Math Lesson Plan (number 17).

Name of Student Teacher: Hamda Alketbi H00272763

Date & Duration of lesson: Number of Age Range of students:
students:
26th February 2017 30 minutes 25 students 5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS Resources: (for each activity)
curriculum document.)
Activity 1: roll it activity ( KG2O math resources activity):
The children will: - Dice.
Be able to identify the number 17. - Cards.
Be able to write 17 accurately using proper pencil grip.
Be able to distinguish the difference between a groups Activity 2: Photocopied Math Workbook 2. Complete the pages 68
of 17 from other numbers. and 69 for the number 17.
Be able to assemble 17 objects next to the numeral 17.

Activity 3: Penguin counting activity:

- Paints
- Worksheet
- Q-tips

Activity 4: Photocopied Math Workbook 2. Complete the pages 68

and 69 for the number 17.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Monitored by__________
Red group activity:
Students will roll two dice to write the numbers then they will
count the numbers and write it down in the card.
Learning Outcome(s):
- Be able to identify the number 17.
- Be able to write 17 accurately using proper pencil
grip.
Differentiation:
- High level students will be able to write all numbers
correctly.
- Low level students may have a difficulty in writing
some numbers.
Description of activity 3: Monitored by__________
Blue group activity:
Students will have a worksheet that
include numbers and table to make
dots on it (present the penguin
number). They will use the Q-tips to
make and count the number on the
table.
Learning Outcome(s):
- Be able to identify the number 17.
Differentiation:
- High level students will be able to count the
number by drawing dots.
- Low level students may struggle with counting and
they need some support.
Description of activity 2: Monitored by__________
Green group activity: Complete the pages 68 and 69 for the
number 17 in Math Workbook 2.
Learning Outcome(s):
- Be able to identify the number 17.
- Be able to write 17 accurately using proper pencil grip.
- Be able to assemble 17 objects next to the numeral 17.
Differentiation:
- High students will be able to solve the puzzle and write
the number in correct way.
- Low level students may need help to solve the puzzle in
the book.
Description of activity 4: Monitored by__________
Yellow group activity: Complete the pages 68 and 69 for the
number 17 in Math Workbook 2.
Learning Outcome(s):
- Be able to identify the number 17.
- Be able to write 17 accurately using proper pencil grip.
- Be able to assemble 17 objects next to the numeral 17.
Differentiation:
- High students will be able to solve the puzzle and write
the number in correct way.
- Low level students may need help to solve the puzzle in
the book.
 The Structure of the Lesson
Time What the teacher does What the children do Comments:
Circle time:
Greeting students.
I will inform students about the learning outcomes for this
lesson. which are:
- Identify number 17.
- Write number 17.
7 minute
Introduce the lesson:
- I will provide 16 of bear counters. I will let students
count with me to identify the number 16. They will count with me
- Then I will say what will happen if we add one bear the bears.
counters? ( I expect students will say 17)
- Then, I will say the number of the day is 17 and I will
write the number 17 in the board.
- I will play with students a game: I will show children a
different numbers. Some of these numbers are 17 and They will start play the
others are different numbers that they took it before. I game by clapping and
will ask them to clap their hand once they see the freezing.
number 18. If they saw a different number, they have
to freeze.
I will give students instruction about the activities. Students will follow the Transition: I will
20 I will go around the groups to ask students questions and assess instructions and they will clap and I will direct
minutes their learning with supporting them if they need. do the activities. students to turn to
tables area to give
them instructions.
I will choose the
leader for each
group and direct
groups one by one.
I will ask children to stop doing their activities and start tidy up. Students will start to tidy Transition: I will
up and go back to the circle clap three times and
time. the will say its the
time to tidy up.
3 minutes When children will back to carpet. They will be able to say
I will ask them about the learning outcomes, by checking if they what they learn.
achieve them and ask them what they learn.
I will engage students to write the number 17 on the board to
check their understanding.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

- I need to work in my classroom management.

- Clear instructions.
- Great connecting with children.
Recommendations / future personal targets / areas of focus for next week:

- Start to use the reward system effectively.

- Improve my activities.
 Math Lesson Plan (Patterns).

Name of Student Teacher: Hamda Alketbi H00272763

Date & Duration of lesson: Number of Age Range of students:
students:
27th February 2017 30 minutes 25 students 5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Activity 1: art activity.
The children will: - Large white paper with black strand of lights.
Extend a pattern. - paint
Create patterns using different colours, shapes and - brushes
objects.
Activity 2: Straw Necklaces.
EYFS Learning outcomes:
- Colorful straws that have been cut up
Shows an interest in shapes by playing with shapes
- Scissors
and or making arrangements with objects.
- String
Draw lines and circles using gross motor
movements. Activity 3: Buttons patterns
Uses various construction materials. - Colored card that have been drawing with lines like
Captures experiences and response with a range of swirls and zig-zags
media, such as music, dance, paint and other - Assorted buttons.
materials or words.
Activity 4: Nelson Math Workbook Page 42.

Activity 5: pattern game. (extra activity)

- Bear counters.
- Shapes blocks.
Activity 6: addition to 10 game. (extra activity)
- Addition to 10 game from KG20 resources activity.
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Monitored by Ms. Hamda Description of activity 2: Monitored by Ms. Hamda
red group activity: Blue group activity:
Art activity: students will have a large white paper with black Strew Necklaces activity: students will measure the string then
strand of lights, they will use the brush to paint the lights on the cut the straws they will but the straws into their string with
paper with making patterns of colors. making sure to make patterns of colors.

Learning Outcome(s): Learning Outcome(s):

Extend a pattern.
Create patterns using Extend a pattern.
different colours, shapes Create patterns using different
and objects. colours, shapes and objects.
Captures experiences and Uses various construction
response with a range of materials.
media, such as music, dance, paint and other
materials or words. Differentiation:
- High level students may cut the straws and make the
Differentiation: patterns from the colored straws by themselves and
- High level students will be able to do their own uses all colors.
patterns and use all colors to paint the lights. - Medium level students they can use three colors to
- Medium level students will use three color to make the make the pattern.
patterns. - Low level students, they can use the straws that
- Low level students will need some help to direct them already cut. They might need some help to put the
about painting to make the patterns, they will use straws into the string and they have to use two colors.
only two color.
Description of activity 3: Monitored by Ms. Sallie Description of activity 4: Monitored by Ms. Maryam
Green group activity: Yellow group activity: Nelson Math Workbook Page 42.
Buttons patterns: students will have a colored card that have
been drawing with lines like swirls and zig-zags. The will use the Learning Outcome(s):
buttons to make patterns on the line.
Extend a pattern.
Create patterns using different colours, shapes and
Learning Outcome(s): objects.
Extend a pattern. Draw lines and circles using gross motor
Create patterns using movements.
different colours, shapes Shows an interest in shapes by playing with shapes
and objects. and or making arrangements with objects.
Uses various construction
materials. Differentiation:

Differentiation:
- High level students will be able to make the
- High level students will patterns by themselves.
be able to make the patterns by themselves using - Low level students might need support in making
all colors.
patterns.
- Medium level students will use three colors.
- Low level students might need support in making
patterns and they can use two colors.

The Structure of the Lesson

Time What the teacher does What the children do Comments:
Circle time:
Greeting students.
I will inform students about the learning outcomes
for this lesson. which are:
- Extend a pattern.
8 minute - Create patterns using different colors,
shapes and objects.
Introduce the lesson:
I will ask students do you know what is pattern
mean. (I will listen to their answers) They will respond to my
questions.
Then, I will show students video about what is
pattern? https://www.youtube.com/watch?v=LPC-
xmeZi7k

I will tell students that we can make pattern using

different colors, shapes and objects. Also, we can
make pattern by doing some movements.

I will show them an example of pattern: They will start to do the

- Clap patterns fast, fast, slow, fast, fast, patterns with me.
slow.
- Draw in the board red apple, green apple,
red apple; repeat.
I will give students instruction about the activities. Students will follow the Transition: I will clap and I
20 I will go around the groups to ask students questions instructions and they will do will direct students to turn
minutes and assess their learning with supporting them if the activities. to tables area to give them
they need. instructions.
 I will choose the leader for
each group and direct
groups one by one.
I will ask children to stop doing their activities and Students will start to tidy up Transition: I will clap three
start tidy up. and go back to the circle time. times I will say class class
and they have to freeze then
will say its the time to tidy
up.
2 minutes When children will back to carpet. They will be able to say what
I will ask them about the learning outcomes, by they learn.
checking if they achieve them and ask them what
they learn.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

Aims of lesson and rules well explained at beginning

Very nice video and resources
Lots of engaging activities on the carpet
Very clear instructions and transitions
Good, easy to understand lesson plan
Lovely interaction with the children
Good monitoring more active than last time
Confident, smiling and relaxed
Good to warn students they only have 2 minutes left
Excellent activities

Recommendations / future personal targets / areas of focus for next week:

I need to be stricter with children who were talking in the carpet time. I will try to stop them to talk and talk with them
about this behave as my MST advice me. Also, I will make sure to apply My MST comment which is dont ask children
if they enjoyed the lesson, ask them to tell you what they learned this will give them the opportunity to practice the
second language and learn the content.
 Literacy Lesson Plan (Long /oo/ Sound).

Name of Student Teacher: Hamda Alketbi H00272763

Date & Duration of lesson: Number of Age Range of students:
students:
1st March 2017 30 minutes 25 students 5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Activity 1: art activity.
The children will: - Moon shape.
Be able to write the digraph oo. - Star shape
Know a digraph is two letters that make one sound. - String
- Glitter.
Be able to name objects that contain the vowel
- Glue.
digraph oo.
Be able to produce /oo/. Activity 2: dice game ( KG2 O resource)
- White boards.
EYFS Learning outcomes: - Dices with words and missing letters.
Captures experiences and response with a range of - Markers.
media, such as music, dance, paint and other
materials or words. Activity 3: Student Book A.
Can select and use activities and resources with help. - Complete Pages 40 and 41
Can copy some letters.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Description of activity 2:
Students will make the moon craft work by painting the moon Students will use the dice that already include words to practice
shape use the string to link the star with the moon by string writing the words in the board like hit, pot, mug, cat, net, log,
after design it using the glitter. and etc.

Learning Outcome(s): Learning Outcome(s):

Be able to write the digraph oo. Be able to write the digraph oo.
Be able to name objects that contain the vowel Be able to name objects that contain the vowel
digraph oo. digraph oo.
Captures experiences and response with a range of
media, such as music, dance, paint and other Differentiation:
materials or words. - High level students can use the dice that include two
letters without missing letters in the dice to make
Differentiation: their own words or use the other dice to write all
- High level group they will link the moon with the star words with drawing them.
by themselves and they can write the /oo/ sound on - Medium level they can write four words.
the star or the moon. - Low level students can write three words.
- Low level group I will support them to link the moon
with the star.
Description of activity 3:
Using student book to write and draw words has the sound /oo/.
Learning Outcome(s):
Be able to write the digraph oo.
Be able to name objects that contain the vowel digraph oo.
Can copy some letters.
Differentiation:
- High level students can write 2 words from the board and draw them.
- Medium level students can write 3 words from the board and draw them.
- Low level students can write 4 words from the board and draw them.

The Structure of the Lesson

Time What the teacher does What the children do Comments:
Circle time:
Greeting students.
I will inform students about the learning outcomes
for this lesson. which are:
- Identify long /oo/ sound.
8 minute - Form /oo/ sound correctly.

Introduce the lesson:

I will say our digraph sound for today is /oo/ like
food and I will mention that this sound /oo/ is long They will respond to my
sound and the short sound is /oo/ like book. questions.

Then, I will show students video about /oo/ sound:

https://www.youtube.com/watch?v=kL074H5XdN
I

I will ask children to give me words has the long They will start to say the
sound /oo/ and I will draw four of them. These words.
words are: spoon, boot, moon, food, root, and
hoot.
I will give students instruction about the activities. Students will follow the Transition: I will clap and I
20 I will go around the groups to ask students questions instructions and they will do will direct students to turn
minutes and assess their learning with supporting them if the activities. to tables area to give them
they need. instructions.
I will choose the leader for
each group and direct
groups one by one.
I will let students swap from activity to another. They will stop doing the Transition: I will say all of
activity and they will close you freeze and I will direct
their books. them to anther activity.
I will ask children to stop doing their activities and Students will start to tidy up Transition: I will clap three
start tidy up. and go back to the circle time. times I will say class class
and they have to freeze then
will say its the time to tidy
up.
2 minutes When children will back to carpet. They will be able to say what
I will ask them about the learning outcomes, by they learn.
checking if they achieve them and ask them what
they learn.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate

- Encouraged the good behavior and I asked children about the each words. I managed the time and I did the
activity well
Recommendations / future personal targets / areas of focus for next week:
- Focuses on the introducing the lesson by focus on the sound of the letter before show them the video.
 Topic Lesson Plan (Monkey Puzzle Story).

Name of Student Teacher: Hamda Alketbi H00272763

Date & Duration of lesson: Number of Age Range of students:
students:
6th March 2017 30 minutes 25 students 5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)

Activity 1: sequence the story events.

The children will: - Names of the characters.
- Know Julia Donaldson is an author who writes - Pictures of the characters.
childrens books.
- Be able to identify how objects in fantasy worlds
differ from the real world. Activity 2: art activity.
- Be able to explore different characters found in - Picture of the butterfly.
fantasy worlds. - Paints.
- Be able to act out a make believe story.

EYFS Learning outcomes:

- Captures experiences and response with a range
of media, such as music, dance, paint and other
materials or words.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Description of activity 2:
Students will have a flashcards of the story characters and Students will have the picture of the butterfly, they will
the names of them. Students have to match the picture paint on side of the butterfly wings. Then they will print it
with the name. They have to order the sequences of the to other side.
story with retell the story. Learning Outcome(s):
Learning Outcome(s): - Be able to identify how objects in fantasy worlds
- Be able to identify how objects in fantasy worlds differ from the real world.
differ from the real world. - Be able to explore different characters found in
- Be able to explore different characters found in fantasy worlds.
fantasy worlds. - Captures experiences and response with a range
Differentiation: of media, such as music, dance, paint and other
- High level students might help low level by materials or words
starting to retell the story and they can also order Differentiation:
the characters. - There is no differentiation for this activity.
- Low level students might just order the Students can be free and use their creativity to
characters. paint the butterfly.
 The Structure of the Lesson
Time What the teacher does What the children do Comments:
Circle time:
Greeting students. They will
Before, reading the story, I will ask children questions like: respond to my
- Who is the author of this story do you think? questions.
- What is kind of story dose Julia Donaldson wore?
10 Reading the story:
minute What can you see in the cover page?

Our story for today is monkey puzzle

Then I will start reading.

At the end of reading:

- Who was trying to help the monkey to find his mum?
- What are the animals that the little monkey saw
them?
- Did the monkey found his mum?
- Do you think helping other is good think and why?
I will give students instruction about the activities. Students will follow the Transition: I will clap and I
18 I will go around the groups to ask students questions instructions and they will do will direct students to turn
minutes and assess their learning with supporting them if the activities. to tables area to give them
they need. instructions.
I will choose the leader for
each group and direct
groups one by one.
I will let students swap from activity to another. They will stop doing the Transition: I will say all of
activity. you freeze and I will direct
them to anther activity.
I will turn on the timer to let
children know when they
have to stop the activity.
I will ask children to stop doing their activities and Students will start to tidy up Transition: I will clap three
start tidy up. and go back to the circle time. times I will say class class
and they have to freeze then
will say its the time to tidy
up.
2 minutes When children will back to carpet. They will be able to say what
I will ask them about the learning outcomes, by they learn.
checking if they achieve them and ask them what
they learn.
Recommendations / future personal targets / areas of focus for next week:

I need to make my instructions clear about the print and paint activity. I need to tell than what will happen for the
butterfly, if we just paint on side and the other side will be colored with paint also. Also, I need to use the
management chart effectively with children.
 Math Lesson Plan (Missing Number).

Name of Student Teacher: Hamda Alketbi H00272763

Date & Duration of lesson: Number of students: Age Range of students:
7th March 2017 30 minutes 25 students 5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS Resources: (for each activity)
curriculum document.)
Activity 1: missing number popsicles.
The children will: - Activity cards
- Fill in missing numbers in a number sequence. - Numbers cards.
-
EYFS Learning outcomes: Activity 2: apple to apple game.
- Sometimes matches numeral and quantity - Apple work mat.
correctly. - Apple numbers cards
- Knows that information can be retrieved from
computers. Activity 3: fill in missing numbers worksheet.
- Holds pencil between thumb and two fingers, no - Worksheet with missing numbers.
longer using whole hand grasp. - Markers.
Activity 4: fill in missing numbers worksheet.
- Worksheet with missing numbers.
- Markers.
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Description of activity 2:
Students will use the numbers cards to attach the Students will choose a work mat. They will count and identify
missing numbers on the activity the numbers on the work mat. Then, identify the missing
cards. number. Find the missing
Learning Outcome(s): number on a number card and place
- Fill in missing numbers in it on the blank space. Finally, count
a number sequence. in order to check your work.
- Sometimes matches Learning Outcome(s):
numeral and quantity - Fill in missing numbers in a
correctly. number sequence.
Differentiation: - Sometimes matches
- High level students can use the activity cards numeral and quantity correctly.
that has numbers from 15 to 20.
- Medium level students can use the activity cards
Differentiation:
from 9 to 14.
- High level students can use the activity cards that has
- Low level students can use the activity cards
numbers from 20 to 30.
from 1 to 8. - Medium level students can use the activity cards from 10 to
20.
- Low level students can use the activity cards from 1 to 10.
Description of activity 3: Description of activity 3:
Students will have a worksheet. They will write on it Students will have a worksheet. They will write on it the
the missing numbers by counting until 20. missing numbers by counting until 15.
Learning Outcome(s): Learning Outcome(s):
- Fill in missing numbers in a number sequence. - Fill in missing numbers in a number sequence.
- Sometimes matches numeral and quantity - Knows that information can be retrieved from computers.
correctly. - Holds pencil between thumb and two fingers, no longer
Differentiation: using whole hand grasp.
- High level students can fill all numbers until 20. Differentiation:
- This activity for the low level and medium level students.
 The Structure of the Lesson
Time What the teacher does What the children do Comments:
Circle time:
Greeting students.
I will inform students about the learning outcomes
for this lesson. which are:

8minute - Fill in missing numbers in a number

sequence.

Introduce the lesson:

- I will start the lesson by playing a game. I
will ask students to count with me. I will They will respond to my
make a mistake with counting the questions.
numbers.
- I will let children to correct myself.
- I will engage children to answer some
question about missing numbers.

I will give students instruction about the activities. Students will follow the Transition: I will clap and I
20 I will go around the groups to ask students questions instructions and they will do will direct students to turn
minutes and assess their learning with supporting them if the activities. to tables area to give them
they need. instructions.
I will choose the leader for
each group and direct
groups one by one.
I will let students swap from activity to another. They will stop doing the Transition: I will say all of
activities. you freeze and I will direct
them to anther activity.
I will turn on the timer to let
children know when they
have to stop the activity.
I will ask children to stop doing their activities and Students will start to tidy up Transition: I will clap three
start tidy up. and go back to the circle time. times I will say class class
and they have to freeze then
will say its the time to tidy
up.
2 minutes When children will back to carpet. They will be able to say what
I will ask them about the learning outcomes, by they learn.
checking if they achieve them and ask them what
they learn.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate

- Nice introduction because the children found it entertaining and funny. It got their attention.
- I kept reminding children about the class rules and made use of the behavior charts.
- Great to use PowerPoint, it was something different and children were enjoyed it.
- My activities were simple and easy and worked well to encourage the worker and shy ones to participate in
the class.

Recommendations / future personal targets / areas of focus for next week:

- Try to set up extra activity for children who will finished early.
- I need to work on time management and I think this lesson could have been done in a double, that you would
have had time for plenary.
 Literacy Lesson Plan (Long /oo/ Sound).

Name of Student Teacher: Hamda Alketbi H00272763

Date & Duration of lesson: Number of Age Range of students:
students:
1st March 2017 30 minutes 25 students 5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Activity 1: craft activity.
The children will: - Mouth shape.
Be able to write the consonant digraph /th/ accurately - Teeth shape (plastic)
using proper letter formation and pencil grip. - Sticks
Be able to name objects that contain the consonant - Markers.
digraph /th/.
Activity 2: Memory Game
Be able to produce /th/ correctly.
- Flashcards of words has the sound /th/.

EYFS Learning outcomes: Activity 3: Student Book A.

Captures experiences and response with a range of - Complete Pages 56 and 57
media, such as music, dance, paint and other
materials or words.
Can select and use activities and resources with help.
Can copy some letters.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Description of activity 2:
Students will glue teeth on the mouth shape. And the stick Students will order the flashcards to play the memory
will write on it word mouth. game.
Learning Outcome(s): Learning Outcome(s):
Be able to write the consonant digraph /th/ Be able to name objects that contain the consonant
accurately using proper letter formation and pencil digraph /th/.
grip.
Be able to name objects that contain the consonant Differentiation:
digraph /th/. - High level students might help low level students to
name the objects that they dont know.
Differentiation:
- High level may use 15 teeth and write the word
mouth by themselves.
- Medium and low students might use 10 teeth, they
can copy the mouth word from the board.
Description of activity 3:
Using student book to write and draw words has the sound /th/.
Learning Outcome(s):
Be able to write the digraph th.
Be able to name objects that contain the digraph /th/.

Differentiation:
- High level students can write 2 words from the board and draw them.
- Medium level students can write 3 words from the board and draw them.
- Low level students can write 4 words from the board and draw them.
 The Structure of the Lesson
Time What the teacher does What the children do Comments:
Circle time:
Greeting students.
I will inform students about the learning outcomes
for this lesson. which are:
- Identify long /th/ sound.
8 minute - Form /th/ sound correctly.

Introduce the lesson:

I will say our digraph sound for today is /th/. i will
write the /th/ on the board. They will respond to my
questions.
Then, I will show students video about /th/ sound:
https://www.youtube.com/watch?v=5mFC1zFCrF
c
They will start to say the
words.
I will ask children to give me words has the long
sound /th/ and I will draw four of them. These
words are: mouth, bath, thumb, theater, thorn and
thread.

I will give students instruction about the activities. Students will follow the Transition: I will clap and I
20 I will go around the groups to ask students instructions and they will do will direct students to turn
minutes questions and assess their learning with supporting the activities. to tables area to give them
them if they need. instructions.
I will choose the leader for
each group and direct
groups one by one.
I will let students swap from activity to another. They will stop doing the Transition: I will say all of
activity and they will close you freeze and I will
their books. direct them to anther
activity.
I will ask children to stop doing their activities and Students will start to tidy up Transition: I will clap three
start tidy up. and go back to the circle times I will say class
time. class and they have to
freeze then will say its
the time to tidy up.
2 minutes When children will back to carpet. They will be able to say what
I will ask them about the learning outcomes, by they learn.
checking if they achieve them and ask them what
they learn.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate
- art activity was useful because students can recognize the sound and write the sound by creating mouth
with teeth and writing the word mouth

Recommendations / future personal targets / areas of focus for next week:

- Try to manage the time because at the last two minutes I did not have time to make the assessment for
learning.
 Literacy Lesson Plan (/qu/ Sound). Double lesson
Name of Student Teacher: Hamda Alketbi H00272763
Date & Duration of lesson: Number of
students:
13th March 2017 60 minutes
Learning Outcomes: (Link to the Early Learning Goals from the UK
EYFS curriculum document.)
The children will:
Know a digraph is two letters that make
one sound.
Be able to write the consonant digraph qu
accurately using proper letter formation
and pencil grip.
Be able to name objects that contain the
consonant digraphs qu.
Be able to produce /qu/ correctly.
EYFS Learning outcomes:
Captures experiences and response with a
range of media, such as music, dance,
paint and other materials or words.
Can select and use activities and resources
with help.
Can copy some letters.
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1:
Students will use the paper bag to
make queen. They will stick the
eyes, mouth, hair and crown. They
will write queen word.
Learning Outcome(s):
Captures experiences and
response with a range of
media, such as music, dance,
paint and other materials or words.
Can select and use activities and resources
with help.
Can copy some letters.
Be able to name objects that contain the
consonant digraphs qu.
Be able to produce /qu correctly.
Differentiation:
Age Range of students:
25 students 5 years old
Resources: (for each activity)
Activity 1: craft activity. (making queen)
- Brown paper bag
- Sting
- Eyes and mouth pictures
- Crown picture.
- glue
Activity 2: Memory Game
- Flashcards of words have the sound /qu/.
Activity 3: Student Book A.
- Complete /qu/ Sound Pages.
Activity 4: making words has /qu/ sound.
- Flashcards with pictures and words in the back of the pictures
that has /qu/ sound.
- Letters blocks.
- White boards
- Markers.
Activity 5: extra activity
- Literacy dice.
- White boards.
- Markers.
Description of activity 2:
Students will have a set of pictures that have the sound /qu/ and
other sounds. They will play the memory game with saying the
words for each pictures.
Learning Outcome(s):
Can select and use activities and resources with help.
Can copy some letters.
Be able to name objects that contain the consonant digraphs
qu.
Be able to produce /qu correctly.
Differentiation:
- High level students can say the words and they can assess low
and medium level students while playing.
 - High level student will write the queen word
by themselves.
- Medium and low level students they can
copy the word queen from the board.
Description of activity 3:
Using student book to write and draw words have
the sound /qu/.
Learning Outcome(s):
- Be able to name objects that contain the
consonant digraphs qu.
- Be able to produce /qu correctly.
Differentiation:
- High level students can write 2 words
from the board and draw them and write
the date by themselevs.
- Medium level students can write 3 words
from the board and draw them.
- Low level students can write 4 words
from the board and draw them and they
can see the board to write the date.
Description of activity 4:
Students will have the flashcards and they will use the letters
blocks to make the words that represents the pictures and write the
words down in the white board.
Learning Outcome(s):
- Be able to name objects that contain the consonant
digraphs qu.
- Be able to produce /qu correctly.
Differentiation:
- High level can write the words without saying the words in
the back of the picture.
- Low and medium level students can see the back of the
pictures to make the words by the blocks.

The Structure of the Lesson

Time What the teacher does What the children do Comments:
Circle time:
Greeting students.
I will inform students about the learning outcomes
for this lesson. which are:
- Identify /qu/ sound.
8 minute - Form /qu/ sound correctly.

Introduce the lesson:

I will say our digraph sound for today is /qu/. I will
write the /qu/ on the board. They will respond to my
questions.
Then, I will show students video about /qu/ sound:
https://www.youtube.com/watch?v=LkkTXLarK8
g
They will start to say the
I will ask children to give me words has the /qu/ words and they will follow
and I will draw four of them or stick flashcards on how I will write the words.
the board. These words are: queen, quiet, quill,
quail, and quack.

I will give students instruction about the activities. Students will follow the Transition: I will clap and I
20 I will go around the groups to ask students instructions and they will do will direct students to turn
minutes questions and assess their learning with supporting the activities. to tables area to give them
them if they need. instructions.
I will choose the leader for
each group and direct
groups one by one.
 I will let students swap from activity to another. They will stop doing the Transition: I will say all of
activity and they will close you freeze and I will
their books. direct them to anther
activity.
I will ask children to stop doing their activities and Students will start to tidy up Transition: I will clap three
start tidy up. and go back to the circle times I will say class
time. class and they have to
freeze then will say its
the time to tidy up.
2 minutes When children will back to carpet. They will be able to say what
I will ask them about the learning outcomes, by they learn.
checking if they achieve them and ask them what
they learn.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate

Students did their activity independently without helping them.

Achieved my learning outcomes, and my students were able to understand the lesson.

Recommendations / future personal targets / areas of focus for next week:

I need to make sure to use the reward system and classroom management effectively because students
were lit bit noisy during the activities time.
 Math Lesson Plan (number 19).

Name of Student Teacher: Hamda Alketbi H00272763

Date & Duration of lesson: Number of Age Range of students:
students:
14 of March 2017 30 minutes 25 students 5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS Resources: (for each activity)
curriculum document.)
Activity 1: tic tac teen
The children will: - Worksheet
Be able to identify the number 19. - Pencils
Be able to write 19 accurately using proper pencil grip. - Colores
Be able to distinguish the difference between a groups - numbers
of 19 from other numbers.
Be able to assemble 19 objects next to the numeral Activity 2: Photocopied Math Workbook 2. Complete the pages 72
19. and 73 for the number 17.

Activity 3: Penguin counting activity:

- Glue.
- Dots
Activity 4: Photocopied Math Workbook 2. Complete the pages 68
and 69 for the number 17.

Supporting activities differentiated to three ability levels: (where possible)

Description of activity 1: Monitored by__________
Blue group activity:
Pick a ten-frame card, count the number, and place a
cube on that number. Try to get three in a row!
Learning Outcome(s):
- Be able to identify the number 19.
- Be able to write 17 accurately using proper pencil
grip.
Differentiation:
- High level students will be able to write all numbers
correctly.
- Low level students may have a difficulty in writing
some numbers.
Description of activity 3: Monitored by__________
yellow group activity:
Students will have a worksheet that include numbers and
table to make dots on it (present the penguin number). They
will use the clue the dots on the table to present the numbers.
Learning Outcome(s):
- Be able to identify the number 19.
Differentiation:
- High level students will be able to count the
number by drawing dots.
- Low level students may struggle with counting and
they need some support.
Description of activity 2: Monitored by__________
Green group activity: Complete the pages 72 and 73 for the
number 19 in Math Workbook 2.
Learning Outcome(s):
- Be able to identify the number 19.
- Be able to write 19 accurately using proper pencil grip.
- Be able to assemble 19 objects next to the numeral 19.
Differentiation:
- High students will be able to solve the puzzle and write
the number in correct way.
- Low level students may need help to solve the puzzle in
the book.
Description of activity 4: Monitored by__________
red group activity: Complete the pages 72 and 73 for the number
19 in Math Workbook 2.
Learning Outcome(s):
- Be able to identify the number 19.
- Be able to write 19 accurately using proper pencil grip.
- Be able to assemble 19 objects next to the numeral 19.
Differentiation:
- High students will be able to solve the puzzle and write
the number in correct way.
- Low level students may need help to solve the puzzle in
the book.
 The Structure of the Lesson
Time What the teacher does What the children do Comments:
Circle time:
Greeting students.
I will inform students about the learning outcomes for this
lesson. which are:
- Identify number 19.
- Write number 19.
7 minute
Introduce the lesson:
- I will provide 18 of bear counters. I will let students
count with me to identify the number 18. They will count with me
- Then I will say what will happen if we add one bear the bears.
counters? ( I expect students will say 19)
- Then, I will say the number of the day is 19 and I will
write the number 19 in the board.
- I will play with students a game: I will engage children
to find number 19 in the classroom.

I will give students instruction about the activities. Students will follow the Transition: I will
20 I will go around the groups to ask students questions and assess instructions and they will clap and I will direct
minutes their learning with supporting them if they need. do the activities. students to turn to
tables area to give
them instructions.
I will choose the
leader for each
group and direct
groups one by one.
I will ask children to stop doing their activities and start tidy up. Students will start to tidy Transition: I will
up and go back to the circle clap three times and
time. the will say its the
time to tidy up.
3 minutes When children will back to carpet. They will be able to say
I will ask them about the learning outcomes, by checking if they what they learn.
achieve them and ask them what they learn.
I will engage students to write the number 19 on the board to
check their understanding.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

The activities were able to help them practice the counting and focus on distinguishing 19 from other
numbers. In this lesson l made sure to engage children to be more management when they are doing the
activities.
Recommendations / future personal targets / areas of focus for next week:

I will plan for the lesson to be one lesson than double lesson. Because of the lesson was easy and
students did the activities before the time.
 Math Lesson Plan (adding two numbers together).

Name of Student Teacher: Hamda Alketbi H00272763

Date & Duration of lesson: Number of students: Age Range of students:
15th March 2017 30 minutes 25 students 5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS Resources: (for each activity)
curriculum document.)
Activity 1: ice cream addition activity
The children will: - Ice cream cones
- Draw to add two numbers together. - Ice cream scoops
- White board.
EYFS Learning outcomes: - markers
Activity 2: adding numbers sticks.
- Holds pencil between thumb and two fingers, no - clothes pins
longer using whole hand grasp. - craft sticks
- Holds pencil near point between first two fingers - White board.
and thumb and uses it with good control. - markers
- Can copy some numbers and shapes. Activity 3: adding puzzle
- Shows an interest in representing numbers. - Puzzle
- Dices
- Markers
- White boards
Activity 4: playing cards game
- Playing cards
- Markers
- numbers
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1: Description of activity 2:
Students will have an ice Students will build addition facts
cream and scoops. They will using the clothes pins and sticks.
take two ice creams and they Learning Outcome(s):
will add scoops on ice cream.
Then they will write the - Draw to add two numbers
numbers down in the white together.
board and add them, with Differentiation:
counting the scoops. - High level students can use more than 7 scoops.
- Low and medium they can use from 1 to 7 scoops.
Learning Outcome(s):
- Draw to add two numbers together.
Differentiation:
- High level students can use more than 7 scoops.
- Low and medium they can use from 1 to 7
scoops.
Description of activity 3: Description of activity 3:
Each child will have adding puzzle. They will use the Students take turns drawing 2 cards at the
dice to solve the puzzle with adding numbers and same time, add them up, and the person
writing down the addition facts. with the bigger sum keeps all 4 cards. If
they're the same sum, all cards stay out
Learning Outcome(s): and they each draw 2 more cards -
- Draw to add two numbers together. whoever wins that gets all those cards..
Basically like regular War but each person
Differentiation: does 2 cards at a time.
- High level students will do the activity by Learning Outcome(s):
themselves.
 - Low and medium level they might need help to
with adding numbers.
- Draw to add two numbers together.
Differentiation:
- High level students will do the activity by themselves.
- Low and medium level they might need help to with adding
numbers.

The Structure of the Lesson

Time What the teacher does What the children do Comments:
Circle time:
Greeting students.
I will inform students about the learning outcomes
for this lesson. which is:

8minute - Add two numbers together.

Introduce the lesson:

- I will start the lesson by asking children
what will happen if we add two numbers
like: 2 + 4 = 6 They will respond to my
- I will play a game with them. I will stick questions.
addiction facts on the mate I will choose to
students to jump on these numbers and
solve the question. One of them will win
and I will reward him/her.

I will give students instruction about the activities. Students will follow the Transition: I will clap and I
20 I will go around the groups to ask students questions instructions and they will do will direct students to turn
minutes and assess their learning with supporting them if the activities. to tables area to give them
they need. instructions.
I will choose the leader for
each group and direct
groups one by one.
I will let students swap from activity to another. They will stop doing the Transition: I will say all of
activities. you freeze and I will direct
them to anther activity.
I will turn on the timer to let
children know when they
have to stop the activity.
I will ask children to stop doing their activities and Students will start to tidy up Transition: I will clap three
start tidy up. and go back to the circle time. times I will say class class
and they have to freeze then
will say its the time to tidy
up.
2 minutes When children will back to carpet. They will be able to say what
I will ask them about the learning outcomes, by they learn.
checking if they achieve them and ask them what
they learn.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate

Good to engage children to understand the concept by applying a game.

My time management and classroom management were done well

Recommendations / future personal targets / areas of focus for next week:

I need to improve my instructions to make them clear and simple. Because of when I divide them on groups,
all of them were asking me how to do the activity.
 Literacy Lesson Plan (review diagraph sounds).

Name of Student Teacher: Hamda Alketbi H00272763

Date & Duration of lesson: Number of Age Range of students:
students:
1st March 2017 30 minutes 25 students 5 years old
Learning Outcomes: (Link to the Early Learning Goals from the UK EYFS curriculum Resources: (for each activity)
document.)
Activity 1: craft activity.
The children will: - Colored papers.
Be able to write the consonant digraph sounds - Colors.
accurately using proper letter formation and pencil
grip.
Be able to name objects that contain the consonant
digraph sounds.

EYFS Learning outcomes:

Captures experiences and response with a range of
media, such as music, dance, paint and other
materials or words.
Can select and use activities and resources with help.
Can copy some letters.
Supporting activities differentiated to three ability levels: (where possible)
Description of activity 1:
Students will have a paper that contain four sides. The will write on each side the sound and in side the paper they will
draw something has the same sound.
Learning Outcome(s):
Be able to write the consonant digraph sounds accurately using proper letter formation and pencil grip.
Be able to name objects that contain the consonant digraph sounds.

Differentiation:
High level students can write the sound by themselves.
Low and medium level students will need my help if they face any difficulty.
 The Structure of the Lesson
Time What the teacher does What the children do Comments:
Circle time:
Greeting students.
I will inform students about the learning outcomes
for this lesson. which are:
- Review the digraph sounds: /th/, /oo/, /qu/
8 minute and /sh/ sounds.

Introduce the lesson:

I will show children a flashcards of the sounds. I
will ask children questions about the sounds. They will respond to my
questions.
Then, I will show students video about the sounds:

I will give students instruction about the activities. Students will follow the Transition: I will clap and I
20 I will go around the groups to ask students instructions and they will do will direct students to turn
minutes questions and assess their learning with supporting the activities. to tables area to give them
them if they need. instructions.
I will choose the leader for
each group and direct
groups one by one.
I will let students swap from activity to another. They will stop doing the Transition: I will say all of
activity and they will close you freeze and I will
their books. direct them to anther
activity.
I will ask children to stop doing their activities and Students will start to tidy up Transition: I will clap three
start tidy up. and go back to the circle times I will say class
time. class and they have to
freeze then will say its
the time to tidy up.
2 minutes When children will back to carpet. They will be able to say what
I will ask them about the learning outcomes, by they learn.
checking if they achieve them and ask them what
they learn.
General Comments: (including: documented evidence of learning; comments from MST, MCT and/or TA as appropriate)

- Clear instructions.
- Well management and time management.