SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
SEPTEMBER 25 TO OCTOBER 13
School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Social practice:

1st Grade Unit 1 Product B File holder with words that rhyme Participate in the reading and writing of rhymes and stories in verse

Environment: Specific competence:

Literary and ludic Understand rhymes and stories in verse

Stage(s): Doing with the language (Activities): Knowing about the language
(Background):
* Start every session by greeting students. Vocabulary:
* Model every activity before making students work on it.
* Print or draw images in advance for the activities.

Session 1:
5 minutes

 Complete words that rhyme Sing the Words Shine When They Rhyme Song (http://goo.gl/kXy3pd). Play the song and motivate students  rhyme
previously written by the to sing it along with you. Say the rhyming words out loud. Have students say rhyming words along with you.  word
teacher, on cards.  which
Words Shine When They Words shine when they rhyme
Rhyme Song 2 rhymes with shoe Hand rhymes with sand Words shine when they rhyme
Hat rhymes with bat Which rhymes with blue Which rhymes with stand Words shine when they rhyme
Which rhymes with rat And …. blue Do you understand? Words shine when they rhyme
Also with cat
Eye rhymes with pie Words shine when they rhyme
Floor rhymes with door
Which rhymes with tie Words shine when they rhyme
Which rhymes with store
And also with fly Words shine when they rhyme
Do you want a new more?
Words shine when they rhyme
B rhymes with C Cow rhymes with wow
Slug rhymes with rug
Which rhymes with D Which rhymes with ow
Which rhymes with hug
And also E and G And that’s all for now
And also with bug

1 of 17 Lesson Plan designed by TPA Ofelia Saavedra

 15 minutes
Write the following poem on the board. Read it out loud by pointing to the text while reading. Read it again  poem
and have students point to the text while you read (Make sure students understand that reading is from left  bye
to right and from top to bottom). Point to the words that rhyme and read them out loud. Do it again and ask  fly
students to read them along with you.  I
A fly  crawls
Baby Bye,  walls
Here's a fly;  falls
Let us watch him, you and I.
How he crawls
Up the walls;
Yet he never falls!

15 minutes
Write the word Rhymes on the board, read it out loud and ask students to read it along with you several  ____ rhymes with _____.
times. Write four rhyming words and have students work on choral repetition. Point to the rhyming words
and say: bye rhymes with fly and I; crawls rhymes with walls and falls. Then pointing to the words say :
_____ rhymes with _____ and _____; _____ rhymes with _____ and _____. Elicit the rhyming words.

bye fly I
crawls walls falls
15 minutes
Write the following poem on the board and repeat the same activities from the previous poem to make  fish
students identify the words that rhyme.  around
 sound
Grandmother's Day
Gold fish, red fish
Swimming all around
Gold fish, red fish
Never make a sound.

Session 2
10 minutes
Sing the Words Shine When They Rhyme Song (http://goo.gl/kXy3pd). Play the song and motivate students
to sing it along with you.

20 minutes  clown
Paste images 1, 2 and 3 on the board, point to each picture and read them out aloud. Read them out loud  brown
again and make students read out loud the rhyming words along with you. Say aloud pointing to the pictures  house
and in a clear tone of voice: clown rhymes with brown and house rhymes with mouse. Repeat the sentence  mouse
one more time. Say the sentence again but make a pause to elicit students to say the correct rhyming  car
words.  star
2 of 17 Lesson Plan designed by TPA Ofelia Saavedra
 20 minutes  book
Cut out in advance images 1 to 3. Place 3 cards on the desk or on the board, 2 cards that rhyme and 1 card  cook
that does not. Elicit the names of the pictures. Ask students to choose the two cards that rhyme. Make  mouse
students say the words that rhyme out loud. Repeat the activity with different students and pictures.  house
 red
 pink
Session 3  green
10 minutes  yellow
Sing the Words Shine When They Rhyme Song (http://goo.gl/kXy3pd). Play the song and encourage students  purple
to sing it along with you. Have students say the words that rhyme in the song.  orange

20 minutes
 What color is it?
Display image 4. Point to the colors, one by one, and elicit the correct words (you can use crayons instead of
image 4). Ask a student to show each of his/her crayons and ask his/her classmates the question: What color  It’s ______.
is it? Elicit the answer: It’s ____. Do the same with other students.

20 minutes
Provide a picture of template 1 to each student. Point to each word (motivate students do the same) and  What word matches with
read it out loud. Have students read them along with you. ______?
 ____ matches with ____.
Ask students to listen carefully and color the petals according to the words they hear. Say out loud: Color the
word that matches with car, pink. Color the word that matches with book, green. Color the word that
matches with mouse, red. Have them color the matching words with the corresponding colors.

Ask students to write down their name on the back of the image. Pick them out. Tell students they will use
them in another session.

Session 4
5 minutes
Sing the Words Shine When They Rhyme Song (http://goo.gl/kXy3pd). Play the song and encourage students
to sing it along with you.

10 minutes
Draw template 1 on the board. Point to the word star and ask: what word matches with star? Elicit the
answer: Car matches with star. Repeat star-car. Do the same with the other words.

15 minutes
Provide worksheet 2 (You can work the activity on the board). Encourage students to find some rhyming
words. Elicit sentences like: book rhymes with cook. Repeat the activity until they have mentioned all the
rhyming words included in the crossword puzzle.
3 of 17 Lesson Plan designed by TPA Ofelia Saavedra
 20 minutes
Cut out image 5 in advance. Make teams of three. Provide the sets of cards to each team and encourage
them to complete the words by matching them. Ask them: which word matches with man? Elicit the answer:
pan matches with man. Repeat the activity with the rest of the words. Encourage students to read the words
out loud.

Homework: Ask students to draw or cut out images (clown, brown; star, car; cook, book; mouse, house; rat,
cat; cook, book; bed, red; glue, blue; man, pan) from magazines, newspapers, books, pamphlets, etc.

*Note: Give all the options of rhyming words but tell the students with 3 pairs is enough.

_ Illustrate the cards. Session 5

5 minutes Write the rhyming words from the first session on the board. Read them out loud. Say the  Which word rhymes with
following rhymes use a rap tone (you can wear a cap): man rhymes with pan; blue rhymes with glue; clown ___?
rhymes with brown. Repeat the activity by say the first word only, encourage students to finish the sentence  ____ rhymes with ____.
using the rap tone.

15 minutes  man
Ask students to take out the images you asked them bring to class in the previous session. Write the rhyming  pan
words on the board and make students work on choral repetition. Ask students the following questions and  rat
elicit the corresponding answer by displaying both rhyming words images when mentioning them.  cat
 bed
Question Answer  red
What word rhymes with glue? Blue rhymes with glue.  glue
What word rhymes with clown? Brown rhymes with clown.  blue
What word rhymes with mouse? House rhymes with mouse.  book
What word rhymes with star? Car rhymes with star.  cook
What word rhymes with book? Cook rhymes with book.  pen
What word rhymes with rat? Cat rhymes with rat.  hen
What word rhymes with bed? Red rhymes with bed.  blue
What word rhymes with man? Pan rhymes with man.  glue
20 minutes  sister
Provide some pieces of paper to make their cards and invite students to choose 5 pairs of rhyming words  family
pictures and paste them in each piece of paper.  hand
 corn
10 minutes  nose
Ask students to illustrate their cards. Have them write down their names on the back of their cards. Pick up  wet
the cards. They will use them in another session.
4 of 17 Lesson Plan designed by TPA Ofelia Saavedra
 Session 6
20 minutes
Write the following words on the board (book, sister, family, pen, cook, hand, hen, corn, blue, nose, glue,
wet). Read the words out loud and have students read them along with you. Copy the following chart on the
board, read the words that rhyme aloud and elicit the classification of the words.
Words that rhyme Words that do not rhyme
book sister
cook family
pen hand
hen corn
blue nose
glue wet
_ 20 minutes
Check the words written on Form pairs. Provide students the cards from the previous session. Each student has to find the rhymes and
the cards. say to each other: pen rhymes with men, etc. Write the words on the board and make students check if they
wrote the words correctly on the cards. Ask students write the corresponding word in each card.

10 minutes
Point to the words family and sister and read them out loud. Ask the question: Do they rhyme? Elicit the  Do they rhyme?
answer: No, they don’t. Point to the words pen and hen, read them out loud. Ask the question: Do they  Yes, they do.
rhyme? Elicit the answer: Yes, they do. Repeat the activity with the other words.  No, they don’t.

Session 7
20 minutes
Provide a sheet of paper. Follow one by one the next steps to make a holder and make sure students follow  fold
the instructions along with you. Make sure students do it along with you.

5 minutes
Invite students to place their cards in the holder as shown below. Encourage some students to go to the
front, show their holders, point to each card and say the words out loud.

5 of 17 Lesson Plan designed by TPA Ofelia Saavedra


_ Play with the cards.
15 minutes
Cut out and paste template 2 in advance to make a die. Write 6 questions on the board. Throw the die and
depending on the number of dots facing up, read out loud the corresponding question from 1 to 6. E.g. What
word rhymes with pen? Elicit the answer: hen rhymes with pen (students must show the two images). Ask
some students to throw the die to continue activity with the other questions.
1. What word rhymes with pen?
2. What word rhymes with brown?
3. What word rhymes with man?
4. What word rhymes with clown?
5. What word rhymes with cat?
6. What word rhymes with cook?
10 minutes
Make pairs. Invite students to play a memory game with the cards in order to practice words that rhyme.

Session 8
25 minutes
Provide students with image 6. Pointing to each of the images and read every word out loud, elicit the
rhyming words.

Provide worksheet 1. Elicit the vocabulary. Encourage students to circle the corresponding image of the
words that rhyme as shown below. Make them read out loud the rhyming words. Have students color them.

25 minutes
_
Organize the cards in a file Provide students 8 blank 3x5 index cards (they can cut them out by themselves). Ask students to: 1. Paste  paste
_
holder. the cards with the images in there. 2. Provide a ribbon (you asked for it previously). 3. Punch two holes on  hole
Sort out the files in a file the cards from the bottom and top of the left-side edge and thread the ribbon through holes and tie to  ribbon
holder. fasten. 4. Decorate the cover of the file holder and write their names. Pick them up. See the sample.  tie
 decorate

Session 9
20 minutes
Make teams of four. Provide students with their files holders. Motivate teams to show a card to their
partners and ask: what word rhymes with_____? Elicit the answer _____ rhymes with _____. Make sure all
the teams participate in the activity.
6 of 17 Lesson Plan designed by TPA Ofelia Saavedra
_ 20 minutes
Invite another class to play. Invite some students of another group to work on the previous activity. Display the file holders in some
_ place of the classroom.
Find a place in the
classroom to keep the file 10 minutes
holder. Say the words out loud and spell them one by one. Encourage students to spell the words along with you.

Achievements:
 Identify that a text is read
from left to right and from
top to bottom.
 Identify graphics in a text.
 Detect words that rhyme.
 Recognize the meaning of
several words when
listening.
 Spell words.
Reference: Assessment:
Syllabus Cycle 1, 1st Grade Checklist Yes No
https://goo.gl/60qB4y Were students able to identify the rhyming words?
http://pbskids.org/superwhy/#/games Were students able to spell the words?
https://goo.gl/x6XwyZ Were students able to answer the questions?
https://goo.gl/gNeP3r

7 of 17 Lesson Plan designed by TPA Ofelia Saavedra

 clown brown

house mouse
Image 1

8 of 17 Lesson Plan designed by Ofelia Saavedra

 cook book

blue glue
Image 2

9 of 17 Lesson Plan designed by Ofelia Saavedra

 bed red

car star
Image 3

10 of 17 Lesson Plan designed by Ofelia Saavedra

 Image 4

11 of 17 Lesson Plan designed by Ofelia Saavedra

 Image 5

12 of 17 Lesson Plan designed by Ofelia Saavedra

 star car mouse

house cook book

Image 6

13 of 17 Lesson Plan designed by Ofelia Saavedra

 Worksheet 1

14 of 17 Lesson Plan designed by Ofelia Saavedra

 Template 1

15 of 17 Lesson Plan designed by Ofelia Saavedra

 Template 2
16 of 17 Lesson Plan designed by Ofelia Saavedra
 Worksheet 2
R Q H D R A Y Y F O V Y Z J D

L A B K X A S A J O K K X E I

U V T G I F Z C D Q R E Z Q J

Q I Ñ S N L A Z W B J K O F S

X Q L P R R B M I J C U L H B

L L Q M M O U S E P R T O D Y

W N H O Y E L L O W Z U S N F

I G E T S A P A B T S N O Q L

I V L Q N C M N L E C P E B O

X H A W C U F L O W E R M O X

V O O R E D R Z V P R H U O A

V R K O O C E S A L Z D J K B

B E U L G U R F M H B E D L F

C W K G Z D S C L O W N U O C

S Y H R U Q G P B K P E T G Z

17 of 17 Lesson Plan designed by Ofelia Saavedra