LESSON

WEEK OF: November 23rd 2022

PLAN

TEACHER: Rodrigo Almeida GRADE: Y1 A

TRANSDISCIPLINARY THEME: How we organize ourselves UNIT TITLE: Great Inventions!
An inquiry into the natural world and its laws; the interaction between the
natural world (physical and biological) and human societies; how humans
use their understanding of scientific principles; the impact of scientific and
technological advances on society and on the environment.

CENTRAL IDEA: LINES OF INQUIRY:

Mankind can use knowledge to create solutions to satisfy its ● Inventions and how inventions affect our lives
needs. ● The evolution of inventions throughout time
● Famous inventors and their inventions
KEY CONCEPTS: RELATED CONCEPTS: SKILLS:
● Form ● Structure ● Thinking Skills: Synthesis, Evaluation, Dialectical thought (during the summative assessment, with the creation of a device to solve someone’s
● Function ● Role problem)
● Causation ● Impact ● Social Skills: accepting responsibility, group-decision making (during the several activities in group that will happen)
● Communication Skills: Reading, Writing, and Presenting (during research activities)
● Self-management Skills: organization and time management (summative assessment), gross and fine motor skills (summative assessment)
● Research Skills: Formulating questions (Creative questions activity), Planning (summative assessment)
LEARNER PROFILE: ATTITUDES:
Knowledgeable, Thinkers, Inquirers Enthusiasm, creativity, cooperation, commitment
 TIME LEARNING EXPECTATIONS ASSESSMENT CONTENT PROCEDURES/STRATEGIES MATERIALS/RESOURCE
THINKING SKILLS:
-Acquisition of knowledge: these
skills are the gaining of
vocabulary, ideas, and specific
facts.
-Comprehension: communicating
this meaning effectively and
interpreting it.
-Application: the ability to apply INTRODUCING YOURSELF AND GETTING TO KNOW THE STUDENTS:
new knowledge and make use of 1) Game “What’s my name?”:
previously learned knowledge in The teacher will introduce himself and ask the children to find
multiple ways. out what his name is by using some given oral clues. They will
-Analysis: analyzing ideas and be split up into 4 or 5 groups of kids, at their tables. The first -Projector
knowledge, categorizing it into table (group/team) to call out the right answer, wins. (1 -Mr. Hamster andMr.
10:00-10:08 parts, making links and finding CIRCLE TIME
minutes Puppy
characteristics.
2) Game: “Who am I?”: -Rodrigo’s memories
-Synthesis: being able to combine
W The teacher will make drawings and write some single key objects and pictures
parts into whole and create and
E develop new ideas.
words about his life, family, interests and hobbies on a big -Poster “Who am I ?”
D -Evaluation: make judgements poster on the board. The class, all together and as a team, game
N must engage in inferring why and how the pieces of writing -Magic items
based on specific criteria and
E and the drawings are connected to him in some way. They
conditions.
S score a point for each right answer. ( 5 minutes)
-Dialectical thought.Think about
D
different viewpoints at once, 3) Magic tricks:
A
Y
understand multiple points of The teacher will perform one or two quick magic tricks to the
view, form arguments based on group. (2 minutes)
different viewpoints.
-Metacognition: be able to
analyze and understand one’s
own thought processes.

RESEARCH SKILLS:
-formulating questions (in the
target language)

SOCIAL SKILLS:
-cooperation
-respect
-accepting responsibilities
-group-decision making
-learn to wait for each one’s
 turn
LITERACY SKILLS:
-Phonemic awareness
-Reflect on the concept of the
relationship between phonemes
(sounds) and graphemes (letters)
-Present the idea of two letters
making, together, only one sound
10:08--10:30 (digraph).
-Learn the /ch/ sound and get
more familiar with words that
present this phoneme.
TEACHING THE /CH/ SOUND:
1) Tell students a short story to introduce the/ch/ sound. Explain
to them that sometimes 2 letters can make only 1 single sound
and they will be learning this sound today. Use some of them
to perform a demonstration: /c/ sound (student 1), /h/ sound
(student 2) and the /ch/ (student 1 and 2 side). Use a piece of
scotch tape to join cads to represent the digraph sound. (5
minutes)
2) Watch the /ch/ sound song below on Jolly Phonics (and
another one if time allows). (3 minutes)
LITERACY https://www.youtube.com/watch?v=FWg2uzAuSe4&t=42s
LANGUAGE https://www.youtube.com/watch?v=Q6YAK5UhVf8 -single letter cards and
https://www.youtube.com/watch?v=FWg2uzAuSe4&t=30s pictures
-scotch tape
3) Watch the links (videos) below on Youtube: samples of words
-poster
that contain the /ch/ sound, in the beginning and/or in the end -laser pen
of the terms. (4 minutes) -arts and crafts
https://www.youtube.com/watch?v=KKT1eDZOnrs materials and tools
https://www.turtlediary.com/video/ch-sound.html -reading telephones
-cooking items
4) Make a collective list of words containing the sound /ch/ with
-PVC small tubes
the entire group on a poster. They must choose words from -printed lesson plan
the examples on videos previously watched. They can also -lesson plan online
come up with words that they already know. All of them will version
be displayed on the poster. (2 minutes) -links
5) Cooking experience: in a circle on the floor, the teacher
quickly uses a ketchup sauce pack (ingredient 1 representing
the /c/ sound and a mayonnaise sauce pack (ingredient 2
representing the /h/. The teacher mixes both ingredients in a
bowl to turn them into rosé sauce (ingredient 3 representing
 the /ch/ sound). (2 minutes)
6) Reading phone construction: with a small piece of PVC
construction tube, representing the sound /c/ and a second
one, representing the /h/ sound, the teacher applies some
glue on both sides to get them stuck. When it is done, the
teacher will write the /ch/ sound on it and give it to the entire
group as a greeting present. They can use it as a tool during
Reading Time (phonological awareness) and other activities.
(1 minute)
7) Arts and Crafts: Now, children get to work at their tables.
They need to listen to the teacher in order to understand the
activity’s instructions and choose from several materials
available. On a sheet, they write the target sound in the
center of the paper. They also have to choose 4 /ch/ sound
words, make corresponding drawings to them, and, if
possible, write down a sentence for each word chosen. (5
minutes)
8) Online games: while the groups of children are working on
their artwork, call out student by student to come to the
board and play once some /ch/ sound online game, related to
new sound learned. The games will be displayed on a wall by
the teacher’s own projector, screen mirroring everything
through his cellphone. (if time allows)
https://www.turtlediary.com/game/matching-pictures-to-the-c
orrect-phonic-sounds.html
http://games.galacticphonics.com/digraphs/ch/interactive/chs
pell/chspell.htm
https://www.turtlediary.com/video/ch-sound.html