SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2023-2024

Lesson Plan
January

School’s name: CCT:

AEE’s name: ID: Group:

3rd Grade Product: 5 Social practice of the language: Learning outcomes:

Concert Sings songs - Listens to song lyrics
Learning Environment: Communicative Activity: - Identifies parts of songs
Literary and ludic Expresses literary - Participates in singing songs
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 5 minutes
Material: NA Vocabulary
Write on the board the word “song” surrounded by musical notes; tell students a “song is a short musical composition of words and - music
music”, explain, “songs express feelings and teachings, the world would be boring without songs”. - song
- genres
Presentation: 10 minutes - rhythm
Material: Video 1. - musical
Write the words “music” and “song” on the board. Explain students “the music has been around for hundreds of thousands of years, - composition
ever since the days of the first civilizations. It has always had an important part in society and culture. Now, music comes in many
different genres, and rhythms. Show students the next video 1 click here. Ask students “What´s your favorite kind of music?” Write
on the board the answers.

Practice: 15 minutes
Material: NA
Play hangman writing the following exercise so students can guess the music genres. Encourage students to practice the alphabet Music genres
to complete the words. - pop
- reggae
p ___ ___ r ___ ___ ___ c ___ ___ ___ ___ ___ ___ ___ ___ - salsa
- rock
r ___ ___ ___ ___ ___ h ___ ___ ___ ___ ___ j ___ ___ ___ - hip hop
s ___ ___ ___ ___ c ___ ___ ___ ___ ___ ___ c ___ ___ ___ ___ ___ - country
- classical
Production: 15 minutes - jazz
Material: NA - cumbia
Copy the chart below and make the questions “Who’s your favorite singer? What’s your favorite band?” Provide some examples. - Question
Write some students’ answers., encourage them to sing a part of his/her favorite singer or band or play parts of different songs so - What’s your favorite….?
students can identify the genres.
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 Pop Rock Classical Reggae Hip hop Jazz Salsa Country Cumbia - Vocabulary
Harry AC/DC Beethoven Bob Marley Nicki Minaj Nat King Celia Cruz Caballo Los - singer
Styles Cole Marc Dorado Ángeles - band
Katy Perry Anthony Azules

Request students to copy the information from the board and make the questions “Who’s your favorite singer? What’s your favorite
band?” to five classmates and register their answers in the correct column. Monitor the activity.

Wrap up: 5 minutes

Material: NA
Previously select a song and ask students to stand up and dance when they hear the music. If the music stops, they must stay quiet
like statues.

Session 2 Knowing about the language

Warm up: 5 minutes (Background):
Material: Video 2, speakers.
Greet students and elicit the weather. Ask students to listen to the audio, model them the movements. Repeat the action and the
request students to sing and practice the movements according to the song; click to play the video 2 (I Ain’t Worried).

Presentation: 10 minutes
Material: Video 3, speakers.
Explain songs can help us to express our feelings and how music can make us feel different emotions. Write on the board emotions Feelings
vocabulary and review meaning and pronunciation. Ask students to close their eyes and listen to the songs. Click to play the video 3 - happy
(Music and Emotion). Then ask students what emotions they experienced. Write them on the board. - sad
- exiting
Practice: 15 minutes - scary
Material: NA - sleepy/ relaxing
Draw on the board the chart below. Ask students copy the chart on the notebook and write the number of the track in each picture - I feel…
according to the emotion they experience. Play the song again and pause video between each song giving students time to think - track
about what emotion the music is showing. Answers may vary. - amusement
Happy Sad Angry Scared Sleepy

😃 😃 😃 😃 😃
Track 1 Track 2

Production: 15 minutes
Material: NA
Write on the board the sentence “The first track makes me feel happy” Also ask students to think in a special or specific experience
in their lives where they can link the song with that moment. (E.g., track number 1 makes me feel happy like when I go to an
amusement park). Give them some ideas and elicit students to give you one example. Write students’ examples on the board,
practice pronunciation and have them write the examples on the notebook.

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 It makes me feel happy like when I go to an amusement park. First track
😃
It makes me feel sad like when a good friend must go away. Second track
😃
It makes me feel exiting like when I get a surprise present. Third track
😃
It makes me feel scary like when I must look for something in the dark. Fourth track
😃
It makes me feel relaxing like when I take a nap. Fifth track
😃
Wrap up: 5 minutes
Material: NA
Have some volunteers go to the front and say their experience with the music but also ask them to act out the emotion. Suggest
students next time they listen to music, think about what emotion the music is showing and how the music makes them feel.

Session 3 Knowing about the language

Warm up: 5 minutes (Background):
Material: A plush toy or a small ball.
Greet students and elicit the date. Ask them to make a circle, explain that the person who catches the ball or toy will say a music
genre as fast as possible and then toss the object to another student. Repeat the process several times.

Presentation: 15 minutes
Material: A flip chart previously done if possible.
Paste the flip chart or write the part of a song suggested in this session. Explain to students, “songs have important parts that give Parts of a song
order to the song”. Say, “the person who creates a song is the author”. Songs are formed by paragraphs called stanzas; every line in - Title
a stanza is called verse. The rhyming word are words that have the same or similar ending sound. The part of the song that appears - verse
several times is the chorus.” While you are explaining, point to the parts of the song. Have students copy the song from the board. - stanza
- author
- chorus

Practice: 15 minutes
Material: NA
Point to the parts of the song with arrows and write the words:
Title Author Stanza Rhyming words Verse Chorus
Repeat the meaning of the words while pointing to the song on the board. Invite some volunteers to label the parts of the song.
Title  Name of the song.
Author  Person who writes or creates the song.
Stanza  Paragraphs in a song.
Verse  Each line in a stanza.
Rhyming word  Words that have the same or similar ending sound.
Chorus  The part of the song that appears several times.
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Production 10 minutes
Material: NA
Write the next questions, have students answers them. Ask students to copy the information from the board in the notebook.
1. What is the nane of the song?
2. Who is the author?
3. How many verses (lines) are in the stanza?
4. How many stanzas (paragraphs) are there?
5. How many times does the chorus appear?
Wrap up: 5 minutes
Material: Video 4, speakers.
Click to play Video 4 and encourage students to read and sing the song.

Session 4 Knowing about the language

Warm up: 5 minutes (Background):
Material: Video 5, speakers.
Greet students and elicit the date. Ask students to listen to the audio, model them movements. Repeat the action and the request
students to sing and practice the movements according to the song; click to play the video 5.

Presentation: 15 minutes
Material: NA
Write on the board the following text from “Dynamite”, continue saying, “rhyming words are two or more words that have the same - rhyming word
or similar ending sound.” Read aloud the written on the board, make sure to stress in the rhyming words, then; invite students to
read along with you. After the reading, ask your students to identify the rhyming words. Point the words.
Dynamite By BTS
'Cause I-I-I'm in the stars tonight This is getting heavy
So watch me bring the fire and set the night Can you hear the bass boom? I'm ready
alight. (woo hoo).
Shoes on, get up in the morn' Life is sweet as honey
Cup of milk, let's rock and roll Yeah, this beat cha-ching like money, huh!
King Kong, kick the drum, rolling on like a Disco overload, I'm into that, I'm good to
Rolling Stone. go.
Sing song when I'm walking home I'm diamond, you know I glow up
Jump up to the top, LeBron. Hey, so let's go!
Ding dong, call me on my phone
Ice tea and a game of ping pong, huh!

Practice: 15 minutes
Material: NA
Have students to copy the poem from the board and ask them they to underline the rhyming words with a red colored pencil.
Monitor students’ work. After that, invite some students to go to the front to underline the rhyming words.

Production: 10 minutes
Material: Video 6, speakers.

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 Read aloud the stanza again and request students to read after you, check the pronunciation and the intonation in rhyming words.
Play the audio to let students to listen to the song. Play it twice and have students sing the part of the song learned in this session.
Click to play video 6.

Wrap up: 5 minutes

Material: N/A
Have some volunteers pass to the front and write o say loud out 3 rhyming words they remember. Encourage students to use the
vocabulary from the previous exercise.
Session 5 Knowing about the language
Warm up: 5 minutes (Background):
Material: Video 4, speakers.
Click to play the song Here comes the Sun by the Beatles. Have students to read and sing along the video.

Presentation: 10 minutes
Material: Template 1.
Provide each student a copy of template 1 so they can practice the rest of the song. Play the song one more time for them to follow - upper case letter
the intonation. Click to play the song Here comes the Sun by the Beatles. Walk aisles to monitor pronunciation. Remind student the - lower case letter
use of upper case and lower-case letters. Ask them to underline all the capital letters they can find in the song.

Practice: 25 minutes
Material: Template 2, speakers.
Provide a copy of template 2, play the song to complete the exercises. See the answers on template 1. Click to play the song Here
comes the Sun by the Beatles.

Production: 5 minutes
Material: Template 1
Play the song again and have the group sing - along the music. Tell them they will perform a concert.

Wrap up: 5 minutes

Material: N/A
Have some volunteers go to the front and sing a small fragment of the song, encourage them to sing without looking at the lyrics.
Assessment tools: References and resources:
Register students´ results in the Evaluation Record. Aprendizajes Clave Lengua Extranjera,
3rd Grade
Check list Yes No Video 1. https://bit.ly/32AE5JH
Students are able to identify rhyming words in a song Video 2. https://bit.ly/49LY3iF
Students can identify different parts of a song. Video 3. https://bit.ly/3cYnj9o
Students are able to express emotions when they listen to a song. Video 4 https://bit.ly/3cYN8pS
Students are able to sing a song and follow intonation Video 5. https://bit.ly/3FTaGZE
Video 6. https://bit.ly/47hK02O
In order to have a successful class development it is very important to consider the recommendations stated in the lesson plan form available in SAPI:

Principal’s name and signature: Date:

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 Template 1

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 Template 2

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