SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
SEPTEMBER 25 TO OCTOBER 13
School’s name: CCT: Instructor’s name: ID:
Grade and unit: Product: Social practice:
5th Grade Unit 1 Product B Collage with illustrated description Read stories and legends aloud
of magical objects
Environment: Specific competence:
Literary and ludic Read legends of interest to students and stimulate creativity

Stage(s): Doing with the language (Activities): Knowing about the

language (Background):
 eSelect a magical object Session 1
from the read legends or 5 minutes
suggested one. Greet the students and ask a volunteer to write the date on the board, the group will assist.

10 minutes Adjectives:
As a warm up activity, make a chart on the board with two headings, one will read “True” and the other one will  true
read “False”.  false

True False
1.
2.
3.
4.

Read the following statements from your notes (these will not be written) and ask for the participation of different Nouns:
students for each one of the statements to pass to the front and mark the corresponding answer with a tick (“True”  name
or “False”). The rest of the group will assist.  Mr.
 Ms.
My name is Mr. /Ms./ Mrs._____________________  Mrs.
The name of the school is Victoriano Huerta.  school
We are in the year 2016  year
We live in the United States
*You may adapt the questions.

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 15 minutes
Paste on the board images 1 to 3 and brainstorm ideas of what the images represent.

Write the word “Legends” on the board, or print image 4 and paste it on the board. Noun:
 Legend

In order to activate previous knowledge to predict topic, ask the students to discuss in pairs about the images on
the board and the meaning of the word, specifically ask them to discuss what they think is a legend, give them
some minutes to do it and then brainstorm ideas.

Ask some students to share their comments and complement by mentioning that a legend is a story about people
or events which can or cannot be completely true. Write this definition on the board and ask the students to copy.

20 minutes
Make the following question: “Do you like legends?” and “What legends do you know?” Elicit answers, consider
different examples and mention some others if possible.
Grammatical structure:
 Do you like…..?
Copy the following table on the board:

Magical object Question word:

Name of the legend Object  what

Nouns:
Ask the students to work in pairs to discuss and think about magical objects they remember from the legends they  Magical objects
know, ask them to write the name of the legend they remembered and 1 magical object related to it.

The students will be allowed to use their Spanish-English dictionaries to work with this activity. Give them enough
time to do it. Monitor while students work and provide assessment as required. Finally, ask each pair to participate
by mentioning the object they wrote and write them on the board.

Students will copy the list in their notebooks to have reference of the words to be used for the unit.

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 Session 2
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

5 minutes
Brainstorm ideas for the topics from the previous class, make sure students mention legends and magical objects.

10 minutes
Prepare in advance some images related to a legend of your selection or use the ones provided with this plan
(images 5, 6 and 7) and paste them on the board. Ask the students to look at the images and brainstorm ideas for
the name of the legend write the name on the board and ask students to make predictions.

20 minutes Question words:

The students will work in pairs just as in the previous class. Based on their predictions, pairs will discuss the versions
 who
they know about the presented legend. They will be requested to copy the following questions in their notebooks
 where
and will write the corresponding answers related to the story.
 what
 when
1. Who is the most important character of the story?
2. Who is the secondary character of the story?
Adjectives:
3. Where is the story taking place?
 main
4. What magical object is there in the story?
 secondary
5. When did the story happen?
Nouns:
Students will be allowed to use English-Spanish dictionaries if available. Provide the necessary assessment.
 character
 place (setting)
10 minutes
 time
In order to check answers, ask some pairs to read aloud, consider that the answers may vary. Assess students and
motivate them by providing a positive feedback.

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  e Session 3
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

15 minutes
Ask the students to open their reader´s book on the contents for unit 1, make sure the corresponding material
includes legends, if the content relates to the topic, ask the students to read in silence and to underline the words
they don´t understand, give them time to do it.
Consider the reference for the reading practice provided at the end of the lesson plan to find the corresponding
material. If you do not have the material, then prepare in advance a text related to the topic of legends to be used
for this practice.

When they finish, ask some students to participate by passing to the front to write 2 of the words they underlined,
when the list is ready students will copy the words in their notebooks and then help them to clarify meanings, try to
avoid the use of Spanish instead use mimics, drawings or contextual clues in order to guide them.

20 minutes
When the words have been clarified, start a reading practice, this time start reading aloud, stop at a certain point
and ask the students to retell what is happening, then ask a student to continue reading another section and do the
same, continue doing this with the help of different students. With this practice you could also work on predictions
b by asking what the students think will happen next.

If you work with the fact section from the reader´s book, you could also have your students reflect on the specific
topic and express their points of view. Always provide the required assessment.

When the activity is concluded, ask the students to close their reader´s book.

10 minutes Parts of a legend:

Making reference to the previously seen legend, explain the structure that has to be followed, specify on the title  title
by reading it, the plot being the general story, the climax as the most exciting part of the legend and the ending of  plot
the story. Make sure the whole class understands the concepts.  climax
Copy on the board the following chart and elicit answers related to the discussed legend, write the corresponding  ending
information.

Title of the legend:

Plot:

Climax:

Ending:

5 minutes
Ask the students to copy the information in their notebooks.
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_ Point out the Session 4
characteristics of the 5 minutes
magical object and its Greet the students and ask a volunteer to write the date on the board, the group will assist.
owner.
10 minutes
As a warm up activity and in order to review on vocabulary play with the students a guessing game, ask one person
to go to the front of the classroom and start drawing a picture of an object from the ones already seen, the rest of
the students must try to guess what the picture is before the person has finished drawing, the person who guesses
correctly comes to the front to draw another object.

10 minutes Nouns:
After reviewing on some words from the vocabulary, use the suggested images (Images 8, 9, 10 and 11) or draw
 magical objects
images of magical objects and as you present them ask the students to mention their names and write them on the
 sword
board, when all the names are written ask the group to repeat the names aloud to practice pronunciation.
 carpet
 mirror
 wand
 hat

15 minutes Adjectives:
Continue working with the images, but this time ask the students to work in pairs, when arranged as indicated ask  heavy
them to write in their notebooks a minimum of four words to describe each one of the objects (adjectives), give  shiny
them some examples in order for them to understand the instruction, mention some adjectives for example: heavy,  colorful
shiny, colorful, powerful, etc.  powerful, etc.
Allow the students to use bilingual dictionaries for this practice. If the resource is not available adapt the activity
accordingly. Monitor and provide the necessary advice.

Give them enough time to do it and then ask each pair to contribute with their words, write the words on the
board, make sure the students understand each one of them, finally ask them to copy the words in their notebooks.

10 minutes
Make teams by assigning a number from 1 to 6 to each student then ask all similar numbers to get together.
When teams are arranged, elicit legends the students remember and write the titles of 6 of them on the board, i.e.
Robin Hood, Headless horseman, etc.

1. 4.
2. 5.
3. 6.

Assign a legend from the list to each team and for homework, ask the students to look for information related to
the assigned legend. Explain that the information from the internet, texts, images, etc.
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 Session 5
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

5 minutes
Brainstorm topics from previous classes.

20 minutes
Ask the students to get in teams (the ones formed during the previous class). When they are together they will
check the information they have related to each assigned legend, ask them to discuss about it and to take notes of
the most important events in the legend.

Give them time to work and when they are ready copy on the board the following chart:

Comprehension practice
Title of the legend:
Main character:
Secondary characters (1 or 2):
Setting (place, city, country, a house):
Magical object (s):
Plot of the story:
Image:

Ask the teams to copy it or prepare in advance copies from chart 1 at the end of the lesson plan and give one to
each team. The chart will be filled out with the information from the assigned legend.

Ask the teams to work together but explain there will only be one chart per team so a secretary will be assigned to Noun:
take notes.  secretary

20 minutes
When the teams finish, they will take turns to share the information with the rest of the group. If possible, take
some time for the other teams to make questions about each legend. Always provide a positive feedback for
participation.

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 Session 6
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

5 minutes Grammar:
As a warm up activity ask the students to recite the alphabet and also the personal pronouns.  alphabet
 personal pronouns
15 minutes
Work on a spelling practice. In your notes, write a list of 10 regular verbs, dictate one verb (pronunciation) and then Action words:
spell it letter by letter so that the students will write each verb in their notebooks, ask them to work individually.  spell
Do the same with the remaining verbs.

10 minutes
When finishing dictating the verbs, in order to assess the practice, ask the students to pass the notebook to the
person seated behind each one of them, the last student on the row will pass it to the first one.

Ask for some volunteers to pass to the front to write the words, check for the correct writing and ask the group to
assess their peers work. When they finish ask them to give the notebooks back to their owners.

15 minutes Grammar:
With the verbs on the board, make two columns. Explain to the students that there are different times when  verb
actions take place, you could use a calendar as reference; explain there is the tense for the past, for the present and  tenses: past,
for the future. Make sure they understand the concepts. present, present
perfect, future
Explain also that there is a particular tense called present perfect; this one could tell that an action was completed  has / have
at some point in the past or that it could be still happening in the present.  suffix
Tell them that for this tense, we will have to use the present form “has” or “have” depending on the person (the
pronoun we are talking about) and that we will use the action word (verb) in past tense, which is with the “ed”
suffix at the end.

Show them the following examples and emphasize on the explanation. Make sure the students understand the
concept. Ask them to copy the examples in their notebooks.

Verb Present perfect How to explain it:

Walk I have walked two miles already but I'm still walking
Study He has studied at the university but that was some time ago
Cook She has cooked for her family and she continues doing it

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 Session 7
5 minutes
Greet the students and ask a volunteer to write the date on the board, the group will assist.

5 minutes
Brainstorm topics from previous classes.

15 minutes
Ask the students to take out their notes from the previous day. Review the information and elicit questions, clarify
doubts.
Write on the board the following sentences with the verbs included and ask some students to participate changing
the action word (verb) to the required tense. The rest of the students will assist.

Present perfect tense

I ____________________ (visit) my grandmother three times.

He __________________ (work) very hard in the castle.

They ___________________ (participate) during the king´s ceremony.

15 minutes
Ask the students to get in pairs.

Write the following words on the board and ask the pairs to write a sentence related to the legends for each one of
them in present perfect tense (using has/have + “ed”). Tell them to use the examples from the previous classes as
well as the ones worked on the previous activity.

Verb Sentence in present perfect tense

Play

Clean

Pass

10 minutes
Provide the corresponding references so the students will perform a self-assessment of their work. Advise as
required.

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_ Describe the magical Session 8
object orally and in 5 minutes
writing based on a Greet the students and ask a volunteer to write the date on the board, the group will assist.
model.
5 minutes
Ask the students to get with their teams and to use the information about their assigned legend, ask them to focus
on the magical object or objects from the legend and to look for words to describe them. The words will be written
in a list in their notebooks.

10 minutes Nouns:
Present an example of a description of a magical object (image 12) and explain the information included to describe  metal
it.  luck
 horseshoe
 people, etc.

This is a good luck horseshoe. It is a small magical object made of metal.

People use it for good luck and protection.

According to legend, it protects from any kind of evil and gives you good luck.

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 20 minutes
Prepare in advance a worksheet (image 13) to be given to each team.

Name of the legend:

This is a …..

Nouns:
The teams will work on writing a text describing a magical object from their assigned legend. The first instruction
will be to describe the object mentioning the material which it is made of (metal, wood, etc.), the color and the size  material
of it (big/small). The use it has and the reason why it is a magical object.  metal
 wood
Monitor while the teams work, provide the required advice and feedback.  plastic, etc.
 size
5 minutes  color
At the end of the class, pick up the worksheets so that you will have them available for sure to continue working the
next class. Adjectives:
 big
 small

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_ Check that the writing Session 9
is complete and 5 minutes
complies with spelling Greet the students and ask a volunteer to write the date on the board, the group will assist.
and punctuation
conventions 20 minutes Punctuation:
_ Ask the students to get together with the members of their teams, give each team their corresponding worksheet  Comma
Illustrate magical from the previous class and ask them to check for punctuation. Ask them to consider commas, capital letters,  capital letter
objects and write their correct spelling and periods. Correct if necessary.  periods, etc.
description. Ask them to illustrate (draw) the magical object they described in the worksheet.
_
Read the description of 20 minutes
Action words:
the magical object When finishing illustrating, give time to each team to read the description of their magical object, the rest of the
 illustrate
aloud to other group will be allowed to make questions. Provide the corresponding advice and positive feedback.
classmates.  draw
5 minutes  paste
_ Display the Finally, ask the teams to paste their worksheets on the wall.
descriptions in a visible
place in the classroom.
Achievements:
 Identifies plot, body, and
ending.
 Uses contextual clues and
a bilingual dictionary to
find the meaning of words
and phrases.
 Associates elements of
legends to personal
experiences.
 Completes and writes
sentences to describe the
properties and
characteristics of an
imaginary object.
 Reinforces knowledge of
spelling and punctuation.
Reference: Assessment:
Syllabus Cycle 3, 5th Grade Checklist
https://goo.gl/yE5Zqncontent_copy Yes No
https://goo.gl/yJQ0BV Students were able to identify and talk about legends
https://goo.gl/hk8DwaC Students were able to identify the magical objects
https://goo.gl/k1JQaK Students were able to describe the magical object.
https://goo.gl/HlwXLi Participation in class.

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 Reference for the reading practice
Publishing house Readers book
Fiction
“Yes, we can! 5”
pp. 3-12
Richmond
Stories
“Brilliant! Five”
pp.5-17
Santillana
Narrative
“Think in English 5”
pp. 3-12
Ediciones SM
Fiction
“Do it! 5”
pp. 60-71
University of Dayton
Story
“Sunshine 5”
pp. 32-37
Pearson
Narrative
“Play and play 5”
pp. 5-16
Nuevo Mexico

Comprehension practice
Title of the legend:
Main character:
Secondary characters (1 or 2):
Setting (place, city, country, a house):
Magical object (s):
Plot of the story:
Image:

Chart 1

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 Image 1

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 Image 2

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 Image 3

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 Image 4

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 Image 5 Image 6

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 Image 7 Image 8

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 Image 9 Image 10

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 Image 11

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 This is a good luck horseshoe. It is a small
magical object made of metal.
People use it for good luck and protection.
According to legend, it protects from any
kind of evil and gives you good luck.

Image 12

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 Name of the legend:

This is a …..

Image 13

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