SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2019-2020

LESSON PLAN

School’s name CCT Instructor’s name ID

Grade and unit Product Level of proficiency and competence

1st Grade Product 5 Illustrated card index with words that rhyme Awareness: Learner is sensitive to the existence of a
language other than his mother tongue and is familiar
with it; reacts and responds to basic and personal
communication needs in routine contexts.
Social Learning Environment Learning outcomes
Literary and ludic - Explores rhymes and stories in verse.
Communicative activity Social practice of the language - Listens to the reading of rhymes and stories in verse.
Literary Expression Understand rhymes and stories in verse. - Explores pronunciation.
- Explores the writing of rhymes and stories in verse.
Suggested activities Knowing about the language
Session 1 (Background)
Warm up: 5 minutes - sit down - run - walk
Material: Song - stand up - fly
Work some commands and verbs with your students. Watch the following video and adapt it to your students - stop - swim
(https://shorturl.at/ortI5).
Presentation: 15 minutes
Material: N/A
Write the topic “Words that rhyme”. Then write the following examples “book-cook”, “shoe-blue”, “you-two”, - book - cook
“three-me”. Say the words aloud and have the students to repeat them after you. Explain that the rhyming words - shoe - blue
have the same or similar ending sound. Write the following poem. - you - two
Rain, rain, go away, - three - me
Come again some other day
Little Johnny wants to play,
Rain, rain, go away
Play the following video and have the students say the rhyming words aloud along with you - rhyme
https://shorturl.at/awBHY. Repeat the activity and motivate the students to sing the song. Write the poem. Read it - sing
aloud and have the students read it along with you. Elicit the rhyming words; invite some students to circle them - poem
(away, day and play). Afterwards, write on the board the title, Rhymes.

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Practice: 15 minutes - rat - sat
Material: N/A - mom - Tom
Write the following examples of rhyming words such as, “rat, sat, mom, Tom, face, place, glue, blue”. Elicit some - face - place
rhyming words. Make the group participate by correcting if the words rhyme or not. Write the words and ask some - glue - blue
volunteers go to the board to circle and say them aloud.
Production: 10 minutes
Material: N/A
Draw some pictures on the board like the following. Say aloud the corresponding names. Motivate the students to - eye - bike
identify the pictures, which names rhyme. Then write the corresponding names of the words that rhyme. - sun - son
- cloud - loud
- bench - wrench

Wrap up: 5 minutes

Material: Song
Play the song of the words that rhyme https://shorturl.at/awBHY and motivate the students to sing and dance.
Repeat the activity.
Suggested activities Knowing about the language
Session 2 (Background)
Warm up: 5 minutes
Material: N/A
Play the song of the words that rhyme https://shorturl.at/awBHY and motivate the students to sing and dance.
Repeat the activity.
Presentation: 5 minutes - What word rhymes with ____?
Material: N/A - star
Write a list of words on the board. Have students read them along with you several times. Ask students, “which - cook
word rhymes with book? Elicit “cook rhymes with book”. Repeat the other words. Provide more examples, such as: - car
nose, rose, toes, clown, brown, down, mouse, house, blouse, rat, cat, mat, bed, red, Ted, glue, blue, shoe, man, - circle
pan, ran, etc. Make the activity fun. E.g. Tell them to stand up when they hear the rhyming word (give them one - paste
wrong and one correct option).
Practice: 10 minutes - roses
Material: Song - pocket
Write the following children song. Sing it and motivate the students to sing it along with you. Invite some students - posies
to identify the words that rhyme and circle them. - Atishoo!
Ring A Ring O’ Roses - fall down
A Pocket full of posies
Atishoo! Atishoo!
We all fall down

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Production: 20 minutes - van
Material: Template 1 - dad
Hand out template 1 and help students circle the correct word that rhymes with the image by telling them the - tap
name of the image and helping them read the options, e.g. van-red, van-can or van-map. Provide an example on - hat
the board. Once they are finished, have students color the images and the word that rhymes with it. - cab
- ham
- can
- mat
- fan
- rat

Wrap up: 10 minutes

Material: N/A
Ask students to paste the template in their notebook and color it. Play the words that rhyme song as background.
Suggested activities Knowing about the language
Session 3 (Background)
Warm up: 5 minutes - Ted - red
Material: N/A - sack - black
Have students think about rhyming words for the names of colors, e.g. blue-two, red-Ted, black-sack, gray-say, etc. - gray - say
Write them on the board afterwards to provide a visual aid for students.
Presentation: 20 minutes
Material: N/A - buckle - straight
Ask students to copy the following rhyme from the board and help them find the rhyming words. Students can color - shut - pick up
each set of rhyming words with a specific color. For example, two and shoe green, four and door red, etc. - sticks - begin again
One, two, buckle my shoe
Three, four, shut the door
Five, six, pick up sticks
Seven, eight, stand up straight
Nine, ten, begin again!
Practice: 5 minutes
Material: Template 2
Point to different objects inside the classroom of different colors (for example your clothes, the board, the wall,
etc.), and elicit the corresponding color.
Production: 15 minutes - nose
Material: Template 2 - rose
Provide a copy of template 2 to each student. Point to each word (motivate students to do the same) and read it - clown
aloud. Have students read them along with you. Ask them to listen carefully and color the petals of rhyming words - brown
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with the same color. Say: Color the word “car” and its rhyming word pink. Color the word “book” and its rhyming - star
word green. Color the word “mouse” and its rhyming word red. - car
- mouse
- house
-rat
-cat
-bed
-red
- glue
- blue
- man
- pan
Wrap up: 5 minutes
Material: N/A
Have students work in pairs. One student says a word and the other responds with its rhyme. For example, student
A: Car, students B: Star
Suggested activities Knowing about the language
Session 4 (Background):
Warm up: 5 minutes
Material: N/A
Elicit the words that rhyme with the colors, blue, black, gray, etc. Play the song about words that rhyme and
motivate the students sing it along with you.
Presentation: 15 minutes - cat - cap
Material: Song: https://bit.ly/2P3ls4x - bat - nap
Play the song a couple of times for students to listen only. Afterwards, elicit the rhyming words from the song. Play - hat - pad
it once again and ask students to stand up quietly when they hear words that rhyme with cat (pause the audio at - rat - lad
0:37). Do the same with the other key words; fan (pause at 0:58), cap (pause at 1:13), sad (pause at 1:27) and pen - fan - pen
(stop at 1:59). - pan - men
- can - dad
Hello kids! - man - tap
- map - ten
Are you ready? - hen - sad
Let’s rhyme!
Let’s go!
Cat – Bat – Hat – Rat
These are rhyming words, rhyming words, these are rhyming words. Let’s rhyme!
Fan – Pan – Can – Man
Cap – Map – Nap – Tap
Dad – Sad – Pad – Lad
Pen – Men – Hen - Ten

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Practice: 15 minutes
Material Song: https://bit.ly/2P3ls4x
Write all the words from the song on the board in random order. Play the song and ask students to group the words
into three different rhyming groups in their notebooks. Play the song at least twice for each student to self-assess
his/her work.
Production: 10 minutes
Material: Song: https://bit.ly/2P3ls4x
Assign each row of students a set of rhyming words from the last activity. Play the song in low volume and have
students sing along when it is their turn.
Wrap up: 5 minutes
Material: Song: https://bit.ly/2P3ls4x
Write the sets of rhyming words from the lyrics above, e.g. Cat – Bat – Hat – Rat and have students chant the song
in pairs to each other.
Suggested activities Knowing about the language
Session 5 (Background):
Warm up: 10 minutes
Material: Die
Write on the board the new words and choral drill them a couple of times. Ask a random student to roll the die. - sun - door
Then, the students then has to circle the word that rhymes with the number he/she got (allow his/her row to help). - shoe - knife
Give the row one point if the correct rhyming word was circled. Continue playing the game until all the words have - tree - pigs
been circled. If the die lands on the same number, the die has to be rolled again.
Presentation: 10 minutes
Material: N/A
Write the following chart on the board. Ask the students the following questions; elicit the correct rhyming words.
1- What rhymes with one? (sun)
2- What rhymes with two? (shoe)
3- What rhymes with three? (tree)
4- What rhymes with four? (door)
5- What rhymes with five? (hive)
6- What rhymes with six? (sticks)
7- What rhymes with seven? (eleven)
8- What rhymes with eight? (mate)
9- What rhymes with nine? (mine)
10- What rhymes with ten? (hen)

Practice: 15 minutes
Material: Cut out post-it-size slips of paper
Have students write three sets of rhyming words (provide the sets of rhyming words on the board, e.g. one – sun,
two- shoe) using the slips of paper and color the borders.

Production: 10 minutes

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Material: N/A
Have students play Find the Rhyme in pairs (or trios) and tell them they have to say aloud each word they flip.
Wrap up: 5 minutes
Material: N/A
Write in advance the rhyming words in pieces of paper and paste them on the board to play memorama with the
whole group.
Suggested activities Knowing about the language
Session 6 (Background):
Warm up: 5 minutes
Material: Image 2
Show the students the first square of image 2 and elicit the story it is about. The name of the story is The Cat and
the Rat.

Presentation: 15 minutes -mat

Material: Image 2 -sat
The Cat and the Rat -ran
A rat
The big cat
The red mat on the rat.
The cat sat on the mat.
The cat pat the mat.
Oh! A rat! I see a rat!
The rat ran and ran.
The cat ran to get the rat.
The rat ran away.
The cat did not get the rat.

Practice: 15 minutes
Material: N/A
Write the story on the board and ask students to copy the rhyming words in a numbered list.
Production: 10 minutes
Material: N/A
Write the following poem on the board and motivate the students to underline the rhyming words.
Gold fish, red fish
Swimming all around
Gold fish, red fish
Never make a sound

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Wrap up: 5 minutes
Material: N/A
Ask the students to write the poem in their notebooks.
Suggested activities Knowing about the language
Session 7 (Background):
Warm up: 5 minutes
Material: Blank sheet of paper
Tell students they will create an illustrated card index with words that rhyme. Give each student a sheet of paper.
Elicit some rhyming words.
Presentation: 15 minutes
Material: Image 1
Follow one by one the next steps to show and have students make an index cardholder. Make sure students follow
the instructions along with you.

Practice: 10 minutes
Material: Slips of paper
Provide each student with an even number of slips of paper (at least six, so they can make at least three pairs of
illustrated rhyming index cards). Ask them to illustrate and label each index card. Ask them to put the cards in the
holder as shown below. Encourage some students to go to the front, show their holders, point to each card and say
the words aloud.

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Production: 15 minutes
Material: N/A
Divide the group into 2 o 4 teams (depending on the set of cards finished) and tell students the will play a game
called memory game, explain that they should find the rhyming word of the card they flip; also they should
pronounce every card they flip even if it’s not the matching card. Model the 1 st example. The student with the most
pairs will be the winner.
Wrap up: 5 minutes
Material: N/A
Pass to the front the first, second and third place winners.
Assessment tools: References and resources:
Observation Aprendizajes Clave, 1st Grade

In order to have a successful class development it is very important to:

• Make sure all the activities and aspects of the class help you fulfill the achievements.
• Provide short, clear instructions and always model an example to assure that students know what to do in each activity.
• Be aware of timing and optimize it; manage time to assess and register students’ performance.
• If possible, use extra materials for each class. They should be appropriate (according to students’ age and level), meaningful and varied.
• Every class must be planned, even the classes that are not regular such as spelling bees, reviews, exam administrations, etc.
• When filling in the lesson plan form; be descriptive in the procedure you are going to follow, divide the tasks into sessions and set expected time for each activity for a
better organization.

Principal’s name and signature: Date:

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 Template 1 Template 2

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 Image 1

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 Image 2

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