Links To Math and Science

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 14 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 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?)
1
Grade: KG 2 Content Area: Speaking and Reading Resources: Big Book, Smart Board, Flashcards, Letter Cards
CCSS: K.SL.1 Participate in collaborative conversations Lesson Objective(s): - To share ideas with friends.
with diverse partners about kindergarten topics - To retell a story to your friend.
and texts with peers and adults in small and
larger groups.
K.RL.2 With prompting and support, retell familiar
stories, including key details.
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 Big Book: Please, Puppy, Please
Set Purpose:
Show the students to big book and ask if anyone can remember the title of the story
Collaborative Conversation
Remind students that they have been reading about pets. Have children discuss the types of pets each of them have or would like to have. Prompt children to think about what they learned
from the Big Book about taking care of a puppy as they talk about pets. Encourage children with pets at home to tell about things that they like about having a pet
and also things they have to do to care for the pet. Remind children to listen carefully and take turns while speaking.
Activity: Whole class
Retelling
• Display Flip Chart p. 18, and follow the directions
on the chart to retell Please, Puppy, Please.
• Display Retelling Cards 1–4, and read aloud the
prompts on the back to children. Have them
retell the Big Book using the Retelling Cards.
Have them identify characters, settings, and
major events of the story.
Motivate students to take turns and say something about the pictures.
2

Linking problems and solutions in the story with science( What does an engineer do?)
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 revise names of people and places as nouns
Theme: Pets
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.
3
• Next, hold up a few classroom objects, for example, a Give each students 4 cards and they must stick it on the correct poster as fast as
pencil, book, and marker. Name the objects and list these they can.
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)
Activities Student Groups Skills from selected Instructional Strategies & Procedure Formative Assessment
learning statements
Teacher call children in - read and copy Projectable 3.2 Observations
groups to complete (transcription) of sight Nouns
Focused Group activity with her, make word like
observations and notes to -Complete a sentence
identify ability of learners using visual clues
Activity Table Mixed Ability groups, -Identify differences Noun sorting Observations
students have free choice to between people and Students sort pictures of nouns in groups of nouns for
go to activities they prefer places people, places, animals and things
and rotate once they have
completed an activity.
Learning support teachers to
assist where necessary.
Mixed Ability groups Fine motor (cutting skills) Posters Observations

Challenge able learners Spatial Awareness Find pictures of pets in magazines and make a poster
Art Table with higher expectations. (how they glue the
pictures)
Picture interpretations
(what the understand from
picture clues
4
Mixed Ability groups, -find sight the in different Reading Observation
students have free choice to books Class library with different reading books.
Reading Corner go to activities they prefer
Smartboard Higher Ability -memory http://more2.starfall.com/n/matching/sight- Observations
-sight word recognition words/load.htm
5
Tuesday

in class

6
Grade: KG 2 Content Area: Reading Resources: Big Book, Smart Board, Flashcards, Letter Cards
CCSS: K.RF.3c. Read common high-frequency words by Lesson Objective(s): - 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: Pets
Whole Group:
Modeled Writing: Captions Closure
Games for sight word recognition Students share their work with the class
PowerPoint with sight words and options to complete sentences
learning statements
Teacher call children in - sight word recognition Sequencing and reading sight words Observations
groups to complete -sequencing Cut out sight words (I, like, the) and glue them in the
Focused Group activity with her, make -cutting skills correct order into writing journals. Complete the
observations and notes to - critical thinking for sentence by drawing a picture or writing a word
identify ability of learners suitable drawing to show
understanding
7
Activity Table Mixed Ability groups, -Recognize sight words Sight Word snap Observations
students have free choice to Play snap with sight word cards
go to activities they prefer
Mixed Ability groups -eye movement Sight word search Observations

Challenge able learners -identify sight words Find sight words in a text and highlight them
Activity Table with higher expectations.

8
Tuesday

in class

9
Grade: KG 2 Content Area: 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
texts in which they name what they are writing
about and supply some information about the
topic.
Theme: Pets
Whole Group:
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.
High Frequency Words:

( I, like, the)
10
learning statements
Teacher call children in - beginning stages of Captions Observations
groups to complete writing (scribble) Projectable 3.2
Focused Group activity with her, make -Critical thinking
observations and notes to
identify ability of learners
Activity Table Mixed Ability groups, -Identify differences Noun sorting Observations
students have free choice to between people and Students sort pictures of nouns in groups of nouns for
go to activities they prefer places people, places, animals and things
Mixed Ability groups Fine motor (cutting skills) Posters Observations

Challenge able learners Spatial Awareness Find pictures of pets in magazines and make a poster
Art Table with higher expectations. (how they glue the
pictures)
Picture interpretations
(what the understand from
picture clues

11
Thursday

in class

12
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
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.
13
Teacher: Sonika van der Merwe Subject: Math Class : KG 2 A Date: Room:
Learning Support: Ms Jadel Lesson 1.9 No. of students: 25 14 October 2018
Sunday
Verbal praise, sticker chart,
(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
in class
Counting accurately to five 1-1 correspondence questions even without raising their hands and prompting them to join in.
Ways to make five

14
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:
15
learning statements
Teacher call groups at a - breaking down numbers Focus Table Math Journals: Lesson 1.9 (pgs 61 to 63) Observations
time to work with her. - Numerosity of 5 (T lead using manipulatives to answer questions in the
Focused Group -identify characters of a Math journal).
circle
Writing Table Mixed Ability groups Fine motor skills (cutting) Students cut and paste /or draw objects in to given 5 Observations
Spatial Awareness frames and write the correct number next to it. 0-5
Problem solving
Creativity
Collaboration
Social development
Activity Table Mixed Ability groups, Write 5 in different ways Working with counters and Friends of 5 template. Observations
(revision) Breaking up number 5
Mixed Ability groups, -Problem Solving Build puzzles Observations

students have free choice to -Hand eye co-ordination
Puzzles go to activities they prefer -Fine motor development
and rotate once they have -social skills
Construction Area Mixed Ability groups -creativity Construction Corner – Building numbers 1-9 using snap Observations
- critical thinking cubes.
-problem solving
16
Monday
Above:
in class
Ways to make five

17
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.
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.
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:

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:
18
learning statements
circle
Problem solving
Creativity
Collaboration
Social development
Mixed Ability groups -Problem Solving Build puzzles Observations

Differentiate number of -Hand eye co-ordination
Puzzles puzzle pieces according to -Fine motor development
ability -social skills
-problem solving
19
Tuesday
Above:
in class
Ways to make five

20

objects).
Theme:
Essential Question How can you identify and write 0 with words and numbers?
Whole Group:

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.

21
learning statements
circle
Problem solving
Creativity
Collaboration
Social development

-problem solving
22
Learning Support: Ms Jadel Chapter 1 Review Continue No. of students: 25 17 October 2018
Wednesday
Above:
in class
Ways to make five

23

objects).
Theme:
Essential Question How can you show, count, and write numbers?
Whole Group:
Sing some counting songs Lesson closure

Ask students what they learned about numbers 0-5
Revise breaking up the number 5 End the less
on with a math game…guessing my number…
24
learning statements
Teacher call groups at a - breaking down numbers Focus Table Math Journals:p73 – 76 small groups at a Observations
time to work with her. - Numerosity of 5 time.
Focused Group -identify characters of a
circle
Problem solving
Creativity
Collaboration
Social development

-problem solving
25
Learning Support: Ms Jadel Chapter 1 Review Complete No. of students: 25 18 October 2018
Thursday
Above:
in class
Ways to make five

26

objects).
Theme:
Essential Question How can you show, count, and write numbers?
Whole Group:
Sing some counting songs Lesson closure

Ask students what they learned about numbers 0-5
Revise breaking up the number 5 End the less
on with a math game…guessing my number…
27
learning statements
Teacher call groups at a - breaking down numbers Focus Table Math Journals:p73 – 76 small groups at a Observations
time to work with her. - Numerosity of 5 time.
Focused Group -identify characters of a
circle  Catch up with any work not completed in
chapter 1
Problem solving
Creativity
Collaboration
Social development

-problem solving
28
Teacher: Sonika van der Merwe Subject: English Class : KG 2 A Date: 14 – 18 Oct Room:
Learning Support: Ms Asma No. of students: 25 2018
Sunday - Thursday
SEN: 1 Fatima Darwish with shadow teacher focused group.

in class

29
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 /Xx /
in three-phoneme (CVC) words Yy / Zz /
.K.RF.1d Recognize and name all upper- and
lowercase letters of the alphabet.
Theme: Pets
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.
30
learning statements
Sunday Mixed Ability, students do -recognizing beginning Table 1: – B=Make x with sticks for end of word fox, box, six Observations
Table 2: Name writing practice
activities for the letter and sounds from picture cards
Table 3: Playdough with letter Xx and previous sounds
Xx sound taught for the day -identify sounds Table 4: Teacher led, handwriting sheets with sound
and rotate freely around to -letter formation of upper Table 5: Beginning sound Clip Cards
choose activities. and lower case letters Computer Area – Alphabet Bubble -
http://www.abcya.com/alphabet_bubble_letter_match.htm
-fine motor skills
Monday Mixed Ability, students do -recognizing beginning Table 1: – “Yellow yo-yo” I like the yo-yo. Observations
Table 3: Playdough with letter Yy and previous sounds
activities for the letter and sounds from picture cards Table 4: Teacher led, handwriting sheets with sound
Yy sound taught for the day -identify sounds Table 5: Beginning sound Clip Cards
and rotate freely around to -letter formation of upper Computer Area – Alphabet Bubble -
choose activities. and lower case letters http://www.abcya.com/alphabet_bubble_letter_match.htm
-fine motor skills
Tuesday Mixed Ability, students do -recognizing beginning Table 1: – Zebra and Zip activity Observations
Table 2: Beginning sound clip cards
activities for the letter and sounds from picture cards
Table 3: Playdough with letter Zz and previous sounds
Zz sound taught for the day -identify sounds Table 4: Teacher led, handwriting sheets with sound
-fine motor skills
Wednesday Mixed Ability, students do --recognizing beginning Table 1: – Complete the activities of the week Observations
Table 2: Group activity drawing different sounds learnt this week
activities for the letter and sounds from picture cards Table 3: Playdough with letters
Revise sounds sound taught for the day -identify sounds Table 4: Teacher led, handwriting sheets with sound
-fine motor skills
31
Teacher: Sonika van der Merwe Subject: Science Class : KG 2A Date: Room:
Learning Support: Ms Jadel No. of students: 25 14 Oct – 18 Oct 2018

(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.

in class

32
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.
33
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
34

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Al Wahda Private School Lesson Plan

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