WEEKLY MACRO PLANNING

Year 2 Topic 5: I Am Special

Monday

Tuesday

Wednesday

Thursday

Friday

Listening &
Speaking

Phonemic Awareness

Reading

Writing

Language Arts

1.1
By the end of the 6year primary
schooling, pupils
will be able to
pronounce words
and speak
confidently with the
correct stress,
rhythm and
intonation

2.1
By the end of the 6-year
primary schooling, pupils
will be able to apply
knowledge of sounds of
letters to recognize
words in linear and nonlinear text.

3.1
By the end of the 6year primary
schooling, pupils will
be able to form letters
and words in neat
legible print including
cursive writing.

4.3
By the end of the 6year primary
schooling, pupils will
be able to plan,
organize and
produce creative
works for enjoyment.

1.1.3
Able to listen to,
say aloud and
recite rhymes or
sing songs

2.1.1
Able to recognize and
articulate initial, medial
and the final sounds in
single syllable words
within given context:

STAGES

Content
Standard

Learning
Standard

1.1.4

2.3
By the end of the 6-year
primary schooling, pupils
will be able to read
independently for
information and
enjoyment.

3.2
By the end of the 6year primary
schooling, pupils will
be able to write using
appropriate
language, form and
style for a range of
purposes.
2.3.1
Able to read simple texts
with guidance:

3.1.1
Able to write in neat
legible print:

(a) fiction

(a) words
(b) phrases

4.3.3
Able to take part with
guidance in a
performance based
on:
(c) stories

Able to talk about a

stimulus with
guidance

Set
Induction

1. Teacher enters
the classroom and
asks pupils to show
their body parts.
(recall)
Show me
your mouth!
2. Teacher repeats
with other body
parts. (eyes, mouth,
ears, tongue, etc)

Pre //
Presentation

1. Teacher
demonstrates with
the aid of PP
presentation.
I can smell with my
nose
2. Teacher repeats
with 5 different
senses. (touch,

(b)
2.1.2
Able to blend two to four
phonemes into
recognisable words and
read them aloud.
2.1.3
Able to segment words
into phonemes to spell.
1. Teacher enters the
classroom and
introduces a song to
pupils.
2. Pupils sing the song
with clapping.

1. Teacher introduces
phonemes to the pupils.

3.2.4
Able to spell common
sight words

1. Teacher shows a picture 1. Teacher plays the

1. Teacher asks
of a story entitled The
game Story Circle
the pupils
Little Red Riding Hood.
with the pupils.
which
2. Pupils guess the title of
2. Teacher holds a
character they
the story.
ball.
like the most
3. Teacher asks pupils
3. Teacher starts the
and why.
what they can see from
story with the event
2. Pupils tell
the picture.
that happened in the
their opinion
story Little Red
Riding Hood.
4. While passing the
ball, each pupil has to
build sentences to
create their story.
1. Teacher introduces the
1. Pupils are given a 1. Teacher reads the
ideas and difficult words
worksheet each to
story with pupils.
found in the story
be fill in.
2. Teacher writes pupils
responses on the
whiteboard.
3. Pupils give more
examples.
4. Teacher highlights the

smell, see, hear,

taste)
3. Pupils say out
after the teacher.

vocabulary items.

While //
Practice

1. Teacher gives
each pupil a
worksheet. (Rebus)
2. Teacher plays a
song.
3. While teacher
plays the song,
pupils complete the
worksheet by
listening to the
song.
4. Teacher plays
the song once
again.
5. Teacher checks
answer with pupils.

1. Teacher divides pupils

into two groups.
2. A pupil from Group 1
displays a word card and
say the word.
3. The group member
reads the word and
throws the bean bag into
the correct sound box.
4. Do this activity
alternately with Group 2.

1. Teacher distributes the

story
2. Pupils read the text
silently.
3. Teacher prompts
questions related to the
text.
4. Pupils need to answer 5
out of 7 questions
correctly.

Post //
Production //
Feedback

1. Teacher divides
pupils into four
groups.
2. Teacher prepares
checklist cards for
the pupils.

1. A pupil throws the

bean bag into the circle.
2. The pupil picks up the
word card on which the
bean bag lands.
3. The pupil reads and

1. Teacher divides the

class into 5 groups.
2. Each group gets a
chunk of the story.
3. In their own groups,
they need to role play the

1. Teacher cuts out

the sentence strips
and paste around the
class.
2. Pupils work in
pairs a runner and
a writer
3. The runner has to
read and memorise
every piece of
dialogue pasted in
the class. Then run
and say out the
dialogue to the
writer.
4. The writer has to
copy the dialogue in
neat legible writing
on the worksheet
given.
5. After writing all the
dialogue, rearrange
the dialogue into the
correct order.
1. Based on the
same dialogue,
every pupil needs to
rearrange the words
to form correct
sentences.

1. Teacher divides
pupils into groups.
2. Teacher guides
pupils to write
another scene and
continue the story.
3. Each group
memorize the
dialogue and
prepare for the role
play activity.

1. Every group
present their role
play in front of the
class.
2. Teacher gives
feedback.

Closure

3. Each group takes

turns to visit the
different tables.
4. Pupils record
what they see,
hear, taste and
touch in their
checklist.
5. Pupils describe
the objects using
the sentence
structures.
Eg: I see an
orange.
It is orange.
It feels rough.
It tastes sour.
1. Teacher recaps
the lesson.

segments the word on

the card.
4. The pupil sticks the
word card on the board.

chunk of story.
4. Pupils present their
work.

(individual work)

3. Teacher
announces the best
group and gives
reward to the group.

1. Teacher recaps the

lesson.

1. Teacher recaps the

lesson.

1. Teacher recaps
the lesson

1. Teacher recaps
the lesson.