Easter lesson lesson plan

“Happy Easter!”

Special lesson Level 3 Age 7-9

Lesson plans for ESL kids teachers

Special lesson

Easter

In this lesson, students are introduced to some common Easter vocabulary. They also make and present Easter cards, read a fun story and play lots of fun games, including an Easter egg hunt.

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Age: 7-9 years
Time: 1 hour – 1 hour 20 mins
Objectives: Have fun with Easter themes, say where things are with 7 prepositions.
Structures: “Happy Easter”, “Where is the Easter egg?”, “Do you like …?”, ” Yes, I do”, “No, I don’t”, “Who’s this?”.
New vocabulary: Easter, Easter rabbit, hop, Easter egg, chocolate, basket, ears, tail, in, on, under, next to, above, behind, in front of.

Lesson materials

Flashcards:

Easter flashcard: Easter rabbit

Printables:

Easter egg prepositions 1 worksheet
Easter egg prepositions 2 worksheet
Easter egg prepositions 3 worksheet
Where are the chocolate eggs? reader worksheet
Pin the tail to the rabbit sheet

Readers:

Where are the chocolate eggs?

Supplies:

name tags for each student
board with markers / chalk
[hide_on_uk]candies[/hide_on_uk][hide_on_us]sweets[/hide_on_us]
wrapping paper
construction paper / card (to make Christmas cards, enough for 1 card per student)
craft supplies to decorate Christmas cards (e.g. glitter, cotton wool for snow, shiny stickers, etc.)
envelopes (one per student)
device to play the song on

Notes:

In this lesson, students are introduced to some common Easter vocabulary, make an Easter card and, of course, play lots of fun games. During the lesson, students will hunt for mini-Easter eggs, so a good supply of mini-eggs and a basket to collect them in will be needed.

Lesson procedure:

Warm up and maintenance:

1. Greetings and name tags
Greet the students as they enter the classroom and gesture for them to sit down. Before class prepare some blank name tags (stickers or pin-on tags). Give these out and have everyone write their names and put their tags on. If you use pin-on tags, you can keep and give out every class.

2. Review time
Play some review games from previous lessons for this review section. Have some fun games and go over new structures and vocabulary.

3. Homework check
Check each students’ homework worksheet and ask questions to check their understanding. Give lots of praise, and then put some kind of mark on the homework sheet (e.g. a sticker, a stamp or draw a smiley face).

Finally, tell your students to put their homework back into their bags.

New learning and practice:

1. Introduce the Easter rabbit
Tell your students that today is a special lesson – an Easter lesson! Show a picture of the Easter rabbit. Teach “Easter rabbit”.

Ask students to show you their Easter rabbit impression, and join in, hopping around the classroom (say “hop, hop, hop”).

2. Teach new vocabulary: Easter egg, chocolate, basket
Using the Easter rabbit picture, point to the Easter eggs in the bunny’s basket and ask what they are and teach / elicit: “Easter egg”. Take out a mini-Easter egg (the type which is covered in [hide_on_uk]colorful[/hide_on_uk][hide_on_us]colourful[/hide_on_us] foil).

Teach / elicit: “Easter egg” and “chocolate”.

Elicit the [hide_on_uk]colors[/hide_on_uk][hide_on_us]colours[/hide_on_us] of the foil. Take out a small basket (or even a paper box is fine) and teach “basket”. Put the egg in the basket.

3. Teach / Review “Do you like ~”, “Yes, I do”, “No, I don’t”
Take off the foil wrapper and show the chocolate egg. Say, “Yummy!”. Then say, “I like chocolate!”, and eat the Easter egg, all the time saying “yummy!”.

At this point your students will probably be clamoring for an egg. Give out a little basket (simple paper boxes are also fine) to each student. Pull out another egg (it is probably a good idea to have them hidden somewhere, e.g. in a large pocket) and ask one student, “Do you like chocolate?”.

Teach / Elicit, “Yes, I do” (or “No, I don’t” in the unlikely event that someone doesn’t like chocolate!). Continue with all the students – only giving the eggs to kids who answer correctly (come back to the ones who made a mistake later).

Don’t let your student eat the eggs – they have to collect and keep in their baskets to take home.

4. Teach / Review prepositions of location “in”, “on”, “under”, “next to”, “above”, “behind”, “in front of”
Take out a small box and elicit / teach “box”. Put an egg in the box. Ask “Where is the Easter egg?”. Teach “It’s in the box”. Chorus this phrase x3.

Next teach / elicit “on“, “under“, “next to”, “above”, “behind” and “in front of” the box (each time chorusing x3). Then do a check by putting the egg in, on, under, next to, above, behind and in front of the box and asking your students where the egg is.

Do with a few more objects in place of the box (e.g. pencil case, book, etc.).

5. Do the “Easter egg prepositions” worksheets
Let’s practice the 7 prepositions of locations with a couple of worksheets.

Worksheet 1: Give out a worksheet to each student. Model what to do – chorus the prepositions in the box at the bottom of the worksheet, then ask which word should be written in the first blank (The egg is under the chair).

As students are working on their sheets, circulate and help out. At the end, have the class report to you the answers.

Worksheet 2: Put students in pairs. Give the worksheet to Student A in each pair and a blank sheet of paper to Student B.

Give all the Student As a couple of minutes to draw Easter eggs on their sheet – do not allow student Bs to look!

Then get Student A to say a sentence to student B, such as “The egg is on the book”. Student B should draw a book with an Easter egg on it on his/her blank sheet of paper. D for all the pictures. Again, don’t let either student look at the other’s sheet.

At the end, students can compare their sheets to check their answers.

If you have time, you can give Student B the worksheet to repeat the exercise, this time with Student A drawing the pictures on a blank sheet of paper.

6. Do the “Easter egg hunt”
Now let’s hunt for some Easter eggs! Before class, hide 4 eggs per student all around the classroom – in drawers, on shelves, under cushions … anywhere you can think of (try to remember where they are!).

Say to one student “Look in / on / under / next to / above / behind / in front of (the book)” (you can point). The student can go and look and then find the egg and put in his/her basket. Do twice for each student so that everyone has collected two eggs each.

Finally, say that there are two more eggs per student hidden in the classroom. Let everyone go off hunting (but they must each stop after finding two more eggs).

As your students are hunting you can help them out by giving more directions using prepositions.

Next, put students in pairs so they can play the same game – Student A hides one of their eggs (send Student B outside of the classroom) and then Student B asks questions to find the egg (“Is it under the desk?”, etc.). It is well worth teaching “near” to help students locate the approximate area to look in (“Is it near this desk?”). Have students change rolls a few times, hiding and finding their eggs.

7. Read and write time
This segment can be part of all your lessons. Spend 10 to 15 minutes building up your students’ writing and reading skills. You’ll need to assess your students’ reading/writing level and then choose to start at one of the following stages:

Reading and writing activities by level:

1. Beginners: students cannot read or write the alphabet.
Each lesson introduce 3 lower-case letters of the alphabet (first lesson will be a, b, c). Use flashcards to do this. Play alphabet games and do printing worksheets.
» See our ‘Alphabet a-z (lowercase)’ mini-lesson plans for full details.

2. Early starters: students have experience with the alphabet but need phonics practice.
Each lesson introduce 5 lower-case letters of the alphabet (first lesson will be a, b, c, d, e). Use flashcards to do this. Start by working on the sounds of the letters and then move onto letter clusters (e.g. sh, ee, etc).
» See our ‘Alphabet’ and ‘Letter clusters’ mini-lesson plans for full details.

3. Early readers.
Work on reading and writing simple sentences with lots of practice activities.
» See our ‘Early reading’ mini-lesson plans for full details. (click on “Early reading” tab)

4. Elementary readers: students can read and write simple sentences well.
Work on reading and writing short texts and stories.
» See our ‘Reading short texts’ mini-lessons for full details. (click on “Reading short texts” tab)

8. Read classroom reader “Where are the chocolate eggs?”
This classroom readers ties in perfectly with the Easter egg hunt and worksheets your students done today.

Before class, download and print off the reader “Where are the chocolate eggs?”. As you go through each page, point to the pictures and ask where the Easter Egg is hidden, helping with vocabulary:

Teacher: Where is the chocolate egg? (with kitchen page open)
Students: The oven!
Teacher: Yes, that’s right! Is it on the oven?
Students: No, in the oven!
Teacher: Yes, good job! The chocolate egg is in the oven!

Get the students really involved in the story by asking lots of questions (e.g. eliciting the objects and the [hide_on_uk]colors[/hide_on_uk][hide_on_us]colours[/hide_on_us] of the eggs).

After reading the story, give out a reader worksheet to each student and have everyone complete the exercise. Then go through the answers as a class by reading the story quickly again.

Alternatively, watch our video version of the reader (Internet connection required).

9. Make “Easter cards” for parents
You can easily make these in class with some construction paper, felt and common craft supplies.

Before class, cut out enough card for each student for the actual card. Also, cut out a green grass shape for each student and different [hide_on_uk]colored[/hide_on_uk][hide_on_us]coloured[/hide_on_us] oval shapes for the eggs. Finally, cut out strips of felt for the ribbons and small circles to stick on the eggs.

In class, have your students glue the felt onto the cards to make a pretty Easter card for their parents. Then get everyone to write an Easter message inside the card. Some ideas are “Happy Easter!” with something like “I hope the Easter rabbit comes this year!” or “I hope we find chocolate eggs!”, or something similar. Let your students use their imagination.

A nice idea is to have each student give their card to their parents after the lesson (in an envelope if you can stretch your budget far enough!).

10. Play “Pin the tail on the Easter rabbit”
Let’s finish with a fun Easter game! Create the rabbit with our “Pin the tail to the rabbit” sheet. You’ll also need cotton balls and tape.

Put the sheet on the wall and blindfolded each student in turn – they have to pin the tail (cotton ball with tape) onto the rabbit. Mini-Easter Eggs can be prizes!

Wrap up:

1. Assign homework: “Easter egg prepositions 3″
Hold up the homework worksheet and model what to do – read the sentences under the pictures and draw an Easter egg in the correct position according to the prepositions. Do for a couple of the pictures.

Give out the worksheets and say, “Put your homework in your bags”.

2. Do “Quick check” and say goodbye
Time to leave the class. Make sure everything is put away and the students have gathered their belongings. Have them line up at the door and place yourself between the door and the students.

For each student hold up the box and Easter egg from earlier in the lesson and put the egg in a location to test the student, asking “Where is the Easter egg?”.

When they give you the correct answer say goodbye and let them leave. If their answer is wrong, have them go back to the end of the line – they will have to try again once they reach the front!