Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: English Class : KG 2 A Date: Room:
Learning Support: Ms Jadel Reading Big Book No. of students: 26 21 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): TA: Assisting students to stay on task during free flow activities while teacher works with
SOD: focused group.
1. Fatima Darwish with learning support LSA: Individual support
2. Hamad Salman

Date class work was last Links to National Agenda:

No. Of students currently ABOVE/ON/BELOW target: marked (as per school
Above: policy): Daily verbal
On: feedback as students work
Below: 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.RI.4 With prompting and support, ask and Lesson Objective(s): - To listen to group reading and ask questions about new
answer questions about unknown words in a text. words
K.RF.3c. Read common high-frequency words by - To identify sight words (the) in different contexts and revise
sight (e.g., the, of, to, you, she, my, (I, like)
is, are, do, does

Theme: Jobs
Essential Question What kids of jobs do people do?
Real Life Application: What jobs are your parents/grandparents do?
Cultural Diversity / Global Citizenship: Community
Connection to other subject / lesson: Math and Science

Whole Group:
Read the Big Book: Everybody Works (Informational Text)

Read aloud the Essential Question: What kinds of Closure: Analyze/Evaluate

work do people do? Have children think about this Have children tell a partner what they like about
question as they listen to the Big Book. learning about jobs from the Big Book.
Encourage them to speak clearly as they explain
Set Purpose
Ask children what they would like to learn from why they feel that way. Remind children to take
listening to the Big Book. turns and speak one at a time as they share their
Model setting a reading purpose. ideas.
Think Aloud
I see the firefighter on the cover. Students share their drawings with the class
I wonder what other kinds of workers we will
read about.

Read pp. 2–5. What do you think this book is about? different kinds of work people do
What workers do the pictures show? Possible responses: doctors, police officers, firefighters
MAIN IDEAS
Point to the picture of the police officer on p. 5. What does a police officer do? protects
people
Point out that a police officer also makes sure that people obey laws. Discuss examples of laws, such as
pedestrians needing to use a crosswalk to cross a street or drivers needing to stop at red lights. Why are
these laws important? They help people be safe.
2
The words say “work is delivering.” We talked about the meaning of delivering. What does it mean?
taking to What is the mail carrier delivering in the picture? She is delivering mail.

3
The words say “work is creating.” What do the photos show us the people are creating? music, art, a
drawing RELATE PICTURES TO TEXT

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Al Wahda Private School Lesson Plan
4
What jobs are these people doing? building things, driving a tractor, fixing things What words tell about
the jobs? building, fixing
DETAILS
ENGLISH LANGUAGE SUPPORT Explain that fixing means making something good
again. Point to the photo on page 10, and explain that the man is making the bike tire good again. Have
children explain how they can fix a broken pencil lead use the pencil sharpener
5
What information do we get from the photos about jobs that may be dangerous?
Possible responses: a man standing up high, a man wearing goggles and gloves, sparks flying Do the
words talk about the dangers of the work? No. RELATE PICTURES TO TEXT
6
Some of the people in the photos use dough to make food. What are they making
with the dough? cookies, pizza, bread
DETAILS
7
Display p. 17. The woman is cleaning her windows at home, and the man is fixing a
tire in his driveway. How does work done at home help the people in a home? Possible answers: It
keeps the home clean for them. Fixing broken things helps the people who use them. MAKE
CONNECTIONS

High Frequency Words:

Introduce (and) and revise (I, like, the)

Activities Student Groups
Whole Class Activity Teacher call children in
groups to complete
activity with her, make
observations and notes to
identify ability of learners
Skills from selected
learning statements
- read and copy
(transcription) of sight
word like
-Complete a sentence
using visual clues
Instructional Strategies & Procedure Formative Assessment
Drawing after Reading Observations
Students draw what they remember from the story
“Everybody Works” teacher move around and ask
questions and make notes of what children say
Encourage on-level students to “write labels/captions
for drawings”
Encourage Higher Ability students to write labels and
captions

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 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: English Class : KG 2 A Date: Room:
Learning Support: Ms Jadel Shared Writing: Captions No. of students: 26 22 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): TA: Assisting students to stay on task during free flow activities while teacher works with
SOD: focused group.
1. Fatima Darwish with learning support LSA: Individual support
2. Hamad Salman

Date class work was last Links to National Agenda:

No. Of students currently ABOVE/ON/BELOW target: marked (as per school
Above: policy): Daily verbal
On: feedback as students work
Below: 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: Shared Writing Resources: Big Book, Smart Board, Flashcards, Letter Cards
CCSS: K.W.2 Use a combination of drawing, dictating, Lesson Objective(s): - To start writing simple captions for pictures
and writing to compose informative/explanatory - To identify sight words (and) in different contexts and
texts in which they name what they are writing revise (I, like, the)
about and supply some information about the
topic.
K.RF.3c. Read common high-frequency words by
sight (e.g., the, of, to, you, she, my,
is, are, do, does

Theme: Jobs
Essential Question What kids of jobs do people do?
Real Life Application: What jobs are your parents/grandparents do?
Cultural Diversity / Global Citizenship: Community
Connection to other subject / lesson: Math and Science

Whole Group:
Read the Big Book: Everybody Works (Informational Text)

Modeled Writing: Captions Closure

Remind students that labels name things, people, and places. Tell them Share captions with friends
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.

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Al Wahda Private School
High Frequency Words: (and)
(I, like, the
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
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
- beginning stages of Captions Observations
writing (scribble) Projectable 3.2
-Critical thinking
-Identify differences Write captions with support Observations
between people and Give students some pictures of people doing different
places jobs and let them write captions.
Lower ability Let students copy captions for pictures
Fine motor (cutting skills) Posters Observations
Spatial Awareness Find pictures of jobs in magazines and make a poster
(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 Grammar: Nouns No. of students: 26 23 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): TA: Assisting students to stay on task during free flow activities while teacher works with
SOD: focused group.
3. Fatima Darwish with learning support LSA: Individual support
4. Hamad Salman

Date class work was last Links to National Agenda:

No. Of students currently ABOVE/ON/BELOW target: marked (as per school
Above: policy): Daily verbal
On: feedback as students work
Below: 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: Language: Grammar Nouns Resources: Big Book, Smart Board, Flashcards, Letter Cards
CCSS: K.RL.1b Use frequently occurring nouns and Lesson Objective(s): - To identify names of people, places, animals and things as
verbs. nouns
K.RF.3c. Read common high-frequency words by - To identify sight words (and) in different contexts and
sight (e.g., the, of, to, you, she, my, revise (I, like, the)
is, are, do, does

Theme: Jobs
Essential Question What kids of jobs do people do?
Real Life Application: What jobs are your parents/grandparents do?
Cultural Diversity / Global Citizenship: Community
Connection to other subject / lesson: Math and Science

Whole Group:
Read the Big Book: Everybody Works (Informational Text)

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 (and) and revise (I, like, the)

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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
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
- read and copy Projectable 3.2 Observations
(transcription) of sight Nouns
word like
-Complete a sentence
using visual clues
-Identify differences Noun sorting Observations
between people and Students sort pictures of nouns in groups of nouns for
places people, places, animals and things
Fine motor (cutting skills) Posters Observations
Spatial Awareness Find pictures of pets in magazines and make a poster
(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 Group Guided Reading No. of students: 26 25 Oct 2018
LSA: Ms Edi Thursday
Ability range/set: N/A for KG students Competency/ skill development: Rewards/sanctions:
Verbal praise, stickers

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

Date class work was last Links to National Agenda:

marked (as per school
No. Of students currently ABOVE/ON/BELOW target: policy): Daily verbal
Above: feedback as students work
On: in class
Below:

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: Group Guided 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
Below (10 min) Ask questions 5 Bits - Guided Reading Observations
Answer questions
Start Smart
1. What’s happening on this page? (students share ideas)
Fun Together p34-39
2. Finger on the first word…GO! (Read together as a group)
3. Here comes the question (Ask different types of questions)
4. Find the word (Integrate with sight
words/grammar/phonological awareness)
5. What might happen next? (Students share ideas, tell students
that there are no “wrong” answers)

On Level (10 min) Ask questions 5 Bits - Guided Reading Observations

Answer questions
Wonders Unit 1
1. What’s happening on this page? (students share ideas)
We can p27-31
2. Finger on the first word…GO! (Read together as a group)
3. Here comes the question (Ask different types of questions)
4. Find the word (Integrate with sight
words/grammar/phonological awareness)
5. What might happen next? (Students share ideas, tell students
that there are no “wrong” answers)

Above (10 min) Ask questions 5 Bits - Guided Reading Observations

Answer questions
Wonders Unit 1
1. What’s happening on this page? (students share ideas)
I Can, We Can p32-37
2. Finger on the first word…GO! (Read together as a group)
3. Here comes the question (Ask different types of questions)
4. Find the word (Integrate with sight
words/grammar/phonological awareness)
5. What might happen next? (Students share ideas, tell students
that there are no “wrong” answers)

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.

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 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: Math Class : KG 2 A Date: Room:
Learning Support: Ms Jadel Chapter 2 Lesson 2.1 No. of students: 26 21 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?)

12
Al Wahda Private School Lesson Plan

Grade: KG 2 Same Number Resources: MathBoard, two-color counters

CCSS: K.CC.C.6 Identify whether the number of objects Lesson Objective(s): - Use matching and counting strategies to
in one group is greater than, less compare sets with the same number of objects
than, or equal to the number of objects in another
group, e.g., by using matching and
counting strategies.

Theme: Compare Numbers to 5

Essential Question
Real Life Application:
Cultural Diversity / Global Citizenship:
Connection to other subject / lesson:
How can you use matching and counting to compare sets with the same number of objects?
Where have you seen the number 5 before?
Social Relationships with others
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 can you use matching and counting to compare
sets with the same number of objects? Reflect Using the Language Objective Have
Making Connections pairs of children use two-color counters to
Review the numbers 1 through 5 with children. demonstrate and describe their answer to
• Show two fingers. Children hold up two fingers. Show four fingers. the Essential Question.
Children hold up four fingers. How can you use matching and counting to
• Tell us a number from one to five and we will hold up that many compare sets with the same number of
fingers. Check that answers are correct. objects? I can draw lines to match the objects from
• What do you notice about the number of fingers we hold up? each set to see if they have a match. I can count to see if
They are the same. each set has the same number of objects.
Learning Activity
Connect the story to the problem. What problem are the children
trying to solve?
• How many purple flowers are there? 4
• How many yellow flowers are there? 4
• What does Scout want to do? to see if the row of yellow flowers has
the same number as the row of purple flowers

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Al Wahda Private School
Attaptations for SOD student:
Activities Student Groups
Teacher call groups at a
time to work with her.
Focused Group
Playdough Table Mixed Ability groups
Activity Table Mixed Ability groups,
Mixed Ability groups,
students have free choice to
Puzzles go to activities they prefer
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Construction Area Mixed Ability groups
14
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
- breaking down numbers HA: Focus Table Math Journals: Lesson 2.1 (p 81 to Observations
- Numerosity of 5 84) (T lead using manipulatives to answer questions in
-identify characters of a the Math journal).
circle MA: p 81-83
LA: p 81-82
Fine motor skills (cutting) Make numbers and Number Names form 0 – 5 with play Observations
Spatial Awareness dough
Problem solving
Creativity
Collaboration
Social development
Write 5 in different ways Working with counters and Friends of 5 template. Observations
(revision) Breaking up number 5
-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 Chapter 2 Lesson 2.2 No. of students: 26 22 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?)

15
Al Wahda Private School Lesson Plan

Grade: KG 2 Greater Than Resources: MathBoard, two-color counters

CCSS: K.CC.C.6 Identify whether the number of objects
in one group is greater than, less
than, or equal to the number of objects in another
group, e.g., by using matching and
counting strategies.
Lesson Objective(s): - Use matching and counting strategies to compare
sets when the number of objects in one set is
greater than the number of objects in the other set

Theme: Compare Numbers to 5

Essential Question
Real Life Application:
Cultural Diversity / Global Citizenship:
Connection to other subject / lesson:
How can you compare sets when the number of objects inone set is greater than the number of objects in the other set?
Where have you seen the number 5 before?
Social Relationships with others
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 can you compare sets when the number of objects in
one set is greater than the number of objects in the other set? Reflect Using the Language Objective Have
Making Connections children show and tell their answer to the
Review same number with children. Hold up three fingers.
• Show the same number of fingers on your hand. Check that
Essential Question.
children show 3 fingers. How can you compare sets when the number
• How do you know that we are showing the same number of of objects in one set is greater than the
fingers? Possible answer: I can count three fingers on your hand and number of objects in the other set? I can use
three fingers on mine. matching to see which set has more objects. I can count
Learning Activity the number of objects in each set and compare the
Guide children as they learn about greater than. two numbers.
• Have children draw or model two groups of three objects each.
How do you know that these groups show the same number?
Possible answer: I can match or count the objects in each group.
• What happens if I add an object to one of the groups? Possible
answer: One group will have more than the other.
• Explain greater than. The group with one more has a number of
objects that is greater than the other group.

Attaptations for SOD student:

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Al Wahda Private School
Activities Student Groups
Teacher call groups at a
time to work with her.
Focused Group
Playdough Table Mixed Ability groups
Activity Table Mixed Ability groups,
Mixed Ability groups,
students have free choice to
Puzzles go to activities they prefer
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
- understanding greater HA: Focus Table Math Journals: Lesson 2.1 (p 87 to Observations
than 90) (T lead using manipulatives to answer questions in
the Math journal).
MA: p 87-89
LA: p 87-88
Fine motor skills (cutting) Make numbers and Number Names form 0 – 5 with play Observations
Spatial Awareness dough
Problem solving
Creativity
Collaboration
Social development
Write 5 in different ways Working with counters and Friends of 5 template. Observations
(revision) Breaking up number 5
-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 Chapter 2 Lesson 2.3 No. of students: 26 23 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?)

18
Al Wahda Private School Lesson Plan

Grade: KG 2 Less Than Resources: MathBoard, two-color counters

CCSS: K.CC.C.6 Identify whether the number of objects
in one group is greater than, less
than, or equal to the number of objects in another
group, e.g., by using matching and
counting strategies.
Lesson Objective(s): - Use matching and counting strategies to
compare sets when the number of objects in
one set is less than the number of objects in the
other set

Theme: Compare Numbers to 5

Essential Question
Real Life Application:
Cultural Diversity / Global Citizenship:
Connection to other subject / lesson:
How can you compare sets when the number of objects in one set is less than the number of objects in the other set?
Where have you seen the number 5 before?
Social Relationships with others
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 can you compare sets when the number of objects in
one set is less than the number of objects in the other set? Reflect Using the Language Objective Have
Making Connections pairs of children role-play how to answer the
Review greater than with children. Hold up two fingers.
• On your hand, show a number of fingers that is greater than this
Essential Question.
number of fingers. Check that children show more than two fingers. How can you compare sets when the number
• How do you know that you are showing a number that is greater of objects in one set is less than the number
than mine? Possible answer: I count two fingers on your hand and four of objects in the other set? Children should act
fingers on mine. Four is greater than two. out and explain how they match the objects in each set
Learning Activity and then count and compare the numbers to see which
Guide children as they learn about less than. is less
• Have children draw or model two groups of four objects each.
Explain how you know these groups show the same number.
Possible answer: I can match or count the objects in each group.
• What happens if I take away two objects from one of the groups?
Possible answer: One group will have less than the other.
• Explain less than. The group with only two objects has a number
that is less than the group with four objects

Attaptations for SOD student:

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Al Wahda Private School
Activities Student Groups
Teacher call groups at a
time to work with her.
Focused Group
Playdough Table Mixed Ability groups
Activity Table Mixed Ability groups,
Mixed Ability groups,
students have free choice to
Puzzles go to activities they prefer
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
- understanding greater HA: Focus Table Math Journals: Lesson 2.3 (p 93 to Observations
than 96) (T lead using manipulatives to answer questions in
the Math journal).
MA: p 93-95
LA: p 93-94
Fine motor skills (cutting) Make numbers and Number Names form 0 – 5 with play Observations
Spatial Awareness dough
Problem solving
Creativity
Collaboration
Social development
Write 5 in different ways Working with counters and Friends of 5 template. Observations
(revision) Breaking up number 5
-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 Chapter 2 Lesson 2.4 No. of students: 26 25 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?)

21
Al Wahda Private School Lesson Plan

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

CCSS: K.CC.C.6 Identify whether the number of objects Lesson Objective(s): - Make a model to solve problems using a
in one group is greater than, less matching strategy.
than, or equal to the number of objects in another
group, e.g., by using matching and
counting strategies.

Theme: Compare Numbers to 5

Essential Question
Real Life Application:
Cultural Diversity / Global Citizenship:
Connection to other subject / lesson:
How can you make a model to solve problems using amatching strategy?
Where have you seen the number 5 before?
Social Relationships with others
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 can you make a model to solve problems using a
matching strategy? Reflect Using the Language Objective Have
Making Connections pairs of children write an example on their
Assess prior knowledge and review the terms more and less. MathBoard to discuss their answer to the
• I have some apples. What does it mean if you have more? Explain. Essential Question.
• I have some oranges. What does it mean if you have less? Explain. How can you make a model to solve
• How do you know if there is more or less of something? problems using a matching strategy? I can
Learning Activity draw or model two sets of objects to show how many
Guide children to understanding matching as a way to compare. are in each set. Then I can draw lines to match the
• Draw three stars and three moons. How can I match the stars and objects and compare the number of objects in each set.
moons? Draw one line from each star to a different moon.
• How does matching the shapes help me compare? Possible answer:
I can see that there are the same number of stars and moons.
• Have children draw their own shapes and draw lines to match
them. Have them talk with a partner to compare.

Attaptations for SOD student:

22
Al Wahda Private School
Activities Student Groups
Teacher call groups at a
time to work with her.
Focused Group
Playdough Table Mixed Ability groups
Activity Table Mixed Ability groups,
Mixed Ability groups,
students have free choice to
Puzzles go to activities they prefer
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
- understanding greater HA: Focus Table Math Journals: Lesson 2.4 (p 99 to Observations
than 102) (T lead using manipulatives to answer questions
in the Math journal).
MA: p 99-101
LA: p 99-100
Fine motor skills (cutting) Make numbers and Number Names form 0 – 5 with play Observations
Spatial Awareness dough
Problem solving
Creativity
Collaboration
Social development
Write 5 in different ways Working with counters and Friends of 5 template. Observations
(revision) Breaking up number 5
-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: English: Phonics Class : KG 2 A Date: 21 – 25 Oct Room:
Learning Support: Ms Jadel No. of students: 26 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): TA: Assisting students to stay on task during free flow activities while teacher works with
SOD: focused group.
1 Fatima Darwish with shadow teacher LSA: Assisting Fatima with IEP and to stay on task
2 Hamad Salman with Nanny

Date class work was last Links to National Agenda:

No. Of students currently ABOVE/ON/BELOW target: marked (as per school
Above: policy): Daily verbal
On: feedback as students work
Below: 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?)

24
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 /Mm /
in three-phoneme (CVC) words
.K.RF.1d Recognize and name all upper- and
lowercase letters of the alphabet.

Theme: Jobs
Essential Question What kids of jobs do people do?
Real Life Application: What jobs are your parents/grandparents do?
Cultural Diversity / Global Citizenship: Community
Connection to other subject / lesson: Math and Science

Whole Group:

Jolly Phonics song/Jack Hartman beginning letter songs

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.

25
Al Wahda Private School
Activities Student Groups
Lesson 1 Mixed Ability, students do
activities for the letter and
Ss sound taught for the day
and rotate freely around to
choose activities.
Lesson 2 Mixed Ability, students do
activities for the letter and
Aa sound taught for the day
and rotate freely around to
choose activities.
Lesson 3 Mixed Ability, students do
activities for the letter and
Tt sound taught for the day
and rotate freely around to
choose activities.
Lesson 4 Mixed Ability, students do
activities for the letter and
Revise sounds sound taught for the day
and rotate freely around to
choose activities.
26
Lesson Plan
Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
-recognizing beginning Table 1: – Activity with new sound Observations
Table 2: Name writing practice
sounds from picture cards
Table 3: Playdough with new sound and previous sounds
-identify sounds Table 4: Handwriting sheets with sound
-letter formation of upper Table 5: Beginning sound Clip Cards
and lower case letters Computer Area – Draw pictures on the white board beginning with
the sound
-fine motor skills
-recognizing beginning Table 1: – Activity with new sound Observations
Table 3: Playdough with new sound and previous sounds
sounds from picture cards Table 4: Handwriting sheets with sound
-identify sounds Table 5: Beginning sound Clip Cards
-letter formation of upper Computer Area – Draw pictures on the white board beginning with
and lower case letters the sound
-fine motor skills
-recognizing beginning Table 1: – Activity with new sound Observations
Table 2: Beginning sound clip cards
sounds from picture cards
Table 3: Playdough with new sound and previous sounds
-identify sounds Table 4: Handwriting sheets with sound
-letter formation of upper Table 5: Beginning sound Clip Cards
and lower case letters Computer Area – Draw pictures on the white board beginning with
the sound
-fine motor skills
--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 new sound and previous sounds
-identify sounds Table 4: Handwriting sheets with sound
-letter formation of upper Table 5: Beginning sound Clip Cards
and lower case letters Computer Area – Draw pictures on the white board beginning with
the sound
-fine motor skills
 Al Wahda Private School Lesson Plan

Teacher: Sonika van der Merwe Subject: Science Class : KG 2A Date: Room:
Learning Support: Ms Jadel Forces and Motion No. of students: 26 21 Oct – 25 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
(High Attainders/G&T/SEND/ELL/Emirati based on CAT4 and MAP Data):
SOD:
1 Fatima Darwish with learning support teacher
2 Hamad Salman
Role of LSA/TA: (if applicable):
TA: Assisting students to stay on task during free flow activities while teacher works with
focused group.
LSA: Guide SOD student in activities and work 1-1 when needed.

Date class work was last Links to National Agenda:

No. Of students currently ABOVE/ON/BELOW target: marked (as per school
Above: policy): Daily verbal
On: feedback as students work
Below: 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?)

27
Al Wahda Private School Lesson Plan

Grade: KG 2 A Content Area: Forces and Motion Resources: Science Dimensions

CCSS: K-PS2-1 Plan and conduct an investigation to Lesson Objective(s): - To understand what motion is
compare the -effects of different strengths or different
directions of pushes and pulls on the motion of an
object.

Theme: Engineer It: What is Motion?

Real Life Application: Where can we see motion 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 - understand Lesson 1: Engage Observations
work in motion Show students a picture of a Ferris wheel. Let them share experiences they have had on Ferris
mixed
Lesson 1 ability wheels.
Engage groups for Ask: How does the Ferris Wheel move? Does it go up and down or round and round?
Day 1 science
Discuss the different ways things move

Students Critical thinking Lesson 1: Pushes and Pulls Observations

work in Problem solving
mixed Communication
Lesson 1 ability collaboration Show children a video about children dancing and making pushing and pulling motions with their
Day 2 and 3 groups for bodies. Show pictures about children pushing and pulling one another. Allow children to discuss
science their observations and share experiences with pushes and pulls.

Children should identify what is shown in each picture before responding to the prompt.

Children work in pairs to draw/write pictures to show how and when they push or pull things in
everyday life.

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Al Wahda Private School Lesson Plan
Speed
Students describe speed and use evidence to support their claims about what causes objects to
move fast or slow.

Have children think about and describe how a soccer ball moves when it is kicked. Ask How could
you make the soccer ball go fast? What could you do if you want the soccer ball to go more slowly?
Is kicking a ball a push or a pull?

Draw something that moves fast and draw something that moves slowly.

Students Lesson 1: Hands on Activity – Make a ramp Observations

Lesson 1 work in Unit Performance Task: Build and Airplane
Day 4 mixed
ability Students plan and conduct an investigation about the speed of objects by making a ramp
groups for
science
Materials:
 Cardboard
 Books
 Tape
 Toy cars

Make a ramp. Tape the ramp to the table

Let the car go so it rolls down the ramp. Change the height of the ramp by removing some books.
Repeat the test. Draw conclusions. Did the height of the ramp change the speed of the car?

Students should think critically and solve their own problems.

Teacher only facilitates and reminds the students of the design process

29