1st grade lesson plan2b

8/20/2019 1st Grade Lesson Plan2B

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1 of 24 Lesson Plan designed by TPA Ofelia Saavedra Norie

COORDINACIÓN DE IDIOMASCICLO ESCOLAR 2015-2016

LESSON PLANNOVEMBER 2

ND TO NOVEMBER 23

RD

School’s name: N/A CCT: N/A Instructor’s name: N/A ID: N/A

Grade and unit: 1

stGrade Unit 2 Product A

Product: Illustrated instruction manual to make an

object (kite, origami, masks)

Social practice: Follow steps in a set of instructions in order to make a product

Environment: Educational and Academic

Specific competence: Read illustrated sets of instructions in order to assemble an object

Stage(s):

– Choose an instruction

manual to put together an

object.

Doing with the language (Activities):Session 115 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.

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.

15 minutesPlace images 2 to 6 in different parts of the classroom, mention one of them and have students point to

the correct image. For example: Say “rabbit” and have a student stand up and go to point at the correct

image saying aloud “rabbit”. Repeat the activity with the other images.

Knowing about the languag(Background):

Animals- dog

- cat

- frog

- rabbit

- bear

Question and answersIs it a ___?

Yes, it is.

No, it is not.


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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 minutesPrepare 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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“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 instructionsthey 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.

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 minutesWrite 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 withthree more students.

Draw the following pictures on the board and elicit students to go to front and write the correct word.

1. 2. 2. 3. 4.

1.

_______ _______ _______ _______

*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 b e sure that they write theirs); “draw a dog”; color the dog”, “cut the

dog”.

Instructions- cut out

- draw

- color

- write


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– Identify the instructions and

the list of materials.

Session 315 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”.

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” .

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

Questions Answers

1. Is it a pencil? Yes, it is

2. Is it an eraser? Yes, it is.

3. Is it a sharpener? Yes, it is.

4. Is it a piece of paper? Yes, it is.

5. Is it a string? Yes, it is.

6. Are they scissors? Yes, they are.

7. Are they colors? Yes, they are.

8. Are they crayons? Yes, they are.

10 minutesRepeat the previous activity but now make students work the negative answers: “No, it isn’t”; “No, they

aren’t”. (Show a different material to make them say the negative answer).

Session 4

15 minutesDisplay 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.

Material- scissors

- pencil

- crayons

- colors

- eraser

- sharpener

- piece of paper

- string

Question and answer- Is it a ____?

- Yes, it is.

- No, it isn’t.

- Are they ____?

- Yes, they are.

- No, they aren’t.


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Material Instructions

10 minutesPrint 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.

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.

15 minutesPlace 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 somestudents say the instructions).

10 minutesDraw 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

one

two

three

four

five

six

Cardinal Numbers- 1 one

- 2 two

- 3 three

- 4 four

- 5 five

- 6 six

cut sharpener

pencil write

draw crayon


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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 minutesShow 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.

15 minutesWrite 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 minutesDraw 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

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.

Ordinal Numbers- 1st first

- 2nd second

- 3rd third

- 4th fourth

- 5th fifth

- 6th sixth

Colors- orange

- blue

- yellow

- green

- white

- pink

- purple


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Session 6

10 minutesPrint 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 minutesBalloon 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 minutesUse 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 minutesHave students work in pairs. Remember to model the activity first. Make them ask and answer:” What’s

your favorite color?” My favorite color is ______.

Have them write the question and their answer in their notebooks.

10 minutesWrite the following activity on the board and invite some students to go to the front to match the words

with the corresponding topic.

- black

- brown

- red


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– Follow the steps in the

instruction manual to make

an object.

cut

crayon

pencil

write

string

draw

20 minutesHave 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

“It’s number ___”. Monitor students’ work.

Session 8

15 minuteEncourage students to complete the instructions.

1 ______ the mask yellow.

2 ______ the animal with your scissors.

3 ______ your name with your pencil.

Motivate students to identify the 5 animals’ words they learned: dog, cat, frog, rabbit and bear.

D J H H W R S E O FJ B I S V T V K B N

Y Q J D O G R E P T

Q N P G F O N A B P

L Y T L U R T P E I

N T H Z Q F I A B B

D D O E F C B Y C D

Q M R X G F B V S B

D C X V M E A K Z F

P T R I I J R E I N

INSTRUCTIONSMATERIAL


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– Use the object.

15 minutesAsk students to follow your instructions.

1 Open your notebooks.

2 Draw a cat in your notebook.

3 Color the cat brown and white.

4 Cut out the eyes of the cat.

5 Cut the cat.

6 Write your name in your notebook.

20 minutesAsk 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

10 minutesExplain 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 ?” “It’s blue and pink ”.

Encourage them to take out the material you asked them previously. Have some students to say the

material they have.

Provide the template of the rabbit.

Material

cardboard paper

scissors

pencil

crayons

string

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.


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10 minutesWrite the following instructions on the board ad have students read them aloud along with you:

1 Color the rabbit mask blue and pink.

2 Cut out the mask.

3 Punch the holes.

4 Strengthen the holes for the string.

5 Put a string in the holes.

6 Try on the rabbit mask.

Make students read them by themselves and use TPR.

20 minutesGuide students to follow the instructions to make the rabbit mask.

10 minutesEncourage students to put their masks, walk around the classroom to introduce themselves with their

classmates.

Reference: Syllabus, cycle 1, 1

st Grade

https://www.youtube.com/watch?v=t99ULJjCsaM

http://www.firstpalette.com/Craft_themes/Animals/animalmasks/animalmask.html

Assessment: Yes/No questions checklist

Did the student identify the animal? Yes, No

https://www.youtube.com/watch?v=t99ULJjCsaMhttps://www.youtube.com/watch?v=t99ULJjCsaMhttp://www.firstpalette.com/Craft_themes/Animals/animalmasks/animalmask.htmlhttp://www.firstpalette.com/Craft_themes/Animals/animalmasks/animalmask.htmlhttp://www.firstpalette.com/Craft_themes/Animals/animalmasks/animalmask.htmlhttps://www.youtube.com/watch?v=t99ULJjCsaM


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14 of 24 Lesson Plan designed by TPA Ofelia Saavedra Noriega

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1st grade lesson plan2b

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