SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2022-2023

LESSON PLAN
January

School’s name: CCT:

AEE’s name: ID: Group:

2nd Grade Product 5 Social practice of the language: Learning outcomes:

Rhymes or illustrated stories in verse Understand rhymes and stories in verse - Explore rhymes and stories in verse, illustrated.
Learning Environment: Communicative Activity: - Listen and participates in the reading of rhymes and stories in verse.
Literary and ludic Literary expression - Participate in the writing of verses.
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 5 minutes - rhyming words
Material: Speaker, song - non-rhyming
Begin each of your classes with an activation-like routine, e.g., singing the days of the week, counting, repeating classroom rules, or
playing a song related to the topic, product or expected learning outcomes from Aprendizajes Clave, as the one in the following link
about rhymes https://bit.ly/3DZHWxL Encourage students to exercise, rhyme and freeze.
Rhymes:
Presentation: 10 minutes - Dog – frog – fog
Material: N/A - Can – fan – man
Explain the topic of rhyming words further with plenty more examples. Provide the examples below for students to copy. Elicit - Bat – hat – cat
examples. - Jelly – smelly – penny
Rhyming words Non-rhyming words - Mouse – house – applause
hat-bat jump-star - Car – star – far
sun-fun silly-sick - Rug – hug – tug
bee-see boy-girl - Cool – school – pool
honey-money love-teacher
Practice: 15 Minutes
Material: N/A
Write 7 rhyming words (scattered on the board). Have volunteers pass and match a pair. After matching all 3 pairs have students
copy them.

Production: 15 Minutes
Material: N/A
List on one side of the board a list of three random words e.g., book, cap, shoe. On the other side, list twice as many but only three
that rhyme. Have students copy only the rhyming pairs.

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Wrap up: 5 Minutes
Material: DIY flashcard
For a listening activity, create a flashcard with a main word e.g., book. Paste it on the board and say several non-rhyming and one
rhyming word aloud. Have students mime fireworks, with their hands, when they hear the rhyming word and to cross their arms
when they hear non-rhyming words. Finally, consolidate the class by asking students what they learned about today.

Suggested activities Knowing about the language

Session 2 (Background):
Warm up: 5 minutes
Material: DIY flashcard
Initiate class with a routine. Review previous class learnings by asking students what they remember from the last class. For a listening
activity, create a flashcard with a main word e.g., tomato. Paste it on the board and say a non-rhyming and a rhyming word aloud.
Have students stand up and face the back wall when they hear the rhyming word and to jump when they hear the non-rhyming word.

Presentation: 10 minutes - leaves

Material: Template 1 - poem
Write on the board the verse on template 1, We see leaves. Encourage students to read along. Afterwards, show template 1 and - title
introduce the vocabulary. Read again and ask students to identify its rhyming words. - author
- verse
- stanza

Practice: 10 minutes
Material: Template 1
Provide a copy of template 1 for students to color the title-blue, the author-red, the verse-yellow, the stanza-green and the rhyming
words-purple.

Production: 10 minutes
Material: N/A
Read the poem again slowly for students to read along. Pair students and have them read for 5 minutes.

Wrap up: 10 minutes

Material: Paper popper
Help students create a paper popper https://bit.ly/3EYch1F For a listening activity, say pairs of words aloud. Have students pop the
paper popper when they hear a rhyming pair. Finally, consolidate the class by asking students what they learned about today.

Suggested activities Knowing about the language

Session 3
Warm up: 5 minutes
Material: Speaker, song

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Initiate class with a routine. Review previous class learnings by asking students what they remember from the last class. Play the (Background):
song Row, row, row your boat, https://bit.ly/3HU30Z1 once.

Presentation: 10 minutes
Material: Speaker, song
Play Row, row, row your boat, https://bit.ly/3HU30Z1 Illustrate, explain its story and vocabulary. Lyrics (image 1):

Row, row, row your boat, gently down the stream. Row, row, row your boat, gently down the river. -river -creek
Merrily, merrily, merrily, merrily, life is but a dream. If you see a polar bear, don´t forget to shiver. -boat -shriek
Row, row, row your boat, gently down the creek, Row, row, row your boat, gently down to the shore, -stream -river
If you see a crocodile, don't forget to shriek. If you see a lion there, don't forget to roar. -dream -shiver
-roar -row
Practice: 20 minutes -shore -lion
Material: N/A -bear -crocodile
Review the alphabet e.g., T: A is for apple (using the alphabet pronunciation). Ss: a-a-apple (using the sound of the letter).

Production: 10 minutes
Material: Template 2
Provide a copy of template 2 for students to complete the poem with something edible.
E.g.,
Roses are red,
violets are blue.
I like apples.
What about you?
Wrap up: 5 minutes
Material: N/A
Use the previous poem to identify the poem parts and title it.

Suggested activities Knowing about the language

Session 4 (Background):
Warm up: 5 minutes
Material: N/A
Initiate class with a routine. Review previous class learnings by reading volunteer’s poems previously written about something edible.
Have the rest of the class repeat after you.
Presentation: 10 minutes
Material: Speaker, song
Play the song, Row, row, row your boat https://bit.ly/3XBx2IO and invite students to sing and act it out. Ask them to write the rhyming
words in the notebook, encourage students to spell out the words aloud.
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Practice: 20 minutes
Material: Speaker, song
Play The Itsy-bitsy spider song https://bit.ly/3FQTi7K Ask students to sing along/act it out. Write the lyrics on the board.
The Itsy-bitsy spider climbed up the waterspout, Out came the sun, and dried up all the rain,
Down came the rain and washed the spider out. and the Itsy-bitsy spider climbed up the spout again!

Explain that a stanza is a group of verses, and the verse is just a line of the poem or song. Teach how to identify syllables in a word
using the clapping or chin method, https://bit.ly/3GPOjrR

Production: 10 minutes
Material: N/A
Encourage students to find the rhyming words in the lyrics above, the title, verse, and stanza. Finally have students copy the lyrics.

Wrap up: 5 minutes

Material: N/A
In pairs, students ask each other for parts of the song and spell out words.

Suggested activities Knowing about the language

Session 5 (Background):
Warm up: 5 minutes Numbers:
Material: Speaker, song 0-20
After a routine remind students what a rhyming word is and play 2 Times Table Song, https://bit.ly/3p6sauD Encourage students to - flu
identify its rhyming words:
zero – hero twelve – shelf
two – you fourteen – submarine
four – war sixteen – proteins
six – chips eighteen – beans
eight – skate twenty – empty
ten – Ben two – flu
Presentation: 10 minutes
Material: Image 1
Write the set of questions for students to read and discuss in pairs. Using a copy of image 1, have students orally answer them.
1. What is a title?
2. What are rhyming words?
3. What is a verse?
4. What is a stanza?
Practice: 10 Minutes
Material: N/A
In oral form, using the Itsy-bitsy spider lyrics, have students answer the previous questions.

Production: 20 Minutes
Material: N/A
Using the previously made Roses are red, violets are blue poem, have students write and answer the following set of questions.
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 1. What is the title?
2. What is this rhyme about?
3. How many stanzas are there?
4. How many verses are there per stanza?
5. Which words rhyme?
Wrap up: 5 minutes
Material: N/A
Have students identify the rhyming and non-rhyming words in, pig - wig, hair - chair, dog – cat, can -fan. Afterwards, ask students
to come up with a rhyming set of words to complete 4 sets.

Suggested activities Knowing about the language

Session 6 (Background):
Warm up: 5 minutes - monkeys
Material: Speaker, song - jumping
Introduce the Five little monkeys’ song, https://bit.ly/316grUR

Presentation: 10 minutes - bed

Material: Speaker, song - head
Play and explain the story behind the Five little monkeys’ song, https://bit.ly/316grUR Illustrate the song on the board. - doctor
Lyrics - said
Five little monkeys jumping on the bed, Mama called the doctor and the doctor said,
one fell off and bumped his head. "No more monkeys jumping on the bed!"
Mama called the doctor and the doctor said, Two little monkeys jumping on the bed,
"No more monkeys jumping on the bed!" one fell off and bumped his head.
Four little monkeys jumping on the bed, Mama called the doctor and the doctor said,
one fell off and bumped his head. "No more monkeys jumping on the bed!"
Mama called the doctor and the doctor said, one little monkey jumping on the bed,
"No more monkeys jumping on the bed!" He fell off and bumped his head.
Three little monkeys jumping on the bed, Mama called the doctor and the doctor said,
one fell off and bumped his head. "Put those monkeys back to bed!"

Practice: 15 Minutes
Material: Speaker, song
Play the song and have students act it out in teams, https://bit.ly/316grUR

Production: 15 Minutes - What a _____!

Material: Template 3, image 2
Explain how the expression, What a ___! can be used for emphasis. After plenty of examples, use template 3 and image 2 to read
the Big Cat, Little Cat story. Have students say, What a big cat! when they hear something about the big cat as you read the story.

Wrap up: 5 minutes

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 Material: Template 3
Provide a copy of template 3 for students to circle big cat and count the number of times it appears in the story.

Suggested activities Knowing about the language

Session 7 (Background):
Warm up: 5 minutes
Material: N/A
Write fall, wall, tall, call, hall on the board and ask students if they are rhyming or non-rhyming words. Ask students to come up with
two more. Provide options if needed.

Presentation: 15 minutes
Material: Speaker, song
Play the Five little monkeys’ song https://bit.ly/316grUR Choose a stanza from it, as the one below. Have students copy the stanza
with blanks.
Five little ______ jumping on the ______,
one fell off and bumped his head.
Mama called the _______ and the doctor said,
"No more monkeys _________ on the bed!"
Practice: 15 Minutes
Material: Speaker, song
Play the song https://bit.ly/316grUR again for students to fill in the blanks. Provide a word bank on the board if needed.

Production: 10 Minutes
Material: Speaker, song
Have students label the stanza parts and add a tittle to it.

Wrap up: 5 minutes

Material: N/A
Students read the stanza in pairs.
Assessment tools: References and resources:
Observation Aprendizajes Clave, 2nd Grade
Evaluation Record Sheet https://bit.ly/3DZHWxL
https://bit.ly/3EYch1F
Checklist Yes No https://bit.ly/3XBx2IO
1. The student is able to identify rhyming words. https://bit.ly/3FQTi7K
2. The student is able to identify non-rhyming words. https://bit.ly/3GPOjrR
3. The student is able to identify a verse. https://bit.ly/3p6sauD
4. The student is able to identify a stanza. https://bit.ly/316grUR
5. The student is able to identify the title of a poem.

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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 By: Mark Snow

Template 1

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 Image 1

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 Roses are red,
Violets are blue.

Template 2

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 Template 3

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 Template 3

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