Mi planeacion de ingles primaria PNIEB

Lesson Planning

Cycle 1

2Nd Grade Elementary School

Bimester II

Cycle: Grade: Block: Date:1 2° A 2-A Social Practice: Learning Environment:Follow steps in a set of instructions in order to make a product

Educational and academic

Specific CompetencyFollow instructions to carry out a simple science-related experiment

Product Illustrated sequence of an experiment Stage of the product Choose a simple experiment (i.e.germinate a seed) Time 3 Sessions

COMMUNICATIVE SITUATIONS:

LEARNING OUTCOME (PRODUCT):Distinguish instructions from a list of materials.

Doing with the languageKnowing about the language

Being through the language

Explore simple illustrated texts on experiments

Identify parts of the text and their distributiondistinguish instructions from lists of materials *identify graphic and textual components

Reading Skills: Writing Skills:Read materials and instructions in simple experiments. Write the instructions or materials needed for the

experiments

Listening Skills:Speaking Skills:

Listen to the experiments and answer questions Read aloud instructions or materials that you need

CLASS SEQUENCE

Session 1Time Group

organizationMaterial Activity

05:00 Whole group T welcomes SS to the class 10:00 Whole group Flash cards T using flash cards has SS to repeat the vocabulary they are going to

use for this unit,T puts the flash cards on the board in order to make SS copy to their notebooks (plant pot soil seed water oil, etc)

20:00 Individual Board flash card

notebooks

SS had repeated the vocabulary along with the T now they are coping from the board the vocabulary that they are going to use for this unit

10:00 Individual whole class

Hand out In a hand out given by the T, SS check the experiments they do in the school talk about the experiments in the copy do they like science experiments? Why? Why not?

15:00 Individual notebooks In the same copy SS read the materials needed for the seed experiment and identify and differentiate materials from instructions, T has SS to read aloud and corrects pronunciation makes sure SS understand the meaning of the new words.

Homework Bring material for the next class experiment.

-Purpose and topic

-textual and graphic components

Use language as a mean of sharing knowledge

Elementary School

Programa Nacional de Inglés en Educación Básica

Secretaria de Educación Teacher:

Assessment criteria

Session 2Time Group


5:00 Whole group Materials T welcomes SS and asks for the material that SS brought to the class10:00 Individual Hand out T name the material list and gives a hand out with the steps

illustrated 20:00 Individual Seed, cotton

water, a cupT reads the instructions and SS have to follow the steps in order to complete the seed experiment. Leave the experiment in a place that student can observe the results

15:00 Individual Hand out In the hand out the experiment is completed they have to label the materials and write instructions to the pictures from the box

5:00 Pairs Hand out T checks out the activity and helps SS if necessary Homework No homework Assessment

criteria

Session 3Time Group

organization

Material Activity

5:00 Whole group

Seed experiment

T welcomes SS and invited them to see their experiment from yesterday class.

10:00 Individual Seed experiment

T makes questions about yesterday’s class and invite SS to talk about the experiment and its progress can you see a difference? Yes, no.

20:00 Individual Hand out and video

T plays a video with the experiment “The magic balloon experiment” after they watch the video T makes questions about the materials that they identify and encourage SS to name the instructions of it (play the video two or three times) T makes sure SS understand the new vocabulary and the whole experiment.

15:00 Pairs Hand out about the

video

T gives a copy to SS and listen the experiment in order to underline some questions T reads the experiment until everybody had completed the task.

5:00 Pairs Hand out SS read the underlined questions T makes sure they have the correct answer and asks some questions about the experiment. Is the balloon magic? Why or why not?

Homework No homework Assessmen

t criteria

Elementary School






Product Illustrated sequence of an experiment Stage of the product Make or cut out cards Time 3 Sessions


LEARNING OUTCOME (PRODUCT):Order words to form questions.




Identify parts of the text and their distributiondistinguish instructions from lists of materials *identify graphic and textual components. Participate in the reading aloud of texts on experiments*predict the content based on previous knowledge, title, and illustrations.*Identify questions about an experiment.*Identify words that form questions.*select options to answer questions.

Reading Skills: Writing Skills:Read materials and instructions in simple science experiments.

Write the instructions or materials needed for the experiments

Listening Skills: Speaking

-Purpose and topic


- Word and sentence formation.

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


Show confidence in the use of the English language.

Elementary School



Skills:Listen to the experiments and answer questions

Read aloud instructions or materials that you need

CLASS SEQUENCE

Session 1Time Group

organization

Material Activity

5:00 Whole group

T welcomes SS and talks about the experiments SS know or they would like to do

15:00 teams The magic ballon experiment

T introduces talks about the video they saw the last class and tells SS that they are going to do that experiment, T organizes the class in teams and provides a hand out with instruction and materials

20:00 teams Hand out, bottles, balloons, vinegar,

baking powder, paper funnel

Now that the teams are organized and distributed around the classroom the T asks to each T to follow their classmates on each one of the steps ( each team read an step until the experiment is done)

15:00 teams Hand out After the experiment is done the SS read and answer some questions about the experiment, first the T reads aloud and SS followed him then each team reads a question the whole class answer them

5:00 individual Hand out Draw the experiment in your notebook step by stepHomework Finish exercise at home if SS did not finish it Assessmen

t criteria

Session 2Time Group

organization

Material Activity

5:00 Whole group

Seed experime

nt

T greets SS and asks to check on their seed experiment what the progresses are?

10:00 Whole group

Board Using the board T explains to SS about types of questions Informative questions (the ones that provides more information and Yes/no questions) SS copy to their notebooks what the T has written on the board T checks spelling and makes sure that everybody understand

20:00 Individual Hand out In a hand out given by the teacher SS read and match questions to answers first T read aloud guiding the reading and has SS to read after him

Elementary School



aloud T checks pronunciation and correct it if necessary after that T explains the question in order to SS understand and be able to answer them after that SS match questions to answers.

10:00 individual, whole class

Hand out In the same copy SS look and read questions ( yes/No questions, information questions) SS identify which one are Yes/no questions or informative and write them on the correct chart when SS finish the activity T checks out the answers the whole group read the charts and correct if necessary

15:00 Individual Hand out In the hand out SS circle the correct information about the types of questions (when we need a detailed explanation we ask? Yes/No questions or information questions, Is it science? Yes, It is./ No it isn’t, etc) finally T checks answer and SS paste the copy to their notebooks


t criteria

Session 3Time Group


5:00 Whole group T greets SS and tells to SS they can take their experiment home 10:00 Whole group Board T explains when the following the punctuation marks are used, using

flash cards (.) period, (?) question mark, (!) exclamation mark and copy from the board

20:00 Individual Notebooks, board

Then T write on the board a small text that talks about the last experiment and read it aloud asks SS to check out the punctuation marks and color them in different color (red the period, blue the ? and green the !) SS copy to their notebooks and do the activity

10:00 individual, whole class

Hand out In a copy given by the T, SS shade in the circle for the correct punctuation mark for the following sentences (yes, it is) (what happens) (It’s science) (.!?)

15:00 Individual Hando out In the same hand out SS look an experiment and complete the questions, after that the whole class read the questions and write the correct answer on the board the T takes individual participation and correct SS if necessary


t criteria

Elementary School






Product Illustrated sequence of an experiment Stage of the product Write the list of materials for the experiment on the

cardsCollect the material and start the experiment under the teacher’s supervisionObserve the different stages of the experiment

Time 3 Sessions


LEARNING OUTCOME (PRODUCT):Interpret and follow instructions



Elementary School




Identify parts of the text and their distributiondistinguish instructions from lists of materials *identify graphic and textual components. Participate in the reading aloud of texts on experiments*predict the content based on previous knowledge, title, and illustrations.*Identify questions about an experiment.*Identify words that form questions.*select options to answer questions.*practice the pronunciation of questions and answers about the experiment*identify and follow instructions to carry out an experiment





CLASS SEQUENCE

Session 1Time Group

organization

Material Activity

5:00 Whole group

Board T greets SS and asks questions about punctuations marks

10:00 Whole class Poster The T talks about the green goo experiment and explain the experiment 15:00 Individual Hand out T gives a hand out to SS where they have to listen and put the pictures in

order. First SS identify the materials and they try to predict the order of pictures

15:00 Individual CD, hand out

T plays a CD with the instructions SS listen to the instructions of the experiment and number the pictures in order (play the instructions two or three times) after that T makes sure that SS had numbered the pictures in

-Purpose and topic




-upper and lower-cases letters

-Punctuation



Paid attention to the audience

Elementary School



the correct order10:00 Individual Noteboo

k In the same copy SS answer questions about the pictures they just number, example: where is the title? Which picture shows the materials?, etc. the whole class read the questions aloud and answer them.

Homework No homework Assessment

criteria

Session 2Time Group

organization

Material Activity

5:00 Whole group

Audio T greets SS and and asks about yesterdays class

10:00 Whole class Board T asks SS to take out the copy from yesterday and SS make a oral summary of the experiment T makes sure that they named the instructions step by step.

15:00 Whole class Hand out stripes, audio

T writes on the board the scramble instructions of the green goo experiment and SS have to write the instruction under each picture of the experiment. T checks spelling and makes sure that SS have the correct answers

15:00 Individual Notebook In their notebooks SS draw a chart with materials and instructions they have to write the material list and the instructions in order from the last experiment

10:00 Individual Notebook, board

T writes on the board some sentences and SS have to read and copy to their notebooks where they are going to circle the right option, after that T asks individual participation to read the sentences and the answers T checks pronunciation and corrects if necessary

Homework SS have to find out the meaning of the next words: next, finally, first, after that Assessmen

t criteria

Session 3Time Group

organization

Material Activity

5:00 Audio T welcomes SS and sing “5 little fishes” song10:00 Whole class homework T asks checks homework and makes sure that the class have the same

meaning for all the words makes sure that they understand every word.12:00 Whole class Board,

notebooks T writes on the board a text where they have to complete using the words next, finally, first, after that, SS copy to their notebooks and complete the text.

13:00 Individual Board, notebooks

T guides the reading of the text on the board and asks SS participation to answer were needed the first time of reading the T lets to SS to go to the front and complete the text, on the second reading T makes sure that the answer is the correct one help them if necessary.

10:00 Individual Hand out T gives to SS a hand out where they have to complete the information in the box example: “we use F____ to describe the first thing in a list of actions. We use N____ second, etc” T checks the answer and checks spelling. Everybody read aloud T checks pronunciation

HomeworkAssessmen

t criteria

Elementary School






Product Illustrated sequence of an experiment Stage of the product Write sentences (previously written by the Teacher)

that describe every observed stage. Check that the written form of the sentences and materials is complete and legible. Display the illustrated sequence of the experiment inside or outside the classroom.

Time 3 Sessions


LEARNING OUTCOME (PRODUCT):Identify the order of instruction in a sequence




Identify parts of the text and their distributiondistinguish instructions from lists of materials *identify graphic and textual components. Participate in the reading aloud of texts on experiments*predict the content based on previous knowledge, title, and illustrations.*Identify questions about an experiment.*Identify words that form questions.*select options to answer questions.*practice the pronunciation of questions and answers about the experiment*identify and follow instructions to carry out an experiment.Participate in the writing of texts on experiments.*identify name of materials *rewrite names of materials*complete instructions using one or more words*compare differences and similarities in instructions*identify the logical order of instructions in a sequence



-Purpose and topic




-upper and lower-cases letters

-Punctuation



Paid attention to the audience

Elementary School





CLASS SEQUENCE

Session 1Time Group


5:00 Whole group T welcomes SS and asks them to say in order the instruction words (first, next, after that, finally)

10:00 Whole class Flash cards

T asks SS what colors you need in order to get orange color. T makes different questions about mixing colors and what colors could they get

15:00 Pairs Had out T gives a hand out and asks SS to look at the pictures of the experiment and number them in order, then write out the instructions to make purple paint in the same copy

15:00 Individual Board Draw and write the material list to make green paint10:00 Individual noteboo

kWrite the instructions to make green paint use the patterns in your copy as a guide T checks spelling and helps SS if necessary

Homework If SS did not finish exercise do it at home Assessment

criteria

Session 2Time Group

organization

Material Activity

5:00 Whole group

T greets SS and asks them about yesterday class

10:00 Teams Illustrated sequence of an

experiment

T explains SS the next activity they are about to do, T shows an example of the illustrated sequence of an experiment

15:00 teams Construction paper cards, paint,

scissors, color, glue

T organizes the class in teams and provides the material that they are going to do, after that when all the teams are set up the students start following the steps told by the T

20:00 Pairs List of rules In the construction paper cards SS write down a list of the materials needed for the experiment they choose(T checks spelling) next they draw the materials after that they do the experiment and observes what happens in each stage, make notes in their notebooks

5:00 Individual Posters Color the drawings Homework No homeworkAssessmen

t criteria

Session 3Time Group

organization

Material Activity

5:00 Whole group

T greets SS and asks them about yesterday class

10:00 Teams Illustrated T asks SS to take out their notes from the last experiment that are

Elementary School



sequence of an experiment

already illustrated, T checks them out and continue with the project

20:00 teams Construction paper cards,

paint, scissors, color, glue

SS cut out the notes from the notebooks and write sentences that describe each stage of the experiment, T checks spelling and makes sure that SS make a good and clean job, when SS finished of writing they glue the notes on a white paper in order to show it to the class and the school community

20:00 Pairs List of rules Each team goes to the front and explain their experiment to the class

Homework No homeworkAssessmen

t criteria

Cycle: Grade: Block: Date:1 2° A 2-BSocial Practice: Learning Environment:Follow and give instructions in everyday settings Familiar and Community

Specific CompetencyFollow and give instructions that regulate everyday everyday school activities

Product Posters or ads with school instructions Stage of the product Choose from a set of cards (previously made by the

teacher) instructions that regulate activities, instill habits or promote a healthy form or coexistence in the school

Time 3 Sessions


LEARNING OUTCOME (PRODUCT):Identify purpose and intended audience.



Explore school instructions.

Identify purpose and intended audience. Identify instructionsfind out the meaning of words or instructions

Reading Skills: Writing Skills:Read classroom rules Write the classroom rules


Identify the rules when the teacher commands and order Say the rules to classmates

CLASS SEQUENCE

Session 1Time Group Material Activity

-Purpose and intended audience.

- Non-verbal language.

-sentences formation.

Use instructions to regulate activities, instill habits and promote healthy form of coexistence in the school.

Elementary School



organization5:00 Whole group T greets SS

10:00 Whole class individual

Video T plays a video of a classroom of different situations where SS are misbehaved and don´t pay attention to the T

15:00 Whole class individual

Video While the video is playing the T asks SS to identify the good actions and bad actions T makes questions to SS (what is wrong with the video?

15:00 individual Hand out sheet

In a hand out sheet given by the teacher SS circle the activities that they do at school SS identify themselves with the pictures on the sheet, not all the pictures are an example of a good behavior Tasks SS to cross out the bad behavior

10:00 Whole classindividual

Notebook SS draw in their notebooks other activities that they do at school, good and bad T checks works and ask them to label them

Homework No hw Assessment

criteria

Session 2Time Group


5:00 Whole group

T welcomes SS and asks questions about yesterday video

8:00 Whole group

Video T plays a video very different from yesterday class now SS are behaved and they pay attention to the T following his instructions

10:00 Individual Video While playing the video the T asks SS to contrast and write down the differences between both videos


Poster flash cards board

Using a poster and flash cards T makes examples of good behaviors, what do we need to get along in the classroom? How can we be good SS? In the flash cards there are some school rules that promote a healthy way of coexistence in the school, SS write them down in their notebooks

12:00 Individual Hand out The T gives a hand out where they have to read and write the correct number in the box matching the pictures with the correct school rule

Homework No hw Assessmen

t criteria

Session 3Time Group


5:00 Whole group T welcomes SS and asks questions about punctuation marks10:00 Whole group Board T explains to the class the capital letters and lowers case gives examples

on the board by writing sentences that are correctly written T asks SS to identify them and circle them

15:00 Individual Video T writes on the board an exercise where they have to circle the capital letters exclamation marks, periods, questions marks, and lower case letters with different colors each of them


Poster flash cards

board

T gives a hand out where SS have to draw lines and match what the T is saying in the pictures (stand in line, listen carefully, stand up, raise your hand, etc) when SS have finished the T asks to read aloud and checks

Elementary School



answers SS correct if necessary 10:00 Individual Hand out In the same hand out the SS circle the words that gives instructions from

a list of classroom rules then read aloud and act out the rules Homework No hw Assessmen

t criteria



Product Posters or ads with school instructions Stage of the product Complete or write the choosen instruction on a

poster or ad based on a model Time 3 Sessions


LEARNING OUTCOME (PRODUCT):Identify new words, use a picture dictionary to find out the meaning of words




Identify purpose and intended audience. Identify instructionsfind out the meaning of words or instructionsRehearse the giving of instructions *follow instructions *identify intonation in instructions *give instructions to carry out or prevent specific actions






-sentences formation.

-Upper and lower- case letter

-punctuation


Promote a healthy coexistence trough poster or ads

Elementary School



CLASS SEQUENCE

Session 1Time Group

organization

Material Activity

5:00 Whole group

T welcomes SS and practice some classroom rules

10:00 Whole group

Flash cards

T says to the class incomplete rules and encourages SS to complete the rules orally example: be… …. Quiet!, etc

15:00 Individual Board T writes on the board some instructions in order to have SS to match them after they have copied in their notebooks example : sit… …down, please, etc. after SS had finished the activity T asks individual participation of reading aloud the sentences the whole class checks the answer and correct if necessary


Notebooks

T writes on the board some rules and SS have to make drawing that represents the rules in theur notebooks T makes sure SS understand all the rules by acting them out and encourage SS to follow his example

10:00 Individual T checks the activity and cheks the spelling has SS to correct their writing if necessary

Homework Sing the song with your friends Assessmen

t criteria

Session 2Time Group


5:00 Whole group

audio T welcomes SS

10:00 Whole group

Board flash card

T asks SS to name the classroom rules they have learnt in class

20:00 pairs Cuts out T shares to the class cut outs with different classroom rules(SS have to look around the classroom in order to find the half that completes his rule, when all the parts are completed each pair go to the front act out the classroom rule and the whole class have to figured out which one is it)


Notebooks

Students have to write down the classroom rules they remember about the activity they just finished, when they are done illustrate the rule T checks the activity and focus on spelling SS correct if necessary

5:00 Individual Notebook Finally T asks SS to act out the classroom rules he is sayingHomework No hw Assessmen

t criteria

Elementary School



Session 3Time Group


5:00 Whole group audio T welcomes SS and gives instructions to SS, stand up, sit down, etc. 10:00 Whole group Board

flash card T writes on the board an exercise where that have to complete the instruction with the missing words, has SS to read the sentences and answer them orally teacher checks pronunciation

10:00 individual Notebooks SS copy to their notebooks the sentences and answer them T checks exercise and corrects writing


Cut outs When finish the T gives a cut out where SS have to cut the words in order to unscramble the rules SS cut and glue the sentences in their notebooks T checks exercise

10:00 Individual Notebook SS illustrate the sentences they just unscramble Homework Finish exercise at home

Assessment criteria



Product Posters or ads with school instructions Stage of the product Check the writing of instructions

Write the final version of instructions on a poster or adIllustrate each instruction on the poster or ad

Time 3 Sessions


LEARNING OUTCOME (PRODUCT):Give and follow simple instructions




Identify purpose and intended audience. Identify instructionsfind out the meaning of words or instructionsRehearse the giving of instructions *follow instructions *identify intonation in instructions *give instructions to carry out or



-sentences formation


-punctuation



Elementary School






CLASS SEQUENCE

Session 1Time Group


5:00 Whole group Poster T welcomes SS and shows a classroom poster and asks SS what is correct and what is incorrect

10:00 Whole group Poster notebook

Using the same poster T asks SS to write down 5 correct actions and 5 incorrect situations the SS that finish first will get a price (the sentences has to be correctly written)

15:00 Individual Hand out The T gives a hand out when SS cross out the pictures or activities they don’t do at school, under the pictures SS write down the classroom rule that corresponds to the picture


Hand out CD

In the same hand out the SS read, listen and match the texts to the pictures SS read aloud and identify the sentences and the actions in order to match the pictures

10:00 Individual CD hand out

they listen again and underline the instructions that corresponds to the picture


criteria

Session 2Time Group


5:00 Whole group T greet SS

Elementary School



10:00 Whole group T asks SS instructions to do and instructions not to do SS participate orally and acting out the situations

15:00 Individual notebook

T gives a hand out and asks SS to read the instructions SS write negative(-) or positive (+) example: don´t tank Sandra!____, etc.


Rhymes When SS have finish the activity from above they complete the table with instructions with that information. (+) instructions to do (-) instructions no to do. T asks individual participation in the reading aloud of answers.

5:00 Pairs Notebook

SS circle the correct option in the next exercise where they have to say if sit down! A)gives an instruction to do. B)gives an instruction not to do, etc.


criteria

Session 3Time Group


5:00 Whole group CD T welcomes SS and sing a song 10:00 Whole group board T organizes de classroom in teams in order to write down the classroom

rules, T gives instructions and explains the activities20:00 teams noteboo

kOnce SS are organized in teams they start writing down the classroom rules they think it’s necessary to use in the classroom or in the school, all students write in their notebook although they are in teams

15:00 teams Rhymes T checks all the teams and helps them to check spelling when they finish writing the rules T asks them to illustrate the rules

5:00 Teams Notebook

When SS finished the activity they go in teams to the front and presents their works Do they have similar rules? Which ones are different?


criteria


Specific CompetencyFollow and give instructions that regulate everyday school activities

Product Posters or ads with school instructions Stage of the product Check that instructions can be carried out.

Find places in the school to display instructions.Ask for permission to display the poster or ad in the school.

Time 3 Sessions


LEARNING OUTCOME (PRODUCT):Complete the writing of instructions using one or more words

Elementary School






Identify purpose and intended audience. Identify instructionsfind out the meaning of words or instructionsRehearse the giving of instructions *follow instructions *identify intonation in instructions *give instructions to carry out or prevent specific actions Participate in the writing of instructions *identify non-regulated activities or situations in the classroom*compare the written form of words *complete the writing of specific instructions*point out specific wordsCheck upper and lower-case letter, and periods in sentences



Identify the rules when the teacher commands and order

Say the rules when needed according to classroom situations

CLASS SEQUENCE

Session 1Time Group


10:00 Whole group Flash cards

T welcomes SS and using flash card they name the rules needed for each situation

10:00 Whole group T reminds to SS all the unit works and SS participate by saying the experiments they have done before, etc.

10:00 Individual Hand out

In a hand out given by the T, SS read and number in the right order the instructions that are written on the sheet (seed experiment)


Hand out

In the next exercise SS read and complete the rules with words from the box and they match the sentences with the pictures

10:00 Individual Notebooks

Finally the T dictates them some sentences that they have to write in their notebooks T checks exercises and has SS to correct if necessary.



-sentences formation


-punctuation

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

- text and image



Elementary School



Homework No homeworkAssessment

criteria

Session 2 Time Group

organization

Material Activity

5:00 Whole group

T welcomes SS and gives instructions that they have to performance

15:00 Whole group

Using the same teams from the last class T organize the class and provides the needed materials in order to make a poster with instructions for the schools T make a riffle and assigned different parts of the school where they are going to displays the posters. (cafeteria, bathrooms, garden, school yard, classroom, library, halls)

20:00 teams Colors, colored paper, scissors, markers, glue,

construction paper

SS cut out the colored paper in stripes where they are going to write different instructions that correspond to each area T checks spelling when they finish they glue the instructions onto the construction paper.

15:00 teams Colors, colored paper, scissors, markers, glue,

construction paper

Once they wrote the instruction now they decorate their poster and glue the instructions on the poster.


t criteria

Session 3Time Group

organizationMateri

alActivity

5:00 Whole group Teacher greets students and asks them to take out their posters in order to continue with the project

25:00 Whole group SS get in teams again and they have to go to the front taking turns to show their poster and explain where are they going to display the poster

20:00 teams When all the teams have finished they exposition SS ask for permission to the principal to displays the posters where they belong T helps them to display the posters around the school

Homework No homework Assessment

criteria