UNIDAD EDUCATIVA BALANDRA – CRUZ DEL SUR LESSON PLAN: Week # 13 From July 10th to July 14th 2023. SUBJECT: ENGLISH & LITERATURE GRADE: 6th Basic Support. Camila – Maria Grazzia TEACHER: Lcda. Vanessa Pachucho SKILLS: - - - Thinking skills o critical thinking o creativity and innovation o transfer Communication skills Social skills Self-management skills o organisation o affective o reflection Research skills o information literacy o media literacy DATE: Class # 1 CONTENT: All about nouns. SPECIFIC OBJECTIVES: As a result of this lesson, students will be able to: - Explain the role of a noun and be able to identify nouns in sentences. RESOURCES: - Whiteboard. Pencils. Worksheet. Notebooks. Colours. ACTIVITIES: 5 mins intro. Share with the students the purpose of learning grammar: so that we can become better speakers and writers. Tell students that today they will be learning about what a noun is and how to find them in a sentence. Explain that all of those objects are nouns, which are the words we use for people, places, and things. Play a song about nouns to your students to solidify this idea, if necessary. You could have students raise a hand when they hear nouns mentioned to make the activity more interactive. 15 mins guided practise. Explain to the class that they are going to complete a noun storm. Draw 4 baskets on their notebooks. Label your columns "people," "places," “animals” and "things." Explain that you need help thinking of as many nouns for people as you can. Record student answers while they share. 15 mins individual practise. Tell students that they are to work on the baskets 2 to 4 as many nouns for places, animals and things as they can think of together. 5 conclusion. Ask students to define noun again and ask students if they have any lasting questions. HMW: DATE: Class # 2 CONTENT: She is nice. SPECIFIC OBJECTIVES: As a result of this lesson, students will be able to: - Identify some adjectives in a sentence. - Demonstrate understanding of sentence parts. RESOURCES: - Whiteboard. Pencils. Worksheet. Notebooks. Colours. ACTIVITIES: 5 mins intro. A fun way to warm up the class and introduce the concept of adjectives is to draw a silly face on the board. Draw a face with big head, small eyes, big ears, a small nose, etc. Next, ask students questions about the silly face to elicit some adjectives. For example, you can point to the eyes and ask “Does he have big eyes or small eyes?”. Do the same for the other parts of the face and elicit more adjectives. Next, do the same with other objects around the classroom. For example, you can pick up a blue pen and ask students “Is it red or blue?”, “Is it big or small?”, etc. Once you have practiced enough, briefly explain to students that these words that describe things are adjectives, and they are the words you will be learning today. 15 mins guided practise. Now that students understand what they will learn today, it’s time to introduce the new adjectives that they will learn. Show students these flashcards, or make your own, and ask students to repeat after you. Next, ask students to say each word on their own. Once students have practiced saying the adjectives enough, practice making full sentences using the adjectives. For example, “He is strong.”, “They are young.”, etc. Once students have practiced enough, it’s time to do a fun activity to practice some more. Choose one of the flashcards without showing the students, and then act out the adjective which is on the card. Ask students to try to guess what adjective you are portraying. Once a student guesses correctly, invite that student to come and choose the next card and act it out. This activity is great way to encourage students to recall the adjectives that they just learned. 15 mins individual practise. To complete the worksheet, students should look at the picture and choose the best adjective to describe it from the box at the top. For students who finish the worksheet early, why not ask them to make a full sentence with the adjectives on the worksheet. 5 conclusion. A great way to review any lesson about adjectives is to ask students to use what they have learned to describe objects in the classroom. Ask students to line up at the door and before they leave, show each student an object and ask them to make a sentence describing that object in English. HMW: Write a sentence describing your pencilcase. DATE: Class # 3 CONTENT: Ordering it. SPECIFIC OBJECTIVES: As a result of this lesson, students will be able to: - Identify nouns in a sentence. - Demonstrate understanding of sentence parts. RESOURCES: - Whiteboard. Pencils. Worksheet. Notebooks. Colours. ACTIVITIES: 5 mins intro. First, students will review the previous learnt vocabulary including animals, people, places and things. Then the teacher will ask them to choose a picture and make a sentence with it. The sentences must include at tleast 4 words. 15 mins guided practise. To develop independent spelling when copying the phrase, turn over the flash cards which the child CAN spell but leave in place so the child remembers a word is there. 15 mins individual practise. Each student start practising orderin the sentences on their own poster and then present it to the class to finally write it down on their notebooks. 5 conclusion. Ask everyone questions (e.g. What is this?") and encourage each student to create more sentences using everyday vocabulary and routines. HMW: Order the following sentences: 1.- NAME / CAMILA/ MY/ IS. 2.- LIBRARY/ GO/ WE 3.- EAT/ RECESS/ WE/ AT DATE: Class # 4 Contents: Review Adjectives and Quiz. Specific Objective: To measure growth in knowledge, abilities, or skills. Activities: 10 min open- Students talk about what has been learned during the week, write on their notebook some sentences about adjectives, 3 could be acceptable and reinforce the new vocabulary together with the adjectives. 20 min. Then the Ss. Will have the tome to solve the following quiz. 20 min. After everyone is done with the quiz the teacher will collect all the papers and will make a general checking so the students will know in case they made a mistake, later the teacher will take back the graded quizzes so the students can paste it to their notebook and take them to their parents to sign. DATE: Class # 5 CONTENT: What’s the weather like today? Specific Objective: - To use weather-related songs and rhymes to practise vocabulary. To review weather vocabulary. To practise talking about the weather and seasons. RESOURCES: - Whiteboard. Pencils. Worksheet. Notebooks. Colours. ACTIVITIES: 5 mins intro. First, students will review the previous learnt vocabulary about clothing and weather, then decide what type of weather and clothing they would like to talk about at the oral presentation. 15 mins guided practise. Tell learners they are going to make a weather wheel. Show them an example of one you have made. Explain that four of the segments are for the seasons and four of the segments are for weather. Elicit what the seasons are and write the words on the board. Then elicit what weather is typical for each season. • Give out the circles of card. Learners write the names of the seasons in four of the segments and draw typical weather for each season in the other four segments. • Demonstrate how to assemble the wheel and hands using the paper fastener. You may wish to punch holes in the wheel and hands before the lesson if you think your learners will find it difficult. • Give out the hands and the paper fasteners and allow learners to assemble their wheel and practise moving the hands. 15 mins individual practise. Demonstrate how to use the wheel. Show how you can match a season to a weather picture and give examples, such as ‘In summer it’s sunny’, ‘In winter it’s snowy.’ • Practise with a dictation activity. Say a sentence, such as ‘In autumn it’s windy.’ Learners should move the hands on the wheel to the right places. • Drill the sentences for the learners to practise. For each sentence, you could first secretly move the hands on your wheel to a wrong position for that sentence (e.g. move them to ‘winter’ and ‘sunny’ for ‘In autumn it’s windy’), then after drilling show them your wheel – they will love shouting out, ‘No, that’s wrong!’ • Put the learners into pairs, and they dictate sentences to each other. They have to listen to their partner then move the hands on their wheel accordingly. • Alternatively, in pairs one learner secretly moves the hands on their wheel to a certain position, and the other learner has to guess what it is. 5 conclusion. Learners record the weather for the week. Ask them to copy a table like this into their notebooks (you might want to put today’s or tomorrow’s day as the first day). HMW: Learners should complete the table for each day with a picture and a short sentence, e.g. ‘It’s sunny.’ DAY What’s the weather like? Monday Tuesday Wednesday Thursday Friday Saturday Sunday DATE: Class # 6 CONTENT: Oral Presentation I. SPECIFIC OBJECTIVES: As a result of this lesson, students will be able to: - Identify strategies for conducting effective oral presentations. - Identify your own anxiety about public speaking and take steps to reduce your anxiety. - Prepare and deliver an oral presentation in a m RESOURCES: - Whiteboard. Pencils. Worksheet. Notebooks. Colours. ACTIVITIES: 5 mins intro. First, students will review the previous learnt vocabulary about clothing and weather, then decide what type of weather and clothing they would like to talk about at the oral presentation. 15 mins guided practise. Then the students will create a. four ideas concept map to create the structure of their script for the oral presentation. 15 mins individual practise. On their notebooks rewrite the corrected ideas and have them ready to told. 5 conclusion. Finally the teacher reads aloud to the class the achievements for this unit and encourages Ss to share their ideas about the meaning of each achievement. Ss say their expectations they have of the unit. HMW:
