SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2023-2024

Lesson Plan
September

School’s name: CCT:

AEE’s name: ID: Group:

2nd Grade Product 1: Social practice of the language: Learning outcomes:

Illustrated classroom rules Uses expressions of greeting, farewell and courtesy in a dialogue - Reviews exchanges of greetings, farewells, and courtesy expressions in
short dialogues.
Learning Environment: Communicative Activity: - Assumes the role of receiver and sender to exchange greetings, signs of
Familiar and community Exchanges associated to specific purposes courtesy and farewells.
- Participates in the writing of norms of coexistence in the classroom.
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 10 minutes
Material: Board, marker or chalk, eraser
Start each class with an activation routine, e.g., elicit the day of the week, use it to write the date on the board and choral drill it
along with the classroom rules. Afterwards, have students stand up to count from 0 – 10 (whoever makes a mistake counting has to
sit down) for several rounds until everyone has participated. E.g., the first person on the row says zero, the second person says one,
etc., until ten. After someone sits down, the count restarts from zero.

Presentation: 10 minutes Greetings: Farewells:

Material: Images 1 – 5, song, speaker - hi - goodbye
Introduce vocabulary using images 1 – 5. Play The Greetings Song, https://bit.ly/3zUkcdR Ask students if they identified greetings - hello - bye
and farewells in the song. Write the greetings and farewells in a two-column chart on the board and ask students to copy them. - good morning - See you!
- good afternoon
Practice: 10 Minutes - good evening
Material: Images 6 – 12
Make two teams. Using images 6 – 11 ask participants to tell you the greeting/farewell it represents. If it is correct, the team gets a
point. Use image 12 flashcards if the game is too difficult or for easy extra points. If used for the latter, use towards the end of the Courtesy expressions:
game. - please
- thank you
Production: 15 Minutes - you’re welcome
Material: Board, marker or chalk, eraser - how are you?
Introduce vocabulary through a cluster or brainstorming ideas as shown below and explain that greetings, farewells and courtesy - I’m fine
expressions help us create a friendly atmosphere in school, at home or in the neighborhood. Have students copy the cluster, making - nice to meet you
sure all students are on task and working at the same pace. Walk the aisles to monitor work and provide constructive feedback. - nice to meet you too

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Wrap up: 5 Minutes
Material: N/A
Go over the information above and have students discuss which vocabulary or expressions can be used in the
morning/afternoon/evening, at school, the supermarket, with a neighbor, a person of authority like the school principal, etc. Finally,
have students color the cluster as a dictation activity, e.g., color please blue, etc.

Suggested activities Knowing about the language

Session 2 (Background):
Warm up: 5 minutes
Material: N/A
Choral drill classroom rules or numbers 0 – 10 as in the previous warm up.

Presentation: 10 minutes Classroom rules

Material: N/A - listen carefully
Explain that it is important to establish classroom rules to have a friendly environment at school. Introduce vocabulary. - be kind
Note: Some classroom rules were seen in the Leveling Guide, thus, norms may be added or adapted for the making of the product. - be respectful
- keep your hands to yourself
Practice: 15 minutes - keep your feet to yourself
Material: Template 1 - follow directions
Provide a strip of images from template 1 to each student. Ask students to paste it in their notebook on a clean sheet titled Classroom - do your best
Rules with the following rules.

1. Listen carefully

2. Be kind and respectful

3. Keep your hands and feet to yourself.

4. Follow directions

5. Always do your best

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Production: 15 minutes
Material: Worksheet 1
Give students about 5 minutes to read and try to memorize the previous rules in pairs. As one reads, the other can do gestures.
Then, show worksheet 1 and explain that it will be cut in half. Some students will get Student A side and others Student B. Student
A and Student B will dictate the missing information to each other. Ask students to do this activity with their notebooks closed.
Note: It helps to have the missing answers scattered on the board to help with writing.

Wrap up: 5 minutes

Material: Song, speaker
Play the following well-known song My name is, https://bit.ly/3zKxhq1 to celebrate today’s hard work.

Suggested activities Knowing about the language

Session 3 (Background):
Warm up: 10 minutes
Material: N/A
Start each class with an activation routine, e.g., elicit the day of the week, use it to write the date on the board and choral drill it
along with the classroom rules. Afterwards, have students stand up to count from 0 – 10 (whoever makes a mistake counting has to
sit down) for several rounds until everyone has participated. E.g., the first person on the row says zero, the second person says one,
etc., until ten. After someone sits down, the count restarts from zero. If students become great at this game you can make up a new
rule to it, e.g., instead of 7 they have to say lava, it they say seven they have to sit down.
Commands:
Presentation: 10 minutes - open your book
Material: N/A - be quiet
Introduce the commands one at a time and having students perform the action. - stand up
- close your book
Practice: 15 minutes - stand up
Material: Worksheet 2 - raise your hand
Hand out a copy of worksheet 2 and explain the task. Monitor students work by walking the aisles to provide help and clear doubts
with meaning, pronunciation, writing, etc. Allow students to color the worksheet after finishing the task and then comparing it with
a classmate. Make them feel free to change answers if they feel the need. It is important for them to know that self-correction is a
valid aspect of learning. Afterwards, ask students to paste the worksheet in their notebook.

Production: 10 minutes - hangman

Material: N/A - the alphabet
Play hangman with the commands previously introduced. This is a fun way to have fun, learn a new game, review the alphabet and
foster a friendly environment.

Wrap up: 5 minutes

Material: N/A
Divide the class into two teams. Pass a player from each team to compete for a point. Say a command and whoever gestures it first
wins. Tell the rest of the team no to help, if they do the point will go to the opposite team automatically. Encourage this rule to
foster following the rules and respecting others.

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Suggested activities
Session 4 Knowing about the language
Warm up: 10 minutes (Background):
Start each class with an activation routine, e.g., playing Can I borrow…? as in Simon says. Tell students, Simon says, can I borrow
your scissors? Students then have to show their scissors. Use different supplies. If necessary, show them the school supply yourself
and have them say it. This is an indirect way to reinforce the use of Can I borrow your…? Ask students for the date. If possible, ask a
volunteer to write it on the board.

Presentation: 10 minutes
Material: N/A
Review the classroom rules below, which were established with the Leveling Guide. Write them on the board with missing letters
for students to pass to the front to complete them.

1. Respect peers
2. Follow directions
3. Bring materials
4. Listen carefully
5. Raise your hand

Practice: 5 minutes
Material: Song, speaker
Use the song, School rules, https://bit.ly/3QBTAVk to show students different classroom norms. Explain that norms are ways in which -norms
one behaves in a certain place.

Production: 20 minutes Community places:

Material: Images 13 – 16 - clinic
Using images 13 – 15 and students´ help brainstorm norms/rules for each one of the community places. E.g., at the clinic, ask who - supermarket
is last in line, seat quietly, have cash ready. On the bus, have your Feria card ready, pay first, use the back door to exit, wear a face - on the bus
mask, etc. At the supermarket, don’t take the grocery cart home, take your own bags, get in line to pay, wait in line to take a taxi - facemask
back home if that is the case. In the bank, take a turn, don’t use cell phones, don’t wear sunglasses, etc. - take a turn
- before
Wrap up: 5 minutes - don’t take the grocery cart home
Material: N/A
Initiate a conversation to talk about norms at the movies, a birthday party, recess/lunch time, etc. Explain that norms or rules help - organized
us live in organized environments. Ask for students´ opinion on this.

Suggested activities Knowing about the language

Session 5 (Background):
Warm up: 10 minutes
Material: N/A
Perform an activation routine singing, Heads, Sholders, Knees and Toes. As an alternative, play Simon says, Can I borrow a pencil?
Use different school supplies. Students have to show you the object. If you don’t say Simon says but only the question, whoever
show you the object loses.

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 Presentation: 5 minutes
Material: Image 17
Explain to students that in addition to having the classroom rules (hopefully posted on the wall), they will make signs with norms for
a positive classroom. Using image 17 and explain that they will not be numbered and may be decorated differently and separately.
Incite students by telling them that having norms on the walls will make the classroom look all the more beautiful.

Practice: 10 Minutes
Material: N/A
Decide on the norms or rules which will be used (participate, share, smile, be honest, say please, etc.) and write them on the board. - participate
Make teams and assign a norm to each team and a task to each member, e.g., time keeping, writing, coloring, illustrating, writing - share
classmates names on the back, cutting the sing with style, etc. - be honest
- say, please!
Production: 20 Minutes
Material: White sheets of paper and/or colored paper
Provide each team white sheets and/or colored paper to create their assigned norm sign. Monitor work and let timekeepers know
how much time there is left. Motivate students to be creative. Tell students that the colored paper can be used to decorate the sign, - How much time do we have left?
e.g., pasting triangles on it for decoration. In large groups, even if there are 2 teams with the same norm, we can use it to our
advantage in the wrap up, by asking students to point to the pairs or the like.

Wrap up: 5 minutes

Material: N/A
Material: Song, speaker
Ask students if they ‘d like to integrate reading them as part of their beginning-of-the-class routine and practice it several times.
Celebrate completion of the product by playing, My name is, https://bit.ly/3zKxhq1

Assessment tools: References and resources:

Aprendizajes Clave, 1st Grade
Checklist Yes No https://bit.ly/3zUkcdR
1. The student is able to identify greetings and farewells. https://bit.ly/3QBTAVk
2. The student is able to identify courtesy expressions. https://bit.ly/3zKxhq1
3. The student is able to identify norms in different places.
4. The student is able to identify classroom norms.
5. The student is able to follow classroom rules.

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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 Template 1

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 Worksheet 1

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 Worksheet 2
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