Assessing kids

Objective of the lesson:
By the end of the lesson, SWBAT produce and identify the days of the week, and the numbers from eleven to twenty in a calendar or planner and also in isolation through many activities like: spinning wheel, matching, modeling clay, answering questions and guided games, by the end of a ninety-minute lesson..
| |||
Time
|
Stage
|
Procedure
|
Notes
|
10 minutes
|
Warm up
|
Have Ss sing the “how are you today?” song to start the class.
On the wall, there will be three vertical strips. Ss will see three posters in which adjectives, such as happy, sad, hungry, are inside. The whole class will be in line and run toward each poster every time the word is heard. (Twice)
Let’s have a review of the previous topic. Have Ss make two line, one in front of the other. A colored box will be in the middle of them and on the stage. Encourage Ss to play the “spinning wheel”. The spinning wheel has four sections: alphabet, family, colors, and numbers. Teacher will spin the wheel and ask a question corresponding to the category to be answered by one of them. The first student that picks the box up will have the opportunity to answer. After this, each S will go back of the line. If the category is color, what color is it? It’s black; if the category is number, what number is it? It is 11; if the category is family, who is he/she? It’s my mother/father…; If the category is spelling, how do you spell mother, and so on.
|
Aim of the activity: to demonstrate how much they have learnt from the previous classes by reviewing the target language and vocabulary through playing “spinning wheel” game.
Type of learner: auditory, visual, kinesthetic.
Interaction: teacher-student
Materials: posters, spinning wheel
Responsible: Mónica Ponce
|
10 minutes
|
Presentation
|
Invite Ss to sit on the floor. T presents a weekly planner that has images of activities we can do weekly. The weekly planner will be pasted on the wall (in front of the windows; and next to this, the numbers from 11-17). Invite volunteers to select one number (or color) to be discovered by the T and inside the paper is the day of the week (7 days of the weeks). T reads the word and says the day of the week two or three times. Encourage Ss to repeat the word. Ask them: What does the word Monday start with? Elicit their answers. Then, invite Ss to produce the sound /m/. T does the same with the rest of the days.
Then, have student spell the day; each time they say one letter they have to give a clap. Next, invite Ss to count the letter from each day and teacher will paste each of them in the correct position. Finally, ask Ss to repeat the days of week by singing: “Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, What day is today, what day is today? Friday, Friday” Ask them, What day is today? T waits for the answer “Friday”.
|
Aim of the activity: to encounter the target vocabulary by focusing on the pronunciation of the sounds: /m, t, w, f, s/.
Type of learner: visual, kinesthetic, auditory.
Interaction: teacher-student, student-student
Materials: a Weekly Planner, sheets of paper
Responsible: Mónica Ponce
|
15 minutes
15 minutes
5 minutes
|
Practice
Practice
practice
|
Greet the students. Then, Present them the calendar that will be replicated on the board; however, the words of the days will be missing. Next, students will be asked what the first day of the week is. Each day will be represented with a different color. If they do not know, the teacher will help them with the first day of the week. Once the day is mentioned, it will be pasted on the calendar by the teacher; after that, every day that is mentioned by the Sts will be pasted on the calendar with the help of the teacher. Afterward, the teacher will make students practice the days of the week pronunciation, the colors and the numbers of the calendar emphasizing the numbers from 11 to 20. Finally, the students will be given some pieces of paper of different colors and the students will have to look for the days which represent those colors and paste them on those days (that is on the calendar which will be on the board).
|
Aim of the activity: to recognize the days of the week combined with the numbers from 11 to 20 using the calendar.
Type of learner: visual.
Interaction: teacher-students
Materials: board decorated as a calendar
Responsible: Gisselt Romero
|
Kids will be taught how to create a train. First, kids will be showed a train already done for them to visualize what they are expected to do. Then, they will be given the materials. The wagons will not have the days of the week because the kids should paste the days of the week on the wagon that they prefer. Next, kids will be given some wool to join the wagons of the train in the correct order according to the days of the week. This activity will be done individually.
|
Aim of the activity: to create a visual aid that will help them remember the target vocabulary at home.
Type of learner: tactile
Interaction: teacher-students, students-students
Materials: all the parts of the train in cardboard, wool, scotch tape, glue and the words of the week.
Responsible: Gisselt Romero
| ||
The class will be divided into two groups. These two groups will form two lines. Then, seven boxes with the days of the week in different colors will be placed in front of the lines. The students at the top of the lines will be given some paper balls. Subsequently, the teacher will say one day, and the students have to throw the ball in the corresponding box. The ones who have already participated should go at the back of the lines to wait for a new chance to participate if the time allows it.
|
Aim of the activity: to practice the acquisition of the target vocabulary in pronunciation to then connect it to its written form.
Type of learner: kinesthetic
Interaction: teacher-students
Materials: boxes with the days of the week on them, and balls of papers.
Responsible: Gisselt Romero
| ||
15 minutes
|
The teacher will greet the kids, and asks “how are you today”, and also what day is today? Then, on the wall the teacher is going to have some cards with some of the days of the week, but not all of them. For example, Monday …… Wednesday…….Friday.. Sunday. One student will be asked to pass to the front to paste the days that are missing according to the correct sequence. Then, When the first kid fills with the correct days, the teacher should ask “how many days do you have? What colors do they have? How do you spell them? Furthermore, next to the days of the week, there will be some cards with the numbers from 11-20 because the teacher will say for example; Sunday has the same color than the numbers fifteen and sixteen. Once the students get the gist of the activity, the teacher will ask for example: what numbers have the same colors than Sunday. After the first kid has done all this process, he will come back to his seat and the teacher will ask everyone to close their eyes while she removes other days of the week, then, another student should pass to do the whole process again, and if the student is not able to do it alone, he will receive the teacher’s help and also his classmates’ help.
|
Aim of the activity: To have students remember the days of the week in isolation without the neighboring days.
Type of learner: visual
Interaction: teacher-student, student-student
Materials: cards of different colors with the letter s of the days of the week and the numbers from 11 to twenty, all pasted on the wall.
Responsible: Cristela Navarro
| |
15 minutes
|
The kids will be presented with some pieces of paper containing the days of the week. They have to fill with clay the word that the teacher says. For example, the teacher says paint Sunday with orange; students have to paint it with that color. Then. The teacher will say another color for another day and the students have to look for the word to fill it with the day that the teacher said. Finally, kids should arrange them in the correct order. Next the teacher, will ask Wednesday is between?
|
Aim of the activity: to make a final review of the target vocabulary to see if the main objective was achieved.
Type of learner: tactile
Interaction: teacher-student, student-student
Materials: pieces of paper, different colors of clay
Responsible: Cristela Navarro
| |
5 minutes
|
The kids will be standing up in order to sing and mimic the goodbye song together with the teachers. This will be done three or four times depending on the kids’ need.
|
Aim of the activity: to recognize that it is time to say good bye.
Type of learner: Auditory
Interaction: teacher-student
Materials: nothing
Responsible:
Mónica Ponce
Gisselt Romero
Cristela Rubio
| |
Assignments and announcements
|