Lesson Plan Template

Name: Khulood Abdulla

Professional Development Plan

(What do YOU need to work on to grow professionally?)

1. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

2. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

3. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: English Learning Outcome (MOE code and words):
KG2 K.2.3.2.1.2 Distinguish between letter names and letter sounds
‘review the letters phonics”

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?)

In this lesson I will use white board, board pen and I will check if all students in classroom, in circle area in
letters card. Moreover, I will have one new activity to sitting in order.
do my assessment and it is the hidden box that include:
dinosaur, panda, key, teddy bear, cow, gorilla, bottle of Key vocabulary
water and whale.
The Lesson is about reviewing phonics a, c, k, d, p, w, t, g, b.

Introduction (warmer activity + teacher active engagement)

Whole
Time:

Play ABC song to warm up their memory skills “sound of letters. Review the phonics letters with flashcard.
5min

(Whole class activity 1) Experience

Guess what I draw: I will draw something start with the letters and they need to know that is it with the first
letter. For example: I draw a bottle of water and they will say “water”.

(Whole class activity 2) Experience

25 min I will put five flashcards on floor in circle and the five students will walk around it, once they stop they need
to take the card and say the letters sound and example for it. For example: c for car.

(Whole class activity 3) Experience

The hidden box: I will have the objects “the list in resources” and the students will take one object without
looking and try to know the phonics and the name.
Time: 2min
Closing

I will write the letters one more time to make sure they know the sound to learn the new letter next class.

Assessment

Ask question and rewire the lesson one more time

This lesson plan was when my MCT observing my lesson. First, the lesson did not achieve

my aim, the students were fighting and I didn’t saw them, so I was weak in behavior

management. Second, I didn’t make a group of activities in centers. I really felt that I may do

it as my MST do because she did not let me do my lesson as I do. But it was my mistake to

not trying to make her change her point of view. Also, the students correct me for two letters,

I really felt shamed and upset. However, I finish the lesson in time and the students

understand and know the letters. For next time, I will make variety of activities for the

students in centers.
 Lesson Plan Template
Name: Khulood Abdulla
Professional Development Plan
(What do YOU need to work on to grow professionally?)

4. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

5. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

6. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: Math Learning Outcome (MOE code and words):
KG2 use object to identify ‘heavy’ and ‘light’ to describe the objects, people or
Heavy and light
events

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?) I will check if all students in classroom, in circle area
in sitting in order.
In this lesson I will use balance, teddy bear jar object, 2
water bottles (1 full of water, 1 empty) and different Key vocabulary I need to make sure that students will use
size of blocks. mathematics sentence ‘two teddy bears are heavier than one
teddy bear, the empty water bottle is lighter than full water
bottle’

Introduction (warmer activity + teacher active engagement)

First one of boys will count all boys in circle area and the same for the girls, then I will show the students
Time: 5 min

the balance and how to use it. For example, put one teddy bear on left side and 2 teddy bears on right side
and the students will see which side will go up and which side will go down. I will let students to repeat
Whole

after me ‘two teddy bears are heavier than one teddy bear, one teddy bear is lighter than two teddy bears’

Independent Experience (small group activity 1)

I will ask the students to walk around the classroom and look for two objects to put them on balance and see
the different. I will make sure they use the full math sentence “heavier than, lighter than’
25 min
Independent Experience (small group activity 2)

Draw their answer on paper and describe it in their group

I will walk around the students and ask them about their draw, I need to hear the math sentence if I didn’t I
Closing

will ask their colleague to help they’re for the answer

2 min

Assessment

Ask question and rewire the lesson one more time

The math lesson was about heavy and light. I completed three activities with a group of five

children. Not all of the students have a knowledge about how to understand the concept so I

start to help them how to know how they will identify them, it was difficult first because they

didn’t really understand what I was talking about so I start to measure with the balance and

asked them to do too. I taught the lesson according to ZPD "the distance between the actual

developmental level as determined by independent problem solving and the level of potential

development as determined through problem-solving under adult guidance, or in

collaboration with more capable peers" (Vygotsky, 1978, p. 86). It is the best way to teach

they and to make sure they understand it. I also used the positive reinforcement according to

Skinner positive reinforcement strengthens a behavior by providing a consequence an

individual find rewarding. I used modelling and happy face stickers.

 Lesson Plan Template
Name: Khulood Abdulla
Professional Development Plan
(What do YOU need to work on to grow professionally?)

7. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

8. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

9. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: Math Learning Outcome (MOE code and words):
KG2 State the forwards number sequence from 1-20 in Arabic and English
Number 20

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?) I will check if all students in classroom, in circle area
in sitting in order.
In this lesson I will use blocks, balls, cotton ball, paper
colours Key vocabulary I need to make sure that students
understand number 20 and know how to represent it with
object and identify it as a number

Introduction (warmer activity + teacher active engagement)

Time: 5 min

First one of boys will count all boys in circle area and the same for the girls, then I will ask them to be in
two group of 19 to represent it and then I will add one students to each group to understand number 20 come
Whole

after 19. Moreover, I will use blocks to make 2 tens, as another way to understand number 20.

Independent Experience (small group activity 1)

Each student will choose 20 objects and count it in his group

25 min
Independent Experience (small group activity 2)

Use cotton balls, paper colours to make number 20 with 20 objects

I will walk around the students and ask question. For example, count this object for me, what come after 19?
Closing

2 min

what will happen if we remove 2 objects? which number do you think will come after 20?

Assessment

Ask question and rewire the lesson one more time

The math lesson was about number 20. I completed three activities with a group of five

children. Not all of the students have a knowledge about how to understand the concept so I

start to help them how to know how they will identify them, it wasn’t difficult first because

they really understand what I was talking about so I start to add blocks and count them. I also,

asked them to do too. I taught the lesson according to ZPD "the distance between the actual

developmental level as determined by independent problem solving and the level of potential

development as determined through problem-solving under adult guidance, or in

collaboration with more capable peers" (Vygotsky, 1978, p. 86).

 Lesson Plan Template
Name: Khulood Abdulla
Professional Development Plan
(What do YOU need to work on to grow professionally?)

10. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

11. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

12. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: Science Learning Outcome (MOE code and words):
KG2 K2.4.2.1.2 create an illustration of something they have learned or
Shadow experienced

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?) I will check if all students in classroom, in circle area
in sitting in order.
In this lesson I will teach the lesson outside by using
trees, sticks and the students. While inside the Key vocabulary I need to make sure that students will
classroom we will use paper and pencil. understand what the shadow and how it’s come

Introduction (warmer activity + teacher active engagement)

Time: 5 min

The students will line up outside and I will ask them about the shadows “what is this black thing” and then
represent the shadows and if it move or not, one shape of more, is it around all day and night. By using
Whole

sticks they will trace the trees shadows.

Independent Experience (small group activity 1)

Draw their own shadows in sand by using stick. They need to stand up in a sand and draw the edge of their
shadows.
25 min
Independent Experience (small group activity 2)

In classroom they will draw a shadow for any object they like.

I will walk around the students and ask question. For example, can this shadow move around? When the
Closing

2 min

shadow will disappear? Can un real object have a moving shadow?

Assessment

Ask question and rewire the lesson one more time

In this lesson my science MST was absent so my English MST asked me to teach them.

however, I was nerves because I did not review the lesson with her. But as a plan B I needed

to help my MST as she always helped. I took the students out with English MST. What went

wrong is the weather, it was very hot for them and they start to get tired. But what was going

well is my relationship with the MST, she showed me how to think fast to save the lesson.

For example, Saeed was trying to catch his shadow and when he couldn’t he start to cry.

First, she pretends that she is his favorite hero and she catch it for him and sewing it for him

to stay around him. I understand that sometimes we need to be just in their age to let them

understand us.
 Lesson Plan Template
Name: Khulood Abdulla
Professional Development Plan
(What do YOU need to work on to grow professionally?)

13. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

14. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

15. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: English Learning Outcome (MOE code and words):
KG2 K2.4.2.1.2 create an illustration of something they have learned or
The Four seasons experienced

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?) I will check if all students in classroom, in circle area
in sitting in order.
The four seasons big book attached for reading to the
students, glue and colour paper for the activity. Key vocabulary I need to make sure that students
understand the changing in the trees in the four seasons.
Focus on the four seasons names, Summer, Spring, Autumn
and winter. Also, focus on weather in each season as, hot,
cold and warm.

Introduction (warmer activity + teacher active engagement)

Time: 5

Read the Four seasons story for the children. Ask serval question to know student knowledge. Such as, is it
Whole

min

hot in Summer? What happen to the leaves in Autumn? What the colour of the leaves in Autumn?

Independent Experience (small group activity 1)

Sort the paper colour leaves according to colour “green, orange, yellow, pink and white”

25 min Independent Experience (small group activity 2)

Choose a season to make a tree according to it. The students will choose a leaves colour and glue it on the
paper.

They need to represent what they made and how they feel after doing it.
Closing

2 min

Assessment

Ask question and rewire the lesson one more time.

First of all, the students work a lot on their activities but they keep forgetting what it was. In

this lesson I was forcing more on their illustration to document it for them whenever they

inter the classroom. I had one mistake in this lesson, it was in time management. I took

more than 15 minutes to work with one group and it took me two days to complete the

activities because they had other lessons. While, everything ales were amazing and the

students knew the colors of the leaves according to seasons. According to Reggio Emilia

approach children must have endless ways and opportunities to express themselves.

Documentation can be documentation as actual work sample or photographed.

Documentation their work will motivate and encourage them to work more and hard to

develop and to jump next level. Moreover, it will make them feel proud and their social

skills will grow while they work in group.

 Lesson Plan Template
Name: Khulood Abdulla
Professional Development Plan
(What do YOU need to work on to grow professionally?)

16. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

17. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

18. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: English Learning Outcome (MOE code and words):
KG2 K.2.3.2.1.2 Distinguish between letter names and letter sounds
How to catch a star
K2.4.2.1.2 create an illustration of something they have learned or experienced

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?) I will check if all students in classroom, in circle area
in sitting in order.
How to catch star story. For activity, paper colour
shapes, pencil colours, glue Key vocabulary I need to be focus on rocket idea as it the
Innovation Day. Also, focus on Earth plant and moon.

Introduction (warmer activity + teacher active engagement)

Time: 5
Whole

Discuss the idea about Innovation Day. Read the story and ask about the shapes in the story.
min

Independent Experience (small group activity1)

Sort the shapes and build the rocket according to shapes. For example, circle for window

They need to represent what they made and how they feel after doing it.
Closing

2 min

Assessment

Ask question and rewire the lesson one more time.

This lesson was for the innovation year. The students collaborate to make a rocket to catch their

own star. However, my mistake was the shape. Each student should make the rocket according to

shapes and they needed to cut their own shapes. Some students took a long time to try to cut it.

only two over 10 students did it by their own. My extend idea is to bring the shapes and they will try

make a rocked with it. Also, I documented their work to motivate them and to make them feel proud

of their self. Because according to Reggio Emilia approach children must have endless ways and

opportunities to express themselves.

 Lesson Plan Template
Name: Khulood Abdulla
Professional Development Plan
(What do YOU need to work on to grow professionally?)

19. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

20. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

21. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: English Learning Outcome (MOE code and words):
KG2 K.2.3.2.1.2 Distinguish between letter names and letter sounds
Global day “China”
K2.4.2.1.2 create an illustration of something they have learned or experienced

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?) I will check if all students in classroom, in circle area
in sitting in order.
Paper colour to make a Chinese lantern and glue with
scissors. Also, blocks to build The Great Wall of China. Key vocabulary I need to be focus on China, where it is,
Paper and pencil colours to draw dragon or panda. what it is famous in. like, The Great Wall of China,

Introduction (warmer activity + teacher active engagement)

Time: 5
Whole

Discuss the idea about Innovation Day. Read the story and ask about the shapes in the story.
min

Independent Experience (small group activity1)

Choose a colour paper to make a Chinese lantern with using glue and scissors.

Independent Experience (small group activity2)

Use blocks to represent the Great Wall of China.

Independent Experience (small group activity3)

Draw something represent China. For example, panda or dragon

They need to represent what they made and how they feel after doing it.
Closing

2 min

Assessment

Ask question and rewire the lesson one more time.

In this day I collaborate with my MST’s to help them in the activities. However, I start my lesson with

some information about china to let the students learn about the country. How their flag look like,

what they are famous with and how they dress. The activities were in three different centers with

three different levels so they can help each other as in ZPD, if the students did not understand the

other level will help him to understand and in this way, they are collaborating. Moreover, I used

reinforcement according to Skinner positive reinforcement strengthens a behavior by providing a

consequence an individual finds rewarding. I used modelling and happy face stickers.
 Lesson Plan Template
Name: Khulood Abdulla
Professional Development Plan
(What do YOU need to work on to grow professionally?)

22. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

23. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

24. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: English Learning Outcome (MOE code and words):
KG2 K.2.3.2.1.2 Distinguish between letter names and letter sounds
The Four seasons
K2.4.2.1.2 create an illustration of something they have learned or experienced

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?) I will check if all students in classroom, in circle area
in sitting in order.
The four seasons big book attached for reading to the
students. Four season flashcards. Key vocabulary I need to make sure that students
understand how to tell what they like and feel. Focus on “I
like”, “I see”

Introduction (warmer activity + teacher active engagement)

Time: 5

Read the Four seasons story for a group of 5 students. Ask serval question to know student knowledge. Such
Whole

min

as, is it hot in Summer? What happen to the leaves in Autumn? What the colour of the leaves in Autumn?

Independent Experience (small group activity 1)

Sort the paper colour leaves according to colour “green, orange, yellow, pink and white”

25 min Independent Experience (small group activity 2)

Choose a season to make a tree according to it. The students will choose a leaves colour and glue it on the
paper.

They need to represent what they made and how they feel after doing it.
Closing

2 min

Assessment

Ask question and rewire the lesson one more time.

In this lesson I was forcing more on their illustration to express their feeling and thought

about their flavoxate season. The students knew the colors of the leaves according to

seasons. According to Reggio Emilia approach children must have endless ways and

opportunities to express themselves. Documentation can be documentation as actual work

sample or photographed. Documentation their work will motivate and encourage them to

work more and hard to develop and to jump next level. Moreover, it will make them feel

proud and their social skills will grow while they work in group.
 Lesson Plan Template
Name: Khulood Abdulla
Professional Development Plan
(What do YOU need to work on to grow professionally?)

25. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

26. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

27. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: Math Learning Outcome (MOE code and words):
KG2 State the forwards number sequence from 1-20 in Arabic and English
Number 18

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?) I will check if all students in classroom, in circle area
in sitting in order.
In this lesson I will use blocks, balls, cotton ball, paper
colours Key vocabulary I need to make sure that students
understand number 19 and know how to represent it with
object and identify it as a number

Introduction (warmer activity + teacher active engagement)

Time: 5 min

First one of boys will count all boys in circle area and the same for the girls, then I will ask them to be in
two group of 19 to represent it and then I will add one students to each group to understand number 20 come
Whole

after 19. Moreover, I will use blocks to make 2 tens, as another way to understand number 19.

Independent Experience (small group activity 1)

Saeed need to build an object with using 19 of them only

25 min
Independent Experience (small group activity 2)

Use cotton balls, paper colours to make number 19

I will walk around the students and ask question. For example, count this object for me, what come after 18?
Closing

2 min

what will happen if we remove 2 objects? which number do you think will come before 20?

Assessment

Ask question and rewire the lesson one more time

The math lesson was about number 19. I completed three activities with a group of five

children. Not all of the students have a knowledge about how to understand the concept so I

start to help them how to know how they will identify them, it wasn’t difficult first because

they really understand what I was talking about so I start to add blocks and count them. I also,

asked them to do too. I taught the lesson according to ZPD "the distance between the actual

developmental level as determined by independent problem solving and the level of potential

development as determined through problem-solving under adult guidance, or in

collaboration with more capable peers" (Vygotsky, 1978, p. 86).

 Lesson Plan Template
Name: Khulood Abdulla
Professional Development Plan
(What do YOU need to work on to grow professionally?)

28. Choose and describe an aspect from a teaching competency that you need to work on (Goal)
Control the student behaviour in circle area

29. Describe what you will do to help achieve your goal (Strategies Used)
Positive reinforcements, using praise, modelling, sticker

30. Describe how you can tell if you’re achieving your goal (Evidence)
If they sit quietly in circle area after the positive reinforcements then my strategy work

Grade Level: Subject: Math Learning Outcome (MOE code and words):
KG2 State the forwards number sequence from 1-20 in Arabic and English
Number 18

Resources (what materials/equipment will you and Preparation (what do you need to make or check before
the students use? Be specific) class?) I will check if all students in classroom, in circle area
in sitting in order.
In this lesson I will use blocks and pencils
Key vocabulary I need to make sure that students
understand number 18 and 17 know how to represent it with
object and identify it as a number

Introduction (warmer activity + teacher active engagement)

Time: 5
Whole

Count the pencils and the students

min

Independent Experience (small group activity 1)

Saeed need to build an object with using 17 or 18 of them only

25 min
Independent Experience (small group activity 2)

Count the blocks to find number 18

I will walk around the students and ask question. For example, count this object for me, what come after 17?
Closing

2 min

what will happen if we remove 2 objects? which number do you think will come before 19?

Assessment

Ask question and rewire the lesson one more time

The math lesson was about number 18 and 17. I completed three activities with a group of

five children. Not all of the students have a knowledge about how to understand the concept

so I start to help them how to know how they will identify them, it wasn’t difficult first

because they really understand what I was talking about so I start to add blocks and count

them. I also, asked them to do too. I taught the lesson according to ZPD "the distance

between the actual developmental level as determined by independent problem solving and

the level of potential development as determined through problem-solving under adult

guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86).