Lesson Plan – August 12th, 2016

All
Introduction:
Review what we learned the last lesson.

N2
Activity 1:
I introduce the students to vocabulary about body parts.
We play Simon says with the students. They will touch or move parts of their body as instructed by
the teacher. If they touch the wrong part they must sit down. The last student standing will win.
Activity 2:
Teach the song, “Head shoulders knees and toes.” and have the students sing along.
Conclusion: Review what we’ve learned.

K1 & K2:
Introduction:
We collect a few items that the kids brough from home (book, pencil, shoes, etc.) Have the students
guess what the items are. Afterwards explain to them what the things are, and how they are used.
I explain to the students what adjectives of possession are. Give examples such as:
That is HER book
This is MY ball
She wants to share THEIR book
Activity: Game ‘Lost and Found.’ I shall instruct the students as of the following,
 Step 1 – Have students sit in circles of approximately 6 students. Each student in a circle must show
a pen or pencil to the others, identify its color, and then place it in the center of the group. Example –
“This is my pen. My pen is blue.”
 Step 2 – After all the writing utensils have been placed in the center, students take turns trying to
return a pen or pencil to its owner. If they are correct, the owner will confirm. If they are incorrect,
the student incorrectly named the owner will state so. Example – “Carla, is this your pen?” Carla:
“Yes, it’s my pen.” / “No, it’s not my pen.” If incorrect, the item goes back in the center, and the
next student takes a turn.
 Step 3 – After all the students get their writing utensils back, hand out blank slips of paper. Have
students write two sentences: one sentence about their own utensil and one sentence about the one
they gave back. Example – My pen is black (If too difficult, they just write their name).
 Step 4 – Collect all the writings and post them on the wall. Explain the word handwriting. Have
students work in pairs near the wall and try to identify their partner’s handwriting. They can ask a
limited number of questions (that you can list on the board):
Do you have a pen or a pencil?
What color is your pen/pencil?
Is your handwriting big or small?
Is your handwriting easy or difficult to read?
Is this your handwriting?
(You can add other questions.)
 Step 5 – As soon as students correctly identify each other’s handwriting, ask them to write their
names on the slips of paper. They can remain near the wall and in pairs comment on others’
handwriting. Example – “This is Carla’s handwriting. Her handwriting is big. Her handwriting is
easy to read.” / “Ben and Maria have small handwriting. Their handwriting is difficult to read.”
Conclusion: Review what we have learned.