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Long-term plan unit: Unit 2: My School

School:

Date: Term I lesson 15

Teacher name:

Grade: 2 A//C

Number present:

absent:

Theme of the lesson:

How many…are there?

Learning objectives(s)

2.UE11: use there is/there are to make short statements and ask questions

2.UE2: use cardinal numbers 1-50 to count

2.S4: respond to basic supported questions about people, objects, and classroom routines.

Lesson objectives

Students will use numbers 1-10 to count objects and people.

S

are.

Students will use How many….are there?

Success criteria

Ss will be able to

• use numbers 1-10 to count people and things related to school.

• make 2 – 3 questions using How many…are there?

Value links

Groupwork

Cross curricular links

Lesson is connected with maths: learners listen and recognise numbers

ICT skills

The use of whiteboard

Previous learning

Counting and Measuring

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Teacher will review counting by 10s with video.

Teacher will revise ‘there is’ and ‘there are’ by reviewing hometask from previous lesson.

https://www.youtube.com/watch?v=uYRTtwZGwj8

Middle

10 minutes

10 minutes

10 minutes

Teacher will introduce asking questions using How many…are there? Write on the board: How many _____ are there? Ask students, How many boys are in the class? How many shoes are on our feet? Etc. Encourage students to answer with: There are ____ many shoes. There are ____ many boys in the class.

Ss will move into groups. Give students clothing flashcards and have one student pass out a complete set of one item to each person in their group. Using flashcards, have one student show the next student one of their flashcards. That student should ask based on the picture How many….are there?

Ex: Student 1 has 5 coats. Student 1 shows Student 2 one of his cards. Student 2 asks: How many coats are there? Student one should answer: There are 5 coats. Student 2 should show Student 3 one of her cards, and so on.

Ss can rotate their cards or exchange cards to continue going around the group for extra practice.

Ss should continue asking How many…are there? about school items. Take away clothing flashcards. Have Ss place school items such as pens, pencils, books, glue, etc in front of them. Ss should continue asking How many…..are there? To each other around the table.

Ex. Student 1 should ask Student 2: How many pencils are there? Student 2 should answer: There are _____ pencils.

Extend by having students answer where items are using prepositions. Ex. There are 5 pencils on the desk.

White board, markers

Flashcards

School items

End

5 minutes

Ask Ss to share with the class one new thing they learned today.

Hometask: Ss should practice writing How many ____ are there? And answering the question in their copy books. Aim for 2 examples from each student.

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, phrases

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

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

Checking the task

Feedback on the work

Health and safety check
ICT links
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

Pair work, group work

Use this section to record the methods you will use to assess what students have learned during the lesson

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 or achievements/difficulties of individuals that will inform my next lesson?