Planning and delivering my micro-teaching session on The Lorax was an engaging and insightful experience. Our focus was on SDG 15: Life on Land, aiming to help students understand the importance of environmental conservation through literature. Designing the lesson required careful planning, from creating interactive activities to ensuring that the literary elements of the story were effectively integrated with the SDG theme.

We began the lesson with a warm-up session to set the tone. I asked students to close their eyes and listen carefully as I played an audio clip featuring birds chirping, followed by the sound of trees rustling. This served as a clue to the theme, helping students visualize a natural environment. To build curiosity, I then displayed two contrasting images a lush real tree and a mechanical tree to prompt discussion about what they were going to learn.

My partner, Athirai, then took over, introducing the literary devices and unveiling the title of our story, The Lorax. Students were given short story excerpts to read along, and midway through, we played short clips to deepen their understanding. The integration of multimedia made the lesson more engaging and enhanced comprehension of key themes.

The biggest moment was the introduction of SDG 15: Life on Land. We provided worksheets and facilitated a discussion on deforestation, pollution, and human responsibility toward the environment. To further reinforce learning, I conducted the final activity, dividing students into six groups and providing each with a goodie bag containing two envelopes.

The first envelope (purple-marked) contained a quote from The Lorax, prompting discussion on its significance.

The second envelope contained magic cards and sticks, where students were instructed to write compliments and draw illustrations related to the quote.

At the end, students pinned their work on a tree we had prepared in front of the classroom, symbolizing collective responsibility for nature. I concluded by emphasizing that while we had built a tree inside the classroom, we must also plant real trees outside in the world.

The lesson was well-planned and executed smoothly, thanks to my partner teacher, Athirai, who supported and guided me throughout the session. My lecturer and classmates gave positive feedback, particularly appreciating the interactive elements and creativity in lesson delivery. Many found the goodie bag activity and tree-building exercise to be brilliant and meaningful.

However, there were areas for improvement. My lecturer pointed out that I need to work on my pronunciation, which I will focus on improving. Additionally, while the lesson was engaging, I could have given clearer instructions for certain activities to ensure all students followed along smoothly. My partner did an excellent job, making the session lively and ensuring active participation.

Overall, this micro-teaching session was a valuable learning experience. It strengthened my ability to design an interactive and student-centered lesson, integrating both literature and real-world sustainability themes. Moving forward, I will focus on improving my delivery, refining my instructional clarity, and enhancing my pronunciation. This experience reinforced the importance of teaching beyond the classroom not just discussing environmental conservation but also inspiring action among students.