lesson plans and materials

Teaching Practice Lesson Plans and materials In this document you will find some lesson plans and materials applied to a group of first graders in a bilingual elementary school. All the lesson plans were created by the author of this project and some materials were taken from web sits on the internet specialized in teaching materials.

2013

Marianela Solano Q

1

Lesson Plans and Materials

1) Lesson plan 1

Teaching Planning Villa Paraíso Bilingual School

English Department

T. Marianela Solano Quirós

Level: First grade Time: 80 min Date: June 17th

Topic: Unit 4: This is my house! Textbook: Fireflies 1

Objectives: Students will be able to:

1. Mentioned prepositions of place

2. Recognize the difference between there is and there are by giving examples

3. Apply there is for singular nouns and there are for plural nouns

4. Recognize question in singular to know the place or position of items

5. Answer question in singular to know the place or position of items using preposition of

place (It is ….)

Stage Objectives Procedures Assessment

Criteria

Materials Time

Warm-up -Get to know each other:

Students have a little piece

of paper with the name of a

classmate on it. Each

student describes the person

they have and the rest of the

class guess who it is.

Little pieces of

paper with the

name of all the

first graders.

15 min

Presenta-

tion

1. -Ss write on their English

notebooks today´s date and

the instructions for today´s

topic: Review on there

is/are, singular questions

with where, and

-There

is/are

-where

-Chalk-board and

chalk

10 min

2

2,3

1,4,5

prepositions of place.

2. -Ss pay attention to the

teacher´s explanation on

there is/are, and give

examples to her of items

that are in the classroom or

in other classrooms

3. -Ss pay attention the

teacher´s explanation on the

singular questions to ask the

place of things and the

different prepositions of

place that can be used to

answer them (Ss mention

the preposition of place). Ss

and teacher create examples

and then write them on the

English notebook.

is…? It

is……

On, in,

behind,

under, next

to.

5 min

5 min

Practice 3

4,5

4. – Ss complete the

Worksheet 1: there is /are

following the instructions of

the teacher.


Worksheet 2: where is?... it

is… , following the

instructions of the teacher.

-Copies of

worksheet 1 and

worksheet 2 .

10 min

10 min

Consolid

ation

1,4

2,3

6. - Ss play bingo to practice

prepositions. The teacher

mentioned the position of

the ball or rabbit and Ss try

to find it on their bingo

cards. At the end, some are

asked about the position of

the rabbit or ball in their

bingo cards, for example:

Teacher: where is the

rabbit? Ss: the rabbit is on

the table.

7. –Ss look to the poster on the

board and mention using

there is and there are what

- go to this link

http://www.toolsf

oreducators.com/

bingo/preposition

s.php and print

the bingo cards

-chocolates for

the bingo

winners.

-A zoo poster

10 min

10 min

http://www.toolsforeducators.com/bingo/prepositions.php




3

Lesson Plan reflection 1: This was a good class; Ss showed that they need to study more,

specially the prepositions of place. Ss loved the bingo game.

they see on it.

Closing 8. Ss give their notebooks and

folder to the teacher so she

can check the work done

and give feedback to the Ss.

5 min

4

Worksheet 1

Instructions: 1. Ss tick A or B if the statement belongs to picture A or B. For example: There is one

cake in picture A (Ss tick A).

2. SS write the correct sentence and then match it with the picture ( Ss can color the

pictures)

5

T. Marianela Solano

Worksheet 2

Instructions:1) Ss color the pictures in color the preposition of place

2) Ss answer the questions using the prepositions as it is in the example.

Where is the lady bug? It is next to the rock.

Now it’s your turn. Answer the questions

Where is the ant? the flower pot.

Where is the bee? the wood log.

Where is the spider? the leaf.

6

Where is the ant? the flower.

T. Marianela Solano

2) Lesson plan 2


English Department


Level: First grade Time: 80 minutes Date: June 18th

Topic: Unit 4: This is my house textbook: Fireflies 1


1. Mentioned the parts of the house

2. Write parts of the house

3. Name the furniture vocabulary

4. Answer question in singular to know the place or position of nouns, parts of the house or

furniture using preposition of place and the furniture or parts of the house vocabulary (It is ….)


Criteria

Materials Time

Warm-up - Ss imagine that they have

a ball on their hands. They

must move the imaginary

ball following the teacher

instructions. E.g. move the

ball to the right ( stretch

arms), move the ball to the

left(stretch arms), put the

ball under the chair (stretch

the bag, legs and arms) turn

with the ball to the right,

and so on.

-Prepositions

of places

10 min

Presenta-

tion

1

3. -Ss write on their English



topic: Review on parts of

the house and furniture,

where is..?/it is…, and

prepositions of place.

4. -Ss carefully watch, listen

and repeat the different

parts of the house point by

the teacher on the poster

-living room,

bathroom,

bedroom,

kitchen,

garage,

dining room

-where is…?

It is..

On, in,

behind,

under, next

-Chalk-board

and chalk

-Poster parts of

10 min

5 min

7

Lesson plan reflection 2: the warm up was a good activity to active students, a TPR activity,

the idea was that Ss would stretch as much as possible. Ss loved the memory game but it is

important to involve all students sometimes the same kids answer the pairs, so try to involve all

students and motivate the shy kids to participate.

2

5. -Ss watch, listen and repeat

the furniture items point by

the teacher on the poster

to.

-Furniture

vocabulary

the house

5 min

Practice 4,3

1,2,,4

1,2,4

6. – Ss answer the teacher´s

questions (where

is…furniture

vocabulary…?) using

prepositions of place ( it is

on/in/under/behind/next to

the ...)

7. -Ss complete the Worksheet

1: where is..? it is…

furniture vocabulary,

following the instructions of

the teacher.


Worksheet 2: parts of the

house, following the

instructions of the teacher.

-furniture

vocabulary,

prepositions

of place and

parts of the

house.

-Copies of

worksheet 1 and

worksheet 2.

10 min

10 min

10 min

Consolia-

tion

3 9. –Memory game: All the ss

play the furniture

vocabulary memory game

.of. The Student who

guesses the pairs wins

prices.

-memory game

link.

http://www.eslg

amesplus.com/f

urniture-

vocabulary-

memory-game-

for-esl-practice/

-candy for

winners

15 min





5 min

http://www.eslgamesplus.com/furniture-vocabulary-memory-game-for-esl-practice/






8

Worksheet 1

Instructions: Look at the picture and answer the questions using the following

preposition of place.

PREPOSITIONS OF PLACE: IN, ON, UNDER, NEXT TO

1) Where is Ghost number 1? It’s in the box.

2) Where is Ghost number 2? ________________________________________________

3) Where is Ghost number 3? ________________________________________________

4) Where is the computer? __________________________________________________

5) Where is the pencil? _____________________________________________________

6) Where is the recorder? ___________________________________________________

7) Where is the radio? ______________________________________________________

8) Where is the cat? ________________________________________________________

9) Where is the cowboy hat? _________________________________________________

10) Where is the bag? ______________________________________________________

11) Where is the mobile phone? ______________________________________________

12) Where is the book? ______________________________________________________

1 2 3

9

T. Marianela Solano

Worksheet 2

Instructions: 1)Ss name the parts of the house using the vocabulary in the box

2)Ss complete the sentences and then answer the questions using the parts of the house

vocabulary

10

T. Marianela Solano

3) Lesson plan 3


11

English Department


Level: First grade Time 80 minutes Date: June 19th

Topic: Unit 4: This is my house Textbook: Fireflies 1


1) Identify the use of each singular demonstrative pronouns

2) Correctly apply the singular demonstrative pronouns in speaking activities or writing

activities

3) Write the singular demonstratives pronouns


Criteria

Materials Time

Warm-up - Ss draw a picture of their

house in a piece of paper,

when they finish drawing

they sit in a circle and they

all make a collage with

everybody’s draws while

they describe it.

-Parts of the

house

-Pieces of paper

( half of paper

for each one)

20 min

Presenta-

tion

1

1

-Ss write on their English



topic: Review singular

demonstrative pronouns

-Ss carefully watch, listen

and repeat the examples

given by the teacher using

“this is”. Ss copy the

examples on their

notebooks and then they

orally create more

examples.

-Ss carefully watch, listen

and repeat the examples

given by the teacher using

“that is”. Ss copy the

examples on their

notebooks and then they

orally create more

examples.

-This is a….

-That is a….

-Chalk-board

and chalk

10 min

5 min

5 min

12

Lesson plan reflection 3: This is an easy topic for kids, they seem like they studied or that they

remember very well the topic, so they finish activities very fast, it would be better to plan more

activities or to review other topics to use time wisely.

Worksheet 2

Practice 3

1,2,3

-Ss practice singular

demonstratives writing on

worksheet 1.

-Ss complete worksheet 2:

Ss match the sentence with

the picture

This-that -Copies of

worksheet 1 and

worksheet 2.

10 min

10 min

Consolia-

tion

1,2 -There is a line draw on the

floor dividing the classroom

in two, one side has written

This and the other side has

written That. Ss stand on the

line next to each other, they

look to teachers pictures and

if it is a picture using this

they step to the front (“this”

side) and if there is a picture

using that they step back (

to the “That” side). Ss who

mistake lose points, the 3 ss

with less lose points win a

price.

-Chalk,

chocolates,

pictures using

This and That

15 min





5 min

THIS, THAT

Match the pictures with the correct sentence drawing a line.

13

T. Marianela Solan

4) Lesson plan 4

14


English Department


Level: First grade Time: 80 minutes Date: June 20th

Topic: Unit 4: This is my house Textbook: Fireflies 1


1) Mentioned the numbers from 6 to10

2) Write the numbers from 6 to10

3) Name the numbers from 6 to 10


Criteria

Materials Time

Warm-up - - - 15 min

Presenta-

tion

1,2




topic: Review numbers

from 6 to 10

-Ss carefully watch how to

write the numbers from 6 to

10, listen and repeat the

numbers from 6 to 10.

-Ss copy each number in

their notebooks and draw

items for each number ( for

example 6: six: they draw

six apples)

To mention

the numbers

from 6 -10

-Chalk-board

and chalk

10 min

5 min

5 min

Practice 1,2

1,2,3

-Ss complete worksheet

number 1: trace the numbers

-Ss complete worksheet

number 2: write the

corresponding number and

name next to each group of

items

Writing

numbers 6-

10

-Copies of

worksheet 1 and

worksheet 2.

10 min

10 min

Consolia-

tion

2,3 - Ss are provided with a Key

mold and color papers. Each

ss must cut five keys of

different colors, when the

keys are cut ss write on each

key numbers from 6 -10,

then Ss put the keys

together with a string.

Writing

numbers 6-

10

-molds of keys

(Worksheet 3),

color foam

papers, scissors,

and string.

20 min

Closing 12. Ss give their notebooks and 5 min

15

Lesson plan reflection 4: The kids had a lot of fun making the keys; nevertheless it took more

time than expected so some students had to take it for homework.




16

Worksheet 2

Numbers Count, write, and color.

Five

T. Marianela Solano

17

Worksheet 3

Key model

Key Sample

Final Product

18

5) Lesson plan 5:


English Department


Level: First grade Time: 80minutes Date: June 21st

Topic: Review Unit 4: This is my house Textbook: Fireflies 1


1. Identify Parts of the house by matching the

2. Identify things in the house

3. States there is/are to talk about the existence of things

4. Show comprehension of the use of questions in order to ask the place of things

5. Recognize prepositions of place

6. Show comprehension of the correct use of the singular demonstrative pronouns (this-that)

7. Apply writing of number from 6-10

Stage Objectives Procedures Materials Time

Warm-up Introduction of the class: each student

shares how they feel today and what they

would like to do.

5 min

Presenta-

tion

6

5

3

- Ss write on their English notebooks

today´s date and the instructions for

today´s topic: Review unit 4.

-Ss identify what that and this mean and

their function. Once that is clear, ss place

the words they have on their desks to the

correct picture on the board; ss must

organize the “that” and “this” in the

corresponding picture.

-Review on prepositions of place: Ss

along with the teacher discuss the uses of

prepositions and mention some of them.

T. reviews there is/are

-Chalk-board

-pictures of

this/that

-The words

this/that for each

ss

10 min

10 min

Practice 2

4

5

1

-The teacher give some instructions or

commands that Ss follow; using the

prepositions of place the teacher asks the

ss to do something and the ss must do it;

for example: sit on the chair, go under

the desk, stay next to the table, go

behind the chair.

-list of

instructions

.parts of the

house for each ss

-things of the

house for each ss

5 min

15 min

19

-Under the desk, each ss has picture

portraying a part of the house; the

teacher has a list of those parts; when the

teacher asks for one of the parts of the

house the st who has it goes to the board

and puts it in the corresponding zone.

Three houses must be “built” at the end

of the activity.

-After the houses are built, the teacher

asks Ss about the position of some

objects s/he asks where is_____? Ss

specify in which room the object should

be placed, and the ss who has the

specific item put it in the correct area of

the house; for example: where is the

stove? SS/ the stove is in the kitchen,

and the ss who has the stove goes to the

board and puts the stove in the kitchen of

the house.

Produc-

tion

7,3 -Ss read a paragraph and draw what it is

being described on the reading ( it means

that ss draw a house and some things

that are in the house in specific places)

-Ss listen to the song and retell what it

was about

-Ss have a worksheet with grouped

items, they have to count how many

things each group has, and write the

number next to each group.

-Reading

Worksheet:

My house

-white

pieces of

paper for

each ss

-Numbers

Worksheet

15 min

10 min

Closing -Ss talk about the activity they enjoyed

the most and what they learned in

today´s class

5 min

T

Lesson Plan reflection 5: It was not enough time for all the activities like the listening,

and some of them had to be changed because of its complexity like the reading where I

had to guide them step by step.

20

Lesson Plan 5 materials:

1)

Activity1. Pre-reading. Tell me, how is your house?

Activity2. Read and comprehend.

My House

I have a beautiful house. Do you want to know what is in my

house? Well, in my house there is a kitchen; in the kitchen there

is stove, a sink, and a fridge. Next to the kitchen there is the living

room, there is the sofa and there are two lamps next to the sofa,

there is the TV in front of the sofa. There is also my bedroom;

there is a bed, and a closet. Where is the shower and the toilet?

Well, in the bathroom there is the shower and the toilet and there

are two mirrors. I also have a garden, in the garden there are flowers

and there is my dog, his name is Luli.

Activity3. After-reading. Do you like my house?. Try to draw my house.

23

T. Marianela Solano

24

6) Lesson plan 6:


English Department


Level: First grade Time: 80minutes Date: July 22nd

Topic: Unit 5: Lots of animals Textbook: Fireflies 1


1. Mentioned the zoo animals 2. Identify different animals of the zoo 3. Write the name of the zoo animals 4. Discriminate the zoo animals and their sounds 5. Reproduce in English the name of the zoo animals

Stage Objectives Procedures Materials Time

Warm-up -Ss share how was their vacation. What they

did, the places they visited, etc.

5 min

Presenta-

tion

1

2,5

3

- Ss write on their English notebooks

today´s date and the instructions for today´s

topic: zoo animals

- Ss mention some zoo animals .Ss can share

their experiences in the zoo, the animals

they saw in the zoo or that they know that

are in a zoo.

-Ss look at the pictures shown by the

teacher. They say the name of the animal,

listen to the teacher that is mentioning the

name of the animal and repeat after her.

When all the pictures are on the board ss

repeat after the teacher the name of the

animals again.

-Ss listen to the teacher and watch how to

write the name of the zoo animals.

-Pictures of the zoo

animals: tiger,

penguin, elephant,

giraffe, monkey,

lion, zebra, hippo,

bear, panda, seal,

kangaroo, polar

bear, ostrich, koala,

gorilla

10 min

10 min

5 min

10 min

Practice 3

2

- On worksheet 1, Ss spell, after the teacher ,

the name of the animals, then SS write next

to the picture the name of each animal, after

writing Ss color each animal.

-On the worksheet 2, Ss circle the zoo

animals and put a sticker on the animals that

are not from the zoo.

-Worksheet 1:

copies of the zoo

animal faces.

-Worksheet 2:

picture of animals

in a zoo.

-zoo stickers

15 min

15 min

Production 2,5

-Ss listen to the zoo animals sounds, after

each sound the ss mentioned the name of the

corresponding animal.

-Sound of some

animals (Iphone

app)

5 min

25

1,4 -In pairs ss have a picture of a zoo animal,

each pair must name the animal and produce

the sound to the rest of the class. For

example: This is a lion, ruar.

-pictures of animals

for each pair

10 min

Closing - Ss give their notebooks and folder to the

teacher so she can check the work done and

give feedback to the Ss.

5 min

Lesson plan reflection 6: I planned activities for 90 minutes instead of 80 thinking of student’s fast

performance, and actually there was enough time to complete all the activities planned, Ss need to

first recognize the zoo animals and try to write their names that is why the activities were less

interactive, tomorrow the will practice more this vocabulary.

26

Worksheet 2.

Instructions: Circle the zoo animals and glue a sticker on the ones that are not

T. Marianela Solano

27

Zoo animal stickers

Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo

Zoo Zoo Zoo Zoo Zoo

Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo

Zoo Zoo Zoo


Zoo Zoo Zoo


Zoo Zoo Zoo


Zoo Zoo Zoo


Zoo Zoo Zoo


Zoo Zoo Zoo


Zoo Zoo Zoo


Zoo Zoo Zoo

28

7) Lesson plan 7:


English Department


Level: First grade Time: 80minutes Date: July 23rd



1. Mentioned the zoo animals 2. Reproduce orally the zoo animals name 3. Recognize the zoo animal´s name and picture by listening or writing activities 4. Match the zoo animal with its name 5. Write the name of the zoo animals


Criteria

Materials Time

Warm-up - Yoga time: zoo animal’s

yoga positions are taught to

the kids; they are supposed

to follow the teacher

movements and called each

pose by its animal name.

-Animal yoga

positions

20 min

Presenta-

tion

1,2,3




topic: zoo animals

-Ss carefully watch the

pictures of animals, listen

and repeat the names of

echo one, and write the

name in their notebooks.

-zoo animals:

tiger,

penguin,

elephant,

giraffe,

monkey, lion,

zebra, hippo,

panda, polar

bear, seal,

kangaroo,

ostrich, koala,

gorilla.

-Chalk-board

and chalk

-Zoo animals

pictures

10 min

10 min

Practice 3,4

3,5

-Volunteers go to the board

and organize the pictures

with the name of the

animals on the board

-Ss match the animal with

the name, worksheet 1

-Copies of

worksheet 1.

10 min

10 min

29

6. R 7.

Lesson Plan 7 reflection: more interactive activities were needed for this class, nevertheless kids

always have fun w with bingo games specially because they win prices.

Consolia-

tion

1,3 -SS play the zoo bingo. -bingo cards,

chocolates.

15 min





5 min

30

Worksheet 1 : match the words in the box with its corresponding picture

What animals can you see at the zoo?

T. Marianela Solano

A lion

A snake a bear a lion a zebra

An elephant a giraffe a penguin a monkey

A panda a kangaroo a camel a tiger

31

Worksheet 2:

36

8) Lesson plan 8:


English Department


Level: First grade Time: 80minutes Date: July 24th



1) Repeat sentences using the verb to be (“it is” and “they are”, and questions/answers with the sames) 2) Recognize the verb to be using (“it is” and “they are”, 3) Complete sentences using the verb to be (“it is” and “they are”, and questions/answers with the sames) 4) Recognize the zoo animals 5) Apply the verb to be (“it is” and “they are”, and answer questions with the sames)


Criteria

Materials Time

Warm-up 4 - Ss watch the video and

repeat

-zoo animals

pronunciation

http://on.aol.co

m/video/zoo-

animals-

vocabulary-and-

pronunciation-

82918998

5 min

Presenta-

tion

1




topic: verb to be

-Ss pay carefully attention

to the teacher explanation

on verb to be. Teacher gives

examples and SS copy all in

their notebooks

-Ss look at the pictures and

repeat the sentences in verb

after the teacher

- It is a lion.

They are

monkeys. Are

there any

lion? Yes,

there are /

No, there

aren´t. Is

there a bear?

Yes, there is.

No there isn´t

-Chalk-board

and chalk

-zoo animals

pictures

10 min

10 min

5 min

Practice 1,2

-Ss are asked about animals

that are or are not in the

poster, they must answer

-zoo animals

poster, book

10 min

http://on.aol.com/video/zoo-animals-vocabulary-and-pronunciation-82918998






37

8. R 9.

Lesson Plan 8 reflection: Definitely there was not enough time to practice more the verb, they

expend more time than expected on the mask, when they had to apply the verb to be I may say that

half of the group had difficulties but I have to admit that there was not enough practice that day, they

did ok, but it would be better to practice more. Worksheet 1 is not available in this project, it was

provide by the mentor teacher.

2,3

correctly or repeat the

teachers answer.

-Ss work on unit 5 of the

book (verb to be pages)

10 min

Consolia-

tion

4

1,2,5

-SS choose a paper from the

bag, read the name of the

animal and get in pairs with

the peer that has the same

animal, take a mask model,

and create their own mask

(as creative as the want, but

not losing the main idea=the

animal chose).

-Ss sit in a circle, each ss

present his/her peer(e.g. it is

a tiger, I t is yellow) after all

kids present their peer,

teacher will randomly ask a

kid for the name of another

couple of animals ( e.g.

Teacher: are they lions?, no

they are tigers, or yes they

are lions)

-mask models of

zoo animals,

color papers,

paper plates,

string, glitter,

scissors, glue,

pictures of zoo

animals masks

For more

instructions:

http://www.first

palette.com/Craf

t_themes/Anima

ls/paperplateani

mals/paperplatea

nimals.html

15 min

10 min





5 min

38

9) Lesson plan 9:


English Department


Level: First grade Time: 80minutes Date: July 26th



1) Give examples of sentences using the verb to be (“it is” and “they are”, and questions/answers with the sames)

2) Recognize the verb to be using “it is” and “they are” 3) Complete sentences using the verb to be (“it is” and “they are” 4) Recognize the zoo animals


Criteria

Materials Time

Warm-up Civic Act 40 min

Presenta-

tion




topic: verb to be

-Ss pay carefully attention

to the teacher´s review on

verb to be. Teacher gives

examples and SS copy all in

their notebooks

- It is a lion.

They are

monkeys. Are

there any

lion? Yes,

there are /

No, there

aren´t. Is

there a bear?

Yes, there is.

No there isn´t

-Chalk-board

and chalk

10 min

10 min

Practice 1,2

-Ss complete worksheet 1;

complete using “it is” and

“they are”

-worksheet 1 10 min

Consolia-

tion

4

- Ss walk around the class

when they listen to the

teacher saying “It is a___”

they must stop and start

mimic the animal

mentioned ( it is a monkey),

when the teacher say go the

continue walking, and when

the teacher say “ they are

15 min

39

10. R 11.

Lesson Plan 8 reflection: Today´s class was different because Ss had to attend the “Acto Cívico”,

after they came back all the activities planned were performed and they achieve the objectives

(#)____” they must get in

couples or trios depending

on the number mentioned.

For example: they are 3

lions, so Ss get in trios, the

ones out of the trio lose

points.





5 min

40

Worksheet 1.

Look at the pictures and answer they ARE or it IS

It is an apple.

They are apples.

______________ an orange.

______________ oranges.

______________ a banana.

______________ bananas.

______________ grapes.

T. Marianela Solan

lesson plans and materials

Education

ss color

picture ss

ss tick

ss play bingo

good class ss

preposition of place

teacher instructions

place of things