SECOND GRADE ENGLISH CLASS PLAN

School: Secundaria Presidente Lázaro Cárdenas CCT: Grupo: A, B

Teacher: María Fernanda Ríos Fernández Turn:
Period TRIMESTRE 1 School cycle 2023-2024
2

Social practice
Read plays
of the language
Communicative
Literary expression
activity
Environment Literary and ludic
2

Achievements Purpose Completion time

• Select and review short plays for young people. Analyze some aspects 9 work sessions
• Read short plays and understand general sense, main ideas, and that allow improving distributed in 3
details. intercultural weeks.
• Participate in skit readings. understanding.

Moment Activities session 1

Students will be asked to watch the following video “The 5 elements of drama”.
https://www.youtube.com/watch?v=LGG4jxvc_ps
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Look at the pictures and discuss which of the arts they relate to.
Character performance stage

Development
Look at the pictures and identify the correct genres.
comedy horror romance tragedy

Closing Read the excerpts from the scenes. Analyze and mark:
comedy horror romance tragedy.
 Moment Activities session 2
Students will be asked to watch the following video “Kinds of drama”.
https://www.youtube.com/watch?v=9mfS6tugdtg
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Read statements from students who are talking about plays. Write the genre each student refers to
on the lines below. There Is an extra genre you do not need.
comedy tragedy tragicomedy historical musical drama

Martha: I love the theatre, yesterday I went to see a play where most of the story was told with songs
and dancing. There were many actors on stage!

_____________________________________
Ken: I also like the theatre, but I prefer plays like “Richard III” where they represent real important
past events, you know?

_____________________________________
Marvin: I think that the best plays are those where ordinary people have a conflict, and you can relate
Development to their suffering in different situations.

_____________________________________
Selena: Well, not for me. I like plays about ordinary people, but I prefer if they make me laugh and
have a happy ending.

_____________________________________
Karen: I've only seen one play in my life. It was about a very important man who died and his fate
affected many people.

_____________________________________
After checking answers discuss with a classmate: What type of audience is more common for each
genre?
Write down your conclusion. _____________________________________
Closing Match the genres to the features.
comedy horror romance tragedy.
Has situations that make you feel afraid ___________________
The characters' situations go from good to worse. ___________________
Features a beautiful woman or a handsome man. ___________________
Presents stories or scenes that are intentionally funny. ___________________
Often the setting is a haunted house or other building. ___________________
 The main characters cause their own problems. ___________________
Uses satire and irony to give a story humor. ___________________
The plot usually has a happy ending. ___________________

Moment Activities session 3

They will resume the activity of the previous session.
Look at the plays. Then reply the following
questions:
 Which play(s) do you know?
Start  What are these plays about?
 Who wrote them?
 Which play(s) would you like to read?
 Which play(s) would you like to dramatize?

Students will be asked to watch the following video “Hamlet by William Shakespeare. Plot Summary”.
https://www.youtube.com/watch?v=hlK3CRbXE-U The following activities will be carried out.
Read the plot descriptions. Then label them with the words in the box.
Rising action Climax Falling action
a. ________________________ b. ______________________ c. _____________________
When Hamlet stabs
Hamlet is sent to England to be The Ghost appears to Hamlet and
Development Polonius in Act in, scene IV, he
commits himself to a violent action killed; he returns to Denmark and tells him to revenge his murder;
and brings himself into conflict with confronts Laertes at Ophelia´s he feigns madness to his
the king. Another possible climax funeral; the fencing match; the intentions; Hamlet stages the
comes at the end of Act IV, scene IV, deaths of the royal family. mousetrap play; He passes up the
when Hamlet resolves to commit opportunity to kill Claudius while
himself fully to violent revenge. he is praying.
.
An oral review of what has been learned up to that moment will be carried out as feedback.
Closing
Doubts that the students may have will be clarified.

Moment Activities session 4

Read the playscript and write the words next to the definitions.
act characters dialogue scene setting stage directions
1. _______________________ a description of the people in the play
2. _______________________ where the action in the play happens
Start
3. _______________________ the spoken text in the play
4. _______________________ description of the actions on stage
5. _______________________ the larger sections of plays
6. _______________________ the smallest section of a play
Development Students will be asked to watch the following video “One act play script”.
https://www.youtube.com/watch?v=tIEGi2u1Ato The following activities will be carried out.
Complete the definition with the words in the box.
actions parentheses emotions instructions
 Stage directions are ________________ that tell the actors in a play what emotions to do and what
______________________ to express. They also explain to the readers what _____________ take
place in the play. They go between ______________, because they are not part of the actors' words.
Match the following stage directions in the scene with their function.
A. Some minutes later, the flower girl enters. ____ attract the reader's attention
Closing B. She is wearing a hat, and an old coat. She ____ show sequence of actions
takes her hat off and leaves it on the table. ____ provide details of actions
C. Filled with terror and hiding behind a piano

Moment Activities session 5

Students will be asked to watch the following video “Euripides: Alcestis. Summary and Analysis”.
https://www.youtube.com/watch?v=n_Fb3SMz-Z4
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.
Read the beginning of the play Alcestis by Euripides and write one phrase that describes Admetus,
Start and Alcestis. _____________________________________________
 I the god Apollo, have always helped humans. Today I saved the life of
Admetus, king of Thessaly, by making a pact with Death. Admetus should
escape death if he could find another person to die instead of him.
Admetus asked his parents and his friends, but they refused to take his
place. However, Alcestis, his noble and beloved wife, decided to die for
him. See, here comes Death.
Read and complete the rest of the scene with the details in the box.
my good and faithful friend cold and dark
my good and respected queen who came to live here when her father died
Death: God Apollo, why are you here?
Apollo: Please, let Alcestis, __________________________________ reach old age.
Death: Never!
(Death enters the bouse)
Admetus: (weeping) Oh, gods! Is there no escape from Death?
Alcestis: I hear Death calling me. I feel its ______________________ hand touching me.
Admetus: You are and will be my only queen forever.
(Alcestis dies.)
Development Admetus: Every citizen should dress in black. No music for a year. She deserves all honors.
(Enters Hercules)
Admetus: Welcome to my house, _________________________________ Hercules.
Hercules: You are dressed in black. Has Death come to take Alcestis? I know she promised to die in
your
place.
Admetus: (not telling Hercules that Alcestis is already dead) She is dead, and she is not... It tortures
me.
Hercules: Who died then?
Admetus: A woman, _______________________________________________.
Hercules: I'm leaving then and let you bury your dead... it's no time for parties.
Admetus: No, stay. You're my friend. My door is always open for guests.
 Answer the questions. Look at the example
 Were gods important to the Greeks? Yes, they were.____________
 How do you know? Because they made decisions about humans' lives.
Closing  What initial conflict in the play does the god Apollo solve?
 What pact did he make?
 What sacrifice did Alcestis make?
 Why do you think Admetus lied to Hercules?
Moment Activities session 6
They will resume the activity of the previous session.
Read the verbs in the sentences and match them with their uses.
A. I, the god Apollo have always helped humans. ____ an action that is taking place now.
____ a habitual action, a state, or a fact.
B. I saved the life of Admetus.
Start ____ an action that started in the past
C. I'm leaving then, and let you bury the dead. and continues in the present.
D. My door is always open for guests. ____ an action that started and finished
in the past.
.
The following activities will be carried out.
Read the scene on previous page again. Watch the exclamation (!), interrogation (?) marks, and
ellipses (...) and discuss their uses. Then complete the rules below.
1. We use an _______________________ to express surprise, or to emphasize a comment.
2. We use ______________ to express unfinished thoughts or make pauses.
3. We use an _________________________ to ask questions.

Students will be asked to watch the following video “Emotions Every Actor Should Know”.
https://www.youtube.com/watch?v=tiicx0d7yBg
Development We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
The following activities will be carried out.

Discuss the emotion that each of the following lines. Write your conclusion on the line.
1. The witches were right! _____________________________________
2. I will become King! _____________________________________
3. We must make it happen. _____________________________________
4. Are you talking about...? _____________________________________
Reflect on your progress so far. How confident do you feel to do the following? Mark (X) the correct
box.
Very Not
OK
confident confident
1. identifying the genre of a play or a scene of a play.
Closing
2. understanding the main idea of a play or a scene.
3. Reading lines of a play showing emotion.
4. using body language as I read a line in a play.
.
 Moment Activities session 7
Students will be asked to watch the following video “Act 2 Scene 2. Romeo and Juliet 2018”.
https://www.youtube.com/watch?v=tqyIts6h0Eg
The following activities will be carried out.
Read the following excerpt from Romeo and Juliet by Shakespeare. Discuss the differences between
dialogues and stage directions with your partner.
Read the text aloud. Follow the stage
Start directions when showing emotions, attitudes,
tone of voice, etc.

In pairs, choose three plays you have read so far in this unit. Then complete the chart.
Play Author Setting Characters

Development

In pairs, talk about the plays you chose. Take turns to ask and answer these questions.
Closing  What is your favorite play?
 What character do you like most? Why?

Moment Activities session 8

Students will be asked to watch the following video “The Lion and the Mouse Read Aloud”.
https://www.youtube.com/watch?v=oFBjYKu5Ly8
Start
We will reflect on the content of the video. The group will be supported in understanding the
concepts contained in it.
Development The following activities will be carried out.
and
Closing
 Moment Activities session 9
The following activities will be carried out.
Match six scenes from different ploys with the corresponding scripts and feelings from the box.

Start
and ____ Sadness ____ terror ____ pride ____ embarrassment ____ revenge ____ surprise
Development
a) Go away! Please leave me, I beg you...
Scene [____] Feeling: [____________________]
b) My love, my eternal love. How will I live
without you? Scene [____] Feeling: [____________________]
You've been everything to me!
c) Oh, I can't believe it! It's the most wonderful
thing I've ever had! Scene [____] Feeling: [____________________]
d) Dear people of Rome. This is a day to be
remembered. Scene [____] Feeling: [____________________]
e) Oh, I don't know what to say...l feel so
sorry...forgive me my lord. Scene [____] Feeling: [____________________]
f) I will make you pay for all the wrong you have
done. Scene [____] Feeling: [____________________]
.
Closing Now answer Yes or No
 Now I can ...
____ Select and revise short theater ploys for young people.
____ Read theater plays and understand the general sense, the main ideas and details.
____ Perform a dramatized reading.
During the planning and performing of this unit's product I...
____ Participated actively.
____ Paid attention to different ways of reading a text according to the characters' emotions and
feelings.
____ Used body language to reinforce the meaning of my message.
____ contributed with observations and points of view.
____ learned the pronunciation of new words.

RUBRIC LI L II L III L IV
Examine the order in which the development of actions is
presented and the role they play in reading.
It expresses the purpose of the author (s) and the emotions
conveyed in different works.
Recognizes the influence of attitudes, beliefs and values in the
interpretation of the general meaning of the text.
Practice intonation and pronunciation of words and expressions.

PERFORMANCE SCALE:
It expresses the purpose of the author (s) and the

Recognizes the influence of attitudes, beliefs and

Examine the order in which the development of

Practice intonation and pronunciation of words

 Level IV: Indicates outstanding mastery of the expected
actions is presented and the role they play in

learning.

values in the interpretation of the general

 Level III: Indicates satisfactory mastery of the expected
emotions conveyed in different works.

learning.
 Level II: Indicates basic mastery of the expected learning.
 Level I: Indicates insufficient mastery of the expected
learning.
meaning of the text.

and expressions.

STUDENTS
reading.