SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2023-2024

Lesson Plan
January

School’s name: CCT:

AEE’s name: ID: Group:

1st Grade Product 5: Social practice of the language: Learning outcomes:

Illustrated card index with words that rhyme Understands rhymes and stories in verse - Explores rhymes and stories in verse
Learning Environment: Communicative Activity: - Listens to reading of rhymes and stories in verse
Literary and ludic Literary expression - Explores pronunciation
- Explores the writing of rhymes and stories in
verse
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 7 minutes
Material: N/A - rhyming words
Create a subject-transition routine to start each class, which includes body movement for your students to perform. Afterwards,
introduce the following personal name pairs and elicit what they have in common, (they rhyme).
1. Juan – Ivan
2. Adrian – Marian
3. Anabel – Isabel
4. Rafael – Miguel
5. Ismael – Manuel
6. Gabriel – Daniel
7. Dasy – Maisie
Presentation: 8 minutes - non-rhyming words
Material: N/A
To the previous list on the board introduce non-rhyming pairs and guide students to identify them. Oral drill practice plenty, always
reflect on the amount of speaking practice you do in class vs. the amount of speaking practice you allow your students to have.

Practice: 10 Minutes - vowels

Material: N/A
Pair students and allow them to copy the list and explore the language. Tell them that after some time, you will ask each pair random
questions about the rhyming and non-rhyming pair of words. Ask different information such as:
 The pair with the longest name
 The pair with the shortest name
 The pair with more/less vowels
 The amount of non-rhyming words pairs
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Production: 15 Minutes
Material: N/A
Brainstorm where rhyming words might be found, acknowledging all participation and effort. Write the following poem on the
board and have students identify 2 rhyming and 2 non-rhyming words and write them in the notebook.

Roses are red,

violets are blue.
Candy is sweet,
and so are you.
Wrap up: 10 Minutes
Material: N/A
As a whole class activity, call on students randomly for them to finish a name from the list you begin saying, e.g., you say Rafa and
the student says -el.
Note: When session contents are covered early, adjust planning to seize the opportunity to reinforce alleged prior language
familiarity.
Suggested activities Knowing about the language
Session 2 (Background):
Warm up: 5 minutes
Material: N/A
After a subject-transition routine to start the class, introduce the previously used poem on the board and choral-read aloud.
Roses are red,
violets are blue.
Candy is sweet,
and so are you.
Presentation: 15 minutes - poem
Material: N/A - verse
Have students focus on the poem parts and introduce vocabulary, at the end ask students collectively to title it. - stanza
- title
Practice: 15 minutes
Material: N/A
Have students copy the poem and label the parts. Monitor students closely to make sure labels are accurate in the notebook. One
way to tackle such challenge is to fragment workload, e.g., assign 3 minutes to copy and label one verse at a time. This might also
help keep everyone working at the same pace.

Production: 10 minutes - left to right

Material: N/A - top to bottom
Remind students that texts are read from left to right and top to bottom. Read the poem for reading practice several times with a - tone of voice
different tone of voice, explain that tone, helps transmit feeling to the listener. - feeling

Wrap up: 5 minutes

Material: N/A
Have students circle the 2 rhyming words from the poem orange and 2 non-rhyming words a different color. Review parts of a poem
collectively and remind students the need to respect turn taking.
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Suggested activities Knowing about the language
Session 3 (Background):
Warm up: 5 minutes
Material: Image 1
After a subject-transition routine to start the class, use image 1 to say the flashcards aloud.
- car - rat
Presentation: 15 minutes - star - cat
Material: Image 1 flashcards (several sets for teamwork) - house - brown
Make teams and give each team a set of flashcards. Have them pair the rhyming words, the first to finish accurately, wins a point. - mouse - clown
For large groups each set of flashcards may be divided into 2 or 3, if that is the case, the challenge starts with all cards facing down. - cook - pan
- book - man
Practice: 10 minutes
Material: Image 2
Using image 2, give each student a pair of rhyming words to paste in the notebook (image 2 covers 16 students).

Production: 10 minutes
Material: N/A
Make teams of 4 to pass to the front and read their rhyming word pairs. Each team is to be comprised of the following pairs:

Wrap up: 10 minutes - spell

Material: N/A - alphabet
One by one and on the board, practice spelling aloud, cat, hat, bug, mug, wild, child, head and bed.

Suggested activities Knowing about the language

Session 4 (Background):
Warm up: 8 minutes
Material: N/A
After a subject-transition routine to start the class, read the following poem excerpts and ask students if they can imagine them.
Imagine a snail Imagine a lark Imagine a bee
As big as a whale As big as a shark As big as a tree
Presentation: 7 minutes
Material: N/A
Write the previous poem excerpts on the board for choral reading aloud, one at a time.

Practice: 15 minutes - author

Material: Image 3 - illustrations
Provide a copy of image 3 to each student and have them identify its parts, including author and illustrations.
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Production: 10 minutes
Material: Image 3
Have students paste their image 3 poem in their notebook and label its parts including author and illustrations.

Wrap up: 10 minutes

Material: N/A
Read the whole poem aloud and have each student circle their favorite part with color.

Suggested activities Knowing about the language

Session 5 (Background):
Warm up: 5 minutes
Material: N/A - capital letter
After a subject-transition routine to start the class, explain the basic mechanics of capital letters and lower case. - lower-case

Presentation: 10 minutes
Material: N/A
Write someone’s name on the board twice, once with all lower-case letters and once correctly. Ask students to point to the correct
form. Ask different random students to tell you why one is correct and not the other.

Practice: 15 minutes
Material: N/A
Write the following incomplete poem on the board for completion by volunteers. Erase 2 different words every so often for variation.
Roses are red,
violets are ____.
Candy is sweet,
and so are ____.
Production: 15 minutes
Material: Image 1
Tell students that for the next activity they will use all lower-case letters to lable the illustrations of rhyming words on the back to
create index cards. Provide a copy of image 1 to each student.

Wrap up: 5 minutes

Material: N/A
Allow students to play finding pairs. They must say the words aloud to keep the found pairs. Invite them to store the index cards in
an envelope. If you allow, in future English class tasks, early finishers may play pairs.

Assessment tools: References and resources:

 Observation Aprendizajes Clave, 1st Grade
 Rubric SAPI
 Official Evaluation Record Sheet found in SAPI Aprendizajes Clave
 Compliance of Aprendizajes Clave syllabus expected learning outcomes
 Checklist:
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 Aspects Yes No
1. The student can identify rhyming words.
2. The student can identify parts of a poem.
3. The student comprehends the effect of tone of voice in reading.
4. The student understands basic mechanics or lower-case and capital letters.
5. The student can complete a simple poem with rhyming words.

In order to have a successful class development it is very important to consider the recommendations stated in the lesson plan form available in SAPI:

Principal’s name and signature: Date:

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