Lesson Plan
Escuela Católica “Monseñor Virgilio López”
Subject: Art
Date: Mon, Feb 26th, 2024
Teacher: Mr. Raúl Ramirez
Objective
Topic
Activities
Resources
Initial Activities
Students will Have Ads
Greet students
Deceived
recognize
Check the Attendance list.
You?
examples of
Board
Warm-up:
misleading
Makers
- Project or print out two pictures; one of an advert that
What You
advertising.
Computer
See is What shows a delicious salad, sandwich or hamburger, and
Data show
another picture of the same food item but without all the
You Don’t
editing work from retouching. Ask students to work with a Digital
Get!
classmate to discuss what differences they can see
Book
between the pictures and why they think the real pictures
Book
look so different from the ones in the ad.
Students
Building up:
For Exercise 8 Display a picture of an ad that is a good
example of false advertising (you can bring one from home
or show one from the Internet). Ask students to work with
a classmate to discuss other examples of false advertising
they may have come across.
Evaluation
Grade: Ninth Grade
Time: 40 min
Link
Observations
Creo
Selfevaluation
Active
participation
Write down a
summary on
their notebook
Closing up:
Exercise 8 can be used to wrap up the class. Students
compare their slogans and explain how they came up with
their ideas.
Book´s
Activities
176 - 177
Summary: Have Ads Deceived You?
A publicity ad is used so the consumer can see and buy a product or service. Advertising companies target specific sectors of society with them.
Teenagers are one example of a sector of society. They are a popular target because they are influenced more easily. These ads use the right images and
messages so their products can be attractive to teenagers. They are full of vibrant colors and crisp images, and the people in the ads are placed in fun
situations. These components work together to make the ads and products look cool. Companies place these ads everywhere. The average teenager sees
more than 3,000 ads per day on TV, the internet, on billboards, and in magazines.
Lesson Plan
Escuela Católica “Monseñor Virgilio López”
Subject: Art
Date: Tue, Feb 27th, 2023
Teacher: Mr. Raúl Ramirez
Objective
Topic
Activities
Resources
Initial Activities
distinguish the
Greet students
elements that
Have Ads
Check the Attendance list.
make up
Deceived You?
Board
Warm-up:
advertising
- Show the class an age-appropriate ad that Makers
you think will engage them and ask them to Computer
Ads That LIE To work in pairs to describe what it is
Data show
US.
Digital Book
advertising, the kind of colors it uses, the
Book
message it aims to transmit about the
product.
Students
Building up:
Teacher presents the topic: What Makes
a Good Advertisement
Evaluation
Discussion
Active
participation
-Then students read the text by taking turns
-Teacher explains them about it.
Hot wheel
Closing up:
-Students write a summary about the
topic in their notebooks
-Students complete activities about the
topic on pages 176-177.
Book´s
Activities
pages 176177
Grade: Ninth Grade
Time: 40 min
Link
Observations
Ads
That
LIE To
Us
Creo
Selfevaluation
https://youtu.
be/tlsSUHvk8
gE?si=PDnQP
ohEkTlBIY-H
Summary: Ads That LIE To US.
There are several elements in a publicity ad that intend to attract the consumer’s attention or a target sector. The main element of a publicity ad on
display is its content. More examples of contents are the reason, focus, framing, angle, composition, texture, and color that are an important part of the
ad, too. All of the elements work together to make the ad more attractive. Placement is another element that is very important for advertising. Ads
should be placed in the correct context.
Lesson Plan
Escuela Católica “Monseñor Virgilio López”
Subject: Social Studies
Date: Mon, Feb 26th, 2024
Teacher: Mr. Raúl Ramirez
Objective
Topic
Activities
Resources
Initial Activities
Students
Greet students
How
Did
will be able
Check the Attendance list.
Board
to describe Egyptians
Makers
Warm-up:
Express
the social
Computer
Themselves
organizatio
Data show
- Ask students to work with a classmate to recall any
n of Ancient Through
Digital
distinguishing facts about Ancient Egypt (they can recall
Religion and
facts from previous lessons). Students can use their
Egypt
Book
Art?
phones to look for images of temples, gods, or paintings
Book
from Ancient Egypt to bring the activity to life. After a
Students
Religion and
Art in Egypt
short time, encourage students to volunteer facts and
information about Ancient Egyptian art and religion.
Building up:
For Exercise 6 Explain how to transform a question into
an indirect or embedded question. Use the following
examples: How many gods did the Egyptians believe in? I
would like to know how many gods the Egyptians
believed in.
Closing up:
- Divide the class in pairs. Ask students each to try to
remember at least two facts about Egyptian art and
religion with their books closed, and to compare it to the
art and religion in their own culture.
Evaluation
Grade: Ninth Grade
Time: 40 min
Link
Observations
Selfevaluation
Discussion
Active
participation
Religion in
Ancient
Egypt Full
Cinematic
Documentary
https://youtu
.be/mDJGrM
M9dMA?si=Y
Image about 1WD_GQCEy
social classes. wQyPCF
Book´s
Activities
100-101
Summary
Creo
Lesson Plan
Escuela Católica “Monseñor Virgilio López”
Subject: Social Studies
Date: Tue, Feb 27th, 2024
Teacher: Ms. Raúl Ramirez
Objective
Topic
Activities
Resources
Initial Activities
Students
Greet students
Why
Has
will be
Check the Attendance list.
Writing
able to
Board
Warm-up:
Been
describe
Makers
- Ask students to discuss the following questions with a
Important
the
Computer
classmate: How do you think ancient civilizations
importance Since
Data show
communicated if they didn’t have text messaging or
Ancient
of writing
computers? If they didn’t have any of these modern tools Digital
Times?
in river
Book
to record their culture, how do we know so much about
civilization
their history? After a few minutes, elicit some ideas from Book
s
the class. Students then work with a classmate to answer Students
Evaluation
Discussion
Active
participation
Grade: Ninth Grade
Time: 40 min
Link
Observations
The
Evolutio
n Of
Writing
(8000
B.C to
2017)
Creo
Selfevaluation
the title question from the lesson page.
River
Civilizations
and Writing
Building up:
-For Exercise 3 Ask groups to share the information from
their lists with the class. Invite a pair of students to come
to the board to draw a mind map. They should fill this in
by asking the class to put their hands up to volunteer
ideas that they discussed regarding Ancient Egyptian
civilization.
Closing up:
- With books closed, students work with a classmate to
explain in their own words why writing was important to
ancient civilizations like the Egyptians and why it is still
important nowadays.
https://youtu
.be/tJgX0Wy
Complete the bBPg?si=a2Nf
exercises
Vu_PNLz7f3O
Book´s
D
Activities
94-95
Summary
Summary: Society in Ancient Egypt
In those days, the pharaoh, or ruler, had absolute power. He decreed the laws and owned much of the land. He also controlled the army. Social classes
that were considered high —such as civil servants, noblemen, priests, scribes, and soldiers—helped run the state. Poor people worked for the pharaoh,
the priests, or the noble people.
Lesson Plan
Escuela Católica “Monseñor Virgilio López”
Subject: Be Mindful
Date: Tue, Feb 27th, 2024
Teacher: Mr. Raúl Ramirez
Objective
Topic
Activities
Initial Activities
Students will
Greet students
Selfbe able to:
Lord´s prayer
Awareness
choose a
Check the Attendance list.
strategy to
Warm-up:
control my
- This week, students will learn Relative Clauses with Relative
own emotions
when I
encounter
judgment and
labels in my
surroundings.
Pronouns. Ask the students to fill in these blanks and make
more sentences. Do you remember that time _____ you were
so kind to that woman? I remember the hospital _____ my
brother was born.
Building up:
-For page 22, ask volunteers to share different techniques they
apply to control their emotions when they face judgments. This
may help other students to get ideas for their own strategies.
Then, ask students to think of different strategies and add them
to the wheel. Remind them that they can go back and apply
them anytime they face judgments or conflict. Give the
students examples of different situations where they can apply
these strategies and then ask the students to share different
situations where they think these strategies could help.
Closing up:
- Ask students to write or draw any notes or important
information learned during the chapter and to make their
stamp. Ask them to make a badge with different materials, tell
them to be creative, and remind them to write their emotion of
the week. Finally, tell them to go back to the table at the
beginning of the chapter and. write the key words that best
describe how they feel now that they have completed the
chapter.
Resources
Board
Makers
Computer
Data show
Digital
Book
Book
Students
Grade: Ninth Grade
Time: 40 min
Evaluation
Link
Observations
Audio
Reflection
Calming the
Mind
These
Are
Your 9
Basic
Emotio
nal
Needs.
¿Are
They
Being
Met?
Active
participation
Book´s Activity
22-23
https://
youtu.b
e/VnTlR
5A7iUs?
si=jjPj2a76Oah
XZap
Selfevaluation
Creo
Lesson Plan
Escuela Católica “Monseñor Virgilio López”
Subject: Be Mindful
Date: Wed, Feb 28th, 2024
Teacher: Mr. Raul Ramirez
Objective
Topic
Activities
Resources
Initial Activities
Students
Greet students
Selfwill be
Lord´s prayer
Awareness Check the Attendance list.
able to:
Board
Makers
Warm-up:
identify the
Computer
- This week, students will learn Relative Clauses with
levels of
Data show
Relative Pronouns. Ask the students to fill in these blanks
my own
and make more sentences. Do you remember that time
Digital Book
physical
_____ you were so kind to that woman? I remember the
Book
and
hospital _____ my brother was born.
Students
emotional
Building up:
needs.
-For page 22, ask volunteers to share different techniques
they apply to control their emotions when they face
judgments. This may help other students to get ideas for
their own strategies. Then, ask students to think of different
strategies and add them to the wheel. Remind them that
they can go back and apply them anytime they face
judgments or conflict. Give the students examples of
different situations where they can apply these strategies
and then ask the students to share different situations
where they think these strategies could help.
Closing up:
- draw any notes or important information learned during
the chapter and to make their stamp. Ask them to make a
badge with different materials, tell them to be creative, and
remind them to write their emotion of the week. Finally, tell
them to go back to the table at the beginning of the chapter
and. write the key words that best describe how they feel
now that they have completed the chapter.
Evaluation
Grade: Ninth Grade
Time: 40 min
Link
Observations
Selfevaluation
Audio
Reflection
Calming the
Mind
Active
participation
Book´s
Activity
22-23
Shaping
my
Language
Imperativ
es to
express
options
Creo
Lesson Plan
Escuela Católica “Monseñor Virgilio López”
Subject: Science
Date: Wed, Feb 28th, 2023
Teacher: Mr. Raúl Ramirez
Objective
Topic
Activities
Resources
Initial Activities
Greet students
Can
We
The
Check the Attendance list.
Measure
students
Board
Warm-up:
Energy?
will be able
Makers
to calculate
Computer
- Walk around the classroom quickly or ask students to
Kinetic
the kinetic
Data show
stand up and move quickly around as an example. Ask
Energy
energy of a
Digital
them the question: Do you know how fast I was moving?
moving
Book
How can you calculate the energy with which an object or
object.
a person moves? Ask a few students to do the same and to Book
estimate how much time and how many steps they took to Students
Evaluation
Discussion
with the
whole
class
Discussion
with the
class
Grade: Ninth Grade
Time: 40 min
Link
Observations
Selfevaluation
Kinetic
Energy
and
Potential
Energy
cover the same distance.
Building up:
For Exercise 7 Ask students to look out the window at the
street or the school yard. Ask the class if they see any
objects creating kinetic energy. Depending on the object
they use as example, ask them if they think more or less
kinetic energy is being created and why.
Closing up:
- Ask students to find images in their books or online that
show objects creating kinetic energy. Students are asked to
describe the images to a classmate for them to draw.
When they have finished their drawings, they should
compare them with the original image to see how well
they have managed to capture it.
Book´s
activities
page
30-31
https://youtu.
be/DyaVgHGss
os?si=JgHCSTJi
KjLg6KM1
Creo
Lesson Plan
Escuela Católica “Monseñor Virgilio López”
Subject: Science
Date: Thu, Feb 29th, 2024
Teacher: Mr. Raúl Ramirez
Objective
Topic
Activities
Initial Activities
The
Greet students
Why
Do
students
Check the Attendance list.
Some Things Check Homework
will be
Fall Faster
able to
Warm-up:
Than
describe
- Ask the students to discuss the following questions with
the
relationshi
p between
potential
energy and
gravity
Others?
Potential
Energy
a classmate: Why does a bungee jumper fall faster than a
leaf? Then, ask a few volunteers to share their answers
with the class. If you have time, the students can even
recreate an example with a heavy and a light object.
Building up:
For Exercise 1 After students read the Concept Box, write
the GPE equation and its components with their
corresponding units on the board (example: mass =
kilograms). This way students can identify the factors and
relate them to their units.
- If students need further practice on the grammar point,
create a gap-fill exercise that checks it and ask weaker
students to work with stronger ones to complete it. This
will help with transference of knowledge within the class.
Closing up:
- Ask students to swap and read their paragraphs from
Exercise 7. They should compare them and discuss each
other’s ideas.
Resources
Board
Makers
Computer
Data show
Digital
Book
Book
Students
Evaluation
Discussion
with the class
Book´s
activities
page
32-33
Grade: Ninth Grade
Time: 40 min
Link
Observations
Potential
energy |
Energy |
Middle
school
physics |
Khan
Academy
https://youtu.
be/oGzwVYPx
Kjg?si=mthCLa
y7pDoDUayO
Kinetic
Energy and
potential
energy
https://youtu
.be/DyaVgHG
ssos?si=ky7U
DIe7F3Rcaa
M
Selfevaluation
Creo