SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
SEPTEMBER 25 TO OCTOBER 13
School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Social practice:

3rd Grade Unit 1 Product B Children´s song Read and sing songs
Environment: Specific competence:
Literary and ludic Read and sing a traditional children´s song.
Stage(s): Doing with the language (Activities): Knowing about the language
(Background):
Take the first five minutes of each class to do the following routine:
th
Greet students, and write the date, e.g. “Today is Monday, September 25 , 2017.” Connect previous to
new contents.
Awaken interest to the class with a short game or dynamic that sets a positive environment for each
lesson.
During the session:
To develop students´ comprehension of written and spoken English; use basic drawings, examples, realia,
body language, and/or words with similar spelling such as copia-copy, similar-similar.
Remind students to raise their hands before speaking, have eye contact with all of them, and have
students participate randomly.
Adapt the elicitation of vocabulary according to their level, see the following examples:
Use TPR to ask: Is it big, medium or small? Ask: Is it big, medium or small? Ask: What size is it?

Take the last five minutes of each class to do the following routine:
Check students´ notebooks or books, and recap what was learned.
Session 1:
7 minutes
 Assign the stanzas among Play Hakuna Matata song goo.gl/WjmwYW , and invite students to sing along with you, explain briefly its Musical Instruments:
teams and rehearse their meaning. Copy lyrics from Image 6 to the board. Emphasize on the pronunciation of non-frequent or  drums
performance. absent consonant clusters in their mother tongue such as ph, wh, h, ee, etc. Say: “Welcome to the unit  trumpet
about songs; today we will learn about musical instruments that we use in songs. Hakuna Matatta song  violin
uses many instruments like these…”  guitar
9 minutes  piano
Print images 1 to 5 and place them on the board.
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 drums trumpet violin guitar piano
Point at the first one, write its name below the image, say its name and pretend to play it on the air.
Then ask: “What is this?”
Do the same to introduce the remaining instruments, and repeat the activity a couple of times until
students identify their name.
7 minutes
Then randomly remove an image from the board, point at the empty space. Ask students to say its name,
and pretend to play it on the air, once all images were removed invite some students to label the images
back over their corresponding name. Then, erase their names and invite other students to write them
accordingly. Help students identify the correct spelling.
10 minutes
Ask students to make a big circle.
Say: I play drums, do you play drums? Ask a student on your right to answer Yes, I do! Pretend to play the
drums on the air. Then that student will make the question to someone on his right. The rest of the
students repeat the activity, when the question goes on the third student; introduce a new instrument to
continue the chain until all students have practiced the questions with different instruments.
15 minutes
Erase the names of instruments below the drawings and write them apart on a list.
Ask students to write Musical Instruments on their notebook, tell them they will draw and write what
they hear.
Dictate one by one each of the instruments, before dictating the next one make sure they wrote their
name.
2 minutes
Play Hakuna Matata, and ask students to choose their favorite instrument to play it in the air along with
the song.
Session 2
4 minutes
Say: “Today we will learn about types of music; you will say what your favorite type of music is.” Write Types of music:
the title of the first song and the type of music on the board, e.g. ABC-rap, and then play from 20-30  rap
seconds of it, and ask: What type of music is this?  rock
Repeat the activity to introduce the remaining types of music.  country
ABC Paw patrol Achy Breaky Heart Twinkle Twinkle  nursery rhyme
Rap Rock Country Nursery Rhyme
goo.gl/5QKfsx goo.gl/rb8YRh goo.gl/9IcHX2 goo.gl/jPeXu2
A, B, C, D, E, F, G, PAW Patrol, PAW Patrol -chorus- Twinkle, twinkle, little star,
H, I, J, K, L, M, N, O, P, We'll be there on the double But don't tell my heart How I wonder what you are.
Q, R, S, T, U, V, Whenever there's a problem My achy breaky heart Up above the world so high,
W, X, Y, Z 'Round Adventure Bay I just don't think he'd understand Like a diamond in the sky.

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 Ryder and his team of pups And if you tell my heart
Will come and save the day My achy breaky heart
Marshall, Rubble, Chase He might blow up and kill this
Rocky, Zuma, Skye man
Yeah! They're on the way!
PAW Patrol, PAW Patrol (play it at second 40)
Whenever you're in trouble

10 minutes
Divide the group in two teams, team 1 and 2. Ask one member of each team to come to the front. Tell
them that they will hear 10 seconds of a song, then, they will say and write on the board the type of
music they heard. Then, choose randomly a song, sing 10 seconds of it.
Play different rounds with other students until you they have identified types of music.
Note: Emphasize the pronunciation of non-frequent or absent consonant clusters in their mother tongue
such as th, tw, wh, ch, etc.
10 minutes
Ask students to copy the chart below on their notebooks. Ask students for their favorite music type and
draw a check mark below it.
What is your favorite type of music?
rap rock country nursery rhyme
ABC rap Paw Patrol Achy Breaky Heart Twinkle Twinkle
6 minutes
Then, tell them to ask three partners next to them for their favorite one, and write on their notebook a
check mark below theirs.
20 minutes
Copy the song lyrics on the board (find them above on the first activity), and have students copy their
favorite and sing that part.
Find students´ favorite music type, and invite them to sing along.

Session 3
4 minutes
 Reproduce the lyrics of the Prepare a poster with song lyrics. This poster will be used next session too. If you want to make notes Type of music:
song on a poster. over the poster, it could be possible placing transparencies over the lyrics and using a dry marker so it  pop
can be erased.
Place a poster with the lyrics of the song Everything is awesome in the middle of the board (copy lyrics Parts of the song:
from Image 6).  author
Say: “We will listen to a different type of music, pop music.” Play Everything is Awesome song  title
goo.gl/eJaxWe , invite students to listen and sing along. Emphasize the pronunciation of non-frequent or  verse
absent consonant clusters in their mother tongue, e.g. th, oo, and ea.  stanza
20 minutes  chorus
Help students infer on the song meaning, ask them to point at the words they know, then elicit from
students the words that are similar to Spanish, after that explain to students the meaning of the song Actions:
 sing
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 lyrics taking advantage of mimic, synonyms and antonyms, context, word formation, or visual aids. After  repeat
seen this, invite students to sing along with the music.  stop
8 minutes
Say: “Now that we heard the song, we will learn the parts of a song. Look, this is the title…” Draw an
arrow that points at the title and write title over the arrow. Repeat the activity to introduce the
remaining parts of the song. Point at random parts of the song and ask: “What is this?” Ask several times
until students have identified parts of the song Everything is awesome.
10 minutes
Say: “Let´s listen to verse number 1. Could you tell me where it is?” Invite students to identify it, either
pointing at it, or underlining it.
Invite students to sing along with you the mentioned part of the song, e.g. verse 1 - Everything is
awesome.
8 minutes
Give the following commands, and join them in their practice. Tell them that next session we will
continue practicing it:
Sing the verse 1 Sing the stanza 1 Sing the chorus
Sing the verse 2 Sing the stanza 2 Repeat the chorus

Session 4
20 minutes
 Practice the chorus of the Place a poster with the lyrics of the song Everything is awesome in the middle of the board (copy lyrics Musical terms:
song with the class. from Image 6).  rhyme
Say: “Today we will rehearse the song. In the rehearsal, I will give you some commands” Write the  rhythm
following on the board:  intonation
Tap to the beat Sing to the rhythm Sing acapella Raise your tone Low your tone  acapella
 tone

Actions:
 tap
 rehearse
Play the song and use it to explain each of the new terms.
 follow
Say: “Beat and rhythm are different; the beat is steady, and the rhythm marks different intensity.”
 low
 Ask them to tap at the beat of the song, and practice in unison.
 raise
 Ask them to sing a monosyllable to the rhythm of the song e.g. “laa la la la laa laaaa”
Say: “A baton is used by conductors to mark the beat and rhythm for an orchestra.”
Mark the beat in four times, and extend your movements to mark rhythm intensity.

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 Say: “We sing acapella when we sing without instruments or music.”
 Ask them to sing acapella, and raise or low their tone where it corresponds.
Practice until students have identified vocabulary in bold.
10 minutes
Invite students to say any of the commands previously seen, see the examples below.
Tap your fingers to the beat. Sing at the rhythm.
Sing the verse 1 and raise intonation at the end. Sing the stanza 1 acapella.
Sing the verse 2 and low intonation at the end. Sing the stanza 2 acapella.
15 minutes
Ask students to copy the song from poster that was placed on the board.
5 minutes
Make the last rehearsal. Use your body and /or a baton (large stick or pencil) to mark the beat, rhythm,
and intonation of the song.

Session 6
10 minutes
Say: “This class we will practice everything we learned before. Now you will listen to two different songs,
and you will choose your favorite one to sing it at the end of this unit.”
What a wonderful world The best day of my life
goo.gl/FXe1m goo.gl/1sVQa2

15 minutes
Write the corresponding lyrics on a flipchart and paste it in the board. It will be used for the following
session (copy it form Image 6). Ask students to copy from the board the song lyrics.
10 minutes
Introduce vocabulary, ask students to point at the words they know, then elicit from students the words
that are similar to Spanish, after that explain to students the meaning of the song lyrics taking advantage
of mimic, synonyms and antonyms, context, word formation, or visual aids. Ask students to try singing
along with you.
10 minutes
Rehearse the song. Give commands from the ones seen in previous sessions to make the rehearsal.
Choose the ones you consider appropriate to have a good performance. E.g. sing acapella the first stanza,
sing the verse, rise or low intonation on _______, etc.

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 Session 7:
5 minutes
Display the flipchart with the song lyrics on a visible area.
Play the song low volume; ask students to sing along with the music, and identify the pronunciation as
they read lyrics.
10 minutes
Underline on the lyrics the non-frequent or absent consonant clusters in their mother tongue that
correspond to their song.
Emphasize on the pronunciation of those sounds, and invite students to imitate your pronunciation.
15 minutes
Identify the verses students have more difficulties with, and ask them to sing acapella in unison to
practice that part.
10 minutes
Chose randomly different students to pronounce certain words indicated by the instructor.
10 minutes
Have students sing the song along with the music.

Session 8:
10 minutes
 Record the song or rehearse it Say: “We will plan our presentation. What are we going to need? Look…we need a scenario.” Concert vocabulary:
to perform Write the word scenario on the board, and draw it. Repeat the activity to introduce the remaining words  scenario
it in public. (audience, microphone, speakers, instruments, band, and singer).  audience
 microphone
 speakers
 instruments
 band
 singer
Erase one element from the drawing, i.e. erase the audience and ask: “What is missing?” Elicit answers;
make sure words are correctly pronounced.
5 minutes
Play Tripas de gato. Write randomly around the board each of the words in the vocabulary list.
Ask different students to match the written word to its corresponding drawing.
10 minutes
Ask students to take out their notebook. They will draw and label what they hear, e.g. Draw a scenario
(speakers, microphone, etc.)
7 minutes
Erase the board. In pairs, ask students to write a check list of what they need for a concert. Check
spelling.

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 18 minutes
Give students some commands to act out the organization of a concert.
 Take the microphone to the scenario.
 Take the speakers to the scenario.
 Take the instruments to the scenario.
 Take the audience to the scenario.
 Take the band to the scenario.
 Take the singer to the scenario
Rehearse the song a couple of times. Record the best version, have students listen to it, and ask them to
continue rehearsing at home.

Session 9
 Present the recording or live Before this session, arrange with the school principal the space and time to present the recording or live
performance performance to a specific audience.
to an audience selected by the
25 minutes
group
Ask different students to participate in the rehearsal of the following activities:
and the teacher
 Greet the audience and introduce the group, e.g. “Good Morning. We are 3 grade students”
rd

 Present the song title and author, e.g. “We will sing What a wonderful world by Louis
Achievements:
Armstrong”
 Identifies rhymes or repeated
 Sing the song. Show gratitude and a farewell saying: “Thank you. Good bye!”
sounds.
 Make the necessary adjustments to present the song to the audience previously selected.
 Identifies the organization
What a wonderful world
and structure of songs. By Louis Armstrong
 Reads verses and stanzas The colors of the rainbow so pretty in the sky
aloud. I see trees of green, red roses too Are also on the faces of people going by
I watch them bloom for me and you I see friends shaking hands saying how do you do
And I think to myself what a wonderful world. They're really saying I love you.
-chorus-
I see skies of blue and clouds of white
The bright blessed day, the dark sacred night I hear babies crying, I watch them grow
And I think to myself what a wonderful world. They'll learn much more than I'll never know
And I think to myself what a wonderful world
Yes I think to myself what a wonderful world

25 minutes
Get the audience ready for the presentation.
Present the live performance to an audience selected by the group and the teacher.
Reference: Assessment: Students results must be registered on the Evaluation Record.
Pnieb.net/documentos
Programa de Estudio Ciclo 3
goo.gl/WjmwYW – Hakuna Matata by Elthon John
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goo.gl/eJaxWe – Everything is awesome by Tegan and Sara
goo.gl/5QKfsx – ABC (rap)
goo.gl/rb8YRh – Paw patrol (rock)
goo.gl/9IcHX2 – Ahcky breaky heart (country)
goo.gl/jPeXu2 – Twinkle twinkle (nursery rhyme)
goo.gl/FXe1m – What a wonderful world by Luis Armstrong
goo.gl/1sVQa2 –The best day of my life by American Authors

Level →
Excellent Good Fair Poor
Aspect
2.5 pts 2 pts 1.5 pts 1 pts
↓

Songs structure, instruments, Songs structure, instruments, Songs structure, instruments,

Songs structure, instruments,
types of music, and rehearsal types of music, and rehearsal types of music, and rehearsal
Identification types of music, and rehearsal
vocabulary were mostly vocabulary were somehow vocabulary were poorly
vocabulary were fully identified.
identified. identified. identified.

Fluency was smooth. Speaking
Speaking Mechanics
was fluent and easygoing.
Fluency was decent. Speaking Fluency was acceptable, Pauses Fluency was not up to the level,
include many pauses or showed in speaking were frequent and speaking had long
some fluency issues. the conversation was not very pauses/interruptions; it was not
Conversation was still fluent. fluent. fluent at 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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 Image 1
Image 2
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 Image 5
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Hakuna Matata
Music by Elton John
Lyrics by Tim Rice
-Spoken-
Hakuna Matata what a wonderful phrase!
Hakuna Matata ain´t no passing craze
-Spoken
It means no worries
for the rest of your days.
It´s a problem free
philosophy.
Hakuna Matata what a wonderful phrase!
Hakuna Matata ain´t no passing craze
It means no worries
for the rest of your days.
It´s a problem free
Philosophy
Hakuna Matata
Hakuna Matata (10x)
What a wonderful world
By Louis Armstrong
I see trees of green, red roses too
I watch them bloom for me and you
And I think to myself what a wonderful world.
I see skies of blue and clouds of white
The bright blessed day, the dark sacred night
And I think to myself what a wonderful world.
The colors of the rainbow so pretty in the sky
Are also on the faces of people going by
I see friends shaking hands saying how do you do
They're really saying I love you.
I hear babies crying, I watch them grow
They'll learn much more than I'll never know
And I think to myself what a wonderful world
This is gonna be, this is gonna be, this is gonna be
Yes I think to myself what a wonderful world
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Everything is awesome
By Tegan and Sara
Everything is awesome
Everything is cool when you're part of a team
Everything is awesome
when we're living our dream
Everything is better when we stick together
Side by side, you and I gonna win forever,
let's party forever
We're the same, I'm like you, you're like me,
we're all working in harmony
Everything is awesome
Everything is cool when you're part of a team
Everything is awesome
when we're living our dream
Best Day of My Life
America Authors
I had a dream so big and loud
I jumped so high I touched the clouds
Wo-o-o-o-o-oh, wo-o-o-o-o-oh
I stretched my hands out to the sky
We danced with monsters through the night
Wo-o-o-o-o-oh, wo-o-o-o-o-oh
I'm never gonna look back
Woah, never gonna give it up
No, please don't wake me now
This is gonna be the best day of my life
My li-i-i-i-i-ife
This is gonna be the best day of my life
My li-i-i-i-i-ife
I howled at the moon with friends
And then the sun came crashing in
Wo-o-o-o-o-oh, wo-o-o-o-o-oh
But all the possibilities
No limits just epiphanies
I hear it calling outside my window
I feel it in my soul (soul)
The stars were burning so bright
The sun was out 'til midnight
I say we lose control (control)
This is gonna be the best day of my life
My li-i-i-i-i-ife
This is gonna be the best day of my life
My li-i-i-i-i-ife
The best day of my life
Everything is looking up, everybody up now
This is gonna be the best day of my life
My li-i-i-i-i-ife
Image 6
Lesson Pla