THIRD Lesson Plan

Lesson Name: The Clock

Lesson Number: 3
Institution: Institution Educativa la Libertad
Student /Teachers in Charge: Lady Dayan Silva Beltran- Lic. Orietta Quintero
Vence
Grade: Sixth grade
Date: September 7th 2017
Time of the class: 3 hours

Introduction:

In this lesson, learners will be introduced to telling the time in English. They will
practice telling the time with a variety of activities, students will participate
working on different activities in which numbers from one to twelve will be
reinforced, concepts such o’clock, quarter past, half past, quarter to. To check
understanding students will reinforce previous topics like pronouns and daily
routines. For Catedra de la Paz, students will learn about emotional
intelligence and auto control taking into account important worldwide heroes
like: Mother Teresa, Albert Einstein, Nelson Mandela, Abraham Lincoln, and
Malala Youfsatzai.

Rationale:

This lesson plan will establish as a set of topics that allow students to
understand how to tell time, starting with the basis of the numbers from one to
twelve, I will introduce simple vocabulary in that way students start to get to
use to the language, new words, since they are having a lack of knowledge
about the foreign language, I will have to recast or translate the entire lesson,
there are easy games that will allow shy students to participate actively during
the class.

Methodology

COMUNICATIVE LANGUAGE TEACHING

Student role: Students are active participants in their own learning process.
Learner-centered, cooperative, collaborative learning is emphasized.

Teacher role: The role of the teacher is that of facilitator, a guide, and an
empathetic coach who values the students. Students are encouraged to
construct meaning through genuine linguistic interaction with other students
and with the teacher.

Resources:

Multimedia projector, sheets of paper, worksheets, colored pencils, videos,

clock

Vocabulary:

O’clock, Goals, Request, Half past, Hard work, Quarter to

Perseverance, Quarter past, Criticism, Self control, Complaint

Objectives

Apply the use Communicative:

of the target
 Recognize that there are other people like me who
language for a communicate in English.
range of
different
purposes and
functions.

Interrelate Language:
communication
despite having  Develop skills and notions, recognizing words and
short phrases in English in the textbook, objects,
limitations in
advertisements and places in my school.
one’s
language
knowledge.
Recognize Learning:
when
 Use gestures, actions, and pictures to help students
someone understand.
speaks in  Recast in English what students say to me in their
English and mother tongue.
react verbal
and non-
verbal.

Reflect on the Attitudinal and Behavioral:

attitudes and
aptitudes that  Recognize actions that give testimony of respect for
the position of the other.
must improve
to contribute
positively to
the healthy
coexistence in
the classroom.

Type of Description Timing

Activity per
step or
activity

Introduction  Warm-up video 30

 Reinforce the numbers from 1 to 12. minute
 Telling the time English vocabulary video: s
https://www.youtube.com/watch?v=hZeG5uPRsCo
\

Students will be introduced to the features and functions

of an analog clock (face, minute hand, hour hand,
numbers, second hand).
 Have a working clock to allow students to observe these
parts in motion.

Model telling time to the hour using a large manipulative

clock showing numerous examples guiding students to
understand the concept of “o’clock.”

 Students elicit numbers from one to twelve.

 Explain the sequence of the clock. Quarter past,
half past, quarter to, o’clock. Annex 2

Practice  Activity using printed sheets tells the time. 40

Different exercises to practice telling the time. minute
Students have to match the time, write the time
s
under the clocks, and write in numbers the hour in
front of the sentences. It is a very easy worksheet
for students who want to have fun while practicing
telling the time. Annex 3
 Rihanna’s daily routine activity sheet. In this
activity students can recycle and use previous
vocabulary about daily routines. Annex 4,

Video: El Puente Inteligencia Emocional

https://youtu.be/S2seE2JAVB0

Working on Emotional Intelligence

In 1983, Howard Gardner's Frames of Mind: The Theory

of Multiple Intelligences introduced the idea that
traditional types of intelligence, such as IQ, fail to fully
explain cognitive ability. He introduced the idea of
multiple intelligences, which included both interpersonal
intelligence (the capacity to understand the intentions,
motivations and desires of other people) and
intrapersonal intelligence (the capacity to understand
oneself, to appreciate one's feelings, fears and
motivations. Emotional intelligence can be defined as the
ability to monitor one's own and other people's emotions,
to discriminate between different emotions and label
them appropriately, and to use emotional information to
 guide thinking and behavior. Emotional intelligence also
reflects abilities to join intelligence, empathy and
emotions to enhance thought and understanding of
interpersonal dynamics.

In the students the escalation of anger is like a sequence

of negative thoughts towards other people, each of which
causes a much more intense irritation, the adrenaline
rages and the anger leads to a burst of physical or verbal
violence. At this moment the students feel unable to think
and closes to all reasoning. For some students this
excitement feeds an illusion of power and invulnerability
that promotes and encourages more aggressiveness.

As a problem situation that is common in the classroom,

the students will participate in an activity that allows them
to understand emotions and have auto control in this
negative behavior, in order to develop the ability to
accept or reject the demands of others and develop the
ability to express desires, emotions or requests.

Consolidatio ACTIVITY 40
n minute
On a sheet of paper students will rehearse requests,
criticisms, complaints. s

After, they perform representations in pairs of different

situations in which one asks in a clear and simple way
the behaviors of the other who wishes, or one knows how
to accept the requests of others if they seem appropriate.
The rest of the students will be observers. At the end of
all representations the observed thing is put into
common, in a large group. It is recalled that the other
must always be granted the right to say no, to have the
freedom to organize his life and to refuse behavior that
each one considers inappropriate.

Final Students will work in small groups bringing relevant 50

Assessment information about specific characters. For this minutes
activity students will bring information and prepare a
sample with the most important features about
 Mother Teresa, Albert Einstein, Nelson Mandela,
Abraham Lincoln and Malala Youfsatzai, these
heroes can teach them about self control, how to
persevere obstacles, hard work and how they
achieve goals.

Bibliography

 Brown, D.; (2007); Teaching by principles. An interactive approach to

language Pedagogy. Fourth Edition. Longman

 Harmer, J.; (2013); How to teach English. Ninth Edition. Pearson

 Lindsay, C. Knight, P. (2006). Learning and Teaching English: a course for

teachers. Oxford University Press

 Slattery, M. Willis, J. (2014). English for primary Teachers: A handbook of

activities and classroom language. Oxford University Press

 Emotional Intelligence in http://www.danielgoleman.info/topics/emotional-

intelligence/

 Multiple Intelligences Theory- Howard Gardner https://www.learning-

theories.com/emotional-intelligence-goleman.html

 Taller para adolescentes “Aprendiendo a comunicarnos, resolver conflictos

y tomar decisiones” 1ª Parte: “Todos valemos la pena y nos tenemos que
entender”
Appendixes:

Annex 1

Annex 2
Annex 3

Ex. 1. Match the time.

1. It’s three o’clock. a. 12:25

2. It’s a quarter past eight. b. 8:05

3. It’s ten thirty. c. 11:25

4. It’s five to five. d. 1:58

5. It’s nine twenty five. e. 8:15

6. It’s twenty-five to eleven. f. 4:55

7. It’s two to two. g. 10:35

8. It’s eleven twenty-five. h. 9.:25

9. It’s five past eight. i. 10:30

10. It’s twelve thirty-five. j. 3:00

Ex. 2. What time is it? Write in numbers.

1. It’s seven thirty________ 6. It’s ten past eleven ______

2. It’s five to ten__________ 7. It’s a quarter to three _____

3. It’s one to one_________ 8. It’s four thirty-five _____

4. It’s a quarter past three______ 9. It’s twelve o’clock_______

5. It’s eight forty-five______ 10. It’s two fifty-five ______

Ex. 3. What’s the time? Draw.

It’s eleven o’clock. It’s a quarter past six. It’s ten to seven.

It’s twelve fifty-five. It’s twenty to nine. It’s three thirty.

Annex 4
 Fourth Lesson Plan

Lesson Name: Daily Routines and Habits

Lesson Number: 4
Institution: Institucion Educativa la Libertad
Student/Teachers in Charge: Lady Dayan Silva Beltran- Lic. Orietta Quintero
Vence
Grade: Sixth grade
Date: September 21th 2017
Time of the class: 3 hours

Introduction:

In this lesson, students will deepen the topics: the clock to telling the time in
English, Daily routines, introduce present simple, first and third singular
person subject, review question forms when? And what time? They will
practice telling the time with a variety of activities, this lesson will introduce as
well the days of the week. For Catedra de la Paz, students will have an
activity to recognize individual role importance in a society, also they will built
a handcrafted activity about hopes and dreams.

Rationale:

This lesson plan is cyclical; in here I am using previous topics like, pronouns,
simple present tense verbs, numbers, daily routines and Wh question words
(what, when) in order to strengthen knowledge. Using continuous topics
students have the opportunity to recycle and improve understanding and
comprehension.

Methodology

COMUNICATIVE LANGUAGE TEACHING

Student role: Students are active participants in their own learning process.
Learner-centered, cooperative, collaborative learning is emphasized.
Teacher role: The role of the teacher is that of facilitator, a guide, and an
empathetic coach who values the students. Students are encouraged to
construct meaning through genuine linguistic interaction with other students
and with the teacher.

Resources:

Multimedia projector, colored pencils, worksheets, clock, video with daily

routines, Wh question words translated, jumping rope, colored paper,
markers, glitter, glue

Vocabulary:

When, what time, hope, dream, days of the week, jump rope, participation,
dialogue, o’clock, half past, quarter to, quarter past, daily routines.

Objectives Communicative:

Recall  Students will be able to identify related words about

previous topics that are familiar to them.
information

Explain Language
ideas and
 To be able of describe what I am doing.
concepts  To name some things that I can do and that I cannot
about daily do using previous acquired notions.
routines  To describe what some members of my community do
participating in short conversations.

using the
information
Learning:
to develop
writing and  Associate the information related to personal daily
speaking routines
 Apply the learning concepts to daily activities.
skills
 Attitudinal and Behavioral:

Engage self-  Facilitate self-control strategies and basic skills for

esteem in coexistence
 Construct and develop a positive self-esteem project.
the learning
process.

Type of Description Timing

Activity per
step or
activity

Introduction Warm-up

video images about Daily Routines to focus on target

vocabulary
30
https://youtu.be/WxISeXIPh9g minutes

Review Wh words (when, what time)

Introduce topic: days of the week Annex 1

 Encourage choral repetition, then individual

repetition, and model the sentences a few
times before getting them to repeat it.

Point to the classroom clock and ask learners ‘What’s

the time?’ help students with the answer.

Ask different students 'What about you?' 'What time

do you get up?' Elicit answers from different students
in the class.

• Ask 'What time do you get up on Sunday?' and get

answers.

Illustrate personal daily routines to get meaning and

context. Annex 2
 Practice Talking about other people Daily routines

 Draw a grid on the board with several lines and

four columns. In column one, write one of the
students names, in column two the verb o daily 30
routines, in the third column the time, and the minutes
fourth column the day of the week. Ask this
information to some students in order to give
meaning and context.
 What time Tatiana gets up?
 Read the first line of information 'Tatiana gets
up at half past seven on Monday.' Ask a
second student, then repeat the exercise with
other students, filling in the lines in the same
way and elicit full sentences from the class.
 The sentence-building activity can be repeated
out loud.

Activity

Using the next structures:

What time do you…?

20
When do you…?
minutes
In small groups students are going to collect
information about their classmates, then write a short
paragraph describing personal routines, using
sentences about a typical day. This activity will allow
the students to engage with the language and start to
develop writing and speaking skills

Consolidation Human rights education and responsibilities

This activity is focused on recognizing the actions that 30

make us fair or unfair: minutes

Materials:
 Jump rope

Instructions

Organize the students in groups of up to 15 children.

Each group must have a jump rope.

All the boys and girls should be on one side of the

bow, the goal is to pass the whole group to the other
side as one turn the rope.

They must go one at the time and cross the rope as

the previous partner from the front indicates it. For
example: jump with a covered nose.

Dialogue

This part should be given after all the students had

jumped the rope. The questions to be answered with
the participants would be:

Do you think that it was important the participation of

all to win or lose the game?

What made it possible for them to win or lose?

Reflection

In this final part, the students will reflect on the

importance of participating in different environments.

Who can participate?

How do you think you can participate?

Where do you participate?

Why do they participate?

Final Hopes and dreams 50

Assessment minutes
According to Erikson (1964) “The Hope is both the
Annex 3 earliest and the most indispensable virtue inherent in
the state of being alive. Others have called this
deepest quality confidence... If life is to be sustained
hope must remain, even where confidence is
wounded, trust impaired.”

The students come from violent environments which

affects their attitude towards the learning process, I
have seen distracted students with low self-esteem,
according to Halpin (2003) deals three indications
for the teachers in essential of confidence, the
teacher who perceive heartsick cannot do better for
the children. The idea slowly beginning helping
students trust that school will be a place where their
ideas matter and where the learning is meaningful.

Activity:

In advance the students are going to think about

their future dreams and goals, they will bring to the
class the information in the target language
(English). With this information we are going to build
a handcrafted project trying to make a positive
impact among the students.
Bibliography

 Brown, D.; (2007); Teaching by principles. An interactive approach to

language Pedagogy. Fourth Edition. Longman

 Harmer, J.; (2013); How to teach English. Ninth Edition. Pearson

 Lindsay, C. Knight, P. (2006). Learning and Teaching English: a course for

teachers. Oxford University Press

 Slattery, M. Willis, J. (2014). English for primary Teachers: A handbook of

activities and classroom language. Oxford University Press

 Erikson, E. H. (1964). Insight and responsibility; lectures on the ethical

implications of psychoanalytic insight. New York: W.W. Norton. p.115

 Halpin, D. (2003). Hope and education: the role of the utopian imagination.
London: Routledge Falmer. p.3, 117
Appendixes:

Annex 1
Annex 2

Annex 3