SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
SEPTEMBER 04 TO SEPTEMBER 22
School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Social practice:

3rd Grade Unit 1 Product A Illustrated dialogues Talk and write to participate in everyday dialogues
Environment: Specific competence:
Familiar and community Recognize expressions related to personal expectations for the school year in a dialogue
Stage(s): Doing with the language (Activities): Knowing about
the language
At the beginning:
th (Background):
Greet your students, and write date. E.g. Today is Monday, September 4 , 2017.
Connect previous contents, awake their interest to the class with a short game to set expectations.
During the session:
Remind students to raise their hands before speaking, have eye contact with all of them.
To develop students´ comprehension of written and spoken English; use basic drawings, examples, realia, body language, and/or words
with similar spelling in English and Spanish such as copia-copy, etc.
Adapt the elicitation of vocabulary according to students´ level of performance.
At the end:
Recap what was learned, monitor students´ notes in their notebooks or books.

Session 1:
7 minutes School year
activities:
 Choose a Welcome students to the unit about Illustrated Dialogues. Write as a title: “2017-2018 School Plans.” To set the environment, invite  go to school
classmate students to try singing along with you the following song, which recommended tune is The wheels on the bus. Click here to listen to the  read a book
and decide tune. Create new stanzas replacing the underlined school year activity for any other from the list.  write my
how many notes
 Read a book (act out reading).
sentences the This school year, I will go to school, go to school, go to school.  learn a lot
dialogue will  Write my notes (act out writing).
This school year, I will go to school. Oh! Yes, for sure!  participate
contain.  Learn a lot (touch your forehead).
(act out)
 Participate (raise your hand).
8 minutes
Trace a big school between trees and ask: “What is your plan for the school year? Listen to mine!” To introduce school year activities;

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 act out and say: “This school year, I will go to school.” Then, write on the board “go to school”, make a drawing to represents it. Then
ask: “What is your plan for the school year?” Have students say the following phrase aloud: “This school year, I will go to school.”

The following images are just a reference for drawings; make sure each activity is represented with a simple drawing:

go to school read a book write my notes learn a lot participate

5 min
Guessing. Say: “Let´s see if you guess the activities...” Write on the board: “This school year, I will __________!”
Act out walking. Read the phrase you just wrote, ask students to complete it by saying the corresponding activity aloud. Then, invite a
student to complete the phrase by copying from the board the corresponding activity onto the line. Do the same with the rest of the
activities.
15 min
Ask students to take out their notebook and copy the title from the board: “2017-2018 School plans.”
Say: “I will dictate one of the previous mentioned activities, you will look at the board to find the activity, then, you will write it on your
notebook next to a small illustration.” Walk through the aisles to monitor correct spelling. Finally ask students to put a check mark on 3
of their favorites.
15 min
Erase the illustrations from the board. Tell them that at the question: “What´s your plan for this school year?” You will draw an
illustration and they will say the plan that represents that illustration, i.e. “This school year, I will read a book.” Do the same with the
rest of the activities and invite different students to participate. Finally, invite students to sing along with you again.

Session 2
7 minutes Vocabulary:
 Decide on the Material required for this activity: A hand puppet or a finger puppet. Prepare the hand puppet to be shown but keep it hidden from  Greetings
turns of students. Welcome students to the session, and say: “Today, I have a surprise for you! Are you ready for it? … Look!” Introduce the  Whose turn
participation. puppet by slowly showing it partially, it will draw student´s attention, then, make a quick movement to fully show it. Pretend that the is it?
puppet and you are talking and say the dialogue below:  It´s Pedro´s
A (recreate puppet´s voice): “Hello! I am Tati.” turn.
B: “Hello Tati! I am (say your name).”
A (recreate puppet´s voice): “How are you doing?”
B: “I am doing great! How about you?”
A (recreate puppet´s voice): “I am great too!”
Say: “Saying hello is the first step in a dialogue; at the end of a unit you will create your own.” Ask: “Do you want to say hello to Tati?
Well, be still and wait for your turn.” Meanwhile copy the dialogue above on the board. Students will take turns to read the dialogue
aloud, “A” will be the girls and “B” will be boys. Provide help if necessary.
10 minutes
Material required for this activity: A balloon. Explain that they will practice greetings with a game. A balloon will be blown up in the air;
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 if someone catches he/she will say: “Hello! I am _____.” Then the next person who catches it will respond to the greeting, saying the
second line in the dialogue. Then balloon will be blown up in the air again so different students practice greetings. After students
demonstrate they are familiar with the greeting on the first two lines, start practicing with the second greeting on the last three lines of
the dialogue.
10 minutes
Point with your finger to a line in the dialogue, and ask students to read it aloud in unison until they have read the complete dialogue.
Then give them a minute to read it on their minds, erase one word from each line, and invite some students to complete the phrase.
18 minutes
Ask students to take out their notebook and write the date on it, meanwhile erase the board. Then dictate one by one each line on the
dialogue, give students enough time to write a line before starting with the next one, and invite students to support their peers. Finally
invite students to look at the board and correct spelling errors. Make teams by rows, the row which writing is free of spelling errors will
have the opportunity to use the puppet to practice greetings among them.
5 minutes
Have the winners to model greetings for the group using the puppet. Conclude saying that greetings are always part of a dialogue.

 Session 3
15 minutes
 Write the Greet students, then say: “Today we will learn super short words to talk about people, they are called pronouns.” Pronouns:
sentences on  I
Copy only this on the board  Directions to perform the activity 
the cards in  you
I like to move it move it.  Read the first line pointing at you making a little dance.
the order  he
You like to move it move it.  Read the second line pointing at your partner making a little dance.
that  she
corresponds We like to… move it.  Read the third line, both pointing to each other, then both make a little dance.
 we
to each turn. She likes to move it move it.  Read the fourth line pointing at the girl in team 2 she will make a little dance.  they
He likes to move it move it.  Read the fifth line pointing at the boy in team 2 he will make a little dance.
They like to …move it.  Read the sixth line pointing at team 2, then, they will make a little dance.
To introduce vocabulary point at the underlined words and say: “These words are super short words that talk about people, pay
attention to discover what it means...” Read the first sentence making emphasis on “I” and point at you. Write your name Iittle-size
Your name
next to “I” e.g. I like to move it. Take the following images as a reference to make a drawing that represents each pronoun.
Do the same to introduce the rest of the pronouns. Invite students to imitate what you do to identify pronouns.
I you we she he they

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 15 minutes
Read the section called “Directions to perform the activity”, and follow the directions indicated for each line. Say each sentence with the
rhythm of the tune I like to move it (Madagascar movie), click here to listen to the tune.
Invite three students to the front, and make two teams to model the activity. Team 1 (you and a student), team 2 (a girl and a boy).
Model it once. Then organize teams of four, it would be helpful if teams were made of 2 girls and 2 boys, if impossible; explain they can
point at someone out of the team for “he” and “she”. Practice four times, so each student sings and represents each pronoun.
20 minutes
Ximena and Diego
Ask students to take out their notebooks, and copy the song with the pronouns and the real names e.g. They like to move it.
Ask students to go back to their notes and underline the pronouns they find.
To extend the use of pronouns, sing replacing the action for another they are familiar with. E.g. You like to go to school.
Conclude the class saying the riddle: “It ends with noun and replaces a noun. What is it?” Expected answer: A pronoun.

Session 4
15 minutes
 Check, in Welcome students and ask: “What subject are we learning now, English or Math? Elicit answers and say: “Today we will learn about I want to study:
pairs first and school subjects.” To introduce subjects, draw 3x3 grid, inside a square draw anything that represents the English subject (American  Geography
then with the flag), and say: “I want to learn English”. Then write English apart from the grid, ask students to repeat the phrase. Repeat the activity to  Arts
teacher, that introduce the rest of the subjects.  Science
the writing of  Physical
sentences is Education
complete and  Music
complies with  English
spelling  History
conventions.  Math
 Technology

10 minutes
After the nine subjects were introduced, point at a drawing of any of subject, e.g. paints, and ask: “What subject is this?” Elicit answers.
Then invite a student to come to the front and point at the corresponding word (Arts), provide help if necessary, then, ask the student
to give a 10-second look at that word before it is erased because he/she will have to rewrite it, ask the group to correct spelling if
necessary. Repeat the activity with the rest of the subjects.
15 minutes
Note: Students at this age must be familiar with the “Tic Tac Toe” game. For this activity you will need 2 markers or chalk of different
color. Divide the group in in two, girls vs boys, have students take turns to play Tic Tac Toe using the 3x3 grid.
Assign to each team a different color. A member of team 1 will write a subject on an empty space, in the attempt to have three of their
color in a row. Then a member of team 2 will write another subject to try being the first having three subjects of their color in a row.
Play different rounds to minimize spelling errors.
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 10 minutes
Write the following dialogue on the board, and have students copy it. Then, make pairs so they can practice it aloud.
Have them switch roles to practice again with different subjects if possible.
Student A: Hi! I want to study Math. Student B: Hello! You want to study Math, I want to learn English.
Conclude by saying: “Today you all used greetings, pronouns and school subjects! We will make our own dialogue soon”

Session 5 My goal is…

15 minutes I expect to…
Images 1 to 4 will be required for this session. Welcome students to the session. Write on the board: “My goals for the school year:
good pronunciation, good grades, good spelling and good prizes”. To introduce vocabulary do the following:  Good
 Show image 1 and say: “My goal is to have good pronunciation.” Ask: “Which option represents good pronunciation?” pronuncia-
Say: “Option 1:/prəˌnʌnsiˈeɪʃ(ə)n/. Option 2: /prɔnunsiɑtion/”. tion
 Good grades
 Show image 2 and say: “My goal is to have good grades.” Ask: “Which option represents good grades?”  Good spelling
Let students see 2 activities and say: “Option 1.” Show an activity scored A+. “Option 2” and show an activity scored with D.  A prize
 Show image 3 and say: “My goal is to have good spelling.” Ask: “Which option represents good spelling?”
Let students read 2 from the board two words and say: “Option 1” and write good. “Option 2” and write: “gud”.
 Show image 4 and say: “My goal is to win many prizes” Explain students that all prizes are good.
Explain students that “My goal is” and “I expect” have similar meanings, and both can be used to talk about expectations.

Show images 1 to 4 randomly, and have students complete the following phrase with the corresponding concept.
Say: “My goal is to have…” Repeat the activity with the rest of the images until the group has identified the 4 concepts.
10 minutes
Put the images upside down on the desk. Ask 2 students to stay one in each opposite side of the desk. Student A asks and shows an
image. Student B looks at the image to answer accordingly. Practice with other students. See the following example:
Student A: “What´s your goal for the school year?” Student B: My goal is / I expect to have good grades.

15 minutes
Ask students to take out their notebook and copy what was written on the board using their favorite color to remark the underlined
vocabulary.
10 minutes
Write the dialogue below on the board. Model the following dialogue making different voices for student A and B.
Student A: Hi!
Student B: Hello!
Student A: What are your goals for the school year?
Student B: My goal is to _________________.

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 Organize students in pairs and invite students to practice the dialogue aloud choosing one of the four goals learned during the session,
the one of their preference. Finally choose a couple of pairs to model the activity for the rest of the group. Prize students using the
vocabulary learned, e.g. “You have good pronunciation!”, “She wins a prize!”, “They will have good grades!”

Session 6 I will improve

8 minutes my…
 Add the Prepare the following material:  grades
illustrations.  homework
A decorated folder.
 spelling
 A math exam scored with 100.  A math exam scored with 50.
 Sample homework neat, well organized, and scored with “A+”.  Sample homework scored with “B” with spelling errors.
I will approve
Welcome students to the session and say: “When we make plans, things change for better, it means that they improve.” my…
Introduce the verb to improve pretending to do a magic trick that improves grades, homework, spelling, etc.  exam
Put two homework in the folder. Show the B scored homework and keep the A+ homework hidden in the folder, move your hand
around the folder pretending to do a trick, say: “My grade is good but it will improve.” Then, take the A+ homework out of the folder.
Repeat the trick using an exam and homework samples to improve spelling, improve homework, approve exam, etc.”
10 minutes
Invite some students to do magic using to improve.
Help students choose the corresponding materials and vocabulary. See the examples below:
Material: Homework with no errors and homework with spelling errors. Say: “My homework is not good but it will improve.”
Material: Math exam scored with 100 and math exam scored with 50. Say: “My exam is not good I need to approve.”
5 minutes
Paste on the board the material in the following order. Invite two students to unscramble one word each of them:
Exam scored with 50 Exam scored with 100 Homework scored with B Homework scored with A+
avporep viproem
Expected answer: approve Expected answer: improve
10 minutes
Ask students to take out their notebook and dictate the following sentences:
 I will approve the exam.
 I will improve my grades.
 I will improve my pronunciation.
 I will improve my homework.
 I will improve my spelling.
7 minutes
Ask students to add to each sentence, one illustration that represents it. Show simple sample illustrations. And explain that we use will
to establish a goal or decision.
10 minutes
Draw on the board the chart below, and write around the board the following words: exam, grades, spelling, and homework.
Invite a couple of students to classify the words where they belong.
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 I expect to approve … I expect to improve my …

Session 7: Activities:
10 minutes
 Engage in Welcome students and say: “Today we will make plans to reach our goals.” Write on the board these 4 phrases: I am going to pay  pay attention
oral dialogue attention, I am going to participate more, I am going to do my best, and I am going to finish my activities. Underline going to and say:  participate
while reading “We use will to establish a goal, or decision. We use going to, to make plans about our goals, or decisions.” more
the sentences Act out each activity and ask students to imitate your actions.  do my best
out loud.
10 minutes  finish my
Tell students that with their eyes closed they will act out the activity they hear. Invite a random student to circle the phrase from the activities
board. Repeat the activity to have students become familiar with the vocabulary in written and oral form.  practice
sports
5 minutes
Give students 30 seconds to observe the spelling of the words written on the board, tell them that you will erase some letters from
each word, and you will choose someone to complete it. Extend the activity by including phrases from previous sessions.
10 minutes
Copy the chart below, ask students to classify goals and plans. Elicit answers based on what they learned.
Goals (decision) Plans (about decisions)
I will improve my English. 
I am going to finish my activities. 
I will learn more. 
I am going to pay attention. 
I will do my best. 
I am going to participate more. 
15 minutes
Write the following script of the board:
A: Hi! How are you?
B: Hello! I am great! How about you?
A: I am great too. I am expecting a great school year!
B: Me too! What will you do?
A: I will improve my grades and I will learn a lot. And you?
B: I will win a prize! And what are your plans?
A: I am going to pay attention, and I am going to study more. And you?
B: I am going to participate more, and I am going to do my best!
Divide the group in two; each group will have a different role in the dialogue. Ask students to practice aloud their part. Switch roles,
then make pairs, and ask students to practice the dialogue by themselves. Monitor, and provide help if necessary.

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 Session 8
10 minutes
Welcome students to the session. Draw on the board a big exclamation mark, a question mark, and a period. To introduce these Punctuation
symbols, point at each symbol, say its name and write it on the board. Have students repeat what they hear and pretend to draw in the marks:
air each symbol. Repeat the activity to introduce speech bubbles in written and oral form.  question
mark
10 minutes
Ask students to open their activity book or reader´s book on a page that has a dialogue, try finding a dialogue including exclamation  exclamation
mark
marks, question marks, periods, and speech bubbles. Say: “You will trace on your book with your favorite color, the symbol you hear.”
Mention one by one each of the introduced symbols, and give them a minute per symbol.  period

5 minutes
Copy the following information on the board, and invite students to match the text to its corresponding symbol:
Write it at the end of a sentence   ? Question mark
What do you write at the end of a question   . Period
Excellent   ! Exclamation mark

25 minutes
Copy the sample dialogue on the board with the blank spaces.

Sample Dialogue
GREETINGS A: Hi! How are you?
B: Hello__ I am great! How about you?
EXPECTATION A: I am great too! I am expecting a great school year!
B: Me too__ What will you do?
DECISIONS A: I will improve my grades and I will learn a lot. And you__
B: I will win a prize! And what are your plans?
PLANS A: I am going to pay attention, and I am going to study more_ And you?
B: I am going to participate more, and I am going to do my best!

Ask students to identify the punctuation mark that corresponds to each blank. Invite different students to fill in the blanks with the
corresponding punctuation mark on the board.
Tell students that now; we will make a dialogue with 4 elements and the corresponding punctuation marks: greeting, expectation,
decision and plans. Show an example of each of the 4 elements, have students choose from the examples provided to create their own
dialogue. Homework: To bring a colored sheet of paper, glue, colors and scissors.

Session 9
 Exchange 5 minutes
cards with Ask students to cut the colored paper sheet in eight parts, as shown in the image below. Once students finish cutting, ask them to their
other pairs of cards. 4 of the cards will be used like speech bubbles in the illustrated dialogue; the extra ones will be used in case they make a mistake
students in or in case other students need material.
order to get
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 to know the
1 2
expectations
of
3 4
classmates,
as well as
practicing
pronunciatio
n and
intonation in 5 minutes
a dialogue. Organize students in pairs with different color sheets. Copy the following dialogue on the board. Students will copy one part of the
Achievements: dialogue as well, either part “A” or “B”, have students play rock-paper-scissors, the winners will take role A in the dialogue, and the
 Identifies other student will take role B.
topic and
purpose. DIALOGUE
 Identifies 3 minutes
speakers in a Have students copy on a piece of paper their A: Hi! How are you?
dialogue. corresponding greeting. B: Hello! I am great! How about you?
 Notices tone, 4 minutes
rhythm, and Have students copy on a piece of paper their A: I am great too. I am expecting a great school year.
pauses. corresponding part about expectations. B: Me too! What will you do?
 Uses
4 minutes
contextual
Have students copy on a piece of paper their A: I will improve my grades, and I will learn a lot. And you?
clues to
corresponding part about decisions. B: I will win a prize! And what are your plans?
understand
meaning. 4 minutes
Have students copy on a piece of paper their A: I am going to pay attention, and I am going to study more, and you?
corresponding part about what their plans. B: I am going to participate more, and I am going to do my best!
While students are copying onto in their cards, paste each pair of white paper sheets with a line of tape by the wither side.
5 minutes
Once students finished copying their dialogue, give them a set of pasted white sheets. Give directions to make students paste speech
bubbles as shown in the image below. Point at the first part in the dialogue that says: “Hi! How are you?” Tell students to show up the
card that contains that phrase, then ask them to paste it on the top left corner, as indicated in the image below, then continue with the
next part, ask students to paste it following the order indicated in the image below:

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 20 minutes
Finally have students draw two characters in the middle area. Find a suitable area to show illustrated dialogues, and have students read
aloud their part to practice pronunciation and intonation. Invite a couple of teams to practice in front of the group.

Reference: Assessment:
http://goo.gl/n1fHeT During and at the end of each class, accomplish the following points:
https://goo.gl/uEvWtF Monitor the students’ performance by walking around the classroom while they work.
https://goo.gl/aV9kI7 Check notebooks when students finish with their work.
https://goo.gl/j1BSLN Set 2-3 simple rules for activities. Suggested simple rules:
http://goo.gl/LZBLdd 1. Raise your hand for permission to speak.
2. Raise your hand for permission to leave your seat.
rd
Syllabus Cycle 2, 3 grade 3. Follow directions quickly. Repeat the rules before starting with an activity. Use
3 rd. grade English activity book ,fact book and story book mimics to make it easy for students to learn the 3 simple rules

Students’ results must be registered on the Evaluation Record.

Assess portfolio of evidence considering the aspects suggested following rubric.

Level →
Excellent Good Fair Poor
Aspect
2.5 pts 2 pts 1.5 pts 1 pts
↓
Partially developed, there may
Well-developed and complete The illustrated dialogue about
be gaps or uneven parts in the The ideas are not developed into
Development illustrated dialogue about expectations for the school year
illustrated dialogue about a complete whole.
expectations for the school year. is not whole or complete.
expectations for the school year.

Tried to order ideas but still they There is not a real organization
Organization Clear organization of ideas. Ordered ideas.
can be off track. of ideas.

Fluency was acceptable, Fluency was not up to the level,

Speaking Mechanics
Fluency was decent. A few
Fluency was smooth. although pauses in sentences most sentences had long
sentences had small pauses or
Conversation was fluent and were frequent and the pauses/interruptions and
fluency issues.
easygoing. conversation was not very conversation was not fluent at
Conversation was still fluent.
fluent. all.

Student used all the vocabulary Student used a great deal of the Student used some of the Student used very little of the
Vocabulary learned in class to communicate vocabulary learned in class to vocabulary learned in class to vocabulary learned in class to
his/her ideas communicate his/her ideas communicate his/her ideas communicate his/her ideas.

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