nepbe monthly lesson plan_oct2011 (1)

NEPBE MONTHLY LESSON PLAN – OCTOBER 2011 teacher: JAZMIN ULATE3rd. Grade preschool unit 1B

NEPBE MONTHLY LESSON PLAN - OCTOBER 2011

Teacher's Name Jazmín Ulate Helman

School Joaquín Baeza Alzaga

Grade 3rd Preschool

Unit 1B Social Practice (Include a communicative situation)Participate in the reading and writing of rhymes and stories in verse.

Specific Competency The contents and the actions to create a product derive from it. Listen to rhymes and stories in verse.

Environment Familiar and community; educational and academic; literary and ludic.Literary and ludic.

Achievement Where do we want to get our ss. to. By the end of this unit, Ss. are to/will:

+ Identify rhyming words.+ Repeat rhyming words.+ Identify that a text is read from Left to Right and from Top to Bottom. + Follow the reading while someone else is pointing at the text.

Product The vehicle through which the learning process is activated. Specify how it will be used.Poster with children's rhymes. Teacher will use it: leaving out rhyming words (gaps) and have students identify the missing words; giving students pieces of paper with the missing words from the text for them to paste in the corresponding spaces; handing out previously prepared illustrations related to the rhyme or story and having Ss. discover where they go; asking students to point out the rhyming words; placing the poster in a visible place inside the classroom.

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Class 1 * Friday 10/7 (backlog from Unit 1A)

OBJECTIVE: To show curiosity for the English language; to pay attention to Sender; to use greetings, courtesy and farewell expressions in everyday interaction; non-verbal language; repertoire of words necessary for the social practice of the language; observe writing directionality (left to right, top to bottom); identify the written form of greetings, farewell and courtesy expressions; detect differences and similarities between words: number and type of letters.

ACTIVITIES:1. WARM-UP: Song & video “What's your name?”. Five Ss. will come to the front of the classroom to “perform”, say their names as song/T indicate. 2. INTRODUCTION:T starts discussion with Ss about what we have learned in class now that first month of English is over: Good Morning, Hello, Good Bye, to ask for and provide our names, numbers 1 to 10, colors, classroom objects. Next, T. explains to Ss. today we will be learning a new courtesy expression: "Good Night" and encourage Ss to share what they do before they go to bed at night. 3. PRESENTATION: T. will show students a series of Good Night images from books/print outs. Next, T will write Good morning & Good night on the blackboard and ask Ss to notice/point out differences and similarities between both expressions: # of letters, ending, beginning.4. DEVELOPMENT:T. will hand out Good Night (image & word) coloring pages, color pencils, glue and tissue paper cut-outs.5. CLOSURE/WRAP-UP: T. will ask students to remember to use this new courtesy expression (Good Night) at home before they go to bed that night. Good bye song.

MATERIALS:Laptop with video of “What's your name?” song; unit 1A flashcards; series of Good Night images (books); coloring worksheets; audio CD.

Class 2 * Friday 10/14 (backlog from unit 1A) OBJECTIVE: To show curiosity for the English language; to pay attention to Sender; to use greetings and farewell expressions in everyday interaction; non-verbal language; repertoire of words necessary for the social practice of the language (hello, please, thank you, your welcome, etc.); point out sender and intended audience; observe writing directionality (left to right, top to bottom); identify

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the written form of greetings, farewell and courtesy expressions; to detect differences and similarities between words: number and type of letters.

ACTIVITIES:1. Warm-up: "Flash Card Walk": flashcards for all of the different topics/themes seen so far will be arranged in a big circle on the floor at the center of the classroom. T. will play some ""game music"" and ask Ss. to walk around the circle. When the music stops, T. calls out a number or color or classroom object or greeting, and the student standing next to the flashcard must yell ""Here!"". Game continues for a couple of rounds. 2. Introduction: T. explains to Ss. today we will be talking about good-bye and explain how this expression is part of our daily lives.3. Presentation: T. will encourage Ss. to share why they think saying Good Bye is important, talk about situations in which they normally use this expression. T. will write this new expression on the blackboard together with Good Morning and Good Night, invite students to compare by pointing out differences and similarities between the three.4. Development: T. will hand out Good-bye coloring worksheet (with Word & Image) to each student. Ss will color and fill-in the missing letters in Good Bye. 5. Closure/Wrap-up/Assessment: T. will call 5 students to the front of the classroom, hold up Ss. works from previous classes (and today's): Good Morning, Good Night, Hello, Good Bye one at a time and have students call out the corresponding expression. *Song: Goodbye children.

MATERIALS: Good-Bye worksheets, flash cards, audio CD.

Class 3 * Monday 10/17 (backlog from unit 1A - PRODUCT)OBJECTIVE:To show curiosity for the English language; to pay attention to Sender; to use greetings and farewell expressions in everyday interaction; non-verbal language; repertoire of words necessary for the social practice of the language (hello, please, thank you, your welcome, etc.); point out sender and intended audience; observe and practice writing directionality (left to right, top to bottom); identify the written form of greetings, farewell and courtesy expressions; to detect differences and similarities between words.

ACTIVITIES: 1. Warm-up: Song: ""Good Morning""

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Half of the Ss. will be given red objects and asked to form a line. The other half will be given blue objects and asked to form a line in front of the ""reds"". Reds will do Part 1 of the song (GM, GM, How are you?) and Blues will ""respond"" by singing Part 2 (GM, GM, I'm fine, thank you).2. Introduction. T. will explain today we will be creating Posters for each one of the expressions learned so they can be displayed in the classroom. 3. Presentation:Blank/empty posters will be pasted onto the blackboard. Each one will have a different header/title: #1 Good Morning, #2 Good Night, #3 Good bye, #4 Hello & What's your name?, #6 Please, Thank youT. will then ask Ss to read each one of the titles out-loud (with teacher's help). 4. Development: T will hand out previously prepared postcard-size coloring sheets depicting the different greeting/farewell & courtesy expressions mentioned above. Each student will have a different postcard and will have 10 min. to color. 5. Closure/Assessment: Once Ss. have finished coloring (10 minutes) each student will be called to come to the front of the classroom and paste his postcard drawing on the corresponding poster. Ss will then have to say the expression out loud, correct if wrong.

MATERIALS:6 blank posters (cartulinas) per group, postcard-size coloring pages (1 per student), tape, audio CD (Tippy Toes 1)

Class 4 * Wed. 10/19 (unit 1B starts) - 10/17 school is closedOBJECTIVE: Doing with: Listen to the reading or reciting of rhymes and stories in verse, identify graphic components, find out the meaning of words with the support of visual aids, identify rhyming words, indicate rhyming words using applause or other physical action, check writing directionality, practice the pronounciation of rhyming words; Knowing about: topic, non-verbal language, graphic components, repertoire of words needed for the social practice of the language, writing directionality; Being through: show will to express oneself in English, show interest and respect towards sender. ACTIVITIES:1. Warm-up: Song/Dance: “If you’re happy and you know it…”Use flashcards for song’s actions (happy, angry, clap your hands, stomp your feet, shout hurray) for kids to follow and sing along. 2. Introduction:T. will explain to Ss. this month we will be listening, singing and dancing to different stories and rhymes and use them to create a colorful poster for the classroom.

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3. Presentation: T will show Ss flash cards for HAPPY, SAD and ANGRY. T will ask Ss how they feel today, point to the card that represents how they feel, have them mimic angry, happy & sad faces. Listen to "I am Happy/Angry" rhyme. "I'm so happy, happy as can be, make a happy face, just like me / I am angry, angry as can be, make an angry face, just like me."4. Development: T. will put up previously prepared poster with complete rhyme written on it. She will use pointer to help Ss. follow the words. With T's help, Ss. will identify the rhyming words through applause. T will hand out materials for each Ss to make their own mask. Ss can decide if they want Happy, Angry or Sad.5. Closure/Wrap-up: Each Ss will stand up and show his/her mask to the rest of the class and say "I have a ..... mask ". Ss will once more listen and recite "I am Happy" & "I am Angry" rhymes using their masks accordingly.

MATERIALS:cardboard cut-outs in circles (1 per student), colors, cord; poster with rhyme written on it, audio CD.

Class 5 * (Friday 10/21)OBJECTIVE: Doing with: Listen to the reading or reciting of rhymes and stories in verse, identify graphic components, find out the meaning of words with the support of visual aids, identify rhyming words, indicate rhyming words using applause or other physical action, check writing directionality, practice the pronunciation of rhyming words; Knowing about: topic, non-verbal language, graphic components, repertoire of words needed for the social practice of the language, writing directionality; Being through: show will to express oneself in English, show interest and respect towards sender.

ACTIVITIES:1. Warm-up:Video: Halloween Story. T asks Ss to say what the story was about. 2. Introduction:T. will tell the class the reason she picked this story for today is because Halloween is on 10/31 and we will also be listening to a rhyme about Halloween to add to our Poster at the end of the month. 3. Presentation: A brief discussion about the subject will be encouraged: has anyone of you used a costume for halloween? have you gone trick-or-treating? Ss will listen to "Pumpkin, Pumpkin" rhyme. "Pumpkin, Pumpkin sitting on a wall, Pumpkin, Pumpkin tip and fall, Pumpkin, Pumpkin rolling down the street, Pumpkin, Pumpkin trick or treat."4. Development:

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T. will put up a poster with the rhyme's words on it. Ss will follow the rhyme with teacher's help. The poster will also have images accompanying each line. Teacher will hand out cardboard cut-outs for each student to color their own pumpkin, keep them for next class. 5. Closure/Assessment: T. divides class in teams. Each time is given the images related to the rhyme in no particular order. Team will have 5 minutes to put in correct order (using blackboard poster as example/guide). T. will go around to each team and provide feedback on the team's effort/result.

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MATERIALS:Cardboard cut-outs in "pumpkin" shape (1 per student), colors; big poster with rhyme written on it and related images below each line/sentence; 5 sets of related images identical to ones on blackboard poster, laptop.

Class 6 * (Mon 10/24)

OBJECTIVE: Doing with: Listen to the reading or reciting of rhymes and stories in verse, identify graphic components, find out the meaning of words with the support of visual aids, identify rhyming words, indicate rhyming words using applause or other physical action, check writing directionality, practice the pronunciation of rhyming words; Knowing about: topic, non-verbal language, graphic components, repertoire of words needed for the social practice of the language, writing directionality; Being through: show will to express oneself in English, show interest and respect towards sender.

ACTIVITIES:1. Warm-up: Days of the Week song & video2. Introduction: Today we will continue working with rhymes in verse. 3. Presentation: T. will show Ss a previously prepared letter size sheet of paper with I am Happy, I am Angry rhyme written on it. Ss. will follow teacher's pointer while she reads rhyme aloud. They will notice T. has decorated her rhyme with angry and happy faces and highlighted the rhyming words by circling them. 4. Development: Students will be given pages with Pumpkin rhyme written on it. Each student will be asked to decorate their page with the pumpkin they colored last class and circle the rhyming words. 5. Closure/Wrap-up: 5-7 Ss. will come to the front of the classroom and show their decorated pumpkin rhymes, recite it out loud with teacher's help.

MATERIALS:Laptop (for warm-up activity), "I am Happy, I am Angry" poster (presentation), copies of Pumpkin rhyme page (in big letters, for development).

Class 7 * (Wed 10/26)

Objective: Doing with: Listen to the reading or reciting of rhymes and stories in verse, identify graphic components, identify topic, purpose and intended audience, find out the meaning of words with the support of visual aids, identify rhyming words, indicate rhyming words using applause or other physical action, practice the pronunciation of rhyming words; Knowing about: topic, non-verbal

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language, graphic components, repertoire of words needed for the social practice of the language, musical elements of literary language; Being through: show will to express oneself in English, show interest and respect towards sender, appreciate and enjoy literary expressions in English.

Activities:1. Warm-up:"This is the way we point" song. Listen, sing, mimic.2. Introduction: T. explains today we will listen to a new song in rhyme and that we will need to learn new words first, shows flashcards for "buckle my shoe", "open the door", "pick up sticks", "lay them straight", "a big fat hen". T. sets them up up on the blackboard as follows: flashcard for 1 - 2 - buckle my shoe, below that, 3 - 4 - shut the door, etc. 3. Presentation: Follow T's pointer while listening to "ONE , TWO, BUCKLE MY SHOE" for first time. Listen one more time and sing along. Use applause to emphasize/identify rhyming words.4. Development:T hands out match-up worksheets related to this new rhyme. Left column shows the series of numbers (1,2 - 3,4 - etc). Right column shows the "actions" (buckle my shoe, open the door, etc). Ss will have to match up the numbers with their corresponding "action" in the rhyme (T. will aid students). They will then have some time to color their worksheets, write their name on it. 5. Closure/Wrap-up:T. will ask Ss to: point to your shoe, point to the door, point to the numbers (on the wall), point to the teacher, point to a girl, point to a boy.

MATERIALS:audio CD (warm-up & presentation), flashcards (intro & presentation), worksheets (development, 1 per student).

Class 8 * (Monday 10/31)

Objective:Doing with: Listen to the reading or reciting of rhymes and stories in verse, identify graphic components, identify topic, purpose and intended audience, find out the meaning of words with the support of visual aids, identify rhyming words, indicate rhyming words using applause or other physical action, practice the pronounciation of rhyming words; Knowing about: topic, non-verbal language, graphic components, repertoire of words needed for the social practice of the language, musical elements of literary language; Being through: show will to express oneself in English, show interest and respect towards sender, appreciate and enjoy literary expressions in English.

Activities:

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1. Warm-up: “Whats your name?” song and video. Different Ss. come to the front to ""perform"".2. Intro: Tell Ss. Today is Halloween! And we are going to learn a new fun halloween rhyme. The rhyme is ""trick or treat"". 3. Presentation: Video of Halloween trick-or-treating (kids in costumes, knocking on doors). Involve Ss. in discussion about trick or treating and scary costumes. Have they done it? Will they do it tonight?, etc. 4. Development: T. puts up rhyme (words and images) on the blackboard for everyone to see. “Trick or treat, smell my feet, give me something good to eat!” then hands out copies of the 3 lines (with rhyming words missing) and cut-outs of those 3 rhyming words. Ss will have to identify the missing words and paste them on the corresponding line. (Assessment) T. will pick 5 Ss to come to the front and show their work to the rest of the class, help them recite the rhyme. 5. Wrap-up: What did we learn today?

Materials:Laptop for video (presentation), poster with rhyme (words and images) to display on blackboard, copies of rhyme lines, cut-outs of rhyming words. "

Class 9 * (Wed. 11/2)

OBJECTIVE:Doing with: identify graphic components, identify topic, purpose and intended audience, find out the meaning of words with the support of visual aids, identify rhyming words, indicate rhyming words using applause, practice the pronunciation of rhyming words; Knowing about: topic, non-verbal language, graphic components, repertoire of words needed for the social practice of the language ; Being through: show will to express oneself in English.

ACTIVITIES:1. Warm-up song: Bingo. I will first write BINGO on the blackboard. As the song goes along, I will cover or erase the letter we have to clap instead of sing to. 2. Introduction: We will continue working with rhyming words. Can you tell me rhyming words in Spanish? 3. Presentation: In English we have many, many rhyming words too. For example: show flashcards (with image & word) for cat, mat, bat, hat. Encourage the class to identify/ recognize each one with help of visual aids.

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4. Development:With T's help, Ss. will say full sentences to name each object: i.e. ""This is a cat/ mat/ hat/ bat"" (whole group and individually).T. will hand out trace and match-up worksheets. Word models (for students to trace) will be on the left column. Images of cat, mat, hat, bat will be on the right column. Ss will trace over the written words, color-in the images and then match up accordingly. 5. Wrap-up/Assessment: T. will go around the classroom seeing Ss. works, provide feedback, draw smiley faces as “congratulations” grade.

MATERIALS:bat/hat/mat/cat flashcards. worksheets (trace & match), audio CD for warm-up.

Class 10 * (Fri. 11/4)

OBJECTIVE:Doing with: identify graphic components, identify topic, purpose and intended audience, find out the meaning of words with the support of visual aids, identify rhyming words, indicate rhyming words using physical action, practice the pronounciation of rhyming words; Knowing about: topic, non-verbal language, graphic components, repertoire of words needed for the social practice of the language ; Being through: show will to express oneself in English.

ACTIVITIES:1. warm-up:COLORS GAME. T divides Ss into 3~4 teams. T calls out a color. One student from each team must race to find an object of the same color in the classroom and bring it back to the teacher. All members from each team do the same. At the end, team with most objects ""under their belt"" wins a prize. 2. intro: Today we will play a memory game (memorama). This will be a special memory game because the pairs will be formed by rhyming words. 3. presentation: T. will show each one of the cards in the memory game (these will have word & picture) and say their names out loud. T. will ask Ss. to help her find the ""pair"" for each word and elicit them to say them outloud, help with pronounciation. 4. development: T. will put memory game cards face down on the floor in the center of the classroom. Ss. will sit in a circle around them and take turns ""unveiling"" the cards. Ss. with most pairs gets to select a song for wrap-up. 5. wrap-up/closure: song selected by Ss.

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MATERIALS: 4 prizes (stickers), memory game cards (pail-tail; hug-mug; dog-fog; house-mouse; pig-wig; knee-tree; fly-cry; write-kite; cake-bake; etc), audio CD.

Class 11 * (Mon. 11/7)

OBJECTIVE:Doing with: Listen to the reading or reciting of rhymes and stories in verse, identify graphic components, identify topic, purpose and intended audience, find out the meaning of words with the support of visual aids, identify rhyming words, indicate rhyming words using applause or other physical action, practice the pronounciation of rhyming words; Knowing about: topic, non-verbal language, graphic components, repertoire of words needed for the social practice of the language, musical elements of literary language; Being through: show will to express oneself in English, show interest and respect towards sender, appreciate and enjoy literary expressions in English.

ACTIVITIES:1. warm-up: teacher hands out cutouts of ""individual"" rhyming words from all previous rhymes (be/me, two/shoe, six/sticks, etc) and plays some game music for Ss to dance, move around the classroom. When the music stops, Ss. must find the words that rhyme with his/her own, form groups.2. intro: today we will begin working on our final product - a poster with children's rhymes.3. presentation: T. will help Ss. remember all rhymes seen this month: i am happy / pumpkin, pumkin / one, two, buckle my shoe / trick or treat. 4. Development: T will put up an empty/blank poster on the blackboard. Class will be divided into 4 groups. Each group will be assigned one rhyme. The Ss. will have to recognize what rhyme it is and decorate page based on that. They will also have to identify and circle the rhyming words. 5. Closure: One member from each group will come to the front and paste their work onto the poster. T will help student share with the rest of the class what rhyme, point to the rhyming words and recite it aloud. Once all 4 rhymes are on the poster, we will select a spot in the classroom to leave it as display.

MATERIAL:1 poster (cartulina) per group, 2 copies of each rhyme, colors, figure cut-outs for decoration (pumpkins, happy, angry, candy, feet, etc).,

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rhyming words flash cards for warm-up activity."

Class 12 * (Wed 11/9)

OBJECTIVES:Dong with: to explore stories in verse, identify topic, purpose, intended audience as well as graphic components, identify rhyming words, listen to the reading of stories in verse. Knowing about: graphic components, repertoire of words necessary for the social practice at hand, writing directionality (where do I start reading, where do I continue reading, where does text end?Being through: appreciate and enjoy literary expressions in English, show respect towards sender.

ACTIVITIES:1. Warm-up: Bingo Game: T hands out Bingo Cards to each Ss. Objects will all be of rhyming words. T. will call out a word/object, show the corresponding flashcard for Ss. to find on their bingo sheets. First kid to yell BINGO! gets to come to the front and call out each one of the images in his/her bingo card, gets a sticker as prize.2. Intro. We have been working on rhymes for a while so today we will have fun with a story in verse. 3. Presentation. T. ask Ss. if they like stories, if they have a favorite story, if someone in their family reads stories to them? 4. Development:T. reads the story to the class with the help of visual aids, stopping to emphasize rhyming words. Following that, T. invites Ss. to discuss the story, ask questions, identify main characters, etc. Then, hand out copies with images of the story line. Ss. (in teams) will have 5 minutes to arrange images in the correct order and put them on their desk for T. to see, provide feedback. 5. Wrap-up: BINGO song.

MATERIALS:Bingo cards, beans (warm-up), Story (physical book), copies with images related to the story, 2 prizes.

NOTES

Backlog from unit 1A was a result of the following three factors:1. NEPBE Training/Workshop at Hotel Génova from Mon.9/12-Thurs.9/15.

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2. Mexican Independence Day (National Holiday) on Friday 9/16 (classes suspended).

3. Class suspension on Friday 9/30 - last day of month. Attended School District Teacher meetings.

Monday 10/3 – Thursday 10/6: T. to atten NEPBE Workshop at ITESOMonday 10/10 –Teacher’s Union Meeting (3er. Encuentro Padres y Maestros)Wednesday 10/12 – School Closed (Columbus Day Observance)

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nepbe monthly lesson plan_oct2011 (1)

Documents

check writing directionality

enjoy literary expressions

observe writing directionality

identify graphic components

identify rhyming words

good night images

writing directionality

graphic components