Template Daily Lesson Plan 1



|Student name: | |Class: Junior and Senior Infants | |Week |

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|Gaeilge (Fiafraigh an múinteoir uaim an t-ábhar seo a phlé le | |English | |Maths |

|sin níl nasc láidir le feisceaint.) | | | | |

|Ceacht. Caitheamh Aimsire. Spórt. Snáitheanna: Eisteacht. | |Lesson 1: Strand: Oral language. Strand Unit: Emotional and | |Lesson 1: Strand: Measure. Strand Unit: Time. |

|Snáthaonaid: Labhairt. Ag cothú spéise go neamhfhoirmiúil sa | |Imaginative development through language; receptiveness to language. | |learn the appropriate vocabulary needed for discussing time. (SI) |

|teagasc. Ag tuiscint teanga. Ag úsáid teanga. An tamhrán “Hé hó,| |The children will recall previously learned rhymes; complete actions | |Develop an understanding of the concept through the use of |

|mo Dhaidí ó” a chanadh. An rann “An Hócaí Pócaí”. Beidh seans ag| |to go with the rhymes. Mixture of math rhymes and English rhymes | |appropriate vocabulary (JI) Sequence daily events or stages of a |

|gach pháiste an Hócaí Pócaí a dheanamh. | |(used as discretionary time on timetable) | |story (JI). JI will discuss morning, evening, day/night, lunchtime,|

|Puipéid, Leo, Zufaí agus Jóidí. Ligfidh mé orm go bhfuil said ag| | | |bedtime, early/late, days of the week, school days, weekend. SI |

|rith, ag leim agus ag scipeáil . Múinfidh mé an teanga nua dos | | | |will discuss with use of vocab such as: yesterday, today, tomorrow,|

|na páistí “Cé atá ag léim? Tá Zufaí ag léim! | |Lesson 2: Strand: Reading / Oral language / Writing: Strand Unit: | |seasons, soon, not yet. Language opportunity for both classes |

|Pictúirí do rudaí difrúila agus ceisteanna “Taispeain dom duine | |Emotional and imaginative development through language; receptiveness| |(morning, afternoon, soon, a long time ago, once upon a time, new, |

|atá ag rith, ag scipeáil, ag léim srl. | |to language; developing cognitive abilities. The children will | |old, before. |

| | |partake in station teaching with other teachers; phonemic activities | |Jack and Jill story, and question students about the story, |

| | |with the phonemes “oa” (As per class arrangements) | |children (JI) say repeated phrases to sequence the order of the |

| | | | |story. Sequence story cards; children retell story in correct |

| | | | |order. (SI) given events and sort pictures of which comes first, |

| | |Lesson 3: Strand: Oral Language | |next etc. |

| | |Strand Unit(s): Receptiveness to language, Competence and confidence | | |

| | |in using language: Children discussing their news based on dressing a| | |

| | |child with clothes; teacher will ask the class to discuss how we | | |

| | |could dress him and colour the clothes on the picture following | |Lesson 2: Strand: Measure. Strand Unit: Time. Math Games class; |

| | |teacher’s instructions. Phonic work based on the letter “u” for both| |teacher will use IWB and teach the children rhymes to learn the |

| | |classes with work on capital “U” for Senior Infants. | |time such as “What did I see” and “Hickory Dickory Dock” and the |

| | | | |games “What time is it Mr.Wolf”. Rhyme “Ten for the Day” |

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| | |Lesson 4: Strand: Oral language. Strand Unit: Emotional and | | |

| | |Imaginative development through language; receptiveness to language. | | |

| | |Rhymes the children will recall previously learned rhymes and learn | | |

| | |new rhymes: math rhymes. | | |

| | |Lesson 5: Strand: Reading / Oral language / Writing: Strand Unit: | | |

| | |Emotional and imaginative development through language; receptiveness| |Lesson 3: Strand: Measure. Strand Unit: Time. Learn the |

| | |to language; developing cognitive abilities. The children will | |appropriate vocabulary needed for discussing time. Daily schedule |

| | |partake in station teaching with other teachers; phonemic activities | |pictograph, sequencing events that happen in the day, and night, |

| | |with the phonemes “oa” add on a letter differing activities (As per | |recurring daily routines, daily events. (JI) but whole class |

| | |class arrangements) | |activity. (JI) work on this in worksheet and senior infants have |

| | | | |extended activity i.e. extra events etc. |

| | | | |Song rhyme “What did I see”. |

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| | |Lesson 6: Strand: Reading; oral language | |Lesson 4. Strand: Measure. Strand Unit: Time. Learn the |

| | |Strand Unit: Oral: developing receptiveness to oral language. | |appropriate vocabulary needed for discussing time. |

| | |Reading: developing concepts of language and print | |Time clothes line; sequencing the events of the day i.e. ordering |

| | |Read ‘The Smartest Giant in town’ by Julia Donaldson and Alex | |events, creating. Mixed up version of daily activities and ask |

| | |Scheffer, led by the teacher. | |children to sort out in the correct order. |

| | |Become more confident in using the word ‘have’ and ‘has got’. | |Rhyme learned yesterday repeated. Seniors show time to song. |

| | |Sequence the story. | | |

| | |Sight word ‘smart’; vocabulary relating to animals and clothes. | | |

| | |Activity (JI) matching exercise recognising animal names; (SI) write | | |

| | |animal names beside the animal. | | |

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| | |Lesson 7: Strand: Reading; writing; oral language | | |

| | |Strand Unit: Oral: developing receptiveness to oral language. | | |

| | |Reading: developing concepts of language and print | | |

| | |Re-read ‘The Smartest Giant in Town’, lead by me, the teacher. | | |

| | |Complete activity on rhyming the story sentences. Choral reading. | | |

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|Ceacht 2. Ceacht. Caitheamh Aimsire. Spórt. Snáitheanna: | | | | |

|Eisteacht. Snáthaonaid: Labhairt. Ag cothú spéise go | | | | |

|neamhfhoirmiúil sa teagasc. Ag tuiscint teanga. Ag úsáid teanga.| | | | |

|Ag déanamh mime. Céard atá ar siúl ag Leo/ Jóidi / Zufaí? Cé atá| | | | |

|ag___? Tá__ag___. Mím le déanamh. Teacsleabhar lch. 54. Uimhir | | | | |

|1,2,3. Na dathanna gorm, oráiste, glas. | | | | |

|Ceacht 3. Ceacht. Caitheamh Aimsire. Spórt. Snáitheanna: | | | | |

|Eisteacht. Snáthaonaid: Labhairt. Ag cothú spéise go | | | | |

|neamhfhoirmiúil sa teagasc. Ag tuiscint teanga. Ag úsáid teanga.| | | | |

|Puipéad. An fédir leat le liosta de gníomhachtaí. Is féidir / ní| | | | |

|féidir liom. Amhrán le geatsaí. | | | | |

|Ceacht 4: Ceacht. Caitheamh Aimsire. Spórt. Snáitheanna: | | | | |

|Eisteacht. Snáthaonaid: Labhairt. Ag cothú spéise go | | | | |

|neamhfhoirmiúil sa teagasc. Ag tuiscint teanga. Ag úsáid teanga.| | | | |

|Céard atá agat? (cluiche). Múin céard atá agat; tá liathróid / | | | | |

|raicéad / ropa agam. Ag imirt peile / leadóige. Deir Ó Grádaigh.| | | | |

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| | | | |Lesson |

|Modheolaíocht: Cur chuige cumarsáide; modh na sraithe; modh na | |Methodology: Active learning; guided discovery; talk and discussion; | |Methodology: Active learning; guided discovery; talk and |

|lánfhreagartha gníomha, cluichí teanga, físeáin, an modh | |problem solving; collaborative learning; using the environment; use | |discussion; problem solving; collaborative leanring; skills through|

|closlabhartha agus closamhairc. Obair beirte | |of ICT; learning through play and direct teaching | |content; use of ICT; direct teaching; learning through play; using |

| | | | |the environment. |

|Measúnú: Ceisteanna a chur ar na páistí; | |Assessment: Teacher observation; teacher designed task; teacher | |Assessment: Teacher observation; teacher questioning to see the |

|Breathnóireacht an oide i rith an rolimirt/obair bheirte. | |questioning; portfolio assessment; learning logs | |children’s level of understanding and use of the correct amounts of|

|Ag faire agus ag éisteacht le linn an cluiche, rolimirt, mime | | | |coin etc. when shopping. Thumbs Up/down; teacher designed task/test|

|srl. Díbhreathnú an mhúinteora ar na páistí agus gear éisteacht | | | |and work placed in pupil portfolio |

|leis na páistí le linn cumarsáide chun cumas na bpáistí a mheas | | | | |

|ó thaobh cuspóirí foghlama difreálaithe an cheachta; measúnú ar | | | | |

|na bileóigí oibre. | | | | |

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|P.E | | | |SPHE |

|Lesson 1. Strand. Games. Strand Unit: Sending, receiving, and | | | |Lesson 1: Strand: Myself |

|travelling | | | |Strand Unit: Growing and changing ( feelings and emotions). Explore|

|Begin to develop ball handling skills using beanbags, throwing | | | |a series of emotions and feelings. |

|and catching individually and in pairs. Throwing to target. | | | |Understand what these feelings feel like |

|Incorporate miming clothes in warm up. | | | |When these feelings occur |

| | | | |Why these feelings occur |

| | | | |Distinguish between good and bad feelings |

| | | | |Know how we can prevent these bad feelings. (Connects to the |

| | | | |feeling in the Big Book this week). |

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|Lesson : | | | |Lesson |

|Lesson : | | | |Lesson |

|Lesson : | | | |Lesson |

|Methodology: Skills through content; active learning; use of the| | | |Methodology: Active learning; talk and discussion; problem solving |

|environment; collaborative learning; problem solving; learning | | | | |

|through play | | | | |

|Assessment: Checklist, assessing the skills in objectives i.e. | | | |Assessment: Teacher observation; questioning |

|balancing beanbag, passing, throwing. | | | | |

| | | | | |

|The Arts: Music | | | |The Arts: Visual Arts |

|Lesson : Strand: Performing | | | |Lesson Subject: Art |

|Strand Unit: Song Singing. Memorise the melody and words of the | | | |Strand: Fabric and fibre. |

|song ‘My hat’ | | | |To stimulate the child to use their own imagination and personal |

|Recognise the rhythm of the song to develop a sense of duration.| | | |creativity in creating a t-shirt for the smartest giant in town and|

|Understand rhythm with the introduction of actions to go with | | | |deciding which animal they will help with their new clothing. |

|the song. | | | |Establish an appreciation and understanding for process of using |

| | | | |fabric to design. |

| | | | |Complete the process of creating own t-shirt. |

|Lesson : | | | |Lesson |

|Lesson : | | | |Lesson |

|Lesson : | | | |Lesson |

|Methodology: Active learning; using the environment; skills | | | |Methodology: active learning; guided discovery; skills through |

|through content; direct teaching | | | |content; use of the environment; collaborative learning |

|Assessment: Teacher observation; Talk-partners noting findings | | | |Assessment: Teacher observation; pupil portfolio |

|in teacher notebook | | | | |

| | | | | |

|The Arts: Drama | |SESE | |Religion |

|Lesson : Stand: Drama to explore feeling, knowledge and ideas, | |Lesson : History. Strand: Myself and my family | |Lesson 1. Me in Summer. Song ‘Summertime’. Activity for listening;|

|leading to understanding | |Strand Units: Myself. Clothes I wore when I was younger. | |chatting about play. Prayer time with teacher. |

|Stand Unit(s): Exploring and making drama. | |Encounter some historical personal experience, i.e. clothes I wore | | |

|Work imaginatively together with activities based on the story | |when I was younger | | |

|The Smartest Giant in Town. | |Sequence these special clothes on a timeline | | |

|Develop the ability to play in role as an integral part of the | |Realise the importance of our memories of when we were younger. | | |

|action. | | | | |

|Develop awareness that he/she is part of a group that works | | | | |

|imaginatively together. | | | | |

|Respond imaginatively and dramatically to some problems based on| | | | |

|the story. | | | | |

| | | | | |

|Lesson : | |Lesson 1: Geography Strand: Natural environments | |Lesson 2. Song Summertime. Story ‘Molly’ and discussion with the |

| | |Strand Unit: Weather | |children about the story. Discussing the summer and food of summer.|

| | |Learn the importance of varying clothes for varying weather | |Prayer. |

| | |conditions. | | |

| | |Record weather observations using a weather chart. | |Lesson 3. Tell the poem ‘Sticky Licky’. Discuss summer clothes with|

| | |Recognise that some weather patterns are associated with seasonal | |the children. Prayer time. |

| | |change and distinguish between summer and winter. | | |

| | | | |Lesson 4. Song ‘Summertime’; tell the story of Molly and Sticky |

| | | | |Licky. Discussion on picture and ice-cream; art and chatting. |

| | |Lesson 2: | | |

| | |Strand: Human environments | |Lesson 5. Song Summertime. Teacher prays with children; discusses |

| | |Strand Unit: People and places in other areas. | |weeks work. |

| | |Clothes around the world. | | |

| | |Become aware of the clothing worn by children of other cultures | | |

| | |Predict and record the different clothes worn in other areas | | |

| | |Appreciate the importance of clothes and different clothes in | | |

| | |different areas. | | |

|Lesson : | |Lesson :Science. Strand: Living things | | |

| | |Strand Units: Myself. | | |

| | |Distinguish between different textured pieces of clothing | | |

| | |Analyse different textures and describe them appropriately | | |

| | |Appreciate the importance of touch. | | |

| | |Appreciate the different qualities of clothes in keeping us | | |

| | |dry/warm/cool etc. | | |

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|Lesson : | | | | |

|Methodology: Active learning; guided discovery; hot-seating; | |Methodology: Active learning; guided discovery; talk and discussion; | |Methodology: Talk and discussion; collaborative learning. |

|role-playing, miming, talk and discussion, collaborative | |using the environment; use of ICT; Skills through content; Problem | | |

|learning, use of the environment; problem solving. | |solving; | | |

|Assessment: Teacher observation; teacher questioning; | |Assessment: Learning logs; teacher observation; teacher questioning; | |Assessment: Teacher observation; teacher designed tasks |

|talk-partners; checklist | |pupil portfolio; KWL; talk partners | | |

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Theme: Summer

Subtheme: Clothes

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