My clothes and things

Long-term plan unit: 1

All about me

School:

Date:

Teacher name:

Grade 2

Number present:

absent:

Theme of the lesson:My clothes and things

Learning objectives(s) that this lesson is contributing to

2.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions

2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners

2.L1 understand a range of short basic supported classroom instructions

L Lesson objectives

All learners will be able to:

• Identify 80% items of clothing

• Verbally describe what clothes they are wearing

Most learners will be able to:

• Identify 90% items of clothing

• Verbally describe what they are wearing with support

Some learners will be able to:

• Identify 100% items of clothing

• Verbally describe what they are wearingwithout support

Success criteria

Learners have met the learning objective (2.L1) if they can:

identify 4-6 items of clothes;

follow instructions appropriately; colour 4- 6 items of clothes;

talk about colours of his/ her clothes

Value links:

Respect, Cooperation

Cross-Curricular Link

Art

ICT skills

Using video, SMART board

Previous learning

Clothes vocabulary

Planned timings

Planned activities

Resources

Beginning

2min

5min

Middle

7 min

10 min

5min

8 min

End

3 min

Greet the learners: Speech drill.

• "Hello!"/"Good morning!"/"Good afternoon!"

• “What`s your name? How are you?” Where are you from?/ How old are you?/What date is it today?/What day of the week is it today?/What can you do?

Listening and Speaking: Let’s start our lesson.

Teacher asks pupils to watch a video and revise the structure What are you wearing today?and colours

Learnerscontinue to practice the structures

I am wearing…

He is wearing..

She is wearing…

Vocabulary revision:

• Pupils watch a video and revise the items of clothing

• Matching game. Teacher hands out pictures with items of clothing and learners are to write the name of the clothes.

Formative assessment

Teacher prepares photocopies of a number of clothes and make instructions:

1. Take a T-shirt, take a dress, take jeans, etc.

2. Write 10 on the T- shirt. Colouritgreen.

3. Say the colour of your clothes.

A learner identifies the clothes; follows instructions appropriately; colours clothes;

talks about colours of his/ her clothes.

Introduction

• Teacher introduces plural and singular forms of clothes words

• Pupils look at the pictures and say

This is a cap.

These are socks.

Practice

• Board racing game:

Teacher divides the class into two groups. Teacher shows pictures of the clothing items. Learners are to touch the correct structure. (This is/These are)

Closing reflexion/self assessment and Goodbye

• I learned new words.

• Everything was clear.

• I can say what I am wearing.

Video

http://www.freddiesville.com/videos/clothes-what-are-you-wearing/

PPT slides2-9

Clothing Song for Kids

https://www.youtube.com/watch?v=taoCF1cKZSY

Worksheets

http://www.agendaweb.org/vocabulary/clothes-worksheets-resources.html

Worksheet

PPT slide10-12

***Differentiation: You may want to print the slide with the words for classes/students who need extra support.

PPT slide13

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

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

Assessment – how are you

planning to check

learners’ learning?

Health and safety check

ICT links

More support:

• Show students the slide, or give them a print out with the clothing pics and words.

• Allowthem to identify less items of clothing.

More-able learners:

• Encourage these kids to label more clothing items.

• Some very able learners may even hand write the sentences.

By means of formative assessment

• Make

sure power cords/outlets are not a tripping hazard

Everyday classroom precautions

• Work with the SMART board not more than 10 minutes

• Monitor classroom space when students start moving around

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 individuals that will inform my next lesson?