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https://www.canva.com/design/DAEuSSvpg10/ee4lwY8nyBjtyKERAtfX7A/view?utm_content=DAEuSSvpg10&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

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Creating a lesson plan for 2nd-grade ESL students about describing "My Day"

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Creating a lesson plan for 2nd-grade ESL students about describing "My Day"

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Creating a lesson plan for 2nd-grade ESL students about describing "My Day" involves engaging activities and clear language. Here's a step-by-step guide:

Lesson Title: My Day: Describing Daily Activities

Objective: By the end of the lesson, students will be able to describe their daily activities using simple sentences.

Duration: Approximately 45-60 minutes

Materials:

Visual aids (pictures of daily activities)

Whiteboard and markers

Flashcards with key vocabulary words

Worksheets (optional)

Storybook with a simple daily routine (optional)

Warm-up (5 minutes):
Begin with a simple warm-up activity to activate students' prior knowledge. Use flashcards with images of common daily activities (e.g., eating, sleeping, brushing teeth). Hold up each flashcard and ask students what activity it represents.

Introduction (5 minutes):
Introduce the topic of the lesson: "Today, we are going to talk about our daily activities. These are the things we do every day. Can you tell me some things you do every day?"

Vocabulary Presentation (10 minutes):
Present and teach key vocabulary words related to daily activities. Show pictures of each activity and repeat the words several times. Have students repeat the words after you.

Example Sentences (10 minutes):
Provide simple example sentences using the vocabulary words. Write these sentences on the whiteboard, emphasizing the structure and patterns. For example: "I eat breakfast in the morning." "I go to school in the afternoon."

Guided Practice (15 minutes):
Divide the class into pairs or small groups. Give each group a set of picture cards representing different daily activities. Ask them to work together to create sentences about their day using the vocabulary words. Circulate and provide assistance as needed.

Whole-Class Activity (10 minutes):
Choose a few students to share their sentences with the class. Write these sentences on the whiteboard and discuss them as a class. Encourage other students to ask questions or make comments about their classmates' daily routines.

Wrap-up (5 minutes):
Review the new vocabulary words and the sentences created during the lesson. Summarize the main points and ask students to share something new they learned about describing their day.

Extension Activities (optional):

1. Daily Routine Storybook: Read a simple storybook that describes a character's daily routine. Have students identify the different activities in the story.

2. Worksheet: Provide a worksheet with pictures of daily activities and blanks for students to fill in with sentences about their own day.

3. Interactive Game: Create a digital or physical game where students match activity cards with corresponding time-of-day cards.

Assessment:
Assessment can be done informally during the lesson through observations of students' participation, ability to form sentences, and understanding of the vocabulary. You can also assign a follow-up writing task where students write a short paragraph about their typical day using the vocabulary words.

Remember to adapt the lesson plan to suit the needs and abilities of your specific students. Keep the activities engaging, interactive, and age-appropriate.

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Questions:
1. What is the wheel's importance in contemporary society?
A. It is crucial for vehicles only.
B. It is crucial for watches only.
C. It is crucial for many things, including vehicles and watches.
D. It is not important in contemporary society.

2. Where were the first wheels discovered?
A. In Egypt
B. In Mesopotamia
C. In Greece
D. In Rome

3. Who invented the first wheel?
A. We know who the inventor was.
B. It was invented by the first human beings.
C. It was invented by someone very intelligent.
D. It was invented by a potter.

4. What was the first use of the wheel?
A. To move heavy things with cylindrical tree trunks.
B. To make pots on a potter's wheel.
C. To transport animals.
D. To create cars.

5. How did the wheel make it easier for animals to carry heavy weights?
A. By making the weights lighter.
B. By allowing them to pull cars instead of carrying the weights on their backs.
C. By making the weights smaller.
D. By making the animals stronger.

6. What is the wheel's significance to human beings?
A. It is not significant.
B. It is only significant for craftspeople.
C. It is significant for transportation and other areas of life.
D. It is significant for animals.

7. What is the author's tone towards the wheel?
A. Negative
B. Indifferent
C. Positive
D. Critical

Correct answers:
1. C
2. B
3. C
4. A
5. B
6. C
7. C

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The Wheel: great inventions that changed history | Educational Videos for Kids

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fatty, mixture, pan, race, special, celebrated

Pancake Day
In some countries, like the UK, Ireland, Australia and Canada, there's a _____(1) day for eating pancakes – thin, flat, round cakes made from a _____(2) of flour, milk and egg, fried on both sides.
Why pancakes?
Pancake Day is _____(3) on Shrove Tuesday, which is the day before the start of Lent. Lent is a time in the Christian calendar, the 40 days before Easter, when people don't eat rich, fatty foods. In the past, people wanted to use all of their rich, _____(4) foods, like butter and eggs, before Lent started. So they put them in pancakes!
When is Shrove Tuesday?
Shrove Tuesday is always on a Tuesday in February or March. The date changes each year, because it depends on the cycle of the moon. In France, the USA and some other countries, this day is called Mardi Gras or 'Fat Tuesday'. In others, like Spain, Italy or Brazil, Shrove Tuesday is the day at the end of Carnival.
Pancake races
In the UK, as well as eating pancakes on Shrove Tuesday, some people have a _____(5) with them! They run with a pancake in a _____(6), and when they are running they have to toss the pancake – they throw the pancake up in the air and catch it in the pan. In some pancake races, people dress up in fancy-dress costumes.

Correct answers:
1. special
2. mixture
3. celebrated
4. fatty
5. race
6. pan

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Magicschool.ai Vocabulary List - Text Based

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Magicschool.ai Vocabulary List - Text Based

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International Friendship Day
International Day of Friendship | LearnEnglish Kids (britishcouncil.org)

Good friends are really important for our happiness. They share good times with us — we have fun together, laugh together and they make us smile. But good friends are also there for us when things aren't so great. They listen to us, help us and support us through difficult times.

What makes a good friend?

A good friend is always there for you, whatever happens. They don't judge you — they accept you, value you and respect you for who you are. You can be yourself when you're around them. A good friend is kind, loyal and honest and isn't afraid to tell you the truth, even if it's difficult. You enjoy spending time together and maybe share some hobbies or interests.

What is the International Day of Friendship?

Friendship is so important that, in 2011, the United Nations decided to make a special day for it! The International Day of Friendship takes place on 30 July every year. The idea is that friendship between different groups of people, countries and cultures can help us live more peacefully together.

Friendship Days around the world

The International Day of Friendship on 30 July is not the only day celebrating friendship around the world. Some countries celebrate on different days. For example, Argentina, Brazil and Spain celebrate Friend's Day on 20 July, and in India and the USA, they celebrate it on the first Sunday in August. In Finland and Estonia, people celebrate Friendship Day on the same day as Valentine's Day, 14 February.

What do people do on the International Day of Friendship?

The main aim of the International Day of Friendship is to show your friends that you care about them and that you value their friendship. You could make a card or write a note telling them why they're such a great friend. You could make them a small present, such as a friendship bracelet, or bake a cake for them. Whatever you do on this day, it's a time to have fun and celebrate with friends, and perhaps make some new ones! Happy International Day of Friendship!

1. Happiness - a state of being happy or content
2. Accept - to welcome or embrace someone or something
3. Loyal - showing devotion and support to someone or something
4. Difficult - not easy or challenging
5. Cultures - the beliefs, customs, and practices of a particular group of people

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Student Work Feedback:

Strengths:

- Great job describing daily routine and school schedule.

- Good mention of helping mom, shows responsibility and caring.

- Used both analog and digital time, demonstrates understanding of different clocks.

Areas for Improvement:

- Add more details about daily routine (after school, bedtime).

- Use complete sentences for clearer and easier-to-understand ideas.

- Remember to capitalize first letter of sentences and use punctuation marks.

General Writing Feedback:

- Double-check spelling, use dictionary or ask for help.

- Read writing aloud to catch mistakes or unclear sentences.

Keep up the great work! You're putting in effort and will continue to improve with practice.

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My Daily Routine: Telling the Time -5E Model Science Lesson Plan Generator

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My Daily Routine: Telling the Time -5E Model Science Lesson Plan Generator

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Engage:

- Begin the lesson by asking the students, "What is your daily routine? What activities do you do every day?" Allow students to share their responses. - Show a visual representation of a clock or a picture of different activities throughout the day (e.g., waking up, eating breakfast, going to school, playing, having dinner, going to bed). - Ask the students to discuss with a partner or in small groups what time they think each activity occurs.

Explore: -

Provide each student with a clock face template and a set of hour and minute hands. - In pairs or small groups, ask the students to place the hour and minute hands on the clock face to represent specific times related to their daily routine (e.g., 7:00 am for waking up, 12:00 pm for lunch, 6:00 pm for dinner). - Encourage students to discuss and compare their choices with each other, explaining why they placed the hands at those particular times.

Explain: - Gather the students together and discuss their findings from the Explore phase. - Introduce the concept of telling time by explaining the meaning of the hour and minute hands on a clock. - Demonstrate how to read the time on an analog clock by pointing out the hour hand and the minute hand. - Provide examples of different times and ask students to identify and read the corresponding time on an analog clock.

Elaborate: - Give each student a worksheet with a series of daily activities and blank clock faces. - Instruct the students to draw the hour and minute hands on the clock faces to represent the given times for each activity. - Encourage students to write a short sentence describing the activity and the corresponding time.

Evaluate: - Have students share their completed worksheets with a partner or in small groups. - Ask each student to present one of their activities and the corresponding time to the class. - Assess each student's ability to read and represent time accurately on the clock faces. NGSS Standard Addressed: - 2.MD.C.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Note: This lesson plan can be modified and customized further to meet the specific needs and requirements of the 2nd-grade curriculum.

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Exploring Food for the Menu- Conceptual Understanding Generator

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Exploring Food for the Menu- Conceptual Understanding Generator

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1. Idea: Grocery Shopping Adventure Description: Take the students on a virtual or actual field trip to a grocery store. Give each student a pretend budget and ask them to choose ingredients for a menu they would like to create. Encourage them to consider different food groups, nutritional value, and variety in their choices. Back in the classroom, have them explain their choices and discuss how their menus meet the needs of a balanced diet.

2. Idea: Menu Planning with Food Groups Description: Provide the students with pictures or cut-outs of different food items from each food group (e.g., fruits, vegetables, grains, protein, dairy). Divide the class into small groups and ask them to work together to create a menu for a specific meal (breakfast, lunch, or dinner) using at least one item from each food group. Afterward, have each group present their menu and discuss how their choices contribute to a well-rounded meal.

3. Idea: Healthy vs. Unhealthy Choices Description: Show the students pictures or videos of different types of food, both healthy and unhealthy. Engage them in a discussion about the differences between these choices. Ask questions such as "What makes a food healthy or unhealthy?" and "How do these choices make our bodies feel?" Then, have the students work in pairs or small groups to sort pictures or cards of various foods into two categories: healthy and unhealthy. Encourage them to explain their reasoning for each choice.

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Magicschool.ai uygulamasında çeşitli testler oluşturulabilir ve kavramsal olarak neler kullanabiliriz bulabiliriz.

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Magicschool.ai uygulamasında çeşitli testler oluşturulabilir ve kavramsal olarak neler kullanabiliriz bulabiliriz.

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****Örneğin Joke generator ile öğrencilerin dikkatini çeken şakalar hazırlayabiliriz:)

Teacher Joke 1:
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Why did the dog do so well at school?
Because it was the teacher's pet!

Teacher Joke 2:
Why did the pencil go to the party?
Because it had a good point!