First Class (90 min.

)
Objective of Activities Evaluation
the class
Home:
-Theteacher activates prior knowledge, asking to reproduce
the onomatopoeic sound of the cow: Mmmmuuuuuuu,
mmmmuuuuuuuu......
-Theteacher pronounces rhythmic sounds accompanied by
clapping and the students repeat them according to the
sequence in which they are said: -Direct
-Identify the
mo me Observation
letter m, using momo me mi
visual momo me mu
vocabulary. momo meme moooo
me maaaa
- At the end of the activity, the students present their work
- Form, read and
and comment on what they have done.
write direct
syllables.
Development:
- Students observe visual vocabulary(MOM/ mom)
presented by the teacher so that they know the m:
mom

-Direct
MOM Observation

- The students make the sound of the letter presented

collectively and individually.
- The teacher introduces them to the letter M m which they
will see for reading and writing.
-The teacher invites the students to make the "m" gesture
with their fingers, on the table and in the air.
- The teacher hands them a sheet with the m for them to fill
in with seed, upper and lower case:

A
-After finishing the activity, the students pass their fingers
and comment on what they felt in relation to the shape of
the letter.
- Students identify the grapheme m among other
graphemes by coloring them yellow.
- Identify by coloring the M in red and the m in yellow in
given words.
- The students write the m in their notebook and join it with -Formative
each of the vowels. Evaluation.
- They name aloud the direct syllables formed with each of
the vowels.
- The teacher invites students to name words they know that
have these syllables in them.
- The teacher writes words with these syllables on the board.

Closing of the class:

- The teacher summarizes the class.
- Students glue words they cut out of journals that
correspond to each of the syllables they have learned from
the M, correcting if necessary.
 Second Class (90 min.)

Objective of Activities Evaluation

the class
Home:
- The teacher performs the activation of prior knowledge.
- The teacher presents on the blackboard sheets with
pictures whose names begin with /m/, whose names are
Participate in in upper and lower case. Ex: hand, table, mass, bow,
conversations. mule.

motorcycle

Direct
Write syllables, MOTO observation and
words and corrections are
sentences with the - Students observe and comment on the picture and made at the
phoneme M. answer questions. They read the names of the pictures moment of
with the teacher. noticing the
- The students play reading games and paint in yellow mistakes made
the syllables ma-me - mi -mo - mu, which are written in by the students.
the image.
- Students transcribe the syllables with M/m on the
board: MA-ma ME-me MI-mi MO-mo MU-mu.
- The students read collectively and individually the
syllables written on the blackboard.

Development:
-Studentsread together with the teacher the poem "My
Mom", written on the blackboard.
MY MOM
MY MOM SPOILS ME,
MY MOM SPOILS ME,
PAMPERING MY MOM. Formative
- Students comment on what they have read and respond Evaluation.
orally to questions posed by the teacher.
- The teacher explains the concept of pampering that
appears in the text.
- Students draw their mother on a white sheet of paper.
- The drawings are displayed in the wall newspaper.
- Students write the learned syllables calligraphically in
their notebook.
- Students complete the words that appear with the
syllable corresponding to the m: ma-me-mi-mo-mu. Ex:
......no .......sa ......l ......ño ......la ......la
- Students transcribe the poem "My Mother" in their
notebook.
- Students repeat the lines of the poem to learn it by
heart.

Closing of the class:

-Theteacher summarizes the class.
-A sheet of paper with pictures is handed out for them to
write the names of the pictures (the teacher must cover
the names of the words).
- Correct misspelled words if appropriate.
 Third Class (90 min.)

Objective of Activities Evaluation

the class
Home:
Engage in - The teacher makes the link between the previous
conversations class and the present one by activating previous
through reading. knowledge through:
- The teacher reads the text "The Tale of M" to the
students.
The tale of /m/
Once upon a time there was a boy named
Mariano.
One day Mariano and his mother went on a
They understand
motorcycle to buy: a suitcase, an ointment, an Direct Observation.
what they read.
eraser and a melon. On the way they saw: a mill,
smoke and a cow saying: mu-mu,muuuu-muuuu.
- Students comment on what they have read and
answer questions such as: What is the name of the boy
in the story, What did Mariano and his mother buy,
What did they see on the road, etc.?

Development:
- The teacher rereads the text.
- Students list the images provided in the order in
which they appear in the story.

Formative
Evaluation

- The teacher explains to the students that they are

going to find words that have the syllables they have
learned in different places (at the beginning, in the
middle or at the end), for example: suitcase,shirt,
palm tree.
- Classify by cutting out and pasting given words
according to initial, medial or final syllabic position of
the sound in their notebook.
- Students read and match a picture with its
corresponding word.
- They form new words by joining direct syllables and
vowel e.g.: a + mo = master; Me+mo = Memo.

Closing of the class: The teacher summarizes the

class.
- Students read and draw the words formed in the
previous activity.
 Fourth Class (90 min.)

Objective of the Activities Evaluation

class
Beginning: The teacher makes the link between
Writing words and the previous class and the present one, activating
phrases the previous knowledge by means of:
calligraphically. - Dictation of syllables, words and phrases.
MA MI MI MU ME MA MO MO MO MU MA MI MI
ME
MIMA MOMO MUMI MAMI
MY MOM LOVES ME Direct Observation.
EMA LOVES MOM
- They correct the dictation in their notebook.

Identify indirect Development:

syllables. - The teacher explains to her students that in our
environment we will find words that have the
vowel before the phoneme and these are called
indirect syllables.
- They look at the blackboard where the Indirect
syllables have been previously written.
- They read indirect syllables AM, EM, IM, OM, UM.
- They surround the sound -MA- in red and the
Dictation of syllables,
blue -AM- sound in the given words on a sheet of
words and phrases.
paper.
- They identify by coloring the sound -ME- red; -
MI- yellow; -EM- blue and -IM- green in the given
words.
- Read direct and indirect syllables (visual
discrimination):
MA ME OM MU IM MO MO MI AM UM EM
- They write and read sentences dictated by the
teacher.

Closing of the class:

- The teacher summarizes the class.
- They complete the crossword puzzle provided by
the teacher.

ANNEX

My Mom
My mom spoils me,
My mom spoils me,
I spoil my mom.

The tale of /m/

Once upon a time there was a boy named Mariano.

One day Mariano and his mother went on a motorcycle to buy: a suitcase, an ointment,
an eraser and a melon. Along the way they saw: a windmill, a palm tree and a cow
saying: mu-mu,muuuu-muuuu.
 1st grade - Lesson plan:Getting to know the letters of the alphabet

Target

Identify the letters of the alphabet visually and aurally, and from there establish
relationships with words and phrases.

Skills to be developed

Discriminate each of the letters of the alphabet visually and aurally.

Establish phoneme-grapheme relationships.

Produce written texts, using the graphemes they know.

Achievements and indicators of achievement

Compose simple written texts.

 Auditory and visual identification of the letters of the alphabet.

 Composes and decomposes words, using the different letters of the alphabet.
 Write and read words containing the letters studied.

Summary

Using letter size sheets create an alphabet where each letter appears in its uppercase
and lowercase form. With this graphic support, the activity will revolve around
familiarizing students with the shapes and how they relate them to familiar words
and the names of their peers.

Materials

Letter size white sheets / markers /

Development

1. Copy on each sheet a letter of the alphabet with its respective spelling in
uppercase and lowercase. Give each student a letter, no matter if they have to
repeat themselves. If there are not enough students, assign two or more so that
the entire alphabet is in the activity.
2. Beginning in alphabetical order, bring each student to the front to repeat the
name of the letter and the sound it represents to their classmates; ask them
 what words they know that they think contain this letter. Help the student paste
the letter that corresponds to him/her on the board.
3. Once all the letters are pasted on the board or in a place visible to all the
children proceed to repeat the phonation of each letter, associating it with
names of items found in the classroom or in common use at home.
4. To finish, each student will say his or her name aloud and come to the front to
write it on the sheet of paper with his or her initial. In case of errors ask the class
to correct them.

Evaluation

Develop an inventory of school supplies organized in alphabetical order.

Deepening

Make three different figures in plasticine, also making the mold of the initial letter of
the name of each object.
CLASS PLAN
SUBJECT: Language Practices
ROOM: Rosa (5 years old)
TEACHER: Bárbara
SCHOOL CYCLE: 2010
THEME: "Playing with my name I am learning".
BACKGROUND:
This activity is intended to introduce the child to the Language Practices
related to the fundamental pillars of the subject: speaking, listening,
reading and writing. In this particular case, it is intended that the child
achieves within his possibilities and rhythm to write his name through
different techniques and with different didactic resources.
OBJECTIVES:
* Children can recognize their name or the letters it begins or ends with.
* That students show solidarity with their peers in tasks where they must
work together.
* That the students know how to respect their turn to speak as well as the
opinions of their classmates.

STARTING ACTIVITY:
The teacher introduces the topic by telling the students that each
one of us has a name by which we identify ourselves to others and
that this name is chosen by their parents at birth.

The topic is triggered by asking the children their names and if any of them
is able to identify at least some of the letters that compose it.

DEVELOPMENT ACTIVITY:
The teacher will hand out cards with
names to each student on his or her desk. After handing out to all the
students, the teacher will invite them
to discover which one belongs to each one. Once each student
has identified his or her name, with strips of plasticine they will mold on
the cards each letter forming his or her name.

We go around the tables to see the names of all the partners

.

CLOSING ACTIVITY:
After observing the names of all the classmates we look and compare
which one is longer, which one is shorter, we group those that begin the
same and those that have the same number of letters.
With the little box that the young lady brought, we will collect all the little
cards with the names and we will keep them to take attendance on a
blackboard every day with the participation of all the students.
TIMING: 30 minutes.
DID A C TIC RESOURCES:
* Laminated and magnetized cards with the names of each student in the
room.
* Plasticine.
* Magnetic board.
* Lined box.