Lesson Plan 3ero - N°1

Lesson Plan Nº 01
Date: March 18th - 20th –

22th 2019
Topic: “Family Members”
i. DATOS GENERALES:
Subject Period/B Unit Week Grade Section Time Teacher Trainer
English I I 01 3º A B-C-D-E-F-G-H 2 hours Rosario Gutierrez Sánchez
ii. EXPECTED LEARNINGS:

Competition Capacity Standard
Infiere e interpreta información de textos  Infiere el tema, propósito, hechos y conclusiones a
Se comunica oralmente en
orales. partir de información explicita e interpreta la
inglés como lengua extranjera.
intersección del locutor.
Escribe diversos tipos de Utiliza convenciones del lenguaje escrito.  Utiliza recursos ortográficos que permiten claridad
textos en inglés como lengua en sus textos.
extranjera
Aims Language Focus Target Vocabulary

 Students will fill out a family graph of their real How many people are there Family members
family. in your family?. Possessive adjectives
 Students will create a book of their made up
family.
iii. SIGNIFICANT SITUATION

Students develop greater confidence in the language through constant interaction in groups and / or pairs discussing, opining and
comparing about her family; those that promote not only the communicative ability within the area but also the awareness of having
knowledge in this topic as a link to the area of FCC. Do you love your family? What time does she get up?
iv. DIDACTIC SEQUENCE:

Process Learning Strategies Resources Time
PROBLEMATIZATION:
 Is it important know to the family members? Why or why not?
ORGANIZATION: flashcard
 The teacher presents to the students the TOPIC to be developed and the PURPOSE of the
lesson plan.
Introduction WARMING TIME:
 The students must visualizing the family members and according to that form groups. 20
PREVIOUS KNOWLEDGE: minutes
 What pictures can you observe in the board?
COGNITIVE CONFLICT:
 If you have a long family members. Do you know them?
MANAGEMENT AND ACCOMPANIMENT

 The teacher will show to the students some flashcards of family members, then they checklist
recognizes about them, after that they will repeat and study the pronunciation.
 The teacher will show a short reading to the students and they have to identify The
members of the family. worksheet
 In this lesson plan, the students will use a group technique called out (jigsaw technique).
 Then the teacher will give each group different readings in which they describe each family
members After each group analyzes the readings each member of the group should take 50
Development notes minutes
 Each student will be asked to learn each segment, students will be given time to read their
segment and become familiar with it. (It is not necessary to memorize it)
 Each member of each group should exchange information with the members of the other
groups in which each student should be able to explain their theme and listen to the
explanations of others.
 The students will identify the possessive adjectives in this reading and underline them.
 At the end they will have to return to their original group and they will have to work in a
group and assemble the general theme making materials for their final presentation.
 They should complete a worksheet evidencing what they learned in the group work. 20
Exit
minutes
_______________________ _______________________
Vº Bº Sub Dirección Rosario Gutierrez Sanchez
I.E.P. “Santa Rita de Cassia” English Teacher
Lesson Plan Nº 02 Date: March 25th - 27th –
29th 2019
Topic: “This is my school”
v. DATOS GENERALES:
vi. EXPECTED LEARNINGS:

extranjera

 Students will identify the possessives adjectives What´s your name?. Possessive adjectives
 Students will sentences using the possessive My name is…..
adjectives.
vii. SIGNIFICANT SITUATION

knowledge in this topic as a link to the area of FCC. Is this your pen? Are these her colours?
viii. DIDACTIC SEQUENCE:

PROBLEMATIZATION:
 Is it important know the possessive adjectives? Why or why not?
lesson plan.
 The students must visualizing the possessive adjectives and according to make sentences. 20
COGNITIVE CONFLICT:
 If you have many colors. Are these your colors?

recognizes about them, after that they will repeat the pronunciation.
 The teacher will show a postcard about POSSESSIVE ADJECTIVES to the students and they
have to identify them. worksheet
 Then the teacher will give each group different readings in which they recognize the
different possessive adjectives members After each group analyzes the sentences and they 50
Development should take notes about it minutes
 Each students should exchange information with the classmate of the other groups in which
each student should be able to explain their theme and listen to the explanations of others.
 The students will identify the possessive adjectives in this practice and underline them.
Exit
 Teacher give a homework of their book. Pag ….. minutes
_______________________ _______________________
Lesson Plan Nº 03 Date: April 1st- 3rd – 5th
2019
Topic: “What´s that?”
ix. DATOS GENERALES:
x. EXPECTED LEARNINGS:
extranjera

 Students will identify the possessives adjectives What´s That? Demonstratives Pronouns
 Students will sentences using the possessive That is a cat.
adjectives.
xi. SIGNIFICANT SITUATION

knowledge in this topic as a link to the area of FCC. What´s that? That is a cat
xii. DIDACTIC SEQUENCE:

PROBLEMATIZATION:
 Is it important know the Demonstrative Pronoun? Why or why not?
lesson plan.
WARMING TIME:
Introduction
 The students must visualizing the Demonstrative pronouns and according to make
20
sentences.
minutes
PREVIOUS KNOWLEDGE:
COGNITIVE CONFLICT:
 If you know the Demonstrative pronouns. Is similar o different to the possessive adjectives?
recognizes about them, after that they will repeat the pronunciation.
 The teacher will show a postcard about DEMONSTRATIVE PRONOUNS to the students and
they have to identify them. worksheet
 Then the teacher will give each group different readings in which they recognize the
different demonstrative pronouns After each group analyzes the sentences and they should 50
Development take notes about it minutes
 Each student should exchange information with the classmate of the other groups in which
 The students will identify the possessive adjectives in this practice and underline them.
Exit
 Teacher gives homework of their book. Pag ….. minutes
_______________________ _______________________
Lesson Plan Nº 04 Date: April 8th – 10th –
12th 2019
Topic: “Plural Nouns”
xiii. DATOS GENERALES:
xiv. EXPECTED LEARNINGS:

extranjera

 Students will identify the possessives adjectives IPlural Nouns Plural Nouns
 Students will sentences using the possessive
adjectives.
xv. SIGNIFICANT SITUATION

knowledge in this topic as a link to the area of FCC. Can you recognize the plural?
xvi. DIDACTIC SEQUENCE:

PROBLEMATIZATION:
 Is it important know the Demonstrative Pronoun? Why or why not?
lesson plan.
 The students must visualizing the Plural nouns and according to make sentences. 20
COGNITIVE CONFLICT:
 If you know the Plural Nouns. Can you identify the plural nouns

 The teacher will show to the students some flashcards of plural things, then they recognizes checklist
about them, after that they will repeat the pronunciation.
 The teacher will show a postcard about PLURAL NOUNS to the students and they have to
identify them. worksheet
 Then the teacher will give each group different readings in which they recognize the PLURAL
NOUNS. After each group analyzes the sentences and they should take notes about it 50
Development  Each student will be asked to learn each segment, students will be given time to read their minutes
 Each student should exchange information with the classmate of the other groups in which
 The students will identify the Plural Nouns in this practice and underline them.
Exit
_______________________ _______________________
Lesson Plan Nº 05 Date: April 15th – 17th
2019
Topic: “Those are Women”
xvii. DATOS GENERALES:
xviii. EXPECTED LEARNINGS:

extranjera

 Students will identify the irregular plural nouns Irregular Plural Nouns man - men
 Students will sentences using irregular plural woman – women
nouns child - childrren
xix. SIGNIFICANT SITUATION

knowledge in this topic as a link to the area of FCC. Can you recognize the irregular plural nouns?
xx. DIDACTIC SEQUENCE:

PROBLEMATIZATION:
 Is it important know the Irregular Plural Noun? Why or why not?
lesson plan.
 The students must visualizing the Plural nouns and according to make sentences. 20
COGNITIVE CONFLICT:
 If you know the Plural Nouns. Can you identify the plural nouns

 On the board, draw a picture of a foot on one side and two feet on the other side. checklist
 Ask students to tell how the pictures are alike and different.
 Label the pictures with the words foot and feet.
 Discuss the spelling of each noun. Potential questions include: What do you notice about worksheet
the spelling? How are the spellings different?
 Tell your students that today they will learn about irregular plural nouns.
 Write the following nouns on the board: man-men, foot-feet, and tooth-teeth.
 Explain to your students that some nouns change their spellings to mean plural, or more 50
Development than one. Inform them that these special forms for more than one do not end in the minutes
letter S like regular plural nouns.
 Add the following nouns to the chart: woman, child, and mouse.
 Ask volunteers to give the plural form for each noun
 Remind students that some nouns change their spellings for the plural form of the object.
 Ask students to name other examples of irregular nouns.
 List students' answers on the chart.
 Write the following sentences on the board: The (woman) went shopping. The (child) ran
down the hill. The (man) jumped over the fence. Did you see the (mouse)?
 Have students read aloud each sentence and make the noun in the parentheses plural.
Exit
_______________________ _______________________
Lesson Plan Nº 05 Date: April 22th – 24th- 26th
2019
Topic: “Checking learning”
xxi. DATOS GENERALES:
xxii. EXPECTED LEARNINGS:

extranjera

 Students will do a family tree using the possessive adjectives mu,your,his,her,their,our.
grammar of those classes. family members mother,father,grandfather, etc
 Students will explain about the family tree
xxiii. SIGNIFICANT SITUATION

knowledge in this topic as a link to the area of FCC. Can you recognize the topic?
xxiv. DIDACTIC SEQUENCE:

PROBLEMATIZATION:
 Is it important learn english? Why or why not?
lesson plan.
 The students must visualizing the topic and according to make sentences. 20
COGNITIVE CONFLICT:
 If you know the family members. Can you tell me. Who is your father?

 Teacher remembers about the last classes. checklist
 Ask them some general questions about the classes. Once they will answer the question
 Now that you have discussed the text, ask the students to find the topic from the list which
occur in the speaking selection. Once the students have found these topics, ask the students worksheet
to provide.
 Students will explain about their family tree using the possessive adjectives and family 50
Development members, every one describes about their family tree using flashcard and they will speak minutes
loudly those events.
 Students effort about their project, because that is a bimestrial evaluation and they can use
different models.
 Then the teacher will ask many questions about the project and each student answer that
question using present simple and past simple.
 All the students will use skill in this language.
Exit
_______________________ _______________________
Lesson Plan Nº 07 Date: April 29th – May 3rd
2019
Topic: “You are very smart”
xxv. DATOS GENERALES:
xxvi. EXPECTED LEARNINGS:

extranjera

 Students will be able to use adjectives to Adjectives tall- short
describe a noun. clean- dirty
 Students will do sentences using adjectives.
xxvii. SIGNIFICANT SITUATION

knowledge in this topic as a link to the area of FCC. Can you recognize the adjectives?
xxviii. DIDACTIC SEQUENCE:

PROBLEMATIZATION:
 Is it important know the Adjectives? Why or why not?
lesson plan.
 The students must visualizing the Adjectives and according to make sentences. 20
COGNITIVE CONFLICT:
 If you know the Adjectives. Can you identify the adjectives in the sentences?

 Gather students together and show them a picture of an interesting object or scene. checklist
 Encourage students to describe the picture with different words.
 Tell students that today they will learn about words we can use to describe things.
 Tell students that when we describe nouns we use words called adjectives. worksheet
 Hold another picture up. Model using your senses to describe the picture. List the senses on the
board and the corresponding adjective.
 Tell students that good writers use a wide variety of adjectives. Give two more examples
 Have students work in pairs to brainstorm a list of adjectives.
 Have students list the adjectives on cards.
 Combine the cards with the cards you previously made. 50
Development  Have students pick up two or three adjective card and combine them with a noun. minutes
 Have students work together to put the adjectives and nouns into a sentence with an
illustration.
 Have students select at least two adjectives and a noun to write a sentence about and
illustrate.
 Have students complete the Write Your Own worksheet.
 Enrichment: Challenge students to write sentences using additional adjectives. Have students identify
adjectives used in classroom texts or independent reading books.
 Support: Have students select one adjective and noun to work with at a time.
 Circulate as students work.Collect the students’ work to assess for mastery.
 Draw students back together. Review the purpose of adjectives.
 Have students share some of the sentences and illustrations.
Exit
_______________________ _______________________
Lesson Plan Nº 08 Date: May 6th – May 8th
May 10th 2019
Topic: “They very comfortable”
I. DATOS GENERALES:
II. EXPECTED LEARNINGS:

extranjera

 Students will be able to use adjectives to Adjectives tall- short
describe a noun. clean- dirty
 Students will do sentences using adjectives.
III. SIGNIFICANT SITUATION

knowledge in this topic as a link to the area of FCC. Can you recognize the adjectives?
IV. DIDACTIC SEQUENCE:

PROBLEMATIZATION:
 Is it important know the Adjectives? Why or why not?
lesson plan.
 The students must visualizing the Adjectives and according to make sentences. 20
COGNITIVE CONFLICT:
 If you know the Adjectives. Can you identify the adjectives in the sentences?

 Tell students that when we describe nouns we use words called adjectives. worksheet
 Have students work in pairs to brainstorm a list of adjectives.
 Have students list the adjectives on cards.
 Combine the cards with the cards you previously made. 50
Development  Have students pick up two or three adjective card and combine them with a noun. minutes
 Have students work together to put the adjectives and nouns into a sentence with an
illustration.
illustrate.
 Draw students back together. Review the purpose of adjectives.
Exit
_______________________ _______________________
Lesson Plan Nº 09 Date: May 13th – May 15th
May 1th 2019
Topic: “How much is this shirt”
V. DATOS GENERALES:
VI. EXPECTED LEARNINGS:

extranjera

 Students will be able to use adjectives to Adjectives shirt
describe a noun. clothes pants
 Students will do sentences using adjectives. blouse
VII. SIGNIFICANT SITUATION

knowledge in this topic as a link to the area of FCC. Can you recognize the clothes?
VIII. DIDACTIC SEQUENCE:

PROBLEMATIZATION:
 Is it important know the Clothes? Why or why not?
lesson plan.
 The students must visualizing the Clothes and according to make sentences. 20
COGNITIVE CONFLICT:
 If you know the Clothes. Can you identify the clothes in the sentences?

 Tell students that when we describe nouns we use words called clothes worksheet
 Have students work in pairs to brainstorm a list of clothes
 Have students list the clothes on cards.
50
Development  Combine the cards with the cards you previously made. minutes
 Have students pick up two or three clothes card and combine them with a noun.
 Have students work together to put the clothes and nouns into a sentence with an illustration.
illustrate.
 Draw students back together. Review the purpose of clothes.
Exit
_______________________ _______________________
Lesson Plan Nº 01 Date: May 20th - May 22th
May 24th 2019
Topic: “Lucy was very happy”
I. DATOS GENERALES:
English II II 01 3º A-B-C-D-E-F-G-H 2 hours Rosario Gutierrez Sánchez
II. EXPECTED LEARNINGS:

 Infiere el tema, propósito, hechos y conclusiones a
Se comunica oralmente en partir de información explicita e interpreta la
inglés como lengua extranjera. Infiere e interpreta información de textos intersección del locutor.
orales.
extranjera

 Students will recognize the past simple of the Past Simple of the verb to be was
verb to be (was-were) were
 Students will make a little conversation..
III. SIGNIFICANT SITUATION

comparing about the simple present; those that promote not only the communicative ability within the area but also the awareness of
having knowledge in this topic as a link to the area of Communication.
IV. DIDACTIC SEQUENCE:

PROBLEMATIZATION:
 Is it important learning English? Why or why not?
lesson plan.
 The students must visualizing Instructions 20
COGNITIVE CONFLICT:
 If you forget your case– where were you yesterday?

 Teacher shows pictures. checklist
 I will start the lesson by presenting the "To be" family in present (flash card) and will elicit the
rules from them. I will say the next sentences and will ask what are the differences between the
sentences: worksheet
I am here; He is here; She is here too; They are here; We are here.
I will give them a hint if necessary – 2 things were changed.(pronoun & present of to be).
I will go through the pronouns and translate it on board.
I will elicit from the students that the pronouns divided to singular & plural.
Then I will ask if I want to say the same sentences in the past tense? I will elicit from them the rule was-
singular; were-plural.
50
Development I will say a sentence that is missing was/were; You will tell me what it should be, and why. minutes
 40 years ago I ___ a baby./ 12 years ago you _____ babies.
 Last Monday he____ at school. She (pointing on a pupil) ___ at school too, last Monday.
 Yonatan & Daniela ____ at school yesterday. Even the table___ here yesterday.
 The tables _____ dirty, last week.
 I will present the first work sheet; I will say they have 3 min, because it is easy (not really).
 Before that I will give the work sheet, I will ask the pupils to tell me, how they will decide if it is was or
were? (some will say pronouns, some will say singular plural).
 I will do the first sentence as an example. /I will give the work sheet and go through the pupils.
 We will check the work sheet.
Exit
minutes
_______________________ _______________________

Lesson Plan 3ero - N°1

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Lesson Plan Nº 01

Date: March 18th - 20th –

ii. EXPECTED LEARNINGS:

Aims Language Focus Target Vocabulary

iii. SIGNIFICANT SITUATION

iv. DIDACTIC SEQUENCE:

MANAGEMENT AND ACCOMPANIMENT

vi. EXPECTED LEARNINGS:

Aims Language Focus Target Vocabulary

vii. SIGNIFICANT SITUATION

viii. DIDACTIC SEQUENCE:

MANAGEMENT AND ACCOMPANIMENT

Aims Language Focus Target Vocabulary

xi. SIGNIFICANT SITUATION

xii. DIDACTIC SEQUENCE:

xiv. EXPECTED LEARNINGS:

Aims Language Focus Target Vocabulary

xv. SIGNIFICANT SITUATION

xvi. DIDACTIC SEQUENCE:

MANAGEMENT AND ACCOMPANIMENT

xviii. EXPECTED LEARNINGS:

Aims Language Focus Target Vocabulary

xix. SIGNIFICANT SITUATION

xx. DIDACTIC SEQUENCE:

MANAGEMENT AND ACCOMPANIMENT

xxii. EXPECTED LEARNINGS:

Aims Language Focus Target Vocabulary

xxiii. SIGNIFICANT SITUATION

xxiv. DIDACTIC SEQUENCE:

MANAGEMENT AND ACCOMPANIMENT

xxvi. EXPECTED LEARNINGS:

Aims Language Focus Target Vocabulary

xxvii. SIGNIFICANT SITUATION

xxviii. DIDACTIC SEQUENCE:

MANAGEMENT AND ACCOMPANIMENT

II. EXPECTED LEARNINGS:

Aims Language Focus Target Vocabulary

III. SIGNIFICANT SITUATION

IV. DIDACTIC SEQUENCE:

MANAGEMENT AND ACCOMPANIMENT

VI. EXPECTED LEARNINGS:

Aims Language Focus Target Vocabulary

VII. SIGNIFICANT SITUATION

VIII. DIDACTIC SEQUENCE:

MANAGEMENT AND ACCOMPANIMENT

II. EXPECTED LEARNINGS:

Aims Language Focus Target Vocabulary

III. SIGNIFICANT SITUATION

IV. DIDACTIC SEQUENCE:

MANAGEMENT AND ACCOMPANIMENT

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