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COORDINACIN DE IDIOMAS

CICLO ESCOLAR 2015-2016

LESSON PLAN
ND

NOVEMBER 2
Schools name:

N/A

Grade and unit:


st
1 Grade Unit 2 Product A

CCT:

N/A

Product:
Illustrated instruction manual to make an
object (kite, origami, masks)

Environment:
Educational and Academic
Stage(s):

Choose an instruction
manual to put together an
object.

RD

TO NOVEMBER 23

Instructors name:

N/A

ID:

N/A

Social practice:
Follow steps in a set of instructions in order to make a product
Specific competence:
Read illustrated sets of instructions in order to assemble an object

Doing with the language (Activities):


Session 1
15 minutes
*Start every session by greeting students.
* Model every activity before you make students work on it.
Print flashcards 1 to 6 for this session.
Introduce the topic of Animals with the song: These are the sounds the animals make (use the first link
located in the Reference section of this lesson plan) and have students listen. Then play it again and ask
them to say some of the animals mentioned in the song.

Knowing about the language


(Background):

Animals
- dog
- cat
- frog
- rabbit
- bear

Write the word Masks on the board, read it aloud, show flashcard 1 and make students read it aloud too.
Tell them that a mask is something used to cover the face.
Write the words dog, cat, frog, rabbit, and bear on the board; read the first one and cover your
face with image 2. Repeat the action using images 3 to 6. You may color the templates as shown in image
24. Do the same again, but now make students tell you the corresponding words.

Give the flashcards to some students, then mention the animals in different order and make them put on
the mask when they hear the name of the animal (have them say the word aloud while putting the mask
on), elicit the rest of the group to imitate the sounds of the animals when they hear their names.

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Question and answers


15 minutes
Is it a ___?
Place images 2 to 6 in different parts of the classroom, mention one of them and have students point to Yes, it is.
the correct image. For example: Say rabbit and have a student stand up and go to point at the correct No, it is not.
image saying aloud rabbit. Repeat the activity with the other images.
Lesson Plan designed by TPA Ofelia Saavedra Noriega

Now point to the image of the cat and make students say the correct word; point to the image of the
dog and make students say the correct word. Do the same with the other images.
Then put on the mask of the rabbit and ask students Is it a cat? Have them answer No, it is not; put on
the dog mask and say the question Is it a bear? Have them answer No, it is not; put on the frog mask
and say the question Is it a frog? Have them answer Yes, it is; put on the bear mask and ask Is it a
dog? Have them answer No, it is not; put on the mask of the cat and ask Is it a cat? Have the answer
Yes, it is.
Place the flashcards on the board and write the questions in front of each image. Make students write the
correct answers in their notebooks.
20 minutes
Prepare little papers with the names of the animals (two cards per animal).
Fold the little papers and give them to ten students. Tell them to unfold the little papers and move around
the classroom looking for their pairs (they have to make the sound of the animal they have in the paper).
Once they are in pairs, make them say the name of the animal they have to the rest of the group and make
the corresponding sound.
Now write the following activity on the board and elicit students to go to the front to complete the words.
1
d__g
2
c__t
3
fr__g
4
rabb__t
5
b__ar
After they complete the exercise, make them read the complete words aloud.
Display the flashcards of the animals and ask the question What is it? Then say It is a ___. (make
students say the correct word to complete the answer). Repeat the activity with the rest of the images.
Show the flashcards one more time and make the boys ask the question What is it? Make the girls say
the answer It is a cat. Repeat the activity but now the girls will ask the question and the boys will say the
answer.
Session 2
15 minutes
Show students the two manuals (images 13 and 14). Explain that in those manuals they can find the
instructions to make an object. Point to the instructions in both manuals (be sure students identify them).
Mention some examples of instructions (use TPR), Say draw and draw something on the board; say
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Lesson Plan designed by TPA Ofelia Saavedra Noriega

write and write something on the board; say color and color a picture.
Tell students that they will vote to choose one of the two manuals. Draw a chart on the board, draw or
paste the frog in the first column and a rabbit in the second one (see example below). Put a check below
the image students choose. Then count them and tell students that they will work with the manual they
chose.

15 minutes
*Use realia to teach instructions.
Write the topic instructions on the board and elicit students to mention some examples of instructions
they remember. Then take a piece of paper and your scissors, cut the paper and say cut (be sure that
students see the action) and write the word on the board, now draw a frog on a piece of paper and say
draw and write the word on the board, then color the picture and say color and write the word on the
board, finally write the name of the animal (frog) and say write and write the word on the board.

Instructions
- cut out
- draw
- color
- write

cut out
draw
color
write
Repeat the instructions again, make students listen and repeat. Then ask some of them to say one
instruction aloud. Monitor and check pronunciation.
20 minutes
Write the instructions on the board, read them aloud and make students do choral repetition. Then ask a
student to read the first instruction aloud and his/her partners simulate the action. Repeat the activity with
three more students.
Draw the following pictures on the board and elicit students to go to front and write the correct word.
1.

2.
1.
_______

2.

3.
_______

4.
_______

_______

*Monitor the students work.


Have students open their notebooks and follow your instructions: first say write your name (you write
your own name on the board and be sure that they write theirs); draw a dog; color the dog, cut the
dog.
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Lesson Plan designed by TPA Ofelia Saavedra Noriega

Identify the instructions and


the list of materials.

Session 3
15 minutes
Prepare some school supplies to teach Material. Show your scissors and say scissors, show a pencil and
say pencil, show some crayons and say crayons, show some colors and say colors, show an eraser
and say eraser, show a sharpener and say sharpener, show a piece of paper and say piece of paper,
show a string and say string.

Material
- scissors
- pencil
- crayons
- colors
- eraser
- sharpener
- piece of paper
- string

Elicit students to put up the material you mention. Tell students show me your scissors, show me your
eraser, show me your colors, show me your sharpener, show me your pencil, show me your
crayons, show me a piece of paper, show me a string.
Question and answer
- Is it a ____?
- Yes, it is.
- No, it isnt.
- Are they ____?
- Yes, they are.
- No, they arent.

Show the corresponding material and elicit students to answer the questions.

1.
2.
3.
4.
5.
6.
7.
8.

Questions
Is it a pencil?
Is it an eraser?
Is it a sharpener?
Is it a piece of paper?
Is it a string?
Are they scissors?
Are they colors?
Are they crayons?

Answers
Yes, it is
Yes, it is.
Yes, it is.
Yes, it is.
Yes, it is.
Yes, they are.
Yes, they are.
Yes, they are.

10 minutes
Repeat the previous activity but now make students work the negative answers: No, it isnt; No, they
arent. (Show a different material to make them say the negative answer).
Session 4
15 minutes
Display the manual that students chose in the previous session, Tell students: This is a manual to make a
frog Ask students identify the instructions in the manual; make students read them out loud along with
you. Now make them identify the material in the manual and read them out loud along with you.
Write the following activity on the board and have students write it their notebooks. Tell students to write
the words from the rectangle in the right, in the corresponding column.

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Lesson Plan designed by TPA Ofelia Saavedra Noriega

Material

Instructions

cut

sharpener

pencil

write

draw

crayon

10 minutes
Print flashcards 7 to 12 to work this activity.
Now introduce the numbers. Jump one time and say one; jump two times and say two; jump three
times and say three; jump four times and say four; jump five times and say five; jump six times and
say six. Repeat the activity, make students jump and count. You may ask students do the activity by
lines, groups of three or four. Check space availability.

Cardinal Numbers
- 1 one
- 2 two
- 3 three
- 4 four
- 5 five
- 6 six

Use images 7 to 12. Clap one time, say one and show the figure of number 1. Repeat the activity with
numbers 2, 3, 4, 5 and 6.
one
two
three
four
five
six
15 minutes
Place the flashcards of the numbers on the floor and ask to one student stand up and go to the front.
(Model the activity before you make students work on it). Say the instruction: stand beside number 2, now
jump from number 2 to number 4, jump from number 4 to number 1, jump from number 1 to number 3,
jump from number 3 to number 6. Repeat the activity with three more students (you can have some
students say the instructions).
10 minutes
Draw a chart on the board (see the example below); elicit students to count the squares from left to right
in every column. Write the number on the right of the squares.
1
2
3
4
5
6
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Lesson Plan designed by TPA Ofelia Saavedra Noriega

Write the names of every number and have students read them aloud along with you. Elicit them to count
the letters of every name.
Session 5
15 minutes
Show flashcard 16 and explain students that the animals are in a race, then say: The rabbit is first, the cat
is second, the dog is third, the bear is fourth, and the frog is fifth.

Repeat the activity; make students say the ordinal numbers out loud. The point to the rabbit and say
first; point to the cat and say second; point to the dog and say third; point to the bear and say
fourth; point to the frog and say fifth. Repeat the activity; now elicit students to say the cardinal
numbers.

Ordinal Numbers
- 1st first
- 2nd second
- 3rd third
- 4th fourth
- 5th fifth
- 6th sixth

15 minutes
Write the ordinal numbers on the board. Then make students do choral repetition. Provide students with a
worksheet (image 17), explain them how to identify the ordinal number for every animal and mark the
correct one.
Make them say the ordinal numbers like: The frog is first, The dog is fourth, etc.
20 minutes
Draw six balloons on the board and make students draw them in their notebooks. The write the ordinal
numbers in letters as shown.

first

second

third

fourth fifth

sixth

Colors
- orange
- blue
- yellow
- green
- white
- pink
- purple
Lesson Plan designed by TPA Ofelia Saavedra Noriega

Show a yellow color and say; color the third balloon in yellow. Repeat the activity using different colors.
Make some students go to the front and show their notebooks. Encourage them to say the ordinal
numbers pointing to them.

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Session 6

- black
- brown
- red

10 minutes
Print flashcard 15 for this session (prepare cards with every color).

Place the flashcard on the board and say the color out loud pointing to it. Now show the cards of the colors
one by one and say the corresponding name, make students do choral repetition.
Place the cards on the wall, then ask a student to look for the yellow card and take it to you (students must
say the corresponding color when out loud. Repeat the activity with every card.
15 minutes
Balloon bop.
Blow up some balloons. Show a red balloon, throw it up and say out loud the balloon is red, do the same
with the rest of the balloons.
Choose five students, ask them to go to the front and make a circle. Throw the red, yellow, and blue
balloons. Students must keep the balloons on the air, every time they hit them must say the corresponding
color out loud. Repeat the activity with other balloons and students. Adapt the number of students playing
the activity according to your classroom size and space.
10 minutes
Use objects in the classroom for this activity. E.g. Point to the board and ask the question: What color is it?
Elicit them to say: It is _____. Show a notebook and ask the same question. Do the same with the other
colors.
Session 7
20 minutes
Have students work in pairs. Remember to model the activity first. Make them ask and answer: Whats
your favorite color? My favorite color is ______.
Have them write the question and their answer in their notebooks.
10 minutes
Write the following activity on the board and invite some students to go to the front to match the words
with the corresponding topic.

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Lesson Plan designed by TPA Ofelia Saavedra Noriega

cut

crayon
pencil
write
string
draw

MATERIAL

INSTRUCTIONS

20 minutes
Have students make cards with the numbers 1 to 5. Invite them walk around the classroom, show a
number to a classmate and ask the question: what number is it? his/her partner must say the answer
Its number ___. Monitor students work.
Session 8

Follow the steps in the


instruction manual to make
an object.

15 minute
Encourage students to complete the instructions.
1
2
3

______ the mask yellow.


______ the animal with your scissors.
______ your name with your pencil.

Motivate students to identify the 5 animals words they learned: dog, cat, frog, rabbit and bear.
D
J
Y
Q
L
N
D
Q
D
P

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J
B
Q
N
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T
D
M
C
T

H
I
J
P
T
H
O
R
X
R

H
S
D
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L
Z
E
X
V
I

W
V
O
F
U
Q
F
G
M
I

R
T
G
O
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F
C
F
E
J

S
V
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B
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A
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A
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E

O
B
P
B
E
B
C
S
Z
I

F
N
T
P
I
B
D
B
F
N

Lesson Plan designed by TPA Ofelia Saavedra Noriega

15 minutes
Ask students to follow your instructions.
1
2
3
4
5
6

Open your notebooks.


Draw a cat in your notebook.
Color the cat brown and white.
Cut out the eyes of the cat.
Cut the cat.
Write your name in your notebook.

20 minutes
Ask students the following questions and motivate them to answer: What is it? It is a cat; What color
is it? It is brown and white. Then make them work in pairs to ask and answer each other. Monitor the
activity.
Session 9
Use the object.
Achievements:
Identify topic, purpose, and
intended audience.
Recognize names and figures
that represent cardinal
numbers.
Select words to complete
instructions.
Establish correspondences
between the writing and
reading of words.

10 minutes
Explain students that they will work on the final product. Show the mask of the rabbit. Ask them What is
it? Elicit them to say It is a rabbit; What color is the rabbit? Its blue and pink.
Encourage them to take out the material you asked them previously. Have some students to say the
material they have.

Material
cardboard paper
scissors
pencil
crayons
string
Provide the template of the rabbit.

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Lesson Plan designed by TPA Ofelia Saavedra Noriega

10 minutes
Write the following instructions on the board ad have students read them aloud along with you:
1
2
3
4
5
6

Color the rabbit mask blue and pink.


Cut out the mask.
Punch the holes.
Strengthen the holes for the string.
Put a string in the holes.
Try on the rabbit mask.

Make students read them by themselves and use TPR.


20 minutes
Guide students to follow the instructions to make the rabbit mask.
10 minutes
Encourage students to put their masks, walk around the classroom to introduce themselves with their
classmates.

Reference:
st
Syllabus, cycle 1, 1 Grade

https://www.youtube.com/watch?v=t99ULJjCsaM
http://www.firstpalette.com/Craft_themes/Animals/animalmasks/animalmask.html

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Assessment:
Yes/No questions checklist
Did the student identify the animal? Yes, No

Lesson Plan designed by TPA Ofelia Saavedra Noriega

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Lesson Plan designed by TPA Ofelia Saavedra Noriega