Based on my previous micro-teaching, I spent a week on designing our lesson plan and prepared all the materials. Personally, I am satisfied with what I had prepared for the lessons. Planning and designing my micro-teaching lesson on The Necklace is not an easy journey. My partner and I had discussed a lot on what to do to make the lesson interesting. This included researching sustainable development connections, structuring lesson activities, designing engaging materials, and anticipating student responses. If given more time, I would have explored additional real-world examples that further reinforce the themes of inequality and social mobility, aligning with the SDG that we chose, which is SDG 10: Reduced Inequalities. Unfortunately, we were told that we were lacking on the lesson objective part, which the lesson objectives were not aligning with our lessons. I wish I had taken more concern on that part. But I learned a new thing where the lesson objective needs to be tested on the lesson, not just conducting it, and assuming all my students already understand the lesson itself. 

Overall, I was moderately satisfied with my micro-teaching session. I managed to explain the plot of the short story to the students, and I could see some of them were understanding the plot because they had answered my question well. Students successfully identified Madame Loisel’s struggles with inequality and connected them to modern social disparities. Additionally, they engaged in discussions on how economic inequality affects real lives, fostering a deeper understanding of sustainable development goals. However, I noticed that some students struggled with drawing connections between the story and contemporary issues, indicating that I could have provided more scaffolding to guide their thinking.

If I ever had the opportunity to refine this lesson, I would use more real-life examples instead of just relying on The Necklace storyline, and I would introduce real-world examples of economic inequality, such as the wealth gap between urban and rural areas or gender-based wage differences. This would make the lesson more relatable. Secondly, I hope that I can facilitate deeper discussions. This is because, while students engaged in discussions, some struggled to go beyond surface-level interpretations. I could improve this by guiding the debate activity by giving them a few sentences or scenarios that they can use as their opening to the debate session. I realized that it is not a proper way to conduct the debate activity, especially for form 2 students. Thirdly, I would introduce a short video clip that shows how economic disparities impact people today. This would help bridge the gap between literature and global issues, making sustainability more tangible instead of showing them scenarios and asking them their opinion about the situation given. 

For the strengths part, I think the students were actively participating in dissecting the themes of The Necklace and its portrayal of social inequality. The discussion successfully raised awareness about economic inequality, aligning with the SDG framework. Next, the use of group work and open-ended questions encouraged critical thinking and student collaboration. However, it also has the weakness that the lesson was somewhat teacher-directed, with limited opportunities for students to generate their interpretations. Secondly, while some students engaged actively, a few were less involved. This was highlighted in the debate activity, where only students who have the ability and potential to speak English were encouraged in the debate session, while others felt left out. 

Peers noted that my explanations were clear, and my voice projection was good.  However, they also suggested that I should provide more structured prompts to guide student discussions. Additionally, some felt that while the SDG connection was present, a more explicit link to solutions such as policies or initiatives to reduce inequality, would strengthen the lesson. Overall, this micro-teaching session reinforced my understanding of how literature can serve as a powerful tool for discussing sustainable development. It challenged me to think beyond traditional literary analysis and incorporate real-world implications of social inequality. Teaching The Necklace through the lens of SDG 10 allowed students to engage critically with the text while considering broader societal issues. This experience has strengthened my ability to design meaningful, globally relevant lessons, reinforcing my role as an educator who fosters awareness of social justice and sustainability through literature.