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Provides week overview elements including theme vocabulary (animal, chicken, giraffe, rabbit and more), revised and new sight words, phonics practice for words ending with /-ug/-um/-un/-ut/, writing sentence frames, and structured daily activities. Includes preparation steps such as creating an animal train, introducing theme vocabulary, teaching a song, and planning shared reading with pre-reading prediction tasks and guided group reading using Dudu’s dream and DUZI BUGS anthology Story 1.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/grade-2-term-2-efal-lesson-plan-week-1-overview/492058/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/grade-2-term-2-efal-lesson-plan-week-1-overview/492058.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main theme and key vocabulary for Week 1?","Question",{"text":113,"@type":114},"The main theme is Animals. Theme vocabulary includes animal, chicken, giraffe, rabbit, tortoise, duck, elephant, crocodile, lion, zebra, hippo, rhino, and pet, with a focused set also used in lessons (elephant, crocodile, lion).","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which sight words and phonics patterns are highlighted in the plan?",{"text":118,"@type":114},"New sight words are we, use, can, so, and revised sight words are of, it, is, for. Phonics teaching targets words ending in /-ug/-um/-un/-ut/, including bug, jug, mug, hug; bun, run, fun, sun; gum, hum, mum, sum; cut, nut, hut, -put.",{"name":120,"@type":111,"acceptedAnswer":121},"How does the plan support understanding during shared reading and group reading?",{"text":122,"@type":114},"Shared reading uses a pre-read purpose that asks learners to predict what the story is about and includes a picture walk-through and discussion questions. Guided reading uses PATS (Point, Act, Tell and Say) for vocabulary, follow-instruction practice, and anthology reading for Story 1: Lots of bugs (pp. 1-5).","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},492058,1791306184,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","GRADE 2  \nWEEK 1 OVERVIEW  \nPURPOSE  \nTheme 5: Animals  \nTHEME VOCABULARY  \nanimal, chicken, giraffe, rabbit, tortoise, duck, elephant, crocodile, lion, zebra, hippo, rhino, pet  \nNEW SIGHT WORDS we, use, can, so  \nREVISED SIGHT WORDS  \nof, it, is, for  \nPHONICS Teach new phonics: words ending in /-ug/-um/-un/-ut/  \nWords: bug, jug, mug, hug; bun, run, fun, sun  \nWords: gum, hum, mum, sum; cut, nut, hut, -put  \nWRITING FRAME  \nLearner completes sentences.  \nMy favourite animal is a/an    \nI like it because   . Choose and copy a caption to match a picture.  \nBIG BOOK:  \nStory 1 Dudu’s dream DUZI BUGS ANTHOLOGY:  \nStory 1 Lots of bugs (pp. 1-5)  \nPREPARATION  \nCut out pictures of different animals using the theme vocabulary as a guide.  \nDraw a picture of a train with open carriages and number each carriage. Place the animal pictures in each open carriage or coach.  \nUse the animal train to introduce the theme vocabulary during the week.  \nWrite the “question of the day” in large print on the board before the lesson begins.  \nDraw a 3-column graph below the “question of the day” and include the answer option below.  \nFind and cut out pictures for words beginning with the /j/ sound. You will use these on Thursday and Friday.  \nINTRODUCE THE THEME  \nSHOW  \nRefer learners to the pictures of the animals in DBE Workbook 1 (pp. 42–43) or the picture of the animal train you have made.  \nSAY  \nTalk about the different animals in the picture.  \nExplain that this week we will learn about different animals.  \nTEACH  \nTeach learners the theme vocabulary words for the week.  \nExplain that learners will use these words to build their personal dictionaries (when they work on their Theme Books while you are working with the group guided reading group) . Explain that they will also use these words during the writing lesson this week.  \nMONDAY  \nListening and speaking 5 minutes  \nDAILY ACTIVITIES  \n1. Greet the learners in English using the greeting they learnt in Term 1.  \n2. Introduce the theme for the week.  \n3. Teach the song to the learners.  \n4. Tell your “news”, for example:  \nSay: “On the weekend I went to the zoo. I saw a crocodile, an elephant and a lion. What did you doon the weekend?”  \nAsk a few learners to tell you what they did on the weekend starting  \nwith the same sentence frame that you used: “On the weekend I .”  \nRepeat this process each day until most learners have had a chance to tell their news.  \nSONG  \n\n| SONG\u003Cbr>Song can be found in DBE Workbook 1.(p. 9) | Lyrics | Movement |\n| --- | --- | --- |\n|  | Old MacDonald had a farm\u003Cbr>Old MacDonald had a farm, E-I-E-I-O\u003Cbr>And on his farm, he had some cows, E-I-E-IO\u003Cbr>With a moo, moo here and a moo, moothere,\u003Cbr>Here a moo, there a moo,everywhere amoo, moo.\u003Cbr>Old MacDonald had a farm, E-I-E-I-O\u003Cbr>(Note: Each time you sing a verse, name a different animal and the corresponding animal sound. ) | Mime the look of the animal, for example:\u003Cbr>Learners put their hands on top of their heads with two fingers raised to represent the horns of the cow.\u003Cbr>Learners make swimming movements forthe duck.\u003Cbr>(Note: Make the sounds realistic, for example:“moo-moo” and “quack-quack”.) |\n|  | To listen to the tune for this song go to: [https://youtu.be/z26DWJKwBHU](https://youtu.be/z26DWJKwBHU) |  |\n\nTHEME VOCABULARY  \nelephant, crocodile, lion  \nVOCABULARY BUILDING AND COMPREHENSION  \n1. Use the PATS methodology (Point, Act, Tell and Say) to teach and explain the meanings of the theme vocabulary.  \n2. Ask learners to follow instructions such as: “Stand up, walk to the door and open it.”  \n3. Use the checklist to record learners’ abilities to demonstrate an understanding of basic vocabulary and actions.  \nShared reading 10 minutes  \nTEXT TYPE/GENRE Big Book/Fiction  \nThis is a fiction story. Fiction means made-up stories written by a writer (author) . This book is about a little girl dreaming about animals. This story is not real; one can never fly with balloons out of a window or talk to ani","cbCaiqFMAdvm4xvf","https://ap.wps.com/l/cbCaiqFMAdvm4xvf","pdf",1163995,110,"English","# WEEK 1 OVERVIEW\n## Purpose\n## Theme vocabulary\n## Phonics\n## Writing frame\n## Preparation\n## Introduce the theme\n## Monday daily activities\n## Theme vocabulary and comprehension\n## Shared reading\n## Group guided reading and theme books","[{\"question\":\"What is the main theme and key vocabulary for Week 1?\",\"answer\":\"The main theme is Animals. Theme vocabulary includes animal, chicken, giraffe, rabbit, tortoise, duck, elephant, crocodile, lion, zebra, hippo, rhino, and pet, with a focused set also used in lessons (elephant, crocodile, lion).\"},{\"question\":\"Which sight words and phonics patterns are highlighted in the plan?\",\"answer\":\"New sight words are we, use, can, so, and revised sight words are of, it, is, for. Phonics teaching targets words ending in /-ug/-um/-un/-ut/, including bug, jug, mug, hug; bun, run, fun, sun; gum, hum, mum, sum; cut, nut, hut, -put.\"},{\"question\":\"How does the plan support understanding during shared reading and group reading?\",\"answer\":\"Shared reading uses a pre-read purpose that asks learners to predict what the story is about and includes a picture walk-through and discussion questions. Guided reading uses PATS (Point, Act, Tell and Say) for vocabulary, follow-instruction practice, and anthology reading for Story 1: Lots of bugs (pp. 1-5).\"}]","Grade 2 Term 2 EFAL Lesson Plan - Week 1 Overview | PDF",1790856937,277]