Lesson Plan #1
Title: Simple Counting
Class: I and II
Subject: Mathematics
Practitioner: Flower Maker Facilitator:
| Objectives | Methodology | Time | Material | Assessment | |
| By the end of the lesson, the students will be able to: Count the numbers of the given material Arrange the given material in a logical sequence | Warm-up: The practitioner will show tissue paper to the students and will ask them to identify its multiple uses. The students will respond to the practitioner’s question. Development: The practitioner will demonstrate the making of a simple flower of tissue paper by using two tissue papers and wire. The facilitator will ask the students to count the number of tissues and write them in their note books. The practitioner will continue with the flower making procedure, step by step. The students will then follow it. The facilitator will assist the students in the hands-on activity. In the end the facilitator will ask the students to count the numbers of the petals of the made flowers and write them. The facilitator will further assist them in writing/ drawing the steps of flower making in a logical sequence. Conclusion: The facilitator will wrap-up the lesson by reinforcing the concepts of counting and logical sequence. | | Tissue Paper Wire Scissors notebooks | By the end of the lesson the students will be assessed on their ability to: Count the numbers of the given material Arrange the given material in a logical sequence | |
| Students Evaluation: | Teacher’s Evaluation: | ||||
Lesson Plan #2
Title: Opposites
Class: I and II
Subject: English
Practitioner: Flower Maker Facilitator:
| Objectives | Methodology | Time | Material | Assessment | |
| By the end of the lesson, the students will be able to: Identify the opposites Use the opposites in simple sentences | Warm-up: The practitioner will show tissue paper to the students and will ask them to identify its multiple uses. The students will respond to the practitioner’s question. Development: The practitioner will demonstrate the making of a simple flower of tissue paper by using two tissue papers and wire. The facilitator will ask the students to identify the size of the tissue paper and the wire. The students will respond as big and small. The facilitator will write the opposites on the board and the students write them in their note books. The practitioner will continue with the flower making procedure, step by step. The students will then follow it. The facilitator will assist the students in the hands-on activity. The facilitator will then ask the students to identify the difference between the un-made and made flower and recall the difference as big and short, thick and thin, tall and short, ugly and beautiful, light and dark etc. In the end the facilitator will ask the students to recall the opposites again based on the made flower and write them. The facilitator will further assist them in making small verbal/ written sentences in their notebooks. Conclusion: The facilitator will wrap-up the lesson by reinforcing the concepts of opposites in English language. | | Tissue Paper Wire Scissors notebooks | By the end of the lesson the students will be assessed on their ability to: Identify the opposites Use the opposites in simple sentences | |
| Students Evaluation: | Teacher’s Evaluation: | ||||
Lesson Plan# 3
Title: Body Parts
Class: I and II
Subject: Science
Practitioner: Butcher Facilitator:
| Objectives | Methodology | Time | Material | Assessment | |
| By the end of the lesson, the students will be able to: Identify the different body parts of the cow Label the parts of the body on the picture of the cow | Warm-up: The facilitator will share some experiences of Baqr- Eid with students and will ask few questions related animals from them. The students will respond to the facilitator’s question. The facilitator will then introduce the practitioner to the students. Development: The facilitator will put a big picture of a cow on the board and then the practitioner will tell the students about the different body parts a cow possess. The practitioner will start from the face of the cow and will tell the parts there. The facilitator will label the picture pasted on the board. The practitioner will further continue with the other body parts of the cow. The facilitator will continue labeling the animal on the board. Once the practitioner completes the body parts description, the facilitator will ask the students to identify the parts of the body from the face to the tail of the cow. The students will respond to the questions. The facilitator will then ask the students to identify the difference between body parts of the face and the abdomen. In the end the facilitator will ask the students to recall the body parts and label them in the picture provided to them. Conclusion: The facilitator will wrap-up the lesson by reinforcing the concepts of body parts of the body. | | Picture of cow | By the end of the lesson the students will be assessed on their ability to: Identify the different body parts of the cow Label the parts of the body on the picture of the cow | |
| Students Evaluation: | Teacher’s Evaluation: | ||||
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