Tu/Th Kids 3/2

Lesson Plan T/T Kids: March 2

Supplies: Lesson plan, book, poster, blank poster, Sarah, Triceratops pix & lyrics and CD.

Setup:

  • Arrange seating.
  • Hang poster and contract.
  • Make good-behavior grid.
  • On WB draw rods & colors & sample cloze sentences.
  • Write (and cover with poster) questions: What color(s) are you? Are you alive? What covers your body: fur, skin, a shell…? What is your habitat? How are your young born (as eggs or babies?) What do you eat? Why are you endangered or extinct? How big are you? What do you eat?
Greetings

Wh-??

Sarah

Triceratops

What Animal Are You? (WAAY)

Stars

Erica

WAAY

Old MacDonald

Saving Animals

WAAY

Mind Map

Flying rods

Homework

BACK POCKET:

  • Opposites Flash card: Fast, small, light, tall, living. Guess the opposite. Give an animal example. Compare with another animal. Review descriptive and comparative adjectives
  • -ER. Say tongue twister and then write on board: This summer the river water was colder and faster than it ever was in winter. Repeat choral and individually. Review pronunciation of target sound (-er)
  • Tongue twister: A huge, giant giraffe made jokes with the stranger.
  • Old MacDonald: 1. Pronunciation: E, I, O. Sample words: Here, chick, old. Vocab: farm, chick, duck, turkey, hog. Are these animals endangered
Time Activity

Teacher Students Objectives
5:00 Greetings Review agenda Repeat rules Establish expectations
5:05 Wh-? Hand out one rod to each S. Write word next to rod.

What’s the word: ____ is she. _____ are you doing? _____ does it live? _____ does class begin? ____ did it die out?

Cloze to show what rods represent.

Name colors

Review wh- questions in present simple, in new format
5:15 Sarah 1. Hand out of each one rod to each S. Explain they’ll use the rod with the word.

2. Model with rod: What kind of work do you do?

Using rods, ask questions to learn about Sarah. Set context for use of rods. Introduce guest.
5:20 Triceratops Hand out pictures & lyrics. Read lyrics first (Sarah & I take turns) Identify body parts. bull/horn, beak/parrot, frill, lips/bug, fish/legs

Sing along.

Break. Make abstract concept more tangible and entertaining.
5:30 What Animal Are You #1 ___ is an animal that we are studying. Ask wh- questions to guess. Blue whale. 1 S is animal. Others use rods while guessing. Use questions on the board if you need help with ideas. Review content from unit.
5:40 What Animal Are You #2 Prezwalksi’s horse Review content from unit.
5:45 Stars What’s a star? Where/what is Hollywood. Who is yr fave star? Why? Set context for HW discussion. Personalization, context for reading.
5:50 Erica reading Who is Erica? What did she do? Why did she do it? How did she help endangered animals? Responses. Questions? Reading comprehension
6:00 What Animal Are You #3 Leatherback turtle Review content from unit.
6:05 Saving Animals [homework review] What would you do to save endangered animals?

Model question to Sarah and have her answer.

Each S comes to front and answers Context for assigned reading. Peer listening skills
6:20 What Animal Are You #4 Komodo dragon Review content from unit.
6:25 What Animal Are You #5 Dinosaur Review content from unit.
6:30 P 55 Exercise 10 (Mind map) Pair up Ss Write 3 reasons animals are extinct or endangered. Synthesis of today’s content.
6:40 Flying rods My ___ rod is a _____ [do an action] Guess. Take turns on their own in pairs (w/ Sarah). Demonstrate to class. Twist on rod use. Stimulate imagination & engagement. Closure.
6:50 Homework Handout and model with Sarah.

And the homework assigned, which I never got to see because I left it in the classroom the night before I fled town:

March 2, 2010

Please answer these wh- questions completely. Remember to bring this homework to class on Thursday. (That will be our last class together.)

  1. 1. Who is the most important person in your life? The most important person in my life is… _____________________________________________________________________________________________________________.
  2. Why is he (or she) your favorite person? He (or she) is my favorite person because…

___________________________________________________________________________________________________________________________________________________________________________________________________________________________.

  1. Where do you like to play? I like to play at…

_________________________________________________________________________ because __________________________

______________________________________________________________________________________________________________

_____________________________________________________________________________________________________________.

  1. When you grow up, what do you want to be? When I grow up I want to be a(n)…
    _________________________________________________________________________ because __________________________

______________________________________________________________________________________________________________

_____________________________________________________________________________________________________________.

  1. What did you like most about our class together? What I liked most was… _____________________________________________________________________________________________________________

_____________ because ______________________________________________________________________________________

_____________________________________________________________________________________________________________.