Lesson Plan: My Body | Teaching Moments

Hopefully, every weekend I could update this blog about lesson plans I did for my class for the week.

Topic: My Body {50 minutes}

Materials:

poster of a boy (I drew by myself)
cut-out arrows (6 pieces)
body labels

Greetings: Hi, Hello, How are you today? Students are expected to give varied response: I’m OK, I’m happy or I’m good.

Warm Up: Sing “Everybody Up”

Review: 1. Food

Review Food by singing the song “I Like Chicken” :

Hope you can see how my kids enjoy the song especially the “oh uh oh uh” part:)

2. My Face

Recite the following:

Two little eyes to look around.

Two little ears to hear each sound.

One little nose to smell what’s sweet.

One little mouth that likes to eat! Yumyum…

Phonics: { -an } My K-2 could read and spell the following words:

Lesson Proper: My Body

1. Post on the board the poster about the boy. Put an arrow on the “head” , touch your head and say “head”. As the students repeat what you say, move from one student to another and let them say “head” while touching their “head”. Do the same with the rest of the body- arm, leg, hand, knee and foot. This time choose in randonm about 3-5 students to name a particular part of the body.

2. After the introduction of the parts of the body, ask the students to stand up and exercise with you. You can start by asking them to follow what you’re doing:

Shake head and count 1-10.

Swing arms and count 1-10.

Kick legs and count 1-10.

Clap hands and count 1-10.

Bend knees and count 1-10.

Stomp foot and count 1-10.

Board work: Read a label (example: head) and ask them where’s the head. Place the label on the “arm” part and ask them “Is this the head?” Because I’ve been doing this all the time, my students are prompted to say “No” or “Yes”. Of course, good students will be the first to answer “No”. Next, place the label on the “head” part. Ask and let the students answer. Afterwards, by using Name List, I call students who haven’t been called to answer last week. I asked each called student to spell the word, I read the word and he/she repeat after me. Then, I’ll ask him/her to place the label on the correct part. After that, I ask the classmates if the answer is correct or wrong. If it’s correct, the student get 3 stars. If wrong, I’ll ask the next student (if the current student bears Student #23, I’ll call Student #24 to help) to put the label on the correct place. In this way, I encourage helping one another and discovering answers by themselves:)

Workbook Time: Usually, what they did on the board is the same on what’s found in their workbook . This is my evaluation to see if my K-2 truly understands the lesson and to assess their writing skill.