SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
SEPTEMBER 25 TO SEPTEMBER 13
School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Social practice:

4th Grade Unit 1 Product B Booklet with song lyrics Read and sing songs

Environment: Specific competence:

Literary and ludic Interpret and sing songs of interest to the class

Stage(s): Doing with the language (Activities): Knowing about the language
Before starting your class take the following aspects into consideration: (Background):

Greet your students.

Greeting your students helps them to get ready to learn English. This simple interaction also helps to
build a rapport between you and the students. Greeting the students also helps to fill in time, while you
are waiting for everyone to get settled.

Preview the lesson.

Previewing the lesson gets the students thinking about what they are going to study. It lets the students
know what to expect in the lesson. Tell the students the objective of the lesson and how they are going
to achieve this. You may also want to explain the significance of the objective and how it will benefit the
students. In this way, the students will focus their attention on the subject matter.

Review the previous lesson.

You may find students easily forget what they did in the previous lesson, so it is always worth reviewing
what they have studied in the last class. This helps keep the material fresh in the students’ mind and
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helps them recall the vocabulary and language they have studied. Furthermore, it gives you the
opportunity to combine the past topic with the new topic and show how they relate if applicable.
Regular reviewing of previous lessons will also put less pressure on you and the students when it comes
to testing. Reviewing is a wonderful opportunity to consolidate what your students have learned.

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 – Choose songs. Session 1:
10 minutes Nouns:
Write the words “music” and “song” on the board. Ask students “What´s your favorite kind of music?”  music
Elicit students’ answers. Write the following incomplete words so students can guess the music genres.  song
Encourage students to practice the alphabet to complete the words.  Rock
 pop
r _ _ _ p__ c___ ___  country
r__ ___ h _ _- _ _ _ c____ _ ___  reggae
j___ s_____  hip-hop
 classical
If students do not know how to write the different kinds of music, write them on the board:  jazz
 salsa
rock pop country reggae hip-hop classical jazz salsa
 singer
 band
Ask students again. Elicit students’ answers. Then ask students to ask the same question to a partner. If
 category
possible plays parts of different songs so students can identify the genres.
 chart
10 minutes
Ask students about their favorite singer or band using the following questions:
Who’s your favorite singer? What’s your favorite band? Elicit students’ answers. Then ask students to ask
the same question to a partner.

10 minutes
Use the same chart you made before to write the singers and bands under their correct category
rock pop country reggae hip-hop classical jazz salsa
Katy Pharrell
Perry Williams

Justin
Bieber

10 minutes
Select the singers or bands most of the students prefer. Then ask students to say songs from those
singers or bands. Write the songs on the board.
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10 minutes
Once you have the list of songs. Ask the students to vote to select three songs. Raising hands while you
say a song would be helpful. Write on the board the songs they chose.

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 Session 2 Nouns:
5 minutes  booklet
Review the things students saw last class. Ask them: “Which was the name of the song you have chosen?  sheet
Do you know which the main topic of the song is? Who/which is the singer/band?”  fold
 half
– Design and make the booklet. 15 minutes  title
Write the word “Booklet” on the board, reads it aloud, and makes the question “Do you have any idea  front cover
what a booklet is? Students answer. Then show pictures of booklets, and tell to the students that “a  decorate
booklet is a small book with only a few pages that contain information on one subject”.  personalize
Explain they have to design and make a booklet with the songs they chose last class. But in this class
they are going to write the names of the songs and the singer only, not the lyrics. Provide the materials
to students who didn’t bring them.

25 minutes Nouns:
Give the instructions to start making the booklet (see image 1):  lyrics
1. Fold two paper sheets in half.
 play
2. Paste the paper sheets together like the pages of a book.
 recordings
3. Write the chosen songs and the singer’s name, one song by page on the booklet.
 fill in
4. Look up the words you don´t understand in a dictionary.
 blanks
5. Write your name and the word “Songs” as the title of the booklet on the front cover.
6. Decorate or personalize the booklet as you please. Use any colors, markers stickers, etc. Let the  stanzas
imagination fly.  worksheets

5 minutes
Students exchange their booklets with a classmate in order to see the different styles they have.

Session 3
5 minutes
Tell students you are going to work with the lyrics of the first song. Provide help when needed. Promote
the use of dictionaries. Be careful with bad words, omit the stanza or change the song.

5 minutes
Ask students the following questions:
Is it a happy or a sad song? Is it easy or difficult to understand? Why? Elicit students’ answers.
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20 minutes
Make lyric worksheets for the chosen song, leaving blanks for some of the words. Have your students
listen to the song in class, playing the recording three times to let them fill in as many blanks as possible.
Next, call on students to write the correct words for the blanks up on the board. After each word is
written, ask the class if they agree or disagree with the student’s answer. If anyone disagrees, he or she
writes an alternative answer on the board. Keep going until you have all the blanks filled in correctly.

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 5 minutes
Ask students the following questions:
How many verses (lines) are there? How many stanzas are there? What words receive emphasis?

– Divide the stanzas among the 15 minutes

teams and rehearse their Make teams of five. Divide the stanzas among the teams and rehearse their reading aloud.
reading aloud.

Session 4
5 minutes
Tell students you are going to work with the lyrics of the second song. Provide help when needed.
Promote the use of dictionaries. Be careful with bad words, omit the stanza or change the song.

5 minutes
Ask students the following questions:
Is it a happy or a sad song? Is it easy or difficult to understand? Why?

20 minutes
Make lyric worksheets for the chosen song, leaving blanks for some of the words. Have your students
listen to the song in class, playing the recording three times to let them fill in as many blanks as possible.
Next, call on students to write the correct words for the blanks up on the board. After each word is
written, ask the class if they agree or disagree with the student’s answer. If anyone disagrees, he or she
writes an alternative answer on the board. Keep going until you have all the blanks filled in correctly.

5 minutes
Ask students the following questions:
How many verses (lines) are there? How many stanzas are there? What words receive emphasis?

Session 5
5 minutes
Tell students you are going to work with the lyrics of the third song. Provide help when needed. Promote
the use of dictionaries. Be careful with bad words, omit the stanza or change the song.
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5 minutes
Ask students the following questions:
Is it a happy or a sad song? Is it easy or difficult to understand? Why? Elicit students’ answers.

20 minutes
Make lyric worksheets for the chosen song, leaving blanks for some of the words. Have your students
listen to the song in class, playing the recording three times to let them fill in as many blanks as possible.
4 of 7 Lesson Plan designed by TPA Roberto López
 Next, call on students to write the correct words for the blanks up on the board. After each word is
written, ask the class if they agree or disagree with the student’s answer. If anyone disagrees, he or she
writes an alternative answer on the board. Keep going until you have all the blanks filled in correctly.

5 minutes
Ask students the following questions:
How many verses (lines) are there? How many stanzas are there? What words receive emphasis?

15 minutes
Make teams of five. Divide the stanzas among the teams and rehearse their reading aloud.

Session 6
15 minutes
Have your students listen to the songs in class, playing the recording three times for each song. Provide
help with difficult words. Stop the song as needed.

15 minutes Nouns:
Help students identify cognates, false cognates, and sounds that are less frequent or absent in Spanish.  cognates
 false cognates
Example of cognate:  sounds
curious curioso  rhythm
delicious delicioso  stress
mysterious misterioso  intonation
precious precioso  curious
abandon abandonar  delicious
air aire  mysterious
 precious
Example of false cognate:  air
actually At present  arm
En realidad actual  cartoon
 conductor
to advertise to warn  contest
anunciar advertir Verbs:
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arm gun  abandon

brazo arma  advertise

cartoon cardboard
dibujo animado cartón

conductor driver

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 director conductor

contest to answer
concurso contestar

– Rewrite the chorus and stanzas 20 minutes

of the song lyrics in the booklet. Ask students to write the chorus and stanzas of the song lyrics in the booklet.

Session 7
– Check the rewriting of the song 20 minutes
to make sure it is complete and Check the rewriting of the song to make sure it is complete and complies with spelling conventions. Read
complies with spelling the stanzas carefully and look for any mistake you could make.
conventions.
15 minutes
Make 3 teams and give each team a song. Ask them to practice singing and reading along the lyrics of the
song.

15 minutes
Help students identify rhythm, stress and changes in intonation. Also ask them to look for the words that
rhyme.

Session 8
– Sing and read along the lyrics 25 minutes
of the song. Make 3 teams and give each team a song. Ask them to practice singing and reading along the lyrics of the
song.

25 minutes
Ask the teams to sing the songs in front of the group; they must take special care on intonation,
punctuation marks, use of vocabulary. (Peer and self-correction practices to be encouraged). They can
also act out the song in front of the group.

– Display the booklet in an
appropriate place inside or
outside the classroom.
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Session 9
30 minutes
Show the booklet to other classmates. Teams go to other groups to show the booklets (3rd or 4th grade).
Ask the teams to present their work in front of the group by reading aloud lyrics or singing, they must

take special care on intonation, punctuation marks, use of vocabulary. (Peer and self-correction practices

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 Achievements:
- Identifies social situations in
which songs are performed.
- Uses contextual clues and
illustrated bilingual dictionaries
to clarify the meaning of words.
- Sings parts of a song.
- Follows the rhythm of a song
with the support of a text.
- Completes phrases or verses
based on a list of words.
Reference:
Syllabus Cycle 2, 4th Grade.
PNIEB.net: http://goo.gl/ENfVKg
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to be encouraged).
20 minutes
Display the booklets in a visible place and ask students to place a sign "We invite you to read" to invite
anyone who passes to read them.
Assessment:
Checklist. YES NO
Pronounces all words correctly and speaks clearly.
Reads at an appropriate speed. No lapses, hesitation or
wavering in the pace. Punctuation pauses are present.
The intensity of the voice is clear and audible all through
the reading. No fluctuations are perceived.
The student keeps the required tone. Does not overdo it
or exaggerate. Does not sound monotone or artificial.
Lesson Plan designed by TPA Roberto López