SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2023-2024

Lesson Plan
February

School’s name: CCT:

AEE’s name: ID: Group:

2nd Grade Product 6: Social practice of the language: Learning outcomes:

Poems for children Changes verses in a children’s poem - Explores illustrated children’s poems
Learning Environment: Communicative Activity: - Participates in the reading aloud of
Literary and ludic Ludic expression children’s poems
- Completes written verses
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 5 minutes
Material: N/A
Create a subject-transition routine with body movement to start each class. Afterwards, play hangman reviewing title, verse, stanza
and rhyme.

Presentation: 15 minutes - simile

Material: Images 1 and 2 - alliteration
Introduce the topic of poems. Explain that there are many types of poems e.g., similes (image 1), which use the words “like” or “as” - poem
to make comparison of two different things with descriptive language. There are also alliterations (image 2), which use the same - title
sound or sounds, especially consonants, at the beginning of several words that are close together. Explain that a poem has a title, the - stanza
name of the poem, stanza(s), each paragraph within the poem, verse(s), each line of the stanza, and rhyming words. - verse
- rhyming words
Practice: 10 minutes
Material: N/A
Use the following previously seen poems for students to collectively identify the title, stanza, verse and rhyming words.

1. The Lost Kite 2. The Busy Ants

Once there was a kite, red and blue, In an anthill deep and tall,
Roaring high, with a tail that flew. Lived ants, working big and small.

3. The Magical Key 4. The Friendly Robot

Underneath an ancient tree, In a town of gears and steel,
A key was found, shining free. Lived a robot, with a heart to feel.

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Production: 10 minutes - culture
Material: Images 3 and 4
Use the poems on images 3 and 4 to explain that in different cultures, even popular poems suffer modifications, but even so, it is all
a part of creativity. So, it is fun to learn about different cultures, different from ours here in Mexico. Read both poems (images 3 and
4) and have students vote for their favorite version. Afterwards reveal that the poem from image 2 is the original English version and
the one on image 1 is the American one. Below are versions from other cultures as well for reference.

Jamaican version Australian version

Wrap up: 10 minutes

Material: N/A
Ask students to copy The Lost Kite poem and illustrate it in their notebooks.

Suggested activities Knowing about the language

Session 2 (Background):
Warm up: 5 minutes
Material: As many Post-it notes, with poem parts, as students in the class
After a subject-transition routine with body movement to start the class, paste the Post-it notes on the board and have each student
grab one. Students are to read the poem part they got (title, verse, stanza and rhyming words).

Presentation: 10 minutes - being different

Material: Speaker, audio - unique
Play the poem I am me https://bit.ly/3vDehIl. Explain the importance of being different and unique. The video of the poem provides
the following activity, which can be done on the board, to practice matching rhyming words.

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Practice: 15 minutes
Material: Speaker, video - syllables
Explain that words can be divided into syllables as mentioned in the video https://bit.ly/3EVrL46. (To break down a word into syllables, - clapping
we may use the clapping method which is a common way. Alternatively, it can be taught by the chin method. Simply, set a hand below - chin drop
the chin, while the word is being pronounced, count the chin drops as that is the number of syllables in the word).

Production: 15 minutes
Material: N/A
Ask students to draw the chart below and fill in the empty boxes using known words e.g., doctor, teacher, elephant, snake, crocodile,
lamp, dog, December, Saturday, Tuesday, etc.

One syllable Two syllables Three syllables

Wrap up: 5 minutes - buckle

Material: N/A - shut
Write the following poem on the board and have students stand up and act it out following your lead. - pick up
- sticks
One, two, buckle my shoe - lay
Three, four, shut the door - straight
Five, six, pick up sticks - begin again
Seven, eight, lay them straight
Nine, ten, begin again
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Suggested activities Knowing about the language
Session 3 (Background):
Warm up: 5 minutes
Material: N/A
After a subject-transition routine to start the class, use words previously seen to say them aloud while clapping to their syllables.

Presentation: 10 minutes - Hickory, Dickory Dock

Material: Image 5 - clock
Using image 5, provide a copy of Hickory Dickory Dock. As briefly as possible explain the plot. Tell them that it seems long because it
has a stanza for each hour on a clock. Ask students to circle the stanza for three o’ clock, seven and eight o’ clock.

Practice: 15 minutes - How many

Material: Image 5
Introduce the following questions on the board one at a time. After being copied by students, explain the questions and allow students
to answer individually using image 5.

Hickory Dickory Dock

1. How many stanzas does it have?
2. How many verses are there in the first stanza?
3. What are two rhyming words?

Production: 15 minutes
Material: Template 1
Introduce the poem below. The first verse first, for students to anticipate its topic. Some might say its about plants, flowers or colors.
Provide a copy of template 1 for them to copy the first part and change/edit the rest. Provide options.

Roses are red,

Violets are blue.
Sugar is sweet,
And so are you!
Wrap up: 5 minutes
Material: N/A
Borrow different students' last previous poem, read aloud and have the rest of the class repeat after you.

Suggested activities Knowing about the language

Session 4 (Background):
Warm up: 10 minutes - charades
Material: N/A - mime
After a subject-transition routine with body movement to start the class, play charades in teams to review vocabulary, e.g., buckle, - gestures
shoe, pick up, sticks, etc. It goes without saying, the first team to guess wins a point. - guess
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Presentation: 5 minutes
Material: Image 1
Use image 1 to remind students what similes are and have them say and mime them after you.

Practice: 10 minutes - wool

Material: Image 1 - moon
Use the first simile on image 1, as white as snow to provide many possible ways to change its ending, e.g., as white as wool, as white - shoe
as the moon, as white as my shoe, etc. Elicit possible different endings for the rest of the similes.

Production: 20 minutes
Material: Image 1
Have students illustrate the previously completed similes as in image 1.

Wrap up: 5 minutes

Material: N/A - describing words
Draw a bird, flowers, bees and a tree to continue working with adjectives. Ask students for simple describing words for each item. (green, red, small, tall)

Suggested activities Knowing about the language

Session 5 (Background):
Warm up: 10 minutes - unscramble
Material: N/A
After a subject-transition routine with body movement to start the class, provide a model of unscrambling bird and then have students
unscramble, flowers, ladybug, tree, kite and bees. Using images might help quite a bit.

- unwrap
Presentation: 15 minutes
Material: Random objects wrapped in foil paper
Prepare five objects wrapped in foil and set them on a table or desktop. One at a time, students pick one, unwrap and describe it for
fun. Rewrap opened objects to reuse. The following video explains the activity’s benefits in depth https://bit.ly/3HB5c6E

Practice: 5 minutes - raindrops

Material: Image 6
Show, read and explain the poem on image 6. Allow students to identify the rhyming words.

Production: 15 minutes
Material: Template 2
Give each student a copy of template 2. Explain that since raindrops fall everywhere and on everything, it will be simple to complete
it. Provide sets of rhyming nouns in L2 for students to choose and complete the poem.
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 Wrap up: 5 minutes - share
Material: Template 2
Have students draw the rhyming nouns they chose inside the water drops and share it with a classmate.

Assessment tools: References and resources:

 Observation Aprendizajes Clave, 2nd Grade
 Rubric https://bit.ly/3vDehIl
 Official Evaluation Record Sheet found in SAPI https://bit.ly/3EVrL46
 Compliance of Aprendizajes Clave syllabus expected learning outcomes https://bit.ly/3HB5c6E
 Checklist: SAPI
Aprendizajes Clave
Aspects Yes No
The student is able to identify the title of a poem.
The student is able to identify stanzas in a poem.
The student is able to identify verses in a poem.
The student is able to separate words into syllables.
The student is able to complete a poem’s verse.

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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 Template 2

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