Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Mahra Topic or Theme: Week 4 - Staying Healthy
Class: KG 2.8 Date & Duration: 11-11-2019/ 9:00 AM to 9:45 AM
Trainee Personal Goals
I am working on:
Meeting each child’s needs and interests to feel comfortable and enjoying the learning by:
● Providing the environment with the supportive resources.
● Differentiate the activities to meet each child’s level.
● Clear explanation to meet the teacher expectation from each child.
● Be available to provide support if needed.
Lesson Focus
 Children develop knowledge of different types of healthy and UN healthy.
 They use their senses to discover differences and similarities.
 The double 10-Frames help children learn and practice basic number facts. Activities done with
ten frames enable children to develop a stronger sense of numbers.
 Children develop knowledge of different between more and less.

Lesson Outcomes
Students will be able to:
K2NS8: recognize more, less, the same, and not the same in sets of 1-20.

Objective – Children will learn less and more. They will compare objects and groups.
Links to Prior Learning
Kids knows that:

I will link this lesson to children prior learning while they know most of their numbers and they can
write the numbers while see the jars which one is more and which one is less.
21st Century Skills
4c’s:
Critical thinking: Children will think about the jars which one has more and which one has less.
● Student is naturally curious; spontaneously explore the world around them

● Students use their senses to explore as they experiment and play

● Students use problem solving skills when faced with difficulties and challenges

● Student impulsively share their discoveries in exciting and engaging

Creativity: Kids will be able to use different colour paper to create their own butterflies.

● Students engage in their learning across the curriculum creatively.

● Students use their imagination to try new ways of doing things.

● Student uses imagination and work with materials in creative ways.

● Student role play, imitate and use resources imaginatively.

Collaboration:

● Student interact constructively with their peers, other children or adults.

Communication:

● Student use verbal and non-verbal language to express and communicate feelings.

● Students communicate appropriately with other children when playing

Key vocabulary
More, Less, Fewer.
Possible problems for learners Solutions to possible problems
None Identified by SEN Teacher will provide the support to help the kids to
Challenging: improve their fine motor skills and use the
students needs help with fine motor skills alternatives materials.
such as (holding the pencil, cutting)
Resources/equipment needed
Basket, Fruits, Brushes, Tooth, Butterflies, Colour paper, Cards of the letters, Cards of the
healthy and un healthy food, Scissors, Adhesive book cover, Jars.
 TASKS/ACTIVITIES
Resources
Introduction (10 minutes)
& Time

First, I am going to do the morning message by welcoming them to

the class.

Then, I will say for the children today, We are learning to know the
difference between more and less.

I am going to put the song about numbers because I need to link the
numbers to make easier for children when doing the activities to see
which one is more and which one is less.

I am going to show the children two baskets of healthy food then we

will see and think which one is more and which one is less. Then we
will count to ensure which one is more and which one is less.
For example:
Basket number one has three oranges and basket number two has
one pear.

Teacher asks:
Is these two baskets are the same?
- Can you see the difference?
- What is the difference between basket 1 and basket 2?

Then I am going to explain what does more mean? And less mean?

-What does more mean? There is a greater number of orange in

basket 1.
-What does less mean? There is a fewer pear in basket 2.
Whole group activity:

I am going to give each two-child, two cards.

One card has more and the other has less.

Then, I am going to ask them to talk to each other and see which one
is more and which one is less.
For example, I am going to put five apples and three carrots so the
apples are more and the carrots are less.

Then, I am going to ask each group to represent the cards for the
whole class and ask them which one is more and which one is less.

Explain the centres:

I already explain to the children today (10-11-2019) because in this
school every Sunday they will explain all centres for the kids
Resources
Main activities (20 minutes)
& Time
Activity 1 Math centre:

Children will have two jars.

One jar has the word less and other jar has the
word more.

Children will put the fruit and vegetables on the

jars then they will write the numbers for the fruit
and vegetables and see which one is more and
which one is less.

Activity 2 Art centre:

Children will make the butterflies by using small

paper.

They will cut the colour paper to small pieces and

then they will put it on the butterflies and cover it
by using adhesive book cover.
Activity 3 Science centre:

Kids will have cards about healthy and Un healthy

food.
Then, they will write own sentence, draw and stick
the cards on the paper.

Activity 4 Phonics centre:

Kids will have tooth and brush to clean the tooth

from the sound of the letters.

Kids will say the sound of the letters, and then they
will clean the tooth.

For example, Reem say the sound “A/a” she will

clean one tooth and then she will say the other
sound and clean the tooth. ect…..

Activity 5 Reading centre:

Kids will read the story about the fruits and

vegetables and they have other stories about the
theme.
 Activity 6 Writing centre:

Kids will be creating their own lunchbox by

drawing, labelling and write the sentence.

Differentiation activities (Support)

I am going to use the cart behaviour to control the kids who not set quietly on the carpet.
Also, if I can’t keep up with child I will set this child next to me.
I am going to give star sticker for the child who set nicely in the carpet and who clean nicely in
the carpet.

Resources
& Time Plenary/Conclusion (5 minutes)

Formative assessment: I am going to do the two corners to know

if the children understand or not.
I am going to do the cards with different number of apple.
(Healthy food) and then I will ask the children in which side
has more apples, if you know go and stand there.

Homework No home work

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

☐ Quiz ☐ Student ☐ Written work ☐ Verbal feedback

presentation and feedback
 Reflection

Name: Mahra Al Shamsi.

ID: H00373590.

My lesson was on 11 November on Monday about more and less.

My goals for this lesson are meeting each child’s needs and interests to feel comfortable and
enjoying the learning by:

● Providing the environment with the supportive resources.

● Differentiate the activities to meet each child’s level.

● Clear explanation to meet the teacher expectation from each child.

● Be available to provide support if needed.

My goal is teaching the children about more and less. 50% of children are being targeted to
understand the different between more and less; this lesson will be achieved in 45 minutes.

In addition, I achieved many things in my lesson for example; I noted the children understood
the lesson and they know the different between more and less. I know this while I am doing the
formative assessments: Oral questioning and four corners to know if the children understand or
not. I interacted with the kids while doing the morning cycle, explaining how to know which one
is more and which one is less while they doing the activities in a regular way. Asking kids many
questions about more and less.
What is the benefit of modeling explicit instructions on what and how the students are expected
to do?

I did the modeling for the children to understand what they should do after the modeling,
follow the instruction, children need to know exactly what are learning and don’t just follow the
instruction without understanding the outcome for the lesson.

After I did the modeling, I gave each two children the cards about more and less. Then, I asked
the children to talk to each other’s and see which cards have more and which cards have less.

So, while I do this whole activity, the children are noisy. I used the behavior chart to control
the kids for example, moved some children from green to yellow and I saw this strategy succeeds
with them. After that, I reviewed the definition of more and less with kids.

Also, I modeled the learning centers for the children. This is a very important part of my lesson
because the children need to understand the activities and what should do in the centers. While
children do the different activities I saw each group, helped the children and checked if the
children understanding.

Finally, I did the formative assessment to see if the children understand the means of “more
and less”. I did two corners. One side has five carrots and the other side has two bananas. I asked
the children to see around them and found the picture of carrots and bananas. After they found I
asked them which one is more and which one is less. The children answered correctly, the carrots
are more and the bananas are less.
Things I want to improve:

1- I make sure all the children work on the carpet after the modeling.

In the future:

I will do in the modeling some things to keep the children work. For example, I will use
natural materials like fruit, biscuit, grapes, ect…. I will put two pages, one has more and one has
less. Then, the children will be counting the materials and write the numbers and then see which
one is more and which is less.