JS MONTESSORI

Daily Lesson Plan (DLP)

Session: 2024-25
Class: Junior
Module :4
Week: 3

Developed By:
Date:27th January,2025 Subject: English
Topic: Match small letters with capital Period: 2
letters and Sky letters
Learning Outcomes: Students will be able to:
● Recognize capital and small Letter
● Match and recognize uppercase and lowercase letters
● Develop proper pencil grip through practicing sky letter formation.
●Distinguish between "sky" letters and other letter types
Skills:
● Vocabulary building
● Letter Recognition
● Phonetic awareness
● Visual Discrimination
● Developing fine motor skills
Resources:
 Text Book
 Flash Cards
 Real objects
 White / Slate Board
 Sand tray and sand paper letter
Methodology:
 Greet the students and start with brain storming (start recalling and recognition of
previous letter Aa- Zz)
 Singing phonic song
 Draw a simple drawing of a "sky line” on the board. Explain them some letters "touch
the sky" when they are written.
 Write a few sky letters (like "b," "d," "f," "h," "k," "l," "t") on the board, pointing out how
they touch the sky line.
 Provide four lines on board where children can write sky letters independently.
 Matching Capital and Small Letters:
 Write Aa-Zz on board for better recognition of capital and small letters.
 Letter Sounds Games: Play games where children identify the sounds of letters and
match them to the correct capital and small letter pairs.
 Repeat activities and concepts regularly to reinforce learning.
Activity: Sky letter hunt
 Show picture of object that start with sky letters e.g ask starting sound.
Success Criteria:
• Recognition and tracing of sky letters on the dots.
• Enhancement of fine motor skills, pencil holding and tracing.
• Enhancement of vocabulary words that begin with sky letters.
• Active participation.
Assessment for learning: Students will be assessed by
• Recognition of sky letter
• Matching the letters accurately.
• Correct picture identification.
Classwork:
• Text Book Pg 80,86
• Reader pg # 5,6
Homework:
• Textbook Pg 80,86
Section’s Head sign:
Date: 3rd February, 2025 Subject: English
Topic: First letter of picture + Grass Letters Period: 2

Learning Outcomes: Students will be able to:

 Say the sound of the given pictures
 Recognize the first letter of picture by sound and sight
 Recognition and correct formation of grass letters on four lines
 Distinguish between "grass" letters and other letter types
Skills:
● Vocabulary building
● listening and speaking
● Phonetic awareness
● Letter recognition
 Developing fine motor skills
Resources:
 Text Book
 Flash Cards
 Real objects
 White/ Slate Board
 Sand tray and sand letters
Methodology:
 Greet the students and start with brain storming (start recalling and recognition of
previous letter Aa- Zz)
 Singing phonic song.
 Introduce the Concept of grass letter
 Use real-life examples like grass or plants to explain the concept of "grass letters."
 Show children how these letters extend below the line, just like grass
 Demonstrate the correct formation of grass letters using white board.
 Chant the names of grass letters while demonstrating their formation.
 Give slates to children to practice writing grass letters independently.
 Encourage children to identify grass letters in words around them, such as signs, books.
 Introduce the Concept of first letter of picture
 Explain that every picture or word starts with a specific letter.
 Show and tell pictures and there sounds for reinforcement
Activity: Mystery Bag
• Put different vocabulary/objects of letters and ask students to take out from bag and tell
starting letter.
Success Criteria:
• Recognition and writing of grass letters on the dots.
• Enhancement of fine motor skills, pencil holding and tracing.
• Enhancement of vocabulary words
• Active participation.
Assessment for learning: Students will be assessed by
• Their participation in activity.
• Recognition of grass letter
• Recognizing first letter of picture accurately.
• Correct picture identification.
Classwork:
Text Book Pg# 81,86
Reader pg # 7,8
Homework:
Text Book Pg 81,86
Section’s Head sign:

Date: 30th January,2025 Subject: Arts

Topic: Composition with printed circles Period: 1

Learning Outcomes: Students will be able:

 Develop fine motor skills.
 Recognize and name basic lines (standing, sleeping, slanting etc)
 Recognize and name basic shapes.
Skills:
 Observation
 Spatial awareness
 Eye hand coordination
 Fine motor skills
 Problem solving
Resources:
 Arts book
 Paints and paint brush.
 Circular objects to print (cardboard, bottle cap, bangle, coin etc.)
 Water
 Montessori material (metal insets)
Methodology:
 Revise & recall basic shapes (circle, square, triangle, rectangle) by showing flashcards
of different shapes.
 Ask children to identify the circle shape.
 Guide children to start by painting the edges of circle shape objects using different
colour of paint.
 Press the painted edge on the paper this will make a coloured circle.
 Use different colours for different objects.
 Encourage children to create patterns using different colours.
Activity: Printing with different circular objects
Success Criteria:
 Follow simple instruction
 Independence
 Creativity & Imagination.
Assessment for learning: Students will be assessed by
 Their participation in activity
 Way of holding paint brush.
 Printing with circular shape objects effectively and efficiently.
Classwork:
Book Pg#14,15
Homework:

Section’s Head sign:

Date: 30th January,2025 Subject: General Knowledge

Topic: Science station “Sense of sight” Period: 2
Learning Outcomes: Students will be able to,
 Develop eye-hand coordination
  Enhance visual tracking skills
 Improve visual focus
Skills:
 Listening
 Speaking
 Confidence building
 Identifying
 Concentration
 Comparison
Resources:
 Pictures
 GK Syllabus
 Textbook
Methodology:
 Teacher will ask question do you know what are five senses for brain storming.
 Revise name of five senses and body parts we use for these senses.
 Gather the children in a circle and ask them what they use to see. Guide them to
identify their eyes.
 Explain that sight is one of our five senses and it helps us see the world around us.
 "I Spy" Game:
 Place the objects under the sheet or blanket.
 Choose one object and describe it using visual cues (e.g., "I spy something round and
red").
 Encourage the children to guess the object.
 Once they guess correctly, reveal the object and discuss its color, shape, and texture.
 Repeat with other objects, varying the level of difficulty.
 Place the objects in a basket or box.
 Allow the children to explore the objects using their sense of sight.
 Encourage them to describe the objects using words like "big," "small," "smooth,"
"rough," "shiny," "dull," etc.
Activity: Nature Scavenger Hunt
Take the children outside for a nature walk and provide them with a list of items to find (e.g., a
red leaf, a round rock, a tall tree).
Success Criteria:
 Confidence building
 Active participation.
 Social development
Assessment for learning:
 Their participation in activity
 Brainstorming and verbal Discourse
Classwork:
Textbook pg # 50,53
Homework:
Revision of work done in class.
Section’s Head sign:
Date: 30th January,2025 Subject: EPL
Topic: Baric Tablets Period: 1

Learning Outcomes: Students will be able to:

 Recognize and develop sense of weight
 Sort light, medium and heavy objects
 Differentiate between light and heavy
Skills:
 Fine motor skills
 Hand Eye Coordination
 Vocabulary building
 Cooperative play
 Enhances Exploration
 Critical thinking
Resources:
 Montessori Material
 Baric tablets
 A mat
Methodology:
 Invite the child to the prepared area.
 Present the wooden box containing the baric tablets.
 Introduction of Montessori material i.e these are baric tablets, they are sets of wooden
tablets, varying in weight
 Briefly explain the purpose of the exercise: "Today, we will be exploring how things can
feel different in our hands."
 Take out two tablets, one from the lightest set and one from the heaviest.
 Hold them in your hands, palms up, and gently move your hands up and down.
 Comment on the difference in weight: "Feel how this one (lighter) feel lighter in my
hand compared to this one (heavier)."
 Repeat with other pairs of tablets, emphasizing the contrast in weight.
 Invite the child to hold the two tablets in their hands.
 Encourage them to feel the difference in weight.
Ask questions like: "Which one feels heavier?" or "Which one feels lighter?"
 Allow the child to explore the tablets independently.
 Encourage them to compare tablets within a set and across sets.
 Ask them "Can you find the heaviest tablet?" or "Can you find two tablets that feel the
same?"
 Sequencing: Arrange the tablets in order of weight, from lightest to heaviest, or vice
versa.
Activity: Baric Tablet
Success Criteria:
 Task Completion
 Identifying and comparison of different weights accurately.
Assessment for learning: Students will be assessed by
• Their participation in activity
• Questioning about weight
• Observing them during activity
Classwork:
Montessori exercise
Homework:
Section’s Head sign:
Date: 3rd February,2025 Subject: EPL
Topic: Baric Tablets (Repetition) Period: 1

Learning Outcomes: Students will be able to:

 Recognize and develop sense of weight
 Sort light, medium and heavy objects
 Differentiate between light and heavy
Skills:
  Fine motor skills
 Hand Eye Coordination
 Vocabulary building
 Cooperative play
 Enhances Exploration
 Critical thinking
Resources:
 Montessori Material
 Baric tablets
 A mat
Methodology:
 Invite the child to the prepared area.
 Present the wooden box containing the baric tablets.
 Introduction of Montessori material i.e these are baric tablets, they are sets of wooden
tablets, varying in weight
 Briefly explain the purpose of the exercise: "Today, we will be exploring how things can
feel different in our hands."
 Take out two tablets, one from the lightest set and one from the heaviest.
 Hold them in your hands, palms up, and gently move your hands up and down.
 Comment on the difference in weight: "Feel how these feels lighter in my hand
compared to this one (heavier)."
 Repeat with other pairs of tablets, emphasizing the contrast in weight.
 Invite the child to hold the two tablets in their hands.
 Encourage them to feel the difference in weight.
Ask questions like: "Which one feels heavier?" or "Which one feels lighter?"
 Allow the child to explore the tablets independently.
 Encourage them to compare tablets within a set and across sets.
 Ask them "Can you find the heaviest tablet?" or "Can you find two tablets that feel the
same?"
 Sequencing: Arrange the tablets in order of weight, from lightest to heaviest, or vice
versa.
Activity: Baric Tablet
Success Criteria:
 Task Completion
 Identifying and comparison of different weights accurately.
Assessment for learning: Students will be assessed by
• Their participation in activity
• Questioning about weight
• Observing them during activity
Classwork:
Montessori exercise
Homework:
Section’s Head sign:

Date: 7thFebruary,2025 Subject: Arts

Topic: Making picture with shapes Period: 1

Learning Outcomes: Students will be able:

 Develop fine motor skills.
 Recognize and name basic shapes
 Develop their creativity.
Skills:
 Observation
  Spatial awareness
 Eye hand coordination
 Fine motor skills
 Problem solving
Resources:
 Arts book
 Paints and paint brush.
 Pencil and ruler
 Water
 Montessori material (metal insets)
Methodology:
 Introduce the shapes: Start by showing the different shapes and naming them.
 Talk about their properties, like the number of sides and corners. We will can sing
shape songs “what shape is this”
 Encourage the children to think about what they can create using the shapes. Ask
open-ended questions like, "What can you make with a circle and a triangle?" or "Can
you make a house or a yatch with these shapes?"
 Let the child choose the shapes they want to make on their paper.
 Encourage them to draw shapes, combine them in different ways to make a picture.
 Once they are done with the drawing, guide them to paint the shape using different
colours.
 Once everyone has finished their pictures, let them share their creations with their
classmates
 Ask them to describe what they made and how they used the shapes. This helps them
develop their language skills and encourages them to appreciate each other's work.

Activity: Making picture with different shapes

Success Criteria:
 Follow simple instruction
 Independence
 Creativity & Imagination.
Assessment for learning: Students will be assessed by
 Their participation in activity
 Way of holding paint brush.
 Drawing and arranging shapes effectively and efficiently.
Classwork:
Book Pg#18,19
Homework:

Section’s Head sign:

 JS MONTESSORI
Daily Lesson Plan (DLP)
Session: 2024-25
Class: Junior
Module :4
Week: 5

Developed By:
Date: 13th February,2025 Subject: General Knowledge
Topic: Science station “Sense of taste” Period: 2
Learning Outcomes: Students will be able to,
 Identify and name the five basic tastes.
 Differentiate between different tastes.
  Explore texture and smell.
Skills:
 Language development
 Confidence building
 Identifying
 Concentration
 Comparison
Resources:
 Pictures
 GK Syllabus
 Textbook
 Five jars having different items
Methodology:
 Teacher will ask question do you know what are five senses for brain storming.
 Revise name of five senses and body parts we use for these senses.
 Introduce the Five Basic Tastes
 Explain that there are five main tastes our tongues can detect: sweet, sour, salty, bitter,
and umami (savory).
 Put five jars in front of children, containing sweet, salty, sour, spicy and bitter items in
them.
 Without telling them what is inside, let the child taste just a pinch from sweet and salty
jar and ask them which was sweet and which was salty?
 Ask them to guess which of the five senses they used to answer the question.
 Let them taste the other three jars and differentiate from rest.
Activity: Blind Taste Test
Blindfold the children and have them sample small portions of different foods representing
each taste category. Encourage them to describe what they taste and guess the flavor?
Success Criteria:
 Confidence building
 Active participation.
 Social development
Assessment for learning:
 Their participation in activity
 Brainstorming and verbal Discourse
Classwork:
Textbook pg # 51
Homework:
Revision of work done in class.
Section’s Head sign:

Date: 13thFebruary,2025 Subject: Arts

Topic: Composition with painted stone Period: 1

Learning Outcomes: Students will be able:

 Develop their creativity and imagination.
  Differentiate stones in shape, size, texture
 Develop colour recognition and mixing
Skills:
 Creativity
 Spatial awareness
 Eye hand coordination
 Fine motor skills
 Problem solving
Resources:
 Arts book
 Paints and paint brush.
 Smooth stones of different sizes
 Water
Methodology:
 Gather the stones and wash them to remove dirt.
 Set up the work area with protective covering and art supplies.
 Squeeze small amounts of paint onto the palettes.
 Provide water cups for rinsing brushes.
 Encourage children to choose a stone and paint it.
 Make sure whole stone is covered with paint.
 Let them explore different colors and brushstrokes.
 Allow children to experiment and express their creativity freely.
 Once the stone is painted place it on paper.
 Encourage children to create a picture or design by moving the stone around on the
paper.
 Repeat with stones of different sizes.
Activity: Composition with painted stones
Success Criteria:
 Follow simple instruction
 Independence
 Creativity & Imagination.
Assessment for learning: Students will be assessed by
 Their participation and focus on activity
 Way of holding and painting stones.
 Balancing stone on the paper effectively.
Classwork:
Book Pg#16,17
Homework:

Section’s Head sign:

Date: 10th February, 2025 Subject: English

Topic: Circle the initial sound + Root Letters Period: 2

Learning Outcomes: Students will be able to:

 Say the sound of the given pictures
 Recognize the first letter of picture by sound and sight
 Recognition and correct formation of root letters on four lines
 Distinguish between "root" letters and other letter types
Skills:
● Vocabulary building
 ● listening and speaking
● Phonetic awareness
● Letter recognition
 Developing fine motor skills
Resources:
 Text Book
 Flash Cards
 Real objects
 White/ Slate Board
 Sand tray and sand letters
Methodology:
 Greet the students and start with recalling and recognition of previous letter Aa- Zz.
 Singing phonic song.
 Revise sky and grass letters.
 Introduce the Concept of root letter
 Use real-life examples like roots or plants to explain the concept of "root letters."
 Show children how these letters have a tail that goes down like roots
 Demonstrate the correct formation of root letters using white board.
 Chant the names of root letters while demonstrating their formation.
 Give slates to children to practice writing root letters independently.
 Encourage children to circle root letters in words written on board.
 Introduce the Concept of first letter/ sound of picture
 Explain that every picture or word starts with a specific sound.
 Show and tell pictures and there sounds for reinforcement.
 Show the picture and say the word ask students what sound do you hear at the
beginning?
Activity: Sensory Bin
• Hide root letters in a bin filled with sand or rice, let children dig these letters.
Success Criteria:
• Recognition and writing of root letters on the dots.
• Enhancement of fine motor skills, pencil holding and tracing.
• Enhancement of vocabulary words
• Active participation.
Assessment for learning: Students will be assessed by
• Their participation in activity.
• Recognition of root letter
• Identification of correct sound of the picture.
Classwork:
Text Book Pg# 81,86
Reader pg #1,2
Homework:
Text Book Pg 81,86
Section’s Head sign:
Date: 14th February,2025 Subject: EPL
Topic: Long Rods Period: 1

Learning Outcomes: Students will be able to:

 Recognize and develop sense of weight
 Sort light, medium and heavy objects
 Differentiate between light and heavy
Skills:
 Fine motor skills
 Hand Eye Coordination
 Vocabulary building
  Cooperative play
 Enhances Exploration
 Critical thinking
Resources:
 Montessori Material
 Long Rods
 A mat
Methodology:
 Invite the child to the prepared area.
 Carry the rods to the work mat one by one, holding each rod at both ends to emphasize
its length.
 Place the rods randomly on the mat.
 Demonstrate Three-Period Lesson:
 First Period (Naming): Point to each rod and say, "This is a long rod."
 Second Period (Identifying): Point to a rod and ask, "Is this a long rod?"
 Third Period (Recalling): Ask, "Show me a long rod.
 Invite the child to participate.
 Guide the child to carry the rods to the mat one by one, holding them at both ends.
 Arrange the rods in order of length, starting with the shortest and ending with the
longest.
 Use their fingers to trace the length of each rod.
 Once the child has completed the activity, guide them to return the rods to their storage
place.

Activity: Comparison of rods
Students will compare long and short rod to learn about comparison
Success Criteria:
 Task Completion
 Identifying and comparison of different lengths accurately.
Assessment for learning: Students will be assessed by
• Their participation in activity
• Questioning about long and short
• Observing them during activity
Classwork:
Montessori exercise
Homework:
Section’s Head sign:

Date: 10th February-14thFebruary, 2025 Subject: Morning Meeting

Topic: Circle time Period: 1

Learning Outcomes: Students will be able to:

 Building a sense of belonging.
 Developing social skills by greeting, sharing
 Developing and expanding language and literacy
 Recognize and establish their routine
Skills:
 Vocabulary building
 listening and speaking
 Phonetic awareness
 Confidence building
 Developing fine motor skills
Resources:
  Text Book
 Flash Cards
 Real objects
 Puppet/toys
 Syllabus
Methodology:
 Welcome each child, acknowledge their presence, and create a sense of belonging.
 Make children sit in a circle where everyone can see each other.
 Greet each child by name with a smile and a warm "Good morning.
 Use creative greetings like high fives, fist bumps, or a warm hug.
 Recite dua for knowledge and then together say morning prayers.
 Sing a Good Morning song together.
 Encourage children to talk about their weekend, a special event, or something
interesting they learned
 Discuss about today i.e day, date, month, year, weather, season etc
 Encourage children to express themselves, listen to others, and build communication
skills.
 Revise previously read General Knowledge and Islamiyat question answers as well as
rhymes.
 Children can bring an item from home to share with the class.
 Briefly introduce the main topic or theme that will be explored throughout the day.
 Read a short story i.e reader aloud or have children share their own stories.
Activity: Singing Rhymes
Success Criteria:
• Recognition and recalling calendar Q/Ans of G.k and islamiyat
• Enhancement of fine motor skills, pencil holding and tracing.
• Enhancement of vocabulary words
• Active participation.
Assessment for learning: Students will be assessed by
• Their participation in activity.
• Recognition of sounds,haroof, numbers
Classwork:
Text Book+ Diary
Reader pg #1,2
Homework:
Section’s Head sign:

Date: 3rd February-7thFebruary, 2025 Subject: Morning Meeting

Topic: Circle time Period: 1

 Learning Outcomes: Students will be able to:

 Building a sense of belonging.
 Developing social skills by greeting, sharing
 Developing and expanding language and literacy
 Recognize and establish their routine
Skills:
 Vocabulary building
 listening and speaking
 Phonetic awareness
 Confidence building
 Developing fine motor skills
Resources:
 Text Book
  Flash Cards
 Real objects
 Puppet/toys
 Syllabus
Methodology:
 Welcome each child, acknowledge their presence, and create a sense of belonging.
 Make children sit in a circle where everyone can see each other.
 Greet each child by name with a smile and a warm "Good morning.
 Use creative greetings like high fives, fist bumps, or a warm hug.
 Recite dua for knowledge and then together say morning prayers.
 Sing a Good Morning song together.
 Encourage children to talk about their weekend, a special event, or something
interesting they learned
 Discuss about today i.e day, date, month, year, weather, season etc
 Encourage children to express themselves, listen to others, and build communication
skills.
 Revise previously read General Knowledge and Islamiyat question answers as well as
rhymes.
 Children can bring an item from home to share with the class.
 Briefly introduce the main topic or theme that will be explored throughout the day.
 Read a short story i.e reader aloud or have children share their own stories.
Activity: Show and Tell
Success Criteria:
• Recognition and recalling calendar Q/Ans of G.k and islamiyat
• Enhancement of fine motor skills, pencil holding and tracing.
• Enhancement of vocabulary words
• Active participation.
Assessment for learning: Students will be assessed by
• Their participation in activity.
• Recognition of sounds,haroof, numbers
Classwork:
Text Book+ Diary
Reader pg # 1-8
Homework:
Section’s Head sign: