Name: Aigner Jana, Erhart Laura, Kaltenbach Lisa-Marie
Matr. No().:
Lesson Plan
Target group:
School (type): primary school
Grade: 4th
Number of students (ca.): 20
Level of language proficiency:
Duration:
min
Subject matter analysis:
Topic(s):
The cupcake Rhyme
Contextualization:
Rhymes are already known
Working in pairs is known
Story telling with pictures are already known
Afterwards: roleplay with different shopping scenes (grocery)
Language skills:
Speaking, reading, listening, play, sing, fill in
Language systems:
Bakery, cupcake, frosting, down around the corner, penny
Down around the corner, in the bakery shop, were 5 little cupcakes with frosting on top. Along came ____ with a penny on top. She/ he bought one
cupcake and she/ he took it away. She/ he said “Boo hoo hoo. I guess I’ll come back another day.”
Pronunciation:
Bakery, cupcake, frosting, down around the corner, penny
Language functions:
narrating
Reference to curriculum
Precise aims/objectives:
The learners …
 Wide their cultural horizon (British culture)
 Understand the rhyme and can summarize the content in their own words
 Can say the rhyme rhythmically
 Understand the craft instructions for making finger puppets
Outline of the lesson:
rough time
frame
procedure
interaction
format
skills / language system
materials
Setting the
scene
Introduce the situation with pictures.
Whole
group is
listening
Inform
Pictures of the
bakery
“Down around the corner there is a bakery shop. This is a bakery. At the bakery
you can buy many delicious things. You can buy bread and rolls. Look at the girl.
She wants to buy something at the bakery.
Next you show the inside of the bakery. Draw the students attention to the
manifold choice of cupcakes.
“In this bakery you can buy many different cupcakes. I love cupcakes. There is
this cupcake with frosting on the top. This cupcake is with rosy frosting and a
Speak
Introduce
Rhyme
notes
cherry on top.”
Introduce all the central words from the rhyme so that the children can already
hear them before actually learning the rhyme.
Presentation
oft the rhyme
Play the rhyme from the CD. Support the children’s understanding by using
your finger puppets. Alternatively you may use pictures.
Whole
group
Listen
CD
Watch
Rhyme
Pictures
Choral
chanting
Say the rhyme line for line and let the students repeat.
You may vary the production by having groups of children repeat (boys, girls,
left side, right side)
I say the
words
students
repeat
Play with your voice
Listen
Rhyme
Read
Speak
Make sure
that every
student is
repeating
the rhyme!
Sing
Sing the rhyme
Fill with names of the classmates
Introduction
oft the written
words
Present the text on an overhead transparency
Read out the rhyme line for line
Whole
group
While students repeat fill in the missing letters of the brickwords. If necessary,
you get the children to repeat it more often
Read
Speak
Rhyme on
overhead
Match
Read the whole rhyme with your class.
Cover the text from right to left more and more so that the children have to
remember more and more
Individual
Hand out sentence strips for all the kids.
Individual
Read
Sentence strips
Have an eye
phase
Play the rhyme again and again
work
For weaker students you may colour the words that vary.
Teamwork
Match
Rhyme
Speak
Rhyme
Students get together in pairs and present the rhyme to each other.
Presentation
The class presents the rhyme which they know by heart.
You may also organize a tea party and the children present the rhyme (or more
rhymes) with the held of puppet fingers.
Extra activity
Making finger puppets!
You need:
 Pipe cleaners
 Glue
 Pictures of the cupcakes
Take a pipe cleaner and wind it around your finger. Put a dab of glue on a
picture of a cupcake and stick it on the pipe cleaner.
Small
groups
Pictures
Presenting
Whole class Making puppets
Pipe cleaners
Glue
Pictures of the
cupcakes
on weaker
students.