SlideShare a Scribd company logo
1 of 8
Download to read offline
Creators:
Katrina Castañeda
Conchitina De Leon
Marianne Francisco




                                       LESSON PLAN
                              Target Teaching Date: Feb. 19, 2009




                                                                                    Photo by: Evelyn Saenz
                                                      http://www.flickr.com/photos/evelynsaenz/4109606678/



I.Learning Objectives
   The aim of this lesson is for the students to…

   A.Expressive
      1.Realize the importance of sharing
      2.Appreciate the helpfulness of the character at the end of the story
      3.Value the gift of nature and learn how to care for it

   B.Instructional
      1.Describe the main characters in the story through a character profile
      2.Plan and carry out balancing with others in a game
      3.Decorate a picture frame and create a promise of the main characters to each other
      4.Portray an ideal environment by removing pollutants and pinning helpful substances in
         a relay using a hula hoop.
II.Subject Matter
    Book Title: It’s Mine!
    Written and Illustrated by: Leo Lionni


III. Materials
    play activity charts             recorded songs                   lyrics of song in cartolina
    pebbles                          coloring materials               food to share
    silver minnows                   rainbow timer                    pictures
    ferns and leafy weeds            5 hula hoops                     waste basket
    strip of words                   puzzle and outline               stars and chart
    CD player                        golden box

IV. Procedure

A.Pre-reading Activities (15 minutes)

       1.Unlocking of Difficulties

       “I have a story to share with you and it is about my brother and I. Are you ready to
       listen?

         One morning, I went in the garden of our new house. It has a lot of ferns and leafy
         weeds, like these. (Show the ferns and weeds.) Please pass them around. How can you
         describe the ferns and weeds? How do they feel? (Post the words and definitions) As I
         walk around the garden, I found pebbles! They are so beautiful. I have here some of
         the pebbles I collected and I will share it with you (pass the pebbles to the students).
         What can you say about my pebbles? What is their color? Is it smooth or rough? (Post
         the words, with the real objects)

         I picked them up and ran home quickly. When my brother saw them, we started
         bickering. We fought and quarreled over the pebbles for he wanted to get it from me.
         What is another word for ‘bickering’? (Post the word and the definition) Yes, we
         quarreled.

         We stopped fighting when Mommy came and said, ‘You quibbled, just for this stone?
         Stop quarreling about this unimportant thing, this is just a pebble.’ What is another
         word for ‘quibbled’? (Post the word and the definition) And every time we quarrel,
         Mom tells us not to be quarrelsome. What is quarrelsome? (Post the word and
         definition)

         Mommy told him to share some of the pebbles, but he just ran away defiantly. He did
         not listen and obey what Mommy told him. He just ran to the garden and hid. What do
         you think ‘defiantly’ means? (Post the word and definition)
Finally, I found him sitting by a small pond. He told me some of the pebbles fell in the
     water. We both went down and got them. The pond also had lots of rocks and leaves so
     we also got them out. After cleaning the pond, we noticed the water was less than
     before. It subsided. Who has an idea what ‘subsided’ means? (Post the word and
     definition)

     As we looked at the water in the pond, I saw silver minnows swimming. Look! I caught
     some of them for you! Can you describe the minnows? And so, silver minnows are…
     (Put in a sentence that the kids used to describe the minnows)

     Now let us see if you still remember our new words…
     (Show the pebble) What do you call these stones? How does it feel upon touching the
     pebbles?

     (Show the ferns) What is the name of this one? (Show the leafy weeds) How about this
     one?

     What about the fishes my brother saw in the pond? What are these?” (Show the silver
     minnows)

     Lastly, what is another word for ‘quarreling’? (bickering)

   I also have two words I want to share with you. Does anyone know how the word ‘mine’
   is used? Mine is used for things a person owns. For example, ‘That bag is mine.’ What
   about ‘ours’? How do we use ‘ours’? Ours is for things two or more people own. For
   example, ‘This classroom is ours.’


  2.Activation of Prior Knowledge and Developing Motivation for Reading

     “Did you ever have a fight with someone?
     What did you fight about?”

     Introduction of Story
     Motive Question:

     “Let us find out in our story who are fighting and what they are fighting about.”

     “Are you ready to listen?” (Review the guidelines during story reading)



A.During Reading (10 minutes)
The teacher will read the story and whenever the phrase ‘It’s mine!’ appears, the teacher
       will raise a placard written with ‘It’s mine!’ The students will imitate the frogs by saying
       ‘It’s mine!’.

       Questions in between reading the story:
          Spread 1: What is the name of the pond? What is in the middle of it?
          Spread 2: What do the frogs always do?
          Spread 7: Did the frogs listen to Toad?
          Spread 8: What will cause a flood? How does thunder sound? Can you make it with
          your feet?
          Spread 10: Let’s imitate the calm after the storm…let’s be quiet for a minute.
          Spread 13: How do you think the frogs feel?


   C. Post Reading Activities
   After each activity, stars will be given to each group. A puzzle piece will also be given to a
group. One member of each group will stick a piece on a pattern paper having the outline of the
puzzle pieces fitted together. After the ending song has been sung, one of us will put the last
piece to form the five major scenes in the story with the caption ‘It’s Ours!’.

       “Who are the characters in the story?
       At the beginning of our story, what did Rupert, Milton, and Lydia always do?”

    Activity 1: It’s me! It’s me! (Character Profile; 10 minutes)

       “Now, let us review the story. We will play a game to complete our photo album (show
    the album).”

    Procedure and Mechanics:
       Each spread has the picture of a character on the left, and on the right, incomplete
    sentences about them are written.

                       Target                          Target                           Target
                     Sentences                       Sentences                        Sentences
         pictures                        pictures                        pictures




                       Target                          Target
                     Sentences                       Sentences
         pictures                        pictures



       Target Sentences:
1.Stay out of the (pond), yelled (Milton).
2.The (earth) is mine, shouted Rupert. Get off the (island).
3.The (air) is mine, screamed (Lydia).
4.A large toad lived on the other side of the (island). He said to the frogs, ‘There is no peace
because of your (bickering). You can’t go on like this.’
5.Milton ran off with a large (worm). The other frogs said it was for (everybody).

       Hold up the album before the students. Turn the cover to reveal the first spread. Ask the
   students to read the text aloud. Tell them that each group will get a member to fill in the
   blanks on the first spread by getting the words pasted on the large drawing of Kerokeropi!
   The words will be stuck on the album. Say “Go!” for them to start. After the first spread, the
   next member of each group will get to answer, then the third members on the third spread and
   so on. Each group that gets the correct answers will get stars. More stars will just be given to
   those who stick them on the album first.

      After the game, each group will be assigned a page of the album they will present and
   read to the class. Questions to be asked after each group presents:

       Spread 1: What did Milton like most in the island? What did Milton say when the other
                 frogs joined? (It’s Mine)
       Spread 2: What did Rupert like most? Can you think of another word for ‘earth’? What
                 did Rupert say when the other frogs joined? (It’s Mine)
       Spread 3: What did Lydia like most in the island? Is Lydia like Milton and Rupert? What
                 word best describes Milton, Rupert and Lydia? What did they always say?
       Spread 4: Why did Toad visit the frogs? What do you think Toad felt? Did the frogs listen
                 to him? Let’s see what happened. Group 5, please.
       Spread 5: Do you think they listened to Toad? What did they do, then? What did they
                 fight about?

       What can you say Milton, Rupert, and Lydia? (Selfish)
       Will you be selfish to your friends? Why?
       Will you the same with your classmates?

           Afterwards, teach the “frog clap”. Everyone gives themselves a frog clap for their
   effort. A group will also be given a puzzle piece.

   Transition Questions (will be asked while others pack up the materials):
           Let’s see if you remember the story. What happened after Toad visited? (it began to
   rain) What happened to the color of the sky? (it darkened) What color did it change into?
   (black) There was a thunder heard. How does thunder sound? Can you do it with your feet
   again? What started falling from the sky? (rain) Very good. What did the frogs do when it
   rained? (stayed on the rocks)

   Activity 2: The Storm (10 minutes)
“We will do what the frogs did during the storm by playing this game. We will stand
on paper rocks like the frogs.”

Procedure and Mechanics:
    The class will be divided into 2 groups. There will be two paper rocks in the middle of
the room. All the students will stand across it. The game will be like “The Boat is Sinking.”
The teacher will say, “The island is sinking, 4 students stay on each rock!” Music will play
and when it stops, there must be 4 students on each rock. On the next round, there will be 3
more added to each rock. Lastly, 5 students will be added on one rock while 6 on the other.
All students will fit on the rocks; they just have to strategize how to do it. After completing
the correct number of students per rock, the students will shout “It’s Ours!

    After the game, teach the “storm clap” and give stars and a puzzle piece.

Transition Questions:
        Like what we did in our game, the frogs huddled in a rock. How long did they huddle
together? What did they stay on? What do you think the frogs should say or do for Toad?
When someone helps you, what should you say or do? The frogs want to say “thank you” to
Toad. They want to give him a gift. (Show the picture frame) Can we help our frog friends in
preparing the gift?

Activity 3: Friends Forever (10 minutes)

Procedure and Mechanics:
   Each group will be given a picture frame, coloring materials, and a blank promise note.
They need to decorate the picture frame and write the frogs’ promises to Toad on the note.
The timer will be a rainbow which forms by color. When it is complete, the activity ends.

                                Picture of the 3 frogs




                           Dear ______,
                                  Thank you for _____
                           _______________________.
                                  We promise to _____
                           _______________________.
                                                 LOVE,
                                          ___________



    Each group will present their work and receives claps and stars.
Activity 4: What a sight! (Relay game; 5 minutes)

       Do you still remember where our frog friends live? (Rainbow Pond)
       But look at what happened to Rainbow Pond! What are the things that you see? Identify
   the things pinned on the chart.

          What would they feel if they live in this place? Let us help them fix/clean their home
   by playing this game called What a Sight!.

   Procedure and Mechanics:
        Each group will be given a hula hoop. Their first task is to clean up the chart by pulling
   off the picture of the garbage while inside the hula hoop. The first member of a group will
   take the picture, return to their line, place it in their waste basket, and have the next member
   go inside and share the hula hoop.

       When all of the members of the group are in the hula hoop and have cleaned the chart,
   they will now decorate and beautify the chart using the pictures in the golden box. The first
   group to finish wins the game.

    Transition Questions:
        What can you say about Rainbow Pond now? What happened in the ending? How did the
frogs feel at that time? Do you think their home became more beautiful when they shared? What
other things can you do to take care of the earth? Here is a song on the frogs sharing.


V. Conclusion Part (15 minutes)

       The lyrics and actions of the song “It’s Mine” will be introduced to the class. Its tune is
from the song “Community”.


                                       It’s mine, it’s mine,
                                      the water is Milton’s.
                                       It’s mine, it’s mine,
                                      the earth is Rupert’s.
                                       It’s mine, it’s mine,
                                        the air is Lydia’s.
                                   The water, earth, air is ours.
                                              Lalala.

                                     Milton shared the water,
                                     Rupert shared the earth.
                                       Lydia shared the air
                          and there’s peace in Rainbow Pond. (2 times)
After the song, the students will be asked to form a circle. They will be asked, “What are
the things that you can share to your friends?” The second verse of the song above will be sung
while a pack of food is passed around. The person who gets the food after the song will say what
he/she will share to his/her friends. The process is repeated until all 13 packs are distributed. The
last puzzle piece will be given to a student from the group that has not received one to complete
the puzzle. It will form the words ‘It’s Ours!’ and the students will say it aloud. We will
reinforce by saying, “The food is ours. Please share your food to a person who doesn’t have.”

More Related Content

What's hot

DETAILED-LESSON-PLAN-IN-ENGLISH-3-MAJA.doc
DETAILED-LESSON-PLAN-IN-ENGLISH-3-MAJA.docDETAILED-LESSON-PLAN-IN-ENGLISH-3-MAJA.doc
DETAILED-LESSON-PLAN-IN-ENGLISH-3-MAJA.docjesrilepuda1
 
Grade 3 PE Teachers Guide
Grade 3 PE Teachers GuideGrade 3 PE Teachers Guide
Grade 3 PE Teachers GuideLance Razon
 
Detailed Lesson Plan in English 2 (Verbs)
Detailed Lesson Plan in English 2 (Verbs)Detailed Lesson Plan in English 2 (Verbs)
Detailed Lesson Plan in English 2 (Verbs)Princess Piñero
 
MAPEH arts lesson plan for grade 1-2
MAPEH arts lesson plan for grade 1-2MAPEH arts lesson plan for grade 1-2
MAPEH arts lesson plan for grade 1-2Via Martinez Abayon
 
lesson plan elements of short story
lesson plan elements of short storylesson plan elements of short story
lesson plan elements of short storyMhelane Herebesi
 
Semi detailed lesson plan in english(pronoun)
Semi detailed lesson plan in english(pronoun)Semi detailed lesson plan in english(pronoun)
Semi detailed lesson plan in english(pronoun)JM Cañalita
 
Art gr.1 teacher's guide (q1&2)
Art gr.1 teacher's guide (q1&2)Art gr.1 teacher's guide (q1&2)
Art gr.1 teacher's guide (q1&2)Nancy Damo
 
Lesson Plan for Adjectives – Std. II by Marina Corda
Lesson Plan for Adjectives – Std. II by Marina CordaLesson Plan for Adjectives – Std. II by Marina Corda
Lesson Plan for Adjectives – Std. II by Marina CordaMarina Corda
 
Lesson plan in teaching TLE in Elementary Grades
Lesson plan in teaching TLE in Elementary GradesLesson plan in teaching TLE in Elementary Grades
Lesson plan in teaching TLE in Elementary GradesIVYMARIEDELOSSANTOS
 
Lesson Plan In Mathematics 3
Lesson Plan In Mathematics 3Lesson Plan In Mathematics 3
Lesson Plan In Mathematics 3Massyker17
 
Lesson Plan.adverbs
Lesson Plan.adverbsLesson Plan.adverbs
Lesson Plan.adverbsYen Bunsoy
 
Detailed Lesson Plan in English 7 (Prepositions)
Detailed Lesson Plan in English 7 (Prepositions)Detailed Lesson Plan in English 7 (Prepositions)
Detailed Lesson Plan in English 7 (Prepositions)Erwin Manzon
 
A detailed lesson plan in english
A detailed lesson plan in englishA detailed lesson plan in english
A detailed lesson plan in englishGlenn Ryan Zausa
 
Detailed Lesson Plan in Science and Health Grade 3 Sense Organ
Detailed Lesson Plan in Science and Health Grade 3 Sense OrganDetailed Lesson Plan in Science and Health Grade 3 Sense Organ
Detailed Lesson Plan in Science and Health Grade 3 Sense Organjanehbasto
 

What's hot (20)

DETAILED-LESSON-PLAN-IN-ENGLISH-3-MAJA.doc
DETAILED-LESSON-PLAN-IN-ENGLISH-3-MAJA.docDETAILED-LESSON-PLAN-IN-ENGLISH-3-MAJA.doc
DETAILED-LESSON-PLAN-IN-ENGLISH-3-MAJA.doc
 
Grade 3 PE Teachers Guide
Grade 3 PE Teachers GuideGrade 3 PE Teachers Guide
Grade 3 PE Teachers Guide
 
Detailed Lesson Plan in English 2 (Verbs)
Detailed Lesson Plan in English 2 (Verbs)Detailed Lesson Plan in English 2 (Verbs)
Detailed Lesson Plan in English 2 (Verbs)
 
MAPEH arts lesson plan for grade 1-2
MAPEH arts lesson plan for grade 1-2MAPEH arts lesson plan for grade 1-2
MAPEH arts lesson plan for grade 1-2
 
Music detailed lesson plan
Music detailed lesson plan Music detailed lesson plan
Music detailed lesson plan
 
Detailed lesson plan in english 4
Detailed lesson plan in english 4Detailed lesson plan in english 4
Detailed lesson plan in english 4
 
lesson plan elements of short story
lesson plan elements of short storylesson plan elements of short story
lesson plan elements of short story
 
Semi detailed lesson plan in english(pronoun)
Semi detailed lesson plan in english(pronoun)Semi detailed lesson plan in english(pronoun)
Semi detailed lesson plan in english(pronoun)
 
Art gr.1 teacher's guide (q1&2)
Art gr.1 teacher's guide (q1&2)Art gr.1 teacher's guide (q1&2)
Art gr.1 teacher's guide (q1&2)
 
Physical education lesson plan
Physical education lesson planPhysical education lesson plan
Physical education lesson plan
 
Lesson Plan for Adjectives – Std. II by Marina Corda
Lesson Plan for Adjectives – Std. II by Marina CordaLesson Plan for Adjectives – Std. II by Marina Corda
Lesson Plan for Adjectives – Std. II by Marina Corda
 
Lesson plan in teaching TLE in Elementary Grades
Lesson plan in teaching TLE in Elementary GradesLesson plan in teaching TLE in Elementary Grades
Lesson plan in teaching TLE in Elementary Grades
 
Lesson Plan In Mathematics 3
Lesson Plan In Mathematics 3Lesson Plan In Mathematics 3
Lesson Plan In Mathematics 3
 
Lesson Plan.adverbs
Lesson Plan.adverbsLesson Plan.adverbs
Lesson Plan.adverbs
 
Detailed Lesson Plan in English 7 (Prepositions)
Detailed Lesson Plan in English 7 (Prepositions)Detailed Lesson Plan in English 7 (Prepositions)
Detailed Lesson Plan in English 7 (Prepositions)
 
Semi-Detailed Lesson Plan on Reading Letter
Semi-Detailed Lesson Plan on Reading LetterSemi-Detailed Lesson Plan on Reading Letter
Semi-Detailed Lesson Plan on Reading Letter
 
1 adverb of place and time
1 adverb of place and time1 adverb of place and time
1 adverb of place and time
 
A detailed lesson plan in english
A detailed lesson plan in englishA detailed lesson plan in english
A detailed lesson plan in english
 
Lesson plan on degrees of comparison
Lesson plan on degrees of comparisonLesson plan on degrees of comparison
Lesson plan on degrees of comparison
 
Detailed Lesson Plan in Science and Health Grade 3 Sense Organ
Detailed Lesson Plan in Science and Health Grade 3 Sense OrganDetailed Lesson Plan in Science and Health Grade 3 Sense Organ
Detailed Lesson Plan in Science and Health Grade 3 Sense Organ
 

Viewers also liked

A detailed lesson plan in kinder
A detailed lesson plan in kinderA detailed lesson plan in kinder
A detailed lesson plan in kinderJetron Longcop
 
Detailed Lesson Plan in English For Kindergarten
Detailed Lesson Plan in English For KindergartenDetailed Lesson Plan in English For Kindergarten
Detailed Lesson Plan in English For KindergartenRae Anne Sapu-an
 
Lesson plan in kindergarten final
Lesson plan in kindergarten finalLesson plan in kindergarten final
Lesson plan in kindergarten finalNhylly Ganoy
 
Lesson plan in science for kindergarten patricio
Lesson plan in science for kindergarten patricioLesson plan in science for kindergarten patricio
Lesson plan in science for kindergarten patriciocrizzaeliosa
 
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
 
Detailed Lesson Plan in English 2 - (VERBS)
Detailed Lesson Plan in English 2 - (VERBS)Detailed Lesson Plan in English 2 - (VERBS)
Detailed Lesson Plan in English 2 - (VERBS)Mark Aparecio
 
Lesson plan intended for kindergarten konti nlng
Lesson plan intended for kindergarten konti nlngLesson plan intended for kindergarten konti nlng
Lesson plan intended for kindergarten konti nlngteacherglenda132992
 
Lesson plan in preschool letter mm
Lesson plan in preschool letter mmLesson plan in preschool letter mm
Lesson plan in preschool letter mmRic Dagdagan
 
Semi-detailed lesson plan
Semi-detailed lesson plan Semi-detailed lesson plan
Semi-detailed lesson plan Yuna Lesca
 
Detailed lesson plan in filipino
Detailed lesson plan in filipinoDetailed lesson plan in filipino
Detailed lesson plan in filipinoHana Czarina Callo
 
Detailed lesson plan science
Detailed lesson plan   scienceDetailed lesson plan   science
Detailed lesson plan scienceEric Cayetano
 
5 e's Detailed lesson plan for kindergarden
5 e's Detailed lesson plan for kindergarden5 e's Detailed lesson plan for kindergarden
5 e's Detailed lesson plan for kindergardenrj fundal
 
Kindergarten Lesson Plan, Weather Unit
Kindergarten Lesson Plan, Weather UnitKindergarten Lesson Plan, Weather Unit
Kindergarten Lesson Plan, Weather Unitguest21e82c
 

Viewers also liked (20)

A detailed lesson plan in kinder
A detailed lesson plan in kinderA detailed lesson plan in kinder
A detailed lesson plan in kinder
 
Detailed Lesson Plan in English For Kindergarten
Detailed Lesson Plan in English For KindergartenDetailed Lesson Plan in English For Kindergarten
Detailed Lesson Plan in English For Kindergarten
 
Lesson plan in kindergarten final
Lesson plan in kindergarten finalLesson plan in kindergarten final
Lesson plan in kindergarten final
 
Lesson plan science kinder
Lesson plan science kinderLesson plan science kinder
Lesson plan science kinder
 
Lesson plan in science for kindergarten patricio
Lesson plan in science for kindergarten patricioLesson plan in science for kindergarten patricio
Lesson plan in science for kindergarten patricio
 
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
 
K to 12 Curriculum Guide for Kindergarten
K to 12 Curriculum Guide for KindergartenK to 12 Curriculum Guide for Kindergarten
K to 12 Curriculum Guide for Kindergarten
 
Sample Detailed Lesson Plan
Sample Detailed Lesson PlanSample Detailed Lesson Plan
Sample Detailed Lesson Plan
 
Sample of Semi Detailed Lesson Plan
Sample of Semi Detailed Lesson PlanSample of Semi Detailed Lesson Plan
Sample of Semi Detailed Lesson Plan
 
Lesson plan math kinder
Lesson plan math kinderLesson plan math kinder
Lesson plan math kinder
 
Detailed Lesson Plan in English 2 - (VERBS)
Detailed Lesson Plan in English 2 - (VERBS)Detailed Lesson Plan in English 2 - (VERBS)
Detailed Lesson Plan in English 2 - (VERBS)
 
Lesson plan intended for kindergarten konti nlng
Lesson plan intended for kindergarten konti nlngLesson plan intended for kindergarten konti nlng
Lesson plan intended for kindergarten konti nlng
 
Lesson plan in preschool letter mm
Lesson plan in preschool letter mmLesson plan in preschool letter mm
Lesson plan in preschool letter mm
 
Kindergarten K to 12 Curriculum Guide
Kindergarten K to 12 Curriculum GuideKindergarten K to 12 Curriculum Guide
Kindergarten K to 12 Curriculum Guide
 
detailed lesson plan
detailed lesson plandetailed lesson plan
detailed lesson plan
 
Semi-detailed lesson plan
Semi-detailed lesson plan Semi-detailed lesson plan
Semi-detailed lesson plan
 
Detailed lesson plan in filipino
Detailed lesson plan in filipinoDetailed lesson plan in filipino
Detailed lesson plan in filipino
 
Detailed lesson plan science
Detailed lesson plan   scienceDetailed lesson plan   science
Detailed lesson plan science
 
5 e's Detailed lesson plan for kindergarden
5 e's Detailed lesson plan for kindergarden5 e's Detailed lesson plan for kindergarden
5 e's Detailed lesson plan for kindergarden
 
Kindergarten Lesson Plan, Weather Unit
Kindergarten Lesson Plan, Weather UnitKindergarten Lesson Plan, Weather Unit
Kindergarten Lesson Plan, Weather Unit
 

Similar to Lesson Plan For Kindergarten

Similar to Lesson Plan For Kindergarten (20)

11 08-11 e8
11 08-11 e811 08-11 e8
11 08-11 e8
 
Kelas x sem 2
Kelas x sem 2Kelas x sem 2
Kelas x sem 2
 
Lesson plan-in-english
Lesson plan-in-englishLesson plan-in-english
Lesson plan-in-english
 
Tpd tercer periodo - planificacion 1 - nasencio
Tpd  tercer periodo - planificacion 1 - nasencioTpd  tercer periodo - planificacion 1 - nasencio
Tpd tercer periodo - planificacion 1 - nasencio
 
Tpd tercer periodo - planificacion 1 - nasencio
Tpd  tercer periodo - planificacion 1 - nasencioTpd  tercer periodo - planificacion 1 - nasencio
Tpd tercer periodo - planificacion 1 - nasencio
 
Lp for 8th actual off
Lp for 8th actual offLp for 8th actual off
Lp for 8th actual off
 
Workshop #2
Workshop #2Workshop #2
Workshop #2
 
ana garcia
ana garciaana garcia
ana garcia
 
QUARTER 4 WEEK 1 ENGLISH.pptx
QUARTER 4 WEEK 1 ENGLISH.pptxQUARTER 4 WEEK 1 ENGLISH.pptx
QUARTER 4 WEEK 1 ENGLISH.pptx
 
Make the most of may final version
Make the most of may final versionMake the most of may final version
Make the most of may final version
 
English 3 tg q4
English 3 tg q4English 3 tg q4
English 3 tg q4
 
English 3 tg 4th quarter
English 3 tg 4th quarterEnglish 3 tg 4th quarter
English 3 tg 4th quarter
 
English 3-tg-q4
English 3-tg-q4English 3-tg-q4
English 3-tg-q4
 
Relative clauses
Relative clausesRelative clauses
Relative clauses
 
Grade 2 PPT_English_Q1, W4, Day 1-4.ppsx
Grade 2 PPT_English_Q1, W4, Day 1-4.ppsxGrade 2 PPT_English_Q1, W4, Day 1-4.ppsx
Grade 2 PPT_English_Q1, W4, Day 1-4.ppsx
 
Lesson Plan 1 - Práctica Docente II - Cazenave, Santiago.docx
Lesson Plan 1 - Práctica Docente II - Cazenave, Santiago.docxLesson Plan 1 - Práctica Docente II - Cazenave, Santiago.docx
Lesson Plan 1 - Práctica Docente II - Cazenave, Santiago.docx
 
Unitat didactica angles x 2 planning
Unitat didactica angles x 2 planningUnitat didactica angles x 2 planning
Unitat didactica angles x 2 planning
 
Neanderthal Child Essay
Neanderthal Child EssayNeanderthal Child Essay
Neanderthal Child Essay
 
Mentor Texts Break Out
Mentor Texts Break OutMentor Texts Break Out
Mentor Texts Break Out
 
StorytellingSoundAssessment
StorytellingSoundAssessmentStorytellingSoundAssessment
StorytellingSoundAssessment
 

Lesson Plan For Kindergarten

  • 1. Creators: Katrina Castañeda Conchitina De Leon Marianne Francisco LESSON PLAN Target Teaching Date: Feb. 19, 2009 Photo by: Evelyn Saenz http://www.flickr.com/photos/evelynsaenz/4109606678/ I.Learning Objectives The aim of this lesson is for the students to… A.Expressive 1.Realize the importance of sharing 2.Appreciate the helpfulness of the character at the end of the story 3.Value the gift of nature and learn how to care for it B.Instructional 1.Describe the main characters in the story through a character profile 2.Plan and carry out balancing with others in a game 3.Decorate a picture frame and create a promise of the main characters to each other 4.Portray an ideal environment by removing pollutants and pinning helpful substances in a relay using a hula hoop.
  • 2. II.Subject Matter Book Title: It’s Mine! Written and Illustrated by: Leo Lionni III. Materials play activity charts recorded songs lyrics of song in cartolina pebbles coloring materials food to share silver minnows rainbow timer pictures ferns and leafy weeds 5 hula hoops waste basket strip of words puzzle and outline stars and chart CD player golden box IV. Procedure A.Pre-reading Activities (15 minutes) 1.Unlocking of Difficulties “I have a story to share with you and it is about my brother and I. Are you ready to listen? One morning, I went in the garden of our new house. It has a lot of ferns and leafy weeds, like these. (Show the ferns and weeds.) Please pass them around. How can you describe the ferns and weeds? How do they feel? (Post the words and definitions) As I walk around the garden, I found pebbles! They are so beautiful. I have here some of the pebbles I collected and I will share it with you (pass the pebbles to the students). What can you say about my pebbles? What is their color? Is it smooth or rough? (Post the words, with the real objects) I picked them up and ran home quickly. When my brother saw them, we started bickering. We fought and quarreled over the pebbles for he wanted to get it from me. What is another word for ‘bickering’? (Post the word and the definition) Yes, we quarreled. We stopped fighting when Mommy came and said, ‘You quibbled, just for this stone? Stop quarreling about this unimportant thing, this is just a pebble.’ What is another word for ‘quibbled’? (Post the word and the definition) And every time we quarrel, Mom tells us not to be quarrelsome. What is quarrelsome? (Post the word and definition) Mommy told him to share some of the pebbles, but he just ran away defiantly. He did not listen and obey what Mommy told him. He just ran to the garden and hid. What do you think ‘defiantly’ means? (Post the word and definition)
  • 3. Finally, I found him sitting by a small pond. He told me some of the pebbles fell in the water. We both went down and got them. The pond also had lots of rocks and leaves so we also got them out. After cleaning the pond, we noticed the water was less than before. It subsided. Who has an idea what ‘subsided’ means? (Post the word and definition) As we looked at the water in the pond, I saw silver minnows swimming. Look! I caught some of them for you! Can you describe the minnows? And so, silver minnows are… (Put in a sentence that the kids used to describe the minnows) Now let us see if you still remember our new words… (Show the pebble) What do you call these stones? How does it feel upon touching the pebbles? (Show the ferns) What is the name of this one? (Show the leafy weeds) How about this one? What about the fishes my brother saw in the pond? What are these?” (Show the silver minnows) Lastly, what is another word for ‘quarreling’? (bickering) I also have two words I want to share with you. Does anyone know how the word ‘mine’ is used? Mine is used for things a person owns. For example, ‘That bag is mine.’ What about ‘ours’? How do we use ‘ours’? Ours is for things two or more people own. For example, ‘This classroom is ours.’ 2.Activation of Prior Knowledge and Developing Motivation for Reading “Did you ever have a fight with someone? What did you fight about?” Introduction of Story Motive Question: “Let us find out in our story who are fighting and what they are fighting about.” “Are you ready to listen?” (Review the guidelines during story reading) A.During Reading (10 minutes)
  • 4. The teacher will read the story and whenever the phrase ‘It’s mine!’ appears, the teacher will raise a placard written with ‘It’s mine!’ The students will imitate the frogs by saying ‘It’s mine!’. Questions in between reading the story: Spread 1: What is the name of the pond? What is in the middle of it? Spread 2: What do the frogs always do? Spread 7: Did the frogs listen to Toad? Spread 8: What will cause a flood? How does thunder sound? Can you make it with your feet? Spread 10: Let’s imitate the calm after the storm…let’s be quiet for a minute. Spread 13: How do you think the frogs feel? C. Post Reading Activities After each activity, stars will be given to each group. A puzzle piece will also be given to a group. One member of each group will stick a piece on a pattern paper having the outline of the puzzle pieces fitted together. After the ending song has been sung, one of us will put the last piece to form the five major scenes in the story with the caption ‘It’s Ours!’. “Who are the characters in the story? At the beginning of our story, what did Rupert, Milton, and Lydia always do?” Activity 1: It’s me! It’s me! (Character Profile; 10 minutes) “Now, let us review the story. We will play a game to complete our photo album (show the album).” Procedure and Mechanics: Each spread has the picture of a character on the left, and on the right, incomplete sentences about them are written. Target Target Target Sentences Sentences Sentences pictures pictures pictures Target Target Sentences Sentences pictures pictures Target Sentences:
  • 5. 1.Stay out of the (pond), yelled (Milton). 2.The (earth) is mine, shouted Rupert. Get off the (island). 3.The (air) is mine, screamed (Lydia). 4.A large toad lived on the other side of the (island). He said to the frogs, ‘There is no peace because of your (bickering). You can’t go on like this.’ 5.Milton ran off with a large (worm). The other frogs said it was for (everybody). Hold up the album before the students. Turn the cover to reveal the first spread. Ask the students to read the text aloud. Tell them that each group will get a member to fill in the blanks on the first spread by getting the words pasted on the large drawing of Kerokeropi! The words will be stuck on the album. Say “Go!” for them to start. After the first spread, the next member of each group will get to answer, then the third members on the third spread and so on. Each group that gets the correct answers will get stars. More stars will just be given to those who stick them on the album first. After the game, each group will be assigned a page of the album they will present and read to the class. Questions to be asked after each group presents: Spread 1: What did Milton like most in the island? What did Milton say when the other frogs joined? (It’s Mine) Spread 2: What did Rupert like most? Can you think of another word for ‘earth’? What did Rupert say when the other frogs joined? (It’s Mine) Spread 3: What did Lydia like most in the island? Is Lydia like Milton and Rupert? What word best describes Milton, Rupert and Lydia? What did they always say? Spread 4: Why did Toad visit the frogs? What do you think Toad felt? Did the frogs listen to him? Let’s see what happened. Group 5, please. Spread 5: Do you think they listened to Toad? What did they do, then? What did they fight about? What can you say Milton, Rupert, and Lydia? (Selfish) Will you be selfish to your friends? Why? Will you the same with your classmates? Afterwards, teach the “frog clap”. Everyone gives themselves a frog clap for their effort. A group will also be given a puzzle piece. Transition Questions (will be asked while others pack up the materials): Let’s see if you remember the story. What happened after Toad visited? (it began to rain) What happened to the color of the sky? (it darkened) What color did it change into? (black) There was a thunder heard. How does thunder sound? Can you do it with your feet again? What started falling from the sky? (rain) Very good. What did the frogs do when it rained? (stayed on the rocks) Activity 2: The Storm (10 minutes)
  • 6. “We will do what the frogs did during the storm by playing this game. We will stand on paper rocks like the frogs.” Procedure and Mechanics: The class will be divided into 2 groups. There will be two paper rocks in the middle of the room. All the students will stand across it. The game will be like “The Boat is Sinking.” The teacher will say, “The island is sinking, 4 students stay on each rock!” Music will play and when it stops, there must be 4 students on each rock. On the next round, there will be 3 more added to each rock. Lastly, 5 students will be added on one rock while 6 on the other. All students will fit on the rocks; they just have to strategize how to do it. After completing the correct number of students per rock, the students will shout “It’s Ours! After the game, teach the “storm clap” and give stars and a puzzle piece. Transition Questions: Like what we did in our game, the frogs huddled in a rock. How long did they huddle together? What did they stay on? What do you think the frogs should say or do for Toad? When someone helps you, what should you say or do? The frogs want to say “thank you” to Toad. They want to give him a gift. (Show the picture frame) Can we help our frog friends in preparing the gift? Activity 3: Friends Forever (10 minutes) Procedure and Mechanics: Each group will be given a picture frame, coloring materials, and a blank promise note. They need to decorate the picture frame and write the frogs’ promises to Toad on the note. The timer will be a rainbow which forms by color. When it is complete, the activity ends. Picture of the 3 frogs Dear ______, Thank you for _____ _______________________. We promise to _____ _______________________. LOVE, ___________ Each group will present their work and receives claps and stars.
  • 7. Activity 4: What a sight! (Relay game; 5 minutes) Do you still remember where our frog friends live? (Rainbow Pond) But look at what happened to Rainbow Pond! What are the things that you see? Identify the things pinned on the chart. What would they feel if they live in this place? Let us help them fix/clean their home by playing this game called What a Sight!. Procedure and Mechanics: Each group will be given a hula hoop. Their first task is to clean up the chart by pulling off the picture of the garbage while inside the hula hoop. The first member of a group will take the picture, return to their line, place it in their waste basket, and have the next member go inside and share the hula hoop. When all of the members of the group are in the hula hoop and have cleaned the chart, they will now decorate and beautify the chart using the pictures in the golden box. The first group to finish wins the game. Transition Questions: What can you say about Rainbow Pond now? What happened in the ending? How did the frogs feel at that time? Do you think their home became more beautiful when they shared? What other things can you do to take care of the earth? Here is a song on the frogs sharing. V. Conclusion Part (15 minutes) The lyrics and actions of the song “It’s Mine” will be introduced to the class. Its tune is from the song “Community”. It’s mine, it’s mine, the water is Milton’s. It’s mine, it’s mine, the earth is Rupert’s. It’s mine, it’s mine, the air is Lydia’s. The water, earth, air is ours. Lalala. Milton shared the water, Rupert shared the earth. Lydia shared the air and there’s peace in Rainbow Pond. (2 times)
  • 8. After the song, the students will be asked to form a circle. They will be asked, “What are the things that you can share to your friends?” The second verse of the song above will be sung while a pack of food is passed around. The person who gets the food after the song will say what he/she will share to his/her friends. The process is repeated until all 13 packs are distributed. The last puzzle piece will be given to a student from the group that has not received one to complete the puzzle. It will form the words ‘It’s Ours!’ and the students will say it aloud. We will reinforce by saying, “The food is ours. Please share your food to a person who doesn’t have.”