Long-term plan Unit 3: My family and friends

School: U.Gagrin

Date:

Teacher name:Nurhanova N

Grade: 2

Number present:

absent:

Theme of the lesson:

Friends’ names

Learning objectives(s)

2.W2 form lower and upper case letters of regular size and shape

2.R1 recognise, sound and name the letters of the alphabet

2.L3 recognise with support common names and names of places and the spoken form of a limited range of everyday and classroom words

Lesson objectives

All learners will be able to:

• Write their names correctly

• Write 40% of the friends’ names correctly

Most learners will be able to:

-name their classmates and write 60 % of their friends’ names correctly

Some learners will be able to

-say and write all the names correctly

Success criteria

Leaners ask question What is your name?answer it

Learners can form lower and upper case letters

Learners can write names

Value links

Valuesare instilled through the tasks on work in pairs and name the classmates with respect

Cross curricular links

Humanities

ICT skills

PPT, Video, The use of whiteboard

Previous learning

Term 1 topics

Plan

Planned timings

Planned activities

Resources

Beginning

5mins

Learners are introduced LO.

1.Warm up

Revision of the ABC

Learners revise the alphabet singing the song “ABC”

Revision Question Game

Learners make a circle and ask right-hand partner the question, he/she answers it and asks her/his right-hand partner and so on.

-What is your name?

-Look at the picture. What do you see?

Today we’ll talk about names and friends.

https://www.youtube.com/watch?v=sxk4LKp8UNI

PPT (1)

Middle

13mins

20mins

2.Presentation

[W] Learners all write their own names in large letters on a card. Learners in rows then turn and back-write their name [write with finger on another learner’s back]. Learners turn the other way and repeat process. Learners then look at each other’s names and find common letters.

Provide learners with card. Back-writing is a sensory way to communicate through letter shapes. Make sure that learners are writing from left to right.

[W] Teacher asks a group of three or four learners to come to front of class withname cards. Teacher asks class to sound letters which are the same in names.

Friends’ Names Game

Teacher creates wordsearch game individually for the group(type the names of your students and ‘create’, print out the version).

-Find your groupmates’ names.

3. Ph. Training

Learners listen to the teacher and circle the words with the same sounds(teachers may choose the worksheet, the task depends on the time)

4. Production

Learners go through the PPT and repeat the namesafter the teacher.

Learners have to write the names of the boys and girls. They copy the letters.

5. Practice

Teacher tells the names. Learners write the names in their copy-books into 2 columns: boys,girls: Tom, Tim, Dimash, Emily, Symbat and so on.

Cards, markers

Worksheet 1

http://www.edcreate.com/wordsearch/wordsearch_create.php

Worksheet 2

PPT(2-5)

Worksheet 3

End

2mins

Learners give feedback to each other. 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

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, phrases

Challenges for moreable 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, Video

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 orachievements/difficulties of individuals that will inform my next lesson?