Daily Lesson Plan-Early Years

Session: _2023- 2024_________ Campus: _Riverview Campus_

Class: EY-3 Subject: Numeracy Unit/Theme: Who we are.

Date: 25th August-2023 Duration: 35 Term: 1st term

Friday

Central Idea/Topic: Shapes (circle)

• What do we want to learn? (Objectives):

 Students will learn spellings of shapes, recognize and identify the specific shape
 Students will be able to write spellings of the shape

• Resources/Digital Resources:
Video ,Flash cards alphabet letters shapes (e.g. plastic or wooden block letters) board with markers / chalk •CD/tape player
/ computer or something to play the song on shapes

Link:

Shapes song

https://www.youtube.com/watch?v=w6eTDfkvPmo

• Circle Time: Time Duration:

• Recitation of 1st kalma with translation 15 Minutes.
• Aa-Zz
• phonics
• Days of the week
• Months of the year
• Planets song
• Continents song
• Good habits song
• Seasons song
 • 1-100 counting
• Back ward counting
• Table of 2 song
• Shapes song
• Alif maad a se yay
• Islamic months

• Methodology/Activity: Time Duration:

TPL: 25 Minutes.

 Gather the students where they can watch the music videos.

 Watch Shapes Song and Preschool Shapes song on the interactive whiteboard.

 After watching the videos, ask the students which shapes they noticed.

 Tell students that today they will be learning about shapes with a fun game and some coloring.

 Display a variety of real-world objects that show different kinds of shapes.

 Name the shapes and have students repeat the shape names back to you.

 Point out real-world shapes in the classroom. Ask students to think about places they have seen
shapes.

• Assessment for Learning (AFL) (Formative • Summative Assessment:

Assessment)
Ask the children about the number they did, and what
1. Have the students remain in a circle. they look like.

2. Hand out the Shape Jumble worksheet. 1. Hold it up: Students will be asked to show and tell
different objects which matches the shape. Then
3. Read the instructions and model how to color they will be asked about the sides and edges
one or two of the shapes. (dimensions) of the shape.
2. Partner students, and instruct Partner A to draw a
4. Ask your students to raise their hands if they shape. Tell Partner A to give Partner B clues to
guess
understand what they will be doing. 3. the shape using the sentence frames:
4. My shape has ____.
Dismiss them to work independently.
5. My shape is ____.
Switch roles, and tell Partner B to describe a shape for
Partner A to guess.

• Written Work:
1. Saying, reading and writing shape name.
2.Introduce the shapes with flashcards.
• Integrated Learning (cross-curriculum link):

General Knowledge, Arts, Music.

• Readers: Time
Duration:

• Reinforcement Activity (RA): 10 Minutes.

1.

3. Finding out the shapes inside the home.

4. learn the spellings with phonics

5. Learning about the sides of the shapes

• Reflection/Action Plan (Teacher has to reflect on the learning outcomes of the lesson plan)

Upon reviewing the evidence of student work, it's evident that a majority of the students were able to correctly
name and identify various shapes, including circles, triangles, squares, and rectangles. They demonstrated a
solid grasp of the number of sides and angles each shape possesses, and many were able to describe key
attributes such as symmetry and congruence. I observed active participation and engagement during the hands-
on activities, particularly when they were asked to sort and classify shapes based on specific characteristics.

However, upon closer analysis, I noticed that a few students struggled with distinguishing between
quadrilaterals and other shapes. This indicates a need for additional reinforcement of these concepts in future
lessons. In terms of differentiation, I provided extension activities for those who finished early, which seemed to
keep them engaged and challenged.
The use of visual aids such as shape posters and interactive games was particularly effective in helping visual
learners grasp the concepts. However, I realized that incorporating more kinesthetic activities could better
accommodate the kinesthetic learners in the class.

One area I could improve is the depth of questioning during discussions. While the students were able to
identify shapes, I could have asked more probing questions to encourage them to explain their reasoning and
make connections between shapes and real-world objects.

I was pleased to observe the excitement and enthusiasm among the students as they engaged in the activities.
The lesson seemed to be well-structured, as the progression from simple shape recognition to more complex
tasks kept the students engaged throughout.

As I reflect on this lesson, I'm reminded of the importance of continuous assessment and adaptation. Moving
forward, I plan to address the challenges some students faced with quadrilaterals by providing additional
practice and opportunities for peer collaboration. I also intend to explore more kinesthetic activities to ensure all
learning styles are catered to.

Overall, this lesson was a valuable experience that allowed students to not only learn about shapes but also
apply their knowledge in practical scenarios. This reflection will guide my future lesson planning and teaching
strategies to create an even more effective and inclusive learning environment."
‫اساتزہ کی ہفتہ وارتدريسی منصوبہ بندی‬
‫اگست ‪25 2023‬‬
‫مورخہ‪/‬دن‪ 25 :‬اگست‪/‬جمعہ‬
‫موجوزہ سبق‪ :‬آ‪-‬ے‬
‫‪Early year III‬‬ ‫‪:‬جماعت‬

‫معون اشیاء‪ :‬بورڈ‪ ،‬کتاب کاپی‬

‫‪:‬تعلیمی مقاصد‬
‫طلباء حروف سیکھیں گے‪ ،‬پہچانیں گے اور پہچانیں گے۔‬
‫طلبہ حروف تہجی لکھ سکیں گے۔‬
‫طلباء حروف کی آوازیں کہہ سکیں گے۔‬

‫‪:‬تحریری کام‬
‫نوٹبک میں حروف کو لکھیں اور تصویر میں رنگ میں کریں۔‬

‫‪:‬زبانی‬

‫"دیکھیے] "حروف تہجی آ‪-‬ے کی ویڈیو۔‬

‫فلیش کارڈ کے ساتھ حروف متعارف کروائیں۔‬
‫ہاروف پر عمل کرنے کے لیے سرگرمیوں کا مجموعہ کریں۔‬
‫گیمز کے ساتھ ہروف کا جائزہ لیں۔‬
‫لیٹر پریکٹس ورک شیٹ کریں۔‬
‫ایک بار پھر ویڈیو دیکھیں] جس میں آواز اور اشیاء کو حروف کی آواز سے شروع ہوتا ہے۔‬

‫‪:‬امال‬

‫اخبار ‪،‬بلی ‪،‬پنکھا‪،‬تتلی‬

‫‪:‬گھر کا کام‬
 ‫آ‪-‬ے تک کی دہرائ کاپی ميں کريں ۔‬

‫‪:‬سرگرمی‬

‫حروف تہجی کا استعمال‪ :‬حروف تہجی کے فلیش کارڈز یا پالسٹک کے حروف استعمال کریں ‪ -‬طلباء کے دو یا زیادہ گروہوں‬
‫کے لیے کافی ہیں۔ تمام حروف کو مالئیں اور ایک ڈھیر میں ڈالیں ‪ -‬ایک ڈھیر فی گروپ۔‬
‫طلباء انہیں صحیح ترتیب میں ڈالنے کے لیے دوڑ لگاتے ہیں۔‬

‫‪:‬نتائج‬

‫صوتیاتی آگاہی‪ :‬حروف تہجی بچوں کو صوتیاتی آگاہی سے متعارف کراتے ہیں‪ ،‬انہیں حروف اور آواز کے درمیان تعلق کو‬
‫سمجھنے میں مدد کرتے ہیں۔ یہ بنیاد بعد میں مضبوط پڑھنے اور لکھنے کی مہارت کو فروغ دینے کے لیے بہت اہم ہے۔‬