Lesson Planning Year 2, Sem 1

Date: Day: 29th Month: Oct Year: 2018 Name of Noor AlSuwaidi / H00370271
Student:

Time: from: 11:00 length of class: 55 Name of Al Qarayen Kindergarten

to: 11:55am minutes School:

Name
Name of Miss. Layla Grade: KG2/5 Miss. Layla
MST: of MST:

Details about the book that Name of book: Unit: page(s)

the MST uses: Math Book Shapes -------

PURPOSE – Why am I teaching this lesson? What do I want the students to know/to be able to do by the end of the lesson that
they could not do before?

OBJECTIVES

Students will be able to ….

 Learn the shapes names

 Count the sides of the shape.
 Write the shape name and how many sides does it has
 Distinguish the shapes.
 Group the shapes, pictures or objects depending on the sides it has
 List the shapes they learned
 Solve the worksheets
 Recognize how the shapes looks like and how many sides they have
 Understand the shapes and the things that looks like them

LANGUAGE – What is the language I hope to teach? Specifically – what do I want the students to be able to say or write or read
or listen to? Is it new language, or am I revising something I or my MST has already presented and practiced, or is it a mixture?

- The students will sit on the mat and listen to the teacher.
- My aim is to teach the students Math in Arabic language, I’ll teach the students the shapes.
- I’ll introduce a new topic to the students.
- The students will learn the shapes names, how to write the name shape, and how many sides each shape
has.
- The students will be able to say the shape name, how many sides the shape has and write it down.
- I’ll show them the PowerPoint slides then I’ll give the students several activities on it at the end.
- The students will have to answer me with a full sentence for example: “yes I do understand”, “no I don’t
understand”.
- The students will ask me to re explain it when they don’t understand; the students will say: “may you
explain it again please?”
- If the students don’t know something, they’ll ask the teacher: “what’s this miss?”
The teacher will ask the students:
- How what’s this shape?
- How many sides does this shape has?
SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

- Develop their thinking, speaking and memorising skills

RESOURCES –– What resources do I need to create the context and provide practice so the students can do what they need to
do to develop? - Include realia, books, handouts, multimedia, songs, games, et

- Whiteboards and markers

- Shapes song
- Big shapes and small shapes in the basket
- Videos about shapes
- PowerPoint slides about shapes
- Online game about shapes
- Sand in trays
- “Shapes Printing” activity
- Sticks and shapes cards
- The ‘Shapes Wooden Puzzle’
- Flashcards of the shapes
- The shapes cards and the play dough
- Poster and colours markers
- Poster, paint and brushes
- Worksheets (drawing shapes, writing the shapes names and how many sides it has, drawing things that
looks like shapes, matching shapes)
- Matching the pictures with the shapes.
Shapes crafts, scissors and glue

ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities authentic
and purposeful?

1. The teacher will play for the students the shapes song
2. The teacher will draw the shapes on the whiteboard using the markers, then she’ll choose some students to
come to the board and try to draw the shapes again.
3. PowerPoint slides about the shapes, what is it called and how many sides does it has?
4. Flashcards about the shapes.
5. The teacher will play with the students a game on the computer.
6. There will be a big poster on the floor and the students will draw the shapes they have learned.
7. There will be a shape drawn on the card. The students will put the play-dough on the shape to make
several shapes using the play-dough.
8. There will be sand in the trays and the students will draw the shapes with their fingers.
9. There will be big shapes on the floor used by a tape, and a basket filled with the same shapes on the floor.
The students will sort the shapes that looks like the shapes on the floor and put each shape in its right
place which is in the same big shape of it.
10. They’ll have a poster, paints and brushes. The students will draw the shapes using the brushes and paints
to draw on the poster.
11. They’ll have shapes to cut out using the scissors. Then they’ll use the shapes to make anything they want
such as house, rocket, garden... and they’ll use the glue to stick their final picture.
12. There’ll be pictures of the shapes and things that looks like the shape. They’ll have to classify the pictures
and match them with the shape that looks like them.
13. There will be shapes learning worksheets and the students will connect the dots to draw the shape then
they’ll draw it by their own, they’ll follow the dots to write the shape name and how many sides the shape
has, then they’ll look for the shape in the pictures and colour the shape only.
14. They’ll draw anything they want that looks like the shapes they’ve learned, for example: at the top of the
paper there’ll be written “A circle can be a...” and she’ll give the students examples of what they could
draw such as pizza, balloon, sun... “A triangle can be a...” and the student could draw a tent, slice of
pizza...
15. Shapes printing, they’ll have sponges of the shapes, each shape a colour, they’ll dip the shape sponge in
the paint and print it on the poster. The students can draw anything they want using the shapes, such as a
house or a rocket. The teacher could show the students some examples then allow them to use their
imagination.
16. There will be sticks and shapes cards. Students will use the sticks to make shapes by their own or they can
use the cards to make a shape using the sticks on the shape card.
17. There will be a worksheet of matching the shapes and a worksheet of a house made of shapes, the student
will look for the shapes in the picture, spot them and colour them.
18. The ‘Shapes Wooden Puzzle’: there will be wooden shapes and the students will have to put the shape on
the same shape shade to fit in the wooden shape in the puzzle.
19. There will be fish shapes and fishbowls, on the top of the fishbowl there will written the name of the
shape and a picture of the shape. They’ll have to classify the fish shapes into their fishbowl's shapes.
 Activity Time Interaction Teacher (activity + exact instructions you intend Student (what they do + language you Purpose / objective of the activity MCT comments
to give) expect them to use)

T-S Rules – reminder

Engage 2 T tells the student to sit on the mat. S sit on the mat quietly and listen To make it authentic
minutes to the teacher.
S-S T elicits prior knowledge
S will say what day it is and the
T will welcome the students and ask To engage them
Pre- weather and tell the teacher who’s
them about the day, weather, and she
absent.
Listening will take the attendance.

T will distribute a smiley and a sad

S will listen to the teacher giving To express their feelings
face to each student and before
instructions about the smiley and and understanding
starting the lesson she will explain to
sad face to know why and when to
them that if they don’t understand
use them.
something, they should raise the sad
face up and if they understand they
should raise the smiley face up.

3 T will classify the cubes in front of the

minutes students depending on their colours S will try to guess what they’re
and will ask the students to guess what going to learn about today. To make them think, guess
they are going to learn today. and prepare

T will introduce the concept of the

classifying to the students.
 S will sit and listen to the teacher.

To expand their knowledge

T will ring the bell to attract the S listen carefully To obey the teacher’s rules
student’s attention and to announce
Transition 2 T-S S prepare for listening to the
that it’s time to move from the carpet
minutes teacher
to the disks. To check the understanding

To sit quietly and focus

T will start teaching the lesson by S will sit in silence, listen to her To attract their attention
Building classifying the cubes depending on carefully and watch the steps of
5 T-S
their colours, the teacher will start how the teacher is grouping the
Knowledge minutes
grouping and classifying the cubes, cubes, why is she grouping this
she’ll say the colours of the cubes way and depending on what, so
later they’ll be able to sort the To watch and learn
loudly one by one and start grouping
During S-T them, she’ll say red and put it in the things by their own using the
red box, she’ll say blue and put it in cubes or in other activities.
Listening
the blue box... so the students can
follow with her the steps of what she’s
doing exactly to group the cubes.

T will sort some cubes and put them in S will follow with the teacher
while she’s classifying the cubes To engage them and make it
their same coloured boxes then she’ll
and will try to tell her where to put more exciting and
raise one up and ask the students
the cube she’s raising. If the interesting
 where she shall put this cube in which
box?
5 why?”
minutes
T will ask the students to raise their
hands if they want to classify the
cubes and put them in their same
coloured boxes, she’ll choose some
students to come and try classifying
the cube.
T will show the students the
PowerPoint slides about the
classification, kinds of classifying,
such as by colours, shapes, animals
and insects. Show them examples of
classifying things.
T will show the students videos about
5 classifying.
minutes
T will play with the students a game
on the computer and ask them where
to put the selected item to group them
right, she’ll give them time to think
before she moves the item.
students don’t know where to put
the cube, they’ll ask the teacher:
“where will you put this miss, and
S will raise their hands till the To allow them to try and
teacher chooses them to come up complete the pattern
to her and sort the cubes
depending on their colours.
S will sit politely and watch the To keep them focused,
slides to learn. concentrated
S will watch the videos and try to To make it exciting
say what do they see in the video
and group the items right.
S will interact with the teacher to
play the game on the computer,
they’ll take some time to think To expand their imagination
first and answer the teacher when and knowledge
she asks them where to put the
selected item.
 To make the lesson more
fun by engaging to play

2 T-S T will ring the bell to attract the S prepares for the other activity To obey the teacher’s rules
Transition minutes students’ attention and to announce
To check the understanding
that it’s time to move to another
activity S will listen to the instruction
To attract their attention and
make them look at her
S will finger clap as well
T will finger clap

To make them sit quietly

S will sit quietly and fold their
T will sing “one by one” song and for the teacher to
hands
choose them first

S-S T will divide the students into groups S will sit down quietly till the To play with the activities in
to make the activities, each group will teacher divides them, then they’ll groups
Transformatio 5
sit on a table to make the activities. move to where the teachers tells
n minutes
them for the activities. They'll sit
in groups and finish the activities.

Post T will give the students colored cubes S will use the group the cubes and To make them classify
Listening and ask them to classify them classify them in the baskets depending on colours
depending on their colors in the depending on their colors.
baskets.
 T-S T will tell the students to play the
classifying game in their tablets.
T will provide the big shapes for the
students and a box filled of the same
shapes, she’ll tell the students to sort
the shapes that looks like the big
5 shapes and put each shape in its right
minutes place which is in the same big shape
of it, to classify the small shapes into
the big shapes.
T will hide the animals’ and insects'
toys around the class before the
students comes to the class. The
teacher will tell the students that there
are hidden animals and insects in the
class and will tell the students to move
around the class to search for the
hidden animals’ and insects’ toys,
collect them and put them in the
basket. Then the teacher will ask the
7 students to classify and sort the
minutes animals and the insects and put them
in their right boxes as labelled, the
‘Animals Box’ and the ‘Insects Box’
S will play the classifying game on To make it more exciting
their tablets that the teacher has for them
downloaded for them.
To make them classify
S will use the box to sort the depending on their shapes
shapes that looks like the big
shapes and put each shape in its
right place which is in the same
big shape of it. They'll use the
small shapes to classify them into
the big shapes.
To classify real objects, toys
of animals and insects
To check the understanding
S will move around the class to
search for the hidden animals’ and
insects’ toys first, collect them and
put them in the basket. Then To practice more about
classifying
they’ll sort the animals alone and
put them in the ‘Animals Box’ and
the insects in the ‘Insects Box.’
 T will give the students colored To classify objects
objects and will ask the students to depending on their colour
classify them in the three boxes
depending on their colors which are
blue, red and yellow. To express what they know
and understand about
classifying

S will classify the objects in the

T will give the students the fish shapes three boxes depending on their
and the four shapes of the fishbowls to colors.
classify the fish shapes in them. To make them sort the fish
depending on their shapes
5
minutes T will give the students different sizes
of animals to classify, provide two
boxes labelled with small and big, S will classify the fish and sort
then tell the students to group the them in the fishbowls depending
small animals and put them in the on their shape. To make sure they know
small animal's box and group the big how to classify
animals and put them in the big
animal's box.

S will sort the animals depending

on their sizes and will group the To sort and group
small animals in the small depending on their size
animal’s box and the big animals
in the big animal’s box.

T-S T will ring the bell to attract the
student’s attention and to announce
Transition 2 To check the understanding
that it’s time to take the stuff and tidy
minutes up and clean the classroom.
T will switch on and off the lights
T will play the “clean up” song
T will count down from 10 to 1 for the
students to get back and sit on the mat
quietly
S will tidy up and clean the
classroom for the closure.
S will know that activity time is
over
S will start cleaning up, and finish
before the song finishes
S will sit on the mat quietly before
the teacher finishes counting down
To make sure that the
students understand the
lesson, how to classify
To obey the teacher’s rules
To know that the activities
time is over and it’s time to
sit back on the mat politely
To attract their attention and
notifies them that activity
time is over
To make the students starts
cleaning up
To make the students return
to the mat and sit quietly
Reflection T will examine the child by asking S will classify the shapes To wrap up the lesson and
him to group the shapes depending on depending on their colors and put exit quietly
7 T-S
their colors, not shapes as a challenge them in their right boxes.
minutes
Wrap Up and put it in their right boxes as
labelled. To check the understanding
S-S
and if they can classify

S will raise their hands to answer To share their thoughts and

T will ask the students to tell me what
the teacher. understanding
they have learned today, and what
things have they sorted and classified.

S will tell the teacher the things To check if they understand

they classified today. the lesson well

S will raise the smiley face up if

T will ask the students if they
they understand and the sad face if
understood the concept of classifying To express their feelings
they don’t, then they’ll raise the
and if they know how to classify. and understanding and for
smiley face if they can make their
the teacher to know how
own patterns and a sad face if they
they feel
don’t know how to.