Lesson Title: Exploring Traditional and Modern Houses Learning Intention: Students will be able to compare and contrast traditional and modern houses, identify key features of each, and understand the importance of preserving traditional architecture. Success Criteria: 1. Students will be able to identify at least 3 differences between traditional and modern houses. 2. Students will be able to describe the key features of a traditional house. 3. Students will be able to explain why it is important to preserve traditional architecture. Introduction: Begin the lesson by showing pictures of traditional and modern houses to the students. Ask them to discuss with a partner what they notice about each type of house. Lead a class discussion on the differences they observe. Main Part: 1. English: Read a short story about a family living in a traditional house. Discuss the setting and how it differs from modern houses. 2. Mathematics: Have students create a Venn diagram to compare and contrast traditional and modern houses. 3. Environmental Studies: Discuss the impact of modern architecture on the environment and the importance of preserving traditional houses. 4. Physical Education: Have students participate in a role-playing activity where they act out living in a traditional house. 5. Religious and Moral Education: Discuss the cultural significance of traditional houses in different communities. 6. Arts: Have students draw and color their own traditional house design. Plenary: Review the key differences between traditional and modern houses. Ask students to share one thing they learned during the lesson. Differentiation: - Provide visual aids for visual learners. - Offer additional support for students who may struggle with the concept of comparing and contrasting. - Allow students to work in pairs or small groups for collaborative learning. Assessment Strategies: - Observe students during the role-playing activity to assess their understanding of traditional houses. - Review students' Venn diagrams to see if they accurately compared and contrasted traditional and modern houses. - Have students write a short paragraph explaining why it is important to preserve traditional architecture. Higher Order Thinking Questions: 1. Why do you think some communities choose to build traditional houses instead of modern ones? (Evaluating) 2. How might the design of a house reflect the values and beliefs of the people who live in it? (Analyzing)

Lesson Title: Exploring Our World Learning Intention: To develop an understanding of English, mathematics, environmental studies, physical education, religious and moral education, and arts. Success Criteria: By the end of the lesson, students will be able to demonstrate knowledge and understanding of the different subjects through active participation and completion of activities. Introduction: - Begin the lesson by discussing the importance of learning about different subjects and how they are interconnected in our daily lives. - Introduce the topics that will be covered in the lesson: English, mathematics, environmental studies, physical education, religious and moral education, and arts. Main Part: 1. English: - Introduce a short story or poem related to the environment. - Discuss the main characters, setting, and plot. - Ask students to write a short paragraph summarizing the story. 2. Mathematics: - Introduce a math problem related to the environment (e.g. calculating the area of a garden). - Guide students through solving the problem step by step. - Provide opportunities for students to practice similar problems independently. 3. Environmental Studies: - Show pictures or videos of different ecosystems. - Discuss the importance of protecting the environment. - Have students create a poster or drawing depicting ways to conserve the environment. 4. Physical Education: - Lead students in a short exercise routine focusing on strength and flexibility. - Discuss the benefits of regular physical activity. - Have students practice different exercises and stretches. 5. Religious and Moral Education: - Discuss the importance of kindness and respect towards others. - Share stories or examples of moral values in action. - Have students write a short reflection on a time when they showed kindness to someone. 6. Arts: - Introduce a famous artist or art movement related to nature. - Show examples of their work and discuss the techniques used. - Have students create their own artwork inspired by nature. Plenary: - Review the main points covered in each subject. - Ask students to share one thing they learned or enjoyed during the lesson. - Encourage students to ask any questions they may have. Differentiation: - Provide additional support for students who may need it during independent work. - Offer extension activities for students who finish early. - Use visual aids and hands-on activities to cater to different learning styles. Assessment Strategies: - Observe students' participation and engagement during discussions and activities. - Review students' written work for understanding and accuracy. - Use informal questioning to assess students' comprehension of the topics covered. Higher Order Thinking Questions: 1. How do you think the characters in the story could have solved their problem differently? (Analyzing) 2. Can you think of any real-life situations where math skills are important for protecting the environment? (Applying) 3. Why do you think it is important to show kindness and respect towards others, even when it is difficult? (Evaluating)

Title: The Math Adventure Quiz Once upon a time, there were two friends named Lily and Sam who loved going on math adventures together. One day, they decided to go on a journey to solve some addition and subtraction problems. Are you ready to join them on their math adventure? Let's begin! 1. Lily had 5 apples, but she gave 2 apples to Sam. How many apples does Lily have now? a) 3 b) 7 c) 2 2. Sam found 4 shiny marbles on the ground. He then lost 1 marble while playing. How many marbles does Sam have left? a) 3 b) 5 c) 1 3. Lily and Sam went to the store and bought 6 candies. If they ate 2 candies on the way home, how many candies do they have left? a) 4 b) 8 c) 2 4. Sam had 3 toy cars, and Lily gave him 2 more toy cars as a gift. How many toy cars does Sam have now? a) 5 b) 1 c) 3 5. Lily had 7 balloons, but she accidentally let go of 3 balloons. How many balloons does Lily have left? a) 4 b) 10 c) 3 Great job on completing the Math Adventure Quiz! How many questions did you get right? Keep practicing your addition and subtraction skills to become a math wizard like Lily and Sam!

Lesson Title: Exploring Shapes in the Environment Learning Intention: Students will be able to identify and describe different shapes in their environment. Success Criteria: 1. Students will be able to identify at least 5 different shapes in their surroundings. 2. Students will be able to describe the properties of each shape they identify. 3. Students will be able to create a simple drawing of a scene using the shapes they have identified. Introduction: Begin the lesson by discussing with the students the importance of shapes in our everyday lives. Show them examples of different shapes in the classroom and ask them to identify and describe them. Main Part: 1. Introduce different shapes such as circles, squares, triangles, rectangles, and ovals. 2. Take the students on a shape hunt around the school grounds, asking them to identify and describe the shapes they see. 3. Back in the classroom, have the students draw a simple scene using the shapes they have identified. Plenary: Review the shapes that the students found during the shape hunt and discuss any challenges they faced. Ask students to share their drawings with the class and explain the shapes they used. Differentiation: - Provide visual aids for students who may struggle with identifying shapes. - Pair students up to work together during the shape hunt to support each other. - Offer additional shapes for students who finish early to challenge themselves. Assessment Strategies: - Observe students during the shape hunt to see if they are able to identify and describe shapes accurately. - Review students' drawings to assess their understanding of shapes and their properties. Higher Order Thinking Questions: 1. How can you use different shapes to create a pattern in your drawing? (Analyzing) 2. Can you think of a real-life object that is made up of a combination of different shapes? (Evaluating)

Subject: Important Notice: Grade 2 Formative Assessments Dear Parents, I hope this email finds you well. I am writing to inform you that grade 2 will be having formative assessments by the end of this month. These assessments are designed to help us understand your child's progress and identify areas where they may need additional support. Formative assessments are an important part of our teaching and learning process, as they provide valuable feedback that helps us tailor our instruction to meet the needs of each student. We encourage you to support your child in preparing for these assessments by reviewing their classwork and homework, and helping them practice any skills or concepts they may be struggling with. If you have any questions or concerns about the upcoming formative assessments, please do not hesitate to reach out to me or your child's teacher. We appreciate your continued support and involvement in your child's education. Thank you for your attention to this matter. Sincerely, [Your Name] [School Name] Grade 2 Teacher

Lesson Title: Fun Ice Breaker Activities Learning Intention: To engage students in fun ice breaker activities to help build relationships and create a positive classroom environment. Success Criteria: 1. Students will actively participate in ice breaker activities. 2. Students will demonstrate good listening and communication skills. 3. Students will work collaboratively with their peers. Introduction: Begin the lesson by explaining to the students the importance of getting to know each other and building positive relationships in the classroom. Discuss how ice breaker activities can help break the ice and create a fun and welcoming environment for everyone. Main Part of the Lesson: 1. Share new knowledge: Introduce different ice breaker activities such as "Two Truths and a Lie", "Human Knot", and "Name Bingo". Explain the rules and objectives of each activity. 2. Stimulate discussion points: Ask students how they feel about meeting new people and participating in ice breaker activities. Encourage them to share their thoughts and experiences. 3. Activity: Divide the students into small groups and have them participate in the ice breaker activities. Allow time for each group to complete the activities and encourage them to communicate and work together. Plenary: Gather the students back together and discuss their experiences with the ice breaker activities. Ask them what they enjoyed about the activities and how they felt afterwards. Reinforce the importance of building positive relationships in the classroom. Differentiation: - Provide visual aids or written instructions for students who may need extra support. - Pair students with different abilities together to encourage collaboration and support. Assessment Strategies: - Observe students' participation and engagement during the activities. - Listen to students' communication and teamwork skills. - Have students reflect on the ice breaker activities in a journal or group discussion. Higher Order Thinking Questions: 1. How did working together in a group help you complete the ice breaker activities? (Analyzing) 2. What strategies did you use to communicate effectively with your peers during the activities? (Evaluating) 3. How can ice breaker activities help create a positive classroom environment for everyone? (Creating)

Sure! Here's a brain teaser for you: I speak without a mouth and hear without ears. I have no body, but I come alive with the wind. What am I? Take your time to think about it and when you're ready, you can share your answer and we can discuss it together. Solution: The answer to the riddle is an echo. An echo is a sound that is reflected off a surface and heard again. It doesn't have a physical form, but it can be heard when sound waves bounce off objects and return to the listener's ears.

Lesson Title: Exploring Phonics Activities and Developing Phonemic Awareness Learning Intention: Students will be able to identify and practice phonics activities to improve their phonemic awareness. Success Criteria: Students will be able to demonstrate an understanding of phonics activities by participating in class discussions, completing activities, and showing improvement in phonemic awareness. Introduction: - Begin the lesson by discussing the importance of phonics and phonemic awareness in reading and writing. - Show examples of phonics activities such as word families, rhyming words, and sound blending. Main Part of the Lesson: - Introduce new phonics activities and demonstrate how to complete them. - Engage students in a discussion about the different sounds they hear in words and how they can use phonics to decode words. - Allow students time to practice the new activities independently or in small groups. Plenary: - Review the new phonics activities and ask students to share what they have learned. - Discuss any challenges or successes students experienced during the lesson. Differentiation: - Provide additional support for struggling students by offering one-on-one assistance or simplified activities. - Challenge advanced students by introducing more complex phonics activities or encouraging them to create their own activities. Assessment Strategies: - Observe students during class discussions and activities to assess their understanding of phonics. - Review completed activities to gauge students' ability to apply phonics skills. Higher Order Thinking Questions: 1. How can you use phonics to help you read unfamiliar words? (Analyzing) 2. Can you think of a word that rhymes with "cat" and "dog"? (Creating) 3. Why is phonemic awareness important for reading and writing? (Evaluating)

Lesson Title: Establishing Classroom and Whole-School Rules Learning Intention: Students will understand the importance of establishing classroom and whole-school rules and will be able to contribute to creating a set of rules for their classroom. Success Criteria: 1. Students will be able to identify the purpose of classroom and whole-school rules. 2. Students will be able to suggest and discuss appropriate rules for their classroom. 3. Students will be able to collaborate with their peers to create a set of rules for their classroom. Introduction: Begin the lesson by discussing the importance of rules in different settings, such as at home, in sports, and in the community. Explain that rules help to create a safe and respectful environment for everyone. Main Part of the Lesson: 1. Share new knowledge: Introduce the concept of classroom and whole-school rules. Discuss the difference between the two and why they are important. 2. Stimulate discussion points: Ask students to brainstorm examples of rules they think are important for their classroom. Encourage them to think about rules that promote kindness, respect, and cooperation. 3. Activity: Divide students into small groups and have them work together to create a list of rules for their classroom. Each group will then present their rules to the class for discussion and feedback. Plenary: Review the rules created by each group and work together as a class to create a final set of rules for the classroom. Discuss the importance of following these rules and how they will help everyone to have a positive learning environment. Differentiation: - Provide sentence starters or visual aids for students who may need extra support in generating ideas for rules. - Pair students with different learning styles together to work on the activity. - Offer additional support or guidance to students who may struggle with contributing to the discussion. Assessment Strategies: - Observe students during the group activity to assess their ability to collaborate and contribute to the creation of rules. - Review the final set of rules created by the class to assess students' understanding of the importance of rules and their ability to apply this knowledge. Higher Order Thinking Questions: 1. How do rules help to create a sense of community in our classroom? (Analyzing) 2. Can you think of a time when following a rule helped to prevent a problem? (Evaluating) 3. How might our classroom rules change if we were in a different grade level? (Creating)

Historical Newspaper Project: Reporting on Key Events in History Objective: To research, write, and design a historical newspaper article reporting on a key event in history, and compare it to current media content to analyze changes in reporting and media over time. Instructions: 1. Each student will be assigned a historical event to research and report on. Events can include but are not limited to: the signing of the Declaration of Independence, the Civil Rights Movement, the fall of the Berlin Wall, the moon landing, etc. 2. Research the event thoroughly, using primary and secondary sources to gather information. Take note of key facts, dates, and figures related to the event. 3. Write a newspaper article reporting on the event, following the format of a traditional newspaper article (headline, byline, lead paragraph, body paragraphs, conclusion). Include quotes from key figures involved in the event, and provide context and analysis to help readers understand the significance of the event. 4. Design a newspaper layout for your article, including headlines, images, and captions. Consider the layout and design elements that would have been used in historical newspapers from the time period of your assigned event. 5. Compare your historical newspaper article to current media content reporting on the same event. Analyze how the concept of reporting and media has changed over time. Consider factors such as the speed of information dissemination, the role of social media in shaping public opinion, and the influence of bias and misinformation in modern media. 6. Reflect on the concepts of responsibility and freedom in reporting. Discuss how the role of the media has evolved over time, and consider the ethical implications of reporting on historical events accurately and responsibly. 7. Present your historical newspaper article and analysis to the class, discussing your findings and insights on the changing landscape of media and reporting over time. By completing this project, students will gain a deeper understanding of historical events, develop critical thinking skills in analyzing media content, and reflect on the importance of responsible and ethical reporting in today's media landscape.