Health and body

Long-term plan Unit 5: Health and body

School:

Date: Term IV lesson 18

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson:

Reading time

Learning objectives(s)

2. R1recognise, sound and name the letters of the alphabet

2.W3 write familiar words to identify people, places and objects

2.S3 pronounce familiar words and expressions intelligibly

2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

Lesson objectives

All learners will be able to:

• revise and pronounce all alphabetical letters without mistakes

• name the main vocabulary words;

Most learners will be able to:

• write body parts vocabulary words

Some learners will be able to:

- complete all worksheets correctly.

Success criteria

Learners have met this learning objective if they can:

- pronounce all alphabet letters without mistakes

- write, pronounce and spell vocabulary parts of the body

-do most of tasks correctly.

Value links

Ls will work together as a group showing respect and being polite with each other.

Cross curricular links

Primary Science

ICT skills

PPT, Video, the use of whiteboard

Previous learning

The natural environment

Plan

Planned timings

Planned activities

Resources

Beginning

10mins

Checking of the home task.

Learners are introduced the success criteria of the lesson.

Warm up

Teacher offers to start lesson with revising parts of the body.

Teacher quickly revises parts of the body using flashcards/PPT –Learners listen and repeat firstly, then teacher shows flashcards without words and asks questions learners reply.

PPT

Middle

25mins

Presentation

Firstly teacher suggested starting with read and matching task.

Next step is writing missing letters task.

Then spelling and writing worksheet.

Teacher gives body picture test; task is circle the correct word for learners.

Worksheet 1

Worksheet 2

Worksheet 3

Worksheet 4

End

5 mins

Teacher gives feedback for learners. This might be done in oral form. Learners reflect on their learning:

• What has been learned

• What remained unclear

• What is necessary to work on

• What was interesting

H/T: to work with home task worksheet 5

Home task worksheet 5

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Support for weaker students: working in pairs/groups, individually

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Assessment – how are you planning to check learners’ learning?

Monitoring

Checking the task

Feedback on the work

Working with PPT whole and individual answers

Health and safety check
ICT links
Video, PPT

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Differentiation by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?