Planning and designing my lesson required several hours, as I had to ensure that the activities aligned with both the literary aspects of The Little Match Girl and the Sustainable Development Goal (SDG) 2: Zero Hunger. Researching effective teaching strategies, creating engaging materials on Canva, setting up a Quizizz quiz, and structuring discussions all took significant time. While the hours spent were sufficient to cover these aspects, additional time would have allowed me to refine differentiation strategies and anticipate possible classroom challenges.

Overall, I am satisfied with my micro-teaching session. The lesson was well-structured, and students responded positively and the discussion on literary devices. The lesson objectives were mostly achieved, as students demonstrated an understanding of the story’s themes and literary elements. Furthermore, integrating SDG 2 helped students connect the text to real-world issues, fostering critical thinking and empathy. However, I believe more explicit guidance on SDG themes could have strengthened this connection further.

If given another opportunity, I would make several enhancements. Firstly, I would allow more time for student discussions and peer interactions to encourage deeper engagement with the text and themes. Secondly, I would incorporate a real-life case study or documentary about hunger to reinforce the SDG 2 connection. Additionally, I would provide extra scaffolding for lower-proficiency students, such as vocabulary support and guided comprehension strategies, to ensure that all learners can fully engage with the lesson.

One of the major strengths of my lesson was the integration of technology. The use of Canva and Paper slips made the lesson more engaging and interactive. The lesson also successfully aligned with SDG 2, helping students connect literature to global issues. Moreover, the activities promoted critical thinking, particularly through the flow map analysis of literary elements.

However, there were some areas that needed improvement. Just the arrangement of the of the literary devices in the slides was not accordingly. Some students struggled with my instructions during the reflection part which indicates that I could have provided clearer instructions or a step-by-step guide till the end of the activity. Other than that I did a great job of teaching the students in class. 

My peers provided positive feedback on the lesson’s interactive elements, especially the use of Quizizz and group discussions. Their verbal feedback included appreciation for the lesson’s clear structure and engaging activities. Non-verbal cues, such as active participation and nodding during discussions, indicated that they were interested in the lesson. Some peers suggested that I could have provided more concrete examples of how SDG 2 connects to real-life scenarios, which is a valid point that I will consider in future lessons. This feedback is valuable, as it highlights areas where I can improve my teaching approach, particularly in embedding SDG themes more effectively.

Reflecting on this session, I am generally satisfied with my teaching experience. It reinforced my ability to design engaging and meaningful lessons while integrating sustainability themes. This session has contributed to my growth as a teacher, particularly in understanding the importance of time management, scaffolding for different proficiency levels, and making real-world connections in literature lessons. Moving forward, I will focus on refining my differentiation strategies and ensuring a smoother integration of SDG elements into my teaching practices.