LESSON PLAN 56 WEEK 8 (23.10.2024)

Topic: Get Dressed

Year : 2 Skape 1

Reflection

During the set induction, I introduced different clothing items to my pupils, which immediately sparked their enthusiasm. They eagerly shared their favorite items, especially since they were already familiar with words like "T-shirt," "cap," "shoes," and "socks." However, they found words like "sweater" and "trousers" a bit difficult, and "shorts" was unfamiliar to them. To support their understanding, I used flashcards and a lively song to make the new vocabulary fun and engaging. The song also served to introduce the imperative structure “Put on.”

In the practice stage, pupils listened and selected their one favorite clothing item from ten options. They enjoyed drawing their chosen items, which helped personalize the learning. During the production stage, they cut and pasted their items into a “get dressed” template. This hands-on activity reinforced vocabulary recognition. While many pupils identified the clothing items correctly, some struggled with spelling, particularly with the newer terms.

I felt happy and encouraged when I saw how excited the pupils were to participate. Their willingness to share and engage with the materials made the classroom atmosphere lively and positive. I was especially pleased to see how well they responded to the song. However, I also felt slightly concerned when I noticed that several pupils had difficulty spelling unfamiliar vocabulary. It made me reflect on how I could make the transition from recognition to accurate spelling smoother in the future.

Overall, the lesson went well. The use of familiar vocabulary helped maintain pupils' confidence, and the song added an enjoyable element that boosted participation. Visual aids like flashcards were effective in helping them understand and remember new words. However, despite their enthusiasm, the challenge with spelling shows that I need to give more structured support when introducing new vocabulary. Some pupils were also hesitant with unfamiliar terms, which suggests that scaffolding needs to be more gradual.

In future lessons, I will place more emphasis on teaching spelling systematically for new vocabulary. I’ll introduce fewer unfamiliar words at a time and use more scaffolding techniques, such as phonics or word building games, to help them internalize spelling patterns. I’ll also incorporate short spelling exercises or mini spelling bees to reinforce retention in a fun way. This approach will help pupils feel more confident using new vocabulary in writing.