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Lesson Planning Year 2, Sem 1

Date: Day: 23 Month: Oct Year: 2018 Name of Noor AlSuwaidi / H00370271
Student:
from:
Time: length of class: Name of AlQarayen Kindergarten
11:00am
to: 11:55am
55 minutes School:
Name of Tr. Layla Grade: KG 2/5 No. Ss: 29
MST:
Details about the book that Name of book: Unit: Letter A page(s)
the MST uses: English

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

OBJECTIVES

Students will be able to ….

 List things that starts with the letter ‘A’


 Write the letter ‘A’ correctly.
 Distinguish and employ the letter ‘A’
 Recognize the letter ‘A’
 Phonic the letter ‘A’; know the letter’s sound and pronounce it correctly and clearly.

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

- The students will sit on the mat and listen to the teacher.
- My aim is to teach them alphabets in English language, it’s really important to teach them the
alphabets from a young age because alphabets are the basic of English without them we can’t read
or write.
- The teacher will play for the students the letter ‘A’ song.
- The students will learn how to write the letter ‘A,’ read the letter and pronounce the phonic of the
letter ‘A.’
- It’s a mixture were some of the students first language is English and the others is not. I’ll teach the
students the letter in general first and I’ll give them activities on it.
- The English language is their second language and most of the students faces difficulties in writing
or speaking in English, however I’ll provide the students with several activities with different levels
because some of the students can write and talk a bit and some not at all so those will get the easier
worksheets.
- They have to answer me with a full sentence for example “yes I do understand”, “no I don’t
understand.”
- The students will ask me to re explain it when they don’t understand; the students will say: “may
you explain it again please?”
- If the students don’t know something, they’ll ask the teacher: “what’s this miss?”

SKILLS – Which skill(s) am I teaching and what aspect of that / those skill(s) will I focus on?

- Develop their writing, reading and speaking 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, etc.

- The letter ‘A’ song


- Flashcards (Letter A)
- PowerPoint slides
- The letter ‘A’ and the play dough
- Whiteboards and markers
- Game on the computer
- Pencils and colours
- Poster, paints and brushes
- Sand in trays
- Worksheets ‘letter A’
- Colours, pom pom balls, scissors and glue
- Letter A Apple Sorting Activity
-
Tree Letter Matching Activity
ACTIVITIES – What activities can I design that use the resources and are appropriate in the context? Are my activities
authentic and purposeful?

1- The teacher will play for them the letter ‘A’ song
2- The teacher will write the letter ‘A’ on the whiteboards using the markers, then she’ll choose some
students to come to the board and try to write the letter ‘A’ capital and small.
3- PowerPoint slides about the letter ‘A’
4- Flashcards about the letter ‘A’
5- The teacher will play with the students a game on the computer.
6- There will be a big poster on the floor and the students will write the letter A on it, capital and small
letter ‘A’
7- There will be a letter ‘A’ written on the card. The students will put the play-dough on the letter
exactly to make the letter ‘A’ with the play-dough.
8- There will be sand in the trays and the students will write capital and small letter ‘A’ with their
fingers.
9- They’ll have a poster, paints and brushes. The students will write capital and small letter ‘A’ using
the brushes and paints to write on the poster.
10- The ‘Letter A Apple Sorting Activity’: there will be a tree with capital and small letter ‘A’ apples
and two baskets, one is capital ‘A’ and the other one is small ‘a.’ The students will sort the letter
‘A’ apples from the tree and put it in the right basket whether its capital or small ‘A’
11- The ‘Tree Letter Matching Activity’: the tree will contain many letters in it including the letter ‘A’,
and the students will spot and colour the letter ‘A’ only whether it’s small or capital.
12- The students will design the letter A using the ‘pom pom balls’ to make a colourful letter ‘A,’
they’ll stick the ‘pom pom balls’ using a glue and after they finish designing the letter, at the
bottom of the paper they’ll write a capital and small letter ‘A’
13- The students will colour the pictures that starts with the letter ‘A’ only such as ant and apple, they’ll
also follow the dots to write the letter ‘A’ capital and small then they’ll write it by their own on the
lines.
14- They’ll have a letter ‘A’ card and several pictures. The students will use the scissors to cut out the
pictures that starts with the letter ‘A’ and stick it with the glue on the letter ‘A’ card.
15- There will be an apple picture for the students to colour and at the bottom of the paper the word
apple will be written down with a missing letter of the letter ‘A’ which they’ll have to write.
16- There will be a Letter ‘A’ learning worksheet and the students will follow the practice letter to
know how to write then they will write it by their own in the lines.
17- There will be a worksheet about connecting the dots of the letter and there will be numbers on the
dots, so the student will connect the numbers with each other in order to write the capital letter “A”
and the small letter “a”
18- They’ll write a capital and a small letter ‘A – a’ on the whiteboards.
Purpose / objective of the

Activity Time Interaction Teacher (activity + exact instructions Student (what they do + language MCT comments
you intend to give) you expect them to use) activity

T-S Rules – reminder


Engage S-T T tells the student to sit on S sit on the mat circle. To make it authentic
2 the mat.
minutes T elicits prior knowledge
(Starter/Opening) T welcome the students and S will say what day it is and To engage them
ask them about the day and the weather.
the weather.

T will write the letter on the S will try to guess the letter To make them think,
board and ask the students to they’ll learn about today. guess and prepare
3 S-S guess what is the letter
minutes they’re going to learn about
today.
S will sing the letter A song To practice the language
with the played music. To make it exciting
T will play the letter A song

S will try to imitate the


T will make the sound of the teacher to pronounce the
letter ‘A’ and ask the letter ‘A’. To scaffold the students
students to pronounce it with to pronounce the letter
her.

T will distribute a smiley and


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

Transition T-S T will ring the bell to attract S prepare for the other To check understanding
(Strategy how to 2 the students attention and to activity
move from one minutes announce that it’s time to
part of the lesson move to another activity S listen carefully
to the other)
T will start teaching the S will sit in silence, look at
Building Knowledge 5 T-S lesson by showing the the flashcard and listen To keep them focused,
minutes S-T students flashcards about the carefully to the teacher concentrated
letter ‘A’ saying what’s on the card.
If the students don’t know To check understanding
(Lesson what’s in the picture they’ll
Proper/Teaching) ask the teacher: “what’s this To expand their
miss?” knowledge
T will write the capital and
To engage the students
small letter of ‘A - a’ on the S will sit and watch carefully
board. how the teacher is writing
5 S-S the letter ‘A,’ so later they’ll To scaffold students to
minutes try to write the letter on their understand and practice
T will write the letter ‘A’ on worksheet. in writing
the whiteboards using the
markers, then she’ll choose To make the lesson more
some students to come to the S will sit in silence and raise fun
board and try to write the their hands till the teacher
letter ‘A’ in capital and small
chooses them to come to the To attract their attention
whiteboard to write the letter
5
T will play with the students To keep them focused,
minutes a game on the computer. S will interact with the concentrated
teacher to play the online
T will show the students the game. To watch and learn
PowerPoint slides about the
letter ‘A’ and will ask the S will sit politely and watch To keep them focused
students to give her examples the slides and answer the
of things that starts with the teacher when she asks them
letter ‘A’ what do they see or to give
her examples
T-s T will ring the bell to attract S prepares for the other To check understanding
Transition the students attention and to activity
2 announce that it’s time to S listen carefully
minutes move to another activity

To attract their attention


T will finger clap S will finger clap as well and make them look at
her
T will sing “one by one” S will sit quietly and fold
song their hands To make them sit quietly
and for the teacher to
choose them first

S-S T will divide the students S will sit down quietly till
Transformation into groups to make the the teacher divides them, To play with the activities
activities, each group will sit then they’ll move to where in groups
5 on a table to make the the teachers tells them for
(Doing the minutes activities. the activities. They'll sit in
activities) groups and finish the
activities.
To try writing the letter
T will provide a big poster on S will write a capital and a
small letter ‘A’ on the poster
the floor with colours and
using the colours and
markers
markers

T will provide a letter ‘A’ To attract their attention


written on the card and play- S will put the play-dough on
dough for the students. the letter exactly to make the
letter ‘A’ with the play-
T will put sand in the trays dough.
and will tell the students to
write the capital and small To practice more how to
letter ‘A’ with their fingers. S will write capital and small write
letter ‘A’ with their fingers.
T will provide a poster,
paints and brushes for the
S will write capital and small To share the paints and
students to write capital and
letter ‘A’ using the brushes have fun
small letter ‘A’ using the
and paints to write on the
brushes and paints to write
poster.
5 on the poster.
minutes
T will provide the ‘Letter A
Apple Sorting Activity’:
there will be a tree with S will sort the letter ‘A’ To enjoy what they’re
capital and small letter ‘A’ apples from the tree and put doing
apples and two baskets, one it in the right basket whether
is capital ‘A’ and the other its capital or small ‘A’
one is small ‘a.’ She will tell
the students to sort the letter
‘A’ apples from the tree and
put it in the right basket
whether its capital or small
‘A’ To excite them about
searching, spotting and
T will provide the ‘Tree sorting
S will spot and colour the
Letter Matching Activity’:
letter ‘A’ only whether it’s
the tree will contain many
small or capital.
letters in it including the
letter ‘A’, and will tell the
students to spot and colour
the letter ‘A’ only whether
it’s small or capital.
To make sure the student
knows how to write the
T will provide the letter A S will design the letter A letter in small and capital
card, pom pom balls and using the ‘pom pom balls’ to letter
7 glue. Then will ask the make a colourful letter ‘A,’
minutes students to design the letter A they’ll stick the ‘pom pom
using the ‘pom pom balls’ to balls’ using a glue and after
make a colourful letter ‘A,’ they finish designing the
they’ll stick the ‘pom pom letter, at the bottom of the
balls’ using a glue and after paper they’ll write a capital
they finish designing the and small letter ‘A’ on the
letter, she’ll ask them to write To engage them and
line
on the line a capital and small make it more exciting and
letter ‘A’ at the bottom of the interesting
paper

S will follow the practice To share materials


T will give the students a
letter to know how to write
worksheet of the Letter ‘A’
learning worksheet and she’ll then they will write it by
tell the students to follow the their own in the lines.
practice letter to know how
to write then they will write it To make sure that the
by their own in the lines. students knows how the
letter looks like and how
S will colour the pictures
T will ask the students to to write it
that starts with the letter ‘A’
colour the pictures that starts only such as ant and apple,
with the letter ‘A’ only such they’ll also follow the dots to
as ant and apple, then she’ll write the letter ‘A’ capital
ask them to follow the dots to and small then they’ll write
write the letter ‘A’ capital it by their own on the lines. To share scissors and
and small then they’ll write it
glue, to look for the
by their own on the lines.
things that starts with the

T will give the students a S will use the scissors to cut letter ‘A’
5
letter ‘A’ card and several out the pictures that starts
minutes To check the
pictures. The teacher will with the letter ‘A’ and stick
it with the glue on the letter understanding
provide for the students glue
and scissors so the students ‘A’ card.
will use the scissors to cut
out the pictures that starts
with the letter ‘A’ and stick it
with the glue on the letter ‘A’
card. To share colours and
colour, colourful things
S will colour the apple and
T will give the students a attracts their attention
after that at the bottom of the
worksheet with an apple
paper the word apple will be
picture for the students to
written down with a missing
colour and at the bottom of
letter of the letter ‘A’ which
the paper the word apple will
they’ll have to write.
be written down with a
missing letter of the letter ‘A’
which they’ll have to write.

Transition T-S T will switch on and off the S will know that activity To attract their attention
lights time is over and notifies them that
2 activity time is over
minutes T will play the “clean up” S will start cleaning up, and
song finish before the song To make the students
finishes starts cleaning up
T will count down from 10 to
1 for the students to get back S will sit on the mat quietly To make the students
and sit on the mat quietly before the teacher finishes return to the mat and sit
counting down quietly

Reflection T-S T will ask the students to S Write on the board capital To check the
write on their whiteboards and small ‘A – a’ understanding
the capital and small ‘A – a’
Wrap Up To wrap up the lesson
S-S
(Closing) and exit quietly
T will examine the students S will solve and finish the
by giving them a worksheet worksheet about connecting
5 T-S the dots of the letter and To check if they know
about connecting the dots of
minutes there will be numbers on the how to write the letter in
the letter and there will be
numbers on the dots, so the dots, so the student will capital and small
student will connect the connect the numbers with
numbers with each other in each other in order to write To check the
S-S the capital letter “A” and the
order to write the capital understanding
letter “A” and the small letter small letter “a”
“a”
T will ask the students to tell S will think of a answer and To share their thoughts
her anything that starts with raise their hands to tell the and understanding
the letter A teacher things that starts with
the letter A
T will ask the students to tell To check if they
me what they have learned S will raise their hands to understand the lesson
today, and who would like to answer the teacher. well
pronounce the letter we
learned
3
minutes To keep them focused
T will ask the students to sing S will sing the alphabet song and keep them engaged
the alphabet song

S will raise the smiley face up


if they understand and the sad
T will ask the students if they face if they don’t, then they’ll
understood the lesson and if raise the smiley face if they To express their feelings
they know how to pronounce know how to phonic, and understanding and for
and write the letter in small pronounce and write the letter the teacher to know how
and capital. and a sad face if they don’t they feel
know how to.