Activities

Monday
•  With a smile on your face, you'll show them a big question mark made out of paper. Then, you, the teacher, will say: "What?"And the students will echo: "What?" (2.5min)
•  Immediately, on the board, you'll write the word noun pasting the question mark beside the word and sounding it out: noun. After the students echo the word noun, you'll put six lines around the word and draw at the end of each line: a person, an animal, a plant, a place, a school object and, a question mark as a synonym of an idea. See noun diagram (3.5 min).
• The teacher will move the question mark made out of paper, around the peripheral words from the noun word. The teacher will take the necessary time to name teachers and subjects, staff members and positions, ordinary school items, and only six places: Texas , Houston , the school's name, house, home, and apartment. You will support the activity with flash cards, toys and real items ( 19.5 min).
•  The student will have enjoy the rest of the time copying what it is on the board. The will write in the notebook the meaning of the words they don't know. This is the moment to introduce the way the students must present information on the notebook page. (19.5 min.)
•  While the students are working, the teacher must take attendance and remind them to study every day.

Tuesday
•  The students will write in their notebook: Noun is the name of a particular person, place, thing or idea. The teacher is going to take attendance and ask the students to study every day what has been taught. Then, teacher and students will read the concept together and echo it three times. (5 min.)
•  The students will be exposed to the wonderful world of pronouns. With the help of a chart, they will play: "If I say he you say his" indicating first the subjective pronoun and then the objective pronoun. Then, the students will change the objective pronoun to the first place and set in the second place the possessive pronoun: "If I say me you say mine or my . (20 min)
•  The student will memorize the nouns and indicate them with the help of demonstrative pronouns. Example: “This, my English teacher”, “These, his pencils” (20 min.).

Wednesday
•  The students will remember aloud the demonstrative pronouns they used while saying: “That, my cat”, etc. and will understand the importance of the missing part: to be. (10 min)
•  A new chart it is going be waiting for them on the board. The present tense of the verb to be. While the students copy the new chart the teacher can take attendance and inform them about the quiz they will have on Friday after the naming lesson. (10 min.)
•  The students are going to leaf through the pages of the notebooks and will remember about the question word what . Every time the teacher says what, the students will answer by looking at the nouns they listed on their notebooks. Looking at the pronouns and the to be charts, the students will create simple sentences. Example: “This is my pencil”, etc. If the participant is wrong you'll keep trying until you get it correctly. A volunteer is going to write the sentence on the board and everyone is going to write it in their notebooks. (25 min)

Thursday
•  This is the day when the students integrate all that they have been learning about the question word what, nouns, pronouns and the verb to be in its present tense. (3 min)
•  The students will get three index cards where they have to recreate the three charts learned during the last days: 1.subjective, possessive and objective pronouns ; 2 . demonstrative pronouns , and the present tense of the verb to be. At this moment the teacher takes attendance and reminds the students about Friday's quiz. (15 min)
•  The student will be able to understand the grammar issues that allow us to change a simple sentence into a question.The students can use the simple sentences created on Wednesday. If for some reason the students don't finish the sentences, they will complete them as homework. (23 min.)

Friday
•  The teacher will explain two ways to ask about a name:
1. “What __ the name of ____ ?” filling the first blank space with the to be verb that it's needed and in the second blank a noun. (7 min.)
2. “What ___ name?” filling in the blank space with the proper verb to be and a pronoun. (7 min.)
•  Each student will come to the board and write a simple sentence and change it to a question. Then, the student will ask the name of an item to a classmate and the classmate has to come to the board to do the same until the last student has participated. (31 min). At the time when the student comes to the board attendance will be take.

Time Spent on Activities

Monday
Tuesday
Wednesday
Thursday
Friday

2.5 min.
what?

5 min.
noun
attendance
10 min.
demonstrative pronouns
3 min
integrate knowledge .
7 min.
asking a name
3.5 min.
Noun
20 min.
pronouns
10 min.
to be
attendance

15 min.
3 charts
attendance

31 min.
quiz
attendance

19.5 min.
naming

20 min.
demonstrative pronouns

25 min.
sentences
23 min.
making questions
 
19.5 min.
copy
attendance