Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: English Class : KG 2 A Date: Room:
Learning Support: Ms Jadel No. of students: 25 7 Oct 2018
Sunday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, stickers

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): Assisting students to stay on task during free flow activities while teacher works with
SOD: 1 Fatima Darwish with learning suppport focused group.

No. Of students currently ABOVE/ON/BELOW target:

Above: Date class work was last Links to National Agenda:
On: marked (as per school
Below: policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Remember sight word I and main ideas in a story. questions even without raising their hands and prompting them to join in.
Links to future learning:

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

1
Al Wahda Private School Lesson Plan

Grade: KG 2 Content Area: Reading and Language Resources: Big Book, Smart Board, Flashcards, Letter Cards
CCSS: K.RL.1. Lesson Objective(s): - To listen to group reading with understanding to answer the
K.RF.3c. Read common high-frequency words by essential question at the end
sight (e.g., the, of, to, you, she, my, - To identify sight words (the) in different contexts and revise
is, are, do, does (I, like)

Theme: Pets
Essential Question Why do people have to take care of their pets?
Real Life Application: What might happen if you don’t look after you pets?
Cultural Diversity / Global Citizenship: Values
Connection to other subject / lesson: Math and Science

Whole Group:
Read the Big Book: Please, Puppy, Please

Set Purpose: Closure:

Show children the puppy on the cover. Students retell the story to their partner
What do you want to find out from listening to the Big Book

Think Through Text:

Ask the following questions to the students:
 Who is this story about so far? two children and a puppy
 Where are they? at the children’s house
 What is happening? The children are telling the puppy what to do.
 Point to the picture on p. 4. Look at the mess on the floor.
 Who do you think made the mess? the puppy
 Look at the gate. Why do the children tell the puppy to stay away
from it? The gate has a hole in it.
 What could happen if the puppy gets through the hole? It might
run away.

High Frequency Words:

Introduce (the) and revise (I, like)

2
Al Wahda Private School
Activities Student Groups
Teacher call children in
groups to complete
Focused Group activity with her, make
observations and notes to
identify ability of learners
Activity Table Mixed Ability groups,
students have free choice to
go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Mixed Ability groups
Challenge able learners
Art Table with higher expectations.
Mixed Ability groups,
students have free choice to
Reading Corner go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Smartboard Higher Ability
3
Skills from selected
learning statements
- read and copy
(transcription) of sight
word like
-Complete a sentence
using visual clues
-Identify differences
between people and
places
Fine motor (cutting skills)
Spatial Awareness
(how they glue the
pictures)
Picture interpretations
(what the understand from
picture clues
-find sight the in different
books
-memory
-sight word recognition
Lesson Plan
Instructional Strategies & Procedure Formative Assessment
Drawing after Reading Observations
Students draw what they remember from the story
“Please Puppy, Please” teacher move around and ask
questions and make notes of what children say
Encourage on-level students to “write labels for
drawings”
Higher ability group can write “I like the ____ as a
caption.
Noun sorting (Revision) Observations
Students sort pictures of nouns in groups of nouns for
people and places
Posters Observations
Find pictures of pets in magazines and make a poster
Reading Observation
Class library with different reading books.
http://more2.starfall.com/n/matching/sight- Observations
words/load.htm
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: English Class : KG 2 A Date: Room:
Learning Support: Ms Jadel No. of students: 25 8 Oct 2018
Monday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, stickers

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): Assisting students to stay on task during free flow activities while teacher works with
SOD: 1 Fatima Darwish with learning suppport focused group.

No. Of students currently ABOVE/ON/BELOW target:

Above: Date class work was last Links to National Agenda:
On: marked (as per school
Below: policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Remember sight word I and main ideas in a story. questions even without raising their hands and prompting them to join in.
Links to future learning:

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

4
Al Wahda Private School Lesson Plan

Grade: KG 2 Content Area: Grammar Resources: Big Book, Smart Board, Flashcards, Letter Cards
CCSS: K.RL.1b Use frequently occurring nouns and Lesson Objective(s): - To identify names of animals and things as nouns
verbs. - To identify sight words (the) in different contexts and revise
K.RF.3c. Read common high-frequency words by (I, like)
sight (e.g., the, of, to, you, she, my,
is, are, do, does

Theme: Pets
Essential Question Why do people have to take care of their pets?
Real Life Application: What might happen if you don’t look after you pets?
Cultural Diversity / Global Citizenship: Values
Connection to other subject / lesson: Math and Science

Whole Group:
Read aloud book: I have a pet!

Nouns Closure

Remind student that they have learned about nouns that name people and Play a noun game (Write the room)
places. Nouns can also name things and animals. Have 4 papers with headings and pictures
• Page through the Read Aloud Book I Have a Pet! Name People
the animals pictured and list them on the board: dog, cat, Places
bird, hamster, lizard. Animals
• Point to each word as you read it aloud. These are all Things
words that name different animals. Words that name
animals are called nouns. Give each students 4 cards and they must stick it on the correct poster as fast as
• Next, hold up a few classroom objects, for example, a they can.
pencil, book, and marker. Name the objects and list these
words on the board. Explain that these are also nouns.
Words that name things are nouns too.

High Frequency Words:

Introduce (the) and revise (I, like)

5
Al Wahda Private School
Activities Student Groups
Teacher call children in
groups to complete
Focused Group activity with her, make
observations and notes to
identify ability of learners
Activity Table Mixed Ability groups,
students have free choice to
go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Mixed Ability groups
Challenge able learners
Art Table with higher expectations.
Mixed Ability groups,
students have free choice to
Reading Corner go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Smartboard Higher Ability
6
Skills from selected
learning statements
- read and copy
(transcription) of sight
word like
-Complete a sentence
using visual clues
-Identify differences
between people and
places
Fine motor (cutting skills)
Spatial Awareness
(how they glue the
pictures)
Picture interpretations
(what the understand from
picture clues
-find sight the in different
books
-memory
-sight word recognition
Lesson Plan
Instructional Strategies & Procedure Formative Assessment
Drawing after Reading Observations
Students draw what they remember from the story
“Please Puppy, Please” teacher move around and ask
questions and make notes of what children say
Encourage on-level students to “write labels for
drawings”
Higher ability group can write “I like the ____ as a
caption.
Noun sorting Observations
Students sort pictures of nouns in groups of nouns for
people, places, animals and things
Posters Observations
Find pictures of pets in magazines and make a poster
Reading Observation
Class library with different reading books.
http://more2.starfall.com/n/matching/sight- Observations
words/load.htm
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: English Class : KG 2 A Date: Room:
Learning Support: Ms Jadel No. of students: 25 9 Oct 2018
Tuesday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, stickers

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): Assisting students to stay on task during free flow activities while teacher works with
SOD: 1 Fatima Darwish with learning support focused group.

No. Of students currently ABOVE/ON/BELOW target:

Above: Date class work was last Links to National Agenda:
On: marked (as per school
Below: policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Remember sight word I and main ideas in a story. questions even without raising their hands and prompting them to join in.
Links to future learning:

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

7
Al Wahda Private School Lesson Plan

Grade: KG 2 Content Area: Writing Resources: Big Book, Smart Board, Flashcards, Letter Cards
CCSS: K.RL.1b Use frequently occurring nouns and Lesson Objective(s): - To identify names of animals and things as nouns
verbs. - To identify sight words (the) in different contexts and revise
K.RF.3c. Read common high-frequency words by (I, like)
sight (e.g., the, of, to, you, she, my,
is, are, do, does

Theme: Pets
Essential Question Why do people have to take care of their pets?
Real Life Application: What might happen if you don’t look after you pets?
Cultural Diversity / Global Citizenship: Values
Connection to other subject / lesson: Math and Science

Whole Group:
Read aloud book: I have a pet!

Modeled Writing: Captions Closure

Remind students that labels name things, people, and places. Tell them
that they are now going to learn about another kind of writing that tells about a
picture called a caption.
• A caption is like a label. It tells about a picture. But a label only tells what the
picture is. A caption is a sentence or group of words that gives more information
about the whole picture.
• Display the top of Projectable 3.1 . This is a picture of a dog. The sentence
below the picture is called a caption. The caption tells us about the picture.
• Read the caption and discuss the information it gives us about the dog. Point out
that captions usually go under pictures. Also point out to children that the caption
is like a sentence that they could use to write a story.
• Tell children that writing sentences about pictures will help them write stories
later on.
Shared Writing

Display pp. 28–29 of the Read Aloud Book I Have a Pet! Let’s write a caption
about this picture. What will it say? Remember that a caption must tell about the
whole picture.

High Frequency Words:

( I, like, the)

8
Al Wahda Private School
Activities Student Groups
Teacher call children in
groups to complete
Focused Group activity with her, make
observations and notes to
identify ability of learners
Activity Table Mixed Ability groups,
students have free choice to
go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Mixed Ability groups
Challenge able learners
Art Table with higher expectations.
Mixed Ability groups,
students have free choice to
Reading Corner go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Smartboard Higher Ability
9
Skills from selected
learning statements
- beginning stages of
writing (scribble)
-Critical thinking
-Identify differences
between people and
places
Fine motor (cutting skills)
Spatial Awareness
(how they glue the
pictures)
Picture interpretations
(what the understand from
picture clues
-find sight the in different
books
-memory
-sight word recognition
Lesson Plan
Instructional Strategies & Procedure Formative Assessment
Captions Observations
Glue a picture into the writing journals and let students
try to write a caption for the picture.
If they struggle let students say what they want to write
and copy it into their books to trace.
Noun sorting Observations
Students sort pictures of nouns in groups of nouns for
people, places, animals and things
Posters Observations
Find pictures of pets in magazines and make a poster
Reading Observation
Class library with different reading books.
http://more2.starfall.com/n/matching/sight- Observations
words/load.htm
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: English Class : KG 2 A Date: Room:
Learning Support: Ms Jadel KG Activity: RED day No. of students: 25 10 Oct 2018
Wednesday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, stickers

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): Assisting students to stay on task during free flow activities while teacher works with
SOD: 1 Fatima Darwish with learning support focused group.

No. Of students currently ABOVE/ON/BELOW target:

Above: Date class work was last Links to National Agenda:
On: marked (as per school
Below: policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Remember sight word I and main ideas in a story. questions even without raising their hands and prompting them to join in.
Links to future learning:

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

10
Al Wahda Private School Lesson Plan

Grade: KG 2 Content Area: Reading Resources: Big Book, Smart Board, Flashcards, Letter Cards
CCSS: K.RL.1. With prompting and support, ask and Lesson Objective(s): - To understand what characters in a story are
answer questions about key details in a
text

Theme: Pets
Essential Question Why do people have to take care of their pets?
Real Life Application: What might happen if you don’t look after you pets?
Cultural Diversity / Global Citizenship: Values
Connection to other subject / lesson: Math and Science

Whole Group:
Little Red Riding Hood

Little Red Riding hood Closure

Let the students watch the story of Little Red Riding Hood and tell them they need to Ask some children to role-play the story of little red riding hood
look for the characters in the story.
Ask them why they think we showed them this story today (Red Day)
Ask them to name the characters in the story

High Frequency Words:

( I, like, the)

11
Al Wahda Private School
Activities Student Groups
Teacher call children in
groups to complete
Focused Group activity with her, make
observations and notes to
identify ability of learners
Role Play Mixed Ability groups,
students have free choice to
go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Mixed Ability groups
Challenge able learners
Art Table with higher expectations.
Mixed Ability groups,
students have free choice to
Reading Corner go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Smartboard Higher Ability
12
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
- beginning stages of Sequencing Observations
writing (scribble) Sequence the story of Little Red Riding Hood
-Critical thinking
-order of events Students use masks of different characters to role play Observations
-Language development the story
-Self-esteem
Fine motor (cutting skills) Pictures Observations
Spatial Awareness Make red pictures
(how they glue the
pictures)
Picture interpretations
(what the understand from
picture clues
-find sight the in different Reading Observation
books Class library with different reading books.
-memory http://more2.starfall.com/n/matching/sight- Observations
-sight word recognition words/load.htm
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: English Class : KG 2 A Date: Room:
Learning Support: Ms Jadel KG Activity: RED day No. of students: 25 11 Oct 2018
Thursday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, stickers

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): Assisting students to stay on task during free flow activities while teacher works with
SOD: 1 Fatima Darwish with learning support focused group.

No. Of students currently ABOVE/ON/BELOW target:

Above: Date class work was last Links to National Agenda:
On: marked (as per school
Below: policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Remember sight word I and main ideas in a story. questions even without raising their hands and prompting them to join in.
Links to future learning:

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

13
Al Wahda Private School Lesson Plan
Grade: KG 2 Content Area: Reading Resources: Big Book, Smart Board, Flashcards, Letter Cards
CCSS: K.RL.1. With prompting and support, ask and Lesson Objective(s): - To understand what characters in a story are
answer questions about key details in a
text

Theme: Pets
Essential Question Why do people have to take care of their pets?
Real Life Application: What might happen if you don’t look after you pets?
Cultural Diversity / Global Citizenship: Values
Connection to other subject / lesson: Math and Science

Activities Student Groups Skills from selected Instructional Strategies & Procedure Formative
learning statements Assessment
Above Ask questions Advanced: Helping Mr. Horse – Question: Who are the Observations
Answer questions characters in the story? Where are they? What are they doing?
Task : Draw a picture of one of the animal that talk in the story.
Label your animal.

On Level Ask questions On Level: Show and Tell – Question : Who are the characters Observations
Answer questions in this story? Where are they? Tell what they are doing in the
story.
Task : Draw a picture of something you would like to bring to
‘Show and Tell’ at your school. Label your picture.

Below Ask questions Struggling Readers: My Backpack – Observations

Answer questions Question : Who is the main character in this story? What is
he doing?
Task : Draw a picture that shows a boy or girl getting ready for
school. Talk about your picture.

ELS students Ask questions ELS: Tell All About It. – Question : Who are the characters Observations
Answer questions in the story? Where are they? Tell what they are doing in the
story.
Task : Draw a picture of something you would like to bring to
‘Show and Tell’ at your school. Label your picture.

During the Guided Reading the classroom Library will have centres based on the student levels. The teacher will move from centre to centre, once the teacher finishes guided reading with
Advanced Readers for instance, she should appoint an activity described below. Students will draw and write in their Journal Books. After Guided reading activities students can read for enjoyment
and tell/roleplay their stories to friends.

14
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: Math Class : KG 2 A Date: Room:
Learning Support: Ms Asma Lesson 1.7 No. of students: 25 7 October 2018
Sunday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, sticker chart,

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): LSA: Helping student to stay focused during whole group activities. Supporting student
SOD: Fatima Darwish with Learning support teacher during free flow activities.
TA: Assisting students to stay on task during free flow activities while teacher works with
No. Of students currently ABOVE/ON/BELOW target: focused group.
Above:
On: Date class work was last Links to National Agenda:
Below: marked (as per school
policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Counting accurately to five 1-1 correspondence questions even without raising their hands and prompting them to join in.
Links to future learning:
Ways to make five

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

15
Al Wahda Private School Lesson Plan

Grade: KG 2 2D Ways to make 5 Resources: MathBoard, two-color counters, connecting cubes

CCSS: K.OA.A.3 Decompose numbers less than or Lesson Objective(s): - Use objects or drawings to decompose 5 into pairs in more than
equal to 10 into pairs in more than one way, e.g., one way.
by using objects or drawings, and record each
decomposition by a drawing or equation (e.g., 5
= 2 + 3 and 5 = 4 + 1).

Theme:
Essential Question How can you use two sets of objects to show 5 in more than one way?
Real Life Application: Where have you seen the number 5 before?
Cultural Diversity / Global Citizenship: Social Relationships with others
Connection to other subject / lesson: English: Shape words, science, shapes

Whole Group:

Start the lesson with some shape songs

Essential Question How can you use two sets of objects to show 5 in
more than one way?
Making Connections
Draw five objects, such as stars.
• How many [stars] are there? Hold up fingers to show how many. 5
• How do you count to find that number? 1, 2, 3, 4, 5
• How do you write that many as a number? 5
• How do you write that many as a number word? five
Learning Activity Guide children as they learn different ways to make 5.
Lesson closure
Reflect
Using the Language Objective Have groups of three children discuss
the answer to the Essential Question.
How can you use two sets of objects to show 5 in more than one way?
I can pair five objects to make sets of 1 and 4, 2 and 3, 3 and 2, 4 and
1, 5 and 0, and 0 and 5.

Draw two stars and three moons.

• Have children count the number of stars and the number of moons.
How many stars are there? 2
How many moons are there? 3
How many objects are there in all? 5
• Repeat with other combinations of stars and moons and help children
see that there are different ways to make 5

Adaptions for SOD student:

16
Al Wahda Private School
Activities Student Groups
Teacher call groups at a
time to work with her.
Focused Group
Art Table Mixed Ability groups,
students have free choice to
go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Activity Table Mixed Ability groups,
Mixed Ability groups,
students have free choice to
go to activities they prefer
Puzzles and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Construction Area Mixed Ability groups
17
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
- breaking down numbers Focus Table Math Journals : Lesson 1.7 (pgs 49 to 51) Observations
- Numerosity of 5 (T lead using manipulatives to answer questions in the
-identify characters of a Math journal)
circle
Fine motor skills (cutting) Students will use grocery leaflets to find, cut and paste Observations
Spatial Awareness objects in groups of 5.
Problem solving
Creativity
Collaboration
Social development
counting Count and build number activity on 10 frame. Observations
-Problem Solving Build puzzles Observations
-Hand eye co-ordination
-Fine motor development
-social skills
-creativity Construction Corner – Building numbers 1-9 using snap Observations
- critical thinking cubes.
-problem solving
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: Math Class : KG 2 A Date: Room:
Learning Support: Ms Jadel Lesson 1.8 No. of students: 25 8 October 2018
Monday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, sticker chart,

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): LSA: Helping student to stay focused during whole group activities. Supporting student
SOD: Fatima Darwish with Learning support teacher during free flow activities.
TA: Assisting students to stay on task during free flow activities while teacher works with
No. Of students currently ABOVE/ON/BELOW target: focused group.
Above:
On: Date class work was last Links to National Agenda:
Below: marked (as per school
policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Counting accurately to five 1-1 correspondence questions even without raising their hands and prompting them to join in.
Links to future learning:
Ways to make five

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

18
Al Wahda Private School Lesson Plan

Grade: KG 2 2D Count and order to 5 Resources: MathBoard, connecting cubes

CCSS: K.CC.B.4c Understand the relationship between Lesson Objective(s): - Know that each successive number refers to a quantity that is
numbers and quantities; connect counting to one larger
cardinality. Understand that each successive
number name refers to a quantity that is one
larger.

Theme:
Essential Question How do you know that the order of numbers is the same as a set of objects that is one larger?
Real Life Application: Where have you seen the number 5 before?
Cultural Diversity / Global Citizenship: Social Relationships with others
Connection to other subject / lesson: English: Shape words, science, shapes

Whole Group:

Start the lesson with some shape songs

Essential Question Lesson closure

How do you know that the order of numbers is the same
as a set of objects that is one larger? Reflect Using the Language Objective
Making Connections Have pairs of children rephrase what they
Review counting up to five with the children. Use paper cutouts of have learned in order to answer the Essential
leaves or other manipulatives. Question.
• How do you count to 5? 1, 2, 3, 4, 5 How do you know that the order of numbers
Randomly display different numbers of leaves, up to 5. is the same as a set of objects that is one
How many leaves do you see? Guide children as they count the leaves. larger? I can use the counting order of numbers to 5.
How do you count them? Answers will vary. Each number is one greater or one less than the next
Learning Activity number.
Connect the story to the problem. What problem are the children
trying to solve?
• Are the groups of leaves all the same? How are they different?
no; the colors, different numbers of leaves in each group
• How can you tell how many yellow leaves there are just by
looking? I know what 1 looks like

Attaptations for SOD student:

19
Al Wahda Private School
Activities Student Groups
Teacher call groups at a
time to work with her.
Focused Group
Art Table Mixed Ability groups,
students have free choice to
go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Activity Table Mixed Ability groups,
Mixed Ability groups,
students have free choice to
go to activities they prefer
Puzzles and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Construction Area Mixed Ability groups
20
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
- breaking down numbers Focus Table Math Journals : Lesson 1. (pgs 56 to 58) Observations
- Numerosity of 5 (T lead using manipulatives to answer questions in the
-identify characters of a Math journal)
circle
Fine motor skills (cutting) Students will use grocery leaflets to find, cut and paste Observations
Spatial Awareness objects in groups of 5.
Problem solving
Creativity
Collaboration
Social development
counting Count and build number activity on 10 frame. Observations
-Problem Solving Build puzzles Observations
-Hand eye co-ordination
-Fine motor development
-social skills
-creativity Construction Corner – Building numbers 1-9 using snap Observations
- critical thinking cubes.
-problem solving
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: Math Class : KG 2 A Date: Room:
Learning Support: Ms Jadel Lesson 1.9 No. of students: 25 9 October 2018
Tuesday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, sticker chart,

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): LSA: Helping student to stay focused during whole group activities. Supporting student
SOD: Fatima Darwish with Learning support teacher during free flow activities.
TA: Assisting students to stay on task during free flow activities while teacher works with
No. Of students currently ABOVE/ON/BELOW target: focused group.
Above:
On: Date class work was last Links to National Agenda:
Below: marked (as per school
policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Counting accurately to five 1-1 correspondence questions even without raising their hands and prompting them to join in.
Links to future learning:
Ways to make five

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

21
Al Wahda Private School Lesson Plan

Grade: KG 2 2D Problem Solving, Understand 0 Resources: MathBoard, two-color counters

CCSS: K.CC.A.3 Write numbers from 0 to 20. Represent Lesson Objective(s): - Solve problems by using the strategy make
a number of objects with a written - a model
numeral 0–20 (with 0 representing a count of no
objects).

Theme:
Essential Question How do you solve problems using the strategy make a model?
Real Life Application: Where have you seen the number 5 before?
Cultural Diversity / Global Citizenship: Social Relationships with others
Connection to other subject / lesson: English: Discuss the meaning of the word model. How does a model help you solve a problem? Use the words in a
sentence, and then have children do the same.

Whole Group:

Start the lesson with some shape songs

Essential Question Lesson closure

How do you solve problems using the strategy
make a model? Reflect Using the Language Objective Have
Making Connections children draw and describe to answer the
Invite children to tell you what they know about the strategy Essential Question.
make a model. How can you solve problems using the
How can you use connecting cubes to show 2? How can you use strategy make a model? I can use counters to show
counters to show 5? How can you use your fingers to show 3? the objects in a problem. I can put them in and take them
Learning Activity away. Then I count how many are left.
Direct children’s attention to the eggs in the nest.
• How many eggs did the chicken leave in the nest? 2
• How many eggs does Scout want to take to their mother? 2
• How can you make a model of the eggs in the nest? I can use
2 counters.
• How can you change your model to show what the nest would
look like if Scout took both eggs? I can remove both counters.

Attaptations for SOD student:

22
Al Wahda Private School
Activities Student Groups
Teacher call groups at a
time to work with her.
Focused Group
Art Table Mixed Ability groups,
students have free choice to
go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Activity Table Mixed Ability groups,
Mixed Ability groups,
students have free choice to
go to activities they prefer
Puzzles and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Construction Area Mixed Ability groups
23
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
- breaking down numbers Focus Table Math Journals: Lesson 1. (pgs 61 to 63) Observations
- Numerosity of 5 (T lead using manipulatives to answer questions in the
-identify characters of a Math journal).
circle
Fine motor skills (cutting) Students will use grocery leaflets to find, cut and paste Observations
Spatial Awareness objects in groups of 5.
Problem solving
Creativity
Collaboration
Social development
counting Count and build number activity on 10 frame. Observations
-Problem Solving Build puzzles Observations
-Hand eye co-ordination
-Fine motor development
-social skills
-creativity Construction Corner – Building numbers 1-9 using snap Observations
- critical thinking cubes.
-problem solving
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: Math Class : KG 2 A Date: Room:
Learning Support: Ms Jadel Lesson 1.10 No. of students: 25 10 October 2018
Wednesday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, sticker chart,

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): LSA: Helping student to stay focused during whole group activities. Supporting student
SOD: Fatima Darwish with Learning support teacher during free flow activities.
TA: Assisting students to stay on task during free flow activities while teacher works with
No. Of students currently ABOVE/ON/BELOW target: focused group.
Above:
On: Date class work was last Links to National Agenda:
Below: marked (as per school
policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Counting accurately to five 1-1 correspondence questions even without raising their hands and prompting them to join in.
Links to future learning:
Ways to make five

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

24
Al Wahda Private School Lesson Plan

Grade: KG 2 2D Problem Solving, Understand 0 Resources: Math Board

CCSS: K.CC.A.3 Write numbers from 0 to 20. Represent Lesson Objective(s): - Represent 0 objects with a number name and a
a number of objects with a written written numeral.
numeral 0–20 (with 0 representing a count of no
objects).

Theme:
Essential Question How can you identify and write 0 with words and numbers?
Real Life Application: Numbers are used in addresses, price tags, grocery list etc.
Cultural Diversity / Global Citizenship: Social Relationships with others
Connection to other subject / lesson: English: Have children tell what the word zero means and then use it to talk about something they see in the classroom.

Whole Group:

Start the lesson with some shape songs

Essential Question Lesson closure

How can you identify and write 0 with words and numbers?
Making Connections Reflect Using the Language Objective Have
Have children hold up two fingers. teams of children share advice about how to
• How many fingers are showing? 2 Have children put down one answer the Essential Question.
finger and repeat. Then repeat again for no fingers. How can you identify and write 0 with words
• What does it mean to have zero fingers showing? It means that and numbers? I can show no objects, or I can show
there are no, none, or not any fingers showing. a counter and take it away to show 0 or none, or I can
• When might you have zero of something at home or school? write the number 0. I can write the word zero.
Possible answer: After I eat lunch, I have zero sandwiches on my plate.
Learning Activity
Invite children to tell what they know about showing zero.
• Have children hold up two arms and then put them down. Explain
how what you just did shows zero. Zero means none or not any.
I am not showing any arms so that shows zero.
• How can you use counters to show zero? Start with some number of
counters and then take them away.

Adaptations for SOD student:

25
Al Wahda Private School
Activities Student Groups
Teacher call groups at a
time to work with her.
Focused Group
Art Table Mixed Ability groups,
students have free choice to
go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Activity Table Mixed Ability groups,
Mixed Ability groups,
students have free choice to
go to activities they prefer
Puzzles and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Construction Area Mixed Ability groups
26
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
- breaking down numbers Focus Table Math Journals: Lesson 1. (pgs 67 to 69) Observations
- Numerosity of 5 (T lead using manipulatives to answer questions in the
-identify characters of a Math journal).
circle
Fine motor skills (cutting) Students will use grocery leaflets to find, cut and paste Observations
Spatial Awareness objects in groups of 5.
Problem solving
Creativity
Collaboration
Social development
counting Count and build number activity on 10 frame. Observations
-Problem Solving Build puzzles Observations
-Hand eye co-ordination
-Fine motor development
-social skills
-creativity Construction Corner – Building numbers 1-9 using snap Observations
- critical thinking cubes.
-problem solving
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: Math Class : KG 2 A Date: Room:
Learning Support: Ms Jadel Lesson 9.7 No. of students: 25 11 October 2018
Thursday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, sticker chart,

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): LSA: Helping student to stay focused during whole group activities. Supporting student
SOD: Fatima Darwish with Learning support teacher during free flow activities.
TA: Assisting students to stay on task during free flow activities while teacher works with
No. Of students currently ABOVE/ON/BELOW target: focused group.
Above:
On: Date class work was last Links to National Agenda:
Below: marked (as per school
policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Counting accurately to five 1-1 correspondence questions even without raising their hands and prompting them to join in.
Links to future learning:
Ways to make five

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

27
Al Wahda Private School Lesson Plan

Grade: KG 2 2D Identify and Name rectangles Resources: Math Board

CCSS: K.G.A.2 Correctly name shapes regardless of Lesson Objective(s): - Identify and name two-dimensional shapes, including
their orientations or overall size rectangles.

Theme:
Essential Question How can you identify and name rectangles?
Real Life Application: Numbers are used in addresses, price tags, grocery list etc.
Cultural Diversity / Global Citizenship: Social Relationships with others
Connection to other subject / lesson: English: Have children tell what the word zero means and then use it to talk about something they see in the classroom.

Whole Group:

Start the lesson with some shape songs

Essential Question Lesson closure

How can you identify and name rectangles?
Making Connections Reflect Using the Language Objective Have
Draw a group of squares and a separate group of rectangles on chart children use the sentence frame, You can tell
paper or the board. if a shape is a rectangle by _____, to answer
• Which of these shapes are squares? Check children’s answers. the Essential Question.
• How are the shapes that are not squares like the squares? They How can you identify and name rectangles?
have four straight sides and four corners. I know that a rectangle is a shape with four straight sides
• How are the shapes that are not squares different from the and four square vertices.
squares? They do not have four sides that are all the same length.
Learning Activity
Point out examples of rectangles and identify the shape. Ask the
following questions.
• What does a rectangle look like? Possible answers: It has four straight
sides. It is the same shape as a book.
• What classroom objects are shaped like a rectangle? Possible
answers: book, rug, window

Attaptations for SOD student:

28
Al Wahda Private School
Activities Student Groups
Teacher call groups at a
time to work with her.
Focused Group
Art Table Mixed Ability groups,
students have free choice to
go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Play dough Mixed Ability groups,
Mixed Ability groups,
students have free choice to
go to activities they prefer
Puzzles and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Construction Area Mixed Ability groups
29
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
- breaking down numbers Focus Table Math Journals: Lesson 9. (pgs 530 to 532) Observations
- Numerosity of 5 (T lead using manipulatives to answer questions in the
-identify characters of a Math journal).
circle
Fine motor skills (cutting) Make shape pictures, using different shapes we’ve Observations
Spatial Awareness learnt
Problem solving
Creativity
Collaboration
Social development
counting Make rectangles with play dough Observations
-Problem Solving Build puzzles Observations
-Hand eye co-ordination
-Fine motor development
-social skills
-creativity Construction Corner – Building rectangles with lego, Observations
- critical thinking blocks and connecting cubes
-problem solving
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: English Class : KG 2 A Date: 7 – 11 Oct Room:
Learning Support: Ms Asma No. of students: 25 2018
Sunday - Thursday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, stickers

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): Assisting students to stay on task during free flow activities while teacher works with
SEN: 1 Fatima Darwish with shadow teacher focused group.

No. Of students currently ABOVE/ON/BELOW target:

Above: Date class work was last Links to National Agenda:
On: marked (as per school
Below: policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Remember sight word I and main ideas in a story. questions even without raising their hands and prompting them to join in.
Links to future learning:

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

30
Al Wahda Private School Lesson Plan

Grade: KG 2 Content Area: Phonological Awareness and Resources: Big Book, Smart Board, Flashcards, Letter Cards
Phonics
CCSS: K.RF.2d. Isolate and pronounce the initial, medial Lesson Objective(s): - To be able to identify beginning sounds in words
vowel, and final sounds (phonemes) - To be able to recognize upper and lower case letters /Uu /
in three-phoneme (CVC) words Vv / Ww /
.K.RF.1d Recognize and name all upper- and
lowercase letters of the alphabet.

Theme: Pets
Essential Question Why do people have to take care of their pets?
Real Life Application: What might happen if you don’t look after you pets?
Cultural Diversity / Global Citizenship: Values
Connection to other subject / lesson: Math and Science

Whole Group:

Jolly Phonics song

Phonics sounds: Introduce a new sound every day Closure:

 Introduce the /?/sound, and the upper case and lower-case ? to the Share best work from students and revise learnt sound of the day
students.
 Display p ? of the Big Book A Journey from A to Z.
 Display picture cards from the Journey’s Resource Box also.
 Point to and name the letters ? and trace each letter.
 Have the children Say the /?/ sound and the letter name ?.
 Name the pictures; point out each ?.
 Ask children to brainstorm and name a few more words that have the /?/
sound.
 Watch the letter sound video from Jack Hartman
https://www.youtube.com/watch?v=14hXRz94jRQ Change the letter
name every day

Follow the same steps every day for each new sound so students get familiar
with the routine.

31
Al Wahda Private School
Activities Student Groups
Sunday Mixed Ability, students do
activities for the letter and
Uu sound taught for the day
and rotate freely around to
choose activities.
Monday Mixed Ability, students do
activities for the letter and
Vv sound taught for the day
and rotate freely around to
choose activities.
Tuesday Mixed Ability, students do
activities for the letter and
Ww sound taught for the day
and rotate freely around to
choose activities.
Wednesday Mixed Ability, students do
activities for the letter and
Revise sounds sound taught for the day
and rotate freely around to
choose activities.
32
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
-recognizing beginning Table 1: – Draw an umbrella and decorate, draw raindrops in the Observations
background with the letter /u/ written inside
sounds from picture cards
Table 2: Name writing practice
-identify sounds Table 3: Playdough with letter Uu and previous sounds
-letter formation of upper Table 4: Teacher led, handwriting sheets with sound
and lower case letters Jumping Puddles – Letter name and sound jumping puddles
activity. Pair of students will work together. A student reads the word
-fine motor skills
to his/her partner, the partner finds the letter and jumps on it.
Computer Area – Alphabet Bubble -
http://www.abcya.com/alphabet_bubble_letter_match.htm
-recognizing beginning Table 1: – Draw a volcano with spitting lava (lave is v’s in red, orange Observations
and brown)
sounds from picture cards Table 3: Playdough with letter vv and previous sounds
-identify sounds Table 4: Teacher led, handwriting sheets with sound
-letter formation of upper Jumping Puddles – Letter name and sound jumping puddles
and lower case letters activity. Pair of students will work together. A student reads the word
to his/her partner, the partner finds the letter and jumps on it.
-fine motor skills Computer Area – Alphabet Bubble -
http://www.abcya.com/alphabet_bubble_letter_match.htm
-recognizing beginning Table 1: – Make a page full of different coloured w’s cut out 2 Observations
rectangles for a window to stick on top.
sounds from picture cards Table 2: Beginning sound clip cards
-identify sounds Table 3: Playdough with letter Ww and previous sounds
-letter formation of upper Table 4: Teacher led, handwriting sheets with sound
and lower case letters Jumping Puddles – Letter name and sound jumping puddles
activity. Pair of students will work together. A student reads the word
-fine motor skills to his/her partner, the partner finds the letter and jumps on it.
Computer Area – Alphabet Bubble -
http://www.abcya.com/alphabet_bubble_letter_match.htm
--recognizing beginning Table 1: – Complete the activities of the week Observations
Table 2: Group activity drawing different sounds learnt this week
sounds from picture cards
Table 3: Playdough with letter s
-identify sounds Table 4: Teacher led, handwriting sheets with sound
-letter formation of upper Jumping Puddles – Letter name and sound jumping puddles
and lower case letters activity. Pair of students will work together. A student reads the word
to his/her partner, the partner finds the letter and jumps on it.
-fine motor skills Computer Area – Alphabet Bubble -
http://www.abcya.com/alphabet_bubble_letter_match.htm
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: Science Class : KG 2A Date: Room:
Learning Support: Ms Asma No. of students: 25 7 Oct – 11 Oct 2018

Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:

Verbal praise, stickers

Data informing intervention provision for significant groups Role of LSA/TA: (if applicable):
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data): TA: Assisting students to stay on task during free flow activities while teacher works with
SOD: 1 Fatima Darwish with learning support teacher focused group.
LSA: Guide SOD student in activities and work 1-1 when needed.

No. Of students currently ABOVE/ON/BELOW target:

Above: Date class work was last Links to National Agenda:
On: marked (as per school
Below: policy): Daily verbal
feedback as students work
in class

Link to MTP unit and real-life learning: Evidence of pupil progress over time:
(since most recent data capture)
Prior learning/previous lesson(s): Observation and encouragement on the carpet while working with the text, asking children
Remember sight word I and main ideas in a story. questions even without raising their hands and prompting them to join in.
Links to future learning:

Links to Math and Science:

Counting objects in the pictures
Linking problems and solutions in the story with science( What does an engineer do?)

33
Al Wahda Private School Lesson Plan

Grade: KG 2 A Content Area: Engineering and Technology Resources: Science Dimensions

CCSS: K-2-ETS1-2 – Develop a simple sketch, drawing, or physical Lesson Objective(s): - To ask questions to understand a problem (Lesson 1)
model to illustrate how the shape of an object helps it function
as needed to solve a given problem.
- To be able to use steps in the design process to solve a problem
K-2-ETS1-3 – Analyse data from tests of two objects (Lesson 2 and 3)
designed to solve the same problem to compare the strengths
and weakness of how each performs

Theme: Engineer It: How Can We Use a Design Process?

Real Life Application: Can we see the work of engineers around us?
Cultural Diversity / Global Citizenship: Social Relationships
Connection to other subject / lesson: Math

Days Student Skills from Instructional Strategies & Procedure Formative

Groups selected Assessment
learning
statements
Students - Identify a Lesson 1: Engineer It – How Can We Use a Design Process? Observations
work in problem Let children look at the roof of the classroom, then look at the roof of the stadium in the picture. ASK: How is
mixed - Ask questions the roof in the classroom the same as the roof of the stadium? How is it different? (Both roofs cover and
Lesson 1 ability - Find solutions
protect people, but the have different shapes.
Day 1 and 2 groups for - Observe
science - Record
- collaboration Light Problem:
- communication Look at a picture of a baseball field (p 19 student books) Where might you put lights for a night game?

Revise the design process, students follow in their books p 20 – 24

(work in smaller groups with students while other students continue to build bridges or towers with different
materials in the classroom.

At the end of the lesson go through the 5 steps again and let students tell the steps.

Students Critical thinking Lesson 2: Talk about what we’ve seen in previous lesson (Design Process) Tell students they are going to Observations
work in Problem solving create something today following the Design Process:
mixed Communication
Lesson 2 ability collaboration Materials:
Day 3 groups for
science  Pencils, wool, paper, glue, scissors, rulers, tape

34
Al Wahda Private School Lesson Plan
How can you make a tool to reach something under a couch or shelf in the classroom?
Step 1: Identify the problem – What do you think the problem is?
Step 2: Plan two ways to solve the problem. Draw a picture of your ideas. What does your solution have to be
able to do?
Step 3: Test your tool What does it mean to test your tool? Tell students to write notes and ask them why you
suggest they write notes.
Step 4: Redesign the tools to make them better. Retest your tools
Step 5: Share your tools. Compare designs, demonstrate and explain how your tool worked.

Students Lesson 3: Observations

Lesson 3 work in Unit Performance Task: Build and Airplane
Day 4 mixed
ability Build an airplane and see how far it can fly
groups for
science
Materials:
 A straw that does not bend
 Construction paper
 Safety scissors
 Tape

Use the design process to make your airplane

Step 1: Identify the problem
Step 2: Plan and build
Step 3: Test and improve.
Step 4: Redesign
Step 5: Communicate

Show students some examples of airplanes made with paper and straws to guide them, but so not limit them
to the pictures you show them.
Students should think critically and solve their own problems.

Teacher only facilitates and reminds the students of the design process

35