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:
5th Grade Unit 1 Product A Classified Advertisement Participate in commercial transactions

Environment: Specific competence:

Familiar and community Identify and interpret transaction-related expressions in classified ads

Stage(s): Doing with the language (Activities): Knowing about the

language (Background):
 eSelect a product of Session 1
interest to students and 5 minutes
determine general Greet the students and ask a volunteer to write the date on the board, the group will assist.
characteristics, price,
and data to obtain it. 10 minutes Numbers:
Review numbers; start with the first student on the first row counting from 1 and asking them to continue with the  1, 2, 3…
sequence (2, 3, 4…) the numbers will go up to the amount of students in the classroom, if a student makes a
mistake the sequence will start all over again.

15 minutes
Copy the following table on the on the board and ask the students to copy it in their notebook. In order to set an Personal information:
reference for the meaning of each category ask for a volunteer to provide the corresponding information and write  name
it on the board  address
 phone number
Personal information
 email address
1. Name:
2. Address:
3. Home phone number:
4. Email address:

Ask the students to copy the categories for the personal information in their notebooks (not the information about
the student).
Question words:
Assign pairs and ask them to exchange information using the following questions, explain they will not have to copy
the questions they will read them from the board and write the answers in their notebooks filling the categories  What
 where
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 they copied from the previous activity:

What is your name?

Where do you live?
What is your phone number?
What is your email address?

5 minutes
Give them enough time to work and to conclude with this activity, ask for the participation of some pairs in order to
present the information they received. Advise as required and make sure a proper feedback is provided.

10 minutes Verbs:
In order to work on vocabulary, ask the pairs to discuss and think on objects they would like to have or to buy, ask  To have
them to write 5 objects per student, the objects could be toys, clothes, food, etc. ask them to write them in their  To buy
notebooks, then they will number them in the order they would like to have them (preference). Let them use their
Spanish-English dictionaries or the glossaries from their books. Nouns:
Give them enough time to work and provide assessment as required.  toys
 clothes
5 minutes  food
Ask for participation of the pairs to mention the first object from their lists, and write them on the board. Finally ask
the students to copy the list in their notebooks.

Session 2
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

15 minutes Nouns:
Prepare with anticipation a dialogue or write a dialogue on the board where two persons are talking about the  sale
purchase or sale of an object. An example is provided, however you could use a real object for example from the  purchase
classroom (realia) as reference.

Present the dialogue and read it. Brainstorm ideas of what is happening. You could use the questions: What are the Verbs:
persons doing?  sell
Consider answers and make sure the students mention, in their own words, that the situation represents a  buy
commercial transaction where one person is selling and the other is buying something.

Act the dialogue with a student. You will represent one of the persons involved in the situation and the student will
represent the other person.

Ask some other students to come to the front for a role play, use different objects from the list of objects they
mentioned in the previous class.

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 10 minutes Characteristics:
Read the dialogue you prepared again and ask the students to mention the important information about the  name of product
product the persons are talking about, give an example by mentioning the name of the object being sold, then ask  price
the students to mention any other information they were able to identify, write contributions on the board, the  age
students should be able to mention the price, the age, the color, etc., depending on the corresponding conversation  color
and the elements you used in it.

10 minutes
Print images 2 to 5 and paste them on the board. With the images on the board, ask some students to participate Nouns:
by writing the name of the objects below each one.  bicycle
 cereal
 tablet
 ring

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 10 minutes Adjectives:
Ask the students to copy the names of the objects in their notebooks, present an object (realia) and describe it,  old
start by mentioning the color, shape, etc. after the concept for the description of an object is clarified ask the  tasty
students to work individually describing each one of the presented objects. Write an example on the board.  new
 beautiful
 red
 colorful
 expensive, etc.

____________________ ____________________
1. The bicycle is old_____________ 2. __________________________

____________________ ____________________
3. __________________________ 4. ___________________________

Give them time to work, and then ask for the participation of some students to go to the front to write their
descriptions. Assess as required.

 e Session 3
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

15 minutes
Ask the students to open their reader´s book on the contents for unit 1, have them look at the images and invite
them to describe and talk about what they see on the pictures. Help the students with the required vocabulary and
then start reading stop at certain spaces and ask a student to continue reading.

After reading some sections, ask the group to retell what is happening and then retake the story, you could also
work on prediction asking what they think will happen from that point on.

If you work with the fact section of the reader´s book you could also have your students reflect on the specific topic
and express their points of view. Always provide the required assessment. When finished, ask the students to close
their reader´s book and to place it away.

Note: All of the contents of the reader´s book relate to the topics of the corresponding unit).
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 10 minutes Nouns:
Print out images 6 to 9 and paste them on the board. Ask the students to look at the images and brainstorm about  store
b what theserepresent, make sure they say these are stores.  objects
 products
Refer to each one of the images and ask the students to mention products they think they could find at each one of
the stores being represented. Give an example and write the contributions below each corresponding image.

orange juice

15 minutes Noun:
In order to set an example for the next activity, make a wish list of 4 objects on the board, the objects will be  wish list
mentioned by the students.  vote
When the list is ready, ask the students to vote by raising their hand when each object is mentioned. This in order
to determine which object from the list is the preferred one in the group. Verb:
 vote
Wish list Votes
1.
2.
3.
4.
Most preferred object: ______________________________________________________

Ask the students to consider if the objects they mentioned could be found in any of the stores from the images. If
not, ask them to mention the type of store or the name where the object could be found.
Question words:
When the most preferred object has been defined, copy the following questions on the board and with the help of
 what
the students fill out the information, the students will participate by mentioning the answers.
 where
What is it?
Where can I buy it?

5 minutes
Ask the students to copy the questions in their notebooks in order to work with them on the next day.

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 h Session 4
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

10 minutes
As a warm up activity, play a chain drill with the students, write on the board “I want a….. “.

Give an example of the practice by pointing out and reading “I want a…..” and add an object or a thing you would
like to have, for example: “I want a dress”. Make sure the instructions are understood and then one by one, the
students will continue mentioning products trying not to repeat the same as the ones already mentioned.

5 minutes
Ask the students to get in teams of three. The teams will make a list of the objects they can remember from the
previous practice, ask them to write a minimum of 3 objects. Note: all of the members of the team will have the
same list.

10 minutes
Remind the students on the topics from the previous class, remind them about the practice where they voted on a
particular object and they answered some questions related to it.
Using the same questions and working in teams they will answer the same questions relating them with the objects
in the list. Students will be allowed to use their English-Spanish dictionaries if necessary.

Objects or products
1.
2.
3.
What is it? ___________________________________________________________
Where can I buy it? ____________________________________________________

5 minutes
To conclude with the activity, each team will read aloud the information of one of their objects, provide the
required assessment.

15 minutes
Write on the board: “How much is it?” and explain that with this the price of the products or objects will be Question word:
determined.  how

Noun:
“How much is it?”  price
 US Dollars

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 Paste again images 2 to 4 on the board and with the whole group determine the price for each product. Give them
some clues in order to do it. i.e. “the price for the bicycle is between 88 and 90 Dollars”. Do the same with the
other products and write the prices below each product.

“How much is it?”

89.00 US Dollars 4.00 US Dollars 140.00 US Dollars 500.00 US Dollars

Finally for each one of the products read the written question “How much is it?” and have the group answer with
the corresponding information.

 Determine
_ typography, Session 5
colors and images of the 5 minutes
advertisement Greet the students and ask a volunteer to write the date on the board, the group will assist.
considering its purpose,
intended audience and 10 minutes Nouns:
message, based on a Print images 10 and 11 and paste them on the board or you could use any other advertisement from magazines,  advertisements
model. newspapers, etc.  ads

Give the students time to look at the ads and ask them if they know what they are, elicit answers and either
reinforce or explain those are called advertisements or ads.

10 minutes
Ask students to think about places where ads appear. Take note of the ideas they give you and when they have
Sources of information:
finished with their ideas contribute with some others if haven´t been mentioned. (Example: television, magazines,
 television
newspapers, bulletin boards, the Internet, on the streets, etc.)
 magazines
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 5 minutes  newspapers
Elicit ideas about the purpose of the advertisements and then explain that advertisements are created for different  bulletin boards
reasons, one of the reasons could be to make people want something or buy something and another reason could  the internet, etc.
be for the people to be able to sell somethings.

15 minutes
Ask the students to look at the advertisements closely and ask them to take note of the information they can
identify that relates to the topics seen in previous classes, answers must relate to the purpose of the advertisement
which is to sell or to buy a product, the use of the products, the names of the products, the characteristics of the
product, the contact information such as telephone numbers, email addresses, the symbols being used for the
information such as the symbol for the price, etc.

Take note of the contributions on the board and make sure the most relevant concepts of an advertisement are
included. Finally ask the students to copy the most relevant information in their notebook.

5 minutes
For homework ask the students to bring images related to the objects form the list they created when working in
teams during the previous sessions.

 Establish the order and Session 6

proportion of graphic 5 minutes
and textual Greet the students and ask a volunteer to write the date on the board, the group will assist.
components.
5 minutes
Paste images 10 and 11 again on the board and as a reinforcement, ask the students to mention the basic
information (characteristics, names, prices, contact information, etc. included into them, they will be allowed to use
their notes from the previous classes.

15 minutes
Ask the students to get together with their teams, ask them to take out the images they brought for homework.
The team will select 3 items out of the ones they have.

Note: for this activity, you must be prepared with additional images in case the students did not bring any.

Ask them to look at the images and to consider the concepts from the shown advertisements in order to write
information related to the objects from the images they have they must include for example the name of the
product, characteristics, price, place where it can be found, etc.

Tell the students they must have different information for each one of the objects they have. Monitor the activity
and provide assessment as required.

When the work is finished and all of the information is gathered, ask them to decide on only one of the objects they

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 have in order to create an advertisement to sell the product.

When they get to a decision, ask them to tell you the object they chose, you could write the objects on the board in
order to make sure each one of the teams will be working with a different object.

5 minutes
With the team, request them to check on the concepts they have written and ask them to decide on the
importance or relevance of the information, that way the sequence in which the information in the ad will appear
will be established. They already have the concepts written so they would only need to number the concepts as
they consider appropriate.

15 minutes
With the reference of the sample ads pasted on the board (images 10 and 11) ask the students to start working on
a draft for the advertisement, tell them they must include all of the required elements and concepts but they will
include the information related only to their selected object or product. Monitor as they work and provide
assessment as required.

5 minutes Nouns:
As homework, ask for a piece of cardboard if possible, otherwise students will be using a blank piece of paper to  cardboard
work during the next class, and remind the students not to forget the images of the object they selected, this time,  cutouts
since they already know they will be creating an advertisement, they could be requested to bring cutouts of  crayons
symbols from newspapers and ads from places they are familiar with and materials to be used when creating the ad  color pencils
such as color pencils, crayons, glue, etc.  glue, etc.

 Design
_ the Session 7
advertisement including 5 minutes
all of its elements. Greet the students and ask a volunteer to write the date on the board, the group will assist.

10 minutes
Ask the students to mention about the topics they have been covering during the previous classes.
Paste on the board the advertisements you have been using during previous classes (images 10 and 11) and ask a
student to participate mentioning the purpose for advertisements.

Make them reflect on the effect advertisements have on people and how important it is for the information in the Nouns:
ads to be true. Based on the information presented on the advertisements, ask the students if they think the  effect
information included is true. For example: “Do you think the information is true?”, “Do you think the price is real?”,  importance
etc.  honesty
 truth
To conclude with this practice reinforce with the students on the idea that it is very important to always be honest  information
and share information that is true when we sell and also when we buy something.

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 25 minutes
Ask the students to get in teams and ask them in general what was the object or product they chose, a member
from each team will mention it.

 Check
_ that graphic and Ask the students to get together with their teams and take out the advertisement draft they worked on during the
textual information is previous class, have them check it in order to make sure it is complete, assess as required.
complete, reliable and
credible. If there are no mistakes and all the information is complete ask them to take out the materials they will be using to
create the real ad and ask them to start working on it. Monitor work and assess as required.

10 minutes
Pick up the created ads. And by having the list of the objects the students worked on, with the help of the students,
make a list of categories in order to use it for the next class. i.e. electronics, toys, home, animals, etc.

Session 8
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

20 minutes
Ask the students to get together with their teams, deliver the ads. Nouns:
On the board, write the categories you considered for the objects or products the students worked on. i.e.  electronics
 toys
Electronics Home Toys Animals  home
 animals, etc.

Mention the category and have the students mention the objects corresponding to the specified category. The
students will be allowed to participate by raising their hand and wait for their turn of participation.
Write the name of the object or product under the corresponding category. Make sure all of the objects or products
are included.

_ Display the ads in a 10 minutes

visible place in the Prepare in advance some labels for the categories of the products and paste them in different areas of the
classroom. classroom. (Have some extra pieces of paper for additional categories if necessary).

Electronics Home

Toys Animals
Provide the teams with tape and ask them to paste their ads around the classroom, the ads will be pasted under
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 their corresponding category (labels previously pasted around the classroom).

15 minutes
In order to work on the next activity read the information from one of the advertisements, make sure the required
sound, intonation and correspondences are reinforced and noticed by the students, for example when using
exclamation marks, periods, commas, when reading phone numbers and email addresses, etc.

After doing it, ask the teams to take turns and read aloud their advertisements. While they do it, provide the
required assessment. Practice with the students on the reading of the information.
If it is possible leave the advertisements pasted around the classroom, if it is not possible then take them with you
so that the students won´t forget them for the next class.

Session 9
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

15 minutes
Ask the students to get together with their teams, deliver the advertisements and ask them to paste them again by
category around the classroom, ask the members of the teams to move around checking on the pasted ads, ask the
teams to decide on a product (not their own) they would like to buy. They must select only one product. Give them
some time to decide and then ask them to get back to their seats.

10 minutes
Write the following questions on the board:

1. What is the name of your product?

2. What is the price of your product?
3. What is the address where we can find your product?
4. What is the contact email address for your product?
5. What is the contact phone number for your product?

In order to set an example of the dynamics of the next activity, choose an ad and ask the team for the
corresponding information using the written questions. Assess as required.

20 minutes
When the teams have understood the dynamics of the activity, ask the members of the team you requested the
information to mention the product or object they chose to buy and they will also request the corresponding team
for the information, then that team will do the same with the object or product they chose and this practice will
continue until all of the teams have read the information in their advertisements.

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Achievements:
 Identifies function,
purpose, and intended
audience.
 Identifies graphic and
textual components.
 Reads process, telephone
numbers, and e-mail
and/or home addresses
aloud.
 Dictates and enlist names
and characteristics of
products.
 Writes classifieds ads.
Reference: Assessment:
Syllabus Cycle 3, 5th Grade
goo.gl/fo9LjA Checklist
goo.gl/EBTa36content_copy Yes No
Students were able to identify the purpose of advertisements.
Students were able to identify the information in an advertisement.
Students were able to create an advertisement.

Participation in class.

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