Year-2
Weekly Lesson Plan
Name: Tr. Htet Htet Lin
Unit:
SUBJECT – MATHEMATICS
2021-2022
Term 3
Concepts:
Week/Dates: Week Jan
Activities
Date
Learning Objectives
Should correspond to curriculum
Day 1
35mins
Day 2
Day 3
Day 4
Day 5
W: Whole Class, G: Group Work, I: Individual work, P: Pair work
Description [What is the Teaching activity?]
Please include what students are doing.
Time
Warm up – Greeting and recap the classroom rules.
Introduce L.O –Tr explain what are going to learn “”and ask questions to approach the prior
knowledge of the related lesson.
Review –
LecturePractice –Learner’s book pRecap – Ask a few stu what they have learnt and ask a few examples from them.
Warm up – Greeting and recap the classroom rules.
Introduce L.O –Tr explain what are going to learn “”and ask questions to approach the prior
knowledge of the related lesson.
Review –
LecturePractice –Learner’s book pRecap – Ask a few stu what they have learnt and ask a few examples from them.
Warm up – Greeting and recap the classroom rules.
Introduce L.O –Tr explain what are going to learn “”and ask questions to approach the prior
knowledge of the related lesson.
Review –
LecturePractice –Learner’s book pRecap – Ask a few stu what they have learnt and ask a few examples from them.
Warm up – Greeting and recap the classroom rules.
Introduce L.O –Tr explain what are going to learn “”and ask questions to approach the prior
knowledge of the related lesson.
Review –
LecturePractice –Learner’s book pRecap – Ask a few stu what they have learnt and ask a few examples from them.
Warm up – Greeting and recap the classroom rules.
Introduce L.O –Tr explain what are going to learn “”and ask questions to approach the prior
knowledge of the related lesson.
Review –
LecturePractice –Learner’s book p-
3 mins
5mins
22 mins
5 min
3 mins
5mins
22 mins
5 min
3 mins
5mins
22 mins
5 min
3 mins
5mins
22 mins
5 min
3 mins
5mins
22 mins
5 min
W/
G/I
/P
Evidence of Achievement
[Formative Assessment]
W
W
W
I
W
I
D:
M:
Q&A:
Learner’s book, PPT, DC
camera
W
W
W
I
W
I
D:
M:
Q&A:
Learner’s book, PPT, DC
camera
W
W
W
I
W
I
D:
M:
Q&A:
Learner’s book, PPT, DC
camera
W
W
W
I
W
I
D:
M:
Q&A:
Learner’s book, PPT, DC
camera
W
W
W
I
W
I
D:
M:
Q&A:
Learner’s book, PPT, DC
camera
Resources/Materials
Q&A: Question/Answer
D: Discussion, O: Observation
P/S: Peer/Self,M: Marked Work
Recap – Ask a few stu what they have learnt and ask a few examples from them.
Warm up/ Preparation
5 mins (Use the first 5mins before the class)
- Procedures to be followed
- Behavioral expectations related to the lesson
- What the students are expected to do
- What knowledge or skills are to be demonstrated and in what manner?
 Greeting
 Daily procedure – video on, mute audio, uniform, sitting plan (appreciate their manners)
 Ice breaker games (especially for afternoon classes)
Review/hook - To grab the student's attention. (3mins)
 Actions
 Statements
 short Q&A,
 small games that relate to the previous lesson, put students into a receptive frame of mind.
Introduce the L.O – - An explanation of - the type of lesson to be presented.
 Discussion
(2mins)
Teaching - Includes Input, Modeling, and Checking for understanding. (23mins)
Input – The teacher provides information needed for students to gain the knowledge or skill through diverse instructional delivery strategies.
 Lecture
 Demonstration.
 Explain
Model/Guided practice (Group work) - The teacher model examples of what is expected as an end product of their work.
Opportunity for students to demonstrate grasp of the new learning by working through an activity or exercise under the teacher's direct supervision.
 Exercises from text book
 Example work sheets
 Quizzes
Checking for Understanding - Determination of whether students have "got it" before proceeding.
- Teacher must know that students understand before proceeding to practiceIf there is any doubt--the concept/skill should be re-taught before practice begins.
- Requires constant monitoring
 Q&A - Asking questions that go beyond recall to probe for the higher levels of understanding...to ensure memory network binding and transfer.
 reading non-verbal cues (i.e., facial expressions), etc.
Independent Practice/work - Provide independent practice on a repeating schedule so that the learning is not forgotten.
 Homework (writing)
 Individual work in class
 Exercises from text book
Ask ss to complete the rest of the exercises individually while ss are working, te monitors them closely to see how they are doing and to help.
Mark work – Checking answers and corrects their work, if there any error. (5mins)
Sometime stu submit the task and Tr check after class because of time limitation.

Q&A - Tr call few stu to read answer.
Closure/Recap - Reviewing and clarifying the key points of a lesson. (2mins)
- To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
- To help organize student learning.
 Discussion - Actions or statements by a teacher that are designed to bring a lesson to a conclusion
 Q&A -
Reminder for teacher
I tell them with presentation.
I demonstrate what I want them to do with modeling.
I see if they understand what I've told them with checking for understanding, and
I tell them what I've told them by tying it all together with closure.
I aware my words to be positives.