UNIDAD EDUCATIVA BALANDRA – CRUZ DEL SUR

LESSON PLAN: Week # 9 from November 6th to November 10th 2023.

SUBJECT: ENGLISH GRADE: 6th Basic TEACHER: Lcda. Vanessa Pachucho

SKILLS:
• Thinking skills
• critical thinking
• creativity and innovation
• transfer
• Communication skills
• Social skills
• Self-management skills
• organisation
• affective
• reflection
• Research skills
• information literacy
• media literacy

DATE: Class # 1 (Grammar and Vocabulary)

CONTENT: Which bag is yours?

SPECIFIC OBJECTIVES:

After studying this lesson on writing a play the students will be able to:
• Use possessive nouns in sentences.
• Identify the difference between possessive pronouns and possessive adjectives.

RESOURCES:
 • Student’s Worksheet (one copy for each student and one copy for the teacher).
• Pencils.
• Notebooks.
• Markers.
• Flashcards

ACTIVITIES:

10 mins intro.
The specifics of the lesson are “Talk about my things.” The main phrases are “Which bag is
yours?” with the reply, “This bag is/are mine.” Will the kids be able to bring in a bag? Present
the concept of possessive pronouns with clothes that you are wearing. Point to all sorts of things
that you own, saying, “This is mine.” (Your trousers, your pen, your bag…) Don’t point to
something the school owns because that could be confusing.

15 mins guided practice.

Now you’ve demonstrated the idea. Have the kids repeat together several times, “It’s mine.”
Draw a pencil out of the bag and ask, “Whose pencil is this? Ask a child specifically, “Is this
your pencil?” Ask around until you find whose it is. Elicit “Yes, it’s mine.” Only then, give it to
the child. Do this for all the items in the bag.

20 mins individual practice.

Then you can do a memory game where kids remember which item belongs to who. Kids are in a
circle with six items in the middle. First, ask all students to touch an item, for example, “Touch
Su’s pencil case, touch Li’s pen.” Drill those six items. Then kids close their eyes, and you take
one away. Ask “Whose pencil has gone?” Answer; “Mine.” Next, each student chooses one
pencil and gives it to the person it belongs to, saying, “This pencil is yours.” The teacher can
kick this off by choosing a pencil and giving it to the assistant, saying, “This pencil is yours.”
The assistant says, “No! "This pencil is yours,” as she gives it to the correct child.

5 mins conclusion.

In the next lesson, repeat the whole thing but with photos. Each child could bring a picture of a
pet or a family member. Then play the memory game with those.

DATE: Class # 2 (Reading).

CONTENT: Green Island

SPECIFIC OBJECTIVES:

After studying this lesson on writing a play the students will be able to:
• Understand what they are reading in books that they can read independently.

RESOURCES:
• Pencilcases.
• Books.
• Notebooks.
• Worksheets.

Standards:
Factual Knowledge
Students will be able to list parts of a story.
Procedural Knowledge
Students will be able to identify the different story elements in a text and describe them
using evidence.
Conceptual Knowledge
Students will understand how story elements affect the reader’s comprehension of the
story.
ACTIVITIES:
5 mins intro. Introducing the book.
(Clarifying) Together, look at the cover. Talk about who is in the illustration. Ask the
children: Do you think this is a family outing or a school outing?
(Prediction, Clarifying) Read the title and discuss what the story might be about. Look
through the book to see if the children are right.
15 mins guided practice. Independent reading.
• Ask children to read the story aloud. Praise and encourage them while they read, and
prompt as necessary.
• If the children have difficulty with a word, encourage them to think of ways to work out
what the word means, such as splitting it up into syllables.
(Summarising) Ask children to retell the story in no more than 5 sentences.

15 mins individual practice. Check children:

• use a range of strategies to read for meaning.
• use comprehension skills to work out what is happening in the story.

5 mins conclusion. (Questioning, Clarifying) Ask:

How did the children feel about the school outing at the start of the story?
How do you know?

Homework:

DATE: Class # 3 (Writing).

CONTENT: I like sentences.

SPECIFIC OBJECTIVES:

After studying this lesson on writing a play the students will be able to:
• Produce complete sentences when appropriate to task and situation.
 • Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.

RESOURCES:
• Whiteboard.
• Pencils.
• Worksheet.
• Notebooks.

ACTIVITIES:
5 mins intro. What do we want students to know?
Write sentences and fragments on the board. For example:
• The dog.
• A cat ran up a tree.
• Pizza.
• Jack skipped up the hill.
• The shiny blue car.
• Yelled

15 mins guided practice. How will we know that students understand what has
been taught and what they should be able to do?

Say, “Today we are going to talk about what makes a sentence. We all know what words
are. A sentence is a group of words that is complete. Let’s look at what I have written on
the board, and you will see what I mean.” “In each sentence there should be a noun or
subject, which means a person, place, thing or idea. Also there should be a verb, which
describes what the noun is doing or what the noun is. Discuss each example and lead
the students to understand that the sentence at least has one subject and a verb.
15 mins individual practice. What daily instructional strategies, activities, and
resources will be used to facilitate student learning?
Writing a sentence is like making a sandwich. The bread is the noun or subject. The
meat is the verb. You need both. But sometimes we like to have more things on the
sandwich: lettuce, mayonnaise, ketchup or cheese. For a sentence, extra words that
describe the subject or the verb can be added.” Hold up a few of the cards from
yesterday. Ask for suggestions of words that could describe the nouns. For example,
you could say the shiny car or the furry cat. Write a few examples on the board as you
brainstorm. Next ask for verbs, words that describe what the noun is or is doing. For
example, “The shiny car stopped.” Now think of words to describe the verb. How did the
car stop? Quickly? Slowly? Say, “Do you think the extra words make the sentences
more interesting? Are they still complete sentences? How do you know? Notice that
when I have written the complete sentence I put a capital (upper case) letter at the
beginning and a punctuation mark at the end. That can be a period, a question mark or
an exclamation mark.

5 mins conclusion.
When writing a paragraph on the board, write each sentence with a different color
marker. This way the students can visualize each complete sentence.

DATE: Class # 4 (Speaking)

CONTENT: Simple sentences.

SPECIFIC OBJECTIVES:
After studying this lesson on writing a play the students will be able to:
• To understand and create the correct sentence structure with Subject &
Predicate.

RESOURCES:
Sample Task (one copy for each student).
Pencils.
Notebooks.
Books

ACTIVITIES:
5 mins intro. Set up the activity
• Invite students to focus their attention on the board where ample sentences will be
written. Examples: Monkeys eat bananas. She plays chess. He reads novels.
• Ask students to find subjects, verbs, and objects in these sentences. Examples:
(subjects: Monkeys, She, He), (verbs: eat, plays, reads), and (objects: bananas,
chess, novels).

15 mins guided practice:

Underline subject and predicate on the board. Examples: Subject: Monkeys Predicate:
eat bananas. Subject: She Predicate: plays chess. Subject: He Predicate: reads
novels.

15 mins individual practice.

Write sentences on the board and ask students to write down subjects and predicates
about it in their notebooks and let them compare their findings with their classmates.

5 mins conclusion.
Write some sentences on the board and ask students to find subjects and predicates
with the whole class orally.

Homework:

DATE: Class # 5 (Listening)

CONTENT: PARTS OF SPEECH: SENTENCE STRUCTURE.

SPECIFIC OBJECTIVES:
After studying this lesson on writing a play the students will be able to:
 • Identify subject and predicate in a sentence.
• Demonstrate understanding of sentence parts and types.

RESOURCES:
• Coloured pencils.
• Notebooks.
• Worksheets.
• Whiteboard.

ACTIVITIES:
5 mins intro. Preparing the activity
A sentence is a group of words that expresses a complete thought.

Are these sentences?

1. "Ashley walks to the park."
2. "She takes a friend with her."
3. "Climb a tree."
Both (1) and (2) are sentences, but (3) is not a sentence. Why? It does not express a
complete thought. We wonder: who climbs a tree? Why?
-By adding some words to (3) we can make a complete sentence:
"Ashley and her friend climb a tree."

Every sentence has a subject and a predicate. The subject usually contains the main
subject or noun, and the predicate tells what the subject is doing, which contains the
verb of the sentence.
Subject Predicate
Ashley walks to the park
She takes a friend with her
Ashley and her friend climb a tree

15 mins guide practice.

Say and repeat the Rules for writing sentences:
1. Every sentence must begin with a capital letter.
2. Every sentence must end with a punctuation mark. You use different marks for
different kinds of sentences.

Explain that the Punctuation Marks:

A period (.) ends a sentence that tells something, or makes a statement.
A questions mark (?) ends a sentence that asks a question.
An exclamation point (!) ends a sentence that shows excitement.

15 mins individual practice.

Talk about the different types of sentences and make 1 example. There are three kinds
of sentences that we say and write every day:
1. Declarative: a type of sentence that declares or makes a statement.
Example - "Tom goes to school."

2. Interrogative: a sentence that asks a question.

Example - "Did Tom go to school?"

3. Imperative: a sentence that makes a request or gives a command.

Example - "Hurry Tom! Go to school now!"

• mins conclusion.
Complete the following sentences with the students. Identify the type and show them
how to underline the subject with one line, and the predicate with two lines.

HMK:

DATE: Class # 6
CONTENT: Parts of speech: Subject and Predicate.

SPECIFIC OBJECTIVES:
After this lesson on writing a play the students will be able to:

• To measure growth in knowledge, abilities, or skills.

RESOURCES:
• Pencilcases.
• Quizzes.

ACTIVITIES:
10 mins intro.
Students talk about what has been learned during the week, write on the whiteboard
three sentences using verb “to be” that the students created, this could be acceptable
and reinforce the new vocabulary together with the adjectives.

15 mins Reading and Writing Quiz.

Then the Ss. Will have the tome to solve the following quiz It should not take them
longer than 15 minutes.

20 mins Listening Quiz.

Together review the task of the quiz and once they have everything clear give them the
paper, then turn on the track for them to listen and solve.

5 mins conclusion.
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.