€¦ · Web viewYummy! (Repeat) M. eow, where are they? Extra Activity * Craft: M. aking cone...

The Cat and the BellLesson 1

Pages Drama Book WorkbookBook cover, pp. 2-3 pp. 2-3

Objectives At the end of this lesson, the student will be better able to1) understand the story elements; characters and settings2) remember the characters’ names and looks3) have an interest in the story that they are going to read.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance filesClass Time 50 minutes

Procedure & Teacher Talk PPT

Warm Up(6 min.)

1. Greeting (2 min.)Greet the class and begin with the title song.T: Hello everyone. Welcome to Ready, Action! Class.Let’s sing Ready, Action! Song together. Ready?(Play the song)

2. Warmer: Wake Up (4 min.)T: When I say “Start,” you find space and walk.When I say “Stop,” then you stop.(try and you can add up more instructions.)Now, when I say “Clap,” you clap your hands.When I say “Jump,” you jump.(mix them all to energize your students.)

Main activity(30 min.)

3. Story element (10 min.)*Students are not able to understand the concept of characters and setting at once, but it is important to repeat this lesson when starting a new story so that they can catch the idea gradually.

T: We are going to read a new book.Every story has characters and setting.Characters are people like you and me and animals. Who is this? (Ss: King.)How about this animal? (Ss: duckling.)How about these? (Ss: Duckling, rabbit, a boy and a vampire.)Setting is where and when. Like these pictures, it can be a town, a pond, a castle, or a forest.

*If possible, please elicit these words (town, pond, and castle) from students by pointing out. The last page is optional for higher level or older students.

1

T: Are you ready, are you ready? Are you ready to play?Ss: We are ready! We’re ready! We’re ready to play!Teacher & Ss: Ready, Action!

Main Activity Quiz TimeAsk students if they know the characters, setting, and the title.T: Let’s see some pictures. Look at this.

Who do you see? (Ss: Grandma, Grandpa, Gingerbread Man)Where are they? (Ss: in the house, in the kitchen)Do you know the title(name) of the story? (Ss: Snow White.)Listen! The title of the story is Gingerbread Man(Ss: The title of the story is Gingerbread Man)

4. Jump into the story (20 min.)T: Let’s look at the book we are going to read this month.

Can you find the title? Point it out with your finger!(*T’s modeling is required. Show them where the title is.)How about the characters? Where are they? What about the setting?

T: Look at this page. (pp. 2-3) Wow, there are a lot of characters.How many characters are here?Let’s count them together. One, two, three, four, five, six. How many are there? (Ss: six.)

T: (Showing cat) What is the color of her fur? (Ss: orange.) How is she feeling? Is she sad? (Ss: No, angry!) What are those hairs on her mouth called? (Ss: Whiskers.) Can you guess her name? It starts with C! (Ss: Cat)

T: (Showing Mouse 1,2,3,4) What are these? (Ss: Mice) How many are there? (Ss: Four) What sound do they make? Meow? (Ss: No, squeak squeak)

T: (Showing narrator) What is he wearing? (Ss: ???) It is a suit. He is a narrator. He is a dog and tells the story.

Game: Who’s missing?T: Now we are playing a game called What’s missing, All the

characters are here. I will erase one character and you have to find it. Let’s try. Please close your eyes (*T deletes one character.) Open your eyes. What’s missing? (Ss: cat) Good. (*Finish all three games.)

OptionalIf the students belong to a higher level, play “Guess who I am” game. Show them all the characters. Pick one and describe it.T: This character wears a suit. It is white and it is a dog.

(*T does the motion showing student what a narrator does.Who am I? (Ss: Narrator.) That’s right. He is the Narrator.

Workbook(10 min.)

5. Workbook time (10 min.)Have students open their workbook p.2.

2

Before Reading- Characters (p.2)Go over names one by one and have them match it to the right character. (If they have time, give them color pencils to color the characters.)

- Warm Up: Put on the stickers. (p.3 top)Show them the Drama book cover again and where the title is. When Ss point out the right one, ask them to remove the “Title” sticker and stick it to the workbook. Also, ask them what characters they are and put the stickers on “cat” and “mouse 1.”

-Warm Up: Circle the things about a cat. (p.3 Bottom)Have them circle the things related to a cat.

Fun 1 (p.24)When the students finish their workbook and have extra time, get Ss to do it “Fun 1.” They can do it at home, too.

Wrap-up(4 min.)

- Ask them if they remember any characters and the title of the story.

- Talk about what characters they like most so far.

Homework: Go over the names of the characters.

3



Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) predict what is going to happen in the story

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance filesClass Time 50 minutes


Warm Up(6 min.)

1. Greeting (2 min.)Greet the class and begin with the title song.T: Hello everyone. Welcome to Ready, Action! Class.

Let’s sing Ready, Action! Song together. Ready?(Play the song)

2. Warmer: Imagine (4 min.)T: Imagine that we were a mouse in the story. Do you know how

the mouse walks? How do they eat? (*Model mouse walking and eating to Ss.)When I say “Walk,” you walk like a mouse.When I say “eat,” you eat like a mouse.When I say “stop,” then you stop.(*You can add more instructions)Now when I say “run,” you run from a cat.When I say “squeak,” you make some sound like a mouse.(Mix up the commands to energize your students.)


3. Review (2 min.)T: Do you remember what we learned last time?

What is the title of the story? (Ss: The Cat and the Bell.)Who are the characters? (Ss: Cat, Mouse 1,2,3,4, …)Where does the story take place? Is it in a castle? Is it in the village? (Ss: city.)

4. Words (4 min.)T: Let’s look at the body parts of the cat. What is it? (Ss: Paw.)

Yes, what is the first letter of the word “paw”? (Ss: P.) What sound does P make? (Ss: pppp) How many syllables are there? (Ss: …) Let’s count it by clapping. Are you ready? Paw 1 syllable.

Main Activity T: What is it? (Ss: teeth.) Yes, what is the first letter of the word

4


“teeth”? (Ss: tttt) How many syllables are there? (Ss: 1) Let’s check. Are you ready? Teeth 1 syllable.

T: What is it? (Ss: cat) Good. What is the first letter of the word “cat”? (Ss: cccc) How many syllables are there? (Ss: 1) Are you sure? Cat 1 syllable. Wow.

T: What is it? (Ss: eye) What is the first letter of the word “eye”? (Ss: eeee) How many syllables are there?(Ss: 1) Eye 1 syllable! Great!

*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

*OptionalAsk them about other body parts. Ask them to shout out the body parts.*They might have learned about body parts, so use this exercise to double check if they know more body parts or not.T: Do you know any other body parts? (Ss: head, shoulder, ear …) Do you know this? (Ss: tail) How about this? (Ss: mouth, nose,

face and feet)

5. Jump into the story (24 min)Picture Walk(p.4)T: Look at the picture. Where is it? (Ss: in the city.) Who can you

see? (Ss: cat and mouse) What is the cat doing? (Ss: she is looking for something.) What is the mouse doing? (Ss: he is hiding.) What is the cat looking for? (Ss: mouse?) Let’s find out.

(p.5)T: So, what is the cat looking for? (Ss: mouse!) That’s right. Now,

how do the mice feel about the cat? (Ss: they are scared.) Yes. So, what are they doing? (Ss: they are running away.)

Read and Sing(P.4)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Then play the song and have Ss sing together. (* 2 times)

(p.5)1st Reading: Teacher reads each line and Ss point to each line while listening.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Divide students into four groups and assign each character to each group. Get Ss to read the narrator part together and read their assigned part. Switch the characters and get Ss to practice.

Main Activity Dance and sing along*when students use their body, they learn faster with a lot of fun.

5

T: Now we are going to sing and dance together. Are you ready? Stand up!(Play the video “I like mice” when everyone stands up

I like miceMeow!Meow, meow! Meow, meow!I’m a hungry cat. Meow!Meow, meow! Meow, meow!I like mice. Yummy!(Repeat)Meow, where are they?

Extra Activity *Craft:Making cone cat and mouse headsMaterials: Bowl, paper, scissors, pom-poms, glue, markers

1. Use the bowl to trace a circle on paper.2. Cut out the circle and cut out a pie piece from the circle.3. Make a cone with the circle using glue.4. Use left-over paper to make ears.5. Use pom-poms to make the nose.6. Use markers to draw face of cat and mouse.

Workbook(10 min.)

6. Workbook time (10 min.)Have students open their workbook p. 4.Chant in Action (p.4 top)Play the audio or read the chant. While listening, get Ss to point out and chant together.

Words in Action (p.4 bottom)Ask Ss about the words and get Ss to match the right words with the correct pictures.

Stick and read three times (p.5).This time the words are in sentence form. Ask Ss to place the correct stickers and have Ss read the sentences three times together. Check the answers.

Fun 2 (p.25)When Ss are done with workbook and have extra time, get Ss to do “Fun 2.” Ss can do it home, too.

Wrap-up(4 min.)

- Ask Ss to read pp.4-5 together (choral reading)- Sing one more time and finish the lesson.

Homework: Read pp.4-5 (3 times)

The Cat and the Bell6

Lesson 3Pages Drama Book Workbook

Book cover, pp. 6-7 pp. 6-7Objectives At the end of this lesson, the student will be better able to

1) match lines to the characters who said them2) express their thoughts and opinions with gestures.3) predict what is going to happen in the story.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files, a bouncing ball.

Class Time 50 minutes


Warm Up(6 min.)


2. Warmer: Catch my name (4 min.)Review the character’s names in the story.T: (Write each character name on a paper strip then have Ss pick

one.) Has everyone got a character? Okay, let’s make a circle. You are going to say “Hello, I’m Cat.” And pass this ball to the person next to you. (modeling! And everybody tries it.) Alright, now you know everyone’s character name. This time, say your name and the name of the person you are throwing to. For example, “Cat to Mouse 1.” Don’t forget to make eye contact before throwing the ball to the person. (*Tip: Have Ss raise their one hand up until they receive the ball. This is to get everyone a chance.)


3. Review (6 min.)Story elements (2 min.)T: (Showing the book cover page) What is the title of the story?

(Ss: The Cat and the Bell) The title of the story is the Cat and the Bell. Who are the characters? (Ss: Cat, Mouse 1, Mouse 2…)

Collective role (4 min.)When Teacher says a character, everyone pretends to be that character.

*OptionalGuess the character: Teacher describes a character verbally or with motion, then students should guess which character the Teacher was referring to.

Main Activity 4. Words in Sentence (4 min.)T: Let’s review the words we have learned in our last lesson. I’m a

hungry ___. (Ss: cat) Right! Let’s read the whole sentence. (Ss: I’m a

7


hungry cat.) Good! How many syllables does “cat” have? (clapping) one!

T: I am scared of her _____ (Ss: teeth). Let’s read the whole sentence together (Ss: I am scared of her teeth!). How many syllables does “teeth” have? (Ss: one).

T: I am scared of her ______ (Ss: paws). Let’s read the whole sentence together (Ss: I am scared of her paws!). How many syllables does “paws” have? (Ss: one).

T: I am scared of her _____ (Ss: eyes). Let’s read the whole sentence together (Ss: I am scared of her eyes!). How many syllables does “eyes” have? (Ss: one). Perfect!

5. Jump into the story (20 min.)Picture Walk(p.6)T: Where are they? (Ss: in the house.)What are they doing? (Ss: they are hiding.)What are they afraid of? (Ss: teeth, paws, eyes…)How are they? Are they happy? (Ss: No, they are scared.)I think so. They are scared.Who are they afraid of? (Ss: cat)*You do not have to ask all these questions. Just pick some questions.

(p. 7)T: What do they think will happen next? (Ss: the cat will eat them.)That’s right. What else? (Ss: the cat will hurt them.)Do you think the cat will eat them or hurt them? (Ss: Yes! No!)Okay, let’s read the story together.

Read & Sing(p.6)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

(p. 7)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Then play the song and have them sing together. (2 times)

Optional: Who said?Read a line and ask students who said the line.Ex) “Come to our castle?” Who said this line? (Ss: the cat)

Main Activity Dance and sing along

8

*When students use their body, they learn faster with a lot of fun.T: Now, we are going to sing and dance together. Are you ready? Stand up!(Play the video “who will hang the bell” When everybody stands up, have them follow the dance and sing along.)Who Will Hang the Bell?Who will hang the bell?Who will hang the bell on the cat’s neck?Who will hang the bell on the cat’s neck?Not me.Not me.Not me.You will hang the bell on the cat’s neck.You will hang the bell on the cat’s neck.Who? Me?Yes, you!Yes, you!Yes, you!Oh, no!You will hang the bell on the cat’s neck!

Workbook(10 min.)

6.Workbook time (10 min.)Have students open their workbook p.6.Story in Action (p.6 top)Play the audio or read the lines to the Ss. While listening get Ss to point out and read together. Then ask Ss to put the stickers.

Read and circle. (p.6 Bottom)Encourage Ss to read and find the right answer. Go over the answers together.

Read and match. (p.7)Get Ss to read each speech bubble and guess who said what.

*Optional: ________be scared of _________ (7 min.)Prepare a sketchbook. On every piece of paper, put a different character. Divide students into teams and have each team stand in line. The teacher will flip the papers and Ss will make a sentence. Within 1 minute, the team that makes the most sentences will win.

T: (Showing the Cat and Mouse 1)Ss: Mouse 1 is scared of the cat.

Wrap-up(4 min.)

Ask Ss to read pp. 6-7 together (choral reading)Sing the song one more time and finish the lesson.

Homework: pp.6-7


9


Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) recycle expressions from the book.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files.Class Time 50 minutes


Warm Up(6 min.)


2. Warmer: Tableau (4 min.)Review the character’s names in the story.T: Imagine that you were a mouse and saw a scary cat.

How would you act? What would you do?(Teacher’s modeling is required) I would feel very scared so act like this! (Acting scared) And Freeze. Alright?Let’s try it together. A scary cat is here. (Ss act out.) And everybody freezes.


3. Review (6 min.)Through this activity, students can recycle the expression“I am scared of _____”and get used to finding the right answer.

1. Do the interactive questions using the PPT.2. Get Ss to read aloud the sentences and choose the right

answer.3. Continue until Ss get the characters right.

4. Words (4 min.)T: What is this? (Ss: bell.)

What if the first letter of the word “bell”? (Ss: b) What sound does b make? (Ss: bbbb) How many syllables are there? (Ss: 1)Let’s count it by clapping. Are you ready? Bell 1 syllable.Can you tell me where you can find a bell in the classroom? (Ss: pointing to the school bell.) Great!

T: What is this? (Ss: idea.)What is the first letter of the word “idea”? (Ss: i) What sound does i make? (Ss: iiii) How many syllables are there? Idea 3 syllables.Can you tell me an idea about how this story will end?

T: What is this? (Ss: neck.)What is the first letter of the word “neck”? (Ss: n) What sound

10

does n make? (Ss: nnnn) How many syllables are there? Neck 1 syllable.Can you point to your neck? (Ss: here)

T: What is this? (Ss: good.)What is the first letter of the word “good”? (Ss: g) What sound does g make? (Ss: gggg) How many syllables are there? Good 1 syllable.Can you do the gesture for good? (Ss do the thumbs up gesture.)

*Even though Ss have finished learning phonics, it might be still confusing for them. So, it is advisable to check their phonemic & syllable awareness while going over new words.

5. Jump into the story (20 min.)Picture Walk(pp.8-9)T: What is the little mouse doing? (Ss: thinking)

Who is he thinking? (Ss: the cat)How do the other mice feel? (Ss: good)

(pp.10-11)T: Who will put the bell on the mouse? Will Mouse 1 do it? (Ss: No.)

How about Mouse 2? (Ss: No.) Mouse 3? (Ss: No.)Then who will do it? (Ss: Mouse 4!)

Read and Sing(pp.8-9)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

(pp. 10-11)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Then play the song and have them sing together. (2 times)

Main Activity Dance and sing along*When students use their body, they learn faster with a lot of fun.T: Now, we are going to sing and dance together. Are you ready? Stand up!(Play the video “good luck!” When everyone stands up. Get Ss to follow the dance and sing along.)Good luckGood luck! Good luck!We wish you good luck.Good luck!Good luck! Good luck!We wish you good luck.Good luck!

11

Workbook (10min) 6. Workbook time (10 min.)Have Ss to open their workbook p.8

Chat in Action (p.8 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.

Words in Action (p.8 bottom)Have Ss read the words and ask them to match the pictures to the correct words.

Stick and read three times. (p.9)The words they have reviewed are presented in sentence form. Ask Ss to place the correct stickers and have them read the sentences three times together and check.

Story in Action (p.10 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to put the stickers.

Read and Circle. (p. 10 bottom)Encourage Ss to read and find the right answer. Check the answers together.

Read and match. (P. 11)Have Ss read each speech bubble and guess who said it.

Wrap-up(4 min.)

- Ask Ss to read pp. 8-11 together (choral reading)- Sing “Good luck!” one more time and finish the lesson.

Homework: Read pp. 8-11 (3 times)



Objectives At the end of this lesson, the student will be better able to12

1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) read and speak with confidence.



Warm Up(6 min.)


2. Warmer: Zip, Zap, Zop (4 min.)Pass the words – zip, zap, zop- and energy around the circle as quickly and smoothly as possible. Instead of zip, zap, zop, we can use some other words.(Alliteration) Big Brown Bear/ Peter Piper Picked / Fresh Fried FishT: Today we are going to pass three words, zip zap zop. Look at this.

I pass Zip to you (Pointing at and pass), and you can pass Zap to someone else. Then the person passes Zop to another student. (Teacher’s modeling is needed.)


3. Review (6 min.)Reading PracticeReview the pages 4-11 we learned so far and practice more reading.(After choral reading, please choose one of the reading activities depending on the time you can use.)

1) Choral reading: Have Ss read together.2) One (or three) word reading: Have Ss read one or three words each quickly.3) Reading with emotion: Choose one emotion each time such as angry, sad, and happy. Then read a page with that emotion.

Main Activity 4. Words (4 min.)T: What is this? (Ss: good luck.) What is the first letter of “good luck”? (Ss: g) What sound does g make? (Ss: gggg) How many syllables are there in “good”? (Ss: 1) How about “luck”? (Ss: 1) Let’s count it by clapping. Are you ready? Good 1 syllable. Luck 1 syllable.

T: What is this? (Ss: mouse.) What is the first letter of the word “mouse”? (Ss: m) What sound does m make? (Ss: mmmm) How many syllables are there in “mouse”? (Ss: 1) That’s right. Let’s check.

13


T: What is this? (Ss: hello.) What is the first letter of the word “hello”? (Ss: h) What sound does h make? (Ss: hhhh) How many syllables are there in “hello”? (Ss: 2) Great. Are you ready? Hello 2 syllables.

T: What is this? (Ss: goodbye.) What is the first letter of “goodbye”? (Ss: g) What sound does g make? (Ss: gggg) How many syllables are there in “goodbye”? (Ss: 2) Are you ready? Goodbye 2 syllables.*Even though Ss finished learning phonics, it might be still confusing to them. So, it is advisable to check their phonemic & Syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk(pp.12-13)T: What is the mouse carrying? (Ss: bell) Where will the mouse put the bell? (Ss: on cat’s neck.) What are the other mice doing? Are they saying hello or goodbye? (Ss: goodbye.)

(pp.14-15)T: Did the mouse put the bell on the cat? (Ss: no.) Was the cat asleep when the mouse tried to put the bell on her neck? (Ss: no.) What did the mouse say to the cat? (Ss: hello.)

Read & Sing(pp.12-15)1st Reading: While Teacher reads each line, Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after the Teacher.3rd Reading: Ss read by themselves.4th Reading: Divide students into four groups and assign each character. Have Ss read the Narrator part together and read their own part. Switch the characters and practice further.

*OptionalMimingTeacher reads some lines and students have to mime each activity.T: Now I am going to read some part from the book and you should mime

what I say. (Teacher modeling is required.)

Workbook(10 min.)

6. Workbook time (10 min.)Have Ss to open their workbook p.12Chant in Action (p.12 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.

Words in Action (P.12 bottom)Have Ss read the words and ask them to match the pictures to the correct words.

14


Story in Action (p.14 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to put the stickers.

Read and Circle. (p. 14 bottom)Encourage Ss to read and find the right answer. Check the answers together.


Fun 2 (p.26)If the students have extra time after completing the workbook, get Ss to do “Fun 2.” Ss can do it at home, too.

Wrap-up(4 min.)

- Ask Ss to read pp. 12-15 together (Choral reading).- Get Ss to sing a song of their choice and finish the lesson.

Homework: pp. 12-15.



Objectives At the end of this lesson, the student will be able better to1) learn new vocabulary words with ease.

15

2) express their thoughts and opinions with gestures.3) read the lines with expression and confidence.



Warm Up(6 min.)


2. Warmer: Mirror (4 min.)Team building warmer activity

1) Two students become a team.2) One student (A) does action while the other student (B)

follows A’s action.3) Give one minute and switch the positions. Then switch

partners.


3. Review (6 min.)Review the songs we have learned so far and practice the dance movements.

Optional: I am scared of…Through this activity, students can review the expression“I am afraid of …,” with the whole class.

T: What are you scared of?Ss: (Raise their hand and answer the question.)I am scared of ghosts (or) I am scared of monsters.

(Suggested questions)Who is scared of cats?Who is scared of dogs?Who is scared of monsters?

Main Activity 4. Words (4 min.)T: What is the word in the picture? (Ss: carry) What is the first letter of

the word “carry”? (Ss: c) What sound does c make? (Ss: cccc) How many syllables are there? (Ss: 2) Let’s count it by clapping. Are you ready? Carry 2 syllables.

T: What is the word in the picture? (Ss: quiet) What is the first letter of the word “quiet”? (Ss: q) What sound does q make? (Ss: qqqq) How many syllables are there? (Ss: 2) Are you ready? Quiet 2 syllables. Wow!

T: What is the word in the picture? (Ss: sing) What is the first letter of

16


the word “sing”? (Ss: s) What sound does s mqke? (Ss: ssss) How many syllables are there? (Ss: 1) Are you ready? Sing 1 syllable.

T: What is the word in the picture? (Ss: hammer) What is the first letter of the word “hammer”? (Ss: h) What sound does h make? (Ss: hhhh) How many syllables are there? (Ss: 2) Are you ready? Hammer 2 syllables. Great!

*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk(pp.16-17)T: What did the mouse bring? (Ss: hammer.) What is the cat doing?

(Ss: sleeping.) Who has the bell? (Ss: Mouse 4.) How does the cat feel about the mouse? (Ss: angry.)

(pp.18-19)T: What is the cat doing? (Ss: she is sleeping.) Did the cat fall asleep?

(Ss: no.) What is the mouse doing? (Ss: he is running away.) Let’s read the book.

(pp.16-17)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Then play the song and have them sing together. (2

times)

(pp.18-19)1st Reading: Teacher reads each line and Ss point to the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Ss red by themselves.4th Reading: Divide students into four groups and assign each character to each group. Get Ss to read the narrator part together and read their assigned part. Switch the characters and get Ss to practice further.

Main Activity Dance and sing along*when students use their body, they learn faster with a lot of fun.T: Now we are going to sing and dance together. Are you ready?

Stand up!(Play the video “Good luck!” When everybody stands up, have them follow the dance and sing along.)

Good Luck!Good luck! Good luck!We wish you good luck.Good luck!Good luck! Good luck!

17

We wish you good luck.Good luck!

Workbook(10 min.)

6. Workbook time (10 min.)Have Ss to open their workbook p.16

Chant in Action (p.16 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.



Story in Action (p.18 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to trace the words.

Read and circle. (p. 18 bottom)Encourage Ss to read and find the right answer. Check the answers together.

Read and match (p. 19)Have Ss read each speech bubble and guess who said it.

Wrap-up(4 min.)

- Ask Ss to read pp.16-19 together (Choral reading).- Sing “Good luck!” one more time and finish the lesson.

Homework: Read pp16-19 (3 times)



Objectives At the end of this lesson, the student will be better able to1) learn new vocabulary words with ease.2) express their thoughts and opinions with gestures.3) read the lines with expression and confidence.

Teaching Materials Drama Book, Work Book, Teacher’s Tool (PPT), Song & Dance files.

18

Class Time 50 minutes


Warm Up(6 min.)



2. Warm-up activity (4 min.)1) Walk & Stop:Students walk around the classroom and when teacher says “stop,” they have to stop and make eye contact with someone who is close to them.2) 7 Count ShakeWhile the students count the numbers from 1 to 7, they shake their right hand 7 times. (Do the same thing with the left hand, right foot, and left foot.)


3. Review (6 min.)Review the pages 12-19 and the content we have learned so far and practice more reading.

1) Choral reading: Have Ss read together.2) Punctuation reading: When they read punctuations, get Ss

to make a gesture for each punctuation. Have Ss to stand up and read from left to right. When there is spacing, they hop.Comma -> pause.! (exclamation mark): jump? (question mark): drawing a question mark in the air.

Main Activity 4. Words (4 min.)T: What are these? (Ss: mice.) What is the first letter of the word “mice”? (Ss: m.) What sound does m make? (Ss: mmmm) How many syllables are there? (Ss: 1) Let’s count it by clapping. Are you ready? Mice, 1 syllable.

T: What is it? (Ss: present.) What is the first letter of the word “present”? (Ss: p.) What sound does p make? (Ss: pppp) How many syllables are there? (Ss: 2) Are you ready? Present, 2 syllables.

T: What is the word? (Ss: hide.) What is the first letter of the word “hide”? (Ss: h.) What sound does h make? (Ss: hhhh) How many syllables are there? (Ss: 1) Are you ready? Hide, 1 syllable. Great!

19


T: What is the word? (Ss: open.) What is the first letter of the word “open”? (Ss: o.) What sound does o make? (Ss: oooo) How many syllables are there? (Ss: 2) Are you ready? Open, 2 syllables. Wow!*Even though students are done with learning phonics, it might still be confusing. So, it is advisable to check their phonemics & syllabic awareness while covering new words.

5. Jump into the story (20 min.)Picture Walk(pp.20-21)T: What is the mouse giving to the cat? (Ss: present.) How does the cat feel about the present? (Ss: happy!) Yes. She looked very happy when she got the present. What was in the box? (Ss: bell.) Now, is the bell on the cat? (Ss: yes.)

(22-23) No picture walk for the last two pages.Read & Sing(pp.20-21)1st Reading: While Teacher reads each line, Ss point the line together.2nd Reading: Teacher reads line by line and Ss repeat after Teacher.3rd Reading: Get Ss to read by themselves.4th Reading: Then play the song and have Ss sing together. (* 2 times)

Dance and sing along*when students use their body, they learn faster with a lot of fun.T: Now we are going to sing and dance together. Are you ready? Stand

up!(Play the video “Come Here” when everyone stands up. Have Ss follow the dance and sing along.)

Come HereCome here, come here.Come here, come here.I am a cat with the bell.I want to eat you, mice.Hide, hide, Hide away.The cat is coming.Hide, hide, Hide away.Hide, hide, Hide away.The bell is ringing.

Workbook(10 min.)

6. Workbook time (10 min.)Have Ss open their workbook p.20.Chant in Action (p.20 top)Play the audio or read the chant to Ss. While listening, get Ss to point out and chant together.



20

Story in Action (p.22 top)Play the audio or read the lines to Ss. While listening, get Ss to point out and read together. Then ask Ss to put the stickers

Read and circle. (p. 22 bottom)Encourage Ss to read and find the right answer. Check the answers together.


Fun 4 (p. 27)If the students have extra time after completing the workbook, get Ss to do “Fun 4.” Ss can do it at home, too.

Wrap-up(4 min.)

- Ask Ss to read pp.20-23 together (Choral reading).- Sing the song “Come here” once more and finish the lesson.

Homework: Read pp.20-23(3 times)



Objectives At the end of this lesson, the student will be better able to1) tell the story element of the target story.2) express thoughts and opinions with gestures.3) read the lines with expression and confidence.


21


Warm Up(6 min.)



2. Warm-up activity: Tongue twisters (4 min.)Try these tongue twisters with Ss. Try to do it slowly then faster.1) Peter piper

Peter Piper picked a peck of pickled peppers. How may pickledpeppers did Peter Piper pick?3) How manyHow many cookies could a good cook cook if a good cook could cook cookies? A good cook could cook as much cookies as a good cook who could cook cookies.


3. Review (6 min.)Word in Sentence (6 min.)Review 10 words in the sentences of the story.

Reading Practice (16 min.)1) Choral reading: Separate the students into teams and give

each team different characters. Have Ss read their lines when their turn comes.

2) Reader’s theatre*: divide the students into groups and allocate the roles to the students.

* Reader's theater is a style of theater in which the actors do not memorize their lines. Actors use only vocal expression to help the audience understand the story rather than visual storytelling such as sets, costumes, intricate blocking, and movement.Song & Dance (8 min.)Practice and review songs and dance movements from the videos together.*Teacher can control the time of the class. If reviewing the words in sentences is not needed, cut down the time for different practice.

Workbook(8 min.)

4. Workbook time (8 min.)Have Ss open their workbook p.28

After Reading (p.28)Ask Ss to put the pictures in order. Get Ss to retell the story using these pictures.

Wrap up (p.29)Get Ss to place the stickers after reading the boxes together. Then the whole class can read aloud together.

22


Extra Activity Optional:Story Map (10 min.)Separate the roles to draw characters, setting, etc.Make a story board and put it on or hang somewhere in your classroom. It helps children review the story over again.Materials needed: foam board, sticky notes, color pens, color papers glue sticks.

Retelling with picturesGive students a comic strip and ask them to draw three important scenes to retell the story. Get Ss to write an important word for each part.

Wrap-up(4 min.)

- Ask Ss about their favorite part from the story.- Get Ss to talk about characters, settings, their favorite part

from the story.

*8 lessons are planned in this guide, but you can always add more review & practice to extend the classes from 8 to 12 classes.

- Option I: 8 lessons (Readers)

- Option II: 12 lessons (Readers + Musical/Reader’s Theatre performance)

23

Date post:	21-Mar-2021
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

€¦ · Web viewYummy! (Repeat) M. eow, where are they? Extra Activity * Craft: M. aking cone...

Documents