Lesson plan No. 2 Junior1

Class Objectives:

Describe your pet Edit and publish a magazine on pets

Greeting: Write the date and objectives on the board. Check homework.

Warm-up: Animal Riddles: First, give Ss mini-flashcards of pet animals –each animal must be there twice. Ss will close their eyes and will start making the sound of the animal they got while walking around the classroom at the same time for them to find their animal-mate. When paired up, give them riddles on animals –each of them numbered. Give each couple one, have them write the answer on a different piece of paper with its corresponding number, then have them rotate as many times as necessary for everybody to answer all the riddles. Share answers aloud.

“What do all these animals have in common? [Students answer] That’s correct, they are pet animals!” Explain Ss they will describe their pets and the pictures they were supposed to bring.

In case some Students or all of them miss pictures, you will find 16 images attached to this lesson plan for kids to work with.

A. Describing your Pet: (Pre) Tell Ss to open their books in page 14 from their Student’s Books and have them listen to the audio. Have them complete Activities 2 and 3 from the same page. Then, give each St a piece of paper and tell them to write in the center of it the names of their pets. Then, in the way of a spider map, tell them to write this information related to their pets: food; habitat; favorite activities of the pet; your favorite activities with your pet; physical and personality description. Illustrate with an example on the board.

(While) Once everybody has finished their spider maps, tell them they can start organizing their texts as the on in the magazine from the book. Give them ideas of how to start: “Hi, my name is… and I have a…”, “Hey, my name is… and my pet’s name is…” Then, when everybody has finished their first draft of the pet description, have them exchange and give each St a little rubric for them to assess each other’s text. To fill out the rubric, Ss will draw stars for each element, being understood as:

This element is very complete in the text and there is a lot of vocabulary. Congratulations! This element is complete, but you can write a little more. This element is very short. Write more, use more vocabulary. You can do it!

The rubric will be as follows:

Remind kids that what they’re doing right now is really important because what they’re doing will enrich a classmate’s text. Have kids return their papers and correct according to the suggestions they got.

When the draft has become a final version, check it one last time and when it is neat, let Ss start writing on the cardboard, with their pictures and decorating it with colors, markers, and any other material they have brought.

(Post) Ask the teacher form the other Junior 1 course in advance if your group could go pay her group a visit to show them the magazine. Tell kids they will introduce their pets and they will tell what we did in the classroom.

When the group is back in the classroom ask kids if they liked the activity or not, what was easy and what was difficult, if they enjoyed writing the magazine or if it was boring and why.

A. The World of Magazines: (Pre) Have Ss brainstorm on what parts they know magazines have and ask them to define such parts. In case they don’t come up with enough ideas, have these prepared:

1. Cover: it has the name of the magazine, images, headlines and the editorial information. 2. Introduction and/or authors’ comment: it says what the magazine is about, and what its

objective is. 3. Index: it is a list of the articles within the magazine. 4. Articles with images: the main body of the magazine. 5. Ads: a section where people offer or ask for specific things they need. 6. Closure: it’s a short text saying thanks to the reader because of having read the magazine

and an invitation to continue reading future publications.

Further in the class, each pair will be in charge of the part they got while in the magazine design –have them written on pieces of paper in a plastic bag and couples take one out the bag. In case you have more than 12 Students, you can have some of them work in trios. Give Ss these materials for them to work with:

Pictures of pets, scissors, glue, cardboard, markers, and colors. Bilingual dictionaries and paper sheets with holes for further binding.

(While) Have each pair working on what they are in charge of. Monitor Ss’ writing and have them write drafts before they actually write on the cardboard. Tell Ss to correct their work every time it is necessary. Remind them that everybody’s participation and engagement will be graded.

(Post) Have each couple present what they did to the rest of the class. Tell them they can make suggestions if they want. Once corrections have been made, collect all the parts and assemble the magazine as the final product to be presented. Take Ss to another Junior 1 or 2 class (with previous teacher’s consent and have your Ss present each their pets.

For this activity, specific times are to be established so all the work can be accomplished in the class. Pay special attention during the decorating part, since it is very common when working with kids that they take too long coloring and giving final touches. Try to encourage everybody to do their best and as fast as possible so nobody gets left behind.

Homework

Workbook, pages 6 and 7. Student’s CD-ROM Homework > Unit 1 > Lesson 1

Supplementary Material List

Mini-flashcards and riddles on animals Cardboard, colors, markers, glue, and Students’ pictures Pet images for decorating the magazine, and extra pet pictures for Ss who lack pictures of their own Pictures of pets for Ss who do not take pictures with them

1. I live in a bowl, I can swim and I have a tail. I also have fins and big eyes. I am a...

FISH2. I have two legs, two wings and a tail. I eat worms and bugs and grain. I lay eggs. I am a...

HEN

3. I'm a soft and furry pet. I have four legs and a long tail. I have sharp teeth and claws. I like to chase mice. I am a..

CAT4. I have four legs. I'm very smart and I like to play. I like to smell things. I can wag my tail. I am a...

DOG

5. I have a tail. I can fly. I'm covered in colorful feathers. I can whistle and I can talk. I am a...

PARROT6. I am small and shy. I have eight legs. I eat bugs. I catch them in my web. I am a...

SPIDER

7. I have four legs and a tail. I have no teeth. I can swim and dive underwater. I carry my house around with me. I am a...

TURTLE8. I have four legs and a long tail. I eat oats and hay. I love to run fast. I let people ride on my back. I am a...

HORSE

Classmate and pet’s

Physical and

personality Habitat Food

Pet’s favorite

activities

Feelings for your pets

name description

Classmate and pet’s name

Physical and

personality description

Habitat Food Pet’s favorite

activities

Feelings for your pets

Classmate and pet’s name

Physical and

personality description

Habitat Food Pet’s favorite

activities

Feelings for your pets

Classmate and pet’s name

Physical and

personality description

Habitat Food Pet’s favorite

activities

Feelings for your pets

Classmate and pet’s name

Physical and

personality description

Habitat Food Pet’s favorite

activities

Feelings for your pets

Classmate and pet’s name

Physical and

personality description

Habitat Food Pet’s favorite

activities

Feelings for your pets

Classmate and pet’s name

Physical and

personality description

Habitat Food Pet’s favorite

activities

Feelings for your pets

Virtual Adaptation for Lesson plan No. 2 Junior 1

Activity: Create a Magazine about Pets

To start brainstorming about information on their pets, Ss must start the word processor

installed on their computers (here we will give instructions to work on Word Office).

Once there, they will create a diagram to graphically organize their ideas. We suggest

following these steps:

1. Click Insertar/Insert tab

2. Click on the icon SmartArt (these could be nice options for Ss to use1):

Ilustración 1: Radial básico

1 Sometimes, not all diagrams will not have the five circles around the central one. You will have to show your Ss how to add a new one: press the right button on the diagram, then on the option Agregar forma/Add form, and then on Agregar forma debajo/Add form below.

Pet's name

Physical and

personality description

Habitat

FoodPet's activities

Feelings for your

pet

Ilustración 2: Radial divergente

Ilustración 3: Venn Radial

Pet's name

Physical and

personality description

Habitat

FoodPet's activities

Feelings for your

pet

PEt's name

Physical and

personality description

Habitat

FoodPet's activities

Feelings for your pet

Ilustración 4: Ciclo radial

Again, Ss are to peer-review what they have come up with so far. You could have them

send each other an e-mail again or change seats, as you wish. To peer-review during

this activity use a different chart this time (you can present it with a projector, or send it

to your Ss e-mail. The chart is as follows:

Classmate and pet’s name

Physical and

personality description

Habitat FoodPet’s

favorite activities

Feelings for your pets

These elements are to be graded with a specific number of stars from one to three,

those meaning:

This element is very complete in the text and there is a lot of vocabulary.

Congratulations!

This element is complete, but you can write a little more.

Pet's name

Physical and

personality description

Habitat

FoodPet's activites

Feelings for your

pet

This element is very short. Write more. Use more vocabulary. You can do it!

Get Ss to send each other feedback and make the necessary corrections according to

their classmates’ comments. Remember the intention of this feedback is to improve the

content of the text, not the grammar or spelling. This is still your function, and you could

do it through e-mail or walking around the room.

Now Ss will start writing their letters about their pets as in the magazine from the

Student’s book. Tell them they can explore the design options Word Office offers only

after they have written their texts. Encourage the use of pictures of their own pets or

downloaded from the Internet. When they’re done, they must send it to the teacher.

To write each of the parts of the magazine, we recommend following the same process suggested

in the lesson plan, just using Word Office this time.

Now you (the teacher) will be in charge of the virtual binding process by using the

website Calaméo (es.calameo.com). Once there, just follow these steps:

1. You must download all the articles onto the same computer and put them

together on Word Office in the same order, as they will appear on Calaméo.

Then click on Menu, Save as… and finally on Save as a .pdf. Then, of course,

you must create your own account on the website and explore it.

2. Once the account is active, you must click on the tab Su cuenta (Your account)

and then on Crear una publicación (Create publication) on the upper right

corner.

3. When publishing options are offered, click on Cargar un archivo (Upload a

document) and then on Buscar (Browse).

4. The space Título de la publicación (Title of the publication) must be filled in and

if you wish change the format to Revista (Magazine), and the category to

Educación (Education). It could be nice if you explored the rest of options

offered

5. Once you have submitted all the previous information, click on the Empezar carga (Start uploading) button.

To take a look of what the magazine looks like at the end of the uploading process, click on the Tus Publicaciones (Your Publications) tab and then on the Publicaciones (Publications) option. There you should be able to see it2.

2 On the following link you will find a magazine that could work as an example: http://en.calameo.com/read/00142744773c0ac46545e. Notice they are scanned images of the texts Ss produced by hand and that it is not the result of the Calaméo web-based activity implementation.