Level 3-4_Book 2 Jane’s Mask
BOOK 2
Jane’s Mask
Summary
Jane saw a lion mask and drew a picture of it at
the museum yesterday. Today, Jane makes a lion
mask using a paper plate. She paints the mask
yellow and makes eyes and a mane. Then Jane
roars like a lion with the lion mask.
Objectives
To discuss what masks we see at the museum.
To understand how to make animal masks
To discuss what we can do with the masks.
Vocabulary
Topic Words: mask, lion, museum
Story Words: picture, paper plate, paint, circle,
mane, face, eye, roar, use, cut, hold
Sight Words: she, her, to, the, of, for
Phonics Words: sn- : snake, snail, snow
sp- : spider, spill, spoon
More Resources
Worksheet
Activity Book
Multimedia CD
Flashcard
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Level 3-4_Book 2 Jane’s Mask
Skills in Focus
Theme
Making Animal Masks
Listening/Speaking
To practice the key sentences: Yesterday, Jane ~. Today, Jane ~.
To name the key vocabulary
To share personal experiences about visiting an art museum
To present the summary of the story
To picture walk to predict the story
To recognize high frequency words and the key vocabularies
Reading/
To decode the words in the book
Language Arts
To read and understand the story using reading strategies: sequencing & predicting
To understand how to use past tense verbs and the preposition “~like”.
To recognize the consonant blends sn-, sp- words
Writing
My Animal mask
Lesson Plan
Getting Started
Day 1
Theme
Day 2
Building Background Knowledge:
Arts & Crafts : Let’s make
Theme Song
Describing Theme Pages
masks
Activity Book p. 14
Practicing Key Words of the Lesson
Bulletin Board
CD Track 08
Activity Book pp. 14-15
Theme Song Review
Picture Walking
Finish Activity book
CD Track 08
Reading Aloud : Story Book
Activity Book pp. 16-17
Vocabulary Building : Bingo Game
Storybook Review
Guided Reading
Finish Activity book
Storybook
Comprehension Check : Storybook
Activity Book pp. 18-19
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Comprehension
Day 4
Retelling the story, O X Quiz
Story Song
Choral Reading : Storybook
Finish Activity book
CD Track 10
Past tense verbs: Memory Game
Activity Book pp. 20-21
Language Arts
Day 5
Thinking Skill
~ like : Board Game
Story Song Review
Independent Reading
Arts & Crafts:
Story Retelling
Thinking Skill : What animal mask?
Making an animal mask
CD Track 10
Project: My animal mask
& Project
Day 6
Phonics
Wrap-Up
Theme Introduction
Vocabulary
Day 3
During Class
Storybook/Activity Book pp. 22-23
Story Song Review
Phonemic Awareness and Phonics
Picking up the right card
CD Track 10
Consonant Blends: sn- / sp–
Making Your Own Book
Activity Book pp. 24-25
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Level 3-4_Book 2 Jane’s Mask
Day 1
Objectives
- To share the children’s own experiences about visiting a museum.
- To discuss what kinds of masks they can see at the museum.
- To discuss what kind of masks they want to make
- To discuss what they can do with the masks
Materials
Some real masks
Various masks on the computer
Activity Book, CD
White paper, crayons or colored pencils
Getting Started
1. Creating Interest
Introducing different kinds of masks. <real masks, various kinds of masks on the computer>
< http://www.art.pppst.com/masks.html, http://www.tal.or.kr/coding/english/sub08.asp>
▶
Show the real masks to the children and ask what they are and where they can see such masks.
Look at me! What am I wearing? Yes! I’m wearing the mask. What do I look like? I am a lion. I can roar like a lion.
Where can you see real masks like this one? Yes, we can see them at a museum. Have you ever been to a museum
and seen masks there? What kind of masks did you see at the museum? Today, I’m going to show you other kinds of
masks on the computer. Take a close look at this mask! What does it look like? Yes, it looks like a smiling man.
During Class
2. Building Background Knowledge I : <Activity Book pp. 14-15, Draw and color the missing parts of the masks>
▶ Ask the students to look at each scene in the activity book (pp. 14-15) and talk about what they see.
Look at the picture on page 14 and 15. Where are they? They might be at a museum. There are some animal masks
here. What masks do you see? Yes, we can see an elephant mask, a sheep mask, a lion mask, a cow mask, and a bird
mask.
▶ Let the students draw and color the missing parts of the masks.
Look at the kids in the picture. They drew some masks. Can you tell me what they drew? Let’s read the speech bubbles.
But there are some missing parts on the masks. Can you draw and color the masks?
▶ Ask the students what they can do with the animal masks.
Good job! You drew and colored the masks so well. Look at this elephant mask. What can you do with the elephant
mask? Can you act like an elephant? Yes, you can stomp your feet.
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Level 3-4_Book 2 Jane’s Mask
Wrap Up
3. Learning the Theme Song <Audio CD Track 08>
▶
Play the theme song ‘Animal Masks’ and let the students hum to the melody. Address them in the following manner:
We’re going to learn a new song ‘Animal Masks.’ Let’s hum the melody together.
▶
Read each theme song word on page 15 of the activity book to the students. It is more important at this stage that
they focus more on listening to what is being read than on the contents on the page. Address the students in the
following manner: First, I’ll read it to you. Listen carefully.
▶
Have the students repeat after you word by word: I’ll go line by line. Repeat after me.
▶
Sing each line and have the students echo.
▶
Sing the theme song together by pointing to the words on page 15 of the activity book.
4. Drawing pictures of masks: Bulletin Board Activity <paper, crayons or colored pencils>
<http://www.activityvillage.co.uk/animal_masks_to_print.htm>
▶ Show the students the animal masks and ask them which one they want to make.
Let me show you some animal masks here. What animal mask is it? It’s time to draw the mask that you want to make.
What mask do you want to make? You can draw a picture of it.
▶ After drawing, ask each student what she or he drew and let the kids answer using the key sentence pattern “ I
drew~ . “Then ask them to act out the actions of the animals they made masks of.
What animal mask did you draw? What mask do you want to make? I drew a rabbit mask. What can you do with a rabbit
mask? I can hop. Yes, you can hop like a rabbit. Can you hop?
▶ Exhibit the children’s drawings on the bulletin board.
Activity Book pp. 14-15
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Level 3-4_Book 2 Jane’s Mask
Day 2
Objectives
- To identify the writer and the illustrator of the storybook
- To guess what the story will be about
- To learn the key words: museum, mask, picture, paper plate, paint, circle, lion, mane, eyes, face,
roar, hold, paint, cut, use, make, draw
Materials
Flashcards: museum, mask, picture, paper plate, paint, circle, lion, mane, eyes, face, roar, hold, paint, cut, use, make
Storybook, Activity Book, CD, Pocket Chart
Bingo sheet < http://www.kizclub.com/teachers/bingoboard.pdf >
(Bingo sheets with pictures and words that the students can trace)
Getting Started
1. Theme Song Review <Activity Book pp. 14-15, Audio CD Track 08>
▶
Review the theme song. Play the CD and sing the song together. While they sing the song,
tell them to point to the picture of what they are singing about in the following manner: Do you remember the song that
we sang in the last class? We are going to sing the song together with the music. This time, I want you to point to
the picture in your activity book that you are singing about.
▶
Divide the class into two or three teams: What about having a singing competition between the girls and the boys?
During Class
2. Cover Exploring <Storybook ‘Jane’s Mask’>
▶
Tell the students know the title, the author, and the illustrator of the book.
▶
Have the students keep their books closed and talk about the cover. Ask them questions about the cover along the
following lines: Who do you see on the cover? We see four kids and a woman. Where do you think they are? Yes, they
are at a museum. There are some masks and other exhibits at the museum. What masks do you see? What do they
look like? And look! Children have paper and pencils. Can you guess what they are going to do? Let’s open the book
and find out.
3. Picture Walking <Storybook ‘Jane’s Mask’>
▶
Show the students every page of the storybook without doing any reading. Then ask them what they see and what
the characters do in the book. Then ask what the story is going to be about.
Page 2 : What is the girl doing? She is looking at the lion mask. There are some other masks behind the lion mask.
Page 3: What are the kids doing? They are drawing pictures of the masks. And what is this girl drawing?
She is drawing a lion mask. Do you think she likes the lion mask? Yes, maybe.
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Level 3-4_Book 2 Jane’s Mask
Page 4 : Look at them! Where are they? Yes, they are at school. Who is the woman? She is a teacher. What are they
doing? They are making the masks that they drew at the museum. What class are they in? They are in arts and crafts
class. What do the children use to make their masks? They are using paper plates, scissors, crayons, paints, and
colored paper. What is the girl with red hair making? She is making a bird mask. What is the boy with the black hair
doing? He is cutting paper. What about the boy with blond hair? He is holding his picture up for the teacher.
Page 5 : What is the girl doing? She is painting the face on her mask yellow. What is the boy doing? He is using glue.
Page 6: What is the girl doing now? She is putting a green eye on the face on her mask.
Page 7 : What is the girl doing? She is cutting the plate to make a mane. What color is the mane? It is brown.
Page 8 : What is she doing? She is roaring like a lion as she holds up the lion mask. Do you want to make an animal
mask like this?
4. Reading Aloud <Storybook ‘Jane’s Mask’>
▶
Read the book aloud to the students, pointing to each word and emphasizing the language pattern as you read.
▶
As you reread the story, pause after reading the words “yesterday” and the past tense verbs and “Today” and the
present tense verbs
▶
Have students check if what they thought about the book was right.
5. Vocabulary Building <Flashcards> : Bingo Game
▶ Introduce the words (nouns) using flashcards; museum, mask, picture, paper plate, paint, circle, lion, mane, eyes,
and face
▶ Introduce the words (verbs) using the flashcards and mime: roar, hold, paint, cut, use, make
▶
Once the students are familiar with the words have them write or trace the words on the bingo board. Play Bingo
with the kids
Wrap Up
6. Vocabulary Check <Activity Book pp. 16-17>
▶ Have the students trace each word on p16.
▶ Have the students choose and write the right verbs to complete the sentences on p17.
Activity Book pp. 16-17
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Level 3-4_Book 2 Jane’s Mask
Day 3
Objectives
- To review the storybook
- To match individual sentences to their corresponding pictures
- To use picture clues to help comprehend the story
- To understand the story using reading strategies predicting: sequencing and summarizing
Materials
Storybook
Activity Book
CD,
Retelling picture cards (2 sets), Retelling sentences (2 sets)
Getting Started
1. Sharing Ideas about the Storybook
▶
Ask the students what they remember about the story. Ask them where the story happens, who is in the story and
what they do: Do you remember what we read in the last class? What was the title of the book? Where does the story
take place? Who was in the story? Can you tell me about the story?
During Class
2. Guided Reading <Storybook ‘Jane’s Mask’>
▶ Have
the students point to the words from left to right in their books as you read the storybook aloud to them. Draw a
line on the board to show the direction in which one should read.
▶
Guide the students to imitate the stress, rhythm, and intonation patterns with which you read each sentence. Help
them recognize when they use past tense verbs and present tense verbs ‘Yesterday, Jane_____.’ and ‘Today, Jane
______.’: When you read the story, try to read as if you are talking.
3. Story Expansion <Storybook ‘Jane’s Mask’>
▶
On your second reading, talk about what can be seen happening in the picture on each page. Enrich the story by
describing it and asking the following questions: What do you see on this page? You can tell me by looking at the
pictures. Try to remember the words we used last time.
4. Assessing Comprehension < Storybook ‘Jane’s Mask>
▶
Assess the students’ comprehension with questions. Remind them to use any familiar words and that the illustrations
will help them understand the story. Ask them questions along the following lines:
Page 2 : What’s the girl’s name? Where did she go yesterday? What did she see?
Page 3 : What mask did Jane like? What did she draw?
Page 4 : Where are the children? What does she make today? What does she use to make her lion mask?
Page 5 : What does she do? What color does she paint the lion mask?
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Page 6 : What does she do? Why does she cut two green eyes?
Page 7 : What does she do? Why does she cut the plate?
Page 8 : What does she do? Does she look like a real lion? Who can roar like a lion?
5. Retell the Story <Retelling Cards> : Game : Put the cards in order.
▶
Photocopy the minibook and laminate them to make retelling cards. Prepare 2 sets. Also prepare 2 sets of sentence
cards. Put 2 sets of sentences in the pocket chart in order. Divide the students into two teams.
Place the picture cards at the back of the classroom. Ask each team player to race to the cards and find the correct card
to match it to the right sentence so the cards are put in order. The winner is the team that finishes first. Then read the
sentences all together.
6. O X Quiz <O X cards>
▶
Give the students each one sheet of paper and have them fold and cut their papers in half. Then have them write o
and x on the other to make O X cards. Ask the students detailed questions and have them answuer by holding up the
right card.
Wrap Up
7. Comprehension Building <Activity Book pp.18-19>
▶
On page 18, ask the students who are the main characters are, what Jane did yesterday, and what she does today
▶
On page 19, have the students number the pictures in order and answer the questions.
Activity Book pp.18-19
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Level 3-4_Book 2 Jane’s Mask
Day 4
Objectives
- To identify when we the past tense verbs
- To learn and practice the preposition “~ like”
Materials
Storybook
Activity Book
CD
More than 2 pairs of word card : see, saw, draw, drew, make, made
A game board, a die
animal mask cards:1.a lion mask, 2.an elephant mask, 3. a bird mask, 4. a snake mask, 5.a rabbit mask, 6.a sheep
mask
Getting Started
1. Learning the Story Song <Audio CD Track 10>
▶
Play the story song and hum together to the melody. It`s more important that the students focus on listening rather
than reading in their books.
▶ Sing each line and have the students follow. Then sing the song together by pointing to the words on the page this
time.
During Class
2. Identifying the past tense verbs “saw” “drew” and “made” < word cards : see, saw, draw, drew, made, make>
▶
Teach the students present tense verbs and past tense verbs using cards and example sentences.
Look at this card! Can you read it? “see” Today, I see a table. Now take a look at this card. Can you read it? “saw”
Yesterday, I saw a chair. “see” and “saw” have same meaning. I use “see” when I see something now, today. And
when do we use “saw”? I use saw when I saw something before or yesterday.
▶
Play the Memory Game with the students.
Here are some pairs of cards “see” “saw” “draw” “drew” “make” “made”. Let’s divide into two teams and play the memory
game! I’m going to put the words face down so you cannot see them. You need to remember where they are to find the
right pairs. Each team player can turn over two cards. If the cards matched, you can take the cards. But remember you
can only take the cards after you making sentences using the words, like “Yesterday I drew a rabbit.” “Today I draw a
tiger.” The team with the most cards wins. Understand? Here we go.
3. Learning and practicing the preposition ~ like < a game board, a die with 6 animal mask pictures on it>
▶
Act out and Guess: Act out some animals with the animal masks and have the students guess what animal you
are miming: Look at me, children. What am I doing? That’s right. I’m roaring. I`m roaring like a lion.
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Level 3-4_Book 2 Jane’s Mask
▶
Have the students act out the animals all together: What can you do with an elephant mask? We can stomp like an
elephant. Let’s stomp like an elephant. Let’s sing like a bird. Let’s crawl like a snake. Let’s hop like a rabbit etc.
▶
Play the board game with the children.
Look at this board. We are going to play a board game. Divide into two teams. We have a die. Look at this! What is
number 2? Yes, it’s an elephant mask. If it shows the elephant mask, you can go two steps. But remember! What can
you do with the elephant mask? You can stomp like an elephant, so you have to say, “ I stomp like an elephant.” Then
you can go. The team that gets to the end first wins.
4. Recognizing past tense and present tense verbs and the preposition ~like
<Storybook ‘Jane’s Mask’>
▶
As they read the book, help the students recognize when the past tense and present tense verbs are used and when
the preposition ~ like is used.
▶
Read the story with the students: Let’s read the story aloud together.
Wrap Up
5. <Activity Book pp. 20-21 >
▶
On page 20, Have the students complete the sentences using the right past tense verbs
▶
On page 21, Have the students write the preposition ~like to finish each sentence.
Activity Book pp. 20-21
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Level 3-4_Book 2 Jane’s Mask
Day 5
Objectives
- To identify the different animal masks and discuss what animal masks the students want to make
- To review and wrap up the lessons of the storybook
- To make the animal masks and then act them out
- To write the sentence about the masks the students made
Material
Activity Book
Storybook
CD
Paper plates, hard sticks, crayons, colored paper, scissors, glue, etc.
A camera (To take photos of the students wearing their the masks)
Getting Started
1. Story Song Review <Audio CD Track 05>
▶
Review and sing the story song as a group. You can also call up any student who wants to sing for his/her friends:
Can anybody sing the story song from last class? Who wants to sing it to their friends?
During Class
2. Story Retelling <Storybook ‘Jane’s Mask”>
▶
Encourage the students to retell the story with their own words in the following way: Can anybody remember what we
read last time? What was the story about?
3. Independent Reading
▶
Have students read the story to themselves.
▶
Take turns reading page by page or describing the plot picture by picture. You can also have each child reread a few
pages to you. Do so along the following lines: I will cover up the sentences and you will all take turns describing the
pictures.
4. Thinking Skills < Activity Book p. 22>
▶
Have the students find the correct animal mask and match it to the right animal.
▶
Ask the students what masks they want to make.
5. Arts and Crafts: Making animal masks < paper plates, crayons, scissors, colored paper, glue etc.>
▶
Give the students the materials they need to make animal masks
What do we need to make an animal mask? We need paper plates, crayons, scissors, colored paper and glue.
▶
Explain how to make an animal mask.
What mask do you want to make? Do you want to make a lion mask? First, draw a lion’s face on the paper plate. Next,
color the face. Third, make two eyes, a nose, and a mouth using colored paper and a crayon. Then color and cut the
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Level 3-4_Book 2 Jane’s Mask
edge of the paper plate to make a mane. At last put the stick on the bottom of the mask so you can hold it. Are you done?
What can you do with the lion mask? Yes, you can roar like a lion. Grrrr.
▶
Have the students act out the animals with the masks and take some photos of them.
Wow, you look like a real lion. I’m going to take some photos of you.
Wrap Up
6. Project Activity <Activity Book p. 23 >
▶ Ask the students what mask they made and write about it: What mask did you make? I made a lion mask. Yes, you
made a lion mask. It is a lion mask. You can write about it.
▶ Have the student put his/her photo on the space.
7. Bulletin Board Exhibition
▶ Exhibit the children’s photo on the bulletin board.
Activity Book pp. 22-23
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Day 6
Objectives
- To recognize what begins with the sn- and the sp-sound
- To learn the consonant blend sn- and sp- words: snake, snail, snow, spider, spill, spoon
- To classify the words according to the sn- and sp- sounds
Material
Flashcards: snake, snail, snow, spider, spill, spoon
Picture cards: snake, snail, snow, spider, spill, spoon
Photo copied cards for each student:
ake ,
ail,
ow ,
ider,
ill,
oon
Activity Book
CD
Paper, pens
Getting Started
1. Story Song Review ‘Jane’s Mask’
▶
Sing the story song. Initiate the activity in the following way: Let’s sing the story song together.
▶
Go through the motions that go with the song. You may also call on a volunteer to do the motions while the other
students to follow.
During Class
2. Phonemic Awareness and Write the beginning consonant blends <picture cards, paper>
▶
HAve the students listen to the words ‘snake’, ‘snail’, ‘snow’ and ask them to find the beginning sounds: Listen to me
carefully as you look at the pictures ‘snake,’ ‘snail,’ and ‘snow.’ What do they begin with? That’s right. They begin with
the sn- sound.
▶
Have the students fold and cut the paper in half and then write sn on the paper: How can you make sn? What letters
make the sn sound? S sounds /s/ and n sounds /n/. Let’s write sn on the paper.
▶
Have the students listen to the words ‘spider,’ ‘spill,’ and ‘spoon,’ and ask them find the beginning sounds of those
words: Listen to me carefully as you look at the pictures. ‘Spider,’ ‘spill,’ ‘spoon.’ What do they begin with? That’s right.
They begin with the sp- sound.
▶
Have the students write sp on the other half of the paper: How can you make sp? What letters make the sp sound? S
sounds /s/ and p sounds /p/. Let’s write sp on the paper.
3. Recognize the beginning consonant blends sn and sp
▶
Have the students fold the sn and sp cards in half so they can’t see the letters. Then spread the cards on the table
and play the game: Listen to me carefully. When you hear a word that begins with sn, find as many sn cards as you can.
When you hear a words that begin with sp, find as many sp cards as you can. Whoever gets the most cards wins.
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4. Phonics and Decoding <photocopied cards :
ill,
oon >
▶
Have the students decode the word cards that begin with sn and sp.
▶
Tell the students how you want them to make the sn- and sp- words: I’ll give you the cards
ake ,
ider,
ill, and
ake ,
ail,
ow ,
ider,
ail,
ow ,
oon. Let’s read them together. Now listen to me carefully and write down the letters for what I say.
Sn, sn, sn, snow. What letters do you need to write? Sn to make snow. Good job.
5. Practicing Consonant Blends <Activity Book pp. 24-25 >
▶ On
page 24, have the students color the spaces with the words that begin with sn-.
▶ On
page 25, evaluate if the students can recognize the right beginning sound.
Wrap Up
4. Making Your Own Book
▶ Have the students make their own book.
▶ Read the story all together.
Activity Book pp. 24-25
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