PRESENTATION CLASS FOR YEAR 2

Teacher’s hairan

PRESENTATION CLASS for YEAR 2

Materials:

Each child and parent will receive these shapes made out of colored construction paper:

o                                                        1 yellow circle

o                                                        1 blue square

o                                                        1 red triangle

o                                                        1 green rectangle

o                                                        1 purple star

·                                 1 large yellow circle made

·                                 1 large blue square made

·                                 1 large red triangle made

·                                 1 large green rectangle

·                                 1 large purple star

·                                 Shaped cookies or:

·                                 1 box of round crackers

·                                 1 box of square crackers

·                                 1 bag of triangular ChIps Doritos

·                                 1 bag of retangular Chocolate Wafer Cookies

·                                 1 bag of star shaped marshmallows

·                                 1 type of dipping (paté)

INTRODUCTION:

My name is Frederico. I am 6 years old. I study at ___________________

I like FLUENTS because I play a lot.

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Maria Cecília. I am 6 years old. I study at Marista.

I like FLUENTS because we have swimming pool.

.

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is José Maria. I am 6 years old. I study at ___________________

I like FLUENTS because we get dollars.

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Matheus. I am 6 years old. I study at ___________________

I like FLUENTS because we have games.

.

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Beatriz. I am 6 years old. I study at ___________________

I like FLUENTS because we have surprises.

.

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Isadora. I am 6 years old. I study at ___________________

I like FLUENTS because my teacher is beautiful.

:

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Maria Eduarda. I am 6 years old. I study at ___________________

I like FLUENTS because I like the cooking class.

.

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Maria Clara. I am 6 years old. I study at ___________________

I like FLUENTS because I like the activities.

.

Rationale:

This lesson focuses on five basic geometric shapes. The lesson will focus on the names for the shapes, as well as each of their characteristics that makes them that shape

PART TWO:

1.                              Teacher: “Today we will be learning about 5 basic shapes- circles, squares, triangles, rectangles, and stars.”

2.                              FREDERICO: “ We see these different shapes everyday, and it is very important for us to recognize these shapes.”

3.                              MARIA CECÍLIA: “ We will be counting the sides and corners of each shape.”

4.                              JOSÉ MARIA: “First, we will learn about circles. Circles are round.

5.                              MATHEUS: Circles do not have straight edges or corners.

6.                              TEACHER: Can anyone give me an example of a circle object in your house? What about in our classroom? (I will then hang the large yellow circle on the board)

7.                              BEATRIZ: Next we will learn about squares.

8.                              ISADORA: There are many squares in our everyday life.

9.                              MATHEUS: Squares have four straight sides that are all the same length, or size.

10.                           (put up the blue square on the chalkboard. Pointing to the shape, explain:)

TEACHER: Two sides meet to form corners. There are four corners in every square. We are in a squared room right now. There are four corners in this room. Can anyone think of an object that has a square shape?

11.                          MARIA CECÍLIA: Next, we will learn about rectangles.

12.                          MARIA CLARA: Rectangles are almost like squares, but their sides are not all the same size. (put the green rectangle on the chalkboard)

13.                          FREDERICO:Next, we will learn about triangles. Triangles have three sides. (I will hang the red triangle on the board, point to this shape, and say:)

14.                          BEATRIZ: Two sides of a triangle come together to form corners also.

15.                          JOSÉ MARIA: How many corners does a triangle have? Can anyone think of some triangles we see in everyday life?

16.                          ISADORA: Finally we will learn about stars. (I will put the purple star on the board)

17.                          MARIA EDUARDA: Stars are made up of small triangles. A star has five corners, and 10 sides. I will then pass out one of each kind of food shape to each child to show the differences between the 5 basic shapes. 20 minutes

PART TWO: Each child should have been given three small, laminated shapes of a yellow circle, blue square, red triangle, green rectangle, and purple star made of colored paper.

Then say the following: “Class, I am going to ask you questions about the shapes we learned about today. When you know what shape I am describing, please hold your shape up high in the air.

1.      Which shape has three corners?

2.      Which shape is round?

3.      Which shape has four sides that are all the same?

4.      Which shape is made of small triangles?

5.      Which shape has no straight edges?

6.      Which shape has five corners?

7.      Which shape has four sides that look different?

8.      Which shape has three sides and three corners?

                         

                         

                         

PART THREE:  Shape hunting and Snack time.

The students may then eat their “shapes” (cookies and crackers with dipping, for dessert the wafers and marshmellows)

INTRODUCTION:

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Frederico. I am 6 years old. I study at ___________________

I like FLUENTS because I play a lot.

FREDERICO: “ We see these different shapes everyday, and it is very important for us to recognize these shapes.”

FREDERICO:Next, we will learn about triangles. Triangles have three sides. (I will hang the red triangle on the board, point to this shape, and say:)

INTRODUCTION:

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Maria Cecília. I am 6 years old. I study at Marista.

I like FLUENTS because we have swimming pool.

.

MARIA CECÍLIA: “ We will be counting the sides and corners of each shape.”

MARIA CECÍLIA: Next, we will learn about rectangles.

INTRODUCTION:

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is José Maria. I am 6 years old. I study at ___________________

I like FLUENTS because we get dollars.

.

JOSÉ MARIA: “First, we will learn about circles. Circles are round.

JOSÉ MARIA: How many corners does a triangle have? Can anyone think of some triangles we see in everyday life?

INTRODUCTION:

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Matheus. I am 6 years old. I study at ___________________

I like FLUENTS because we have games.

.

MATHEUS: Circles do not have straight edges or corners.

MATHEUS: Squares have four straight sides that are all the same length, or size.

INTRODUCTION:

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Beatriz. I am 6 years old. I study at ___________________

I like FLUENTS because we have surprises.

.

BEATRIZ: Next we will learn about squares.

BEATRIZ: Two sides of a triangle come together to form corners also.

INTRODUCTION:

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Isadora. I am 6 years old. I study at ___________________

I like FLUENTS because my teacher is beautiful.

ISADORA: There are many squares in our everyday life.

ISADORA: Finally we will learn about stars. (I will put the purple star on the board)

INTRODUCTION:

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Maria Eduarda. I am 6 years old. I study at ___________________

I like FLUENTS because I like the cooking class.

.

MARIA EDUARDA: Stars are made up of small triangles. A star has five corners, and 10 sides

INTRODUCTION:

SHABOOYA! Sha-Sha- Shabooya. Roll Call! Introduce yourself!

My name is Maria Clara. I am 6 years old. I study at ___________________

I like FLUENTS because I like the activities.

.

MARIA CLARA: Rectangles are almost like squares, but their sides are not all the same size. (put the green rectangle on the chalkboard)

NAME: ___________________________  DATE: ________________

TEACHER ______________________________          World’s Politics

The War in Afghanistan

By Ryan W., RENO, NV

Afghanistan; the land that has been at war for centuries.

Our fight started there with the tragic attacks on the twin towers on September 11, 2001. Since then we have brought the fight to Al Qaeda’s doorstep and have been performing military operations through all of Afghanistan. This war has been costly on our military forces and our economy but it is a necessary war none the less. If we were to leave Afghanistan now we will lose the progress that our troops have given their lives to help achieve.

Having U.S. presence in Afghanistan has been an eye opener to the outside world to help with it’s improvement. Troops in Afghanistan have helped build schools which has exposed the younger generation Afghanis to technology, new ideas, and drifted them away from the corruption of Taliban forces. In September of 2011, The 10th Mountain Division’s 3rd Brigade Combat Team helped with the building of eight schools in Kandahar. This is one step further in helping education flourish in Afghanistan. Software for Educational, Entertainment and Training Activities (SEETA) has planned to give students in Kabul a personal computer to help bolster educational possibilities. There are constant efforts to bring Afghanistan to a better standing in our ever growing world.

As our troops slowly return home from the war, Taliban are beginning to reassert themselves in society. The crackdown on women’s rights has always been a strong part of the Taliban presence. This lessened when U.S. presence was prominent there. Civil rights were a part of the reason to move into Afghanistan. We should be upholding what we set in motion because the Afghan women depend upon it. 
When Osama Bin Laden was killed by DEVGRU operators, Taliban blew up a police barracks to show they were not weakened. Another act that shows our presence is needed more than ever. As a part the United Nations, it is our duty to protect less capable countries. We must continue pushing on Taliban so that they are put down completely and will never harm anyone ever again. Afghanistan is not ready to loose U.S. presence which has helped improve society.

When we wake up in the morning, we have the ability to live without fearing for our lives. Afghan people should have the same right. Our presence there has made it so the threat of being out on the streets was an easy thing to do and to not fear a simple task as walking to work. Protection is what we provided to them and it’s what Taliban and Al Qaeda strived to take away. US troops made it so the Taliban and Al Qaeda forces were pushed into the mountains. If we are to leave Afghanistan the streets will become a place of fear for civilians and there would have been no point to our being there.

 
Through the many struggles the U.S. has undergone being in Afghanistan it has brought some good from it all. Afghan children now have schools where they can learn and being intelligent enough to form their own decisions. Civilians have civil rights and freedom of expression. Most important of all they had a sense of protection. No longer did they have to hide in fear. Our war there has brought Afghanistan to a state that it was never at before. That is why it is worth the sacrifice the US troops have gone through.

Source: Teen Ink

http://www.teenink.com/opinion/current_events_politics/article/442129/The-War-in-Afghanistan/

VOCABULARY

DEVGRU - DEVelopment GRoUp – Seal Team, Elite military group.

Bolster – a pillow.

Struggle -  Problems, violent efford, hard task

Undergo – to endure, to resist

This text was a school essay one teenager your age presented at school.

Now answer, please:

1.Do you agreed with the writer’s point of view? Explain your reasons.

2. Based on what you read on papers, do you think the population and the government of the United States are “on the same key”? Explain your reasons.

3. By your experience living in Brazil, and reading about the refugees that came to Brazil recently, do you think the Brazilian people would like to get involved to a war like that to “defend freedom” of another country?

Math – Money. 2

FLUENT’S

TEACHER HAIRAN’S LESSON PLAN

YEAR 3                                           DATE: 05/14

Lesson 13 – Y3 book page 59

Math – Money.

Step- by- step

1. Review money using the flashcards saying:

Student A has R$1,00. What coins does he need to have R$1,00? A fifty –cent coin, 3 ten-cent coins and a 4 five-cent coins. Continue practicing with the other students. Use as many examples as possible to be sure that the students have understood.

(I could also use real money if allowed read previous lesson plan).

2. It is time to produce money! Give students a copy of Appendix 1. Tell them to color and cut all the coins.

The’ll paint: the 50 GREEN, the 25 YELLOW, the 10 RED, the 05 BLUE and the 01 ORANGE.

When students have finished, ask them to tell how much money they have. Then, ask students to write their names on the back of the coins/bills and put in the envelope. Collect the envelopes with the name of each student.

4. Give worksheet 3 and correct.

Materials

7 envelopes, flashcards, 4 scissors, crayons.

Math – Money.

FLUENT’S

TEACHER HAIRAN’S LESSON PLAN

YEAR 3                                           DATE: 05/12

Lesson 12 – Y3 book page 56

Math – Money.

Step- by- step

1. Review numbers 1-100. Write the numbers on the board.

2. Review math concepts – addiction and subtraction.

E.g. I have ten fingers, so does everyone here. How many fingers do you have?

Ask students, how many fingers do student A and student B have altogether?

And how many fingers we all have together? (show on board 10 + 10 + 10)

Then ask the following:

            - How many hands do I need to have 5 fingers?

            - How many hands do I need to have 10 fingers?
            - How many hands do I need to have 25 fingers?

            - How many hands do I need to have 50 fingers?

            - How many hands do I need to have 100 fingers?

My students all know how to multiply and to divide. So I thought about showing on the board the count because some of the girls are still a bit weak on math. (E.g. 100 / 5 = 20). Tell me if you want it or not.

3. Now present flashcard money to students. Teach 01 cent, 05 cents, 10 cents, 25 cents, 50 cents, 1 dollar. Let students touch and explore. ( I have real coins, if you want I can show it in the classroom so they can see what’s written in them, different sizes, materials, colors etc)

4. Using a dollar bill from Fluents, ask the students how many cents there are in one ‘dollar’? Then ask how many 25 cents coins are there in one dollar? And so on for the ten and five cents coins.

5. Give students the Worksheet 1.

6. And worksheet 2. Correct with students.

Material

Flashcards and dollar bills if allowed.

Outside of the Classroom.

FLUENT’S

TEACHER HAIRAN’S LESSON PLAN

YEAR 2                                           DATE: 05/15

Lesson 13 – Y2 book page 58

Outside of the Classroom.

Step- by- step

1. Introduce the material by showing the flashcards.

Students will repeat the names and put flashcards on the floor.

2. When you have put all the flashcards on the floor and introduced all the vocabulary, say a word and ask students to point to the picture. Do it several times.

3. Show the picture and ask your student to say the word.

4. Invite students to walk around the school with the teacher. Show the students where the bathroom is. Ask them if it’s a classroom etc. Then show them the reception, go to the computer lab, ask them to count how many chairs there are in the computer lab. Count how many windows there are in the school. (I thought of them or me will be taking notes)

Show them a refrigerator, ask them what it is (students may not remember). Show them lockers etc (The more is shown the easier the activity)

5. Go back t the classroom.

6. Now let’s do the worksheet 1. Let’s do it together.

7. When students finish the activity, check their answers by checking the questions together and correcting on board and with each student.

8. Worksheet 2. And correct their answer on board.

Material:

Worksheets, Flashcards,

ATTENTION: There’s one more worksheet but I don’t think we’ll be able to do all 3 in the same class with all the walking and new vocabulary to absorb. The next class is the computer lab SYSMADO so I thought on using the Extra worksheet from lesson 12 and this third one from lesson 13. Let me know if you are ok or not and what to do instead.

Odds and Evens

FLUENT’S

TEACHER HAIRAN’S LESSON PLAN

YEAR 2                                           DATE: 05/13

Lesson 12 – Y2 book page 58

Odds and Evens.

Step- by- step

1. Tell students that we are going to play a game. (teacher’s book page 58)

HOW TO: They stand up and make a circle, each student gets 3 matches.

Ask students how many matches they all have all together.

Now each student hides one, two or three matches. After that each student has to guess how many matches they have in their hands.

Students open their hands and we all count it out loud.

The book says it gives candy I’d rather give them a token.

2. Every time there’s an answer, I’ll write it on the board: if it is an EVEN number I’ll write it on the LEFT side of the board, and if it’s an ODD number I’ll write on the RIGHT side of the board.

3. Ask students to face the board and find out what they have in common. Write the words EVEN and ODD next to the number. (I might have to draw or show them the matches in groups on the floor so they can visualize the odd and even).

4. Ask students what is the greatest number and what is the least number.

5. Erase the board.

6. Now let’s try other numbers, and students will tell if odds of evens. (25,37,82,93,62,17,3,13,45,49,84,90,9 etc)

7. Now worksheet 1 and then worksheet 2 and correct it with each student.

8. Play odd and even – Divide students in group one and group two: evens and odds.
Invite one student from each team to play odds and evens using their hands, They both put their hands behind their backs, when teacher says “go!”  each student shows a number between 1-10. Ask students to count how many fingers there are and then, ask if the number is an odd or an even number. If it’s an odd give the odd team one point, if it’s even give it to the even team.

9. with extra time, worksheet extra to do it together.

Materials

Flascards, matches, crayons.