Long-term plan Unit 5: Health and body

School:

Date:

 Grade:

    Number present:

absent:

Theme of the lesson:

Our body

Learning objectives(s)

2.S3 use limited range of basic words. Phrases and short sentences to describe objects activities and classroom routines

 2.R1 Read and spell our words for others

2. UE6 Use demonstrative pronouns this, these, that, those to make and respond to requests for information

Lesson objectives

All learners will be able to:

-             Tell about objects activities and classroom routine using topic     word phrases and short sentences with support.

-       Read and spell out words for others make request for information.

-       Respond to requests using pronouns this, these, that, those.

Most learners will able to :

-       Show objects to requests for information classroom routines without support. - Respond to requests using pronouns this, these, that, those.

-

Use demonstrative pronouns this, these, that, those with less support.

Some learners will be able to: Use a limited range of basic words    phrases and short sentences to describe objects activity and cclassroom

Some learners will be able:

-       Use a limited range of basic words phrases and short sentences to describe objects activities and classroom routines support.

Assessment criteria

Learners have met this learning objective if they can:

-       Talk about objects activities and classroom routines using topic words phrases  and short sentences

-       Read words. Spell out words for others make request for information

-       Respond to requests

-       Use pronouns this, these, that, those

Value links

Healthy lifestyle

Cross curricular links

Physical education, Biology

ICT skills

Video

Previous learning

Nose, eye, ear, hand, face, foot

Plan

Planned timings

Planned activities

Resources

Beginning

Organization moment

Pre-learning

Teachers quickly revises letter name of alphabet using flashcards non-sequentially

Learners listen to and sing along the alphabet ego

Warm up

Kinaesthetic game

Stage objective- to engage and excite learners with the topic being introduced.

Assessment – peer assessment

IP- T –SS

Teacher ask to learners to show their (nose, eye, ear, face etc.)

1. Touch your eyes.

2. touch your nose.

3. Touch your ears etc

Descriptor: A learner

Touch parts of their body correctly.

Activity 1

Listing and labelling body parts that are spelled out on a diagram.

Students read the rules about a dice throwing and get a copy of a diagram to be completed when playing.

Playing bee the drive and  throwing during the game and making a class display with the best result.

Activity 2

Singing “body parts ” long and performing parts of body actions along with the words

Activity3

Teacher demonstrated rules of “bee Le drive” game using a projected graphic and dice

Task1

Fill in the gaps   Use these, this, that, those Where necessary

Task 2

Fill in the missing letters. Spell and read the words

Task 1

Look at the picture and describe

cards

worksheet 1 (you may choose some)

worksheet 1 (more able students) 2 for weaker ones

Middle

Presentation:

Differentiation

Stage objective- to check learners’ comprehension on the theme.

Assessment- formative assessment

IP-  T-SS

Learners watch a video about parts of body, then devided into 3 groups.

Group “A”

“Stick and tails”

eye, ear, nose, face, leg, arm, neck, hair

 Etc.

Group “B”

“Matching the words and pictures”

Group “C”

Name parts of body.

Descriptor: A learner of

Group “A” completes stick and tails correctly with support

Group “B” Matches word with picture correctly with less support

Group “C” Names parts of body without support.

End

5 mins

Feedback

Assessment – self assessment

Traffic lights

Green         all understand

 Yellow         Have some question

  Red      I don’t understand anything

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

Health and safety check
ICT links
Video,  PPT

2

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?