SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA

SUBSECRETARÍA DE EDUCACIÓN BÁSICA

PROCESOS DE ESTUDIO DE UNA SEGUNDA LENGUA (INGLÉS)

LESSON PLAN
School: Cycle: 3 Month: October 2018
Unit : 1B Grade: 6th Week: 1 Date:
Social Practice of the language: Read stories and legends aloud
Social Learning Environment: Literary and ludic
Specific Competency: Interpret fantasy stories and exercise imagination
Product : Fantastic - Family Tree

Class 1 Class 2 Class 3

Previous Greetings, farewell, holidays, weather, date, days of the week, celebrations, etc
Knowledge
activated
Provide a written description of family and friendship relationships between the main character and other characters of the fantasy
Stages of the story. Complete the fantasy family tree with information from the list.
product
Participate in a guided reading. • Identify purpose and intended audience. • Identify and define new phrases and words. • Locate parts
of a story. • Identify narrator, main character, and supporting characters. • Identify dialogues between main and supporting characters.
Doing with the • Identify the settings of the story. • Identify the use of punctuation to indicate dialogues. • Distinguish direct from indirect speech.
language

• Structure of fantasy stories. • Topic, purpose, and intended audience. • Elements of stories. • Repertoire of words necessary for this
Knowing about social practice of the language. • Verb tenses: past perfect. • Nouns: possessive (for example: John’s father, family’s ghoul, etc.). •
the language Punctuation.

Being through the

• Understand stories as a reflection of emotions, personal experiences, and cultures. • Determine the role of
language fantasy stories in different cultures. • Appreciate and enjoy literary expressions in English.
Warm up: T will review greetings, talk about Warm up: T will have Ss involve in TPR for 3 min. Warm up: T will have Ss divide into two groups and ask a
weather and date as well as singing the hello (stand up, sit down, raise your right hand and so team member of each team to come to the front of the
classroom and say aloud “I’m looking at a red square” The
teacher song and color song. on.) first Ss who touches something with that shape and color
Act 1: review vocabulary Act. 1: T will ask Ss to open their activity books to gets a point.
from previous class: greetings, places, and page 16 and T will ask Ss to look at the words from Act. 1: T introduces new vocabulary to ss using flashcards
food products. the box and read them aloud. Now T will encourage (planet, shapes, dog, water, crater, volcano, valley, fly, run,
Act 2: T introduces new vocabulary to ss using Ss to write the correct word that corresponds to cold, hot and green) T will now drill the new vocabulary
words with Ss chorally and individually will now ask Ss to
flashcards “shapes” (rectangle, square, each picture. volunteer to the front of the board to identify the
triangle, hexagon, polygon, circle, rhombus, Act. 2: T will now have Ss to get into pairs and ask vocabulary words and encourage Ss to read them aloud.
oval, star, pentagon, and octagon) T will now them to compare the houses in Antar’s planet and Act. 2: T will now ask Ss to copy the new vocabulary into
drill the new vocabulary words with Ss houses in their community. T will have them discus their English notebooks five times each.
Act. 3: T will now ask Ss to read the instruction and to look
chorally and individually. T will now ask Ss to if the houses are different or similar. T will ask Ss to at the pictures and they will discuss with a partner the
volunteer to the front of the board to identify volunteer to share their ideas with the whole class. questions on activity 4 now have Ss check the answers in
the shapes and encourage Ss to read aloud Act. 3: T will have Ss describe the picture and have groups Elicit I formation from each picture. (Who are
the words. Ss volunteer and say the differences from their they? What plant is it? How is the climate on earth? Ss
Act. 3: T will now ask Ss to copy the new planet and the picture. will discuss the answers in groups.
Act. 4: T will now play track 8 and have Ss listen to the
vocabulary into their English notebooks five Act. 4: T will now hand out a white sheet of paper sentences and ask Ss to look at the pictures as well. Now T
times each. and will ask Ss to draw anything they like but they will play track 8 again and will pause the track after the
Activities Act. 4: T will scramble the flashcard on the will only use the geometric shapes they learned. T first statement and encourage Ss to write the
desk and Ss one by one have to select a will now have Ss color their drawings and have corresponding letter in the squares.
Act. 5: T will have Ss to volunteer to read the sentences
random flashcard and say the name of the some Ss volunteer to come to the front of the class aloud and compare their answers with a partner.
shape he or she selected, then Ss will paste and share their drawings with the whole class.
the flashcard to the board next to the correct
word.

Assessment
Instrument
• Identifies plot, conflict, body, and ending. • Distinguishes between narrator, main characters, and supporting
Achievement characters. • Names the settings of a story.

Material & Space markers, annex, board, notebooks.

Homework practice the conversation from annex 2 SS practice the sentences at home no homework

Reflection Notes:
 SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
PROCESOS DE ESTUDIO DE UNA SEGUNDA LENGUA (INGLÉS)

LESSON PLAN
School: Cycle: 3 Month: October
Unit : 1B Grade: 6th Week: 2 Date:
Social Practice of the language: Read stories and legends aloud
Social Learning Environment: Literary and ludic
Specific Competency: Interpret fantasy stories and exercise imagination
Product : Fantastic - Family Tree

Class 4 Class 5 Class 6

Previous Greetings, farewell, holidays, weather, date, days of the week, celebrations, etc
Knowledge
activated
Provide a written description of family and friendship relationships between the main character and other characters of the fantasy
Stages of the story. Complete the fantasy family tree with information from the list.
product
Participate in a guided reading. • Identify purpose and intended audience. • Identify and define new phrases and words. • Locate parts
of a story. • Identify narrator, main character, and supporting characters. • Identify dialogues between main and supporting characters.
Doing with the • Identify the settings of the story. • Identify the use of punctuation to indicate dialogues. • Distinguish direct from indirect speech.
language

• Structure of fantasy stories. • Topic, purpose, and intended audience. • Elements of stories. • Repertoire of words necessary for this
Knowing about social practice of the language. • Verb tenses: past perfect. • Nouns: possessive (for example: John’s father, family’s ghoul, etc.). •
the language Punctuation.

Being through the

• Understand stories as a reflection of emotions, personal experiences, and cultures. • Determine the role of
language fantasy stories in different cultures. • Appreciate and enjoy literary expressions in English.
T will go over greetings, weather T will have 3 min. of TPR and will go over T will go over Greetings, weather
and date. greetings, weather and date. Act. 1) T. date and sing hello song and color
Act. 1) Play Hot Potato using the asks ss to model one of the conversation song.
vocabulary learned; triangle, they have practiced. Act. 2) T. explains Act. 1) Ss catch a ball that the
pentagone, rectangle, poligon, the differnces between the simple teacher tosses and say a sentence
circle, rhombus, oval, octagon, star. present tense and the past tenses. using the past tense. Act. 2)
Want-wanted, like-liked, live-lived, Have ss unscramble the following
Act.2) Ss listen to the conversation know-knew, say-said. sentences in past tense. I lived in
between Antar and his friend, Act. 3) T. presents the Sinaloa, I wanted an ice-cream, etc.
annex 3. track 9. Act. 3) Ss tenses on the board writing several then asks for volunteer to come to
practice the conversation between sentences. I wanted a ice-cream, I lived the board and unscrambke the
Antar and his friend. in Sinaloa, I found a book. sentences. Act. 3) Ss do actvity 5
Act. 4) Ss listen the Act. 4) Ss copy the sentences from from annex 4.
conversation between Tary and his the board and practice them in pairs. closure; Ss do activity 6
Activities mother, track 10. closure; T. randomly select ss to read the from annex 4. while T monitors the
closure; Ss do activity 3 from sentences out loud. activity.
annex 3.

Assessment
Instrument
• Identifies plot, conflict, body, and ending. • Distinguishes between narrator, main characters, and supporting
Achievement characters. • Names the settings of a story.

Material & Space markers, annex, board, notebooks.

Homework practice the conversation from annex 2 SS practice the sentences at home no homework

Reflection Notes:
 SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
PROCESOS DE ESTUDIO DE UNA SEGUNDA LENGUA (INGLÉS)

LESSON PLAN
School: Cycle: 3 Month: October
Unit : 1B Grade: 6th Week: 3 Date:
Social Practice of the language: Read stories and legends aloud
Social Learning Environment: Literary and ludic
Specific Competency: Interpret fantasy stories and exercise imagination
Product : Fantastic Family Tree

Class 7 Class 8 Class 9

Previous Greetings, farewell, holidays, weather, date, days of the week, celebrations, etc
Knowledge
activated
Stages of the ––Design and illustrate an imaginary family tree. ––Complete the fantasy family tree with information from the list
product
Doing with the Answer questions about family and friendship relationships between characters.
language
• Repertoire of words necessary for this social practice of the language. • Verb tenses: past perfect. • Nouns:
Knowing about possessive (for example: John’s father, family’s ghoul, etc.). • Punctuation.
the language

Being through the

• Understand stories as a reflection of emotions, personal experiences, and cultures. • Determine the role of
language fantasy stories in different cultures. • Appreciate and enjoy literary expressions in English.
T will greet Ss and talk about weather and T will greet Ss and talk about weather and T .plays telephone line with members of
date. Act. 1) date.Then T will ask Ss to stand next to their the family and verbs in past tense.
T.Present new chaies forming to have students come to the Act. 1)T will present new
vocabulary( father,mother,sister,brother,gr frong of the class and write the word the T says vocabulary on the board
andmother,grandfather,family.Then have aloud correctly. ( family, mother, father and so title,author,setting,main character,minor
Ss write the new vocabulary in their on to reinforce vocabulary.) character and conclusion and will ask Ss if
notebooks five times each Act. 1) T.paste flashcards of family they know any of them and where can they
Act 2)T.plays fly sweatter members on the right board and other side T find those words (in a book)
with members of family of previuse will write the names of the family members. T Activity 2)T.displays story about members
vocabulary words. Act. will now ask Ss to volunteers to come to the of the family (looking for a planet!By Antars
3)T.Read the instructions and ask Ss to board and match the correct words orrect Novi,on pages 5 to 13 of the readers book-
look at the pictures have them read the flashcard. Act.2)T.Presents new Narrative texts T will ask what is the text
text and complete with the words from Sentences to Sst and will briefly go over he, about? and will read the text and have
the box. (Activity book Play and play on she, his hers, they, we, you and I to be able to students follow along. T will have Ss
page 20). T. reads the instructions and say she is my mother,he is my father.Her name identify the title ,author,main
points to the first picture and ask to Ss is, His name is. character,minor character and conclusion
Activities Who is this? Ss should answer ,That is Act. 3)Have SS draw their family in their and color it with differents colors.
Antar.Then point to the next picture and notebooks and color it.Then have them write Activity 3) T.Plays ball game with title,main
say this is Antars father.Go to the next sentences about their family Act.4)T.Ask character,minor character,author
picture and say and tis is antars... Have Ss volunteers to come to the board and present ,setting,conclusion to wrap up the class.
complete the sentence. their family.

Assessment
Instrument

• Answers questions about family and friendship relationships among characters.

Achievement

Material & Space

Homework
Ss bring a cardboard and pictures
about different famous characters.
Reflection
Notes:
 SECRETARÍA DE EDUCACIÓN PÚBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
PROCESOS DE ESTUDIO DE UNA SEGUNDA LENGUA (INGLÉS)

LESSON PLAN
School: Cycle: 3 Month: October
Unit : 1B Grade: 6th Week: 4 Date:
Social Practice of the language: Read stories and legends aloud
Social Learning Environment: Literary and ludic
Specific Competency: Interpret fantasy stories and exercise imagination
Product : Fantastic- Family Tree

Class 10 Class 11 Class 12

Previous Greetings, farewell, holidays, weather, date, days of the week, celebrations, etc
Knowledge
activated
Stages of the ––Check that writing is complete and complies with spelling conventions. Display the fantasy family tree in a visible
product place in the classroom.

• Relate a story to personal • Identify and define new phrases and • Distinguish direct from indirect
Doing with the experiences. words.• Identify the use of punctuation speech
language to indicate dialogues.
• Repertoire of words necessary for this • Nouns: possessive (for example: John’s father, • Nouns: possessive (for example: John’s
Knowing about social practice of the language. • Verb family’s ghoul, etc.). • Punctuation. father, family’s ghoul, etc.). • Punctuation.
the language tenses: past perfect.

• Understand stories as a reflection of emotions, personal experiences, and cultures. • Determine the role of fantasy stories in
Being through the different cultures. • Appreciate and enjoy literary expressions in English.
language

T will go over greetings, weather and date T will go over greetings,weather and T will go over greetings, weather and date
and have Ss do 3 min of TPR date and will as a Ss to volunteer to and involving Ss to have a 3 min TPR
Act.1) T will flyswatter write the date on the board on their Act. 1) T draws a
game review vocabulary from previous family tree on the board so Ss can have and
class. Act own. idea of what a family tree looks like.
2.) T provides a list of values (respect, Act.1) T will introduce a ball Game and Act. 2) Ss design their family tree (They
responsibility, etc) using images to convey go over the rules to review the family can use colored pencils, colored paper, and
the meaning. Act 2) T will have Ss members and values from previous any other material that they have). Ss paste
complete a fill in the gap activity in order class. (T toss the ball and says a family their family members on their family trees
to have Ssuse the new vocabulary (My member, then the S should respond the and label them according to the drawing
mom is very ________________). they did. Act. 4) Ss
Act. 3) T choses a sentense and does value that corresponds to the family write about the values of their family
the Substitution Rassias Drill. member). Act. 2) T makes groups of members. Act 5) T
You can use: three or four Ss making sure each Ss hasencourage teams to come to the front and
http://www.englandandenglishhistory.co their own material to make their family show their fantastic family tree and will be
Activities m/the-9-english-values able to present their family member saying
tree. after that, T will invite ss to draw
their fantastic family members. T will tell this is my mother and so on.
Ss that each member of the team will
have to draw a family member on a
sheet of white paper.

Assessment
Instrument
• Establishes differences and similarities between the behavior and values of characters in the story, familiar
Achievement people, and one’s own.
pieces of paper, colored pencils, pencil, pen,
Material & Space markets, glue, scissors

Homework materials to make fantanstic family materials to make the family tree
members.