Educational Project Plan: "Introducing Myself"
Grade: 2nd Grade (Primary)
Main Issue: Students learn to introduce themselves and share personal information using the verb to be.
Scenario: Classroom
Teaching Methodology: Community-Based
Articulating Axis: Inclusion
| Component | Details |
|---|---|
| Project Duration | 4 weeks (16 sessions, 1 session/week, approx. 45 minutes each) |
| Goals | - Students can introduce themselves and share basic personal info (name, age, country).<br>- Use the verb to be correctly.<br>- Foster inclusive participation and respect diversity. |
| Resources Needed | Flashcards, images, mirrors, name tags, drawing materials, audio recordings, peer support tools |
| Moment | Activities | Time | Adaptations for Inclusion |
|---|---|---|---|
| Moment 1: Identification | Identify students' prior knowledge and language levels.<br>- Circle discussion: "Tell us your name."<br>- Show pictures of different people and ask: "Who is this?" | 10 min | Use visual aids and gestures to support understanding for all students.<br>Allow students to respond in the way they feel comfortable. |
| Moment 2: Recovery | Share and recall personal info.<br>- Students tell a partner their name and age.<br>- Use simple prompts like "My name is..." or "I am...". | 10 min | Pair students thoughtfully, considering diverse needs.<br>Use peer support and repeat instructions visually. |
| Moment 3: Planning | Design a classroom "Introducing Wall".<br>- Create name tags with pictures or drawings.<br>- Plan a simple presentation activity. | 15 min | Ensure activities are accessible; provide templates and support for students with special needs. |
| Moment | Activities | Time | Adaptations for Inclusion |
|---|---|---|---|
| Moment 4: Approach | Engage students in a "Meet and Greet".<br>- Practice saying "Hello, my name is..."<br>- Use role-play with puppets or pictures. | 10 min | Use visual cues, gestures, and peer modeling to make participation easier for all. |
| Moment 5: Comprehension and Production | Create personal "Introducing Booklets".<br>- Students draw or paste photos and write simple sentences (e.g., "I am...").<br>- Practice aloud. | 15 min | Offer sentence starters, visual supports, and alternative ways to express themselves. |
| Moment 6: Recognition | Share their booklets with classmates.<br>- Peer applause and positive feedback.<br>- Use a "show and tell" format. | 10 min | Encourage inclusive praise, respect all responses, and foster a supportive environment. |
| Moment 7: Correction | Provide gentle feedback.<br>- Highlight correct sentences.<br>- Use visual cues for corrections.<br>- Practice repeating statements. | 10 min | Use peer support, individualized feedback, and celebrate progress. |
| Moment | Activities | Time | Adaptations for Inclusion |
|---|---|---|---|
| Moment 8: Integration | Create a class "Introducing Wall".<br>- Display photos and names.<br>- Students practice introducing peers. | 15 min | Use accessible display methods; include students' ideas and contributions. |
| Moment 9: Dissemination | Share the project with other classes or parents.<br>- Students present or draw their introductions.<br>- Record videos or take photos. | 15 min | Use multiple formats (visual, oral, digital) to include all students' expressions. |
| Moment 10: Considerations | Reflect on the process.<br>- Group discussion: "What did we learn?"<br>- Students express their feelings. | 10 min | Use visual support, sentence starters, and allow alternative expression methods. |
| Moment 11: Progress | Celebrate achievements.<br>- Organize a small "introductions" party or sharing session.<br>- Distribute certificates or ribbons. | 15 min | Ensure celebrations are inclusive, accessible, and respectful of diversity. |
| Phase | Moment | Activities | Time (approx.) | Inclusion Strategies |
|---|---|---|---|---|
| Planning | Identification, Recovery, Planning | Prior knowledge assessment, visual aids, planning classroom displays | 35 min | Visual supports, peer inclusion, flexible responses |
| Action | Approach, Comprehension & Production, Recognition, Correction | Role-plays, drawing, sharing, feedback | 45 min | Differentiated activities, peer support, visual cues |
| Intervention | Integration, Dissemination, Considerations, Progress | Display, presentations, reflection, celebration | 55 min | Multiple expression formats, accessible materials, inclusive praise |
This comprehensive plan ensures that second-grade students learn to introduce themselves confidently, inclusively, and with understanding of basic verb to be structures, fostering community and respect in the classroom.