languageworldbooks.comlanguageworldbooks.com/data/product/ra_starter_lessonplan_sant… · web...

Santa is Stuck!Lesson 1

Pages Drama Book WorkbookBook cover, pp. 2-3 pp. 2-3

Objectives At the end of this lesson, the student will be better able to1) understand the story elements; characters and settings.2) remember the characters’ names and looks.3) have an interest in the story that they are going to read.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance filesClass Time 50 minutes

Procedure & Teacher Talk PPT

Warm Up(6 min.)

1. Greeting (2 min.)Greet the class and begin with the title song.T: Hello everyone. Welcome to Ready, Action! Class.Let’s sing Ready, Action! Song together. Ready?(Play the song)

2. Warmer: Wake Up (4 min.)T: When I say “Start,” you find space and walk.When I say “Stop,” then you stop.(try and you can add up more instructions.)Now, when I say “Clap,” you clap your hands.When I say “Jump,” you jump.(mix them all to energize your students.)

Main activity(30 min.)

3. Story element (10 min.)*Students are not able to understand the concept of characters and setting at once, but it is important to repeat this lesson when starting a new story so that they can catch the idea gradually.

T: We are going to read a new book.Every story has characters and setting.Characters are people like you and me and animals. Who is this? (Ss: Santa.)How about this animal? (Ss: duck.)How about these? Who are they? (Ss: bears, Dracula, elf,Santa, ...)Setting is where and when. Like these pictures, it can be a town, a pond, a castle, or a forest.

*If possible, please elicit these words (town, pond, and castle) from students by pointing out. The last page is optional for higher level or older students.

1

T: Are you ready, are you ready? Are you ready to play?Ss: We are ready! We’re ready! We’re ready to play!Teacher & Ss: Ready, Action!

Main Activity Quiz TimeAsk students if they know the characters, setting, and the title.T: Let’s see some pictures. Look at this.

Who do you see? (Ss: jack)Where are they? (Ss: in the sky.)Do you know the title(name) of the story? (Ss: Jack and the

beanstalk.)Listen! The title of the story is Jack and the beanstalk.(Ss: The title of the story is Jack in the beanstalk.)

*Optional (for higher level or older students)----------------------------------Make a storyWho do you see? (Ss: duck, giant, Jack, bears, castle.)What do you think will happen? Try to make a story using thesepictures.

-------------------------------------------------------------------------------------

4. Jump into the story (20 min.)T: Let’s look at the book we are going to read this month.

Can you find the title? Point it out with your finger!(*T’s modeling is required. Show them where the title is.)How about the characters? Where are they? What about the setting?

T: Look at this page. (pp. 2-3) Wow, there are a lot of characters.How many characters are here?Let’s count them together. One, two, three, four, five, six, seven, eight, nine. How many are there? (Ss: Nine)

T: (Showing Santa) What is the color of his clothes? (Ss: red.) How about the elves? What color is their clothes? (Ss: green.) How many elves are in this story? (Ss: three.) What do elves do for Santa? Do they make toys? (Ss: yes.)

T: (Showing Narrator) Is the narrator a person or an animal? (Ss: animal) What kind of animals? (Ss: reindeer.) What is he playing? (Ss: guitar.) Can you play a guitar? Do you know anyone who does?

T: (Showing Grandma.) Whose grandma do you think she is? (Ss: Mary.) Who do you think will help Santa in the story? (Ss: Mary?)

Let’s read and find out.

Game: Who’s missing?T: Now we are playing a game called What’s missing, All the

characters are here. I will erase one character and you have to find it. Let’s try. Please close your eyes (*T deletes one character.) Open your eyes. What’s missing? (Ss: Santa) Good. (*Finish all three games.)

*Optional (for higher level or older students)----------------------------------If the students belong to a higher level, play “Guess who I am” game. Show them all the characters. Pick one and describe it.T: This character likes to wear red. He uses the chimney to go to other people’s house.

2

(*T does the motion showing student what Santa does.Who am I? (Ss: Santa) That’s right. He is Santa.

Workbook(10 min.)

5. Workbook time (10 min.)Have students open their workbook p.2.

Before Reading- Characters (p.2)Go over names one by one and have them match it to the right character. (If they have time, give them color pencils to color the characters.)

- Warm Up: Put on the stickers. (p.3 top)Show them the Drama book cover again and where the title is. When Ss point out the right one, ask them to remove the “Title” sticker and stick it to the workbook. Also, ask them to name the characters and put the stickers on “Santa” and “Elf 1.”

-Warm Up: Look and Match. (p.3 Bottom)Find and match related characters to their items.

Fun 1 (p.24)When the students finish their workbook and have extra time, get Ss to do it “Fun 1.” They can do it at home, too. Help Santa get down the chimney.

Wrap-up(4 min.)

- Ask them if they remember any characters and the title of the story.

- Talk about what characters they like most so far.

Homework: Go over the names of the characters.

3



Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) predict what is going to happen in the story

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance filesClass Time 50 minutes


Warm Up(6 min.)

1. Greeting (2 min.)Greet the class and begin with the title song.T: Hello everyone. Welcome to Ready, Action! Class.

Let’s sing Ready, Action! Song together. Ready?(Play the song)

2. Warmer: Imagine (4 min.)T: Imagine that we were Santa in the story. Do you know how

Santa walks? How do he laugh? (*Model Santa walking and laughing to Ss.)When I say “Walk,” you walk like Santa.When I say “laugh,” you laugh like Santa.When I say “stop,” then you stop.(*You can add more instructions)Now when I say “jump,” you jump like Santa.When I say “dance,” you dance like Santa.(mix up the commands to energize your students.)


3. Review (2 min.)T: Do you remember what we learned last time?

What is the title of the story? (Ss: Santa is stuck!)Who are the characters? (Ss: Santa, Elf 1, Elf 2, …)Where does the story take place? Is it in a city? Is it in a house? (Ss: house.)

4. Words (4 min.)T: Let’s look at some words from the book. Who are they? (Ss:

help.) Yes, what is the first letter of the word “help”? (Ss: h.) What sound does “h” make? (Ss: hhhh) How many syllables are there? (Ss: …) Let’s count it by clapping. Are you ready? Help. 1 syllable.

4


T: What is the word? (Ss: hear.) Yes, what is the first letter of the word “hear”? (Ss: hhhh) How many syllables are there? (Ss: 1) Let’s check. Are you ready? Hear. 1 syllable.

T: What is the word? (Ss: see.) Good. What is the first letter of the word “see”? (Ss: ssss) How many syllables are there? (Ss: 1) Are you sure? See. 1 syllable. Wow!

T: Who is it? (Ss: Santa.) What is the first letter of the word “Santa”? (Ss: ssss) How many syllables are there?(Ss: 2) Santa. 2 syllables! Great!

*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

*Optional (for higher level or older students)----------------------------------Let’s learn about the names of Santa’s reindeers.T: Do you know the name of the reindeer with the red nose?

5. Jump into the story (24 min)Picture Walk(p.4-5)T: Look at the picture. Where are they? (Ss: on top of the house.)

Who can you see? (Ss: Santa, Elf 1, Elf 2, and Elf 3) What is happening? (Ss: Santa is stuck.) Who is helping Santa? (Ss: Elf 1, Elf 2 and Elf 3.) How do they feel? (Ss: worried.) Where is the girl? (Ss: inside the house.) What is she doing? (Ss: she is listening)

Can you name he ornaments on the Christmas tree? (Ss: snowman, Santa, trumpet…)

Read and Sing (pp.4-5)1st Reading: Teacher reads each line and Ss point to each line while listening.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Divide students into four groups and assign each character to each group. Get Ss to read the narrator part together and read their assigned part. Switch the characters and get Ss to practice.

5

Extra Activity *Craft: Santa is stuck!Materials: colored paper, scissors, glue, pen, toilet paper roll.

1. Cut the red colored paper to fit the toilet roll.2. Draw bricks on the red colored paper.3. Cut out the shape of Santa using various colored papers.4. Use black paper to make gloves for Santa.5. Glue the red colored paper and Santa onto the paper roll.

*Optional (for higher level or older students)----------------------------------*Cross-curricular activity (5 min.)[Critical Thinking]What would you do if Santa was stuck in your chimney?

1. Get Ss into pairs.2. Get Ss to use the craft to talk to their partners about what they

would do?3. Share their stories with the class.

Workbook(10 min.)

6. Workbook time (10 min.)Have students open their workbook p. 4.

Chant in Action (p.4 top)Play the audio or read the chant. While listening, get Ss to point out and chant together.

Words in Action (p.4 bottom)Ask Ss about the words and get Ss to match the right words with the correct pictures.

Stick and read three times (p.5).This time the words are in sentence form. Ask Ss to place the correct stickers and have Ss read the sentences three times together. Check the answers.

Fun 2 (p.25)When Ss are done with workbook and have extra time, get Ss to do “Fun 2.” Ss can take their work home. Color the picture.

Wrap-up(4 min.)

- Ask Ss to read pp.4-5 together (choral reading)- Sing one more time and finish the lesson.

Homework: Read pp.4-5 (3 times)

6



Objectives At the end of this lesson, the student will be better able to1) match lines to the characters who said them2) express their thoughts and opinions with gestures.3) predict what is going to happen in the story.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files, a bouncing ball.

Class Time 50 minutes


Warm Up(6 min.)


2. Warmer: Catch my name (4 min.)Review the character’s names in the story.T: (Write each character name on a paper strip then have Ss pick one.)

Has everyone got a character? Okay, let’s make a circle. You are going to say “Hello, I’m Santa.” And pass this ball to the person next to you. (modeling! And everybody tries it.) Alright, now you know everyone’s character name. This time, say your name and the name of the person you are throwing to. For example, “Santa to Elf 1.” Don’t forget to make eye contact before throwing the ball to the

7


person. (*Tip: Have Ss raise their one hand up until they receive the ball. This is to get everyone a chance.)


3. Review (6 min.)Story elements (2 min.)T: (Showing the book cover page) What is the title of the story?

(Ss: Santa is Stuck!) The title of the story is Santa is stuck! Who are the characters? (Ss: Santa, Elf 1, Elf 2, Elf 3 …)

Collective role (4 min.)When Teacher says a character, everyone pretends to be that character.

*Optional (for higher level or older students)----------------------------------Guess the character: Teacher describes a character verbally or with motion, then students should guess which character the Teacher was referring to.

4. Words in Sentence (4 min.)T: Let’s review the words we have learned in our last lesson. I’m stuck

Main Activity ____! (Ss: Help). Right! Let’s read the whole sentence. (Ss: I’m stuck! Help!) Good! How many syllables does “help” have? (clapping) One!

T: Cat, dog, and Mary _____ the sound. (Ss: hear). Let’s read the whole sentence together. (Ss: Cat, dog, and Mary hear the sound.) How many syllables does “hear” have? (Ss: one).

T: Let’s go and ______ !(Ss: see.). Let’s read the whole sentence together (Ss: Let’s go and see!). How many syllables does “see” have? (Ss: one).

T: Meow! It is _____ (Ss: Santa.). Let’s read the whole sentence together (Ss: Meow! It is Santa). How many syllables does “Santa” have? (Ss: two). Perfect!

5. Jump into the story (20 min.)Picture Walk(p.6-7)T: Where is Santa? (Ss: on top of the house.)What are they doing? (Ss: they are helping Santa.)How do the elves feel? (Ss: worried.)How does Mary feel? (Ss: surprised.) What is Santa doing on top of the house? (Ss: he is stuck.)*You do not have to ask all these questions. Just pick some questions.

Read & Sing(p.6-7)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

Optional: Who said?Read a line and ask students who said the line.Ex) “Meow. What is it?” Who said this line? (Ss: cat.)

8

Extra Activity Optional*Do the fun activity in the Teacher’s resource tool (5 min).

What did he say?What did she say?What did the dog say?What did the cat say?

Workbook(10 min.)

6. Workbook time (10 min.)Have students open their workbook p.6.

Story in Action (p.6 top)Play the audio or read the lines to the Ss. While listening get Ss to point out and read together. Then ask Ss to put the stickers.

Read and circle. (p.6 Bottom)Encourage Ss to read and find the right answer. Go over the answers together.

Read and match. (p.7)Get Ss to read each speech bubble and guess who said what.

Optional: ____is helping ____ (7 min.)Prepare a sketchbook. On every piece of paper, put a different character. Divide students into teams and have each team stand in line. The teacher will flip the papers and Ss will make a sentence. Within 1 minute, the team that makes the most sentences will win.

T: (Showing Santa and Elf 1)Ss: Elf 1 is helping Santa.

Wrap-up(4 min.)

Ask Ss to read pp. 6-7 together (choral reading)Sing the song one more time and finish the lesson.

Homework: pp.6-7

9



Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) recycle expressions from the book.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files.Class Time 50 minutes


Warm Up(6 min.)


2. Warmer: Tableau (4 min.)Review the character’s names in the story.T: Imagine that you were Mary and saw Santa and the elves.

How would you act? What would you do?(Teacher’s modeling is required) I would feel very surprised, so I would act like this! (Acting surprised) And Freeze. Alright? Let’s try it together.

10


Main activity(30 in.)

3. Review (6 min.)Through this activity, students can practice expression from the book.

1. Do the interactive questions using the PPT.2. Get Ss to read aloud the sentences and choose the right

answer.3. Continue until Ss get the characters right.

4. Words (4 min.)T: What is this animal? (Ss: dog.)

What if the first letter of the word “dog”? (Ss: d) What sound does h make? (Ss: dddd) How many syllables are there? (Ss: 1)Let’s count it by clapping. Are you ready? Dog. 1 syllable.Can you tell me your favorite kind of dog?

T: What is this animal? (Ss: cat.)What is the first letter of the word “cat”? (Ss: c) What sound does c make? (Ss: cccc) How many syllables are there? Cat.1 syllable.

Main Activity What is your favorite kind of cat?

T: What is this word? (Ss: pull.)What is the first letter of the word “pull”? (Ss: p) What sound does p make? (Ss: pppp) How many syllables are there? Pull. 1 syllable.Can you show me how you pull?

T: What is this word? (Ss: push.)What is the first letter of the word “push”? (Ss: p) What sound does p make? (Ss: pppp) How many syllables are there? Push. 1 syllable.Can you show me how you push?

*Even though Ss have finished learning phonics, it might be still confusing for them. So, it is advisable to check their phonemic & syllable awareness while going over new words.

5. Jump into the story (20 min.)Picture Walk(pp.8-9)T: What are they doing? (Ss: They are helping Santa.) Are they pushing or pulling on p.8 ? (Ss: pushing.) How about p.9? What is Mary doing? (Ss: pulling.)

(pp.10-11)T: Did they get Santa out? (Ss: no.) Who is pushing? (Ss: Mary, Elf 1, Elf 2, Elf 3, cat and dog.) Who is pulling? (Ss: Mary, Elf 1, Elf 2, and Elf 3.) How do they feel?

Read and Sing(pp.8-9)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.

11

4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

(pp. 10-11)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Then play the song and have them sing together. (2 times)Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now, we are going to sing and dance together. Are you ready? Stand up!(Play the video “Santa is stuck!” When everyone stands up. Get Ss to follow the dance and sing along.)

Santa is stuck!Help, help! Help, help!Santa is stuck!Santa is stuck!Help, help, help him out!Help, help, help him out!(Repeat)

Workbook (10min)

6. Workbook time (10 min.)Have Ss to open their workbook p.8

Chat in Action (p.8 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.

Words in Action (p.8 bottom)Have Ss read the words and ask them to match the pictures to the correct words.

Stick and read three times. (p.9)The words they have reviewed are presented in sentence form. Ask Ss to place the correct stickers and have them read the sentences three times together and check.

Story in Action (p.10 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to put the stickers.

Read and Circle. (p. 10 bottom)Encourage Ss to read and find the right answer. Check the answers together.

Read and match. (P. 11)Have Ss read each speech bubble and guess who said it.

Wrap-up(4 min.)

- Ask Ss to read pp. 8-11 together (choral reading)- Sing “Santa is stuck” one more time and finish the lesson.

Homework: Read pp. 8-11 (3 times)

12



Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) read and speak with confidence.



Warm Up(6 min.)


2. Warmer: Zip, Zap, Zop (4 min.)Pass the words – zip, zap, zop- and energy around the circle as quickly and smoothly as possible. Instead of zip, zap, zop, we can use some other words.(Alliteration) Big Brown Bear/ Peter Piper Picked / Fresh Fried FishT: Today we are going to pass three words, zip zap zop. Look at this.

I pass Zip to you (Pointing at and pass), and you can pass Zap to someone else. Then the person passes Zop to another student. (Teacher’s modeling is needed.)

13



3. Review (6 min.)Reading PracticeReview the pages 4-11 we learned so far and practice more reading.(After choral reading, please choose one of the reading activities depending on the time you can use.)

1) Choral reading: Have Ss read together.2-1) One (or three) word reading: Have Ss read one or three words each quickly.2-2) Reading with emotion: Choose one emotion each time such as angry, sad, happy. Then read a page with that emotion.

Main Activity 4. Words (4 min.)T: What is this? (Ss: soap.) What is the first letter of “soap”? (Ss: s) What sound does “s” make? (Ss: ssss) How many syllables are there in “soap”? (Ss: 1) Let’s count it by clapping. Are you ready? Soap. 1 syllable.

T: What is this? (Ss: butter.) What is the first letter of the word “butter”? (Ss: b) What sound does “b” make? (Ss: bbbb) How many syllables are there in “butter”? (Ss: 2) That’s right. Let’s check.

T: What is this? (Ss: roof.) What is the first letter of the word “roof”? (Ss: r) What sound does “r” make? (Ss: rrrr) How many syllables are there in “roof”? (Ss: 1) Great. Are you ready? Roof. 1 syllable.

T: What is this place? (Ss: chimney.) What is the first letter of “chimney”? (Ss: c) What sound does “c” make? (Ss: cccc) How many syllables are there in “chimney”? (Ss: 2) How many syllables are there in “chimney”? (Ss: 2)*Even though Ss finished learning phonics, it might be still confusing to them. So, it is advisable to check their phonemic & Syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk(pp.12-13)T: What are they bringing? (Ss: butter.) What are they doing with it? (Ss: They are putting it on Santa.) Did they get Santa out? (Ss: No.)

(pp.14-15)T: What are they bringing? (Ss: soap.) What are they doing with it? (Ss: They are putting it on Santa.) Did they get Santa out? (Ss: No.)

Read(pp.12-15)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

14

Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now, we are going to sing and dance together. Are you ready? Stand up!(Play the video “Santa is stuck!” When everyone stands up. Get Ss to follow the dance and sing along.)

Santa is stuck!Help, help! Help, help!Santa is stuck!Santa is stuck!Help, help, help him out!Help, help, help him out!(Repeat)

Workbook(10 min.)

6. Workbook time (10 min.)Have Ss to open their workbook p.12

Chant in Action (p.12 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.

Words in Action (P.12 bottom)Have Ss read the words and ask them to match the pictures to the correct words.



Read and Circle. (p. 14 bottom)Encourage Ss to read and find the right answer. Check the answers together.


Fun 2 (p.26)If the students have extra time after completing the workbook, get Ss to do “Fun 2.” Ss can do it at home, too.

Wrap-up(4 min.)

- Ask Ss to read pp. 12-15 together (Choral reading).- Get Ss to sing a song of their choice and finish the lesson.

Homework: pp. 12-15.

15



Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) Read the lines with expression and confidence.



Warm Up(6 min.)


2. Warmer: Mirror (4 min.)Team building warmer activity

1) Two students become a team.2) One student (A) does action while the other student (B)

follows A’s action.3) Give one minute and switch the positions. Then switch

partners.

16



3. Review (6 min.)Review the song we have learned so far and practice the dance movements. Also learn a new song called “Butter and Soap.”

Optional: Put on…Through this activity, students can review the expression“Put on…,” “Put ____ on,” with the whole class.

T: Mary put on _____.Ss: (Raise their hand and answer the question.)

(Suggested questions)Mary put on soap…Mary put butter on…

4. Words (4 min.)T: Who is she? (Ss: grandma) What is the first letter of the word

“grandma”? (Ss: g) What sound does “g” make? (Ss: gggg) How many syllables are there? (Ss: 2) Let’s count it by clapping. Are you ready? Grandma. 2 syllables.

T: What is the word? (Ss: idea.) What is the first letter of the word “idea”? (Ss: i) What sound does “i” make? (Ss: iiii) How many syllables are there? (Ss: 3) Are you ready? Idea.3 syllables. Wow!

T: What is the word? (Ss: creamy) What is the first letter of the word “creamy”? (Ss: c) What sound does “c” make? (Ss: cccc) How many syllables are there? (Ss: 2) Are you ready? Creamy. 2 syllables.

T: What is the word? (Ss: bubbly) What is the first letter of the word “bubbly”? (Ss: b) What sound does “b” make? (Ss: bbbb) How many syllables are there? (Ss: 2) Are you ready? Bubbly. 2 syllables. Great!

*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk(pp.16-17)T: Which object is creamy? (Ss: butter.) Which object is bubbly? (Ss:

soap.)

(pp.18-19)T: Who did Mary wake up? (Ss: grandma.) Did grandma meet Santa?

(Ss: yes.) Do you think she can help Santa? (Ss: yes.)

(pp.16-17)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Then play the song and have them sing together. (2

times)

(pp.18-19)

17

1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Divide students into four groups and assign each character to each group. Get Ss to read the narrator part together and read their assigned part. Switch the characters and get Ss to practice further.

Dance and sing along*when students use their body, they learn faster with a lot of fun.T: Now we are going to sing and dance together. Are you ready? Stand

up!(Play the video “Butter and soap?” When everybody stands up, have them follow the dance and sing along.)

Butter and soapCreamy, creamy, creamy.Let’s get butter!Creamy, creamy, creamy.Let’s get butter!Creamy, creamy, creamy.Creamy, creamy, creamy.Oh, no! Oops-a-daisy!

Bubbly, bubbly, bubbly.Let’s get soap!Bubbly, bubbly, bubbly.Let’s get soap!Bubbly, bubbly, bubbly.Bubbly, bubbly, bubbly.Oh, no! Oops-a-daisy!

Workbookmin.)

6. Workbook time (10 min.)Have Ss open their workbook p.16





Read and circle. (p. 18 bottom)Encourage Ss to read and find the right answer. Check the answers

18

together.

Read and match (p. 19)Have Ss read each speech bubble and guess who said it.

- Ask Ss to read pp.16-19 together (Choral reading).- Sing “Butter and Soap” one more time and finish the lesson.

Homework: Read pp16-19 (3 times)



Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) Read the lines with expression and confidence.



Warm Up(6 min.)



2. Warm-up activity (4 min.)1) Walk & Stop:Students walk around the classroom and when teacher says “stop,” they have to stop and make eye contact with someone who is close to them.2) 7 Count ShakeWhile students count the numbers from 1 to 7, they shake their right hand 7 times. (Do the same thing with the left hand, right foot, and left foot.)

19



3. Review (6 min.)Review the pages 12-19 and the content we have learned so far and practice more reading.

1) Choral reading: Have Ss read together.2) Voice reading: When they read the story, get Ss to make a

different voice for each reading. Have Ss stand up and read from left to right.Ex) very loud voice, whisper…

4. Words (4 min.)T: What is this? (Ss: slide.) What is the first letter of the word “slide”? (Ss: s.) What sound does “s” make? (Ss: ssss) How many syllables are there? (Ss: 1) Let’s count it by clapping. Are you ready? Slide. 1 syllable.

Main Activity T: What is the word? (Ss: Christmas.) What is the first letter of the word “Christmas”? (Ss: c.) What sound does “c” make? (Ss: cccc) How many syllables are there? (Ss: 1) Are you ready? Christmas. 2 syllables.

T: What is the word? (Ss: raise.) What is the first letter of the word “raise”? (Ss: r.) What sound does “r” make? (Ss: rrrr) How many syllables are there? (Ss: 1) Are you ready? Raise. 1 syllable. Great!

T: What is the word? (Ss: arm.) What is the first letter of the word “arm”? (Ss: a.) What sound does l make? (Ss: aaaa) How many syllables are there? (Ss: 1) Are you ready? Arm. 1 syllable. Wow!*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk(pp.20-21)T: What is grandma doing? (Ss: she is raising her arm.) Did Santa get out? (Ss: yes.)

(pp.22-23)T: How are they feeling? (Ss: happy.) What is Santa doing? (Ss: he is playing an instrument.) What is the name of the instrument played by Santa (Ss: harp). Can you name all the instruments played by the elves? (Ss: banjo, saxophone, and violin.)

Read & Sing(pp.20-21)1st Reading: While Teacher reads each line, Ss point the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Then play the song and have Ss sing together. (* 2 times)

Dance and sing along*when students use their body, they learn faster with a lot of fun.T: Now we are going to sing and dance together. Are you ready? Stand

up!(Play the video “We wish you a Merry Christmas” when everyone stands up. Have Ss follow the dance and sing along.)

20

We wish you a Merry ChristmasHo,ho,ho! Ho,ho,ho!We wish you a merry Christmas.We wish you a merry Christmas.We wish you a merry Christmas.And a happy new year.Merry Christmas!(repeat)

Workbook(10 min.)

6. Workbook time (10 min.)Have Ss open their workbook p.20.


Workbook(10 min.)



Story in Action (p.22 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to trace the words.

Read and circle. (p. 22 bottom)Encourage Ss to read and find the right answer. Check the answers together.


Fun 4 (p. 27)If the students have extra time after completing the workbook, get Ss to do “Fun 4.” Ss can do it at home, too. Complete the drawing.

Wrap-up(4 min.)

- Ask Ss to read pp.20-23 together (Choral reading).- Sing the song “We wish you a Merry Christmas” once more

and finish the lesson.

Homework: Read pp.20-23(3 times)

21



Objectives At the end of this lesson, the student will be better able to1) tell the story element of the target story.2) express thoughts and opinions with gestures.3) read the lines with expression and confidence.



Warm Up(6 min.)



2. Warm-up activity: Tongue twisters (4 min.)i

Try these tongue twisters with Ss. Try to do it slowly then faster.1. Ten tiny tin trains toot ten times.2. Seven Santas sang silly songs.3. Santa’s seven sleighs slid sideways4. Tiny Tim trims tall trees with tinsel.5. Santa’s sleigh slides on slick snow.6. Bobby brings bright bells.7. Silly smelly snowman slips and slides8. How many deer would a reindeer reign if a reindeer could reign deer?9. Running reindeer romp ’round red wreaths.10.Santa Clause’s cloak closes tightly.

22



3. Review (6 min.)Word in Sentence (6 min.)Review 10 words in the sentences of the story.

Reading Practice (16 min.)1) Choral reading: Separate the students into teams and give

each team different characters. Have Ss read their lines when their turn comes.

2) Reader’s theatre*: divide the students into groups and allocate the roles to the students.

* Reader's theater is a style of theater in which the actors do not memorize their lines. Actors use only vocal expression to help the audience understand the story rather than visual storytelling such as sets, costumes, intricate blocking, and movement.Song & Dance (8 min.)Practice and review songs and dance movements from the videos together.*Teacher can control the time of the class. If reviewing the words in sentences is not needed, cut down the time for different practice.

Workbook(8 min.)

4. Workbook time (8 min.)Have Ss open their workbook p.28

After Reading (p.28)Ask Ss to put the pictures in order. Get Ss to retell the story using these pictures.

Wrap up (p.29)Get Ss to place the stickers after reading the boxes together. Then the whole class can read aloud together.

Extra Activity Optional:Story Map (10 min.)Separate the roles to draw characters, setting, etc.Make a story board and put it on or hang somewhere in your classroom. It helps children review the story over again.Materials needed: foam board, sticky notes, color pens, color papers glue sticks.

Story Summary*(referring to the aspoonfuloflearning.blogspot.com)

Retelling with picturesGive students a comic strip and ask them to draw three important scenes to retell the story. Get Ss to write an important word for each part.

Wrap-up(4 min.)

- Ask Ss about their favorite part from the story.- Get Ss to talk about characters, settings, and their favorite

part from the story.

*8 lessons are planned in this guide, but you can always add more review & practice to extend the classes from 8 to 12 classes.

23

- Option I: 8 lessons (Readers)

- Option II: 12 lessons (Readers + Musical/Reader’s Theatre performance)

24

i https://www.kidactivities.net/christmas-tongue-twisters/

https://aspoonfuloflearning.blogspot.com/2014/12/christmas-fun.html

https://aspoonfuloflearning.blogspot.com/2014/12/christmas-fun.html

https://www.kidactivities.net/christmas-tongue-twisters/

languageworldbooks.comlanguageworldbooks.com/data/product/ra_starter_lessonplan_sant… · web...

Documents