SUBSECRETARÍA DE EDUCACIÓN BÁSICA
COORDINACIÓN DE IDIOMAS
School’s name:
Grade and unit:
2nd Grade Unit 2 Product B
Environment:
Familiar and community
Stage(s):
 Choose from a set of cards
(previously made by the
teacher) instructions that
regulate activities, instill
habits or promote a healthy
form of coexistence in the
school.
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CICLO ESCOLAR 2017-2018
LESSON PLAN
NOVEMBER 22 TO DECEMBER 08
CCT: Instructor’s name: ID:
Product: Social practice:
Posters or Ads with School Follow and give instructions in every day settings
Instructions
Specific competence:
Follow and give instructions that regulate everyday school activities
Doing with the language (Activities): Knowing about the language
(Background):
Take the first 3 minutes of the class to perform the following actions:
- Greet students. Vocabulary:
- Ask students to mention the date and write it on the board.
- Ask students to mention how the weather is and write it on the board.  greetings
 date
Take the last 2 minutes of the class to perform the following actions:  weather
- Check students work.
- Recapitulate what was learned and say goodbye. (After session 3 use red hand).
Session 1:
15 minutes
Comment on the importance of rules and instructions to behave in the school. Brainstorm about rules or
instructions in the school. Ask for the participation of a student to go to the front of the class and use
mimics to represent the rule he/she believes is very important for behavior in the school. The rest of the  rules
class will guess what the rule is. Invite a couple more students to go to the front to perform the same  instructions
action. Have students mention one topic related to discipline, one to general cleanliness, one about good  school
eating habits and one more to consideration towards classmates. Explain the difference between a rule  activities
and an instruction. Tell students: “For this unit, we will talk about the instructions we follow to make
activities in our school”
Lesson Plan designed by TPA Yanin Valdés
 20 minutes
Show students images 2, 3 and 4. Ask them to mention what they see. It can be colors, shapes, things or
letters. After students have mentioned what they see, Show the corresponding image and explain the
following: Wash your hands vocabulary
Image: What to say:  soap
“In this image we see the instructions to wash our hands correctly”. Read each instruction  water
2  rub
and mimic the action. Invite students to sing along as the image says.
“In this image we see someone sitting down; this is an instruction I tell you every day”.  rinse
3  dry
Perform the action several times.
“In this image we see someone standing up; this is as well an instruction I tell you every
4
day”. Perform the action several times.
Choose a student to go to the front of the class and play the role of the teacher. He/She will ask  sit down
students to stand up or sit down several times.  stand up

10 minutes  follow
Ask each student to take out a piece of paper (it can be from their notebooks or a white sheet of paper)  instructions
If possible, show students the video “How to Make a Quick and Easy 8 Page Mini-Book From One Piece of  paper
Paper” if not possible, explain in detail how to make the 8 Page Mini-Book. Tell students the mini book  fold
they will make will be used to make their own picture dictionary. Ask students to write on the back cover  scissors
of the mini book “This picture dictionary belongs to: _____________” (students name should be written  cut
on the line. Ask students to place the picture dictionary in their English books. Tell students they will  write
work with the picture dictionary almost every day so they must take good care of it.  name
 picture dictionary
Ask each student to bring a poster, ad or piece of recycled cardboard for next class.

Session 2
10 minutes
 Complete or write the Write the following instructions on the board and explain each, if necessary use mimics or drawings. Instructions:
chosen instructions on a  write
poster or ad, based on a write read sit down stand up clean  read
model. walk run color draw pick up  sit down
jump paste trace clap count  stand up
circle open close cut listen  clean
 walk
30 minutes  run
Erase the board and divide the class in teams (3-6 members). Give each team one set of words from  color
image 5 and ask them to write the missing letters of each word. Once the team has written the missing  draw
letters, ask different members of each team to go to the board and write the word you mention. Start  pick up
with the word “write” and go all the way to the word “listen”. 20 students will participate in total. Ask  jump
students to correct the words in case they got one wrong.
 paste
 trace
Provide each team with image 1 and give the following instructions:
 clap
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 1. Cut the dice.  count
2. Decide on the 6 instructions you will use to paste on each face of the dice.  circle
3. Cut the 6 instructions.  open
4. Paste the 6 instructions on the dice.  close
5. Play with your team. Each member of the team will have the opportunity to roll the dice. The  cut
member of the team must mimic the instruction he/she got once he/she rolled the dice.  listen

5 minutes  dice
Collect each team’s dice. Ask students to take out their picture dictionary book and write on the front  teams
cover “My Picture Dictionary”. Tell students they can color or decorate the front and back cover.

Session 3
25 minutes
 Check the writing of Ask students to take out their picture dictionary and number the pages. Then invite them to write 2 of
instructions. the instructions learned. Tell students they will make a picture for each of the chosen instructions.

Write and draw the following examples on the board:  number

 pages
 write
 instructions
 learned
 picture
 draw
write listen

Monitor the students’ performance. Help the students with the drawings by making an example of a
drawing for each instruction on the board.

20 minutes
Sing the Alphabet song and practice the spelling of each of the instructions.
 pairs
 spell
Ask students to stand in a line. Assign number 1 to the first student and number 2 to the second student,
number 1 to the third student and number 2 to the fourth student. Continue until all students have been  instruction
assigned with number 1 or number 2. Ask students who are number 1 to get together with a student
who is number 2. Tell students to spell out the each of the words from the list by changing turns.

Session 4
15 minutes
 Write the final version of Request students to take out their notebooks and copy the following information:  notebooks
instructions on a poster or  information
ad.

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  Do not push.
 Do not eat in this place.
 Do not yell.
 Do not run.

 symbol
Point to each symbol and ask students: “Have you seen this?” Explain what each means and give  instruction
examples of places where these could be used. Write a complete sentence explaining what each symbol  school
wants to transmit to people and ask students to copy it on their notebooks.  use
 necessary
Ask students if they believe these symbols are necessary. Invite students to mention what symbols or
instructions could be used in the school and make drawings of each. Some examples could be:
 poster
Stand in line. Raise your hand. Be quiet.  ad
Don’t close your books. Don’t run in the stairs. Don’t shout the answers.  draw
 write
20 minutes  complete
Invite students to take out their posters or ads. Tell students they will write a complete sentence for
 sentence
each of the chosen instructions. Ask students to divide the poster or ad in 6 parts. Tell them they must
 each
write 6 complete sentences but will add illustrations later.
 chosen
 instruction
10 minutes
Ask students to take out their picture dictionary and number the next two pages. Invite them to write 2
of the instructions learned in this session. Tell students they will make a picture for each of the chosen
instructions.

Write and draw the following examples on the board:  number

 pages
 write
 instructions
 learned
 picture
 draw
Stand in line. Don’t shout the answers.

 Illustrate each instruction in Session 5

the poster or ad. 15 minutes  What is an instruction?
Ask students: What is an instruction? Expected answer: “Something to do or not do”.  home/house
Ask students: “Do you have some instructions you follow in your house?” Invite students to mention the
instructions they follow in their houses.
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 15 minutes
Make a memory game with the instructions students have mentioned. You can divide the class and some
students can write on a piece of paper the sentence related to the instruction and some others can make  memory game
an illustration to that sentence. Students could play in teams, pairs or the whole class can play together.  instruction
 illustration
Example of a memory game:  play

Brush my teeth before Place my dish in the Instructions at home

Image Image
going to sleep. sink.  Brush my teeth before going
Wash my hands before Do homework before to sleep.
Image Image
eating. playing.  Wash my hands before
eating.
15 minutes  Place my dish in the sink.
Invite students to take out their posters or ads. Tell students they will now make an illustration for each  Do homework before
of the complete sentences according to the 6 chosen instructions. playing.

 Check that instructions can Session 6

be carried out. 15 minutes
Ask students to take out their picture dictionary and number the last two pages. Invite them to write 2 of
the instructions learned in the previous session. Tell students they will make a picture for each of the
chosen instructions.
 number
Write and draw the following examples on the board:  pages
 write
 instructions
 learned
Imagen pending Imagen pending  picture
 draw

Brush my teeth before going to sleep. Do homework before playing.

30 minutes  poster/ad
Ask students to take out their posters or ads. Review the elements you decided the poster or ad must  elements
include. Such as: topic, division for 6 images, drawings, sentences, etc. Students must have 6 images and  include
must write a complete sentence under each of the images. Monitor students’ performance while  drawings
completing the elements on the poster or ad.  sentences
Session 7  picture dictionary
15 minutes  classmate
Ask students to work with the person next to them. Give students time to find out the meaning of words  find out
in their classmates’ picture dictionary.  meaning of words
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 15 minutes
Review all of the instructions seen during previous sessions, making sure students have learned them.

15 minutes  color
Give students time to color or decorate their poster or ad. Remind them they need to make sure they  decorate
have included all the required elements.

 Find places in the school to Session 8

display instructions. 25 minutes  notebooks
Ask students to take out their notebooks and write the following information:  write
Complete the sentences by writing the missing word:  information

1. Don’t close your _______________.

2. Listen to the __________________.  close
3. Take out your _________________.  listen
4. Don’t ______________ in the stairs.  take out
5. Don’t ______________ the answers.  don’t
 stairs
Dictate the following words for each sentence:  answers
1. book
2. teacher
 book
3. pencil
 teacher
4. run
 pencil
5. say
 run
Have students exchange notebooks with a classmate. Write the correct answers on the board and have  say
the student play the role of the teacher by grading his/her classmate using the following guide:

A+ 5
A 4  classmate
correct answers
B 3  grade
C 2  teacher´s role
D 1  guide

10 minutes
One by one, invite half of the class to show their finished poster or ad. Comment on the relevant
elements of the poster and congratulate the students for his/her finished work. If necessary, ask the
students to correct whatever might be wrong.  show
 correct
10 minutes
Ask students to think and mention places in the school to display their instructions. Give examples of
places and instructions like the following:
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  think
Place in the school to  mention
Instruction:
situate the instruction:  instructions
Listen to your teacher. Classroom  places
Don’t run. Stairs  situate
Wash your hands. Bathroom  school

 Ask for permission to display Session 9

the poster or ad in the 10 minutes
school. Show students images 3 and 4. Ask students to mention what the image is instructing to do. Have  Sit down
Achievements: students play Simon says with this 2 instructions.  Stand up
 Identify purpose and  Simon says
intended audience. “Simon says: Sit down!” and “Simon says: Stand up!”
 Identify new words. 10 minutes  show
 Use a picture dictionary to One by one, invite the other half of the class to show their finished poster or ad. Comment on the  correct
find out the meaning of relevant elements of the poster and congratulate the students for his/her finished work. If necessary, ask
words. the students to correct whatever might be wrong.  decide
 Give and follow simple  cut
instructions. 25 minutes  poster/ad
 Complete the writing of Decide if it is necessary to cut the poster into 6 to make 6 little posters or if it is better to live it just as 1  place
poster. Show other classes the posters and ask for permission to display the poster or ad in different
instructions using one or  show
more words. places from the school.
 school
Reference: Assessment:
Syllabus Cycle 1, 2nd Grade Poster or Ad Elaboration Rubric
ASPECT/LEVEL Excellent Good Poor
Alphabet Song: https://www.youtube.com/watch?v=6hXodiML7ME
The main topic of The main topic of The main topic of
the poster or ad is the poster or ad is the poster or ad is
2 ND grade English activity book correct and it was correct but was neither correct nor
Main Topic
ND
written according not written written according
2 grade English fact book to the instructions according to the to the instructions
given. instructions given. given.
2 ND grade English story book All of the elements Most of the None of the
Coherence to topic respond to the elements respond elements respond
Video link pending “How to Make a Quick and Easy 8 Page Mini-Book From One Piece main topic. to the topic. to the topic.
of Paper” The poster or ad is
The poster or ad
The poster or ad missing most of
includes most or
includes all of the the elements and
Content all of the elements
elements and are the ones on it are
but are not
correctly situated. not correctly
correctly situated.
situated.
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 Picture Dictionary Checklist
Write a √ to
indicate the
ASPECTS:
answer.
yes no
The student included a front cover in his/her picture dictionary.
The students included a back cover in his/her picture
dictionary.
The student’s picture dictionary includes 6 images.
Each of the pages in the student’s picture dictionary is
numbered.
Each of the pages in the student’s picture dictionary includes a
drawing and the drawing was colored by the student.

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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