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# Lesson Planning Year 2, Sem 1

Date: Day: 4th Month: Nov Year: 2018 Name of Noor AlSuwaidi / H00370271
Student:

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

to: 11:55am minutes School:

MST:

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

the MST uses: Math Book Patterns -------

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

OBJECTIVES

##  Understand the concept of patterning

 List the colours in the pattern
 Identify what a pattern is
 Predict what should come next in patterns
 Recognize the patterns
 Create their own pattern
 Describe the patterns
 Solve the activities and worksheets
 Arrange the cubes, clips, balls, etc... to make a pattern
 Produce and extend a pattern using different objects

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

- The students will sit on the mat and listen to the teacher.
- The teacher will practice the numbers they’ve learned before.
- My aim is to teach the students Math in Arabic language, I’ll teach them patterns as they build their
mathematical foundation.
- It’s a new concept for the students. I’ll introduce them to patterning in many attractive ways and make for
them many and different kinds of activities, then allow them to choose what they want.
- The students will learn how to create their own patterns and arrange things to make a pattern.
- The students will be able to understand the concept of patterning and create their own patterns.
- I’ll show them the videos and PowerPoint slides then I’ll give the students several activities on it at the end.
- The students will have to answer me with a full sentence for example: “yes I do understand”, “no I don’t
understand”.
- The students will ask me to re explain it when they don’t understand; the students will say: “may you explain
- If the students don’t know something, they’ll ask the teacher: “what’s this miss?”
 What did we learn today?
 What’s the missing colour in this pattern?
 What we understand from patterns?
 How did you arrive with this pattern?
 Who can create his own pattern?
 What did we use to make a pattern today?
Ask the students to complete the pattern then check if they did it right. If the student completed the pattern
correctly, I’ll make sure I accomplished my goal.
SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

## - Develop their memorising, thinking, speaking and watching skills.

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

- Patterning song
- Whiteboards and markers
- Worksheets and colored pencils
- Patterning cards and cubes
- “The Teapot and the Cups” patterns activity
- Application game about patterning to play on the tablets
- Real objects, colorful sticks, clips, pom poms balls and cubes
- Worksheet (creating their own pattern)
ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities authentic
and purposeful?

## 1-They’ll have cubes to make their own pattern.

3-This activity is called “The Teapot & The Cups,” the teacher will give the students two patterns to complete, and
she will provide the cups and teapots for the students to complete the missing part of the pattern. The students will
use the given teapots and cups to complete the patterns, they’ll finish the teapots pattern first, then the cups pattern.
4-There will be a game about patterning in their tablets to play.
5-There will be colorful sticks to make patterns with.
6-There will be colored dots on a card and the students will use the “pom poms balls” to make a pattern.
7-There will be colored clips and cards provided for the students, the students will use the clips to make a pattern.
8-There’ll be patterns learning worksheet, it’ll include two boxes, in the first box they'll make their own easy pattern
and in the other box they'll make a challenging pattern.
Activity Time Interaction Teacher (activity + exact instructions you intend Student (what they do + language you expect Purpose / objective of the activity MCT comments
to give) them to use)

## T-S Rules – reminder

Engage 2 T tells the student to sit on the mat. S sit on the mat quietly and listen to To make it authentic
minutes the teacher.
S-T T elicits prior knowledge
T welcome the students and ask them
Pre-Listening about the day and the weather. S will say what day it is and the
To engage them
weather.
T will distribute a smiley and a sad
face to each student and before
starting the lesson she will explain to
them that if they don’t understand To express their feelings and
S will listen to the teacher giving
3 understanding
minutes face up and if they understand they face to know why and when to use
should raise the smiley face up. them.

## T will write the numbers on the

S-S whiteboard and ask the students to
guess what they’re going to learn
about today. To make them think and
S will try to guess what they’re prepare
T will ask the students to tell her the
numbers they already know and To revise what they learned
practice the tens as well and ask them before
to say them as much as they know or S will count till the numbers they
learned before. know then they’ll start counting in
To expand their imagination
tens as much as they know.
and knowledge
T will introduce the numbers 1-20 to
the students.
To allow them sharing what
S will sit and listen to the teacher. they know
T will write some numbers on the
board.
S will say what number the teacher To allow them say what they
is writing on the board. know

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

## To sit quietly and focus

T will start teaching the lesson by S will sit in silence, look at the
Building showing the students a flashcards of flashcard and listen carefully to the
5 T-S To attract their attention
the numbers 1-20, on the flashcard for teacher saying the numbers in order,
Knowledge minutes
example it’s written (one 1) - (two 2) then they’ll try to say the number
… and the teacher will say the written they see, so later they’ll be able to
numbers 1-20 loudly and slowly so the say the numbers in order and arrange
S-T students can follow with her the order them.
of the numbers and learn how to say
During the number and how it looks like, then
Listening she’ll ask them to say the number they
see.

## S will sing the numbers song with To make it exciting

T will play for the students the
the played music.
numbers song.

5
minutes
T will use flashcards of numbers and
put them on the mat in the middle of S will raise their hands till the
the circle, she’ll use the cubes to show To scaffold students to
teacher chooses them to use the
the students the amount of the number, understand the quantity of
cubes and count loudly till they
for example: she’ll put one cube on the number
reach the right quantity of cubes
the number 1 flashcard... the flashcard needed as written on the flashcard.
includes the symbol and the word as
(one 1) - (two 2) ... the teacher will do
some then she’ll ask the students to
raise their hands to come and put the
5 right quantity of cubes on the number
minutes flashcard.
T will make a number line on the S will follow with the teacher while To keep them focused,
whiteboard using the markers and will she’s writing the numbers in the concentrated
keep some numbers missing, then number line and will try to tell her
she’ll ask the students to tell her what what number to write in the missing
number is in the missing part? part. If the students don’t know what
comes next, they’ll ask the teacher:
“what’s the missing number miss?”
T will make another number line and S will raise their hands till the To engage the students
will ask the students to raise their teacher chooses them to come up to
hands if they want to come and write her and complete the number line.
the missing number in the number
line, she’ll choose some students to
come and try completing the number
line.
S will sit politely and watch the
T will show the students the slides, they’ll have time to think To keep them focused
PowerPoint slides of numbers, before raising their hands to answer
pictures of items of the same amount the teacher when she asks them
and examples then the teacher will ask about the displayed number, what
them what number do you see, or how number do they see and how many
many items do you see in the picture? items do they see in the picture?
The teacher will give them time to
think and count first, then she’ll ask
them again and will choose the
students who are raising their hands.

## S will watch the videos and try to To expand their imagination

T will show the students videos about say what do they see in the video and knowledge
numbers. and count with it.

S will interact with the teacher to To make the lesson more fun
T will play with the students an online play the numbers game on the
game on the computer. computer.
T-S T will ring the bell to attract the S prepares for the other activity To obey the teacher’s rules
Transition students’ attention and to announce
To check the understanding
that it’s time to move to another
2 activity S will listen to the instruction To end the reading part and
minutes move to the activities
To attract their attention and
T will finger clap
make them look at her
S will finger clap as well
T will sing “one by one” song
To make them sit quietly and
S will sit quietly and fold their hands for the teacher to choose
them first
S-S T will divide the students into groups S will sit down quietly till the To play with the activities in
to make the activities, each group will teacher divides them, then they’ll groups
Transformation 5
sit on a table to make the activities. move to where the teachers tells
minutes
them for the activities. They'll sit in
groups and finish the activities.
Post Listening
T will tell the students to match the S will match the right amount on the To make them understand
right fish contained amount with its fish with its fishbowl. and identify that the number
fishbowl depending on the amount of could look in many different
the number. ways

T will give the students a basket filled S will use the numbers in the basket
To make sure the student
with mixed numbers from 1-20 and to arrange them and stick them on
knows how to arrange the
will tell the students to arrange the the number line on the wall.
numbers in order
numbers in order from small to big
and stick them on the number line on
the wall.
5 T-S To engage them and make it
minutes more exciting and interesting

## S will move around the class to

T will hide the animals’ toys around search for the hidden animals,
the class before the students come to collect them and put them in the
class. The teacher will tell the students basket. Then the teacher will use the
that there are hidden animals in the animals’ toys to count. Students will
class and will tell the students to move count the animals and put the needed
around the class to search for the amount as shown in the card in the
hidden animals' toys, collect them and basket.
put them in the basket. Then the
teacher will use the animals’ toys to
count. Give the students two baskets
7
and a number card with each basket
minutes
and ask the students to count the
animals and put the needed amount as
shown in the card in the basket.
To practice more how to
count
T will group the objects in the basket
and ask the students to count how S will count the objects in the basket
many objects are there in the basket, loudly, say how many is in there in
say how many is in there then write it total, then write down the amount on
the paper. To express what they know
down on the paper. and understand about
numbers
T will give the students gumballs S will read the written number
machines with numbers below, and below the machine, then starts
5
tell the students to read the written counting from the provided
minutes
number below the machine, then starts gumballs card which are on a
counting from the provided gumballs separated white card and stick the
card which are on a separated white right amount of gumballs in the
card and stick the right amount of machine, “for example: the number To share the puzzle pieces
gumballs in the machine, “for 2 written below the machine, so together to solve it
example: the number 2 written below they’ll stick two gumballs in the
the machine, so they’ll stick two machine.”
gumballs in the machine.”

T will explain to the students that they To make sure that the
S will fix the puzzle by matching the
have to match the amount of sweets in students understand the
amount of sweets in the picture with
the picture with the right number to fix lesson and the amount
the right number.
the puzzle.
To check the understanding

## T will provide the balls and baskets

for the student, the teacher will show S will say what’s the number they
the student a flashcard of a number see on the card, then collect the right
and will ask the student to say what amount of balls and put them in the
number is it, then she’ll explain to the basket.
students to put the amount of balls
Transition T-S T will ring the bell to attract the S will tidy up and clean the To obey the teacher’s rules
student’s attention and to announce classroom for the closure.
To check the understanding
that it’s time to take the stuff and tidy
2 up and clean the classroom. To know that the activities
minutes time is over and it’s time to
T will switch on and off the lights
S will know that activity time is over sit back on the mat politely
T will play the “clean up” song To attract their attention and
S will start cleaning up, and finish
before the song finishes notifies them that activity
T will count down from 10 to 1 for the time is over
students to get back and sit on the mat To make the students starts
S will sit on the mat quietly before
quietly cleaning up
the teacher finishes counting down
To make the students return
to the mat and sit quietly

Reflection T will ask the students to stand up and S will say the numbers in orders To wrap up the lesson and
say the numbers in order from 1-20, loudly and together first, then say exit quietly
Wrap Up 7 T-S
then she’ll ask them individually to them individually when the teacher
minutes check if they know how to count in asks them.
order.

T will make sure that they know how To check if they know how
S-S S will build the train by arranging the
to order the numbers by examining to arrange the numbers in
numbers in order. Once from small to
them, the teacher will give the order whether from small to
big and the other time from big to
students a numbers train and will ask big or from big to small
small.
the student to build the train by
arranging the numbers in order. Once
from small to big and the other time
from big to small.
T will ask the students to tell me what S will raise their hands to answer the
they have learned today, and who teacher.
would like to tell me the numbers in
order as they built the train and in the To share their thoughts and
number line. S will write the number they see on understanding
the flashcard, then will write the
T will give the students a small quiz,
numbers they learned today in order
she’ll give each student a paper and a
for the teacher to check.
pencil then ask the students to write
the number they see on the flashcard, To check if they understand
then ask them to write the numbers the lesson well
they’ve learned today down in order to
could check who can write the S will write the numbers they’ve
numbers correctly and in order. learned 1-20 in the boxes.
T will give the students writing the To check what are the
numbers learning worksheet, it’ll numbers they know how to
include twenty boxes, the teacher will S will write and complete the
write
tell the students to write the numbers number line by filling the blanks.
they’ve learned in the boxes to check
their understanding. To check the understanding
S will raise the smiley face up if they
T will give the students a number line understand and the sad face if they
written on the worksheet with some don’t, then they’ll raise the smiley
missing numbers and will tell the face if they know how to count 1-20
students to write and complete the and a sad face if they don’t know how
number line by filling the blanks. to.
To express their feelings and
understanding and for the
T will ask the students if they teacher to know how they
understood the concept of counting feel
and if they know how to count the
numbers