Term 1 - Week 11 School: Manhattan

Date: from 24 to 28 0f November 2024 Teachers Ms. Marwa & Mai

CLASS:2 (A-B-C) Number present:

Absent

Sunday

Lesson Plan for Year Two (90 minutes)

Topics

1. Reading a Poem with Rhyme and New Vocabulary

2. Spelling List for Dictation

Learning Outcomes

• Students will be able to identify rhyming words in a poem.

• Students will learn and use 5–6 new vocabulary words in sentences.
• Students will memorize and spell 10 new words correctly during dictation.

Lesson Objectives

• Introduce a rhyming poem and encourage students to recognize rhymes and patterns.
• Teach new vocabulary related to the poem through examples and activities.
• Practice spelling words in preparation for dictation.

Previous Learning
 • Familiarity with rhyming words.
• Ability to write simple sentences.
• Experience with spelling tests.

Lesson Structure

Beginning (15 minutes)

1. Warm-Up
o Greet the class and ask students to share any rhyming words they know.
o Display 2–3 rhyming word pairs (e.g., cat-hat, sun-fun) on the board.
2. Introduction to the Poem
o Read the poem aloud twice.
o Encourage students to clap their hands when they hear rhyming words.

Middle (50 minutes)

1. Poem Analysis and Vocabulary (25 minutes)

o Display the poem on the board or hand out printed copies.
o Underline rhyming words together and discuss the rhyme scheme.
o Highlight 5–6 new vocabulary words from the poem. Write their meanings on the
board and use them in simple sentences.
o Pair students to create their own sentences using the new vocabulary.
2. Spelling Practice (25 minutes)
o Introduce the spelling list (10 words). Use visual aids or flashcards to make it
engaging.
o Group activity: Students practice spelling words by writing them on mini
whiteboards or in their notebooks.
o Play a quick spelling game (e.g., missing letters or matching words to pictures).

End (25 minutes)

1. Dictation Activity
o Conduct a short dictation using 5–7 of the spelling words.
o Provide immediate feedback by reviewing the words together.
2. Wrap-Up
o Recap the rhyming words, vocabulary, and spelling list.
o Ask 2–3 students to share a sentence they created using a new vocabulary word.
o Thank students for their participation and enthusiasm.
Support for Lower Achievers

• Provide extra help with identifying rhymes by working in a small group or one-on-one.
• Use simpler examples or visuals to explain new vocabulary.
• Pair them with supportive peers for collaborative activities.
• Allow them to practice spelling words using tactile methods, such as writing with sand or
forming letters with playdough.

Assessment

• Observe students’ ability to identify rhyming words during group discussions.

• Check their sentences for correct usage of new vocabulary.
• Evaluate spelling accuracy during the dictation activity.
• Use a quick exit ticket: Ask students to write one rhyming word or a spelling word before
leaving.

Reflection and Self-Evaluation

1. Reflection
o Did students engage with the poem and enjoy the activities?
o Were the new vocabulary words understood and used correctly?
o Did students perform well in the dictation?
o Were lower achievers supported effectively?
2. Self-Evaluation
o Were my instructions clear and effective?
o Did I manage the class time well?
o Was the lesson engaging for all learning levels?
o What improvements can I make for the next lesson?

Monday

Lesson Plan for Descriptive Writing: Story Setting

Duration: 90 minutes
Learning Outcomes:

• Students will understand what a story setting is and why it’s important.
• Students will describe a setting using appropriate adjectives and sensory details.

Lesson Objectives:

• To introduce students to descriptive writing focused on story settings.

• To teach students how to use adjectives and sensory details to create vivid descriptions.
• To practice writing a short description of a story setting.

Previous Learning:

• Knowledge of adjectives and nouns.

• Basic understanding of story elements, including characters and plot.
• Familiarity with using the past simple tense and some descriptive vocabulary.

Lesson Structure

Beginning (20 minutes):

1. Introduction to Story Settings

o Discuss what a story setting is (the time and place where a story occurs).
o Show examples of different settings (e.g., a forest, a beach, a busy city).
2. Sensory Imagery Introduction
o Explain how sensory words (what we can see, hear, smell, feel, and taste) help
readers imagine the setting.
o Brainstorm with students: “What would you see, hear, or smell in a forest?”
3. Model Descriptive Writing
o Write a short setting description together as a class, using a setting picture or an
imaginary place (e.g., “In the quiet forest, tall trees tower above, and the smell of
pine fills the air…”).

Middle (45 minutes):

1. Guided Practice (20 minutes)

o Give students a picture of a setting (e.g., a beach, a snowy mountain) and ask
them to brainstorm adjectives and sensory details.
o Encourage them to use descriptive vocabulary from prior lessons (adjectives,
sensory words).
2. Independent Writing (25 minutes)
o Ask students to write a short description of their chosen setting using at least three
adjectives and two sensory details.
 o Provide extra support and word banks for lower achievers (e.g., pre-selected
adjectives and sensory words).

End (25 minutes):

1. Peer Sharing and Feedback (10 minutes)

o Have students pair up to share their descriptions.
o Encourage them to listen for sensory details in each other’s descriptions.
2. Reflection and Group Review (10 minutes)
o Discuss as a class: “How did the descriptive words make the setting feel real?”
3. Wrap-Up Activity (5 minutes)
o Reflect on why describing settings is important in stories and how it can transport
readers into a different place.

Support for Lower Achievers:

• Provide word banks with descriptive adjectives and sensory details.

• Allow them to draw their setting before writing, which may help them visualize.
• Encourage shorter, simpler descriptions if needed, focusing on using just one or two
adjectives.

Assessment:

• Formative Assessment: Observe students during group brainstorming and note their
understanding of sensory language.
• Summative Assessment: Collect and review each student’s written description,
assessing their use of adjectives, sensory details, and overall coherence in creating a vivid
setting.

Reflection and Self-Evaluation:

Reflection:

• Consider if the students were able to use sensory language effectively.

• Reflect on any areas where students struggled (e.g., finding the right adjectives) and think
of strategies to support them in future lessons.

Self-Evaluation:

• Reflect on what went well in guiding students’ brainstorming and writing.

 • Note any challenges faced during the lesson or areas for improvement, such as pacing or
resources provided for lower achievers. Consider adjustments for next time, such as more
visuals or additional practice with sensory details.

Tuesday

Lesson Plan

Grade: Year Two

Topic: Revision on Present Simple Tense and Pronouns
Duration: 90 minutes

Learning Outcomes

By the end of the lesson, students will be able to:

1. Recognize and use the present simple tense in sentences.

2. Identify and use subject pronouns (he, she, it, we, they) and object pronouns (him, her, it,
us, them) correctly.
3. Apply their understanding in written and oral activities.

Lesson Objectives

• To revise the present simple tense (form and use).

• To reinforce the difference between subject and object pronouns.
• To engage students in fun and interactive activities for practice.

Previous Learning

Students have already:

• Learned the structure of the present simple tense.

• Practiced forming sentences with subject and object pronouns.
• Completed activities identifying verbs and pronouns in simple sentences.

Lesson Structure
Beginning (20 minutes)

1. Greeting and Warm-Up (5 minutes):

o Welcome students.
o Use a simple game like "Simon Says" to revise pronouns (e.g., "Simon says point
to him").
2. Quick Recap (15 minutes):
o Write example sentences on the board:
▪ "She plays football." (Present simple with subject pronoun)
▪ "I gave her a gift." (Object pronoun).
o Discuss the subject (who is doing the action) and object (who receives the action).
o Highlight present simple tense forms (e.g., adding -s for third-person singular).

Middle (50 minutes)

1. Activity 1: Fill in the Blanks (10 minutes):

o Provide sentences with missing pronouns or verbs:
▪ "___ (He/She) goes to school every day."
▪ "I love chocolate. Do you love ___ (me/I)?"
o Discuss answers as a class.
2. Activity 2: Group Sorting Game (15 minutes):
o Use word cards (e.g., "he," "her," "play," "writes") for students to sort into
categories:
▪ Pronouns (subject/object)
▪ Present simple verbs.
3. Activity 3: Writing Practice (15 minutes):
o Give a short paragraph with blanks for students to fill in. Example:
▪ "Tom is my friend. ___ (He/She) likes to play football. I play with ___
(him/her) every day."
4. Activity 4: Speaking Practice (10 minutes):
o Pair students and have them create sentences about their daily routine using
pronouns and present simple tense.

End (20 minutes)

1. Review (10 minutes):

o Ask students to share sentences from the speaking activity.
o Summarize key points on the board:
▪ Present simple = subject + verb (+s/es).
▪ Pronouns: Subject (I, you, he) vs. Object (me, you, him).
2. Assessment (10 minutes):
o Provide a short quiz with:
 ▪ Matching subject/object pronouns.
▪ Completing sentences in the present simple tense.

Support for Lower Achievers

• Pair them with more capable peers during group work.

• Provide additional examples and visual aids, such as pronoun charts or verb conjugation
tables.
• Allow extra time for writing tasks and give step-by-step guidance.
• Use simpler sentences or fewer blanks in their worksheets.

Assessment

• Formative: Observe participation during activities and note how students use pronouns
and the present simple in speech.
• Summative: Mark the quiz to evaluate individual understanding.

Reflection

• Did students achieve the learning outcomes?

• Were the activities engaging and appropriate for the students’ level?
• Which areas (present simple or pronouns) need further revision?

Self-Evaluation

• Did I explain the concepts clearly?

• Did I manage the 90 minutes effectively?
• How well did I support lower achievers?
• What can I improve in future lessons on similar topics?

Wednesday

Here’s a detailed lesson plan for teaching the long vowel ee sound and its alternatives to Year
Two students:
Lesson Plan: Long Vowel ee and Alternatives

Duration: 90 minutes

Theme: Long Vowel ee (ee, ea, y, e_e)

Learning Outcomes:

By the end of the lesson, students will be able to:

1. Identify and read words with the ee sound and its alternatives (ee, ea, y, e_e).
2. Write words with the ee sound correctly in sentences.
3. Differentiate between the spelling patterns for the ee sound.

Lesson Objectives:

1. Introduce the long vowel ee sound and common spelling patterns.

2. Engage students in reading and writing activities to reinforce understanding.
3. Provide practice through games, group work, and individual exercises.

Previous Learning:

• Students have been introduced to short vowel sounds and basic phonics.
• Students know simple CVC and CCVC words.

Lesson Structure

Beginning (15 minutes)

1. Hook:
oShow a picture of a bee and a tree. Ask: "What sound do you hear in bee and
tree?"
o Write the words on the board, underline the ee sound, and emphasize its long
sound.
2. Introduction:
o Explain the long vowel ee sound and introduce its spelling alternatives (ee, ea, y,
e_e).
o Use flashcards with examples:
▪ ee: tree, bee
▪ ea: sea, leaf
▪ y: happy, sunny
▪ e_e: here, theme
 3. Choral Practice:
o Have students repeat the words as a group.

Middle (60 minutes)

1. Guided Practice (20 minutes):

o Word Sort Activity:
▪ Provide students with word cards.
▪ Have them sort the words under the correct spelling pattern columns (ee,
ea, y, e_e).
▪ Discuss as a class.
o Reading Practice:
▪ Display a short passage with ee words (e.g., "A bee is in the tree near the
sea.")
▪ Students read aloud in pairs or small groups.
2. Independent Practice (20 minutes):
o Writing Sentences:
▪ Provide a word bank with ee words.
▪ Students write three sentences using words from each spelling pattern.
o Worksheet:
▪ Fill-in-the-blanks activity with ee words.
▪ Example: "The ___ is buzzing near the ___." (bee, tree)
3. Game (15 minutes):
o Bingo:
▪ Create bingo cards with ee words. Call out words, and students mark them
on their cards.
▪ Celebrate winners with stickers or small rewards.

End (15 minutes)

1. Review:
o Recap the ee sound and its alternatives.
o Ask students: "Can you give me a word with ea? How about ee?"
2. Assessment:
o Conduct a quick dictation using ee words (e.g., bee, sea, tree).
o Use a mini-quiz with questions like:
▪ Circle the correct spelling: (bee/bea)
▪ Match the word to the picture: (tree to an image of a tree).

Support for Lower Achievers:

 1. Provide picture cues for words to help with recognition.
2. Work in smaller groups with a teacher or assistant for extra practice.
3. Use simpler sentences or phrases for reading and writing activities.

Assessment Methods:

1. Observation during group and individual activities.

2. Worksheet completion and accuracy.
3. Dictation results.
4. Participation in the bingo game.

Reflection:

• Reflect on whether the students were engaged and met the objectives.
• Ask:
o Did the students enjoy the activities?
o Were the spelling patterns clear to them?
o Did any students struggle, and how can I support them next time?

Self-Evaluation:

• Evaluate the teaching approach:

o Were the examples and activities effective?
o Was there enough time for each segment of the lesson?
• Note areas for improvement:
o Were lower achievers adequately supported?
o How can the lesson be modified for better engagement and understanding?

o
Thursday

Here's a comprehensive guide to creating a 90-minute lesson plan for Year Two students that
focuses on reading comprehension, speaking, and listening.

Lesson Plan Outline

Theme/Topic: Reading Comprehension, Speaking, and Listening

Learning Outcomes:

By the end of the lesson, students will:

1. Understand the key ideas and details in a short text.

2. Answer questions about the text verbally and in writing.
3. Use clear sentences to share ideas during discussions.
4. Listen carefully and respond appropriately to others.

Lesson Objectives:

1. Teach students to identify the main idea and supporting details of a story.
2. Encourage students to speak clearly and confidently during discussions.
3. Develop active listening skills by responding to peers and teacher prompts.

Previous Learning:

• Students have learned to identify story elements like characters, setting, and events.
• They have practiced basic speaking skills in small groups.
• They have learned simple listening rules, like looking at the speaker and taking turns.

Lesson Structure

Beginning (15 minutes):

1. Engage Students:
o Show a picture related to the story (e.g., an image of a park if the story is set in
one).
o Ask: "What do you think this picture is about?" (Activate prior knowledge.)
2. Introduce the Lesson Objective:
o Explain: "Today, we’ll read a story, talk about it, and listen carefully to each
other."
3. Pre-teach Vocabulary:
o Introduce 3–5 key words from the story (e.g., playground, brave, surprise).
o Use visuals or gestures to explain meanings.

Middle (60 minutes):

Step 1: Reading Comprehension (20 minutes)

 1. Read a short story aloud (about 6–8 sentences).
2. Ask guided questions during reading:
o "Who are the characters?"
o "What happened first?"
o "Where did the story happen?"

Step 2: Speaking Activity (20 minutes)

1. Pair students and ask them to retell the story in their own words.
2. Provide sentence starters for support:
o "The story is about __."
o "My favorite part is __ because __."

Step 3: Listening Activity (20 minutes)

1. Play a simple listening game:

o Example: "Simon Says" or a story-based question game.
o Example Question: "Clap if the boy in the story was brave."

End (15 minutes):

1. Summarize the Lesson:

o Ask: "What did we learn about reading, speaking, and listening today?"
o Reinforce the main points.
2. Student Reflection:
o Use thumbs up/down for self-assessment:
▪ "Did you understand the story?"
▪ "Did you speak clearly?"
▪ "Did you listen well?"

Support for Lower Achievers

1. Extra Scaffolding:
o Provide pictures to help retell the story.
o Use sentence frames for answering questions (e.g., "The boy is __.").
2. Small Group Support:
o Work in a small group with the teacher to practice listening and speaking.
3. Simplified Questions:
o Ask yes/no or simple choice questions (e.g., "Was the boy happy or sad?").
Assessment

1. Reading:
o Use a checklist to see if students can answer basic comprehension questions.
2. Speaking:
o Observe if students can share one idea about the story with their partner.
3. Listening:
o Use a game to check if students respond correctly to spoken instructions or
questions.

Reflection

Reflect on the lesson by asking yourself:

1. What went well? (e.g., Were students engaged in the activities?)

2. What challenges did students face? (e.g., Did some struggle with answering questions?)
3. Did the activities meet the learning objectives?

Self-Evaluation

1. How effective was my teaching?

o Did I explain the tasks clearly?
o Did I provide enough support for lower achievers?
2. What can I improve?
o Should I use more visual aids or interactive methods?
o Were the activities suitable for all ability levels?