SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2022-2023

LESSON PLAN
May
School’s name: CCT:

AEE’s name: ID: Grade:

5th Grade Product 9 Social practice of the language: Learning outcomes:

Museum Exhibition Cards Collect information about a topic to create cards and set an exhibition - Explores museographic cards.
- Searches information about a topic on
Learning Environment: Communicative Activity: different texts.
Academic and Educational Search for and selection of information. - Analyzes informative texts.
- Registers information.
- Shares information about
museographic cards.
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 5 minutes
Material: Soft ball or balloon - sculpture (Ángel de la
Greet students and toss a soft ball or balloon to ask students to answer some background knowledge questions like: Independencia)
Have you heard of Velociraptors? -Do you like dinosaurs? -Do you like museums? -Do you like paintings? - fossils (dinosaurs)
- paintings (Mona Lisa)
Presentation: 10 minutes
- antique
Material: Board
Tell students that those questions are intended to learning what a museum might contain, ask: Do you know what a museum is and
have you been to one? After students have seen what a museum is, students will be presented with the rules one has to follow in one.
1. No touching
Write on the board the 6 NO´S, and their add illustration.
2. No stealing
1. No touching 3. No running
3. No eating / drinking
2. No stealing 5. No screaming
4. No running
5. No eating / drinking 6. No fighting
5. No screaming
Practice: 15 minutes 6. No fighting
Material: N/A
Act out “Museum Rules” and have students guess the rule out loud.

Teacher Student
Pretend you are saying no and pretend you are eating No eating!
Another way to present the rules is with the dynamic MIRROR: when you say mirror the students must do what you say without sa ying a
word, then you can say mirror with words and then students can act what you say and do.

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Production: 15 minutes
Material: Brochure, board markers or chalk, and paper sheets.
Show a museum brochure. Students will make one representing rules with drawings.
1. Purpose (to inform the rules of a museum)
2. Information (rule 1 and rule 2)
3. Information (rule 3 and rule 4)
4. Information (rules 5 and 6)
5. Contact information (phone number, address, web page)
6. Cover (museum´s name and title)

Wrap up: 5 minutes

Material: Brochure previously made
Students will present their work. Select a student randomly so he/she can select a random attendance list and the student on that number
will present his/her work.

Session 2 Knowing about the language

Warm up: 5 minutes (Background):
Material: N/A
Greet students. Ask for the date and weather. Work the dynamic called mirror, from session 1 to reinforce “Rules of a Museum.”

Presentation: 15 minutes Museum:

Material: Board, marker and image 1-5, or anything representing a Museum wall . - art
Display image 1 or draw a representation of a museum wal l. Ask what they think they can find in a museum, and what they think a - antiques
museum is. Museum: a building in which objects of historical, scientific, artistic, or cultural interest are stored and exhibited . - paintings
Display and introduce a piece of art, one by one. Ask for what they see, and give them choices; antique, fossil, painting, sculpture. - fossils
- sculpture
The Gioconda painting was made The first phone was invented Fossils were found by Tutankhamun was
by Leonardo Davinci in 1503. by Alexander Graham Bell archaeologists. discovered in 1922.
in 1876.

Practice: 10 minutes
Material: Projector optional, and images 2-5. Active voice
Write “Exhibition card” near its examples. Show or display pieces of art, read its exhibition card and invite volunteers to label them. Passive voice
Use passive voice to describe pieces of art: - First phone was invented in 1876. It was invented by Alexandre Graham Bell.
- The Gioconda Painting was made in 1503. It was painted by Leonardo Davinci.
- Fossils can be found in museums. Fossils were found by archaeologists.
- The tomb of Tutankhamun was discovered in 1922.

Ask which museums they know, show a virtual tour of Museo de Historia Mexicana to name the elements previously introduced, click
here https://my.matterport.com/show/?m=RUvnrjoFg1g , then ask them to name what they identify in the virtual tour, what can you
see? Which type of art is this? Painting, sculpture, antique, fossil. Can you see the exhibition card?

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Production: 15 minutes
Material: Boards and markers image 2
Have students work in teams of 4 and hand out image 2. Ask students random questions about the exhibition card, e.g., show me the
image, tell me its diet, read its description, etc. Mention other examples in which you can refer to the author, creator, or date, etc.

Wrap up: 5 minutes

Material: Notebook
Then create a new exhibition card, to describe their pet or any object they research about. It should include illustration, descripti on, etc.

Session 3 Knowing about the language

Warm up: 5 minutes (Background):
Material: N/A Active voice
Play the game “Broken telephone” or “Chinese Whispers” and say who invented the telephone. (Alexander Graham Bell) Students t hen Passive voice
pass the message to their classmate sitting behind them. Then Inform students that today’s session we will talk about various inventors Irregular verbs list
with their inventions.
Verbs:
Presentation: 15 minutes - was invented
Material: N/A - was created
Ask students who invented the telephone? Elicit students answer: Alexander Graham invented the telephone. - was discovered
Label the answer “Active voice” (put a line or a paper to determine that this sentence is called active voice, because the objective of the - was found
sentence is to talk about the subject.) Tell students that we will change this sentence into “Passive voice” the telephone wa s invented by - was made in
Alexander Graham, write next to it “Passive voice”. Students will read it out loud. Explain to students that we use passive voice to stress - was made of
the object, not the subject, or when the subject of the action is unknown or not important. Show students the grammatical formula on - was made by
how to change active voice to pas sive.

- Active voice: subject + verb in past (ed) + Object

- Passive voice: object + was + verb in past + by+ subject

Practice: 15 minutes
Material: Image 7
Have students work in teams of 5. Hand out image 7, one paper strip per student where they will change the active voice to passive. AEE
will help if necessary. After a couple of examples, ask student to exchange their paper strip so they practice changing other active voice
sentences to passive voice.

Production: 10 minutes
Material: paper sheets
Hand out some paper sheet for students to draw a made-up invention where they will, write who invented it in passive voice.

Wrap up: 5 minutes

Material: N/A
Tell students to paste it on their wall, and inform students to bring a chicken bone, shell or a tree leave for the next class, and also some
clay cast (Yeso) Vaseline and a bowl.

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Session 4 Knowing about the language
Warm up: 5 minutes (Background):
Material: N/A
Answer or exercise. Mention passive voice sentence, which students will have to guess is it is true or false. If they make a mistake, they Previously seen vocabulary
will exercise, e.g. stretch up for ten seconds, 5 sit-ups, etc. Active voice
Passive voice
Presentation: 15 minutes
Material: Laptop, projector, speakers
Write on the board the word Fossil. Present to the students the following video on how fossils are formed.
https://bit.ly/33hhUV0 When the video is finished ask what they could understand from the video. Inform students that today we will
make a fossil. If it is not possible to watch the video, share the following information related to it:

Fossils are formed in a number of different ways, but most are formed when a plant or animal dies in a watery enviro nment and is buried
in mud and silt. Soft tissues quickly decompose leaving the hard bones or shells behind.

Tell students to take out their materials; write the steps to make the fossil on the board. These steps will be found in the video and also
in the (Image 5).

Practice: 15 minutes
Material: Image 4, Cardboard, water, play-Doh, cast (yeso), figure to make a fossil.
If is not possible to bring material you can do something similar with a coin. For example, by using a coin, you put the coin under a paper
sheet and pass the pencil several times draw the edges of the coin like a fossil would, you can do it with different coins an d leaves. Tell
students to make their fossil. You may assist them.
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 Production: 10 minutes
Material: N/A
Write on the board these questions, have students make their own for their fossil. Students will make an exhibition card with all these
elements:
-Who made it? -When was it made? -Where was it made? -What is it?
Wrap up: 5 minutes
Material: Fossil
Take the students outside and place the fossil under direct sunlight.

Session 5 Knowing about the language

Warm up: 5 minutes (Background):
Material: N/A
Ask students to go and get their fossil, inform students that today we will exhibit our fossils to other students on different grades.
Presentation: 10 minutes
Material: N/A
Passive voice
Students will take out a model of a fossil and present it to students taking notice of the parts of an exhibition card. Infor m students that
Active voice
they will do the same with their classmates of different grades. For example: Design an exhibition using the fossil previously made and
with its exhibition card and show it in the classroom or ask for permission in the principal to make a small exhibition outside the classroom.
Determine rules to the exhibit.
Practice: 15 minutes
Material: N/A
Ask teachers of other grades if a couple of students could watch their presentations.
Tell students to practice with their classmates, correct spelling.
Production: 15 minutes
Material: N/A
Students will now present to their other classmates from different grade. The tables will be distributed around the classroom ; each desk
is where the students will exhibit their fossils.
Wrap up: 5 minutes
Material: N/A
Evaluate speaking. The rest of the students might be showing their own fossils if the exhibition is able to be outside the classroom.
The rest of the class must be taking notes to check if their work is properly done.
Assessment tools: Check list YES NO References and resources:
Identifies rules in a museum Aprendizajes Clave 5 th Grade
Differentiate active and passive voice Fossils video:
Identify parts of an exhibition card https://bit.ly/33hhUV0
Exchanges information related to an musicographic cards. Museo de Historia Mexicana
Virtual Tour:
https://shorturl.at/iotx4
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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 Spinosaurus Velociraptor
Weight 12,000 – 20,000 kilograms Weight Around 45 kilograms
Size 14-18m body leght Size 1.8m body lenght
Habitat Europe, North Africa, North America Habitat Central Asia and North America
Diet Carnivorous Diet Carnivorous

Stegosaurus
Brachiosaurus
Weight 30,000 – 80,000 kilograms Weight 8,000 kilograms
Size 30m long and 13m high Size 9m body lenght
Habitat Europe, North Africa, North America Habitat Europe and North America
Diet Herbivorous Diet Herbivorous

Spinosaurus Velociraptor
Weight 12,000 – 20,000 kilograms Weight Around 45 kilograms
Size 14-18m body leght Size 1.8m body lenght
Habitat Europe, North Africa, North America Habitat Central Asia and North America
Diet Carnivorous Diet Carnivorous

Brachiosaurus Stegosaurus
Weight 30,000 – 80,000 kilograms Weight 8,000 kilograms
Size 30m long and 13m high Size 9m body lenght
Habitat Europe, North Africa, North America Habitat Europe and North America
Diet Herbivorous Diet Herviborous
Image 6
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 The Wright brothers invented the plane

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Benjamin Franklin invented the bifocal

lenses.

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Steve Jobs invented the Iphone

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Thomas Edison invented the video camara

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Nicola Tesla invented the remote control

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Image 7
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