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:

2nd Grade Unit 1 Product B Recording or performance of rhymes Participate in the reading and writing of rhymes and stories in verse.
or stories in verse.
Environment: Specific competence:
Literary and ludic Read rhymes and stories in verse.

Stage(s): Doing with the language (Activities): Knowing about the language
(Background):
Take the first 2 minutes of the class to perform the following actions:
- Greet students. Vocabulary:
- Ask students to mention the date and write it on the board.  hello/hi
- Ask students to mention how the weather is and write it on the board.  Good morning/afternoon
Weather:
Take the last 6 minutes of the class to perform the following actions:  sunny
- Check students work.  cloudy
- Recapitulate what was learned and say goodbye.  windy
 rainy
Session 1: Days of the Week:
25 minutes  Monday
Share with the students the plan for unit 1B. Ask them to write it on their notebooks.  Tuesday
The Plan  Wednesday
In this unit you will:
 Thursday
 Friday
1. Identify rhyming words.
Date Vocabulary:
2. Identify stanzas and verses.
 September/October
3. Read short stories and short rhymes.
 ordinal numbers (third to
twenty first)

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 Introduction to topic
(Incorporated stage to
present topic).
Tell students: “Today we will talk about rhyming words.” Ask students: “Do you know what a rhyme is?” Vocabulary:
A rhyme includes words that have the same ending sound. Example: shoe-blue (show images 1 and 2) or  rhyme
use real objects (point to your shoes and ask a student for a blue color or crayon). Divide the board in  rhyming words
two columns and place image 1 (blue) on the left column and image 2 (shoe) on the right column. Ask  ending sounds
students to open their English activity books and look for words that sound like the words shoe and blue.  shoe
Give some students the opportunity to write the words they believe rhyme with blue or shoe. From the  blue
ones written on the board, explain why the words rhyme or why the words don’t rhyme. Circle the
ending of the words. Have students copy the information on their notebooks.

17 minutes
Write the following exercise on the board and ask for the participation of different students to go to the
board to match the rhyming words. Use mimics to explain each word and ask students to make a
drawing next to the word to interpret it.

mouse cold Rhyming words:

bed meat  mouse-house
old socks  bed-head
eat house  old-cold
box head  eat-meat
 box-socks

Session 2
28 minutes
Haga clic aquí para escribir Write the following information on the board and ask students to read along:
texto.
Hickory Dickory Dock

Hickory dickory dock Rhyming words:

The mouse ran up the clock  one-down
 two-boo
The clock struck one,
The clock struck two, The clock struck three, The clock struck four,  three-whee
The mouse ran down.
The mouse said The mouse said The mouse said  four-more
“Boo!” “Whee!” “No more!” Vocabulary:
 clock
Hickory dickory dock.  struck
 numbers 1-4
Show students image 3 and read or sing the rhyme one more time with them. Ask students to mention  mouse
the words they know. Explain the meaning of the rest of the words. Using the attendance list, divide the  said
group in pairs. Ask pairs to copy the rhyme in their notebooks and circle the words that rhyme using
 boo
blue. Give students at the most 12 minutes to do so.
 whee
 no more
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 Once students finish, sing the alphabet song. Invite them to go back to their desks. Ask several teams to
write the rhyming words on the board and have students look in their notebook to check if their answers
were correct. Invite students to spell out the words.

14 minutes Vocabulary:
Show students image 4 and ask them: “What is this?” Expected answer: It is a clock. Ask students to  clock
indicate what time does the rhyme mention. Place the image on the top part of the board then, draw a  stanza
big clock and invite 4 different students to go to the board and set the clock to the time you mention.
(Make sure you mention the complete verse from the rhyme). Ask students to draw a big clock on their
notebooks and set the time according to the stanza they like the most.

Session 3
28 minutes
Divide the class in teams (no more than 7 teams). Give each team a sheet of paper. Ask students to take Phrases students can use:
out their English activity book (dictionary too if they have). Place images 5 and 6 on the board and  “This is a rhyming word”.
present these two words to the students. Ask students to look for words that rhyme with these words.  “This word rhymes with
Tell students they must choose one of the two words and draw the dog/frog on it and under the image frog”.
the rhyming words. Give students specific time to perform the activity. Ask students to mention the  “This word rhymes with
rhyming words they have found using the phrases: “This is a rhyming word”, “This word rhymes with dog”.
frog”, “This word rhymes with dog”. Ask students to decorate or color their work and give it to you to
grade. Give students a grade using A+, A, B or C as a reference. Place the projects in a visible place in the
classroom.

14 minutes Vocabulary:
Ask students to open their notebooks on the page they wrote the Hickory Dickory Dock rhyme and sing  what
the rhyme a couple of times with them. Ask students to write and answer the following:  rhyme
 title
Hickory Dickory Dock  about
 who
1. What is the title of the rhyme?  said
 mouse
2. What is the rhyme about?

3. Who said “boo!” “whee!” and “no more!”?

Invite some students to mention the answer and write it on the board.

Session 4
18 minutes
 Practice the reading aloud of Present image 7 to students. Pass out the paper around the class in order for students to see. Write the  Vocabulary for “Three Little
the texts to be recorded or rhyme on the board and ask students to copy. Repeat the rhyme several times then sing it with the Monkeys Jumping on the
presented in public. students. Bed” Rhyme:
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 24 minutes  monkey
Divide the class in groups of 5 to role play the rhyme. Give the team the following roles:  mommy
 doctor
Student 1 Monkey 1
Student 2 Monkey 2
Student 3 Monkey 3
Student 4 Mommy Monkey
Student 5 Doctor
Rhyming words:
Make sure every student has a role to play. Encourage students to act like the given role. If necessary set  bed
examples before students start to perform the role play. Ask students to point out the rhyming words.  head
 said
Ask students to go back to their places and call different students to write the rhyming words.

bed head said

Session 5
24 minutes
Sing the “Three Little Monkeys Jumping on the Bed” rhyme with the class. Write it on the board in the
following way:

Three Little Monkeys Jumping on the Bed

Missing words:
_______ little monkeys jumping on the _____  three
One _____of and bumped his head  bed
________ called the ________ and the doctor said,  fell
“No more monkeys jumping on the bed!”  mommy
 doctor
Two little __________ jumping on the bed  monkeys
_____ fell of and bumped _____head  one
Mommy _________the doctor and the doctor said,  his
“No ______ monkeys jumping on the bed!”  called
 more
One _______monkey jumping ____the bed
 little
It fell of and bumped his head
 on
Mommy called the doctor and _____doctor said,
 the
“_____ more monkeys _________ on the bed!”
 no
 jumping
Ask for the participation of different students to go to the board and fill out the blanks.

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 18 minutes
When all the gaps are filled in. Explain what a verse, stanza and title are and where to find them in a
rhyme.

Three Little Monkeys Jumping on the Bed

Three little monkeys jumping on the bed

One fell of and bumped his head
Mommy called the doctor and the doctor said, Parts of a rhyme:
“No more monkeys jumping on the bed!”  title
 stanza
Two little monkeys jumping on the bed  verse
One fell of and bumped his head
Mommy called the doctor and the doctor said,
“No more monkeys jumping on the bed!”

One little monkey jumping on the bed

It fell of and bumped his head
Mommy called the doctor and the doctor said,

“No more monkeys jumping on the bed!”

Ask students to identify the parts of the rhyme using the following different colors: Colors:
title green  green
verse red  red
stanza blue  blue

Session 6
24 minutes
Present to students image number 8. Have every student look at the paper. Write the short rhyme on “Humpty Dumpty” rhyming
the board. Ask students to mention the rhyming words and write the rhyme on their notebooks. Have words:
students read the rhyme out loud to the person next to them. Ask for the participation of different  wall
students to solve the following crossword puzzle:  fall
 men
T W A L L A D
A G A I N L U  again
Z H F A L L M
H U M P T Y P
F M E L P K T
A P N V M P Y

Present the answers:

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 T W A L L A D “Humpty Dumpty” crossword
A G A I N L U puzzle answers:
Z H F A L L M  Humpty
H U M P T Y P  Dumpty
F M E L P K T  wall
A P N V M P Y  fall
 men
Ask students to spell out the words when they find them. If necessary sing the alphabet song. Write the
 again
following questions on the board and answer them in group:
Vocabulary:
Humpty Dumpty  what
 rhyme
1. What is the title of the rhyme?  title
 about
2. What is the rhyme about?  who
 couldn´t
3. Who couldn´t put Humpty together again?  put
 together
 again
18 minutes
Write the following exercise on the board and ask students to complete it: Rhymes with “one”
 down
“Write the rhyming words under the corresponding column”.
 run

one two three four Rhymes with “two”

 boo
 blue

Rhymes with “three”

 whee
 pea
Rhyming words:
 tree
No more! whee pea tree  flea
boo poor your flea
blue door down run Rhymes with “four”
Ask students to circle the ending sounds using different colors. Make two columns on the board one  No more!
titled “same spelling” and another “different spelling”. Ask students to write the words according to the  poor
spelling. Explain that words rhyme not necessary because they have the same ending in writing but  your
because they have the same ending sound.  door

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 Make graphics or produce Session 7 Vocabulary:
sound effects for the 8 minutes  tale
recording or performance of Start class by reading a story from the Big Tale Book. Ask questions regarding the rhymes.  big
the rhymes or stories in
Questions:  what
verse.
What is the title of the rhyme? What is the rhyme about?  title
How many stanzas does the rhyme have? How many verses does the rhyme have?  rhyme
 about
Give students the following information: “During the previous classes we have learned to identify in  How many
rhymes the verses, stanzas and titles. Now, we will learn one rhyme by memory to present it in front of  Stanzas
other students. Today we will start with the first stage of our product”  Have
 verses
34 minutes
Divide the class in teams and assign each a rhyme. It can be the same rhyme for all teams or each team Vocabulary:
can have a different one. Tell students they must think of sound effects to sing along the rhyme. Help  sound effects
each team to decide the turns to speak and the sound effects. Have students practice the rhyme in  turns
teams.  decide
Session 8
27 minutes Vocabulary:
 Show the recording or Tell students: “Today we will work on the second stage of our product”. Divide the group in teams and  radio show
performance inside or ask students to pretend they are in a radio program. Assign each a character. Ask students to say the
outside the classroom. rhyme in front of all the class. Vocabulary:
15 minutes  self-evaluation
Divide the class in pairs and ask students to copy and answer the following self-evaluation on their  month
notebooks:  learned
 silence
1. During this month, I learned to read…  aloud
 during
In silence out loud  rhymes
 stories
2. During this month, I read…
 both
 identify
rhymes stories both
 yes
 no
3. Can I identify rhymes?

yes no
Achievements: Vocabulary:
 Identify stanzas and verses. Session 9  flipchart sheet
 Follow rhythm while listening 42 minutes  final stage
to the reading aloud of Ask students to take away the decorating materials and the piece of cardboard or flipchart sheet they  product
rhymes and stories in verse. had to bring for homework. Tell students they will work on the final stage of the product. Give the  instructions

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 Recognize topic in rhymes following instructions: Vocabulary:
and stories.  copy
1. Copy the title of rhyme you chose on the flipchart sheet.
 Read aloud rhymes and 2. Copy the rhyme you chose on the flipchart sheet.  title
stories.
3. To emphasize the rhyming words highlight them using your favorite color.  chose
4. Decorate your project.  emphasize
5. Present the rhyme to your classmates and teacher.  rhyming words
 highlight
Grade each project in front of all students. Take into consideration the effort and instructions given.  favorite color
 decorate
 present
 classmates
 teacher

Reference: Assessment:
Syllabus Cycle 1, 2nd Grade Evaluation Record must be used to register students’ results.
Evaluate each student according to the following questions
Alphabet Song: https://www.youtube.com/watch?v=6hXodiML7ME
 Reading: Is the student able to read rhyming words?
Rhyming Song: https://www.youtube.com/watch?v=UfrXW2q1M38  Writing: Is the student able to write rhyming words?
ND
2 grade English activity book Use the following rubric to grade students:
ND
2 grade English fact book Student was able to identify stanzas and verses
ND A+ A B C
2 grade English story book
In an excellent In a good In a sufficient In a poor
way way way way
Student was able to identify rhyming words
A+ A B C
At all times Most of the times Sometimes Never
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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 Humpty Dumpty

Humpty Dumpty sat on a wall,

Humpty Dumpty had a great fall.
All the King’s horses and all the King´s men,
Couldn’t put Humpty together again!

Rhyming Words:
 wall
 fall
 men
 again

Image 8

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