SAIS-Dubai Understand by Design Lesson Plan

General Information
Week: 37
Grade: KG2 Subject: Homeroom Teacher: Ms. Olwyn
Date: June 13-17
Theme: Fairy tales
Section: E LST/EALT:
(Revision week ) Lesson Pacing: 5 Days

Stage 1 (Identifying the desired results)

What do you want the learners to know, understand, and be able to do?
Theme : Fairy tales
Big Idea: Who are Fairy tales/ Morals from their stories
Dramatic Play: Dress up your favorite fairy tale/Act out one of the fairy-tales.
Outdoor Purposeful Play: Plant beans like in the fairy-tale "Jack and The Beans Talk"
 
Themed Stories :
 Jack and The Bean Stalk
 The Three Billy Goats Gruff
 Goldilocks and The Three Bears
 Little Red Riding Hood

English:
Reading: Literature
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn from
the text.
1. With prompting and support, ask and answer questions about key details in a text.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge
or to compare the approaches the authors take.
9. With prompting and support, compare and contrast the adventures and experiences of characters
in familiar stories.
Reading: Informational Text
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and
proficiently.
b. Use illustrations and context to make predictions about text.
Reading: Foundational Skills
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
c. Understand that words are separated by spaces in print.
Phonological Awareness
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
b. Count, pronounce, blend, and segment syllables in spoken words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
f. Blend two to three phonemes into recognizable words.
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words both in
isolation and in text.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Fluency
4.
Read emergent-reader texts with purpose and understanding.
Writing
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely
linked events, tell about the events in the order in which they occurred, and provide a reaction to
what happened.
8. Gather relevant information from multiple print and digital sources, assess the credibility
and accuracy of each source, and integrate the information while avoiding plagiarism.
8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Speaking and Listening
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line
of reasoning and the organization, development, and style are appropriate to task, purpose,
and audience.
4. Describe familiar people, places, things, and events and, with prompting and support, provide
additional detail.
Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
1d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
2b. Recognize and name end punctuation.
2d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by
using context clues, analyzing meaningful word parts, and consulting general and specialized
reference materials, as appropriate.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
kindergarten reading and content.
5. Demonstrate understanding of word relationships and nuances in word meanings.
5b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to
their opposites (antonyms).
6. Acquire and use accurately a range of general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when encountering
an unknown term important to comprehension or expression.
6. Use words and phrases acquired through conversations, reading and being read to, and responding
to texts.

Math:
Counting & Cardinality
K.CC: Know number names and the count sequence.
1. Count to 100 by ones and by tens.
3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0
representing a count of no objects).
K.CC: Compare numbers.
7. Compare two numbers between 1 and 10 presented as written numerals.
Operations & Algebraic Thinking
K.OA Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from.
1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.,
claps), acting out situations, verbal explanations, expressions, or equations.
2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects
or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g.,
by using objects or drawings, and record the answer with a drawing or equation.
5. Fluently add and subtract within 5.

Science:
K. Weather and Climate
K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.
Social:
CA: History – Social Science
Historical interpretation
Students summarize the key events of the year they are studying and explain the historical context
of those events.

Stage 2 (Planning learning experiences and instruction)

Learning experiences should involve / promote Feedback Autonomy Challenge Engagement

Sunday

Lesson outline Starter activity: Morning meeting / calendar/ attendance/ Morning News /
objectives.
(activities and
approximate WALT (We are learning to)
time for each)
English:

 I can identify the family word ‘eb’

 I can identify and blend the diagraph ‘ch’ “sh” “th” “ng” and ‘ay’

Math:

 I can represent addition and subtraction with objects, fingers, mental

images, drawings, sounds.

Science
 I can identify what causes a rainbow.
WILF (What I am looking for)

English:

 I will be able to identify the family word ‘eb’

 I will be able to identify and blend the diagraph ‘ch’ “sh” “th” “ng’ & ‘ay”

Math:
 I will be able to represent addition and subtraction with objects, fingers,
mental images, drawings, sounds

Science
 I will be able to identify what causes a rainbow.

English

Heggerty Phonics Activity: Week 37, Day 1

Warm up: Introduce the family word ‘eb’

Review the family words- ‘ed, ‘eg’, ‘en’…

Main Activity:
Introduce- “ay” digraph- https://www.youtube.com/watch?v=oz9p2sK11gQ
Ask students to name words ending with ‘ay’-
Students will create and write sentences using “ay” words.

High achievers: Will work independently.

On level will write words independently with guidance if needed.

Low achievers will write ‘ay’ words.

Wrap up: name ‘ay’ words.

Self-Assessment:

How did you find today’s lesson and assignments? Thumbs up/down/middle.
Red/Yellow/Green face beside work.
Seesaw Activity: NEED
Math: Subtraction & Addition

Warm up: Ask students word problems in both addition and subtraction using
the student’s names as an example- e.g. “Adam brought 7 apples into school, He
gave 4 to Hind, How many apples does Adam have left?” …

Students will be asked to create the math problems on to their white boards.

Main activity: (DOK3)

High achievers will work independently.

On level Will work independently but guidance is there if needed.

Low achievers will work with 1-1 support using blocks.

Wrap up: What did we learn about today? What does subtracting mean? What
does addition mean?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Happy face/sad face in chat box.

SeeSaw: NEED

Science:

Warm up: Review how a rainbow is formed- https://www.youtube.com/watch?

v=nCPPLhPTAIk

Main activity: Students are asked to write simple sentences how rainbows are
formed (DOK3)

E.G. “The sun makes rainbows when sunlight passes through rain drops.”

High achievers Will write sentences work independently.

On level will write sentences independently with guidance if needed.

Low achievers will be provided with some support.

Wrap up: What did we learn today? What are the colors of the rainbow?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle.

Monday
Lsson outline Starter activity: Morning meeting / calendar/ attendance/ Morning News /
objectives.
(activities and
approximate WALT: (We are learning to)
time for each)
English:

I can identify the sight words.


 I can identify blend and read family words.
Math:

 I can solve addition and subtraction word problems up to 20.

Science:

I can identify and describe what happens when rainbows appear.

WILF (What I am looking for)

English:

 I will be able to identify the sight words.

 I will be able to identify blend and read family words.

Math:

 I will be able to solve addition and subtraction word problems up to 20.

Science:

 I will be able to identify and describe what happens when rainbows

appear.

English:

Heggerty Phonics Activity: Week 37, Day 2

Warm up:

Review the sight words-

https://www.youtube.com/watch?v=gIZjrcG9pW0 . Spell it loud and act it out.

Students will read the sight word assessment sheet attached to see how many
words they can identify & read.

Main activity:

Read out sentences to the class using different sight words & family words and
ask the students to write the sentences.

DOK2)

High achievers Will write the sentences independently.

On level write the sentences with help on different spellings,

Low achievers Will be supported while writing the sentences.

Wrap up:

Read out the sentences together.

Self-Assessment: How did you find today’s lesson? Thumbs up/down/middle.

Seesaw Activity:

NEED

Math:

Warm up: Count to 100 by 5’s, 10’s, & 20’s.

Main activity:

Students are asked to identify whether the math sign is + or - ? (DOK3)

High achievers will work independently.

On level Will work independently but guidance is there if needed.

Low achievers will work with 1-1 support.

Wrap up:

What did we learn today?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Happy face/sad face in chat box.

Seesaw Activity:

NEED

Science:

Warm up: Review the effects of sun.

Main activity: Watch the following story “ How the Crayons Saved the
Rainbow”
The students will reflect on the story and discuss what it was about and ask
students to draw what the story was about & draw a couple of sentences.
(DOK3)
 https://www.youtube.com/watch?v=iymEq4zYp44

Wrap up: What did we learn today? How are shadows created?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Smiley face/sad face in chat box.

Seesaw Activity:

NEED

Tuesday

Lesson Starter activity: Morning meeting / calendar/ attendance/ Morning News /

outline objectives.

(activities WALT (We are learning to)

and
English:
approximate
time for  I can identify, blend digraphs- ‘Th’, ‘Sh’, ‘Ch’ ‘NG’ ’Wh’ words.
each)  I can identify and write sight words.

Math:

 I can identify numbers that come before/after/between.

Science:

 I can make observations to determine the effect of sunlight on Earth’s

surface.
WILF (What I am looking for)

English:

 I will be able to identify and read digraphs ‘Th’, ‘Ch’, ‘Sh’, NG, ‘Wh’’.
 I will be able to identify and write sight words.

Math:

 I will be able to identify numbers that come before/after/between.

Science:

 I will make observations to determine the effect of sunlight on Earth’s

surface.
English:

Warm up: Heggerty Phonics Activity: Week 37, Day 3

Review digraphs- Review the sounds- ‘Th’- ‘Ch’, ‘Sh’, ‘Wh’.

https://www.youtube.com/watch?v=8fc_pnz1sh0

Main Activity: Sight words.

Students are asked to identify the missing sight words on the work sheet
below. Ask students to read the sentences and place the correct sight words
into the missing spaces below.

Name: __________
Date: ___________
Identify the missing sight words.

with help see The was have like are play

went am How come and you my is

1. I like to _________ my mom in the shop.

2. _____ dog likes to ______ with the ball.

3. _______ are you today?

4. Can you ______ play with me?

5. My dad _______ to the park ______ me.

6. I ____ six years old _____ I am in KG2E.

High achievers will – will work independently.

On level – Will work with guidance if needed

Low achievers – Will have support reading the sight words.

Wrap up:

What did we learn today?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Happy face/sad face in chat box.

Seesaw Activity:

NEED

Math:

Warm up: Word problem revision- https://www.youtube.com/watch?

v=W6Uux8w_GNI

Identify numbers that come before/after/between.

Main Activity: Revision) Ask students to identify what numbers come before
after and between. DOK3)

Complete the following worksheet into their copybooks.

High achievers will – Will write and solve independently.

On level – Will work independently

 Low-achievers– Will solve using a number line,

Wrap up: What did we learn today?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Smiley face/sad face in chat box. Green/yellow/red face
beside work.

Seesaw:

NEED

Science:

Warm up: review shadows how shadows are created and how they can be
changed.

https://www.youtube.com/watch?v=YuUJCNzfoBw

Main activity: Revision) Look over how the sun effects the earth-
https://www.youtube.com/watch?v=vQSECrMIygg – Reflect on the video and
discuss how the sun effects the Earth and also how it effects people.

Wrap-up: What did we learn today?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Happy Green/Red/Yellow face beside work.

Seesaw:

NEED

Wednesday

Lesson outline Starter activity: Morning meeting / calendar/ attendance/ Morning News /
objectives.
(activities and
approximate WALT (We are learning to)
time for each)
English:

 I can respond to a story.

 I can tell what the moral of the story was.
Math:
 I can identify different patterns.
Social:
 I can summarize key events and explain the historical
contexts of those events.

WILF (What I am looking for)

English:

 I will be able to respond to a story.

 I will be able to tell what the moral of the story was.

Math:
 I will be able to identify different patterns.
Social:
 I will be able to research historical fairy tales.
English:

Warm-up: Read through the sight words and family words.

Main Activity:

Students will listen to the fairytale story “Little Red Riding Hood’.

Students will write sentences about the story & draw a picture of the main
characters.

https://www.twinkl.ae/resource/t-t-5157-little-red-riding-hood-story-
powerpoint

High achievers will – Will work independently.

On level – Will work with guidance.

Low achievers – Will write words and pictures about the story.

Wrap up:

What did we learn today? What was the story about?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Happy face/sad face in chat box.

SeeSaw:

NEED

Math:

Warm up: Review mental subtraction and addition.

Recap and give examples of Addition & subtraction word problems then have
learners come up with their own.

Main Activity:

(Revision) Review patterns- https://www.youtube.com/watch?

v=MBjjxSx45-Q

Ask students to remind you what a pattern is? Ask them to give an example
of a pattern on the board.

Students are asked to create their own patterns drawing shapes into their
copybooks. (AB, ABB, ABAB, ABBA…)

High achievers will – Will Create their patterns independently.

On level – Will Create their patterns independently with help if needed.

Low-achievers – Will create a simple a ABAB pattern.

Wrap up:

Do the “Banana, Banana Meatball” dance- https://www.youtube.com/watch?

v=BQ9q4U2P3ig

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Happy face/sad face in chat box.

Seesaw Activity:

NEED

Social:

Warm-up: Review timelines- Talk about the past, present & future.

Main activity: Students will watch a few minutes each of the following video
 clips of the fairytale story ‘Cinderella’- The original & a more updated
version- Students will discuss the difference between the two videos & what
they noticed.

E.G.

Which clip was older? PAST-

Which one is the updated version? Present. DOK2)

Wrap up: What did we learn about today? What is History? What is the
Future? What is the present?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Happy face/sad face beside work.

Seesaw:

NEED

Thursday

Starter activity: Morning meeting / calendar/ attendance/ Morning News /

objectives.

WALT (We are learning to)

English:

 I can read, write, and blend CVC words.

Lesson outline  I can write sentences.
Math:
(activities and
 I can count to 100 by ones and by tens.
approximate
 I can write numbers from 0 to 50
time for each)

Social:
 I can identify and interpret the causes and effects of historical
events

WILF (What I am looking for)

English:
  I will be able to read, write, and blend CVC words.
 I will able to write sentences.
Math:
 I will count to 100 by ones and by tens.
 I will write numbers from 0 to 50

Social:
 I will be able to relate settings in stories to the UAE.

English:

Warm up: Heggerty Phonics Activity: Week 37, Day 5

Main Activity: Revision- Word study- Sight words will be read out to the
students, they will write them into their word study copy books. Each student
will then pick 3-5 sight words and they are asked to write sentences or
questions using the sight words. (DOK3)

High achievers Write sentences/complex words/ paragraphs.

On level write simple sentences.

Low achievers write words.

Wrap up: What are the rules of writing sentences? What sentences did you
write?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Smiley face/sad face in chat box. Green/red/yellow face
beside word study.
Seesaw Activity:

Follow the newsletter for assigned homework.

Math:

Warm-up: review mental addition and subtraction.

Count to 100 by 5’s, 10’s, 15’s, 20’s.

Main activity:

Revision) Do popcorn numbers with the class- counting to 100 by 5’s, 10’s, &
20’s.
Students are asked to complete the following worksheet into their copybooks
identifying the missing numbers up to 100.

High achievers will – Will complete it independently.

On level – Will write to min 50.

Low-achievers – Will write to a min of 30.

Wrap up: What did we learn today?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Smiley face/sad face in chat box. Green/yellow/red face
beside work.

Follow the newsletter for assigned homework.

Social Studies:

Warm-up: Review time lines. OLD and NEW-

https://www.youtube.com/watch?v=U-r-xHln6nE

Main Activity: Introduce how Dubai has changed throughout the years.

The History of Dubai- PAST

Dubai now- Present

 Dubai in a few year- Future.

Wrap up: How has Dubai changed from the past to the present?

Self-Assessment: How did you find today’s lesson and assignments? Thumbs
up/down/middle. Happy face/sad face beside work.

English: Relate settings in stories to UAE as well as characters in the story

Link to UAE to public figures.
Culture /
Math: Learners will use subtraction skills in their daily life when buying stuff
Expo2020
or sharing items with their siblings.
● Link to Real
Science: Relate shadows to real experiences try to look for you own shadow
Life
on sunny days.
Experiences
Social Studies: Discuss how community helpers are helpful in UAE and how to
appreciate them.

Reflection and
Goals for
Myself

Filled out if you In-

Instructional Curricular In-Class Differentia Per
have weekly Student Class
Additional Accommodatio Modificati Modificatio ted IEP (
s Suppo
instruction ns ons ns Assessment )
rt
decisions for
SODs N/A N/A
 English Differentiated Instruction
Provide your Group
Students Please reflect on the progress your students made with
group and Name the differentiated instruction this week and how this
student names
progress will reflect on next week’s lesson plan.
in the labeled
column Will write sentences independently and continuously

High label their work with words or sentences.

Will be asked to read higher level stories and words.

Additional
instruction
decisions for
other groups
(G&Ts, Low Will read; write words, and sentences with guidance.
High/Low
Differentiated questioning and resources
Achievers)

In-
Instructional Curricular In-Class Differentia Per
Student Class
Accommodatio Modificati Modificatio ted IEP (
Filled out if you s Suppo
ns ons ns Assessment )
have weekly rt
Additional
instruction
decisions for
SODs

Provide your Group Students Math Differentiated Instruction

group and Name
Please reflect on the progress your students made with
student names
the differentiated instruction this week and how this
in the labeled progress will reflect on next week’s lesson plan.
column
Challenged subtraction within 10. Higher-order
High
questions.

Additional
instruction
decisions for
other groups Additional support & modeling, concrete resources.
(G&Ts, Low
Subtraction within 5. Lower-order questions.
High/Low
Achievers)