Numbers and Shapes

Short term plan

Unit 3: Travel

Term 3

Lesson: Numbers and Shapes

School:

Date:

Teachers‘ name:

Grade 2 BC

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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

2.S1 Make basic personal statements about people, objects and classroom routines

2.S3 Pronounce basic words and expressions intelligibly

2.S7 Place stress correctly on familiar polysyllabic words

L Lesson objectives

All learners will be able to:

• Identify 6 shape words with considerable support

• Write 6 shape words with print support

Most learners will be able to:

• Identify 6 shape words with support

• Write 6 shape words independently after practice

Some learners will be able to:

• Identify 6 shape words

• Write 6 shape words independently

Language objective

Learn new words for shapes

Triangle, rectangle, square, diamond, circle, oval

Value links:

Respect, Cooperation

Previous learning

Students learned the words for transport and directions

Cross-Curricular Link

Math

Use of ICT

PPT, video

Intercultural awareness

Shapes common in foreign environments, like a baseball diamond

Kazakh culture

What shapes are in our environment

Pastoral Care

Assure you met all learners’ emotional, mental and physical needs

Health and Safety

Make sure power cords/outlets are not a tripping hazard

Everyday classroom precautions

Planned timings

Planned activities

Resources

5 min

(W)

5 min

(I/W)

Greeting, Warm Up

Greet the students. "Hello!"/"Good morning!"/"Good afternoon!"

“What`s your name? How are you?” What is the weather like today?/ what date is it today?/ How do you get to school today?

Pre-learning/Warm-up

Shapes review:

Show PPT Slides 2-12. Learners should recognize names of the shapes shown and draw them on their paddles very quickly. One who draws and shows first is the winner.

- Give him/her a sticker.

PPT slide 2-22; Paddles/Markers

10 min

(I/P/W)

6 min

(W/P)

Listening Formative Assessment:

Give learners Worksheet #1, ask them to color the shapes.

• Learners swop their works and peer assess; (Super, Good, So so)

• Whole class feedback.

• Ask learners to put their works into F/A Portfolio.

Differentiation: Less capable learners get a card with minimum shapes to work upon.

Speaking:

Provide each learner with a card.

Practice some questions with a whole class as an example.

• Learners practice questions in pairs.

• Let some learners to answer in front of the class.

Differentiation by support: Less capable learners work with teachers’ assistance.

F/A Worksheet

Audio

PPT Slide 13

PPT Slide 14-16/ Speaking cards

7 min

(W/I)

5 min

(I)

Listening:

• Before listening to learners look through the song and try to guess what shapes are needed.

• Learners listen to a song “Mr. Shape head”.

• While-listening to learners fill in (draw) the missing shapes.

• After listening to learners check the answers with a class.

Writing:

• Hand out a worksheet with jumbled letters

• Check as a whole class.

• Ask volunteers one by one to come to the board and write an answer.

If there is a lack of time set this activity as a home task.

Worksheet #1

PPT

Worksheet #2

2 min

(W)

Closing Reflection/Self-Assessment & Goodbye

Ask students to look around and identify shapes in the local environment (i.e. the desk is a rectangle)

(W) Ask students to show with the thumbs up signals how well they understand shapes.

Sign a goodbye song

Goodbye Song Video

https://www.youtube.com/watch?v=Xcws7UWWDEs

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?

More support:

• These students may work with a stronger student to support them during the vocab activities.

• The student may use their notes throughout all activities for support

More-able learners:

• Encourage very strong students to model answers

• Encourage students to use other words from their vocabulary to give directions that are more complex

• Students will be assessed through the paddle activity. The teacher can monitor their spelling and writing.

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?