beatrizwongclassblog.weebly.combeatrizwongclassblog.weebly.com/.../lesson_plan.docx · Web viewThe Main Purpose for the lesson is to teach the student how to identifying the meanings

Beatriz Wong

Content Area:

Reading

2nd Grade

Mixed Class

ED 3307

Date 4/25/2013

The Main Purpose for the lesson is to teach the student how to identifying the meanings in

English and Spanish of family members, numbers, classroom objects, and translating. To keep

record of lessons taught and to update and input new ideas. Also, to apply more complex phonics

skills to reading passages like decode skills and phoenix research other resources in order to

teach in a professional way to keep record on the advances of my students. The class will be

combined with English and Spanish learners. First days class will be a combination of English

and Spanish then it will be splitting class with 25 minutes in Spanish and 25 minutes in English.

Content Lesson: Reading

1st Day:

Materials/Resources: Teacher, students, paper, pencil, worksheets, vocabulary list

Vocabulary

uno-one siete-seven dos-two ocho-eight tres- three nueve-ninecuatro-four diez-ten cinco-five once-eleven seis-six doce-twelve

0- Cero 2- Dos 3- Tres4- Cuatro 6- Seis 7- Siete8- Ocho 9- Nueve 10- Diez11- Once 13- Trece 15- Quince16- Dieciséis 19- Diecinueve 20- Veinte

Grammar

desk- escritorio chair- silla blackboard- pizarrachalk-tiza window- ventana wall- pareddoor- puerta pen- pluma pencil- lápizbag- cartera notebook- cuaderno book- librodictionary-diccionario pencil-case- estuche computer- ordenador

Pronunciation

cha, che, chi, cho y chu

Culture

hermano-brother tía-aunt abuela-grandmother padre-fatherpadrastro-stepfather sobrino-nephew madrastra-stepmother hermana-sistermadre-mother abuelo-grandfather tío-uncle primo/a-cousinpadrino-godfather sobrina-niece madrina-godmother

Learning Objectives

Students will be able to identify the meaning of the family members, numbers, classroom

objects, translations and count in English and Spanish. Expecting students to make a connection

with the words and understanding the meaning of the words.

Listening: students will be able to listen & understand the directions in both languages and make

the connections to their meaning. Expecting students to follow directions, recognize. They are

expected to expand vocabulary by reading, viewing, listening, and discussing. Expecting

students to listen and answer questions.

Speaking: students will be able to identify the words and learn the ch sounds. Expecting students

to recognize the implied meanings of words. Expecting students to apply knowledge of letter-

sound correspondences, language structure, and context to recognize words.

Reading: students will be able to understand the meanings of the family members, numbers,

classroom objects, and translations. Expecting students to realize that their efforts give a little joy

to those who have lost their own.

Writing: students will be able to practice their writing and identifying the missing numbers in

Spanish. Expecting students to write a number order list as their test in both English and Spanish.

Culture: students will be able to identify the meaning of family members in two languages

English and Spanish. Expecting students to match a family member by choosing the complete

family vocabulary

Teaching strategies and activities

Materials and Resources: Teacher, students, pencil, paper,

Vocabulary Quiz

NAME (NOMBRE)____________________________DATE (FECHA) __________________LEARNING NUMBER WORDS IN SPANISHA.Write the Spanish number word for each question below.Choices are: uno-one siete-seven dos-two ocho-eight tres- three nueve-ninecuatro-four diez-ten cinco-five once-eleven seis-six doce-twelve

1. Diez plus uno is_____________.2. My hand has__________ fingers (dedos).3. A pair of maracas is _______maracas.4. There are _______eggs (huevos) in a dozen.5. There are ____________strings on a guitar (guitarra).6. We have (Tenemos) ___________cars in our family.7. There are ______________chairs at my table (mesa).8. Cuatro plus (y) cuatro is _____________.9. One foot (pie) has _________toes.10.Cincoplus cincois _____________.11.There are _____________wheels on a car (carro).12.There are __________wheels (ruedas) on a tricycle.13.Acat (gato) has ___________lives.14.You have ________nose (nariz) on your face.15.There are _________days in the week (dias en la semana).

B. Choose the correct word to complete the Number Vocabulary section:

Dos – Nueve – Siete – Cuatro – Cero – Diez – Trece – OnceDiecinueve – Quince – Veinte – Tres – Seis – Dieciséis - Ocho0 2 3 4 6 7 8 9

10 11 13 15 16 19 20

Answers for questions 6 and 7 will vary.Answers1. once2. cinco3. dos

4. doce5. seis6. answers will vary7. answers will vary8. ocho9. cinco10.diez11.cuatro12.tres13.nueve14.una (foruno +feminineforla nariz)15.sieteB.

0- Cero 2- Dos 3- Tres4- Cuatro 6- Seis 7- Siete8- Ocho 9- Nueve 10- Diez11- Once 13- Trece 15- Quince16- Dieciséis 19- Diecinueve 20- Veinte

Grammar Quiz

NAME (NOMBRE)____________________________DATE (FECHA) __________________

Choose the correct word to complete the Classroom Vocabulary section:cuaderno - escritorio – estuche – libro – diccionario – puerta – sillalápiz – ordenador – pluma – tiza – cartera – pared – pizarra - ventanadesk chair blackboard chalk windowwall door pen pencilbag notebook book dictionary pencil case computerAnswersdesk- escritorio chair- silla blackboard- pizarrachalk-tiza window- ventana wall- pareddoor- puerta pen- pluma pencil- lápizbag- cartera notebook- cuaderno book- librodictionary-diccionario pencil-case- estuche computer- ordenador

Reading

Speaking Quiz


cha, che, chi, cho y chu

1. Mi papá maneja un _____________ rojo.2. El _____________ es feliz. Hoy es su cumpleaños. Él tiene___________ años.3. El ____________ come zacate.4. Mi mama come tacos con _______________.Escribe otras palabras que tienen cha, che, chi, cho y chu1. cha____________2. che____________3. chi_____________4. cho____________5. chu____________

Culture Quiz


Choose the correct word to complete the Family Vocabulary section:hermano –tía – abuela – padre – padrastro – sobrino – madrastra –hermana – madre – abuelo – tío – primo/a – padrino – sobrina - madrinamother father brother sistergrandmother grandfather uncle auntcousin niece nephew godfathergodmother stepmother stepfather

Answers (Spanish)

mother – madre father- padre brother- hermanosister-hermana grandmother- abuela grandfather- abuelouncle-tío aunt- tía cousin- primo/aniece- sobrina nephew- sobrino godfather- padrinogodmother- madrina stepmother- madrastra stepfather- padrastro

2nd Day

Materials/Resources: Teacher, students, paper, pencil, vocabulary list, sounding words worksheet

Vocabulary coat-abrigo shoes- zapatos skirt- faldaboots- botas trousers- pantalones dress- vestidoshirt- camisa socks- calcetines tie- corbata

Grammar and Pronunciation Practice The Sounds: na, ne, ni, no, nu

Pronunciation


Say each sound. Put the letters together to make a three sound word.h a m

j a m

f a n

m a n

w i n

c u p

s i t

p a n

p u p

S a m

Learning Objectives

Students will be able to identify everyday clothing. They will also be able to pronounce words by

listening and using sounds.

Listening: students will be able to listen to the sound of the words and naming each sound to

pronounce the word correctly. Expecting students to expand their pronunciation by repeating the

sounds of the words. Expecting students to listen to the teacher during story time.

Speaking: students will be able to expand vocabulary by reading, viewing, listening, and

discussing. Expecting students to apply knowledge of letter sound correspondences, language

structure, and context to recognize words.

Reading: students will be able to appreciate their gifts and look past the physical limitations that

threaten a soaring spirit. Expecting students to expand vocabulary by reading, viewing, listening,

and discussing. They are expected to sing along in the story Ten Little Puppies Diez perritos in

English and Spanish.

Writing: students will be able to write about any kind of pet they have or wish to have.

Expecting students to draw a picture of an animal.

Culture: student will be able to read and understand different tales from different countries and sing a

long while reading the story.


Vocabulary


B- Choose the correct word to complete the Clothing Vocabulary section:botas – falda – corbata – calcetines- zapatos – abrigo– vestido – pantalones - camisacoat shoes skirt bootstrousers dress shirt sockstie

Answers

coat-abrigo shoes- zapatos skirt- faldaboots- botas trousers- pantalones dress- vestidoshirt- camisa socks- calcetines tie- corbata

Listening

Students will listen to the teacher during story time. Expecting students to learn the lyrics of the book so they can sing along while reading it.

Reading

Writing


Say each sound. Put the letters together to make a three sound word.1. h a m ______________________________________________2. j a m ______________________________________________3. f a n ______________________________________________4. m a n ______________________________________________5. w i n ______________________________________________6. c u p ______________________________________________7. s i t ______________________________________________8. p a n ______________________________________________

9. p u p ______________________________________________10. S a m ______________________________________________

Grammar

Listen!The Sounds: na, ne, ni, no, nu

Listen and write the missing syllabus. 1. _____da

2. _____do

3. _____do

4. _____ta

5. _____ranja

6. _____gro

7. tu______

8. co_____jo

9. _____ño

10. _____ez

11. lu_____

12. _____che

13. bo_____ta

14. ra_____

15. mo_____

16. gusa_____

17. co_____

18. pi_____

19. u_____

20. ma______

Grammar and Pronunciation Practice The Sounds: na, ne, ni, no, nu Answers

1. nada 2. nido 3. nudo 4. nota 5. naranja 6. negro 7. tuna 8. conejo 9. niño 10. nuez 11. luna 12. noche 13. bonita 14. rana 15. mono 16. gusano 17. cono 18. pino 19. uno 20. mano

3rd DayMaterials/Resources: Teacher, students, paper, pencil, Capitalization worksheet, Turkey Coloring worksheet

Grammar

Capitalization and Punctuation

Pronunciation

Phonics

Learning Objectives

Speaking: students will be able to tell where a sentence needs capitalization and punctuation.

Expecting students to apply knowledge of letter-sound correspondences, language structure, and

context to recognize words.

Listening: Students will listen to the teacher during story time. Expecting students to learn the

lyrics of the book so they can sing along while reading it.

Reading: students will be able to learn from the story book Quiero Ayudar! Let Me Help!

Expecting students to persist in helping others.

Writing: students will be able to write how they helped someone or how they identified with

Perico in the Quiero Ayudar! Let Me Help! Story. Students will be able to write two complete

sentences in English and two complete sentences in Spanish about how their favorite food.

Culture: students will be able to learn about Native traditions by coloring a turkey for

Thanksgiving by matching colors with numbers.


Grammar


Sentences begin with a capital letter. Names of people begin with a capitalletter. Correct the sentences by writing them correctly on the lines.1. marsha lives in texas.________________________________________________________________________________________________________________________________2. who is joseph’s friend?________________________________________________________________________________________________________________________________3. sue and I love to dance!________________________________________________________________________________________________________________________________4. we went to mary’s school play.________________________________________________________________________________________________________________________________5. what a great day we had!________________________________________________________________________________________________________________________________

Write these sentences on the lines. Use capital letters where you needthem.1. it is time to eat dinner._______________________________________________________________________________________________________2. mom and i baked cookies.__________________________________________________________________________________________________3. i was born in Utah._________________________________________________________________________________________________4. is dad working late?_________________________________________________

Listening

Students will listen to the teacher during story time. Expecting students to learn how beneficial it is to even try to help someone

Reading

Culture

4th Day Materials/Resources: Teacher, students, Where the flame trees bloom by Alma Flor Ada,paper, pencil, crayons,

Vocabulary

Grammar

Possesive nouns

Complete the sentences by using the possessive form of the noun inparenthesis. Write the possessive nouns on the lines.1. The _________________________desk was neat. (teacher)2. __________________________house is yellow and white. (Henry)3. I saw _______________________car in the parking lot. (Linda)4. The ______________________helmet fell off the motorcycle. (policeman)5. My ______________________bike needs a new tire. (brother)6. Did anyone see the ___________________apron? (cook)7. The _________________________wing was broken. (bird)

8. ________________________book is missing. (Julie)

Learning Objectives

Listening: students will be able to listen to the teacher during story time and their classmates when its discussion time. Expecting students to answer the questions from the book.

Speaking: students will be able to read out loud and practice their pronunciation. Ecpecting students to read and gain content/background knowledge as well as insight about oneself, others, or the world

Reading: students will be able to read and understand the collection of stories called where the flame trees bloom. They will be able to use available reference guides (e.g. dictionary, glossary, thesaurus, and available technology) to determine confirm the meanings of new words and phrases.

Writing: students will be able to identify possessive nouns. Expecting students to make a family tree for a project. They will need the parents help. It is a great opportunity to interact with their child in a school activity. They will also write about a place they would like to visit for the holidays.

Culture: students will be able to learn from a collection of stories used to create a vivid memoir of Ada's childhood in Cuba. Expecting students to understand and respect other cultures and traditions.


Grammar

Complete the sentences by using the possessive form of the noun inparenthesis. Write the possessive nouns on the lines.1. The _________________________desk was neat. (teacher)2. __________________________house is yellow and white. (Henry)3. I saw _______________________car in the parking lot. (Linda)4. The ______________________helmet fell off the motorcycle. (policeman)5. My ______________________bike needs a new tire. (brother)6. Did anyone see the ___________________apron? (cook)7. The _________________________wing was broken. (bird)

8. ________________________book is missing. (Julie)

Reading

Writing

Students will write about places they want to visit.

Culture

Students will be able to learn about other culture.

5th DayMaterials/Resources:Teacher, students, Thunder Cake story, paper, pencil, vocabulary list, clay

Vocabulary


Horizon-the line where the sky and earth seem to meet

Thunder-the rumbling sound that follows lightning

weather-what it is like outside

clap-a loud, sudden sound

stammered-talked with difficulty

lightning-a flash of light in the sky

crowed-talked happily

penned-wrote

bolt-a flash or stroke

rumbled-made a deep, rolling sound

samovar-a metal container with a faucet used to boil water for tea

Learning Objectives

Listening: students will be able to listen to the story in order to follow the order of the ingredients of backing a thunder cake

Speaking: students will be able to express their feelings with the class. Expecting students to

share a moment of their lives when they overcame a fear.

Reading: students will be able to listen and understand the book Thunder Cake. Expecting

students to create a thunder cake with plastic food by following directions.

Writing: students will be able to match the vocabulary key-terms with the definitions. Expecting

students to have knowledge of thunder and how doing activities during a storm can make the fear

go away.

Culture: students will be able to experience how to make a cake with their classmates and gather

all the ingredients just as in the book. Expecting students to open up and express their feeling

with other students.


Vocabulary Quiz


Fill in the blank with the correct definition.

horizon thunder weather clap stammeredlightning crowed penned bolt rumbled samovar

__________a metal container with a faucet used to boil water for tea

__________talked with difficulty

__________wrote

__________what it is like outside

__________the rumbling sound that follows lightning

__________ made a deep, rolling sound

__________a flash of light in the sky

__________the line where the sky and earth seem to meet

__________a loud, sudden sound

__________talked happily

__________a flash or stroke

Grammar

Students will be able to understand the vocabulary words from the book

Listening

Students will listen to the teacher during story time. Expecting students to answer the questions from the book.

Reading

Thunder Cake Patricia Polacco

Is the story of how Patricia Polacco conquered her childhood fear of Michigan thunderstorms with the assistance of her grandmother. The story can assist in one of two lessons for students:

It teaches the students that they have the courage within, to overcome their fears. "Thunder Cake" can act as a "lead in" to a lesson about weather (specifically, thunderstorms). Below, are discussion questions and activity ideas for both lessons, along with links to a website about thunderstorms.

Speaking

We will be having an open discussion of what fears are and some examples of fears and other scary things before reading the book. Ill share some of my own examples, so students understand that even adults have fears.

Writing

Book Questions:

1. What fear did Patricia overcome in “Thunder Cake? How?

2. If Patricia hadn't eaten any Thunder Cake, would she still have conquered her fear? (The answer is obviously "yes" because it was in the preparation of the cake that Patricia overcame her fear, not the cake itself... She had to go outside, despite the impending storm to gather ingredients. You can also use this question to demonstrate that there are different ways to overcome the same fear. After all, a child in your classroom may have defeated his/her fear of thunderstorms a different way altogether.)

3. What are some of the fears you have had, and how did you overcome them?

4. How did you feel when you overcame your fear?

5. If you could do anything at all, fearlessly, what would it be? (This question challenges children to examine their fears, without necessarily having to vocalize them. Try leading into this question with a personal example... "If I was fearless, and could do anything at all, I would climb a mountain or travel into space.")

Culture

Have your students draw a picture of something they were/are afraid of. Suggest they draw themselves in the picture, triumphing over that fear. For example, if a child is afraid of trains, have them draw a picture of themselves sitting on a train. For younger students, you may want to focus only on fears that they have already conquered, as it may be difficult for some students to imagine themselves triumphing over a fear they still have.

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beatrizwongclassblog.weebly.combeatrizwongclassblog.weebly.com/.../lesson_plan.docx · Web viewThe Main Purpose for the lesson is to teach the student how to identifying the meanings