Lesson Plan 1: Date Subject Theme Number of Students/ Grade

Name: Hamda Echtibi ID: H00272763
Lesson Plan 1
Date
Subject
Theme
Number of Students/ Grade
March 1, 2016
science
Summer season
15 students KG1 - A
Personal Aims (What do YOU need to work on in order grow professionally?)

-
Give clear instructions for students to do activities.

Manage the classroom to have a smoothly transitions.
Be confident to teach children.
Making sure that all students are understanding the lesson.
Materials
Learning Outcomes:
(Li nk to the ADEC K-5 , MOE or Interna ti ona l Curri cul um
documents )
Students will be able to :

- Recognize that the weather changes from
season to season.
- Observe the weather conditions in summer.
- Describe the weather condition in summer.
Whole group activity: Time 15 minute.
season song
https://www.youtube.com/watch?v=TBLF
MXU8FLI
-
Flashcards of sun, beach and park.

Box with summer hat and winter hat, fan,
gloves, socks, t-shirt, jacket, cold water, sandal,
sunglasses and beach tools.
Lesson Introduction
Question (Blooms Taxonomy)
Opening/Introduction: (Bullet points)

I will greet students in the morning circle.
Take attendance.
Day of the week, month and the year.
Make students ready for the lesson by doing
performance art of season song
https://www.youtube.com/watch?v=TBLF
MXU8FLI
I will ask students about their favorite
season.
I will ask questions as a review:
How many seasons we have?
What the season that we feel on it cold?
When the tree leaves are fall?
I will introduce the concept of summer season
by engage and move students to see what the
weather outside by looking from the window.
I will ask them what they can see on the sky?
Where is the sun?
They will recognize that the weather is sunny.
I will let children sit in the mat. I will provide a
box that include the summer and winter objects
Remembering (low level):

- How many seasons we have?
Understanding (low level):
What the season that we feel on it cold?

When the tree leaves are fall?
Applying (low level):

- What would happen if the winter is hot?
Analyzing (high level):
- Why we drink cold water in the summer?
Evaluating (high level):
Do you think you can wear jacket in the

summer?
Creating (high level):

- Can you create the summer sun?

such as two hat with for summer and other one
for winter, fan, gloves, socks, t-shirt, jacket,
cold water, sandal, sunglasses and beach tools.
Students will discover and distinguish between
the summer and winter things. I will ask them
many questions about these objects.
I will engage them to tell me what the weather
is in the summer? and why we drink cold
water?
Active Engagement: (Bullet points)
I will provide flashcards of sun, beach and park.
I will ask students where we can go in the
summer?
Then I will give them instructions of doing the
learning center activities.
Students will move to the tables that depend on
their level to do their activities.
Link: (Bullet points)
Art: using the cotton and paint to make the sun.
Performance: they will do physical
movements during the circle time.
Math: be able to count the things inside the
box.
Science: recognize the main features of the
summer season.
Learning Center Resources or Materials (activities)

Learning Center 1
(High level students)
Learning Center 2
(medium level students)
Colors.
Pictures of summer and
winter objects like
Worksheet.
Pencil.
Colors.
summer hat and winter hat,

fan, gloves, socks, t-shirt,
jacket, cold water, sandal,
sunglasses and beach tools.
Learning Center 3
(low level students)
Plastic plate.
Cotton.
Yellow paint.
Glue.
Pictures of eyes.
Paper bag.
Small Group Learning Centers: Time: 10 minutes.

Learning Center 1: (Bullet points)
Create a summer bag.
Students will have a paper bag and pictures

of summer and winter things and clothes.
They will put inside the summer bag a things
that related to the summer.

Identify the summer clothes and objects.
I will provide a worksheet that contain a

pictures of summer and winter things and
clothes.
They have to circle the summer objects.
They will color the summer objects.

-
They will draw any things that they want on

the bag that represent the summer season.
They will draw any things that represent the

summer season.

Create and design the summer sun.
I will
They
They
They
They
They
provide for students the materials.

will glue the cotton on the plate.
will engage to color the cotton with the yellow color.
will have a picture of the eyes.
will stick it on the cotton.
will let the color dry.
Closing activity: Time: 5 minutes
I will say today we discover about the new season which we feel hot on it I will let students say
what it is.
Students will show other in the classroom their work.
They will have an opportunity to talk about their work.
I will ask students some questions like what we study about today.
Assessment for Learning:
I will ask students some questions.

During the activities, I will ask students questions and observe their work to check if they
understand.
General Comments
Overall, I felt that I achieved the first lesson for me successfully without any problems.
Recommendations / Future personal targets / Areas of focus

In the future, I will let students apply the high level activity with drawing the summer things in the top of the bag
because the students finished early.
Lesson Plan 2
Date
Subject
Theme
March, 2 2016
English
Letter J

15 students KG1 A

-

Materials
Learning Outcomes:
documents )
Students will be able to identify the sound of

the letter j.
Engage children to write the letter j.
Involve children to learn new words that start
with letter j such as jelly, jellyfish, juice and
jacket.
Jelly.
Jar.
Flashcards of objects that start with letter j
which are jellyfish, jelly, jacket and juice.
Lesson Introduction
Whole group activity: Time 10 minutes.

Greet students in the morning circle.
Take attendance.
Day of the week.
I will start the lesson by turn on the flash letter
j. In the flash students will learn the sound of
the letter j. I will let students repeat the sound
several time. In this flash students will be able
to say the sound, do some movements like
jump. When they will jump the flash will
illustrate some animals I will engage students to
ask them about these animals.
I will introduce the word that start with the
sound j by showing them the flashcards of
jellyfish, jelly, jacket and juice. Students will
repeat these words.
I will engage them to write the letter on the air.

- What is this?

I will let students to have fun by playing a
quick game. I will bring two jars. One with jelly
and the other empty. Students have to take the

- Where we can see the jellyfish?
- How we can go to jelly jar? Can you show me?
- How you will write the letter j?
- What do you think the sound of the letter?
-
Can you create a letter y using the clay?
jelly and jump to the jar to put the jelly. In this

game students will be able to recognize the
words jelly, jar and jump. Also it will develop
their motors skills.
Then I will show students how to write the
letter j. I will ask them is right to start writing
the letter from the down?

Art and creativity: they will color the objects
what have the j sound.
Performance and movement: they will jump
when they will take the jelly.
Language: identify words that start with sound
j.
Learning Center Resources or Materials

Learning Center 1
Learning Center 2
Worksheet
Colors
Pencil.
Learning Center 3
Worksheet
Colors
Pencil.
Worksheet
Colors
Pencil.
Small Group Learning Centers: Time 20 minutes

Writing the missing letter and practice writing letter j
with coloring pictures that have sound j.
- Students will have a worksheet that include

the pictures of juice, jellyfish and jacket.
- They will write the missing j for all pictures.
Then color them.
- They will practice writing the letter j several
times.
- They will color capital and lowercase j.
Learning Center 2 : (Bullet points)

Practice writing letter j, circle the letter j on the pictures
and coloring them.

Identify the objects that start with letter j.
Students will have a worksheet.

They will color the pictures that start with letter j
They will color capital and lowercase j.
Students will practice writing the letter by

following the trace.
They will color the pictures that has the
sound j
They will color capital and lowercase j.

Closing activity: Time: 5 minutes.
-
I will say today we study about the letter j.

I will ask students some questions like what the sound of the letter we study it today.

- I will let students find the letter j in the classroom.
- I will bring a box that contain different letters and students have to pick the letter y.
- I will observe them during the activities and ask them questions.
- During writing the letter, I will let children writing it many times.
General Comments
Students were understanding the lesson because when I asked them at the end of the lesson they respond
well to me. Overall, I felt that the lesson was great and done successfully.

For the next time, I want to use the differentiation activities because it was great and useful for all level. I
achieved all my outcomes but I need to focus on the time management.
Lesson Plan 3
Date
Subject
Theme
March 7, 2016
Math
Number 15 - counting
15 students KG1 - A

-

Materials
Learning Outcomes:
documents )
Students will be able to count from 1 to 15.

Recognize the written number of 15.
Engage children to understand the concrete and
abstract concept of number 15.
Shake your sillies out

https://www.youtube.com/watch?v=NwT5oX_
mqS0
Cubes.
Clay.
Lesson Introduction

I will greet students.
performance art of shake your sillies out
https://www.youtube.com/watch?v=NwT5oX_
mqS0
I will introduce the concept by playing a quick
game to let children guess what the number is?
I will have a 15 cubes. I will say for students
for sticker who can tell me many cubes I have.
I will say Im goanna take some of these cubes
behind my back for example, I will take five
cubes back and ten cubes I will let students
count them with me. Then, I will ask who will
tell me how many cubes I have
Students will identify the number 15, I will let
them count the all cubes together.
Then, I will move to teach them who to write
the number 15. I will let some students to write
the number on the board.

- How many cubes I have?
- Can you count the cubes with me?

- Can you write the number 15 on the air?
- Can you find number 15 in the classroom?
- What would happen if we add the five cubes
with ten cubes?
- How you will write number 15?
Do you think you draw 15 seeds on the

apple? Why?

- Can you create new apple with 15 number?
I will provide a clay for students. They have to

make the number 15 by using the clay. (whole
class)

Art: using the clay to make the number.
Performance: they will do physical
movements during the circle time.
Math: be able to count to 15 and write this
number.

Learning Center 1
Apple pictures.
Colors
Pencil.
Learning Center 2
Learning Center 3
Apple pictures.
Colors
Pencil.
Apple pictures.
Colors
Pencil.

Learning Center 1: (Bullet points) High level
Drawing Apple seeds and writing the number.
I will provide for students two apple

pictures.
They have to draw 15 seeds in one apple to
be able to understand the concrete concept of
number 15.
For the other apple they have to write the
number on it and color this apple to develop
the abstract concept.
Learning Center 2: (Bullet points) medium level

Drawing Apple seeds and tracing the number.
I will provide for them two apple pictures.

They will draw 15 seeds in one apple to
understand the concrete concept of number
15.
For the other apple, they will trace the
number 15 on it that I will already make it
on the apple to develop the abstract concept.
They will also color the apple.
Learning Center 3: (Bullet points) low level

Drawing 15 Apple seeds.
I will provide for students two apple pictures.

I will write the number 15 on one apple.
They have to draw 15 seeds on the other apple to be able to understand the concrete concept of
number 15.
They will color the apple that with the number 15.


I will ask students some questions like what the number we study it to day and who can find the
number 15 in the classroom.
I will ask students some questions like what is the number we study it today? And who can find
the number 15 in the classroom?
During the activities, I will ask students questions and observe their work to check if they
understand.
General Comments
Overall, the lesson was good and managed successfully. I need to focus on time management and lesson
plan.
For the next time I want to apply the activities again for my student because it help them to learn and
understand the concrete and abstract concepts for the number 15.
Lesson Plan 4
Date
Subject
Theme
March 9, 2016
English - literacy
Letter y
Time
35 minutes

15 students KG1 - A

-

Learning Outcomes:
Materials
-
Students will be able to identify the sound y.

Engage children to write letter y.
Identify words start with sound y.
Shake your sillies out song

https://www.youtube.com/watch?v=NwT5oX_mqS0
Box with objects like yoyo, yogurt, yak model
picture of person yawing and yellow yarn.
Lesson Introduction

I will greet students at the morning circle.
Take attendance.
Day of the week, month and year.
Review the rules.
performance art of shake your sillies out
https://www.youtube.com/watch?v=NwT5oX_mqS0
I will make a review of the sound y by showing
students the letter y and I will say KG1 what is
this sound? With pointing to the letter.
Then, I will turn on the starefall application to
review the letter.
I will let children set on the carpet. I will have a box
that contain yogurt, yarn, yak, yoyo, picture of
person yawing and flashcards with objects names. I
will let students discover this objects. They will
repeat the words. I will ask them about these objects
for example what is this? Who like to eat yogurt? Is
the yogurt a healthy food? Where we can see yak?
And how we can play the yoyo, can you show me?
Also, I will let them show me how to yawn.

After that, I will let them see the way of writing the
letter. I will engage children to write the letter.

What is this?
Who like to eat yogurt?
Understandi ng (low level):
Where we can see yak?
How we can play the yoyo? Can you show me?
How you will write the letter y?
Evaluati ng (high level):
Do you think the yogurt is healthy food? Why?
Can you create a letter y using the clay?
Students will move to the tables that depend on their

level to do their activities.

Performance and physical development: they will
do physical movements following the song during
the circle time.
Science: when I will mention that the yogurt is
healthy for our body.
Language: students will be able to recognize the
y sound. They will build new vocabulary.
Learning Center 1
Big y letter.
Craft like yak eyes, mouth and
horns.
Glue.
Scissors.
Yellow paper.
Learning Center 2
Hand picture.
Yarn.
Cupcake liners.
Glue.
Paper.
Learning Center 3
Letter y picture black and white.
Yarn.
Glue

Creating the yak craft.
I will provide for students the material.
They will make y with yak.
They will have a big picture of letter y. they will glue
it on the yellow paper.
They will cut the craft which are eyes, mouth and
horns.
They will glue it to make the yak.

Cupcake liner Yo-Yo craft.
They will have to make the yoyo.
They will have a picture of hand that I already cut it.
They will glue it on the empty paper.
They will glue the yarn on one of the fingers.
They will glue the cupcake liner as a yoyo.
They will have a space to trace the word yoyo.

Design printable y letter by using the yellow yarn.
They will design the letter y with the yellow yarn.

They will use the glue to glue the yarn.
The yarn will be in different sizes.


I will ask students some questions like what the letter we study it to day and who can find the letter y in
the classroom. Or I will bring a box that contain different letters and students have to pick the letter y.
I will ask students some questions like what is the letter or sound that we study it today?
During the activities, I will ask students questions and observe their work to check if they understand.
I will make a worksheet that include pictures of things. Students have to circle the pictures with letter y.
Extra activity:
I will provide for children a worksheet that contain different letters to solve the puzzle. They will color the
capital and lowercase letter y to make one big y letter.
General Comments
Overall, the lesson was successfully achieved. The great surprise through the lesson that students were
responded and understand the activities. They liked the craft activity where they making yoyo, yak and
using the yarn to design the letter y.
For the next time I need to focus in my voice during the lesson because my MST said that I need
improvements in this part of my teaching.
Lesson Plan 5
Date
13th
of April 2016
Subject
Theme
Math
Number 16 and 17
15 students KG 1 - A

-
Use clear voice and instructions.

Finish the activities on time.
Be more confident in teaching the students.
Materials
Learning Outcomes:
documents )
Identify and describe number 16 and 17.

Enhance students numbers writing.
Understand the relationship between numbers and
quantities.
Flash cards (Number 16 and 17).

Pencils.
Board pen.
Cubs.
Colors.
Lesson Introduction
Whole group activity: Time 15 minutes.

First, I will greet the students.
Then, I will show the students a video where they

will count from 1 20 and do movements.
After that, the students will count how many balls do

we have in the basket and when they say 16 and Ill
do the same for number 17 after I do the concrete I
will do the abstract which is showing them the
number cards.
What is the number that weve learned last time?

Can you remember the number?
Then, I will ask the students to raise their hands and

write the number in the air and on the carpet.
Then, Ill get the students on their tables let a group
of students write number 16 and the other group
write number 17. Then, I will explain the activities
for the students and I will give students time to
finish them.
Can you tell me how to write the number?
How will you use your finger to write the number 16

and 17?
Can you find objects or items that stand for number
16 and 17?
Can you examine and find the number 16 and 17

flashcards?
How do you suppose to write the number? Why?

Why did you decide to write it like that?
To finish up, I will do the conclusion and the

students will play a small game where they have to
look for 16 and 17 flashcards in the classroom.
Why did you decide to color like this?

When the students do the counting from 1 20 with
the video and do the movements.
Ill do the concrete first with the students and they I
will ask the students to help me in how we write
number 16 and 17.
The students will use their fingers to write number

16 and 17 in the air and on the carpet.
Then, am going to explain the different activities for

the students and will access them as well.
Students are going to play a small game in the end

of the class where they will look for number 16 and
17 inside the classroom.

Art: students are going to use different colors to
color the flowers. Also, they are going to design
different types of hair for the bald boy.
Performing: students do the movements of the

video where they will be jumping, counting, and
clapping.
Math: when the students will write the number 16

and 17 in the air and on the carpet.
Learning Centre Resources or Materials

Learning Centre 1
(Low level students)
-
Pencil.
Colors.
Worksheet (the
students will color 16
and 17 flowers and
trace the number).
Learning Centre 2
(Medium level students)
Learning Centre 3
Colors.
Worksheet (the
students will have a
seclude and the
have to color
number 16 and 17
boxes only.
Pencil
Worksheet (the
students will write
the numbers from
1-16 and 1-17 on the
caterpillar.
Learning Centre 4
(Whole class activity)
Numbers flashcards.
Small Group Learning Centers: Time 10 minutes for the individually activity. 7 minutes for the whole class activity.
Learning Center 1 Title: (Bullet points)
Each student will have pencil and

worksheet.
Each students will color 16 and 17 flowers

and trace the number 16 and 17.
Each student will have a pencil and a worksheet.
Each student, need to write the numbers from 1 16

and 1- 17 on the caterpillar.
Closing
Each student, will have a pencil and a worksheet.

Each student will color the boxes that has the
number 16 and 17.
Each student will search for the numbers flashcards.
activity: Time: 3 minutes.

The students are going to show their work for each other.
Students are going to talk about their work and how they finished.
The students are going to talk about which type of hair they draw for the bald boy.

As a teacher am going to ask the students questions about the number.
Ill access the students by letting them look for the numbers flashcards in the classroom.
General Comments
Overall, I think that the lesson was manage successfully and it was successful lesson because the students
understand the lesson when I assess them.

I disappointing thing that I lose my management when I let students write the numbers in the board one
by one when other students starting to play and talk. In the future, I will give all students the clay to
make the number to avoid losing management of them. For the next time, I will use the differentiation
activity because it was useful and support students learning outcomes.
Lesson Plan 6
Date
Subject
Theme
April 17, 2016
Science
Push and pull
Time
35 minutes

15 students KG1 - A

-

Learning Outcomes:
Materials
Hokey Pokey song.

Students will be recognize motions such as push and
https://www.youtube.com/watch?v=_rq--QeiPuA
pull.
Car toy, ball, chair, door, desk, and book.
Engage children to try and do motions of push and
pull.
Describe motion in terms of objects around it
Make observations of motion and generate questions
about motion
Lesson Introduction
-
Sing a movement song, Hokey Pokey song.

I will let students sit in the mat.
I will say not only can we move our bodies, but w
have other objects we can move, either on them, at
school, at home, or in their community (i.e. Legs,
cars, ball, chair, door, desk, and book.). I will have
students brainstorm a list (pictures and words). I will
ask them about these thinks?
I will let students go around the class to try moving
these things.
I will ask them how we can move them by pushing
or pulling.
I will clarify the concept of push and pull by using
the car toy. I will move the car to show them how it
move.
Then, I will let them sit in the mat. I will let each to
try pushing and pulling by using the door. One of
them will push the door from outside and the other
one will pull it from inside.

Students will move to the tables that depend on their
level to do their activities.

What is this?
Understandi ng (low level):
Where we can find something in the class can you
push it?
How you can push the door? Show me?
Evaluati ng (high level):
Do you think you can pull or push you friend?
Can you think about something can push and pull?
Performance and physical development: they will

do physical movements following the song during
the circle time.
Science: they will understand that things can move.
Language: students will be able to recognize the
words such as, push and pull.

Learning Center 1
Learning Center 2
Learning Center 3
Going to the playground and
school cafeteria.
school cafeteria.
school cafeteria.
Empty papers.
Empty papers.
Empty papers.
Colors.
Colors.
Colors.

Finding the pull and push things in the playground
and cafeteria to draw them.

Finding the pull things in the playground and
cafeteria to draw them in the classroom.
Finding the push things in the playground and cafeteria and draw one of them in the class room.

I will ask students some questions like:
Where we can find something in the class can you push it?
How you can push the door? Show me?
Do you think you can pull or push you friend?
I will ask students some questions like what is the letter or sound that we study it today?
During the activities, I will ask students questions and observe their work to check if they understand.
I will make a worksheet that include pictures of things that we can push it and pull it and other pictures. they
have to circle the push and pull
Extra activity:
I will let students play to gather. By holding each two students their hands to make push and pull with saying
the word.
General Comments
Overall, I felt that the lesson done and achieved successfully and students were enjoying the activity.
For the next time, I want to do the same strategy that I applied it in this lesson to engage children to learn
and explore by themselves.

Lesson Plan 1: Date Subject Theme Number of Students/ Grade

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan 1: Date Subject Theme Number of Students/ Grade

Uploaded by

Copyright:

Available Formats

Name: Hamda Echtibi ID: H00272763

Number of Students/ Grade

Personal Aims (What do YOU need to work on in order grow professionally?)

Give clear instructions for students to do activities.

Students will be able to :

Whole group activity: Time 15 minute.

Flashcards of sun, beach and park.

Opening/Introduction: (Bullet points)

Remembering (low level):

What the season that we feel on it cold?

Applying (low level):

Do you think you can wear jacket in the

Creating (high level):

Name: Hamda Echtibi ID: H00272763

Learning Center Resources or Materials (activities)

summer hat and winter hat,

Small Group Learning Centers: Time: 10 minutes.

Students will have a paper bag and pictures

Learning Center 2: (Bullet points)

I will provide a worksheet that contain a

Name: Hamda Echtibi ID: H00272763

They will draw any things that they want on

They will draw any things that represent the

Learning Center 3: (Bullet points)

provide for students the materials.

Closing activity: Time: 5 minutes

Assessment for Learning:

I will ask students some questions.

Recommendations / Future personal targets / Areas of focus

Name: Hamda Echtibi ID: H00272763

Number of Students/ Grade

Personal Aims (What do YOU need to work on in order grow professionally?)

Give clear instructions for students to do activities.

Students will be able to identify the sound of

Question (Blooms Taxonomy)

Opening/Introduction: (Bullet points)

Remembering (low level):

Active Engagement: (Bullet points)

Understanding (low level):

Can you create a letter y using the clay?

Name: Hamda Echtibi ID: H00272763

jelly and jump to the jar to put the jelly. In this

Link: (Bullet points)

Learning Center Resources or Materials

Small Group Learning Centers: Time 20 minutes

- Students will have a worksheet that include

Learning Center 2 : (Bullet points)

Learning Center 3: (Bullet points)

Students will have a worksheet.

Students will practice writing the letter by

Name: Hamda Echtibi ID: H00272763

I will say today we study about the letter j.

Assessment for Learning:

Recommendations / Future personal targets / Areas of focus

Name: Hamda Echtibi ID: H00272763

Number of Students/ Grade

Personal Aims (What do YOU need to work on in order grow professionally?)

Give clear instructions for students to do activities.

Students will be able to count from 1 to 15.

Shake your sillies out

Question (Blooms Taxonomy)

Opening/Introduction: (Bullet points)