L1-2_Book 2 Spring Garden
BOOK 2
Spring Garden
Summary
A girl is holding a shovel and wearing muddy
clothes and boots. There are flowers planted
behind her. Even though she‟s muddy all over,
she looks happy. Planting must be very exciting!
Objectives
To learn how to plant
To name body parts
To know cause and effect
Vocabulary
Topic words: spring, warm, plant, seed
Story words: face, hand, leg, muddy, mud
Sight words: my, is, are, too
Phonics words: Gg, Hh
More Resources
Worksheet
Multimedia CD
Activity Book
Flashcard
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L1-2_Book 2 Spring Garden
Skills in Focus
Planting
Theme
Body parts
To use ‘S+V’ sentence pattern: S + be verb + C
Listening/Speaking
To name body parts
To use the adverb ‘too’
To read the storybook
Reading/
To learn how to use picture clues to understand the text as a reading stragegy
Language Arts
To use the ‘S+V+C’ sentence pattern
To recognize the sight words: my, is, are
To recognize uppercase and lowercase forms : Gg and Hh
Writing
To name alphabet letters: Gg and Hh
To trace letters and theme-related words
Lesson Plan
Getting Started
Day 1
During Class
Theme Introduction
Theme
Week 1
Day 2
Vocabulary
Wrap Up
Building Background Knowledge
Theme song
Describing Theme Pages
CD Track
Activity Book pp. 14-15
Singing a Song
Reading
the
Vocabulary Building
Storybook/
Game
Activity Book pp. 16-17
Picture Walk
CD Track 8
Day 3
Comprehension
Day 4
Story Song (Humming)
Echo Reading
Game
Vocabulary Review
Comprehension Check
CD Track 10
Activity Book pp. 18-19
Story Song (Singing)
High Frequency Words: my, too
Language
CD Track 10
Storybook
practice
Language Arts
Activity Book pp.
20-21
Week 2
Day 5
Choral Reading
Cause and effect
Storybook
Fun Craft
Thinking Skills
Activity
Activity Book pp. 22-23
& Project
Day 6
Phonics
Arts
Independent Reading
My Own Book Making
Using Reading Strategies
Letter Recognition
Storybook
Activity Book pp.31-32,
2
Game
24-25
L1-2_Book 2 Spring Garden
Day 1
Objectives
- To learn about planting seeds
Materials
Flash cards (how to plant)
A pot, garden soil, seeds, water
Activity Book
CD
Getting Started
1. Building Background Knowledge I <Flash cards: how to plant>
▶ Talk about the experience of planting. Encourage students to share their experiences. Use flash cards that show the
steps of planting: First, fill a pot with soil. Next, push a seed down into soil. Last, water the seed.
▶ Explain how to plant seeds: Have you ever planted seeds before? Who can help you plant seeds? Where did you
plant seeds? Let`s learn how to plant seeds together!
During Class
2. Build Background Knowledge II: Planting Seeds <a pot, garden soil, seeds, water>
▶Have the students touch the seeds and feel the soil they will be using. Ask two volunteers to fill a pot with soil. Ask
another two volunteers to push seeds down in the potted soil. Then let two other volunteers water the seeds. Put a
name tag(class name) on the pot: What does soil/a seed look like? How does soil/a seed smell? How does soil/a seed
feel? Who can help fill the pot with soil(push seeds down, water seeds)?
▶ Put the pot on a sunny window sill.
▶ Tell the students to look at their hand. Ask them if their hands are dirty. If they are, let them go to the bathroom. Help
them wash their hands: Look at your hands. Are they clean? Are they dirty? What should we do? Let’s wash our hands!
3. Discussion about the Theme <Activity Book pp. 14-15>
▶ Project the theme pages on the screen. Ask the students what they can see on the theme pages. Ask them if the
children in the picture are muddy or not, pointing to each child on the screen: What can you see in this picture? What
are they doing? What is this boy doing? Look at his face /hands/! Is it clean or muddy?
▶ Have the students repeat the names of the body parts they`ve learned (i.e. face, hands, legs) and point to the muddy
body parts on the activity book pp. 14-15. Then, encourage them to match the muddy body parts to the kids in the
picture.
Wrap Up
4. Learning the Theme Song <Audio CD Track 08>
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L1-2_Book 2 Spring Garden
▶
Listen to the theme song. While the students listen, go through simple motions to help them understand the song.
▶Encourage the students to hum the theme song and then vocalize it using the sound La: Let’s hum the song. Let’s
sing the song with the /la/ sound.
▶If the students get familiar with the melody, let them echo you or the CD line by line. Enlarge the lyrics on the theme
page on the screen.
▶Practice the motions (they should be simple and convey the meaning of the lyrics.). Sing the theme song: Eyes on the
(teacher) and go through the movements singing the song
Activity Book p. 14-15
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L1-2_Book 2 Spring Garden
Day 2
Objectives
- To identify body part words: hands, face, legs, shoulders, kneed, toes, eyes, nose, mouth, ears
Materials
Post-it
Activity Book
Storybook
Getting Started
1. Singing the Song ‘Head and Shoulders’
▶ Get the students` attention by singing the song „Head and Shoulders.‟ Go through the motions as you sing.
Encourage them to sing and do the movements. Then, sing the song using a fast tempo: (a song) Head and shoulders.
Knees and toes. knees and toes. X 2 Eyes and ears and mouth and nose. Head and
shoulders. Knees and toes x2
2. Reading the Storybook + Picture Walking <Story Book ‘Spring Garden’>
▶Show the students the book cover and encourage them to talk about it.: Who is this? What is she doing? Wheat does
her face look like?(legs, hands) What does she look like in general?
▶Tell the students the title of the storybook and help them guess what the storybook will be about: The title is Spring
Garden. Let’s read the title. What do you think the story will be about?
▶ Read the book to the students.
▶ Introduce vocabulary by pausing at each page to review what you have read: Let’s look though the pictures.
During Class
2. Vocabulary Building <Activity Book pp.16>
▶ Project the activity book (p. 16 ) on the screen. Point the body parts of the children and say the words. Have the
students repeat the words after you.
▶ As you say the body parts, let the students point to their body parts and repeat after you. Then, switch roles. Ask them
to say and point to their body parts. It‟s okay to make a few mistakes (i.e. touch the wrong body parts) and let them
correct error: Touch your face. (hands, legs)
3. Vocabulary Practice <Activity Book pp.16-17>
▶ Project the activity book (pp.16-17) on the screen. Ask the students which body parts are muddy: Which body parts
are muddy?
▶ Have a volunteer say a word (hands, face, legs) and point to the corresponding picture. Help the students match a
body part`s words to the right picture, and trace the first letters of the words. Help them put stickers on page 17: Match
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L1-2_Book 2 Spring Garden
the words and body parts. Trace the first letter of each word. Whose legs are they? Put the sticker on the boy watering
flowers.
4. Game (Post-it Game)
▶ Review the name of the body parts.
▶ Give the students post-it notes. Ask them to put the note on a body part that you will mention. Then, switch roles.
Help a volunteer say the body parts.
Activity Book pp. 16-17
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L1-2_Book 2 Spring Garden
Day 3
Objectives
- To visualize the story
- To use picture clues to help comprehend the story
Materials
Activity Book
CD
Storybook
Getting Started
1. Humming the Story Song
▶ Ask the students to hum the story song to get familiar with the melody. Get their attention by going through story song
motions as they sing. Play the story song whenever the background music is needed, such as during morning work time,
snack time, lunch time, or play time: Let’s hum the song.
2. Vocabulary Review <Story Book ‘Spring Garden’>
▶Ask the students what the title of storybook is and review the vocabulary that they`ve learned and to talk about the
book cover: What is the title of this story? What can you see on the book cover? (Pointing the pictures) What is it?
▶ Read the storybook to the students.
During Class
2. Echo Reading <Story Book ’Spring Garden’>
▶ Read each line and have the students repeat the line just read: Repeat after me line by line.
▶ Make sure that the students copy pronounce and space the words properly. If there are students who are not
participating, ask them to be a helping hand and read aloud next to you: Make a space between the words. Don’t jumble
all the words together. Could you be a helping hand? Stand next to me and help me read out loud.
3. Comprehension Check <Activity Book p.18-19>
▶
Put enlarged photocopies of the activity book (pp. 18-19) on the board.
▶
Let the students describe the pictures: Which body part is muddy?
▶
Say the sentences and help the students determine whether the sentence describes the correct picture or not. When
you read, emphasize the body parts: „My FACE is muddy’. Does it describe the picture?
▶ On page 18, help students color the right words.
▶ On page 19, have students match the right sentences to the pictures.
Wrap Up
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L1-2_Book 2 Spring Garden
4. Game <Where Is Muddy?>
▶
Demonstrate how to do this game. Ask a volunteer to stand in front of the class while the other students chant
“(volunteer‟s name), (volunteer‟s name), Where are you muddy?‟” Then, have the volunteer say, “My (body part) is
muddy.”(pointing his body part). Have the other students say “Go away, mud!” loudly.
▶ Make sure that every student has at least one chance to stand and answer the students` chanting: Who wants to be
it?
Activity Book pp.18-19
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L1-2_Book 2 Spring Garden
Day 4
Objectives
- To identify the possessive pronoun, my
- To use sentence pattern “----,too.”
Materials
Activity Book
CD
Getting Started
1. Singing the Story Song <Audio CD Track 10>
▶
Play the music and have the students sing the song. You can encourage them to sing the song in various ways: Let’s
sing along. Touch your body parts as you sing each body part.
▶
Show the students each page of story book as they sing.
▶
If some students can sing with lyrics, encourage them to sing the story song to the class.
During Class
2. Identifying High Frequency Words : ‘My’ and ‘too’
▶ Say the word „my‟ crossing your arms over your chest. Let the students repeat the word and movement after you.
Point to your body parts and say „my (body part)‟. (Whenever you say „my‟, remember to cross your arms over yourself.)
Let the students repeat the phrase and movement after you.
▶ Take any items (such as a back pack, a crayon, a chair, a cap, a toy) from a student. Ask that students ‘Whose is
this?’ Encourage that student to answer ‘My (a item)’ Make sure that everyone has at least one chance to answer. :
Whose is this? It`s my chair.
▶ Explain the meaning and usage of the word ‘too’.
▶ Practice to use the word „too‟ in a full sentence.
Wrap Up
4. Language Arts Practice <Activity Book p.20-21>
▶Put
the enlarged photocopies of the activity book (pp. 20 -21) on the board.
▶On
page 20, help the students trace and write the word.
▶On
page 21, help the students put the stickers on the best description about the pictures: Trace the word ‘My.’ Put the
sticker on the best description of the picture.
▶Encourage
the students to read the sentences.
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L1-2_Book 2 Spring Garden
Activity Book pp. 20-21
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L1-2_Book 2 Spring Garden
Day 5
Objectives
- To understand cause and effect
- To follow simple directions
- To improve motor skills
Material
Scissors
Glue stick
Activity Book
Getting Started
1. Choral Reading <Storybook ‘Spring Garden’>
▶ Read the first line of the story and have the students read the next line. After reading once all the way through, switch
the lines.
▶ Divide the class into two groups. Have one team read the first line and the other team read the next.
During Class
2. Cause and Effect <Activity Book p.22>
▶ Have the students describe each pictures. Encourage them to guess what will happen: What is the boy doing? Can
you guess what may happen?
▶Help the students cut the pictures and glue them on the right box: Cut along the black dotted lines. Watch out not to
cut your fingers. Which picture should put on the first box?
3. Fun Activtiy <Activity Book p. 23>
▶ As you say the sentence, let the students put the sticker in the right place: The monster’s hand is muddy.
▶ Let the students trace the sentence below: Let’s read this sentence. Trace this sentence nicely.
Wrap Up
6. Activity: Body Print
▶Divide the class into two groups and let a volunteer lay on a sheet of big paper. Ask other students to trace that
student`s body. : Lay down on this paper. Trace your friend`s body with a dark colored crayon.
▶ Give each team printed body part words. Encourage them to glue the right word on the right body part that they trace.
Put their work on the wall. Glue the word on the right body part.
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L1-2_Book 2 Spring Garden
Activity Book p. 22-23
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L1-2_Book 2 Spring Garden
Day 6
Objectives
- To recognize upper case and lower case Gg and Hh
- To name the alphabet Gg and Hh
- To trace and write the letter Gg and Hh
Material
Alphabet cards
Flash cards (gorilla, hat)
Activity Book,
CD
Getting Started
1. Independent Reading strategy <Storybook ‘Spring Garden>
▶
Project each page of the storybook onto the screen and let a pair of students read out as they point to each word.
▶
If the students have difficulty, help them use the reading strategy or give them clues: Which body part is muddy? Look.
There is mud all over her hands.
▶
After the students have read, give them small prizes such as stickers, stamps on their hands, or put their names on
the Star Reader list. (It might be displayed on the bulletin board.)
During Class
2. My Own Book Making <Activity Book pp.31-32, Stickers>
▶
Encourage the students to make their own storybook using the pages form the activity book (pp.31-32). If you have
enough time, encourage a volunteer to read aloud the class. Do so in the following manner: Do you want to read the
story book to your friends? Why don’t we make our own book? Make sure to write down your name in the book.
3. Letter Recognition <Activity Book p.24-25 >
▶Have
the students sing the ABC song pointing to the letter cards on the wall as they sing. (The Alphabet cards might
be displayed somewhere in the classroom.): Let’s sing the ABC song!
▶Hold
up a letter card (Upper case and lower case should be printed on it.) and name the letter displayed. Then, put the
letter card and a picture card beginning with that letter on the board: G is for gorilla! G, G, G, gorilla! H, H, H, for hat! H, H,
H, hat!
▶
Demonstrate how to write letters: Let’s write Gg/Hh!
▶
Practice writing letters by writing with a finger in the air: Show me your index finger. Let‟s write the letter Gg in the air.
▶
Have the students say the directions as they write.
▶
Help the students trace and write Gg and Hh in their activity books on pp. 24-25. : Show me your index finger. Let‟s
write the letter Gg in the air.
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L1-2_Book 2 Spring Garden
Wrap Up
4. Matching Game
▶
Make letter cards. On an oval piece of paper shaped like an egg, draw a cracked line and write letters in the upper
case form on one side and in lower case on the other side. Cut the letter card along the cracked line.
▶
Demonstrate how to match the upper case and lower case forms of letters and ask volunteers to match them.
▶
Make sure that all the students have a chance.
▶
Help the students match letters in their activity books on pp.24-25: Which banana has big G/ small g? Match the
banana with big G to the gorilla with big G. Which hat has the letter Hh? Color the hats having the letter Hh.
Activity Book pp. 24-25
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