ENGLISH LESSON PLAN

Name:

Grade:

Subject
:

English

Unit:

Theme:

Grammar, Writing,
Vocabulary, Speaking,
Reading, Spelling/Phonics

Classes:

Mon
-Fri

Date:

LEARNING TARGETS
Grammar: To write the irregular simple past tense verbs,
making negative sentence and also yes/no questions.
Reading: (here would go the reading strategy)
Vocabulary: To learn the following words oral and written
manner: concerned, glorious, ruined, schedule, studio
Writing: (handwriting book does not go here)
Phonics: To identify the sound of the CV: long I in a spoken and
written manner.
Speaking & Listening: To retell the reading Summer in the City
story.
Spelling: These are from the Mega flash

Verbs: from the list that I gave you of verbs you have to give
the students 6 per week. 3 from the beginning of the list and 3
from the end.
Ex. Students are able to conjugate correctly 6 irregular verbs
( bet, bite, blow, wipe, weep, wear) in present, past and past
participle

ASSESSMENT EVIDENCE
Performance Tasks:

Other evidence:
Mega flash pg. 42
Quiz on the six verbs
Quiz on yes/no questions.

Main idea and details

Students will write 5
sentence. To talk about the
main idea and details.
Of three stories ex. Red
ridding hood, the three
wolves, and Cinderella.
3 points main idea
3 details

Learning Activities:
Day 1:
Sing song: If youre happy
Reading: The earthquake in San Francisco - 10 minutes book
whole class
Here you are missing the questions you will do during the reading.
GRAMMAR (topic)
Warm up: 15 minutes board teams
Divide the group into two teams and read out random regular verbs in the
present simple or present continuous tense and ask students from each team
to stand up and call out the past tense. Teams score points for accurate
responses and correct pronunciation as necessary:
Open opened
Help helped
Move moved
Play played
Cry cried
Jump jumped
Visit visited
You may or not review the previous knowledge. You do not have to
put this.
Instruction: 15 minutes board total class
Explain the students the structure of simple past tense and the use of it. Here
you must write something of it on the board. Give the students the irregular
verbs list and review the verbs on it. Ask them to voluntarily pick one verb
and make a sentence with it. Write the sentences in the board. How many
sentence?
Guided Practice: 5 minutes board, notebook total class
Write the sentences from the previous activity in the board and ask the
students to copy them in their notebook. Students still dont write anything in
this point.
Independent Practice:
Activity 1. Students copy the sentences you did on the board. (instruction and
guided practice)
Activity 2 students do an activity that is similar to the exercises the students
will be doing in their book.
Activity 3 - Megaflash page 42 Match the present verbs with their irregular
past forms. Use a dictionary if necessary.
Megaflash page 42 Choose three verbs in the present tense and three in the
past tense and write a sentence for each one.
*Differentiated activity:
Wrap up here ask questions of the activities they did. Like, Did you
understand? Was it difficult or hard? Etc.
And The same goes for every subject you do in one day. Journey is
only for reading do not focus a lot on the vocabulary. Sts. Can use
their dictionaries to help them understand or you T. give them the
meaning. As they read they answer the questions on the bottom.

But do not make it so long. As going in to the vocabulary and so

forth.

Day 2:
Sing song:
Reading:
Warm up:
Instruction:

Guided Practice:

Independent Practice:
*Differentiated Activity:
.
Homework:
Wrap up
Warm up
-Bring three photos to class: one with two people in a setting, and the
other two with objects, situations, or events Display the first picture.
Ask the class to describe what they see. Stimulate further suggestions,
put them into story form, and tell students they will be creating class
story. Encourage them to provide more details about the first picture
and then show the second picture. Students incorporate this picture
into the story. Finally, show students the third picture. Tell students to
complete the story with the third picture.

Spelling
Learning Target: -Students develop awareness of letter/ sound
correspondence to aid in decoding a spelling list of words: Feel, taste,
sensation, whistling, pupils, tick, seem.
Instruction:
-Teacher will ask students to write the name of each item under the
illustration then spell the word and try to find a possible spelling
mistake.
Guided Practice:
-The teacher will bring a chart to write the word according only to short
and long vowel sound each one may have:
Long

Short a

Long

Short e

Long

Short i

Long

Short

Long u

a
Taste

sensatio
n

e
Feel
seem

i
sensatio
n

o
Whistlin
g
Tick

o
pupils

-Independent practice:
-Students will choose five words and write a sentence with each one
but with spelling and punctuation errors. (With limit of time: 10
minutes).
-Students will change their block sheet of paper with the classmate
right beside him/her and rewrite the sentences correctly. (With limit of
time: 10 minutes).
-Students change again to check. (With limit of time: 5 minutes).
-The couple that finishes first wins an eraser.
Wrap up:
The teacher asks students:
-What does whistling mean?
-Can you tell me a sentence with that word?
-Has whistling a long e or short e sound?
Homework:
-Students repeat five times each spelling word.
Day 3
Sing song: Dust in the Wind, Kansas
Reading: Teacher will read:
The League of the Iroquis
-Which was the original aim of the League?
-Was the government conformed only by men?
Question of the Week (reflection together)
How can rules help people?
Warm up
-Make four teams, each team must write in a block sheet of paper three
words with each short sound of the vowels and three words with each
long sound of the vowels, the first team that finishes wins a sticker.
Grammar
Learning Target:
-Students can recognize and use make to mean different things and
different verb patterns.
-Students are able to answer the review use the correct verb forms
after love, like, hate, and want or would like to talk about preferences
and desires.
-Students are able to recognize and use see, hear, look, sound, feel,
taste and smell, and the correct usage of can with them
Instruction: (Revision Units 5-7)
-The teacher will write the words on the board: make, love, like, hate,
want, would like, see, hear, look, sound, feel, taste and smell, and ask
studetns for the meaning of each one and write a sentence with each
one on the board.
Guided Practice:
-The teacher will ask students how did we work with each one in the

Grammar book.
Independent Practice:
-The teacher will work with students pages 38 of Grammar book.
*Differentiated Activity:
-Students will write in a block sheet of paper five sentences with (don
t) want and wouldnt like. Then share their sentences with the group.
Homework:
-Page 39 of Grammar Book. Study spelling words for dictation: Feel,
taste, sensation, whistling, pupils, tick, seem.
Warm up: Guess the Emotion
-Divide the class into groups and give each group an index card with an
emotion written on it. Instruct each group to come up with several
hints that would describe a person who is feeling that emotion. For
example, the group that has the emotion angry might list red-faced
and fists clenched as two of the hints.
Then have groups pair up and trade hints to see whether they can draw
conclusions about how the person feels based on the given hints. This
is a great drawing conclusion activity to teach students how to draw
conclusions about characters in texts they are reading.
Phonics
Learning Target:
-Students identify and recall the sound of Vowel Pair ai, ay: of a
determined list of words (Away, always, betray, clay, day, aid, bail, bait
braid, wait, chain) and according to specific phonetic rules.
Previous Knowledge:
-Can you say the verb played?
-Can you say wait?
-Do they sound similar?
-Why do they sound equal if they are written different?
Instruction:
-Review the short a sound as in cat.
-Teach that the long vowel sound for a as in acorn. Say the sound and
the word several times, having students repeat after you.
-Write ai on the board. Tell students that these two letters together
stand for the long a sound. Write ay on the board and teach that these
letters can also stand for long a sound.
-Write the following words on the board: wait, paid, way, pain, say.
Model reading the first word. Say the sound as you point the letters (w,
ai, t). Then blend sound as you run your finger under the word. Repeat
with the other words. Then have students read the words on their own
as you point to them. As you read the words, say each one in a
sentence, using gestures to support meaning.
-Pointy out that ay comes at the end of a word, and ai comes before a
consonant.

Guided Practice:
-The teacher will make a chart on the board and write a word box so
children can write down each word in the correct column in the ntbk,
you say the word and they have to write it in the correct column:

Word bank: Away, always, betray, clay, day, aid, bail, bait
braid, wait, chain.

Word

Ai

ay

Independent Practice:
-Copy the chart in the notebook.
*Differentiated Activity:
-Students read a book from the classrooms books and find 10 words
with ay or ai sound, copy them in the notebook and make a sentence
and an illustration of each one.
Wrap up:
Ask students to say one word with ay and one with ai?
Homework:
-Look for five words with ay and five words with ai in the dictionary and
write them in the ntbk.
-Study for Phonics quiz
Day 4
Sing song: Dust in the Wind, Kansas
Reading: Teacher will read:
Why America?
-Who were the Pilgrims?
-Give some reasons why different people went to the United States?
Question of the Week (reflection together)
How can rules help people?
Warm up:
-Drill students on irregular past verbs and past participles. Write a list
on the board of twenty irregular verbs twice. Divide the class into two
teams. Each member of the group must write a past tense verb or past
participle. Ensure all team members participate. The first group to
complete the list correctly wins.
Learning Target: Verbs
-Students are able to conjugate correctly five irregular verbs (bet, bite,
blow, wipe, weep, wear) in present, past and past participle.

Previous Knowledge:
Do you remember what is different between regular and irregular
verbs?
Instruction:
-Verbs have traditionally been defined as words that
show action or state of being.
Guided Practice:
-The teacher will show illustrations and students will say the action:
bet, bite, blow, wipe, weep, and wear.

Independent Practice:
-The teacher writes the chart on the board and starting filling it with the
students participation.
-Regular Verbs:
Present
Past
Past Participle
Bet
Bite
Blow
Wipe
Weep
Wear
-Students will copy the chart in the ntbk.
*Differentiated Activity:
-Students will choose five of the six verbs make a sentence according
to the illustration on the board with the corresponding verb.
Wrap up:
-The teacher will ask the past and past participle of the verbs: bet, bite,
blow, wipe, weep, and wear.
Homework:
-Students will write ten sentences with the ten verbs that they didnt
choose.
-Repeat five times each verb in the ntbk.
-Study for vocabulary quiz.
KET Practice Test
-Paper 1
Reading and Writing
Questions 1-5

Learning Target: Students CAN understand straight forward

information within a known area.
Instruction:
-Students will be tested on their ability to understand the main
message of a sign, notice or other very short text. These texts are of
the type usually found in schools, railway stations, airports, shops,
restaurants, on roads, etc.
Wherever possible these texts are authentic and so may contain lexis
which is unfamiliar to the candidates, but this should not prevent them
from understanding the main message. This is a matching question,
requiring candidates to match five sentences to the appropriate sign or
notice.
-The teacher answers orally with them the first two.
Independent Practice:
-Students will answer the rest of the test by themselves.
-Paper 2
Reading and Writing
Questions 6-10
Learning Target: Students CAN understand straight forward
information within a known area.
Instruction:
In Part 2, candidates are tested on their knowledge of vocabulary. They
are asked to fill the gap in each of five sentences with one of the three
options provided. There is a completed example sentence at the
beginning. The six sentences are all on the same topic or are linked by
a simple story line. Candidates should deal with each sentence
individually but be aware that the overall context will help them find
the correct answer.
-The teacher answers orally with them the first two.
Independent Practice:
-Students will answer the rest of the test by themselves.
Reading Journeys
Previous Knowledge:
-Do you remember the story we read last Tuesday?
-Which was your favorite part?
Instruction:
-Reread the story and with the students and ask them to retell
the beginning, middle and end of it. Then ask students to look for the
words: abundance, cultural, heritage, lore and retains in the story and
circle them in yellow.
Independent Practice:
-The teacher will write the next questions about the story and
students must answer them in the ntbk:

-What are the facts about the 1973 race?

-What facts do you see about the 2008 race?
-What is one thing you can tell that changed?
*Differentiated Activity:
-Students will make a card about the story with:
Character:
-Who is this story mostly about?
-How would you describe Nanuk at the beginning of the story? Make a
draw.
Setting:
-Where does the story take place?
-Does the story take place in the present or in the past? How do you
know?
Plot:
-What is the main problem in the story?
Homework:
-Make a draw in the card about Inuit Cheer to Aputik.
Day 5
Sing song: Dust in the Wind, Kansas
Reading: Teacher will read:
Around the World
-Why USA is a nation of immigrants?
-How do we say hello in our country?
-Is it different from other places?
Question of the Week (reflection together)
How can rules help people?
DICE + Meeting= Student of the week
Warm up:
-Ask the difference between opinions and facts. Tell the class they are
going to identify adjectives they hear as opinions or facts by
performing different actions. Provide a few examples like beautiful
versus big then read out sentences with these types of adjectives.
Have students stand and wave if they hear an adjective that gives an
opinion or spin in a circle for an adjective that gives a fact. Continue
until students easily identify the two types of adjectives.
Previous Knowledge:
-Do you remember what a fact is?
-Do you remember what an opinion is?
Instruction:
-Discuss the question with students and write down all the
answers.

-Then ask students if they remember about one fact of the story
in Journeys that we read.
Then tell students that:
A fact is a true statement. Some facts never change. But some facts
can change.
An opinion is a statement that tells what someone thinks. Opinions
can also change.
-The teacher will show the power point presentation about fact and
opinion with some oral exercises
Independent Practice:
-Students copy the notes in the ntbk.
-Students will answer the two printed exercises about Fact and Opinion.
-Students will do the Performance TASK:
Fact - Opinion:
-According to the information given about Thanksgiving children
will write ten sentences about it: five facts-five opinions. (10
points)
-Grading Criteria:
Presentation (name, date, title, neatness, good handwriting) (5
POINTS)
Total: ( 15 points)
Individual Reading: 20 min.
Independent Practice:
Fill in the card about your book:
Character:
-Who is this story mostly about?
-How would you describe the main character of the story? Make a draw.
Setting:
-Where does the story take place?
-Does the story take place in the present or in the past? How do you
know?
Plot:
-What is the main problem in the story?
Wrap up
-Students will share in loud voice their reflection about the Question of
the Week.