SECRETARA DE EDUCACIN PBLICA Y CULTURA EL ESTADO DE SINALOA SUBSECRETARA DE EDUCACIN BSICA PROGRAMA INGLS EN EDUCACIN BSICA LESSON PLAN

School: Month: January Cycle: 1 Grade: FIRST Date: Unit : 3 Week: 1 Social Practice of the language: Participate in language games with expressive and aesthetic purposes Social Learning Environment: Literary and ludic. Specific Competency: Compare words in childrens story Product : Illustrated story Class 1 Class 2
Previous Knowledge activated
Parts of a house and rhyming words Activate previous lesson vocabulary to identify characters, objects, etc Draw the scene and its elements.

Class 3

Parts of a book and rhyming words

Choose the scene from a story as well as the people, animals, and objects that Stages of the product will participate in it.

Choose the scene from a story as well as the people, animals, and objects that will participate in it.

Doing with the language Knowing about the language Being through the language

Identify where it can be read (text) and where it cannot (images)

Identify reading of names of characters with their writing.

Classify names according to what they refer to: Objects, characters, animals, etc.

Repertoire of words necessary for this social Elements of a story: Characters, objects, places. Text components, title and paragraphs. practice of the language. Interest in the reading aloud of stories. Use reading as a source of entertainment. Interest in the reading aloud of stories.

Warm up: Play Simon says (body parts) Development: - T. presents the vocabulary on page 50 and 51(rhyming words). - S. draw the vocabulary used on pages 50 and 51 and use it to tell a story. - S. use the drawings to represent a story.

Warm up: T. asks students to get their cut out together in order to make a story with them.

Warm up: S. Play Pictionary game G.36

Activities

Closure: - T. checks students drawings and asks students questions to check on pronunciation.

- T. reads the happy princess story again to elicits Development: previous vocabulary from students in order to - T. presents The happy princess story from the reinforce it . story book page 11 - S. draws their favorite character from the story. - Students complete exercise 1 from the activity book page 52. - T. divides the class in teams in order to act out the happy princess story. - T. draws a book on the board for students to write the parts of it. Closure: T. checks students drawings . Closure: - T. asks students randomly about parts of a book to check on understanding and pronunciation.

Assessment Instrument

Observation

Observation

Observation

Achievement Distinguish letters from numbers.

Material & Space

Classify names according to what they refer Classify names according to what they refer to. to: Objects, characters, animals, etc.

Activity book, paper and crayons Bring cut outs of characters of their favorite tale.

Activity book, cut outs.

Story book, Activity book, notebook, CD Track 76

Homework

SECRETARA DE EDUCACIN PBLICA Y CULTURA EL ESTADO DE SINALOA SUBSECRETARA DE EDUCACIN BSICA PROGRAMA INGLS EN EDUCACIN BSICA LESSON PLAN School: Month: January Cycle: 1 Grade: FIRST Date: Unit : 3 Week: 1 Social Practice of the language: Participate in language games with expressive and aesthetic purposes Social Learning Environment: Literary and ludic. Specific Competency: Compare words in childrens story Product : Illustrated story Class 4 Class 5
Previous Knowledge activated
Weather, commands, greetings, Date. Weather, commands, parts of a house, adjectives. Choose the scene from a story as well as the people, animals, and objects that will participate in it.

Class 6
Weather, commands, parts of a book, adjectives. Write on a sheet of paper the names of the elements based on a model

Stages of the product

Choose the scene from a story as well as the people, animals, and objects that will participate in it. Activate previous knowledge to identify characters, objects and places. Elements of a story: characters, objects, places. Interest in the reading aloud of stories.

Doing with the language Knowing about the language Being through the language

Identify where it can be read (text) and where it Identify where it can be read (text) and where it cannot (images) cannot (images) Graphics components Graphics components

Use reading as a source of entertainment.

Interest in the reading aloud of stories.

Warm up: Play hang man using parts of a book.

Activities

Warm up: T plays ball game as review of words learned previous class. Development: Development: - T plays track 33 and Ss follow on page 54. - T plays track 32 Goldilocks and Ss listen to - Ss read and complete missing words in activity the story. 2 page 54 (with the teachers help). - Ss listen track 32 and order story on page 53. - Ss Draw objects in different sizes. - T introduces vocabulary in activity 2 page 53 (hot, cold, small and big). Closure: T. points objects and of classroom and - Ss match words with the pictures on activity ask Ss: Is it big/small? 2 page 53 Closure: T ask Ss for big or small things (act. 3) (page 53)

Warm up: Ss play hot potato using vocabulary from this unit. Development: - T asks about characters in a story (Goldilocks and the happy princess) - T. reviews rhyming words, greetings, farewells. - T plays true of false asking Ss about big or small and cold or hot things. Closure: - T. asks Ss randomly about small or big things, about cold or hot things.

Observation Assessment Instrument

Classify names according to what they refer to.

Observation

Observation

Classify names according to what they refer to.

Classify names according to what they refer to.

Achievement

Material & Space

Activity book, CD player, realia

Homework

SECRETARA DE EDUCACIN PBLICA Y CULTURA EL ESTADO DE SINALOA SUBSECRETARA DE EDUCACIN BSICA PROGRAMA INGLS EN EDUCACIN BSICA LESSON PLAN School: Month: January Cycle: 1 Grade: FIRST Date: Unit : 3 Week: 1 Social Practice of the language: Participate in language games with expressive and aesthetic purposes Social Learning Environment: Literary and ludic. Specific Competency: Compare words in childrens story Product : Illustrated story Class 7 Class 8
Previous Knowledge activated
About stories,antonymus, vocabulary about Stories, vocabulary numbers and letters books. Write on a sheet of paper the names of the Write on a sheet of paper the names of the elements based on a model elements based on a model

Class 9
Stories, vocabulary numbers and letters.

Stages of the product

Write on a sheet of paper the names of the elements based on a model

Activate previous knowledge to identify

Doing with the language characters, objects and places. Knowing about the language Being through the language
Repertoire of words necessary for this social practice of the language.

Activate previous knowledge to identify characters, objects and places. Elements of a story: characters, objects, places.

Compare the written form of words.

Repertoire of words necessary for this social practice of the language.

Use reading as a source of entertainment.

Use reading as a source of entertainment.

Use reading as a source of entertainment.

Activities

Warm up: Ss sing a song (humpty-dumpty) Warm up: Ball game words that rhyme (wall, fall, bear, there) Development: - T asks Ss to answer the Exc. 1 on page 55 Development: with the T help. - Ss Listen and complete the story about bears on page 56 of the activity book. - T reads the story again and classify the - T reads the story again and check the answers. characters in the story. Exc. 2 on page 55. - Exc. 2 on page 56 Ss write letters and numbers of letters to complete the chart. - T write the story on the board and Ss Exc. 3 on page 56. Listen to your teacher and play circle words that rhyme. hangman. - Exc. 3 on page 55 Ss in groups say words that rhyme Closure: T ask Ss about the story (persons, animals, objects, rhymes)

Warm up: Sing a song (Ten little Indians) to introduce numbers. Development: - Circle words that are the same on exercise 1 page 57 of the activity book. - Write and count the circle words - T ask Ss for words with different numbers of letters. - Exc. 3 on page 57 listen the end of the story and make a drawing.

Closure: Ss play a memory game (words from the Closure: story or pictures. Example: Daddy bear, mommy Ss unscramble words and count letters. (Example: bear) EBRA - BEAR 1,2,3,4 letters)

Checklist

Checklist

Checklist

Assessment Instrument
Classify names according to what they refer to. Distinguish letters from numbers.

Achievement

Classify names according to what they refer to. Activity book, colors, notebook, markers, etc. Flashcards, Activity book, colors, board, markers. Activity book, board, notebook, markers, colors.

Material & Space

Homework

Make a picture of Humpty-dumpty

Draw the bear family

SECRETARA DE EDUCACIN PBLICA Y CULTURA EL ESTADO DE SINALOA SUBSECRETARA DE EDUCACIN BSICA PROGRAMA INGLS EN EDUCACIN BSICA LESSON PLAN School: Month: January Cycle: 1 Grade: FIRST Date: Unit : 3 Week: 1 Social Practice of the language: Participate in language games with expressive and aesthetic purposes Social Learning Environment: Literary and ludic. Specific Competency: Compare words in childrens story Product : Illustrated story Class 10 Class 11
Rhymes, adjectives, stories, vocabulary Stories, vocabulary and adjectives Stories, vocabulary

Class 12

Previous Knowledge activated

Put the elements and their names to make the scene interactive Make sure that the names and the elements are matched correctly. Ask for permission to share the interactive story with other classes and find a place where it will be displayed in the classroom. Associate the reading of names of characters, objects and places with their writing.

Stages of the product

Doing with the language Knowing about the language Being through the language

Identify where it can be read (text) and where it Activate previous knowledge to identify characters, cannot (images) objects and places.

Elements of a story: characters, objects and places. Interest in the reading aloud of stories.

Elements of a story: characters, objects and places.

Graphics components.

Interest in the reading aloud of stories.

Use reading as a source of entertainment.

Warm up: Ss play Fly swatter game . Development: - T. divides the class into pairs in order to play the game from page 58. - T explains the rules of the game. (Teachers guide page 66).

Warm up: Tic-tac-toe game act. 4. Development: - T divides the class into groups of three. - T checks the material for the product. - T gives instructions using activity book page 59 - Ss start working in the product by cutting images.

Activities

Closure: T. asks students to put the cut outs in - T monitors Ss and helps them when is needed. order. Closure: Ss draw their favorite character of the stories on their notebook

Warm up: Ball game act. 1 with vocabulary of the unit 3 part 1 Development: - Ss follow the steps of the activity book on page 59 - Ss complete the project of the stories by writing a title and name of characters. - Ss Show their work in front of the class and each team tell their story. - T asks questions about their work. Ex. Was it difficult for you or easy? And finally they choose the best illustrated story of the class. Closure: T asks questions about their work. Ex. Was it difficult for you or easy? And finally they choose the best illustrated story of the class.

Checklist

Checklist

Checklist

Assessment Instrument
Classify names according to what they refer to. Classify names according to what they refer to.

Achievement
Classify names according to what they refer to. Activity book, cardboard, pictures, scissors, glue, crayons, board. Cardboard, pictures, scissors, glue, crayons, activity book, ball.

Material & Space

Activity book , a coin, pieces of paper, pencil, flyswatter, flashcards.

Homework

Ss bring cardboard, cut outs of stories, glue, crayons, scissors, etc.