SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
TH TH
JANUARY 8 TO JANUARY 26

School’s name: N/A CCT: N/A Instructor’s name: N/A ID: N/A

Grade and unit: Product: Social practice:

st
1 grade Unit 3 Product A Interactive illustrated story Participate in language games with expressive and aesthetic purposes

Environment: Specific competence:

Literary and ludic Compare words in a children’s story

Stage(s): Doing with the language (Activities): Knowing about the language
Session 1 (Background):
10 minutes
* Start every session by greeting students. Vocabulary:
* Model every activity before making students work on it.
* Print images for the corresponding activities.
- Story
– Choose the scene from a Write the topic Story on the board. Place image 1 on the board, point to the first picture and elicit students to - characters
story as well as the say the name of the story. Repeat the action with the rest of the pictures. Display image 2 and motivate - setting
people, animals, and students to say their names, once they had identified all of them, make some students match the characters to - Snow White
objects that will the corresponding story. Repeat the activity with image 3. - The Three Little Pigs
participate in it. - Cinderella
Elicit students to mention other stories they remember and write them on the board. Then motivate them to - The Little Red Riding Hood
say the main characters from each story.

15 minutes
Display the image of The Little Red Riding Hood. Then draw the following chart on the board (You can present - wolf
it in a flipchart sheet previously prepared). - woods
Story: The Little Red Riding Hood Characters Setting (Place) - grandma’s house
- setting

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 Introduce the vocabulary by pointing to the word story and read it out loud; then read the name of the story
The Little Red Riding Hood. Point to the word “characters”, read it out loud and point to The Little Red Riding
Hood and the wolf images; say their names. Then point to the word “Place”, read it out loud and point to the
woods and the house; say their names.

Point to the word characters, read it out loud and make a student go to the front, point to the correct images
and say the word characters out loud. Do the same with the word “place”. Repeat the activity with other
students.

15 minutes
Divide the board in two parts by drawing a line in the middle. Write the word characters on the left side of the
board and setting or place on the right side. Encourage students to say some famous characters they
remember and write them below the word “characters”. If necessary provide the first two examples in order
to help them (Spiderman, Batman, Buddy, etc.). Do the same with some settings (palace, castle, house,
woods).

Write the definition of the two words and some samples of each one like the example provided below. Read
the definitions out loud and make students work on choral repetition. Place images 2 and 3 below the
corresponding topic. Elicit students to identify the characters and settings.

Characters Settings (Place)

Characters are the people, animals, or objects in The setting is the place(s) where the story takes
a story. place.

10 minutes - What is it?

Write the questions below on the board; then show the image of The Little Red Riding Hood. Read the first - What is the name of the
question out loud and say It is a story; make students work on choral repetition and write the answer in front story?
of the question. Read the second question out loud and say The Little Red Riding Hood, make students work on - Who are the characters of
choral repetition and write the answer in front of the question; read the third question out loud and say The the story?

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 Little Red Riding Hood and the wolf pointing to the corresponding images, make students work on choral - What is the setting of the
repetition and write the answer in front of the question; read the fourth question out loud and say the woods story?
and grandma’s house pointing to the corresponding images, make students work on choral repetition and
write the answers in front of the question. Finally read out loud the questions and answers, make students do
the same.
Questions Answers
What is it?
What is the name of the story?
Who are the characters?
What is the setting of the story?
Session 2
15 minutes
Tell students the story of The Little Red Riding Hood in a clear tone on voice while showing the images, use TPR
to help students understand the story.

Little Red Riding Hood

One day, Little Red Riding Hood’s mother said to her, “Take this basket of goodies to your grandma’s
cottage, but don’t talk to strangers on the way!” On her way she met the Big Bad Wolf who asked, “Where
are you going, little girl?” “To my grandma’s, Mr. Wolf!” she answered.

The Big Bad Wolf then ran to her grandmother’s cottage much before Little Red Riding Hood, and knocked
on the door. When Grandma opened the door, he locked her up in the cupboard. The wicked wolf then
wore Grandma’s clothes and lay on her bed, waiting for Little Red Riding Hood.

When Little Red Riding Hood reached the cottage, she entered and went to Grandma’s bedside. “My! What
big eyes you have, Grandma!” she said in surprise. “All the better to see you with, my dear!” replied the
wolf. “My! What big ears you have, Grandma!” said Little Red Riding Hood. “All the better to hear you with,
my dear!” said the wolf. “What big teeth you have, Grandma!” said Little Red Riding Hood. “All the better to
eat you with!” growled the wolf pouncing on her. Little Red Riding Hood screamed and the woodcutters in
the forest came running to the cottage. They beat the Big Bad Wolf and rescued Grandma from the
cupboard. Grandma hugged Little Red Riding Hood with joy. The Big Bad Wolf ran away never to be seen
again. Little Red Riding Hood had learnt her lesson and never spoke to strangers ever again.

10 minutes
Write the following sentences on the board and make students read them out loud along with you. Then read
them again using TPR and make students repeat the action.

1. The little Red Riding Hood goes to visit her Grandmother.

2. The wolf tries to trick her.

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 3. They find grandmother in the closet.
4. Little Red Riding Hood meets a wolf.
5. The wolf dresses up like grandmother.
6. Little Red Riding Hood meets the wolf in Grandmother’s bed.

25 minutes
– Cut out the pieces and Make teams of six students. Provide the image 4 to teams. Explain that they will have to color and cut out the
paste them on cardboard images; make students order the images and glue them in a piece of paper. Ask them write down the correct
or laminate them so they sentence below the corresponding image. Encourage students to go to the front, show the sequence of images
can be used without and each student of the team will read a sentence pointing to the corresponding picture. Pick up the cards to
being torn. use them in another activity.

Session 3
10 minutes
Place the characters and the setting images on the board. Ask students the question How many characters are - How many_______ are
there? Encourage them to count characters out loud. And say There are ___ characters. Then ask the question there?
How many settings are there? Encourage them to count settings out loud and say There are ___ settings. - There are ____ ____.
Write the questions and answers on the board and make students write them down in their notebooks.

15 minutes
Make pairs. Once in pairs make students take turns to ask and answer the previous questions out loud.

Place the flashcards of the animals, persons and objects on the board and ask students How many animals are Cardinal numbers
there? How many persons are there? How many objects are there? Elicit them to work on choral repetition. - 1 one
- 2 two
Ask them to work with the same partner and take turns to ask and answer the three questions using the - 3 three
flashcards. - 4 four
- 5 five
- 6 six
- 7 seven
- 8 eight
- 9 nine
- 10 ten

10 minutes
Elicit students to mention a story they like or remember one character, and the setting. Have them draw a

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 picture about it and color it; tell them to write the corresponding names.
15 minutes
*Previously ask students to bring pasta letters for this activity.
Form teams of three students. (Have teams work on the floor) Make them use the pasta letters to write the
words “characters”, “places”, and “objects” by taking turns. Encourage them to remember “The Little Red
Riding Hood” (Write on the board if necessary) and write the name of the characters, places and animals in
front of it the corresponding name. Make students take turns to go with every team and see their partners’
words.

Session 4
20 minutes
Play the alphabet song and make students sing it with you (https://goo.gl/fVSw5r). Provide with letters - Alphabet A-Z
(image 5) to some students; play the song again and have them sing it while holding up the corresponding
letter when hearing them.

Play the numbers song (https://goo.gl/CIe9uM) and make students sing it with you. Provide with numbers
(image 6) to some students; play the song again and have them sing it while holding up the corresponding - Numbers 1 - 10
numbers when hearing them.

20 minutes
Display image 7 with numbers and letters. Point to some letters and numbers and ask students the question “Is - Is it a letter or a number?
it a letter or a number?” Elicit students to answer “It is a _________. - It is a _________.

Make students work in pairs and take turns to practice the questions and answers.

10 minutes
Write the following words on the board donkey, wolf, rabbit, mouse, and lion. Provide the words pronunciation - donkey
and have students work on choral repetition. Ask students count the letters of each word out loud. - wolf
- rabbit
Session 5 - mouse
15 minutes - lion
Make teams of six. Provide the cards of The Little Red Riding Hood with the sentences. Assign a character to
every student in their teams. Tell them to practice the sentence by reading it out loud and perform it.

35 minutes
Once they had practiced, make teams go to the front and perform the story according to the characters they
were assigned.

Session 6
10 minutes
- The Little Red Riding Hood.

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 Draw a chart on the board. Elicit students to recall the story of The Little Red Riding Hood and fill out the - wolf
missing answers. Write the words on the board. Have them read them out loud. - grandma’s house
- woods
Character Place Animal Object - wolf
- basket
- bed
10 minutes
Write the following sentences on the board. Read them out loud and make students do the same. Read them
out loud one by one using TPR. Encourage students to read them out loud and mimic every sentence. - sleep
She goes to sleep early. - early
After dinner, she listened to story. - after
Monica had her dinner. - listen to
10 minutes - dinner
– Cut out the names and Cut out and place image 8 on different parts of the classroom. Ask three students to get one. Had them decide
paste them on cardboard on the order of sequence. Encourage them to say the sentences out loud while showing the images to the rest
or laminate them so they of the group.
can be used without
being torn. 20 minutes
Place the flashcards on the left side of the board; elicit students to identify each image by saying the
– Put the elements and corresponding sentence. Write the sentences on the right side. Encourage some students to go to the front
their names in different and match the images with the correct sentences. They will have to match and read the answer out loud.
places to make the scene
interactive. Session 7
5 minutes
Play the song of the alphabet and make students sing it. Repeat the activity with the song of the numbers.

10 minutes
Write the words from the previous session on the board, point to the first word donkey and ask the question - What is the first letter of the
What is the first letter of the word? Elicit students to say “d”; continue with the question What is the last letter word?
of the word? Elicit students to say “y”; continue with the question How many letters does the word have? Elicit - What is the last letter of the
students to say “six”. Repeat the activity with the rest of the words. word?
- How many letters does the
Use the same words from the previous activity to ask the following questions. Which word begins with the word have?
letter “w”? Which word ends with the letter “t”? Use the same questions to work with the other words. Make
students say the answer pointing to the corresponding letter on the board. Repeat the activity with other
words and students.

10 minutes
Ask students to use a sheet of paper and scissors. Explain them step by step how to create a little book.

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 Check this link previous this activity: https://goo.gl/ATqqll
20 minutes
Have students write down the name of the story in the first page of the little book. Then make them write
down the 6 sentences, one per page. Ask them to draw a picture and color it on every sentence.

5 minutes
Make students share their little books with the partner next to him/her, they have to say the sentences out
loud.

Achievements:
– Classify names according to
what they refer to.
– Distinguish letters from
numbers.
– Group different and similar
words based on their
written form.

Reference: Assessment:
http://goo.gl/xSXba5 Yes/No questions checklist
https://goo.gl/R0Hzhb Did the student identify the characters, animals, places? Yes, No
http://goo.gl/twnt6K
https://goo.gl/fVSw5r
https://goo.gl/CIe9uM
https://goo.gl/ATqqll

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FGH I J
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PQR S T
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Z
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