makes them recite; else she introduces them the alphabets.
Step 3: Several letters ‘S’ cut out of sand paper which are glued on a sheet of paper will be
displayed on the whiteboard and students will be asked to observe the letters
Step 4: The teacher will trace the sandpaper letters on the whiteboard and each time she
traces the letter, she says the phonetic sound.
Step 5: The students are asked to come in front on the class and repeat the steps.

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Procedure 2:
Step 1: A big letter ‘S’ made of muslin paper is placed on the whiteboard and students are
asked to observe it.

Step 2: Sheets are then distributed among the students and they are asked to observe the letter
‘S’ carefully.
Step 3: The teacher gives special attention to each student and help him to have correct and
proper pencil grip in order to follow the dotted lines.
Step 4: The teacher asks the students to name some objects which starts with the letter
‘S’ and read aloud their answers to the class for the other students.
Step 5: Finally, the students are asked to trace the letter ‘S’ of the words below on the sheet.

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Activity One
Clay Modelling
Step 1: The teacher will give every child colourful clays.
Step 2: The teacher will then demonstrate to the children how to hold and manipulate those
clay and how they should do a letter S.
Step 3: The children will then be left on their own to mould the clay and make the letter S by
themselves.

Activity Two:
Tracing
Step 1: Papers will be given to the children whereby the name starting by the letter S and a
picture of the words will be shown and below.
Step 2: The teacher will spell the word and stress on the ‘S’ sound to make the children
familiar. After that the teacher will ask the children to spell along with him and ensure that
they pronounce the word well.
Step 3: The children will then be ask to trace the words below, which have been dotted to
ensure that the children develop their fine motors skill and are able to write the letter s proper
and not like the number 5.
Step 4: The teacher ensures that each and every student takes part in the activity.

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Activity Three:
Match the correct answer using clothespin
Step 1: The teacher will show the children flashcards with picture and their correct spelling.
Step 2: The teacher will then ask the children to come and identify the words which start
with the letter ‘S’ and pinch the appropriate words with the clothespin.
Step 3: As and when the children will identify the correct words, the teacher will praise the
child

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Evaluation:
Activity on worksheet
Activity One: To trace the dotted line to form the letter ‘S’
Step 1: One worksheet will be given to each student.
Step 2: Instructions will be given to them how to proceed: the students will have to trace the
letter using the direction given by the arrows.
Step 3: The teacher verifies and corrects the works of each and every student.
Teacher does brainstorming of today’s lesson.

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 Lesson Plan 3
Date: 19/04/18
Class: Grade 1
Duration: 50 Minutes
Roll: 2 Pupils
Subject: Mathematics
Topic: Shapes
Aim of this lesson: To provide pupils with an understanding on 2-D shapes
Objectives: At the end of this lesson, the pupil should be able to:
 Recognize the different 2-D shapes and their names;
 Differentiate among the different 2-D shapes;
 Draw and the different 2-D shapes.

Strategies: Demonstration, Discussion, Brainstorming

Resources: Sand tray, play dough, flash cards, paper, pencil, whiteboard, markers, cut out
shapes, video.

Procedures:
 Teacher introduces the word ‘shapes’ to the pupils and draws the 4 basic 2-D shapes on
the whiteboard.
 Pupils are given cut out shapes to feel them.
 Teacher asks pupils to observe the classroom setting and identify objects which
resemble the different shapes.
 Teacher shows the pupils a video on shape which will help in getting the attention of the
pupils.
 Use flash cards and show to the pupils and the related items which we use in our daily
life that resemble the shapes.
 The pupils will be given sand tray and are asked to draw the different shape as the
teacher reads aloud the shapes’ name

Testing prior knowledge:

Teacher draws the different shapes on a piece of paper and sees whether the child is able to
tell the correct shape name.

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Activity 1
 Teacher places the shape name on the table and ask the pupil to use moulding clay to
construct the correct shape.

Activity 2
Teacher puts different cut out shapes in a bag and asks the pupil to take out different shape at
a time. The pupil will have to feel the correct shape within the bag before removing it.

Assessment:
Worksheet 1:

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Worksheet 2:

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 Lesson Plan 4
Date: - 18.01.2019
Grade: - One
Subject: Mathematics
Topic: - Numbers
Roll: - 1 student
Duration: 50 minutes
Aim: To provide pupils with knowledge on numerals and their number names.
Objectives: At the end of the lesson, the student should be able to:
 Identify numerals and their respective number names.
 Write numerals and number names up to 5
 Count number 1 to 5
 Match numerals to a number of items

Pre-requisites: Numbers
Materials needed: Flashcards, song, Whiteboard, Sand tray, Modelling Clay, Tray of plastic
balls, Basket of fruit, Worksheets
Procedure 1:
Step 1: Greet the student and introduce today’s topic.

Step 2: Teacher begins the class with a song on number 1 to 5 and ask the student to listen
carefully.
Step 3: Teacher asks the student to sing along and name the numbers that he heard in the
song.

Procedure 2:
Step 1: Flashcards of number 1 to 5 and their number names are displayed to the student and
he is asked to observe them carefully

Step 2: Teacher then recites the numeral along with their number names to the student and
asks him to repeat after her.

Step 3: As and when the teacher goes on with the numerals, she picks plastic balls from the
tray according to the numeral shown.

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Activity One
Form numerals in the sand tray
Step 1: A sand tray is provided to the student and the teacher explains how he will proceed
with the activity by giving a demonstration.
Step 2: The student is then asked to form number 1 to 5 one at a time with his finger.
Step 3: The teacher makes sure that the student has been able to form the numbers correctly.

Activity Two:
Match numeral to their number names.
Step 1: Flashcards of numeral 1 to 5 are displayed on the whiteboard and teacher does a
recapitulation of those numbers.
Step 2: Flashcards of number names of 1 to 5 are provided to the child and instructions are
given on how to proceed.
Step 3: The student is asked to come in front of the class and match the number name to its
correct numeral.

Step 4: The teacher provides assistance to the child and ensures that the child is doing his
work correctly if so, she praises him. If not, she tries to correct him.

Activity Three:
Pick the fruits from the basket
Step 1: A basket of plastic fruits is provided to the student and the teacher gives instructions
to him.
Step 2: Flashcards of numerals 1 to 5 are displayed to the child
Step 3: The student will have to pick the correct amount of fruit from the basket as shown in
the flashcard.
Step 4: The teacher ensures that the child does the work correctly.

Evaluation:
Activity on worksheet
Activity One: Write the jumbled words correctly
Step 1: One worksheet will be given to the student.
Step 2: Instructions will be given to them how to proceed: the student will have to write the
jumbled number name correctly.

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Activity 2: Form numerals with modelling clay
Step 1: Modelling clay is provided to the child and instructions are given to him.
Step 2: The student will have to form numerals (1 to 5) with the modelling clay.
Step 3: The teacher verifies and corrects the works of the student.

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 Lesson Plan 5
Date: - 13.09.2018
Grade: - One
Subject: - Mathematics
Topic: - Colours
Roll: - 1 student
Duration: 50 minutes

Aim: To provide understanding about colours to the student.

Objectives: At the end of the lesson, the student should be able to:
 Recognize and write the name of primary colours

 Distinguish among different colours

 Relate primary colours to objects

Pre-requisites: Different types of colours

Materials needed: Coloured Pencils, Flashcards, Plastic bags, Cut-out drawings, Flag,
Worksheets, colour wheel. Whiteboard
Procedure 1:
Step 1: Greet student and introduce today’s topic
Step 2: Ask the student to observe the colour of some objects that are found in the classroom.
Step 3: Four flash cards of colours (Red, Blue, Yellow, and Green) will be displayed to him
for brainstorming.

Step 4: Teacher writes the name of the primary colours on the whiteboard after asking the
student to identify the colours displayed to him.

Step 5: Use of National Flag to relate to primary colours and also in real life context: Red-
Blood, Blue-Sea, Yellow-Sun, Green-Leaf

Activity One
Use of colour wheel
Step 1: A colour wheel is provided to student and he is asked to name the different colours
that are present in the wheel.
Step 2: The teacher explains how the child will proceed with the activity and gives a
demonstration.

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Step 3: The child will have to pinch the colour to its respective place with the help of a cloth
pin.

Activity Two:
Name the colour of the cut out drawing
Step 1: Coloured cut out drawings in a plastic bag are given to the child and instructions are
given to him.
Step 2: Teacher asks the child to close his eyes and remove a cut out drawing from the plastic
bag.
Step 3: The child will then have to recognize the colour of the drawing and share the answer
with the teacher.
Step 4: The teacher provides assistance to the child and ensures that the child is giving the
correct answer, if so, she praises him. If not, she tries to correct him.

Evaluation:
Activity on worksheets
Activity 1: Colour the picture with the colour mentioned
Step 1: One worksheet will be given to the student.
Step 2: Instructions will be given to him how to proceed: The child will have to colour the
pictures with the specific colour mentioned.

Step 4: The child will then have to trace the name of the colors.

Step 3: The teacher verifies and corrects the works of the student.
Teacher does brainstorming of the lesson.

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