WEEKLY LESSON PLAN

WEEK 9

27th - 31st October

Theme: Healthy living (Health/Nutrition, food, hygiene)

SA: Sorting fruit and vegetables

1 Talk about healthy/unhealthy food in your lunchbox.

2 Recall the basic hygiene ‘rules’ in a food preparation area.

3 Demonstrate hygienic behavior in a food preparation area.

4 Practice and demonstrate food preparation.

5 Taste a variety of different fruits.

6 Demonstrate the following rules and procedures.

FA: 1. Sound Dictation:

 Read aloud a list of words that start with the target letter Cc
 Have students write down the words based on what they hear.
 Assess their ability to associate sounds with letters and write them accurately.
 K.CC.A Know number names and the count sequence.
2. Daily Observations and Anecdotal Notes
3. Assessment Through Storytelling:
 Read a short story to the students that includes words starting with the target letters ("Our Food A healthy serving of
science").
 Ask students to identify and point to the target letters as they appear in the story.
 This assesses their ability to recognize the letters and their sounds in context.
 1.1 K.A Use book handling skills.
 The adult will: • Model appropriate book handling practices. • Read to students daily. • Provide daily
opportunities to look at and read books and magazines. • Provide hands-on experience (e.g., small groups,
independent, learning stations) with texts.
 The learner will: • Orient a book properly. • Turn pages from left to right, one page at a time. • Track
print from top to bottom and left to right.
Guided Centers Writing Language/Theme Math
phonics/Reading

Lesson 1. Lesson 1. Sorting Lesson 1. Theme for this month is: Healthy living Lesson 1.
LO I can recognize Upper and lowercase LO I can draw my first day Lesson 1 K.CC.B Count to tell
HFW. (I, can, as, at, we, letters -new activity of school feeling and Common Core Learning Standards: the number of
objects.
ap, it, am, an, in) 2. new magnetic race/write my name. RL.K.1; RL.K.2; RL.K.3; RL.K.4; RL.K.10;
SC: I can decode and tiles I can trace/write the RI.K.3; SL.K.1; SL.K.2; W.K.3 K.CC.A.3 Write
read VC words. 3. water activity EA letter Cc . LO I can talk about healthy and number 9. Represent
a number of objects
I can understand what 4. sand activity EA unhealthy food with a written
I read. 5. kitchen Hook: read a book to SC: I can ask and answer questions numeral (with 9
HFWI, can, as, at, we, about thing I don’t understand.
school story of choice representing a count
ap, it, am, an, in of no objects).
SC: I can sort upper about first day feelings. I can talk about how to be healthy.
and lowercase letters Tell students, there are Hook: Link online book slides. LO I can count from
Hook: carpet time,
I can combine https://www.google.com.kw
greet each student as lots of ways we might 1 to 10 and
different shapes to books/edition/Our independently
they arrive. Show have been feeling this
make 3D objects _Food/KXMADPPAQBAJ?hl=en&gbpv=1 recognize and write
students where to put
(house, castle etc). morning. Happy, sad, &pg=PT2&printsec=frontcover
materials, supplies, the numbers 1-10.
I can find objects in nervous, tired, excited. ("Our Food"). Give examples of “why I
etc. and where they Show students the SC: "I can correctly count
the sand. must eat healthy? Do exercise?” Ask
sit. Brain break: Sing feeling photos and from 1 to 5 in the correct
I can use different them Why do you think you have keep
“This is the way we go point out facial order: 1, 2, 3, 4, 5, 6, 7, 8,
equipment in the your hygiene routines daily?
to school” or another 9,10
water. expressions. Example: Differentiation/Accommodations:
brain break of choice. I can independently
“I know that this boy is Children build a sense of wellbeing by
Hook: On the carpet, making choices about their own and recognize the numbers 1,
Body: Interactive worried because his
explain each activity others’ 2, 3, 4, 5, 6, 7, 8, 9, ,10
reading aloud. The eyebrows go up like this
before sending the health and safety with increasing when I see them.
book: “Our Food A and his mouth goes I can recognize the color
children to their independence
healthy serving of down like this” Ask black.
places. Switch after
science. The teacher
15min.
students how they Body: pose questions and plan simple
reads aloud and were feeling this Hook: Count to 10 Keep
activities and investigations
engages the students morning about coming repeating this routine
(in one week, centers • draw conclusions and make decisions
in shared reading. to school and remind every time. Repeat
will be the same, but • propose and take action to promote
While reading, write them to raise their numbers from 1 to 10.
the groups will health and wellbeing, movement
down the main words Ask students random
change each time, so hands. Model drawing capacities and personal
on the whiteboard. Ask numbers to recognize
different groups do your healthy food plate. development
students to recognize them. Ask students to
different activities) • apply personal
letters we have learned show you with fingers
development skills when interacting
so far as in serving repeated numbers.
If they are unable to with others
healthy, apple...and
• follow guidelines to apply safe
any other words that write their name: write Body: Group 1: tracing
practices
that has Cc sound. in highlighter for them • reflect on and identify how and writing numbers. 1-
After that, the teacher to trace. 10.
behaviors, skills and actions influence
asks questions related Group 2: Counting book
health and wellbeing, movement
to the book. Connect Body: EA
capacities and personal
ART MUSIC
Related to the language. LO I can participate in learning new jolly
phonics songs.
LO I can make art and craft with the teacher’s SC I can engage and participate in activities.
support.
SC: I can cut independently. Hook up: jolly phonics songs
I can understand the task the teacher gives
me. Body: Nursery Rhyme: This is the way we go to
school
Letter Ss art and craft (S is for snake)
Learn a new nursery rhyme for letter Cc (by
choice)