step 1 volume 1 p. 4-7 - + magic max english + · · 2010-02-04step 1 volume 1 “max and the...

Copyright© 2004 by Kimberly Woo Lee All Right Reserved.

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1

Magic Max English Journal All About Me

Step 1 Volume 1 “Max and the Moonbeam” p. 4-7 Key Concepts

Literature Appreciation

Sequencing

Story Retelling

Compound Words

Time Sequence

Daily Routine: 10 min.

Basic Lesson: 40 min.

Assessment: 10 min.

Key Vocabulary/Language night * slide * moonbeam * room * bed wake up * name * play * moonlight * into * out of

Materials

• Journal p. 4-7 • A4 white paper • Crayons • Sentence strips • Supplemental Lesson Activity 01.01.04.01 • Supplemental Lesson Activity 01.01.04.02 • Supplemental Lesson Activity 01.01.04.03 • www.childedu.net > Stories >

“Max and the Moonbeam”

See these links for additional suggestions:

▶▶ AAddvvaanncceedd SSttuuddeennttss Activities and suggestions for students working at an advanced level.

▶▶ DDaaiillyy RRoouuttiinneess Ideas for including lesson material in the daily routine.

▶▶ RReeaaddiinngg SSttoorriieess Suggestions for reading literature to English learners.

▶▶ AAsskkiinngg QQuueessttiioonnss List of questions that prompt students to think.

▶▶ VVooccaabbuullaarryy AAccttiivviittiieess List of activities to promote vocabulary acquisition.

Basic Lesson

Red links are specific to this lesson. Blue links provide general information.

1. Talk about a time when you were afraid. Encourage students to share their own experiences of being afraid.

2. Read “Max and the Moonbeam” p. 4-7 to students.

3. Ask students comprehension questions.

4. Sequence story events using pictures from the Journal or sentence strips on which scenes have been described.

5. Individual Practice: Have students make a mini-book using the A4 white paper. The mini book will depict scenes from the story. (See SLA 01.01.04.01)

6. If time permits, role-play scenes from the story. Have students act out scenes as they are read by the teacher or another student.

7. Advanced:

a. Talk about compound words with students. Introduce the two compound words from the story – moonlight and moonbeam. Introduce other compound words listed on the Internet. (See SLA 01.01.04.02)

b. Have students match compound word parts to make words. Have students guess the meaning based on the word components. (See SLA 01.01.04.03)

Assessment Activities 1. Read story text in random fashion and have student

match phrases with story pictures. Record the results in the Learning Journal.

Step 1 Volume 1 p. 4-7



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Mini Book How to make a mini book by folding and cutting paper: Start with a large piece of paper.

Fold the paper in half three times to make eight rectangles.

Unfold completely and then fold in half again.

Cut from the fold along the center line just to the middle.

Don’t cut any further than the middle line!

Unfold and then fold in half again lengthwise. Push in towards the middle to make the paper open up along the cut.

Continue pushing until the pages are formed.

Place paper on the table and crease all of the folds.

Fold the pages over on top of each other.

Now, you have a mini book!


1 2

3 4

5 6

7 8

9 10



3

Max and H

arold played in the m

oonlight. The

boy

’s n

ame

is

Har

old.

M

ax slid up the moonbeam

. M

ax sa

id, “

Don

’t b

e af

raid

.”

T

he b

oy w

as fr

ight

ened

.

Max and the

Moonbeam

Max

slid

dow

n a

moo

nbea

m.


SLA 01.01.04.01



4

Compound Word List

Here is an extensive list of compound words that can be used to supplement vocabulary activities. Start with words whose components are familiar to students. Ask students to guess the meaning based on word components.

afternoon

airplane

airport

ashtray

babysitter

baseball basketball bedroom

blueberry bookstore

butterflies

cheeseburger cheesecake

coffeemaker

dishwasher

doghouse earring

earthworm

everything

eyeglasses

firefighter

fisherman

football footprints

forgive

goodbye

goodnight grandfather

grandmother

grasshopper

haircut hamburger

headache inside

jellybean

jellyfish

keyboard

keyword

ladybug lifeguard

moonbeam

moonlight

motorcycle

newspaper

notebook

nutcracker

overcoat pancake

pinwheel

popcorn

postcard

rainbow

raincoat raindrop

saucepan



5

scarecrow

shoelace shoemaker

snowball

someday

something

sometimes

soybean

starfish

strawberry

subway

Sunday

sunflower

sunglasses

sunlight superman

supermarket

takeoff takeout

teapot teaspoon textbook

today

together

toothpaste

typewriter

underground

upstairs

wallpaper

wastebasket weekend

wheelchair




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Match the words in Column A with the words in Column B to make a new word. Write the new word and draw a picture to show the meaning of the new word.

Column A Column B

moon • • flower moon • • light

sun • • beam butter • • light news • • bug lady • • house dog • • paper sun • • fly

New Word Picture 1.

2.

3.

4.

5.

6.

7.

8.


SLA 01.01.04.03



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Step 1 Volume 1 “Everybody Has a Name” p. 8 Key Concepts

Introductions

Greetings

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language Hello * What’s you name? * My name is … I’m … * Hi!

Materials

• Journal p. 8 • A4 white paper • Crayons • Glue/paste • Used magazine from which to cut pictures • Supplemental Lesson Activity 01.01.08







Basic Lesson


1. Introduce yourself to students. Write your name on the board. Ask students what their names are. Write their names on the board.

2. Read “Everybody Has a Name” p. 8 to students.

3. Ask students Comprehension Questions.

4. Role-play the dialogue with students.

5. Have students read the dialogue themselves.

6. Individual Practice:

Have students trace the phrase at the bottom of the page and write their own name, copying it from the board.

Have students illustrate a scene in which people are introducing themselves. Encourage students to create a scene that is different from the one in the Journal. Students may illustrate the scene and/or use pictures of people cut out from a magazine. Encourage students to write greetings in speech bubbles.

Assessment Activities 1. Ask student what his/her name is. Have student identify

his/her name from among a list of others. Record results in Learning Journal.

Step 1 Volume 1 p. 8



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Step 1 Volume 1 “Everybody Has a Name” p. 8 Basic Lesson

Red links are specific to this lesson. Blue links provide general information

7. Advanced:

a. Have students identify names written on the board. Begin with the student’s own name and continue with other names. Help students find names using phonetic clues such as the first and last letter sounds.

b. Play a rhythm game in which students are seated in a circle facing each other. Students take turns asking each other what their names are and responding while clapping a rhythm.

c. Have students unscramble sentences from the dialogue. (See SLA 01.01.08)




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Unscramble the words to make a sentence.

Example: 1. has Everybody name a Everybody has a name.

1. your name What’s.

____________________________________________________________

2. Amy My is name.

____________________________________________________________

3. Ken I’m.

____________________________________________________________


SLA 01.01.08



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Step 1 Volume 1 “What I Like & Don’t’ Like” p. 9 Key Concepts

Likes & Dislikes

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language What do you like? * Do you like…?

Materials

• Journal p. 9 • Crayons • Supplemental Lesson Activity 01.01.09







Basic Lesson


1. Talk about things you like and don’t like. Make a chart on the board and draw pictures to show what you like and don’t like.

2. Read “What I like & Don’t Like” p. 9 to students.

3. Ask students about what they like and don’t like. “What do you like?” “What do you not like?” “Do you like…?”

4. Encourage students to answer with single word answers or with a “yes” or “no”.

5. Have selected students draw pictures on the board or in the Journal to demonstrate how students are to complete the activity.


Have students draw pictures in their own Journal to show what they like and don’t like.

7. Discuss responses students have made in their journals.

Assessment Activities 1. Ask student about the items they have drawn in their

journals. Ask if they like or don’t like the items and check to see that their verbal response is consistent with the answers they have recorded in the Journal. Record results in Learning Journal.




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Step 1 Volume 1 “What I Like & Don’t’ Like” p. 9 Basic Lesson


8. Advanced:

a. Have students write the names of what they like and don’t like instead of drawing pictures. (SLA 01.01.09)

b. Display worksheets that students have made. Describe the contents of one or more worksheets and have students guess who it is.

c. Ask students to explain or write why they like or don’t like a particular animal. Read, discuss, and compare answers with students.




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I like I don’t like 1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.


SLA 01.01.09



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Step 1 Volume 1 “The Alphabet” p. 10-11 Key Concepts

The Alphabet

Beginning and Ending Letters

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language (letter names) * What letter does it start with? * My name starts with … * My name ends with … * It starts with… * It ends with …*

Materials

• Journal p. 10-11 • A4 sheet of paper • Crayons • Vocabulary cards on which are written various

names and/or names of objects • www.childedu.net > kids > song > “abc song”







Basic Lesson


1. Open the journal and show students the alphabet printed on p. 10 & 11. Write your name on the board and circle the first letter. Circle the same letter in the Journal.

2. Read “The Alphabet” p. 10 to students.

3. Ask selected students what the first letter of their name is and have them come up front to circle the letter.

4. Contrast with the phrase “My name ends with …” for clarification.


Have students circle the first letter of their name on the chart in the Journal.

Have students write their name on a piece of paper in large letters. Have students illustrate or color the first letter of their name. Have students write a complete sentence about their picture.

e.g. The first letter of my name is (letter). OR

My name starts with the letter (letter).

6. Sing the Alphabet song with students and/or play a game wherein students must identify the first/last letter of various names or objects. It is not necessary to require students to recognize letter sounds. Show students written words and have them find first/last letters as requested by the teacher.

Assessment Activities 1. Show cards to students on which have been written

various names. Ask students to identify the first or last letter of various names.

e.g. What letter does this begin with?

What letter does this end with?

Record the results in the Learning Journal.




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Step 1 Volume 1 “The Alphabet” p. 10-11 Basic Lesson


7. Advanced:

a. Introduce ordinal numbers (first, second, third, fourth, fifth, sixth, etc.)

b. Write a word on the board and have students identify various letters. E.g. “What is the second letter of this word.”

c. Say a word and ask students to identify various letters. E.g. “What is the second letter in the word ‘stop.’”

d. Play a guessing game and have students identify letters to make a new word.

E.g. “The third letter in the word ‘off.’”

“The second letter in the word ‘nut.’”

“The second letter in the word ‘ant.’”

“The first letter in the word ‘night.’”

“The first letter in the word ‘yes.’”

ANSWER: funny




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Step 1 Volume 1 “Alphabet Letters” p. 12 Key Concepts

Alphabet Recognition

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language matching letters Color matching letters the same color.

Materials

• Journal p. 12 • Crayons • Supplemental Lesson Activity 01.01.12 • Supplemental Lesson Activity 01.01 thru

Supplemental Lesson Activity 01.04. • Assessment Activity 01.01.12. • www.childedu.net > song > “abc song”






▶▶ VVooccaabbuullaarryy AAccttiivviittiieessList of activities to promote vocabulary acquisition.

Basic Lesson


1. Sing the alphabet song with students. Point to the letters on an alphabet chart as they are sung. (The Alphabet Song)

2. Review the letters of the alphabet, asking students to name letters as they are pointed to. Focus on the first four letters of the alphabet (Aa, Bb, Cc, Dd).

3. Point out to students that the upper and lower case letters are different forms of the same letter.

4. Use the letter cards and play a game of concentration with students. Have the students match the upper and lower case letters. (See SLA 01.01.12)

5. Show students Journal p. 12. Demonstrate how to find and color matching letters the same color.

6. Ask one student to come up to the front to demonstrate.


Have students complete Journal p. 12. When students are finished, they may choose to draw or illustrate their favorite letter. See SLA 01.01 thru SLA 01.04.

Assessment Activities 1. Complete AA 01.01.12.




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SLA 01.01.12



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AA 01.01.12




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Step 1 Volume 1 “Beginning Sounds” p. 13 Key Concepts

Sound Recognition

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language same sound

Materials

• Journal p. 13 • Crayons • Supplemental Lesson Activity 01.01.13.01 • Supplemental Lesson Activity 01.01.13.02 • Supplemental Lesson Activity 01.01 thru

Supplemental Lesson Activity 01.26. • www.childedu.net > song > “abc song”







Basic Lesson



2. Review the letters of the alphabet, asking students to name letters as they are pointed to.

3. Select letters D, J, K, and T and tell students that each of the letters makes its own sound.

4. Write the letters on the board and have students copy the letters on each of four different picture cards or pieces of paper. Make the letter sounds and have students hold up the corresponding piece of paper. Say names of items or people and have students identify the beginning letter in the same way.

(Have students make their own or use the ready-made cards. See SLA 01.01.13.01 or SLA 01.01.13.02)

5. Complete Journal p. 13 with students. Have students match names that begin with the same sound. Help students focus on the sound/letter correspondence.


Students may choose to draw or illustrate their favorite letter. See SLA 01.01 thru SLA 01.26 for letter coloring sheets.

Assessment Activities 1. Make a letter sound or say the name of a person or

object. Have the student point to the corresponding letter. Record the results in the Learning Journal.




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SLA 01.01.13.01



20



21



22



23


SLA 01.01.13.02



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Magic Max English Journal All About Me Step 1 Volume 1 “Body Part Riddles” p. 14-15 Key Concepts

Body Parts

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language nose * face * mouth * head * tongue * hair * neck * eyes * teeth * shoulders * hands * fingers * knees * legs * toes

Materials

• Journal p. 14 • A4 sheet of paper • Crayons • Old Magazine from which pictures may be cut • Glue/Paste • Supplemental Lesson Activity 01.01.14.01 • Supplemental Lesson Activity 01.01.14.02







Basic Lesson


1. Play a game of Simon Says and emphasize the names of various body parts. Incorporate the verbs “talk”, “eat”, “stand”, “walk”, “play the piano.”

2. Read “Body Part Riddles” p. 14 & 15 to students.

3. Have students label a picture of a body drawn on the bulletin board.

4. Point to various parts of the picture and have students name the part.

5. Read each riddle to students and have them guess the body part. Give students clues for other body parts according to their level of English proficiency.


Have students draw and illustrate a picture of their bodies and label the drawing with the names of the body parts. (This can also be done on a large piece of butcher paper on which students have traced an outline of their bodies.)

Or, have students cut out pictures of various body parts from a magazine to glue together to make a silly picture. Have students label the pictures they have made. (SLA 01.01.14.01, SLA 01.01.14.02)

7. Play Simon Says or the Nose Nose Game with children.

Assessment Activities 1. Have students point to a picture of a body and name the

body parts. Count the number of body parts they are able to name or understand. Record the results in the Learning Journal.

Step 1 Volume 1 p. 14~15



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Magic Max English Journal All About Me Step 1 Volume 1 “Body Part Riddles” p. 14-15

Basic Lesson


8. Advanced:

Try the following riddles with students. Use visual and other clues first, then mix the riddles up and have students guess by just listening

I have one. I use it to eat and talk.

They are on my feet. I have 10. They help me to stand and walk.

They are on my hands. I have 10. They help me play the piano.

They are on my head. I have two. I use them to hear and listen.

They are on my face. I have two. I use them to see.

It is on my face. I have one. I use it to smell things like flowers.

I have one. It holds my head up.

I have two. They are long. They help me to walk.

I have two. I use them to hold things like pencils, crayons, and chopsticks.




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Monster Body Cut and paste pictures from a magazine to make a monster. Cut out and use the labels below.

head nose face mouth tongue hair neck eyes teeth shoulders

hands fingers knees legs toes


SLA 01.01.14.01



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Abstract Body Cut and paste pictures from a magazine to make a silly picture. Cut out and use the labels below.

head nose face mouth tongue hair neck eyes teeth shoulders

hands fingers knees legs toes

SLA 01.01.14.02




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Step 1 Volume 1 “Handprints” p. 16 Key Concepts

Imprinting as Art

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language handprint * thumbprint * fingerprint * (color words) Make handprints/thumbprints/fingerprints

Materials

• Journal p. 16 • Art Paper • Paint • Plates (for the paint)







Basic Lesson


1. Show students the pictures on Journal p. 16. Talk about the pictures and how they were made.

2. Tell students that they are going to make similar pictures using their hands, thumbs, and fingers.

3. Read “Handprints” p. 16 with students.

4. Demonstrate the process for students. Have selected students come up to the front to make pictures as directed by the teacher.


Have students make their own pictures on the art paper.

6. Show student pictures to the whole class. Discuss the pictures.

Assessment Activities 1. Show a student-made picture or pictures from the

Journal and ask student if it is a handprint, fingerprint, or thumbprint. Ask about the colors of the pictures. Record the results in the Learning Journal.




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Magic Max English Journal All About Me Step 1 Volume 1 “Handprint Patterns” p. 17 Key Concepts

Patterns

Colors

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language handprints * pattern * (color words) What comes next?

Materials

• Journal p. 17 • Art Paper • Paint or markers (various colors as seen in the

Journal)







Basic Lesson


1. Show students the patterns on Journal p. 17. Call their attention to the handprints. Ask students what comes next to complete the pattern.

2. Tell students that they are going to make a pattern of their own. Model the making of a pattern on p. 17 or on an alternate piece of paper. Talk about the pattern you have made.

3. Ask one student to come to the front of the room to make a pattern. Discuss this pattern with children and ask someone to continue the pattern.


Have students make their own pattern on p. 17 or on an alternate piece of paper.

5. Show student patterns to the whole class. Discuss the patterns with students.

Assessment Activities 1. Show a pattern to student and ask him/her to say or

identify what comes next. Record the results in the Learning Journal.




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Time Sequence



Assessment: 10 min.

Key Vocabulary/Language matching letters Match partner letters.

Materials

• Journal p. 18 • Crayons • Supplemental Lesson Activity 01.01.18.01 • Supplemental Lesson Activity 01.01.18.02 • Supplemental Lesson Activity 01.05 thru

Supplemental Lesson Activity 01.08 • Assessment Activity 01.01.08. • www.childedu.net > kidx > song > “abc song”







Basic Lesson


1. Sing the alphabet song with students. Point to the letters on an alphabet chart as they are sung. The Alphabet Song.

2. Review the letters of the alphabet, asking students to name letters as they are pointed to. Focus on the first four letters of the alphabet (SLA01.01.18.01).


4. Use the letter cards (SLA01.01.18.02) and play a game of concentration with students. Have the students match the upper and lower case letters.

5. Show students Journal p. 18. Demonstrate how to find and match letters.




Assessment Activities 1. Complete AA 01.01.18. Record results in the Learning

Journal.




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SLA 01.01.18.01



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Magic Max English Journal ○c Kimberley W. Lee Magic Max English Journal ○c Kimberley W. Lee




SLA 01.01.18.02



33






34






35






36






37






38






39






40





41


AA 01.01.18



42




Time Sequence



Assessment: 10 min.

Key Vocabulary/Language matching letters Match partner letters.

Materials

• Journal p. 18 • Crayons • Supplemental Lesson Activity 01.01.19 • Supplemental Lesson Activity 01.01.18.02 • Supplemental Lesson Activity 01.09thru

Supplemental Lesson Activity 01.12 • Assessment Activity 01.01.19 • www.childedu.net > song > “abc song”







Basic Lesson



2. Review the letters of the alphabet, asking students to name letters as they are pointed to. Focus on the first four letters of the alphabet (SLA 01.01.19).


4. Use the letter cards(SLA 01.01.18.02) and play a game of concentration with students. Have the students match the upper and lower case letters.

5. Show students Journal p. 19. Demonstrate how to find and match letters.





Journal.




43

SLA 01.01.19




44


AA 01.01.19



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Step 1 Volume 1 “Monster Math” p. 20 Key Concepts

Counting

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language How many … does he have? He has … eye(s). (body part names)

Materials

• Journal p. 20 • Crayons • Art Paper • www.childedu.net > kids > game >

“Monster Math”







Basic Lesson


1. Show and read “Monster Math” p. 20 to students.

2. Ask students how many eyes, ears, noses, etc. the monsters have. Have them count.

3. Fill in the blanks with students. Help students to see the difference between the use of “eye” and “eyes”.


Have students fill in the blanks in their own Journal.

Have students create and illustrate their own monster. You may want to show them a picture that you have illustrated. The monster can have various numbers of heads, eyes, ears, etc.

5. Discuss the pictures that students have made. Ask questions about how many.

Assessment Activities 1. Show a monster picture to the student. Ask how many

of each body part there are. Record the results in the Learning Journal.




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Step 1 Volume 1 “Monster Math” p. 20 Basic Lesson


6. Advanced:

a. Have students label their monster pictures to include various body parts.

b. Display the pictures that students have made. Describe the pictures and have students identify the monster. Students can identify monsters orally or in lists that can be checked after the exercise is complete.

c. Invite a student to provide the description.

d. Have a student choose a picture to describe for others to guess.

e. Do a speed drill. Show pictures of various body parts and say a number. Students will add an “s” if there is more than one.

f. Expand to other nouns or noun forms.




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Magic Max English Journal All About Me Step 1 Volume 1 “How Old are You?” p. 21 Key Concepts

Age

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language How old are you? I am ___ years old.

Materials

• Journal p. 21 • Crayons • Photo • Glue sticks • Art Paper • Supplemental Lesson Activity 01.01.21.01 • Supplemental Lesson Activity 01.01.21.02







Basic Lesson


1. Ask students how old they are.

2. Draw a birthday cake on the board and draw candles to show the ages of students as they answer.

3. Show Journal p.21 to students. Read and fill in the blanks with students.


Have students put their photo in the box.

Ask students to draw a picture of a birthday cake with candles to show their age. Have students write/copy the sentence, “I am (number) years old.” (See SLA 01.01.21.01)

Assessment Activities 1. Ask student how old he/she is and others are. Record

results in the Learning Journal.




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Magic Max English Journal All About Me Step 1 Volume 1 “How Old are You?” p. 21

Basic Lesson


5. Advanced:

a. Make a set of number cards. (See SLA 01.01.21.02) Distribute the cards to students and have them respond to the question “How old are you?” using the number on their card. If the number is much higher or lower than the student’s age, encourage the students to mimic the age of the person, whether it be a grandmother /grandfather or a baby. Redistribute the cards and play the game several times.

b. Write birth dates on the board and talk about the age of people born on those dates. Show students how to calculate ages from birth dates. Ask questions such as “If someone is born on April 16, 1990, how old is he/she?”

c. Discuss the difference in age calculation between Korea and most western countries. Ask students their ages in Korea and in the U.S.




49

How Old Are You?

Draw a picture of a birthday cake. Draw candles to show how old you are.

I am years old.


SLA 01.01.21.01



50

one

two

three

SLA 01.01.21.02




51

four

five

six



52

seven

eight

nine



53

ten

eleven

twelve



54

thirteen

fourteen

fifteen



55

sixteen

seventeen

eighteen



56

nineteen

twenty

twenty-one



57

twenty-two

twenty-three

twenty-four



58

twenty-five

twenty-six

twenty-seven



59

twenty-eight

twenty-nine

thirty



60

forty

fifty

sixty



61

seventy

eighty

ninety



62

one-hundred



63


Step 1 Volume 1 “An Invitation” p. 22 Key Concepts

Birthday party invitation

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language What is it? * It’s an invitation Whose birthday is it? * How old is he? Who is the invitation from? * Who is the invitation to?Who sent the invitation? * Who received the invitation?

Materials

• Journal p. 22 • Crayons • Art Paper • Supplemental Lesson Activity 01.01.22







Basic Lesson


1. Read “An Invitation” p. 22 to students.

2. Talk about the invitation and point out the features of an invitation. Use visuals and/or chalkboard drawings to convey the meaning.

3. Do a role-play in which one student makes an invitation, sends it to another, and has a birthday party. Correlate activities and actions with a calendar to help students understand the time sequence.

4. Fill in the blanks with students.

5. Tell students that they are going to invite someone from another class to a party. (If no other students are available, divide the class into groups and have them make invitations to send to each other.)


Students will create invitations for their party (birthday, anniversary, graduation, etc.). Give students information to make their invitations (recipient, dates, location, etc.) Have students send the invitations to the named individual. Plan a follow-up session in which the party will take place and invited guests will come.

(See SLA 01.01.22)

Assessment Activities 1. Show student an invitation. Ask student to identify who

the invitation is from/to, whose birthday it is, and how old. Record results in the Learning Journal.




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Step 1 Volume 1 “An Invitation” p. 22 Basic Lesson


7. Advanced:

a. Write information for an invitation on the board in random fashion. Have students use the information to create an invitation that follows the proper order.

b. Help students to write an address on the invitation envelope. Discuss such items as the Country, State, City, Street Address, Apartment Number, and Zip Code. Show students where and how to write this information.

c. Write information on the board in random fashion that can be used to create an address. Have students organize the information to write a proper address.




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SLA 01.01.22



66


SLA 01.01.22



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SLA 01.01.22



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SLA 01.01.22



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Step 1 Volume 1 “Happy Birthday” p. 23 Key Concepts

Celebrating with Song

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language Happy Birthday! * When is …birthday?

Materials

• Journal p. 23 • Crayons • Calendar Blanks • Supplemental Lesson Activity 01.01.23 • www.childedu.net > Music > “Happy

Birthday”







Basic Lesson


1. Read “Happy Birthday” p. 23 to students.

2. Sing the song with students. Help them to see the correspondence between the written words and the song.

3. Write the names Jason, Pat, Tom, and Mike on the board. Read the names for children and draw a picture of each to reinforce the notion that they are names of people.

4. Ask students when Jason’s Birthday is. Tell students to point to Jason’s name on the calendar. Have students draw a birthday cake in the space with Jason’s name.

5. Similarly, direct students to draw birthday cakes in other spaces as well. Have students listen to you say the name first. If students have trouble remembering what the name is or looks like, point to it on the board.

6. Repeat process until there is a birthday cake drawn in each of the spaces indicating a birthday.


Have students create a calendar of their birthday month using a calendar blank. Have them write their name and draw a picture of a birthday cake on the date of their birthday.

Assessment Activities 1. Show student a calendar on which birthdays of students

in the class have been indicated. Ask student to identify when individual birthdays are. Ask student how old. Record results in the Learning Journal.




70


Step 1 Volume 1 “Happy Birthday” p. 23 Basic Lesson


8. Advanced:

a. Write the song lyrics on cards (one word per card) and have students unscramble the words to make the song.

b. Write a series of names and birthdays on the board. Ask questions such as “When is John’s birthday?” “How old is John?” “Who is the oldest?” “Who is the youngest?”

c. Have students complete SLA 01.01.23. Students will write answers to questions about the information in the journal.




71

Step 1 Volume 1 p. 23 Calendar Blanks



72

Happy Birthday! Answer these questions about the information in the Journal.

1. When is Pat’s birthday?

2. When is Mike’s birthday?

3. When is Tom’s birthday?

4. What day of the week is Jason’s birthday?

5. What day of the week is Pat’s birthday?

6. What day of the week is Mike’s Birthday?

7. What month are all the birthdays?

8. Whose birthday is on Tuesday?

9. Whose birthday is first?

10. Whose birthday is last?

Step 1 Volume 1 p. 23 SLA 01.01.23



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Step 1 Volume 1 “Birthday Cake” p. 24 Key Concepts

Cooking - Making a Birthday Cake

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language birthday cake * jam * almonds * Cut the cake in half. * Put … * Decorate

Materials

• Journal p. 24 • sponge cake, sliced almonds, fruit, chocolate

sticks, whipped cream, jam • knife, plate, forks • www.chiledu.net > kids > stories >

“Birthday Cake”







Basic Lesson


1. Read “Birthday Cake” p. 24 to students.

2. Do a sequencing activity in which students identify the correct sequence of the cooking activity.

3. Read directions at random and have students listen to phrases/instructions from the Journal and point to corresponding pictures.

4. Demonstrate the making of the birthday cake, repeating the directions as they are enacted.


Have students make or illustrate their own birthday cakes.

Note: If students are making their own birthday cakes, the activity can also be conducted as a TPR lesson in which the teacher guides students through each step. In this case, students are required to wait for instructions from the teacher before completing each step.)

Assessment Activities 1. Show student the journal page. State the directions in

random order and have the student identify the corresponding picture. Record results in the Learning Journal.




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Step 1 Volume 1 “Birthday Cake” p. 24 Basic Lesson


6. Advanced:

a. Play a word game – “I’m Making a Birthday Cake and I Need …” The teacher starts by saying the phrase and one ingredient. The next student repeats the phrase and ingredient as said by the teacher and adds another ingredient. Each person who follows repeats the phrase, including all ingredients, and adds another. If a “student” misses an ingredient, they are out. This basic game can be modified in any number of ways. Students can be required simply to name an additional ingredient (any noun) that begins with the last letter of the previously mentioned word. Or, students can take the name of an ingredient and play a clapping game wherein students call an individual by naming their ingredient. The person called must name another ingredient in time with the rhythm. The person who misses saying an ingredient in time with the rhythm is “out.” Students who are out could be asked to write or copy a list of ingredients or sing a song.

b. Give students word pairs. One word of each pair is

not a cake ingredient. Students make a list of the ingredients that are not used in making a cake.

Flour/cabbage Red pepper/sugar Garlic/whipped cream Fruit/green onions Radish/nuts

c. Have students make a list as in b. and then guess

what the ingredients could make.

ANSWER: Kimchi Note: If it is not possible to make a “Birthday Cake” in the classroom, the following activities are recommended:

i. Read the directions and ask questions about sequencing.

ii. Have students close their books and draw a cake as directed by the teacher. (TPR)

iii. Make a cake model out of cardboard. iv. Have students illustrate a cake and list its

ingredients. Display the illustration in the classroom and ask questions about the cakes or provide descriptions for students to find matching cakes.




75

Magic Max English Journal All About Me Step 1 Volume 1 “If You Are Happy” p. 25 Key Concepts

Expressing emotions in different ways

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language happy * clap * face * snap * stomp your (one’s) feet sad

Materials

• Journal p. 25 • pictures of happy and sad people • Supplemental Lesson Activity 01.01.25.01 • Supplemental Lesson Activity 01.01.25.02 • www.childedu.net > Music > “If You are

Happy”







Basic Lesson


1. Read “If You Are Happy” p. 25 to students.

2. Sing the song with students. Sing the variations with “stomp” and “snap.”

3. Show pictures of people with happy faces. Tell students that these people look happy, that their faces show that they are happy.

4. Show pictures of people who are sad and use the phrase “If you are sad…” Have students identify behaviors associated with being sad. (See SLA 01.01.2.01)

5. Randomly show pictures of people who are sad or happy and help students to sing the song accordingly.


Have students draw a picture of someone who is happy or sad.

7. Advanced:

a. Write the lyrics on cards (one word per card) and have students unscramble the words to recreate the lyrics. (See SLA 01.01.2.02)

b. Introduce other actions that can be associated with being happy or sad. Play a game of Simon Says and have students perform these actions.

Assessment Activities 1. Show students pictures of people who are happy and

sad. Ask student how the people in the pictures are feeling. Record results in the Learning Journal.




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SLA 01.01.25.01



77




78




79




80

Cut out and unscramble the sentences.

Clap your hands. Clap your hands. Clap your hands. If you are happy and you know it, If you are happy and you know it, If you are happy and you know it, Then your face will surely show it. If you are happy and you know it,

Step 1 Volume 1 p. 25 SLA 01.01.25.02



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Step 1 Volume 1 “Feelings” p. 26 Key Concepts

Identifying things that make us happy or sad

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language happy * sad Show me a … * When I …, I am …

Materials

• Journal p. 26







Basic Lesson


1. Read “Feelings” p. 26 to students.

2. Review feeling words happy and sad. Ask students to show a happy or sad face.

3. Talk about your own feelings and link it with an activity/situation.

Demonstrate a situation and say a corresponding sentence. e.g. “I eat cookies.”

Preface the sentence with the word ‘when’ and add an emotion. e.g. “When I eat cookies, I am happy.”

Repeat with other activities and emotions to reinforce link between the emotion, the activity/situation, and the use of the word ‘when’.

4. Fill in the blanks on p. 26.


Have students draw a picture of someone who is happy or sad and link it with an activity/situation.

6. Show student created pictures to the class and talk about them, linking the emotions and activities/situations using the word ‘when.’

Assessment Activities 1. Show student pictures that they and others have created.

Give the student a sentence that links an emotion and an activity/situation and have the student find the matching picture. Record results in the Learning Journal.




82


Step 1 Volume 1 “Feelings” p. 26 Basic Lesson


7. Advanced:

a. Introduce students to other emotion words such as: shy, embarrassed, angry, frustrated, etc.

b. Write scrambled compound/complex sentences on the board for students to unscramble.

I happy cookies eat when I am

am I when hungry am I sad




83

Magic Max English Journal All About Me Step 1 Volume 1 “Finger Painting Fun” p. 27 Key Concepts

Identifying things that make us happy or sad

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language happy * sad * angry * paint * fingers * mix paper * draw

Materials

• Journal p. 27 • art paper • plates or paint containers • paint (various colors) • starch







Basic Lesson


1. Read “Finger Painting Fun” p. 27 to students.

2. Introduce the word “angry.”

3. Demonstrate the process of finger painting, repeating the directions at each step.

4. Talk about the face that you have created and include a description of feelings.

5. Have a student model the process. As the student is creating the picture, repeat the directions to help students make an association between the language of the lesson and each activity.


Have students draw pictures of different faces with different emotions.

7. Show student created pictures to the class and talk about them.

8. Advanced:

Have students choose from a variety of feelings to create their finger paintings.


Ask student to listen and find a corresponding picture. e.g. “Find the red angry face.” “Find the green happy face.” Students may also be encouraged to say the names of the emotions. Record results in the Learning Journal.




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Step 1 Volume 1 “How Do You Feel Today” p. 28~29 Key Concepts

Talking about feelings and identifying reasons

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language happy * sad * why * because * How do you feel today?

Materials

• Journal p. 28~29 • Cartoon Blanks • www.childedu.net > stories > “How Do You

Feel Today?”







Basic Lesson


1. Role-play a situation or situations that can be linked to an emotion (receiving a gift, having a birthday, getting a bad grade, getting hit, etc.) Make a sentence that links the emotion with the situation using the word “because.” Eg. “I am happy because I got a gift.” “I am sad because he hit me.”

2. Read “How Do You Feel Today?” p. 28 to students.

3. Role-play the dialogue with students.

4. Draw a cartoon using the Cartoon Blank to show the cause of an emotion. The situation portrayed can be one from the Journal or one that you have enacted at the beginning of the lesson. Note: Students do not have to fill in all empty cells.


Have students draw their own cartoon using a Cartoon Blank.

6. Show student created cartoons to the class and talk about them.

7. Advanced:

a. Encourage students to create cartoons that reflect a variety of feelings and conditions other than those presented in the book.

b. Have students read each other’s cartoons. Then, ask questions about the characters in the cartoons. For example, “Why is he sad?” Why is she embarrassed?”


Ask students to listen and find a corresponding picture as prompted. Use sentences such as “She is happy because she got a gift.” Record results in the Learning Journal.




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Step 1 Volume 1 p. 28 Cartoon Blank



86




Time Sequence



Assessment: 10 min.

Key Vocabulary/Language package * matching letters Color matching letters.

Materials


Supplemental Lesson Activity 01.16 • www.childedu.net > Music > “abc song” • Assessment Activity 01.01.30







Basic Lesson



2. Review the letters of the alphabet, asking students to name letters as they are pointed to. Focus on letters Mm, Nn, Oo, and Pp. (See SLA 01.01.30)


4. Use the letter cards and play a game of concentration with students. Have the students match the upper and lower case letters.

5. Show students Journal p. 30. Demonstrate how to find and color matching letters.



Have students complete Journal p. 30. When students are finished, they may choose to draw or illustrate their favorite letter. See Supplemental Lesson Activity 01.13 thru Supplemental Lesson Activity 01.16.


Journal.




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SLA 01.01.30




88


AA 01.01.30



89


Step 1 Volume 1 “Beginning Sounds” p. 31 Key Concepts

Sound Recognition

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language same sound

Materials

• Journal p. 31 • Crayons • Phonics Cards • Supplemental Lesson Activity 01.01 thru

Supplemental Lesson Activity 01.26 • www.childedu.net > Kids > Music >

“abc song”







Basic Lesson



2. Review the letters of the alphabet, asking students to name letters as they are pointed to.

3. Select letters C, N, T, and M and tell students that each of the letters makes its own sound.

4. Write the letters on the board and have students copy the letters on each of four different picture cards or pieces of paper. Make the letter sounds and have students hold up the corresponding piece of paper. Say names of items or people and have students identify the beginning letter in the same way.

5. Complete Journal p. 31 with students. Have students match names that begin with the same sound. Help students focus on the sound/letter correspondence.


Students may choose to draw or illustrate their favorite letter. See Supplemental Lesson Activity 01.01 thru Supplemental Lesson Activity 12.26 for letter coloring sheets.

NOTE: Have students save the cards on which they have written individual letters. Students can use these cards in a variety of learning activities. These cards can also be used by the teacher to assess student knowledge.

Assessment Activities 1. Make a letter sound or say the name of a person or

object. Have the student point to the corresponding letter. Record the results in the Learning Journal.




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Step 1 Volume 1 “Fun with Smells” p. 32 Key Concepts

Identifying Different Smells

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language coffee * chocolate * onion * vinegar * strawberry * peanut * smell * What is it? * What does it smell like?

Materials

• Journal p. 32 • Foil • Cups • Marker • Various food items (coffee, chocolate, onion,

vinegar, strawberry, peanut)







Basic Lesson


1. Before the class begins, make the “smelling cups.”

2. Show students the items that have been placed in the cups. Allow students to smell each of the items. Introduce the names of each of the items.

3. Show students the “smelling cups” in which items have been placed and covered.

4. Demonstrate how students are to smell and identify what is in the cup and then record the observation in the Journal.


Have students smell covered cups to identify the contents.

6. Remove the foil covers for students and let them check their answers.

Assessment Activities 1. Ask student to identify a smell in one of the cups. E.g.

“What does this smell like?” Assess the student’s ability to respond as opposed to identifying the smell correctly. Record the results in the Learning Journal.




91


Step 1 Volume 1 “Fun with Smells” p. 32 Basic Lesson


7. Advanced:

a. Have students make a list of smells they like and don’t like. Discuss the lists with students.

b. Play a word game – “It smells like…” The teacher begins by saying the phrase and adding an item. The next person repeats the phrase and the item and adds another. Each person who follows says the phrase and all other items. The person who cannot repeat the list is out and the game starts over.

c. Introduce phrases such as “It looks like… It tastes like… It feels like… It sounds like…”




92


Step 1 Volume 1 “I Can Smell with My Nose” p. 33 Key Concepts

Talking about Smells

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language Does it smell good/bad? * Things that smell good/bad

Materials

• Journal p. 33 • Pictures of various items (from an old magazine

or newspaper) • Crayons/pencils • Supplemental Lesson Activity 01.01.33







Basic Lesson


1. Show Journal p. 33 to students and talk about things that smell good or bad. Point to pictures in the journal and ask if the pictured items smell good or bad.

2. With students, classify pictures cut out from a magazine or newspaper as good smelling or bad smelling. Paste or tape the pictures on a chart or in the Journal for all students to see.

3. Individual Practice: Have students draw or cut and paste pictures in the Journal to make their own chart of things that smell bad or good. (See SLA 01.01.33)

4. When students are finished, talk about how students have classified various objects. Talk about similarities and differences.

5. Advanced:

a. Say the name of various items. Have students listen and say whether it smells good or bad.

b. Introduce students to other phrases such as “tastes good/bad” “looks good/bad” “feels good/bad” “sounds good/bad”. Have students make charts to classify items and good/bad. Encourage students to write the names of the items.

c. Introduce other adjectives that can be used in place of good/bad. E.g. sweet, sour, rough, smooth, nice, loud, slippery, etc.

Assessment Activities 1. Show student pictures of items and ask the student to

classify the items as good or bad smelling. Record the results in the Learning Journal.




93

I Can Smell with My Nose

I Can Smell with My Nose


SLA 01.01.33



94


Step 1 Volume 1 “Five Senses” p. 34 Key Concepts

Talking about the five senses

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language ears * eyes * nose * tongue/mouth * hands/fingers He/She/They is/are _____with his/her/their ______.

Materials

• Journal p. 34 • Old magazines or newspapers • Scissors







Basic Lesson


1. Read “Five Senses” p. 34 and fill in the blanks with students orally.

2. Make a class chart/table with five columns. The headings for the columns are the five sentences from Journal p. 34.

3. Find at least one picture from a magazine or newspaper to illustrate the use of each of the five senses. Paste the pictures under the appropriate headings on the chart to demonstrate the process to students.

4. Individual Practice

Have students continue the process of looking for pictures to paste under each of the headings.

Have students fill in the blanks in their journals.

5. When students are finished, talk about the pictures that students have found.

6. Advanced:

a. Describe pictures in the chart/table that students have made. Have students find the matching pictures.

b. Ask students to describe what people are doing in the pictures using sentences such as “She is tasting with her mouth/tongue.” “They are looking at (the birds) with their eyes.” Etc.

Assessment Activities 1. Point out pictures on the chart and ask student to identify

what is being done or used to sense. E.g. “What is he/she using?” “What is he/she using to hear?” Record the results in the Learning Journal.




95


Step 1 Volume 1 “Things I Can Do” p. 35 Key Concepts

Talking about things we can do

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language walk to school * comb hair * wake up * get dressed * wash my face * brush my teeth

Materials

• Journal p. 35 • Scissors • www.childedu.net > Kids > Stories >

“Things I Can Do”







Basic Lesson


1. Make a mini-book before class begins

2. Read the mini book “Things I Can Do” with students.

3. Play a guessing game with students. Act out a scene from the mini book and have students find the corresponding picture in their own journals.

4. Play a game of Simon Says and include actions from the mini book.

5. Read sentences at random from the mini book and have students find the corresponding illustrations.

6. Individual Practice: Have students make their own mini book.

7. Advanced:

a. Have students read the mini-book out loud. Help students to recognize sight words and sound out new words.

b. Divide the class into two groups. Have students think of as many verbs to complete the phrase “I can…” as possible. Compare the lists that the two groups have made.

Assessment Activities 1. Read sentences from the mini book at random. Have

student find the corresponding picture. Record the results in the Learning Journal.




96


Step 1 Volume 1 “When?” p. 37 Key Concepts

Talking about things we do at different times of the day

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language morning * afternoon * evening When…?

Materials

• Journal p. 37 • Scissors • A4 paper







Basic Lesson


1. On the board, write the words morning, afternoon, and evening. Draw corresponding pictures/scenes as follows:

Sun rising in the morning

Sun at high noon

Moon and stars

2. Read “When?” p. 37 with students and point to the pictures on the board to reinforce the notion of time.

3. Fill in the blanks with students.


Have students illustrate an activity and write morning, afternoon, or evening to indicate time.

5. Discuss pictures that students have drawn. Talk about the time of day each of the activities occurs. Tape the pictures on the board under the appropriate heading and picture.

6. Advanced:

a. Ask students when they do different things. E.g. “When do you eat breakfast?” “When do you go to school?”

b. Play a game and have students ask each other in turn when they do certain things. Students may ask any question but may not repeat a question that has already been asked.

Assessment Activities 1. Show pictures of activities to students and ask when it

takes place. Record the results in the Learning Journal.




97




Time Sequence



Assessment: 10 min.

Key Vocabulary/Language glasses * matching letters Color the glasses if the letters match.

Materials • Journal p. 38 • Crayons • Supplemental Lesson Activity 01.01.38 • Supplemental Lesson Activity 01.17 thru

Supplemental Lesson Activity 01.20 • www.childedu.net > Kids > Music >

“abc song” • Assessment Activity 01.01.38







Basic Lesson



2. Review the letters of the alphabet, asking students to name letters as they are pointed to. Focus on letters Qq, Rr, Ss, Tt. (See SLA 01.01.38)



5. Show students Journal p. 30. Demonstrate how to find and color glasses if the letters match.





Journal.




98


SLA 01.01.38



99


AA 01.01.38



100




Time Sequence



Assessment: 10 min.

Key Vocabulary/Language Color matching letters the same color.

Materials


Supplemental Lesson Activity 01.26 • www.childedu.net > Music > “abc song” • Assessment Activity 01.01.39







Basic Lesson



2. Review the letters of the alphabet, asking students to name letters as they are pointed to. Focus on letters Uu, Vv, Ww, Xx, Yy, Zz. (See SLA 01.01.39)



5. Show students Journal p. 39. Demonstrate how to find and color matching letters..





Journal.




101


SLA 01.01.39



102



103


AA 01.01.39



104


Step 1 Volume 1 “Walking Walking” p. 40 Key Concepts

Coordinating body movement with lyrics

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language walking * hop * running Now let’s stop

Materials

• Journal p. 40 • Crayons • A4 paper • Supplemental Lesson Activity 01.01.40







Basic Lesson


1. Read “Walking Walking” p. 40 to students.

2. Demonstrate the actions of the song.

3. Sing the song with students and perform the actions indicated with students as they sing the song.

4. Play a game of Simon Says and incorporate the actions of the song.


Have students illustrate the actions of the song. (See SLA 01.01.40)

6. Advanced:

Have students suggest other lyrics and actions. Help students to find substitutions that match the rhythm of the song.

Assessment Activities 1. Say actions from the song. Have student identify

corresponding pictures. Record results in the Learning Journal.



www.magicmax.co.kr www.childedu.net 105

W a l k i n g W a l k i n g Color the pictures and write the sentence.

Step 1 Volume 1 p. 40 SLA 01.01.40



106

Magic Max English Journal All About Me Step 1 Volume 1 “Shadow Play Game” p. 41 Key Concepts

Identifying things we can do.

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language jump rope * sing * run * play a drum What can you do? Can you …?

Materials

• Journal p. 41 • Crayons • A4 paper







Basic Lesson


1. Read “Shadow Play Game” p. 41 to students.

2. Write the action verbs on the board.

Jump rope

Sing

Run

Play a drum

3. Point to each word and model the action. Have students find and point to the corresponding pictures in the Journal and fill in the blanks. Say the complete sentence for students.

4. Reinforce the notion of ‘can’ by introducing an activity that you can’t do. (Try to juggle a few tennis balls or bean bags.) Place a representation or picture of this activity (e.g. balls, bean bags) on a chart or under the heading ‘can’t.’

5. Chart other actions that you can and can’t do.


Have students illustrate things they can and can’t do.

7. Talk about the pictures students have made. Ask them if they can or can’t do the actions depicted.

Assessment Activities 1. Look at the pictures that students have illustrated. Ask

them if they can or can’t do the activities. Ask students what they can do. Record results in the Learning Journal.




107

Magic Max English Journal All About Me Step 1 Volume 1 “Shadow Play Game” p. 41

Basic Lesson


8. Advanced:

a. Play a game of charades. Write several actions on pieces of paper. Have students choose a paper and act out the verb. Students who are watching guess what the action is.

b. Play the same game as above but add notion of “can” and “can’t”. As the student acts out the verb he must show that she can or cannot do it. Students who are watching guess if it something that they can or cannot do.




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Step 1 Volume 1 “I Can …” p. 42 Key Concepts

Identifying things we can do, making comparisons

Time Sequence



Assessment: 10 min.

Key Vocabulary/Language jump * run * crawl What can you do? Can you …?

Materials

• Journal p. 42 • Crayons • A4 paper







Basic Lesson


1. Read “I Can…” p. 42 to students.

2. Write the action verbs on the board.

Jump

Run

crawl

3. Point to each word and model the action. Have students find and point to the corresponding pictures in the Journal and fill in the blanks. Say the complete sentence for students.

4. Talk about things other animals can do and ask students if they can do the same. E.g. “Fish can swim. Can you swim?” “Birds can fly. Can you fly?” “Monkeys can climb trees. Can you climb trees?”


Have students illustrate themselves and an animal performing the same action.

6. Talk about the pictures students have made.

Assessment Activities 1. Use the following sentence pattern and ask students

several questions. “An ostrich can run. Can you run?” Record results in the Learning Journal.


step 1 volume 1 p. 4-7 - + magic max english + · · 2010-02-04step 1 volume 1 “max and the...

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