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COORDINACIN DE IDIOMAS
CICLO ESCOLAR 2015-2016
LESSON PLAN
TH
ND
JANUARY 8 TO JANUARY 22
Schools name:
CCT:
Product:
Verse Roulette
Environment:
Literary and ludic
Stage(s):
Instructors name:
ID:
Social practice:
Participate in language games with expressive and aesthetic purposes
Specific competence:
Change verses in a childrens poem
Introduction to topic
(Incorporated stage to
present topic)
Session 1
15 minutes
Write the following poem on a flip chart sheet and paste it on the board:
one stanza
Page 1 of 20
My Snowman
By Marian Day
My snowman is round and fat.
He carries a cane and wears a hat.
He stands in my yard whenever it snows.
He has little black eyes and a carrot nose.
one verse
Total 4 verses
Poem Vocabulary:
stanza
verse
snowman
fat
hat
snows
nose
Describe what a stanza and verse is. Say each word as you point to it and ask students to repeat the word
after you. Emphasize on the rhyming words. Read the poem again and have students clap when you
mention the rhyming words.
Remove the flip chart sheet and write the word fat on the board. Show students the animal flashcards
(see image 1) one by one and mention the name of each animal. Have students mention the animals that
rhyme with the word fat. Explain that words rhyme because they have the same ending sound. Circle
the ending letters at in each word.
15 minutes
Have students circle the rhyming words and say them out loud.
1.
2.
3.
true
bear
foot
blue
card
dog
tree
pear
frog
4.
5.
6.
coat
meat
red
boat
food
pan
fruit
beat
fan
15 minutes
Write on the board the following charts and have students write the words from the word bank under
the corresponding column.
Word bank:
can
pet
pan
Rhyming words:
fan
tan
fox
Rhyming words:
true
blue
bear
pear
dog
frog
coat
boat
meat
beat
pan
fan
After students have finished, have them trade notebooks with a classmate and write the correct answers
for students to check their peers work.
Session 2
20 minutes
Ask students why words rhyme. Give a student the chance to answer.
Invite two students to go to the front to complete the conversation using words from the word bank
then, use a dynamic to divide the students in pairs. Ask students to choose a word from the word bank to
correctly say the conversation. Explain that student A will complete the first and third sentence and
student B will complete the second and fourth sentence.
Repetition Drill:
Word Bank:
Who is Denisse?
Denisse is my _________.
Page 2 of 20
Greece
police
What
Why
niece
peace
20 minutes
Write the following poem on a flip chart sheet and paste it on the board:
Stars
They are over us, hundred feet high.
They cover the sky, in a very clear night.
How many you are?
Can I put you in a jar?
But you are so far, I cant even try.
one stanza
one verse
Total 5 verses
Describe what a stanza and verse is then, say each word as you point to it and ask students to repeat the
word after you. Emphasize on the rhyming words. Read the poem again and have students clap when
you mention the rhyming words.
-
Select a poem.
Choose a stanza to
make a roulette with its
verses.
Tell students they will work on making a roulette using one of the poems. Paste both flipchart sheets
with the poems and have students select one. Tell students to write the chosen poem on their
notebooks so they can practice at home.
Poem Vocabulary:
stanza
verse
stars
high
sky
night
are
jar
far
Product Vocabulary:
roulette
5 minutes
Tell students they will need a piece of cardboard (paper sheet size) and a paper fastener (broches self) to
make a roulette. Make in advance one and show it to students. Have students look at it.
Session 3
25 minutes
Write the following words on the board and ask different students to go to the board and match the
words that rhyme.
funny
Kelly
spoon
night
smart
book
cake
jelly
write
start
bunny
hook
mistake
moon
Sing the ABCs song with the students. Invite some of them to spell the previously matched words.
Page 3 of 20
Rhyming words:
funny
Kelly
spoon
night
smart
book
cake
jelly
write
start
bunny
hook
mistake
moon
20 minutes
If possible get copies from annex 1 and 2. Give each student one to cut. If not, have students use sheets
of paper from their notebooks to make the necessary materials to make the roulette. Help students in
the process. When students finish ask them to keep the roulette in a save place.
Session 4
25 minutes
Write the following poem on the board. Ask students to get out their notebooks and write it.
Tell students to perform the following activities with the poem.
1.
2.
3.
Page 4 of 20
20 minutes
Place on the board the previously made roulette with the verses written on it for all students to see. Ask
students to take out their roulette and have them write the verses from the corresponding chosen
stanza (poem). When students finish, tell them to put away their roulette. Explain they will work with it
on future English classes.
Session 5
35 minutes
Play some childrens song to set the environment to work. Call students one by one and ask them to
have their roulette in their hands. Check that the written form of the verses is correct and verify if the
stanza is complete. In case a student misspelled some words or did something that was not correct ask
him/her to correct it and come back.
Before checking the students work, ask them to illustrate the roulette according to what each verse
says. By doing this, the students who are not with the teacher checking the work will have an activity to
do.
10 minutes
Ask students to circle the rhyming words on the roulette. Write the rhyming words on the board, have
students repeat them and invite some students to spell the rhyming words.
Session 6
25 minutes
Invite some students to identify the stanzas by circling them and another to identify the verses by
underlining them from the following poem:
My body
I use my eyes to see the skies
I use my eyes to see the ice.
Read the poem again and touch the part of the body that the poem mentions then, invite students to do
the same.
Explain that the following:
Rhyming words:
Are used in a poem, play or fiction to bring melody that one can easily remember and recite.
Page 5 of 20
Poem Vocabulary:
see
eyes
skies
ice
smell
nose
rose
toes
hands
count
plans
lands
ears
hear
clear
dear
20 minutes
Show students how a roulette works. Ask students if they have ever seen a roulette at a TV show.
Invite a student to go to the front to test his/her roulette in front of the class. Tell students the
imagination will be used to create new poems.
st
nd
1 Example:
2 Example:
When I am far
I like to eat from a jar
Give students some time to play with their classmates using the roulette. They must mention the verse
where the arrow falls into. They can also change the order of the stanza.
Page 6 of 20
Session 7
25 minutes
Separate the class in teams by giving students little papers with numbers (See page 14). Give each team
the memory game page (see page 15)to cut and play a memory game with rhyming words
Rhyming words:
fat
hat
snow
nose
far
jar
night
high
20 minutes
Display the roulette in a visible place in the classroom and if possible invite other second grade groups to
have a look at them.
Reference:
NEPBE Syllabus Cycle 1 electronic version pg. 143
Assessment:
Bimester Evaluation Record.
Following Instructions Checklist:
yes
no
yes
yes
no
no
yes
no
yes
no
Page 7 of 20
During and at the end of each class, accomplish the following points:
Monitor the students performance by walking around the classroom while they work.
Check notebooks when students finish with their work. Set 2-3 simple rules for
activities Suggested simple rules:
1. Raise your hand for permission to speak.
2. Raise your hand for permission to leave your seat.
3. Follow directions quickly.
Repeat the rules before starting with an activity. Use mimics to make it easy for
students to learn the 3 simple rules.
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Image 1 (color)
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Numbers:
1
1
1
1
1
1
1
1
1
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2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
Rhyming words:
frog dog
rat
cat
sea
see
jar
far
snows nose
blue true
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Annex 1 (color)
Page 18 of 20
Annex 2 (color)
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Verse
Roulette
Verse
Roulette
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