Instructional Video
Possessive Adjectives Song–»My Heart and Your Heart»–Rockin’ English
Lesson Planet: Curated OER
Get ready to snap along with the cool jazz beat! In this music video, example sentences are featured using the possessive adjectives my, your, our, his, her, its, your, their, and my.
1 min
1st — 6th
English Language Arts
CCSS:
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The word of the day: Note
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hayat_ramadan
Terms in this set (4)
The word of the day: Note
«Please write me a note,» said Bob.»
«In this sentence, the word NOTE is used to mean a short written message usually on a piece of scratch paper or notepad.»
When I say NOTE, I mean a short written message usually on a piece of scratch paper or notepad.
Example Sentence:
I left Mom a note on the fridge to remind her of football practice.
Non-Example
The class wrote a thank you letter to the guest speaker.
Unlike a note, a letter is a longer message. A note is a brief, short message.
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Some images used in this set are licensed under the Creative Commons through Flickr.com.
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- Example Sentence:
I left Mom a note on the fridge to remind her of football practice.
- Non-Example
The class wrote a thank you letter to the guest speaker.
Activity
Let’s face it, studying vocabulary is not something most children are exactly thrilled to do. Make it fun with this competitive family game! Pick a word of the day and see who can use it correctly the most times. This game will help your child learn new words by getting her to use them in real conversations. Increasing your child’s vocabulary is important for her grasp of the English language, and can also help her score higher on those tricky standardized tests.
What You Need:
- 20 index cards
- Black marker
- Pencil
- Ruler
- Bag or box
- Poster board
- Invisible tape
- Dictionary
What You Do:
- Prepare for the game: With the black marker, write a different vocabulary word on each index card and then put them all into a box or bag. For pointers on what words to use, you may want to look over your child’s homework or check with a teacher to see which vocabulary words your child needs to learn.
- At the top of the poster board, have your child write a title, such as «Word of the Day,» in big block letters. Leave some space underneath for the rest of the project.
- Use the pencil to trace an index card 5 times on the poster board, arranging the 5 rectangles like 5 dots on a domino. Leave some room around each rectangle so you have space to write the days of the week, and be sure to leave several inches at the bottom of the poster where you will write the names of each family member.
- Above each rectangle, have your child write the days of the week in order. Monday should be the top-left rectangle, Wednesday should be the one in the center, and Friday should be on the bottom-right.
- Underneath that, use the ruler to divide the remaining space into four equal quadrants. Invite your child to write each family member’s name in the upper-left corner of each quadrant and be sure she leaves enough space for tally marks to keep score. (Note: for families with more than 4 members, have one or both parents sit out so the kids can compete against each other.)
- How to play: At breakfast each day, have your child draw a word from the bag and read it out loud. If anyone can define the word, encourage them to explain it to the rest of the family. If not, look it up in the dictionary and then give examples of the ways you could use the word in a conversation.
- Give your child a piece of Scotch removable tape and then have her paste it under the correct day of the week.
- The object of the game is to see which family member can use the word the most times correctly in conversation. Have each person keep track of how many times they use it in that day. Maybe add to the challenge by seeing who can come up with the most creative or silly way to use the word in a sentence!
- At dinner time, each family member will share how many times they use the word during the day and for each time someone used it, have your child put a tally mark next to their name. Share stories with each other about how you used the word, and with whom.
- For the rest of the week, your child will draw a new card every morning and tape it to the poster, and every evening your child will tally up each family member’s score.
- On the weekend, the goal is to use as many of the 5 words that were used during the week in conversation. But if you’d rather take a break on the weekend, that’s fine too, just skip to the next step.
- On Sunday, help your child add up all the points that each family member received over the week. Whoever has the most points gets the title «Word of the Day Champion!» Reward the vocabulary whiz by letting her choose what’s for dinner that night or what movie the family will watch. Another idea: make a silly «crown» out of an old hat or construction paper that the Word of the Day champion can wear the rest of the week. This activity is a great way to increase your child’s vocabulary and get the whole family involved, but don’t expect to do it every week—you’ll run out of words!
Sample lesson plan for descriptive story (Some ‘jungle’ themed words of the day and descriptive story sheet on my Instagram highlights under the heading ‘jungle’. See teacher_julieanne.
| Subject: English – Descriptive story writing |
| Content Objective: The children should be enabled to create a descriptive story about the jungle |
| Learning Objectives: That the children should be enabled to… 1. give definitions of their new words of the day 2. become familiar with the use of their senses in descriptive story writing 3. work cooperatively with others when creating sample senses sentences. 4. create an imaginary setting for their story. 5. successfully plan a story set in a jungle. |
| Language Development opportunities in this lesson: Vocabulary pertaining to narrative/ descriptive writing New Words of the Day: Canopies, numerous, devour, predator, dense, lush, luxuriant, foliage, impenetrable, humid, disorientated, quagmire, immobilized, famished. Inclusion of senses: What I might see, hear, smell, taste and feel in the jungle. (Feel can refer to what you might physically feel or how you may feel emotionally) Pupils and teacher can discuss these together. Keep a record of what the pupils say so they can use it when story writing. See sample jungle senses created by pupils in my 2nd, 3rd and 4th class at the end of the post. Talk and discussion |
| Teaching Methodologies: Talk and Discussion: listening, questioning, brainstorming, think, pair, share. Collaborative/Co-operative Learning: group work. Skills Through Content: analyzing, synthesizing, describing, recording and communicating. Problem Solving: apply logic and rationality to given situations |
| Introduction: Teacher explains to the children that using their knowledge of their recent Jungle themed Words of the Day and the Jungle vocabulary sheet they had discussed the previous week (see bottom of post), pupils will be creating a story based on a jungle adventure.
Warm up games: Teacher will quiz the pupils on their knowledge of the Jungle Words of the Day that they have been learning for the past few weeks by holding up the various word of the day cards to elicit meaning for each. Teacher gives each group a vocabulary block (see post on tips for learning vocabulary), or foam dice with plastic pockets, which have a jungle word of the day on each face.The pupils can toss the block around the room, reading the word that is face up when they catch the block. They give the meaning of the word and put it into a sentence before tossing the block away. |
| Development: Teacher will give a quick recall of previous lesson. ‘Last week I gave you each a jungle vocabulary sheet. You found and highlighted all your recent jungle themed words of the day. We spent the whole lesson talking about the jungle using the sheet.’ Questions: Can anyone remember the two different jungles we discussed? ‘In geography we looked at a map of the world and identified these jungles and cities and places* nearby that we could use today for our story writing. We will use these as our settings today in our writing.’ *(Amazon Jungle America: Manaus City in Brazil lies on the banks of the Negro River in Southwestern Brazil. It is in the middle of the Amazon jungle. It has 2 million residents, airports, opera house, factories for rubber production etc. African Jungle: The Congo River Basin, located in Central Africa, is the world’s second largest rain forest. The rain forests of the Congo River Basin are notoriously impenetrable and unpopulated. Adventure travellers who want to visit Africa’s rain forest can start their adventure in Cameroon and Gabon.) The teacher will read aloud extract from ‘Magic Treehouse, Afternoon on the Amazon’ by Mary Pope Osborne (or another jungle extract) Explain that an author has to have a clear theme in mind for their story. Discuss the setting. MODEL: As a class brainstorm the setting for the jungle. Encourage children to use their senses when describing. What might they see, hear, smell, taste and feel in the jungle. The teacher can point out that all this depends on whether pupil is describing the jungle as they see it for the first time or perhaps it is during the exciting/ problem part of their story when they are being chased by a wild animal! (See sample jungle senses which were created by my multigrade classroom of 8-10 year olds . The teacher types the senses sentences that the pupils create on the interactive whiteboard, so all pupils hear and see the sentences and it helps others create their own sentences.) ACTIVITY: Teacher gives the pupils the planning framework sheet (at bottom of post) for them to work on their setting. Children create their own jungle descriptive paragraph using their senses sentences, new words of the day and the use of their jungle vocabulary sheet. See Jungle planning framework sheet below to see possible questions you can ask Pupils will finish their planning in another lesson, including creating characters using physical characteristic vocabulary and choosing good opening lines such as use of Phrase of the Day (see previous posts) |
| Differentiation: Teacher will place him/herself near x on commencement of pair activities to encourage him to participate and stay on task. Teacher will ask some of the exceptionally able students if they can read aloud samples of their writing to share ideas with the class. |
| Conclusion: Teacher will ask several groups to share the ideas that they listed until all ideas have been heard. NB Please note this lesson may continue into further lessons as pupils complete first and second drafts of their writing. Children may type their finished stories for display. |
| Resources: Jungle Words of the Day, Jungle vocabulary sheet. Pupil log books for words of the day and phrases of the day. Speaking and listening corner with displays of overused vocabulary, feeling vocabulary and physical characteristic and appearances vocabulary. Planning framework templates for each pupil. |
| Integration: Geography, art. |
Jungle vocabulary story sheet
Invite the pupils to highlight recent jungle themed words of the day. Spend one lesson on talk and discussion about the jungle using this sheet
Jungle planning framework for each pupil
| Title ideas |
| Introduce Character(s) Who are the characters in your story? Describe what they look like and what they are wearing! Describe their personality. |
| Setting Where does your story take place? Why are you there – are you on holiday, an explorer, plane crash, lost, a biologist, following a tour guide, a scientist, camping out. Describe how you got to the jungle.
Describe the jungle setting – use your senses – see, hear, smell, taste, feel |
| Plot Introduce the problem/ discovery: Do you encounter a problem – lack of food, no shelter, wild animals, lost in the jungle, plane crash, a deserted tour guide, sinking boat on the jungle river or do you make exciting discoveries, for example, find a new plant/ discover wonderful jungle creatures/ discover unexplored land / find hidden caves!
The exciting part: Describe exactly what you can see, hear, feel, taste and smell on your adventure in the jungle. Describe your emotions! |
| Conclusion/ Story ending Do you return home safely? Do you tell people about your discoveries? How would you describe your adventures? |
Create ‘senses’ sentences as a class for the jungle. You might have two different paragraphs in your story on senses. a senses paragraph on your setting in the jungle and later a senses paragraph about the exciting part /problem in your jungle story. Sample jungle senses for what you can see/ hear/ smell/ touch/ feel in the jungle are below…
Sample jungle senses…What I can see in the jungle:
- As I strolled through the lush foliage I could see the sensational sky fill with the pinks and purples of the setting sun.
- As I stumbled through the dense jungle I could see the gigantic scaly anaconda looking viciously at me as he slithered through the lush foliage
- I could see the massive green anaconda tearing and devouring its prey.
- As I climbed alongside the roaring waterfall I could see a herd of elephants crashing in the foaming waters.
- As I struggled through the quagmire I became immobilized with fear as I could see an immense and hazardous jaguar stalking me through the lush leaves.
- I could see the luxurious view from the top of the crashing waterfall.
- As I stumbled under the umbrella of trees I noticed rock python slithering around an ebony tree.
- As I stumbled through the dense and impenetrable jungle I caught a glimpse of the enormous harpy eagle circling around the cacao tree.
- I saw a cute okapi stumble on its four legs coming towards me
- As I hacked my way through the mangroves I saw a jaguar stare at me with her striking eyes, emerald green like the surrounding lush foliage.
- As I dived into the sparkling clear water I caught a glimpse of a brown rock python slithering over the massive jagged rocks.
- As I tumbled over the thick prop roots I noticed a harmless little chimpanzee in distress crying for his mother.
- As the humid air pushed against my face, I wandered through the lush jungle and noticed a pinkish grey bushmaster snake slither towards me.
Sample jungle senses…what I can hear in the jungle:
- I could hear the trickling of a small waterfall from a rocky slope
- As I walked through the impenetrable jungle I could hear the petrifying yelping of a furious animal that was trapped nearby.
- As I lay under my canopy of foliage I could hear the howler monkeys screech and scream.
- I could hear a predator strolling in the bushes beside me and I was immobilised with fear.
- As I crept through the thick foliage I could hear the thick leaves rustling together.
- When I was wandering through the humid jungle I could hear a grey parrot screech as he hid harmlessly in the luxuriant dense trees.
- As the sun slipped away through the trees the mischievous monkeys squealed and swung from the lush green vines
- As I was hiding in the rubber tree I could hear a predator roar in the distance.
- Ear bursting roaring from the bedraggled bear
- The powerful snorts of the wild pigs.
- The aggressive roaring of the jungle tigers
- Fierce hisses of the snake
- Tireless howls of the howler monkeys
- Uncontrollable howls of the spider monkey
- The energetic monkeys on the trees
- The savage howl of the leopard
- The wild snore of the enormous gorilla
- The loud squeak from the capybara
- As the rain fell like pearls the piercing squawks of wild birds could be heard as they screeched and flew to their minute and leafy nests
- The eerie caterwaul of the panther echoed through the immense jungle
- The affectionate whimper of the baby monkey nuzzling his mother
- An aggrieve bay from the supercilious jaguar
- The savage snarl of the fierce ocelot
- The malicious bay of the unstoppable tiger
- The petrifying yelping of the uncontrollable cougar
What I can taste in the jungle
- I could taste the sweat as I hid under the log of wood for protection as the jaguar crept past me.
- As I sunk my teeth into the luscious papaya an explosion of flavours filled my mouth.
- As I scavenged for food I found a luscious mango tree whose fruit was mouth watering
- I could taste the stagnant humid air as the night grew younger.
- I could taste the soft fleshy fruit of the avocado from beneath the lush foliage of its tree.
- As I was climbing up the spiky rocks I could taste the droplets of water from the crashing waterfall splash into my mouth.
- I could taste the horrible caterpillar as it burst its vile flavour in my mouth
- I could taste the flavours of the wild pigs meat as I hungrily tore chunks from its charred flesh
- I climbed up a banana tree and tore the smooth green skin from its soft fruity flesh
- I could taste the dirt rising from the dusty jungle track.
- I could taste the coarse dust flow into my mouth as we zoomed in the jungle jeep along the dirt track
- I tasted the raindrops on the edge of my tongue
- I tasted the minute rain droplets fall like jewels and gather on the tip of my tongue
- I could taste gruesome fleas hit my mouth
What I can smell in the jungle…
- As I climbed the banana tree I could smell their delicious sweet aroma
- As I drove into the jungle I could smell the lovely scent of lush leaves and foliage
- I could smell the lovely scent of exotic flowers as they filled the humid air
- I could smell the mouth-watering banana as the monkey was eating it.
- As I jumped over the rocks, I could smell the mouth-watering mangos dangling from the exotic trees.
- As I scaled over the luxuriant trees I could smell the disgusting stench of the tapirs droppings
- I could smell the odour of foul dropping of wild animals
- I could smell the rotting flesh of the wild pig.
- Wafts of the rotten foliage filled the air above the swampy quagmire below
- II was sweating so much in the humid jungle that I could smell my body odour.
- As I was racing away from the fierce jaguar I could smell the sweat that was trickling down my spine.
What I can feel in the jungle…
- As I woke up under the umbrella of trees I could feel insects crawling over my face.
- I could feel the battering rain hit my head as I dashed to my car.
- As I struggled through the quagmire of the aggressive crocodiles I felt frightened
- As I struggled through the jungle I could feel the quagmire soggy mud filling up my shoes
- I felt petrified as I crept past the aggressive pack of tapirs
- As I splashed the fresh water from the waterfall on the rocky slope onto my face I sighed and looked up at the rays of gleaming sunlight shining through the canopy of trees.
- I felt alarmed as I saw the wild animals fighting
- I could feel the heat from the ray of sunshine flowing though the leaves of the dense trees
- As I felt the coarse baby panther’s fur he growled softly at me.
- I felt parched and faint after falling from the bendy rubber tree and from being in the jungle humid heat for so long.
- As I lay in the foliage I could feel the baboons playing with my hair.
- I felt petrified as the large anaconda begin to wrap itself around my neck.
- I could feel the battering rain hit my head as I sprinted to the cover of the canopies in the monsoon forest.
- I could feel the tropical parrots’ wings brush against me as I wandered curiously through the jungle
- As I foraged for food on the forest floor I could feel the softness of the shrubs.
- I could feel the banana skins the cheeky orangatangs were throwing at me as I struggled through the dense forest floor.
- As I woke up from my frightening night in the jungle I could feel the heavy weight of an animal on top of my legs and I was immobilised with fear.
- I could feel the fur of the adorable baby chimpanzee as he snuggled against me.
- I could feel the drops of water as I waded past the waterfall which shimmered in the blazing sun.
Sample extract from a jungle story written by an 8-year-old. (Unfortunately, no mention of pilot!)
I looked down from my private jet window at the sun melting into the grassy hills. Samsara, my dog, was in her cage at the back of the jet.
Suddenly, I heard a bang! With a roar, we descended rapidly and crashed.
We had crashed in the Amazon jungle. I crawled my way through the debris of the jet to rescue my dog.
I was still quivering from the crash. I stumbled through the lush foliage. I could see the sensational sky fill with the pinks and purples of the setting sun. It was a lovely place but I was frightened.
I trudged under the canopies of foliage. I could hear the howler monkeys screech and scream. The humid air hit my face as I nervously sat under numerous canopies to sink my teeth into a luscious papaya…
Beautiful descriptive ‘Jungle’ extract from the novel ‘The Lost World’ to read to your pupils.
And then, under this high-pitched, ringing sound there was another, more intermittent, a low, deep-chested laugh, a growling, throaty gurgle of merriment which formed a grotesque accompaniment to the shriek with which it was blended.
For three or four minutes on end the fearsome duet continued, while all the foliage rustled with the rising of startled birds. Then it shut off as suddenly as it began. For a long time we sat in horrified silence. Then Lord John threw a bundle of twigs upon the fire, and their red glare lit up the intent faces of my companions and flickered over the great boughs above our heads
Still half-awake, and unable to imagine what it all might mean, I found myself hurrying madly after him through the wood, a rifle under each arm and a pile of various stores in my hands. He dodged in and out through the thickest of the scrub until he came to a dense clump of brush-wood. Into this he rushed, regardless of thorns, and threw himself into the heart of it, pulling me down by his side
I had the same feeling of mystery and danger around us. In the gloom of the trees there seemed a constant menace and as we looked up into their shadowy foliage vague terrors crept into one’s heart. It is true that these The Lost World 189 of 353 monstrous creatures which we had seen were lumbering, inoffensive brutes which were unlikely to hurt anyone, but in this world of wonders what other survivals might there not be—what fierce, active horrors ready to pounce upon us from their lair among the rocks or brushwood
Not to be confused with «climb», a clime is a region known for its weather. In the dead of winter, we dream about heading to sunny climes, where we can hang out in shorts.
The key to remembering clime is that it’s so similar to «climate,» with which it shares the Greek root klima, «zone.» So a clime is a zone that has a characteristic climate. Folks in colder climes think nothing of the kind of snowfall that we down here in the south get all panicked about. But then again, when they come here to our warmer clime, they forget to put on sunscreen; people from one clime can learn a lot from a visit to a different clime.
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School 7 named after K.Ushinskii
Lesson Plan
Theme of the lesson: Times of my day-3
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Unit:3 |
Time. |
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Teacher’s name: |
Baltabekkyzy A |
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Date: |
17/11/2022 |
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Grade: 3 Б |
Number present: absent: |
|
Theme of the lesson: |
Times of my day-3 |
|
Learning objectives(s) that this lesson is contributing to: |
3.2.1.1 make basic statements which provide personal information on a limited range of general topics; 3.4.1.1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; |
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Lesson objectives: |
All learners will be able to:
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Plan:
|
Part of the lesson/Time |
Teacher’s activity |
Student’s activity |
Assessment |
Resources |
|
Beginning of the lesson Warm up activity. |
Organization moment:
Teacher suggests class to watch video “The morning routines song | Daily routines” |
Pupils great teacher and take their seats Pupils watch the video |
https://www.youtube.com/watch?v=VlkJRzAwgd0 |
|
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Middle of the lesson |
Main part Game “Preposition of time and place” choose the right option Vocabulary Time of my day use it in class today PPT. Task 1. Listen to the text. Tick the correct item in the box next to the item For SEN pupil task is to match words and pictures Physical training Task 2. Make up 7 sentences. Draw the time on a clock. Write sentences using drawn time and phrases from the box. For SEN pupil task is to choose the correct words Ex 5 Rearrange the letters and complete the sentences. Then match |
Pupils should choose the right option Pupils repeat and write new words Pupils follow teacher’s instructions and tick the correct item SEN pupil complete match words and pictures Pupils dance Pupils complete the sentences with correct word SEN pupil choose the correct words Pupils follow the instructions and complete the sentences |
1 point Descriptor: Knows the prepositions 6 points Descriptor: ticks the correct item. 5 points Descriptor: • draws the time on the clock; • uses words from the box; •writes sentences using drawn time 5 point |
ppt ppt worksheet Worksheet |
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End of the lesson. Reflection |
At the end of the lesson play game and Put the ball in the correct place”. Teacher said where the ball and pupils follow the instruction Teacher asks pupils “How are you?” to find out their mood at the end of the lesson, pupils make conclusion how the lesson influenced students and why. Home task: P:27, Ex1. 2 |
Pupils should put the ball in the correct place Pupils evaluate themselves using evaluation lists. |
1 point Feedback |
Handouts |
Checked___________