Rationale: 

-          During music time, children was able to sing “seven days of the week” song and recognizes the sequence of the days from Sunday to Saturday even after teacher jumble up. To go to another level, teach children temporal concepts of yesterday, today and tomorrow. 

Objective: 

-           Children to be able to answer “what is the day today” during calendar activity by using “yesterday was”, “today is” and “tomorrow is” phrases. 

-          Children to be able to point to the box on the calendar to indicate today’s date, yesterday’s date and tomorrow’s date to show that they can identify the sequence of time

Concept: 

-          Understand immediate temporal concepts (e.g. yesterday, today, tomorrow)

Rationale: 

-          Children are able to sort coloured balls into respective coloured boxes of shoebox tasks and able to give teacher the correct coloured balls when asked. To go to another level, children to apply what they have learnt to request for items using colours through painting. 

Objective: 

-          Children to be able to request for colour of paint from teacher by saying eg. “I want blue paint” 

-          Children to be able to describe their painting after activity by saying eg. “I used blue paint, green paint, yellow paint…”

Concept:

-          Use adjectives to describe attributes of objects (e.g. colour, size) and make comparisons (e.g. bigger/smaller)

Rationale: 

-          Children are able to identify their feelings during “how do you feel today” segment in circle time. When asked “why do you feel happy?”, some children could not answer. To go a step further, model “because” sentences for them and walk through some of the associated reasons to the different feelings. 

Objective: 

-          Children to be able to identify the reason (show the relationship) why they are happy/sad during feelings activity by pointing to one of the visual of a set of sample answers teacher printed out. 

-          Children to answer teacher “how do you feel today” by opening their sentence with “because…” 

Concept:

-          Use conjunctions to show relationships (e.g. and, but, because)

Rationale: 

-          Children started to pretend to call their friends using imaginary phones made up of lego blocks during free play and the showed ability to understand the function of communication. To tap on interest of children to teach recalling and conveying simple messages from one to the other friend. 

Objective: 

-          During broken telephone game, children to be able to listen attentively or even to ask questions for clarification when receiving the message from a friend. 

-          Children to be able to recall and repeat the message gotten to the next friend.

Concept:

-          Convey simple messages accurately

Rationale: 

-          During cookery, children are starting to answer questions of what ingredients they used to make their food. To bring it further, allow children opportunity to recall the steps (three steps) of the cookery lesson. 

Objective: 

-          Children to be able to use “first”, “next” and “last” to describe step 1 to 3. 

-          Children to be able to recall and describe the 3 steps using action words related to the cookery (eg. first, I squeeze watermelon). 

Concept:

-          Recall and talk about experiences and events