Lesson Plan Template

Date

Subject

lesson

8/ March/ 2016

math

Subtraction

Number of Students/ Grade

17/ Kg 2b

Personal Aims

Be punctual
Good classroom management.
Good dealing with special need students.
Be a good role model for the students.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

Students will be able identify the meaning of

subtraction. Also they will be able to subtract by
using different objects. In addition, the students
will be able to know how to use (-) symbol.

PowerPoint
Monkeys pictures in the sticks.
Small white board.
Numbers cards.
Camels pictures in the sticks.
Plate or board to represent the camels farm
and race.

Lesson Introduction
Whole group activity: Time 15 minutes.

Question (Blooms Taxonomy)

Opening/Introduction: (Bullet points)

Remembering (low level):

I will play five little monkeys song. This song

about five little monkeys whose jump on the
bed and each time one of them will fell off.

What is this animal?

How many legs this animal have?
What the color of this animal?
Where does this animal live?

Understanding (low level):

I will ask the students about the sign of
subtraction.
I will show the students a monkey in stick and I
will ask the students about the monkey. (For
example: where the monkey live?)
I will sing the five little monkeys song with the
students and I will divide the song to five parts
and after each part I will ask the students to
count the monkeys. Then I will put the

What does the subtraction mean?

Applying (low level):

Identify the result of the subtract questions.

Analyzing (high level):

Can you tell me (the animal) start by which

letter? And what is the sound of this letter?

numbers cards in the white board to represent

the part of the song.

Evaluating (high level):

Creating (high level):

Active Engagement: (Bullet points)

I will have 10 camels in the farm and I will ask the

students to choose numbers of the camels to take

them to the camels race. Then I will ask the
students about how many camels they took away
from the camels' farm to the camels' race and
how many camels are left in the camels' farm.
After that I will write it in the white board.
Before I start do this activity I will ask the students
about the camels.
After this activity I will explain the
differentiations activities.

Link: (Bullet points)

Link with science through identify the two

animals which are camels and monkeys.
Link with performance art through sing five
little monkeys songs.
Link with literacy through ask students
questions about the letters that monkeys
and camels start by.

Learning Center Resources or Materials

Learning Center 1
Questions in cards.
Pencils.

Learning Center 2
Ice cream cone and
scoops picture.
Question in cards.

Learning Center 3
Happy face picture.
Color.
Pencils.

Small Group Learning Centers: Time 10

Learning Center 1

Learning Center 2

Title: the high level activity who is fast.

Title: the middle level activity ice cream

I will put a cup that include different

subtraction questions in the middle of the
table and each students will have a cup.
then I tell the students the students who
will answer a lot of question he will win.
Learning Center 3

Each students will have ice creams cone and

scoops and I will give the students math
questions. Each students will represent the
question by using the ice cream.

Title: the low level activity make the smile.

Each students will have a happy face and the
students will color the teeth of the face to
represent the subtract question that they have.
Closing activity: Time: 5 minute.
I will ask each group to show their work to another groups.
I will give the students a small activity to check their understanding.
(In this activity I will ask the students a subtract questions by using monkeys and bananas pictures.

Assessment for Learning: I will ask the students questions to check if they understand. Also I will observe the while they do
their activities.

General Comments
I think that my lesson was successful because I was able to achieve some of my learning outcomes. I used different
learning styles such as physical, auditory and visual and that helped me to explain the lesson in an easy way to the
students and make them build acknowledge about subtraction. I did variety of activities to make it easy for the

students to understand the subtraction concept and make them engaged with me while I am explaining the lesson.
But I am very absent about the differentiation activities for the high and medium levels because I explain the
activities but the students were not understand what they should do.

Recommendations / Future personal targets / Areas of focus

In the future I will try to find different activities for the differentiation.

Lesson Plan Template

Date

Subject

1st March
2016

Science

Theme

Number of Students/ Grade

Close and Far away

18 student - KG2A

Personal Aims
Be punctual
Good classroom management.
Good dealing with special need students.
Be a good role model for the students.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

Students will be able to:

-

Identify the close and far away

Classify the close and far away objects
Link between the real life and the curriculum

Lesson Introduction
Whole group activity: Time 10 Minutes

Question (Blooms Taxonomy)

Opening/Introduction: (Bullet points)

Remembering (low level):

I will ask the students to stand up and make a

circle and jump three times then club their
hands three times, to make them encouraged
and interested to take the new lesson. (Warm
Up)
Review the previous lesson (night and day)
I will ask the students different questions
about the close and far away and how do the
objects look when it is far and when it is close.

Give me example about close and far away.

Understanding (low level):
What is close to you and what is far away?
Applying (low level):

Analyzing (high level):

Active Engagement: (Bullet points)

Give me example about close and far away in the

Close and Far away from me activity:

I will ask the students to stand in a circle in the

space.

carpet and I will ask them to come close to me and

then go far away from me. I will do this activity five

Evaluating (high level):

times then they will go back to their places.

Link:

Literacy: Learn the meaning of the new word

which is close and far away.

Creating (high level):

Learning Center Resources or Materials

Learning Center 1
(High Level)
-

Learning Center 2

Learning Center 3

(Medium Level)

(Low Level)

Close and far away

worksheet
Pencils

Close and far away

worksheet
Pencils

Close and far away

worksheet
Pencils
Colors

Small Group Learning Centers: Time 10 Minutes

Learning Center 1 Title: Classify the close and far

Learning Center 2 Title: Classify the close and far

away pictures and write the new words

away pictures

Students will have a paper that has close and far away

Students will have a paper that has close and far away

pictures and they will have to match between the far

pictures and they will have to match between the far

away word and the pictures that demonstrate the far

away word and the pictures that demonstrate the far

away then they will have to match between the close

away then they will to match between the close word

word and the pictures that demonstrate close, then

and the pictures that demonstrate close.

the students will write the word close under the close
pictures and they will write far away under the far
away pictures.
Learning Center 3 Title: Circle the close pictures and color the far away pictures
Students will have a paper that has close and far away picture and they will have to circle the close pictures
and color the far away pictures.

Closing activity: Title: Close and Far away flashcards Time: 10 Minutes
I will have different flashcards that have close and far away pictures and I will ask the students to sit in two
lines in the carpet (boys' line and girls' line) and each time I will show the students a picture and I will ask
them if its close or far away then when they answer they will go to the end of the line and when all of the
students finish they will go to sit on their places.
Assessment for Learning: I will ask the students different questions about the lesson, activities and what
they learnt in the class.
General Comments

In my opinion I think that my lesson was successful because I achieved my learning outcomes which
are identify the close and far away, classify the close and far away objects and link between the
real life and the curriculum. I was able to achieve my goals by doing variety of activities and using
different learning styles. The students were engaged and active which helped me deliver the
information to them easily moreover they enjoyed the activities and did a great job.
Recommendations / Future personal targets / Areas of focus
In the future I will try to find different activities about the lesson.

Lesson Plan Template

Date
12

th

April 2016

Subject

Theme

Number of Students/ Grade

Math

3D shapes - Cylinders and

18 student KG2A

Cones

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

-

Be punctual
Good classroom management.
Good dealing with special need students.
Be a good role model for the students.
-

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)
Students will be able to:

3D shapes

Recognize the 3D shapes cylinders and cones.

Cylinders video

Understand what are cylinders and cones.

Cones video

Be able to find cylinders and cones objects from real life.

Lesson Introduction
Whole group activity: Time: 10 Minutes
Opening/Introduction: (Bullet points)

Question (Blooms Taxonomy)

Remembering (low level):

Review the previews lesson (spheres and

cubes)
Understanding (low level):
Show videos about cylinders and cones.
- Give me example about #D shapes.
Show objects that demonstrate cylinders
and cones and say the 3D shapes names.
Applying (low level):
Ask the students to repeat the words
cylinders and cones after me.

Active Engagement: (Bullet points)

find the objects (whole class activity)

Ask the students to fine objects in the

Analyzing (high level):

Explain to me what is 3D shapes.

classroom that demonstrate the 3D shapes

cylinders and cones.
Link: (Bullet points)
Remind the students in kid friendly language
how they can apply what they did whole group in
their independent learning centers

Evaluating (high level):

Creating (high level):

Literacy: When students learn the names

of the 3D shapes (Gaining
new
vocabularies)

Learning Center Resources or Materials

Learning Center 1

Learning Center 2

(High level)
-

Colorful papers
White papers
Colors
Glue
Pencils

Learning Center 3

(Medium level)
-

Colorful papers
White papers
Colors
Glue

(Low level)
-

Colorful papers
White papers
Colors

cardboard tubes
paints
painting brushes

Small Group Learning Centers: Time 10 Minutes

Learning Center 1 Title: Make Cylinders and

Learning Center 2 Title: Make Cylinders and

Cones using papers

Cones using papers

Students will have to choose what 3D shape they Students will have to choose what 3D shape they
want to make. For the cylinders students will want to make. For the cylinders students will
have colorful A4 papers and they will have to fold have cardboard tubes and some paints they will
it to make cylinders then they can design it and have to design it and color it then they will draw
color it as they want then they will draw the the cylinders on the white paper. For the cone
cylinders on the white paper. For the cone students will have a paper and they will fold it to
students will have a paper and they will fold it to make a cone then they can color it and design it
make a cone then they can color it and design it as they want.
as they want.
Learning Center 3 Title: Make Cylinders and Cones using papers
Students will have to choose what 3D shape they want to color and design. For the cylinders students
will have papers cylinders and some colors and they will have to color it and design it as they want.
For the cone students will have paper cubes and some colors and they will have to color it and design
it as they want.

Closing activity: Title: Reviewing the lesson (worksheet) Time: 10 Minutes

Worksheet that has pictures of cylinders and cones, students have to match the cone pictures with
the cone word and the cylinders pictures with the cylinders word.
Assessment for Learning: I will ask them different question about the lesson and what we did for
the lesson.

General Comments
I think that my lesson was successful because I achieved my learning outcomes which are recognize
the 3D shapes cylinders and cones, understand what are cylinders and cones and be able to find
cylinders and cones objects from real life. I was able to achieve my goals by doing variety of
activities and using different learning styles.

Recommendations / Future personal targets / Areas of focus

In the future I will try to find attract way to teach.

Lesson Plan Template

Date

Subject

Theme

11th April 2016

English

Review letters

Number of Students/ Grade

18 students KG2A

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

Be punctual
Good classroom management.
Good dealing with special need students.
Be a good role model for the students.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

Students will be able to:

ABC song

Memorize the letters

White board

Recognize the letters

Markers

Classify the upper case letters and the lower case

letters.
Lesson Introduction
Question (Blooms Taxonomy)

Whole group activity: Time: 15 Minutes

Opening/Introduction: (Bullet points)
Warm Up:
Play the ABC song on the smart board and ask the
students to stand up and sing.

Remembering (low level):

Give me examples about this letter.
Understanding (low level):
What is the sounds of the letters?
Applying (low level):

Active Engagement: (Bullet points)

Read the letters flashcards (whole class activity)
I will have the letters flashcards and I will raise one

Analyzing (high level):

flashcard every time and I will ask the students to

tell me the letter and its sound.

Evaluating (high level):

Link: (Bullet points)

Remind the students in kid friendly language how
they can apply what they did whole group in their
independent learning centers
Performing art: When students sing the ABC song.

Creating (high level):

Learning Center Resources or Materials

Learning Center 1

Learning Center 2

Learning Center 3

(High level)

(Medium level)

(Low level)

Worksheet

Worksheet

Worksheet

Pencils

Letters flashcards

Pencils

Glue

Small Group Learning Centers: Time 10 Minutes

Learning Center 1 Title: Write the upper case

Learning Center 2 Title: Classify the capital

letters and the lower case letters worksheet

letters and the small letters worksheet

Students will have a paper that has two circles the

Students will have a paper that has two circles the

first one for the capital letters and the other one

first one for the capital letters and the other one

for the small letters and they will have to write all

for the small letters and they will have an envelope

the upper case letters in the capital letters circle

that have all of the letters and they will have to

and all the lower case letters in the small letters

classify them in the two circles.

circle.
Learning Center 3 Title: Write the letters worksheet
Students will have a worksheet that has all the letters written in a dotted font and they will have to follow
the dots and write all the letters.
Closing activity: Title: Find the letters flashcards Time: 5 Minutes
I will give each group flashcards that has all of the letters and every time I will ask one student of each
group to find one letter. For example, I will ask one student of the green table and one student of the red
table to show me letter (Q) and they will search for it then raise it.
Assessment for Learning: Ask different question about the lesson, what we did for the lesson and ask the
students about what they learnt.
General Comments
In my opinion I think that my lesson was successful because I was able to achieve my learning outcomes
moreover the students were able to classify the upper and the lower cases letter. The students enjoyed the
lesson because I used variety of learning styles and different activities.

Recommendations / Future personal targets / Areas of focus

In the future I will try to find attract way to teach.

Lesson Plan Template

Date
13th April

Subject
Science

Theme

Number of Students/ Grade

Sizes, shapes and colors

18 student - KG2A

2016
Personal Aims
Be punctual
Good classroom management.
Good dealing with special need students.
Be a good role model for the students.
Learning Outcomes:

Materials

Students will be able to:

Shapes video

Identify the sizes

Colors video

Classify the objects by its sizes

White board

Recognize the colors

Markers

Recognize the shapes

worksheet

Link between the real life and the curriculum

Shapes (circle and square)

Lesson Introduction
Whole group activity: Time 15 Minutes

Question (Blooms Taxonomy)

Opening/Introduction: (Bullet points)

Remembering (low level):

Play stand up and sit down with the students for

What is this color.

2 minutes.

What is this shape.

Review the previous lesson (senses) (Warm Up)

What is this size.

Show a video about the shapes.

Understanding (low level):

Ask the students different questions about the

video.

Applying (low level):

Ask the students to draw the shapes (circle and

Give me example about the shapes.

square) on the white board.

Give me example about the color.

Show a video about the colors.

Give me example about the size.

Explain the short and the tall by comparing

between the students.
Explain the big and small by using the shapes

Analyzing (high level):

(circle and square).

Active Engagement: (Bullet points)
Sort the shapes by its size (whole class activity):

Evaluating (high level):

Students will have a paper that has two circles

one for the big and one for the small and they
will have an envelope that has big and small
colorful circles and squares. Students will sort

Creating (high level):

the shapes depending on their sizes on the

paper.
Link: (Bullet points)
Remind the students in kid friendly language how
they can apply what they did whole group in their
independent learning centers
Literacy: learn the colors, shapes and sizes (gain
new vocabularies).
Math: learn the sizes (short, tall, big and small).

Learning Center Resources or Materials

Learning Center 1

Learning Center 2

Learning Center 3

(High Level)

(Medium Level)

(Low Level)

Objects

Worksheet

Worksheet

Baskets

Pencils

Colors

colors

Small Group Learning Centers: Time 10 Minutes

Learning Center 1 Title: Classify the objects

Learning Center 2 Title: Draw the objects

Students will have different objects and they

Students will have a paper that has tables, one

will have to classify them on the baskets

for the sizes and one for the shapes and they

depending on the sizes and the shapes and I will

will have to draw objects that demonstrate each

ask the students about the objects colors.

size in the table and they will draw the shapes

(square and circle) then they will color them.

Learning Center 3 Title: Color the shapes depending on their sizes

Students will have a paper that has the shapes square and circle in different sizes and they will have to
color the small shapes with the red color and the big shapes with the green color.

Closing activity: Title: Classify the Flashcards Time: 10 Minutes

Students will have envelopes that have flashcards about short, long, small and big. There will be four
baskets, one for big, one for small, one for short and one for long. Students will have to classify the
flashcards on the four baskets.
Assessment for Learning: I will ask the students different questions about the lesson, activities and
what they learnt in the class.
General Comments
I think that my lesson was successful because I was able to achieve my different learning goals. The
students were able to identify the sizes (big, small, short and tall) and learn the colors. Moreover, I was
able to deliver the information about the lesson to the students by showing them different videos and
using them as examples for the short and the tall. I used different learning styles which helped me
deliver the information easily to the students and make them acknowledge it.
Recommendations / Future personal targets / Areas of focus
In the future I will manage the time.

Lesson Plan Template

Date

Subject

Theme/ lesson

2/ March/ 2016

English

Letters/ Y and Z

Number of Students/ Grade

17/ Kg 2b

Personal Aims

Be punctual
Good classroom management.
Good dealing with special need students.
Be a good role model for the students.

Materials

Learning Outcomes:
(Link to the ADEC K-5 , MOE or International Curriculum
documents)

Students will be able to identify the sounds of Y and

Smart board.

Z. also they will be able to write the uppercase and

Song (Y and Z).

the lowercase of letter Y and Letter Z. the students

Flash cards.

will be able to link between the lesson and the

environment through give an examples of words that
start by letter Y or Z.

Lesson Introduction
Whole group activity: Time 15 minutes.

Question (Blooms Taxonomy)

Opening/Introduction: (Bullet points)

Remembering (low level):

What is thus letter?
What the sound of this letter?

Review the previous letters (Q and J).

I will review the letter Q and letter J through
ask the students questions about the sound of
the letter and some examples of word that start

Understanding (low level):

by this letter.
Introduce the new letters.
I will ask the students about the sound of letter

Applying (low level):

Y and some example of words that start by

letter Y (yak, yogurt, yawn etc.). Then I will
play a Y song which include the sound of letter Y

Analyzing (high level):

and some words that start by letter Y.

Give me example about the letter Y.

Give me example about the letter Z.

I will explain for the students how to write the

uppercase and the lower case of letter Y.
I will ask the students about the sound of letter
Z and some example of words that start by
letter Z (zipper, zooetc.). Then I will play a Z

Evaluating (high level):

song which include the sound of letter Z and

some words that start by letter Z.

Creating (high level):

I will explain for the students how to write the
uppercase and the lower case of letter Z.

Active Engagement: (Bullet points)

Select the pictures.
I will show the students different picture that
start by different letters and I will ask them to
select the picture that start by letter Y or Z
Write the letter (Y and Z).
I will ask the students to write the uppercase
and lowercase of letter Y and letter Z in the air.

Link: (Bullet points)

Link with science through identify the

animals name that start by letter Y and Z.
Link with performance art through sing a
songs of letter Y and Z.

Learning Center Resources or Materials

Learning Center 1
White board.
Words cards.
Board markers.

Learning Center 2
Pencils.
Worksheets.

Learning Center 3
Color.
Pencils.
Worksheets

Learning Center 4
Cards.

Small Group Learning Centers: Time 10

Learning Center 1

Learning Center 2

Title: Write the letters and some words.

Title: circle the pictures and write the letters.

The high level students will write the uppercase and

lowercase of letter Y and Z in the white board. Then
they will try to write words which start by letter Y and
Z. (there will be a cards which include words that start

The middle level students will circle the pictures that start by
letter Y. Then they will write the uppercase and lowercase of
letter Y three times. Also, they will circle the pictures that
start by letter Z. Then they will write the uppercase and
lowercase of letter Z three times.

be letter (Y and Z) and the students will try to write the

words in the white board.
Learning Center 3

Learning Center 4

Title: color the letter and follow dots.

Title: read the words.

The low level students will color the letter Y and the letter Z.
then they will follow the dots to write the uppercase and
lowercase of letter Y and letter Z.

The group who will have cards that have words which
include letter Y or Z. each students in group will have a card
to read the word have it then they will switch between
group mates.

Closing activity: Time: 5 minutes.

I will ask each group to show their work to another groups. After that I will give them activity which is classify the pictures
according to its letter

Assessment for Learning: Ask questions.

General Comments
In my opinion my lesson was successful because I achieved my learning outcomes which are Review letter Q and J,
Identify new letters (Y-Z), Identify the sound of the new letter and Recognize how to write the letters. I was able
to achieve my goals by play a music, doing different activities and using different learning styles. The students were
engaged and active which helped me give the information to them easily.

Recommendations / Future personal targets / Areas of focus

In the future I will try to find attract way to teach.