LESSON PLAN

SCHOOL'S UNIT: Valladolid Oaxaca Centro

MANUEL 2TH MONTH
GRADE: LEVEL: Elementary
TEACHER'S NAME: ALTAMIRANO October
UNIT 2
SESSIONS: 5 sessions WEEK: 14TH 18TH OCT
UNIT / TOPIC: Family Celebrations
VALUE OF THE MONTH: Responsibility CLASS: English / Science / Math ARTICULARING AXES
Beverages (lemonade, orange juice, water) Critical Critical Gender
Celebrations (birthday party, Children’s Day, Christmas, Thinking Inclusion Intercul- Equality
Family Day, Mother’s Day) turality
Family members (aunt, brother, cousin, dad, grandma,
VOCABULARY AIM:
grandpa, grandparents, mom, sister, uncle)
Food (cake, burger, fries, pizza)
People (boy, child, children, girl, man, men, people, person,
woman, women)
Healthy Acquisition of Arts and
Learn about celebrations.
Identify food, beverages, and family members.
Life cultures through esthetic
GRAMMAR AIM: reading and Experien-
writing. ces

MONTHLY PROJECT: water cycle

TEACHING
SESSION / TIME SEQUENCE OF ACTIVITIES RESOURCES/MATERIALS ABILITIES

PRE-ACTIVITIES: 10 min
1.- T will say hello, and encourage kids to sing along the
SESSION 1 welcome song https://youtu.be/RWH8_tvsMBc? PROJECTOR
si=4Nx0DrOwSbRB4O7B

WHILE-ACTIVITIES: 25 min Snakes and ladders game

Speaking
Act 1. Time to “play snakes and ladders”. T will divide the
Reading
group in two teams around the classroom. The game will
Listening
consist about food (burger, pizza, cake, lemonade orange
50 MINUTES juice and water. Ss will be able to throw the dice to keep
going with the game square by square. Ss will have to repeat
the verb using expressions

MATH CONNECTION: Partial assessment.

50 min PRE-ACTIVITIES: 10 min Math book page #. 20
T will explain ss what a partial Assessment is.
 T will explain the exercises in order to Ss answer it.

WHILE-ACTIVITIES: 30min
Act 1.- Ss will solve the partial assessment with the help of
the teacher.

POST ACTIVITY: 10 min

Act1.-Ss and T will analyze and grade the exam to check the
vocabulary.

PRE-ACTIVITIES: 15 min Page:#19 workbook.

1.- T will say hello, and encourage kids to sing along the
welcome song https://youtu.be/RWH8_tvsMBc?
SESSION 2 si=4Nx0DrOwSbRB4O7B

WHILE-ACTIVITIES: 25 min Page:#19 workbook.

Act 1.- T will explain the pictures and Ss will have to Speaking
unscramble the words to make sentences. Reading
Writing
Act 2.- Ss will look at the pictures and complete the
Listening
questions using This is / these are

POST ACTIVITY: 10 min

Act 1.- Ss will cut and paste the pictures in the right space.

MATH CONNECTION: Math book page #21

PRE-ACTIVITIES: 10 min
Act 1.- T will explain exercise # 1

WHILE-ACTIVITIES: 30min
Act 1.- Ss will look the map to answer the question
Act 2. - Ss will answer the questions.
POST-ACTIVITIES: 10 min
Act 1.- Ss will draw in blue the figure that has the longest
50 min outline (perimeter).
Act 2. Ss will draw in red the figure with the shortest outline
(perimeter)
SESSION 3 PRE-ACTIVITIES: 6 min
1.- T will say hello, and encourage kids to sing along the
welcome song https://youtu.be/RWH8_tvsMBc?
si=4Nx0DrOwSbRB4O7B
WHILE-ACTIVITIES: 25 min Student’s book #24
 Act 1. - Ss will read the conversation in Step 1. Then, Ss will
put a check (✓) or a cross (✗) in the box.
Act 2. . Ss will look at the pictures and 2 the questions using
vocabulary: place, person or people, time and thing.
Act 2.- SS will explain the sentences using the previous text
as a guide.
POST ACTIVITIES: 10 min
Act3.-Ss will have to look and listen to match the sentences
with the pictures.
SCIENCE CONNECTION: Science book #30
PRE-ACTIVITIES: 10 min
Act 1. T will explain Ss that we wear different clothes
according to the weather and the season.

WHILE-ACTIVITIES: 30 min
Act 1.- Ss will draw a line from the weather picture to the
right kind of clothes to wear and Ss will have to Write under
each picture: It is sunny / rainy / snowy.
Act2. – Ss will write hot weather or cold weather under the
pictures.
POST-ACTIVITIES: (10 MIN)

Act 1.- T will ask the question: Do you wear these clothes in
50 min hot or cold weather?

PRE-ACTIVITIES: 10 min
SESSION 4 1.- T will say hello, and encourage kids to sing along the
welcome song https://youtu.be/RWH8_tvsMBc?
si=4Nx0DrOwSbRB4O7B
WHILE-ACTIVITIES: 25 min Page:#workbook 20.
Act 1.- Ss will read and draw.
What do you do on children’s day
What do you do on your birthday.
Speaking
Act 2.- Ss will share the answer with partners. Reading
POST ACTIVITIES: 10 min Writing
Ss will cut the pictures and paste them in the right space.. Listening

SCIENCE CONNECTION

PRE-ACTIVITIES: 10 min

T will explain how the sun provides a lot of light during the
seasons.

WHILE-ACTIVITIES: 25 min
Act 1.- Ss will draw a picture of the sun providing a lot of Science book #32,33
 light and heat in the summer
Act 2.- Ss will draw a picture of the sun providing less light
and heat in the winter.

POST ACTIVITIES: 10 min

Act 1.- T will discuss with the class why there is day and
50 min night and these new words: tilted, toward, away, moving,
shines, half and facing.

SESSION 5 PRE-ACTIVITIES: 10 min

1.- T will say hello, and encourage kids to sing along the Student’s book page # 25-26
welcome song https://youtu.be/RWH8_tvsMBc?
si=4Nx0DrOwSbRB4O7B
Speaking
Reading
Writing
Listening
WHILE-ACTIVITIES: 25 min
Act 1. - Ss will review the text to complete the following
exercises.

Act 2. - Ss will use the words in the box to label the pictures

POST ACTIVITIES: 10 min

Act 1. - Ss will repeat with the Teacher the sentences.
50 min
This boy is my brother
These women are my aunts
SCIENCE CONNECTION Science book #34
Projector
PRE-ACTIVITIES: 10 min Reading

T will project the water cycle to explain ss how it works. writing

WHILE-ACTIVITIES: 25 min
Act 1. Ss wil read the text as a group.

Act 2. T will discuss with the group the words: evaporation

condensation, precipitation ,moisture, freezing, boil.

POST ACTIVITIES: 10 min

Ss will share some ideas to the group
ASSESSMENT:
HOMEWORK:

Manuel Altamirano Soledad Martinez

______________________ ____________________
 Docente Direccion Académica

LESSON PLAN

SCHOOL'S UNIT: Valladolid Oaxaca Centro

MANUEL 1TH MONTH
GRADE: LEVEL: Elementary
TEACHER'S NAME: ALTAMIRANO OCT
UNIT 1 SESSIONS: 5 sessions WEEK: 14TH - 18TH OCT
UNIT / TOPIC: MY SCHOOL
VALUE OF THE MONTH: Responsability CLASS: English / Science / Math ARTICULARING AXES
Numbers (1 to 5) School activities (eat, play, read, sing, Critical Critical Gender
write, etc.) School objects (backpack, board, book, colored Thinking Inclusion Intercul- Equality
VOCABULARY AIM: pencil, crayon, eraser, glue, marker, notebook, scissors, turality
sharpener) School places (bathroom, cafeteria, classroom,
library, playground, Principal’s office, school)
Identify school objects. Healthy Acquisition of Arts and
Learn about school activities Life cultures through esthetic
GRAMMAR AIM: reading and Experien-
writing. ces

MONTHLY PROJECT:
TEACHING
SESSION / TIME SEQUENCE OF ACTIVITIES RESOURCES/MATERIALS ABILITIES

PRE-ACTIVITIES: 15 min
1.- T will say hello, and encourage kids to sing along the Speaking
SESSION 1 welcome song https://youtu.be/RWH8_tvsMBc? Reading
si=4Nx0DrOwSbRB4O7B Listening

50 MINUTES WHILE-ACTIVITIES: 25 min

Act 1. Time to “play snakes and ladders”. T will divide the
group in two teams around the classroom. The game will Projector
consist about the verbs: draw, play, study, eat, read, write,
exercise run, cut, jump, sing and paste. Ss will be able to
throw the dice to keep going with the game square by snakes and ladder game
 square. Ss will have to repeat the verb using expressions

I play in the bathroom .

I eat in the cafeteria.

I jump in the playground.

I run in the library.

POST ACTIVITY: 10 min

MATH CONNECTION: Partial assessment.

PRE-ACTIVITIES: 10 min Math book page #20
T will explain ss what a partial Assessment is.
50 min
T will explain the exercises in order to Ss answer it.

WHILE-ACTIVITIES: 30min
Act 1.- Ss will solve the partial assessment with the help of
the teacher.

POST ACTIVITY: 10 min

Act1.-Ss and T will analyze and grade the exam to check the
vocabulary.

PRE-ACTIVITIES: 15 min
SESSION 2 1.- T will say hello, and encourage kids to sing along the
welcome song https://youtu.be/RWH8_tvsMBc?
si=4Nx0DrOwSbRB4O7B
WHILE-ACTIVITIES: 25 min Page #17 workbook
Act 1.- T will ask the students to stand up to practice verbs
that they do in school places. Ss will have to act with the
help of the teacher. Playground, library, classroom, cafeteria
bathroom and principal’s office. Speaking
Act 2. -Ss will look at the pictures to circle the correct words. Reading
Writing
Act 3.- Ss will have to draw and color their favorite place at Listening
school
POST ACTIVITY: 10 min.

Ss will work in pair to share their answers repeating the

expression

My favorite place at school is ___________.

MATH CONNECTION: Math book page #21-22

PRE-ACTIVITIES: 10 min
 T will explain ss the activity in order to Ss answer it.

WHILE-ACTIVITIES: 30min
Act 1.- Ss will draw on the face a hat, beard, ears, nose
balloon ,flower.
Act 2.- Ss will look at the figures on the left to draw them on
the grids on the right .triangle circles and squares )
POST-ACTIVITIES: 10 min
50 min
Ss will repeat many times with the help of the teacher.
PRE-ACTIVITIES: 6 min
SESSION 3 1.- T will say hello, and encourage kids to sing along the
welcome song https://youtu.be/RWH8_tvsMBc?
si=4Nx0DrOwSbRB4O7B
WHILE-ACTIVITIES: 25 min Students book # 25
Act 1. –T will project school places on the board to explain
the words and Ss will have to repeat. Projector
School, playground, classroom, library, cafeteria and
bathroom.
Act 2.- Ss and T will read the words to trace and color to
certain details of school places that appear in the book Speaking
school playground, classroom, library, cafeteria and Reading
Act 3. - Ss and T will read the sentences to circle the right Writing
option as a group Listening

POST ACTIVITIES: 10 min

1.-Ss will point and repeat the example.
This is a playground
This is a classroom
This is a library

SCIENCE CONNECTION: Page #21-22 science book

PRE-ACTIVITIES: 10 min
T will review the words: breathe, move, eat, grow, and
reproduce" on the board and the Ss will have to complete
the sentences.
WHILE-ACTIVITIES: 30 min
Act 1.- T will explain Ss that nonliving things do not breathe,
eat, grow, or reproduce.
Act 2.- Ss will read and point to complete the sentence.
POST-ACTIVITIES: (10 MIN)

50 min Act 1.- Ss will identify some objects on the page one more
time.

SESSION 4 PRE-ACTIVITIES: 10 min

1.- T will say hello, and encourage kids to sing along the
welcome song https://youtu.be/RWH8_tvsMBc?
 si=4Nx0DrOwSbRB4O7B
WHILE-ACTIVITIES: 25 min
Act 1. .- T will explain the activity writing the places Page #18 workbook
(bathroom, cafeteria and playground) .T will ask Ss the
actions that they can do in one of these places. Scissors and glue
Act 2.- Ss will have to cut out and paste the pictures about Speaking
verbs in the correct places Reading
Writing
Act 3 .- Ss will trace and match the words in the correct Listening
POST ACTIVITIES: 10 min

Act 1. T will grade the books and Ss will repeat the

expressions with teacher individually .

Act 2.- What is there on the table? Ss will look at the

picture. Then, Ss will complete the sentences.

SCIENCE CONNECTION: Living and Nonliving Things

Page #23,24, science book
PRE-ACTIVITIES: 10 min

Act 1. T will explain living and nonliving things with ss,

mentioning some objects.

WHILE-ACTIVITIES: 25 min
Act 1. T will write living or nonliving below each picture.

Act 2.- Ss and T will read, repeat and point.

POST ACTIVITIES: 10 min

Ss will Cut out and paste pictures of living things that
50 min
breathe on land or underwater. Page #23,24, science book

SESSION 5 PRE-ACTIVITIES: 6 min

Act 1. T will say hello, and encourage kids to sing along the
welcome song https://youtu.be/RWH8_tvsMBc?
si=4Nx0DrOwSbRB4O7B
Speaking
Reading
Writing
WHILE-ACTIVITIES: 25 min Listening
Act 1. T will hand out a worksheet that
Scissors. Glue, colors, worksheet
Act 2.- ss will have to cut out and color to review the
vocabulary: pencil, book, sharpener marker, glue eraser,
crayon, backpack, and scissors.

POST ACTIVITY: 10 min

 Ss will have to listen point and repeat each picture.

POST ACTIVITIES: 10 min

Ss will look, read and point to the verbs: draw, play, study,
50 min
eat, read, write, exercise run, cut, jump, sing and paste.

SCIENCE CONNECTION Page #26 science book

Reading
PRE-ACTIVITIES: 10 min
writing
Ss and T will read and point.

WHILE-ACTIVITIES: 25 min
Act 1.T will explain Ss that some people eat plants and some
animals eat meat and plants.
Act 2.-Ss will read and point to complete the sentence.

POST ACTIVITIES: 10 min

Act 1. Ss will Write plants or meat below each picture. Ss
will identify plant or meat.
ASSESSMENT:
Homework:
Homework:
HOMEWORK:

Manuel Altamirano Soledad Martinez

______________________ ____________________
Docente Direccion Académica

LESSON PLAN

SCHOOL'S UNIT: Valladolid Oaxaca Centro

TEACHER'S NAME: CYNTHIA OLIVO GRADE: 3rd LEVEL: Elementary MONTH
UNIT 2 October
SESSIONS: 5 sessions WEEK: OCTOBER 14th to 18th
UNIT / TOPIC: Our Health
VALUE OF THE MONTH: RESPONSABILITY CLASS: English / Science / Math ARTICULARING AXES
Physicians (cardiologist, dentist,) Critical Critical Gender
VOCABULARY AIM: -Sickness and symptoms (backache, stomachache, cold, Thinking Inclusion Intercul- Equality
cough) turality
 -Verbs (have, hurt)
Healthy Acquisition of Arts and
-Simple present to talk about physicians Life cultures through esthetic
-Use of should give advice reading and Experien-
GRAMMAR AIM:
-Use of have to talk about sicknesses and writing. ces
symptoms

-Students will prepare and act out a role-play. One student will be a sick patient and the other one will
MONTHLY PROJECT: be a doctor treating his or her case.
TEACHING
SESSION / TIME SEQUENCE OF ACTIVITIES RESOURCES/MATERIALS ABILITIES

PRE-ACTIVITIES: 10 min
Say hello to students Super simple songs
Sing the song Hello Hello! Hello hello!

WHILE-ACTIVITIES: 30 min

Act 1. WARM-UP: TPR: Ask them to add a gesture or to Unit 2 vocabulary

mimic the action to help with retention. Then, have them flashcards
play Charades in groups of four or five students. One
50 MINUTES student mimic the action while the rest of the group Speaking
guesses. Reading
Listening
Act 2. – ask students to describe the picture and say as students book page 23
many words as possible that they learned from the
vocabulary.

POST ACTIVITIES: 10 min Act. 1 track 12

activity 1. Read the instructions and ask students to answer
the questions in pairs. Have them close their books. Play
track 12 and have them listen. Then, ask them if
what they guessed is what is happening in the track.
50 min MATH CLASS
Math song
Math song
PRE-ACTIVITIES:
Representing and Describing Displacements in Known
Places

WHILE-ACTIVITIES:
Math book page 20
Act 1.- In chess, the knight moves in an L-shape and is the
only piece that can jump over other pieces. Look at the Act 1
board that shows the eight squares that the white knight
could move to.
 Act 2.- Using colors, mark three possible routes that the
knight can take to reach the square in the upper right.
Act 2
POST ACTIVITY:

Review vocabulary from the 2 activities.

PRE-ACTIVITIES: 10 min.
SESSION 2 Say hello to students

Sing the song Hello Hello! Song hello hello

WHILE-ACTIVITIES: 30 min

Act 1.- Activity 1look at the pictures and unscramble the

words. Previous vocabulary. Workbook page 13
Speaking
Act 2.- Give a set of cards to with previous vocabulary to Sets of cards with vocabulary
Reading
groups of 4 or 5. They take turns to take a card and name
Writing
them if they remember they earn a point, the student with
Listening
more points is the winner.

POST ACTIVITY: 10 min

Review vocabulary with mimic Super simple songs walking

walking.
Sing the movement song walking walking.

MATH CLASS
Math song
PRE-ACTIVITIES: 10 min
Using the Clock to Check Time Estimates

WHILE-ACTIVITIES: 30min
Act 1.- Review vocabulary about the time with class

Act 2.- Go to page 16 and complete the sentences in act 1

POST-ACTIVITIES: 10 min Act. 1, 2

50 min
PRE-ACTIVITIES: 10 min
SESSION 3 Say hello to students
 Sing the song Hello Hello!

WHILE-ACTIVITIES: 30 min

Act 1. – activity 4. Ask students to stand up. Tell them to

touch their head, stomach, back, throat, and ear. Observe Students book page 24
and review the vocabulary if needed. Then, read the Act. 4
instructions and have students complete the activity. Get
students in pairs to check each other’s answers and spelling. Speaking
Explain how to express pain with the suffix –ache. Reading
Writing
Act 2. – activity 5. Write the word synonym on the board Listening
and ask students to guess what it means. Give them a hint.
Then, give them some simple synonyms in Spanish or Act. 5
English or elicit them from students. Explain that they
should write one or two words in the left column and a
sentence in the right column. Check as a class.

POST ACTIVITIES: 10 min

Sing the movement song walking walking.
Practice the Christmas song.

SCIENCE
.
PRE-ACTIVITIES: 10 min
Overfishing and overhunting
WHILE-ACTIVITIES: 30 min
Science book page 14
Act 1.- Read the text with class, students underline
important vocabulary.

Act 2- Discuss with the class the problems of overfishing in

the world’s oceans.

POST-ACTIVITIES: 10 MIN Vocabulary flashcards.

50 min
Review new vocabulary with class

PRE-ACTIVITIES: 10 min
SESSION 4
Say hello to students Hello hello song!
Sing the song Hello Hello!
WHILE-ACTIVITY: 25 min
Act 3. Workbook page 14
Act 1.- Read the text on page 18 again with students of the
Student Book. Then, check (✓) the correct option.

Act 2.- Review vocabulary about physicians, then students Act 4. Workbook page 14
Speaking
label the pictures on act 4 page 14 Reading
 Writing
Listening
POST ACTIVITY. 10 min

Sing the movement song walking walking.

Practice the Christmas song.

SCIENCE

PRE-ACTIVITIES: 10 min
Read with class the info about Overfishing and overhunting.

WHILE-ACTIVITIES: TIME: 35 min Science book page 14

Act 1.- Discuss with the class the problems of overfishing Flashcards
in the world’s oceans.

Act 2.-. Learn new vocabulary and Use the words in the box
to complete the sentences.

POST-ACTIVITIES: (10 MIN) Page 15

50 min Review new vocabulary.

SESSION 5 PRE-ACTIVITIES: 10 min

Say hello to students
Sing the song Hello Hello! Hello, hello song.

WHILE-ACTIVITY: 25 min Speaking

Sentences on the board Reading
Act 1.- Write the sentences on the board. Ask students to Writing
say the sentence differently. For example: I have a headache Act. 5 Listening
→ My head hurts. Using TPR

Act 2.- activity 6. Read the instructions and have students Act. 6 student book page 25
complete the sentences individually. Check as a class.

POST ACTIVITY. 10 min

Say sentences: I have a headache. Students touch the

corresponding part of their body. Ask students to write
three sentences for homework and have them read them
next class or check them in pairs.

SCIENCE

PRE-ACTIVITIES: 10 min Reading

Read with class about Overhunting is a major threat writing
worldwide.
 WHILE-ACTIVITY: 25 min

Act 1.- Learn the new vocabulary from the text. Science book page 16

Act 2.- What happens when there is overhunting of animals? Flashcards with new vocabulary.
Discuss with the class.

POST-ACTIVITIES: (10 MIN)

Discuss the topic with class, they ask questions.

50 min

ASSESSMENT:
HOMEWORK:

Cynthia Olivo Soledad Martínez

_____________________ ____________________
Docente Dirección Académica
 LESSON PLAN

SCHOOL'S UNIT: Valladolid Oaxaca Centro

TEACHER'S NAME: CYNTHIA OLIVO GRADE: 4TH LEVEL: Elementary MONTH
UNIT 2 OCTOBER
SESSIONS: 5 sessions WEEK: OCTOBER 14TH TO 18TH
UNIT / TOPIC: My Daily Routine
VALUE OF THE MONTH: RESPONSABILITY CLASS: English / Science / Math ARTICULARING AXES
-Verbs (arrive, brush, work, come, do, eat, Critical Critical Gender
get, go, have dinner, play, prepare, sleep, take, Thinking Inclusion Intercul- Equality
VOCABULARY AIM:
travel, visit, wake up, work) turality

Healthy Acquisition of Arts and

-Simple present (affirmative/negative / How Life cultures through esthetic
often?) reading and Experienc
GRAMMAR AIM: -Position of adverbs of frequency writing. es
-Use of prepositions of time (at, in, on)
-Adverbs of frequency (always, often / usually)
-Preposition of time (at, in, on)
MONTHLY PROJECT: Students will make an oral presentation of activities they like to do with their different family members.
TEACHING
SESSION / TIME SEQUENCE OF ACTIVITIES RESOURCES/MATERIALS ABILITIES

PRE-ACTIVITIES: 10 min
Say hello to students Speaking
Reading
50 MINUTES WHILE-ACTIVITIES: 30 min Listening

Act 1.- WARM-UP: Use the verb flashcards to review Verb Flashcards
vocabulary. Ask several students to give you simple
sentences with the verbs. Get two Fly Swatters for this
game. Fly Swatters: Place the flashcards (previously printed)
on the board.

Act 2.- Get students into two teams. Two students two teams of students
(one from each team) come to the front. The two students
stand with their backs to the board. You say a verb, and they
turn around and hit it with the fly swatter. The first one that
hits the correct verb has to say a sentence using the verb
and an adverb of frequency. The team with the most correct
sentences wins.

POST ACTIVITIES: 10 min

Have students look at the pictures and name the actions in
 pairs. They can disagree about the actions; this is just Act 1 students book page 23
vocabulary retrieval. Then, read the text together.
MATH CLASS

SING THE MATH SONG

PRE-ACTIVITIES: Math book page 16

Giving and Interpreting Instructions on a Sketch

WHILE-ACTIVITIES:

50 min Act. 1.- Look at the castle below. With the help of your Students math notebook
triangles, design a maze-shaped garden around the castle to
protect it. You can only draw straight lines.

Act 2.- Create directions for entering and exiting the castle
for its inhabitants.

POST ACTIVITY:

Review math vocabulary.

PRE-ACTIVITIES: 10 min.
SESSION 2 Greet students with the hello song and the weather song

WHILE-ACTIVITIES: 30 min Workbook page 17

Act 1.- Use lines to match the prepositions to the words in Act 1.
act 1.

Act 2.- Complete the sentences using the prepositions: at,

Speaking
in, on, and a complement.
Act 2 page 17 Reading
Writing
POST ACTIVITY: 10 min
Listening
Have students come up with new different activities and Board and markers
write them on the board.

MATH CLASS
 PRE-ACTIVITIES: 10 min
Distinguishing the Sides of Bodies and
Recognizing Congruent Shapes
WHILE-ACTIVITIES: 30min

Act 1.- Connect with lines the objects with the figures that Math books
resemble one of their faces. Then match them to the most
similar geometric body.
Page 17
Act 2.- Connect with lines the objects with the figures that
resemble one of their faces. Then match them to the most Students notebooks and colored
similar geometric body. pencils

POST-ACTIVITIES: 10 min
50 min
Review lesson vocabulary
PRE-ACTIVITIES: 10 min
SESSION 3 Sing the song for hello and the weather Song

WHILE-ACTIVITIES: 30 min

Act 1.- Ask students if they know what a preposition of time

is. Then, do activity 3 and check the answers together. Act 3. Students book page 24
Project the Teacher’s Answer Key. This topic is usually not Visual prepositions of time
easy for students, so review and strengthen as needed
through drilling. Act 4 SB page 24. Speaking
Reading
Act 2.- Activity 4. Check answers together. Elicit more Writing
examples based on their lives. Then, say an expression and Listening
ask the group to say the preposition.

POST ACTIVITIES: 10 min

Review vocabulary with spelling test.

SCIENCE:
Reproduction Flashcards about reproduction
vocabulary
PRE-ACTIVITIES: 10 min
Teach the vocabulary in words to know

WHILE-ACTIVITIES: 30 min Science book page 19.

Act 1.- How do animals reproduce? read the text with class
explain with new vocabulary.
Reproduction reading
Act 2.- Have students read the sentences and draw a line
from each sentence to its correct picture.
 POST-ACTIVITIES: 10 MIN
50 min
Do a mini quiz about the lecture with students

PRE-ACTIVITIES: 10 min
SESSION 4 Greet students with hello song Songs
And the weather song

WHILE-ACTIVITY: 25 min

Act 1. activity 6. Give students a few minutes to look at the Act 6, student books page 26
grammar chart. Check for understanding. Ask them how to
use each of the prepositions of time. Reinforce the Grammar chart on the board.
Speaking
information by explaining the topic and then letting them Reading
complete the chart individually. Writing
Check as a class. Listening

Act 2.-

POST ACTIVITY. 10 min

Practice vocabulary

SCIENCE

PRE-ACTIVITIES: 10 min
Food chains in an ecosystem

WHILE-ACTIVITIES: TIME: 35 min

Act 1.- Study this food chain. Discuss with the class.

Act 2.- Then discuss these questions.

POST-ACTIVITIES: (10 MIN)

50 min Students do a drawing about the chain ecosystem.

SESSION 5 PRE-ACTIVITIES: 10 min

Greet students with hello song
And the weather song Hello song

WHILE-ACTIVITY: 25 min Speaking

Reading
Act 1.- Write: 7:00 o’clock / afternoon / birthday / June on Writing
the board. Create sentences using the words: I always get Visuals on the board Listening
up at 7:00 o’clock. I usually do my homework in the
afternoon. My birthday is in May/on May 1st. School
finishes in June.
 Act 2.- Have students write four words or phrases
like the ones on the board on a piece of paper and exchange
them with a partner. Then, ask .students notebooks
them to write and read sentences or practice orally. Have
them recycle adverbs of frequency

POST ACTIVITY. 10 min

Practice vocabulary. Act. 3

SCIENCE Reading

PRE-ACTIVITIES: 10 min writing

Ecosystems interact and change.

WHILE-ACTIVITY: 25 min

Act 1.- Which populations of species make up the

community in this ecosystem? What are their needs? Visuals about the ecosystem.
Discuss with the class.

Act 2.- What affects an ecosystem?

POST-ACTIVITIES: (10 MIN)

Discuss with class, all about ecosystem.

50 min

ASSESSMENT:
HOMEWORK:
 Cynthia Olivo Soledad Martínez
_____________________ ____________________
Docente Dirección Académica

LESSON PLAN

SCHOOL'S UNIT: Valladolid Oaxaca Centro

TEACHER'S NAME: Nuubani Jimenez GRADE: 5TH
LEVEL: Elementary MONTH
UNIT 02 October
Teens’ Routines And SESSIONS: 5 sessions WEEK: 14th – 18th
UNIT / TOPIC: Habits
VALUE OF THE MONTH: Responsability CLASS: English / Science / Math ARTICULARING AXES
Critical Critical Gender
-Activities (do exercise, use internet, do homework, eat out, Thinking Inclusion Intercul- Equality
VOCABULARY AIM: get up, go home, go to bed, go to school)
turality

- Simple present actions that happen regulary Healthy Acquisition of Arts and
(affirmative/negative) Life cultures through esthetic
- Simple present (interrogative / How often…?) reading and Experien-
GRAMMAR AIM: - Use and positions of adverbs of frecuency. writing. ces
- Sentence connectors (and, next, but, after, then)

Students will make a poster about biomes, how they apply English to compare and describe biomes using
MONTHLY PROJECT: comparatives and superlatives, and their characteristics.
TEACHING
SESSION / TIME SEQUENCE OF ACTIVITIES RESOURCES/MATERIALS ABILITIES

SESSION 1 PRE-ACTIVITIES: 10 min Listening

Teacher will explain adverbs of time: Start by briefly reading
reviewing adverbs with simple examples. writing
speaking
Always, Usually, Sometimes, and Never.
Teacher assigns actions: she chooses 4 simple physical
actions that students can easily do, for example:

Jumping
Clapping
Touching toes
Waving
Then, she says a sentence using an adverb of time and an
 action, and have students do the action depending on the
adverb they hear:

I always jump! - Everyone jumps without stopping.

I sometimes clap. - They clap from time to time.
I never touch my toes. - They don't touch their toes.
I usually wave. - They wave, but in moderation.

WHILE-ACTIVITIES: 30 min
Act. 1 Students will order the words on the arrow according
to the frequency of the words. Page: # 18 workbook
Act. 2 The teacher will explain the topic of connectors and
the students will answer the sentences using them. They will
read the sentence and then complete it with the connectors
from the book.
Act. 3 Using the vocabulary given to them by the teacher,
50 MINUTES the students will write down what activities they do during
the week on the chart in the book, separating them into
parts of the day, morning and afternoon.

POST ACTIVITIES: 10 min

As a group, you will check the correct answers by
participating.

MATH CONNECTION:
PRE-ACTIVITIES: 10 min
The teacher will explain how combinations work using
license plates as an example. Students will read exercises
related to answering how many license plate combinations Reading
Page # 12, 13 and 14 from and
exist if only three letters or three numbers are used.
mathematic’s book writing
WHILE-ACTIVITIES: 30 min
50 min Then, with the help of the diagram, the letter combinations
are better illustrated. Students will calculate the
combinations of plates and games in a soccer tournament,
relating mathematics to their environment.

POST ACTIVITY: 10 min The teacher will explain the

problems presented in the book and will help the students
to solve the questions through mental operations.
 PRE-ACTIVITIES: 10 min Teacher shows students the
activities flashcards and says a simple sentence with the Flashcards of verbs Speaking
verb and have students stand up if they do the same thing or
SESSION 2 remain seated if they do not.
For example: I do exercise during the weekend. If students
also do exercise during the weekend, they stand up. If they
do not, they remain seated.
Speaking
WHILE-ACTIVITIES: 30 min Page # 15 workbook Reading
Act.1 Students will become "surveyors." They will ask at Writing
least 5 of their peers about their daily habits and then
record the answers.
Act. 2 Students stand up and move around the room asking
their classmates survey questions. Each student must
interview at least 5 classmates. They ask their classmates to
respond using adverbs of frequency (always, usually,
sometimes, never).
speaking
POST ACTIVITY: 10 min Once the survey is complete, speaking
students return to their seats. Students use the collected
responses to write a short report about their classmates'
habits. They must use the adverbs of frequency in their
sentences.

MATH CONNECTION:

PRE-ACTIVITIES: 10 min
The teacher will explain: "The base of a triangle is one of its
sides. To measure it, we choose any side of the triangle,
usually the one that is lowest, as if it were the ground on
which the triangle rests. The height is the distance from the
highest point of the triangle to the base, forming a straight
line that goes from top to bottom at 90 degrees."

WHILE-ACTIVITIES: 30min Page #16, 17 and 18

The area of a rectangle is the amount of space inside it. We Mathematics’ book
find it by multiplying the length (the longest side) by the
width (the shortest side)."
Formula: Area = Length × Width
Visual example: Draw a rectangle on the board and label its
sides "length" and "width." Say something like, "If the length
is 8 cm and the width is 4 cm, we multiply 8 × 4, which gives
us 32. So the area is 32 cm².
50 min POST-ACTIVITIES: 10 min
 Ss will share their responds in front of the group
PRE-ACTIVITIES: 10 min
Command Game TPR: Teacher chooses some simple dance speaking
moves (for example: spin, wave your arms, jump, then she flashcards
says sentences using the adverbs and the dance moves.
Students should adjust the frequency of their movements
SESSION 3 based on the adverb.
I always spin! - The students spin all the time.
I sometimes wave my arms. - The students move their arms
from time to time.
I never jump. - They don't jump at all.
I usually clap. - They clap most of the time Speaking
Reading
WHILE-ACTIVITIES: Writing

Act. 5 Students should take the verbs from their surveys Page #18 workbook
(such as brush teeth, play soccer, watch TV) and rank them
according to how frequently they are performed based on
the frequency adverbs they obtained.

Always: They put the activities that most of their classmates

always do first.
Act. 06 After reading the text, students should write
sentences using the adverbs of frequency to describe
Sarah's activities. They can use their own words or follow
the model in the text.

Sample sentences: Speaking

Sarah always wakes up at 7 a.m. writing

POST ACTIVITIES: 10 min

Teacher asks students to share some of their sentences with
the class and compare them to the text. They can correct
mistakes or improve the sentences based on their
classmates' suggestions.

SCIENCE CONNECTION:
PRE-ACTIVITIES: 10 min The teacher will begin with the
question "What is the smallest animal you know?" The
students will raise their hands and participate by giving ideas
about the topic.

WHILE-ACTIVITIES: 30 min In teams of four people,

students will read “All Living Things Are Made of Cells.” Each Page #24 and 25 science’s book
student will read up to a point and continue reading in this
way.
The teacher will begin by explaining that cells are very small
 living beings and will illustrate this with amoebas and
bacteria.

POST-ACTIVITIES: (10 MIN) After reading, the students will Page #25 science’s book and
comment on what they understood and the teacher will notebook
50 min help explain the terms better. Then they will draw a picture
of the cell and write down the parts that make it up.

PRE-ACTIVITIES: 10 min We will play a version of Simon

Says, but with adverbs of time.
Teacher gives commands using different adverbs and simple speaking
physical actions:
SESSION 4 Simon says: "I always touch my head." - Students touch their
heads constantly.
Simon says: "I never jump." - They must not jump.
Simon says: "I sometimes run in place." - They run in place Reading
from time to time.

WHILE-ACTIVITY:30 min

Act. 03. Teacher writes the word podcast on the board and Page #24 students book
elicit its meaning, then she reads the three answer options
Track 09
and make sure students understand all three. Play track 09
once or twice and ask students to write a checkmark. Check Listening
answers as a class. She will play the track again if needed and
and indicate the keywords to struggling students. speaking

Act. 04 Teacher explains to students they will now have to Page #23 of students book
listen to complete the survey on page 23. Give them a
minute to reread the questions. Play track 10 and have them
write their answers.

Act. 05 Teacher reads the instructions and let students look

at the information they have and the one they do not have
first. Then, have them complete the missing information
individually. They can check in pairs while you monitor their
interaction.

POST ACTIVITY. 10 min

Ask a few students to share their results out loud with the
class. You can write some of the answers on the board for
everyone to see.

SCIENCE CONNECTION:
PRE-ACTIVITIES: 10 min
As an active break, the teacher will play a freeze game with Reading
the students, where he will play music and the students will Speaker Writing
 walk. When the music ends, the students will remain still;
whoever moves loses the game.
WHILE-ACTIVITIES: TIME: 30 min
Students will read the characteristics of plant and animal Page #26 science’s book and
cells and then organize the information into a table with two notebook
columns, one for similarities and one for differences.
POST-ACTIVITIES: (10 MIN)
They share their chart with their classmates explaining what
50 min
they understood from the text and exemplifying the
differences and similarities
SESSION 5 PRE-ACTIVITIES: 10 min
The teacher asks students to move around the classroom.
She says a sentence with an adverb of time, and students
must freeze in a pose that represents the action:
I always swim! - They freeze in a swimming pose. Speaking
I usually run. - They adopt a running pose.
I never sit. - They must remain standing.
I sometimes jump. - They jump, but they freeze from time to
time.
WHILE-ACTIVITY: 20 min
Act.6 Teacher asks students if they know the words in bold
or others. Have students complete the rules individually and Speaking
then compare answers in pairs. She explains any concepts and
Page #24 studentsbook
students do not understand. Have students go to the writing
Language Reference section on page 129 for more Page 129 Language Reference
information

Act. 7 Teacher asks students to look at the diagram in their

books. Then ask: Is it always more often or less often?
Continue asking the question for the rest of the frequency
adverbs. Then, ask students to complete the activity
individually. Check as a class. Reading
POST ACTIVITY. 10 min Use the flashcards to review writing
vocabulary. Get two Fly Swatters for this game. Fly Swatters:
Fly swatters
Place the flashcards (previously printed) on the board. Get
students into two teams. Two students (one from each
team) come to the front. The two students stand with their
backs to the board.

SCIENCE CONNECTION:

PRE-ACTIVITIES: 10 min Students will understand the

process of cell division by reading a text and answering a
quiz to reinforce their learning. The teacher will begin to
 explain cell division through drawings on the board and will
emphasize the
1. Prophase
2. Metaphase
3. Anaphase
4. Telophase

WHILE-ACTIVITY: 25 min Students will read a text about cell

division, which explains key concepts such as mitosis,
meiosis, the phases of each process, and the importance of
cell division in living organisms.

POST-ACTIVITIES: 10 min After reading, students will answer

a quiz with questions related to the text. The quiz will
include comprehension questions to assess their
understanding of the process of cell division.

50 min

ASSESSMENT:
HOMEWORK: Write five sentences using the vocabulary of verbs and using preposition “at”.

Nuubani Jimenez Soledad Martinez

______________________ ____________________
Docente Direccion Académic
 LESSON PLAN
SCHOOL'S UNIT: Valladolid Oaxaca Centro
Nuubani Jimenez MONTH
October
6TH
GRADE:

TEACHER'S NAME: LEVEL: Elementary

UNIT 2 SESSIONS: 5 sessions WEEK: 14TH -18TH
UNIT / TOPIC: World Seasons Facts
VALUE OF THE MONTH: Responsability CLASS: English / Science / Math ARTICULARING AXES
Critical Critical Gender
-Simple present: talk about fact, thing, normally true Thinking Inclusion Intercul- Equality
VOCABULARY AIM: (affirmative, negative, interrogative)
-Use of ordinal numbers for dates turality
 - Clothes (cap, winter jacket) Healthy Acquisition of Arts and
- Months (January, November, December)
- Ordinal numbers (1st first – 31st thirty first)
Life cultures through esthetic
GRAMMAR AIM: - Season of the year (spring, summer, autumn/fall, winter) reading and Experien-
writing. ces

Students will create a poster drawn of the Solar System and numerical data to calculate distances of planets and
MONTHLY PROJECT: celestial bodies.
TEACHING
SESSION / TIME SEQUENCE OF ACTIVITIES RESOURCES/MATERIALS ABILITIES

PRE-ACTIVITIES: 10 min
Teacher explains that she is going to say a type of weather speaking
(sunny, rainy, snowy, cold, hot, etc.) and they are to react by
"dressing" for that weather.

Students are to use actions to put on imaginary clothing

based on the weather you mention.

SESSION 1 Examples:

It's snowy! - Students pretend to put on a coat, scarf, gloves,

and hat.

It's rainy! - Students put on a raincoat and open an

imaginary umbrella.

It's sunny! - They put on sunglasses and a hat.

50 MINUTES WHILE-ACTIVITIES: 30min

Act. 01 . Teacher reads the instructions and have students
guess. Discuss that some beaches are always cold or places
that always (or never) have snow. Bring a map of the world
to class and show the places.
Act.02 Teacher asks students to read the texts for meaning Page #23 student’s book
first, looking up (in a dictionary or their Student’s Book’s
Glossary) or asking you about unknown words. Have them
choose five and add them to their glossaries. Then, read
them again and discuss their predictions in pairs or as a
class.
Act. 03 Teacher reads the instructions and the questions and
have students discuss in groups of three. Have students
brainstorm words for feelings to talk about what each
season makes them feel
POST ACTIVITIES: 10 min
To review the topic of ordinal numbers, the teacher will
organize teams and use cards with questions such as Cards of questions about
"November is the... ninth, tenth, eleventh" the students will ordinal numbers
answer and if their answer is correct they will keep the card,
the one with the most cards wins.
 MATHEMATICS CONNECTION:
PRE-ACTIVITIES: 10 min
Teacher will explain that The Cartesian plane is a grid that
we use to locate points in space using two perpendicular Page #19 and 20 Mathematics
number lines called axes: book

X axis: This is the horizontal line.

Y axis: This is the vertical line.
These axes intersect in the center, at a point called the origin
(0,0).

WHILE-ACTIVITIES: 30 min
Steps to read a Cartesian plane:
Identify the axes:

The horizontal axis (X) and the vertical axis (Y) divide the
50 min plane into four quadrants.
The X axis is where positive numbers are placed to the right
and negative numbers to the left.
The Y axis has positive numbers up and negative numbers
down.
Locate the origin (0,0):

The point where the axes intersect is the origin, where both
the X and Y values are 0.

POST ACTIVITY: 10 min

Teacher will give examples like:

The point (3, 2) means you move 3 units to the right on the
X axis and then 2 units up on the Y axis.

SESSION 2 PRE-ACTIVITIES: 10 min

Teacher chooses one student to come to the front of the Speaking
class.
This student must act out the weather or clothing you tell
them (for example, "snowy" or "scarf"). They must not talk,
just use movements to show the idea.
 The other students try to guess by saying phrases like, "It's
snowy!" or "It's a scarf!".
Switch students so that several can participate.
WHILE-ACTIVITIES: 25 min
Act 04. Have students read the sentences independently to
identify what kind of information they will be recalling or Reading
skimming for (reading subskill). Teacher asks them to writing
Page # 24 studentsbook
complete the sentences individually. Check as a class.

Act. 05 have students get in pairs and take turns pointing

and saying the words. This activity will help them check how
many words they remember from the flashcards. Do activity
5. Teacher asks students to return to the text to see how to
spell the words. Play track 10 for them to check. Play it again
for them to repeat after each word.
Track 10
Act. 06 Let students complete the activity individually and
then compare answers in pairs speaking

POST ACTIVITY: 15 min. Form teams and ask a student to act

as "the season" or mime typical activities of that season Ball
(without speaking), and the team has to guess which one it
is.

Closing: At the end, teacher asks: "What is your favorite

season and why?" This allows them to practice the
vocabulary they have learned in a simple conversation.

MATHEMATICS CONNECTION:
PRE-ACTIVITIES: 10 min
The teacher will instruct the students to count in groups
from 2 to 40 in even numbers but without speaking at the Notebook
same time, otherwise they will start counting again.
WHILE-ACTIVITIES: 30min Page # 13 math book
Then you will form teams of three and start reading the
exercises from the book. The team that solves them the
fastest will get a point. This way we will solve the exercises
from the book.
POST-ACTIVITIES: 10 min
50 min
Students will share and compare their results with the group
SESSION 3 PRE-ACTIVITIES: 10 min TPR GAME:
Students should move around the room as teacher mentions
different weather and clothing items. speaking

When they hear a weather and clothing combination,

students should quickly act out what goes with it.

Examples:
 Snowy and gloves! - Students pretend to rub their hands Writing
together to keep warm with their gloves. and
Rainy and boots! - Students pretend to splash around in rain Reading
boots.
Cold and hat! - They cover their heads with an imaginary
hat.
She will speed up to make it more challenging and fun.

WHILE-ACTIVITIES: 25 min
Act. 01 Students will work individually; the goal is to Page: # 17 workbook
recognize the name of the pieces of clothing. They will write reading
the name of each piece of clothing under the picture if it
helps from the book, then we will review the answers as a
group. Speaking
Act.02 Give students a few minutes to fill out the bar graph.

POST ACTIVITIES: 10 min

As a group we will review the answers, they will also answer
the question "whicht is my favorite season and why?"
SCIENCE CONNECTION:

PRE-ACTIVITIES: 10 min Page #28 Science’s book

The teacher will explain that Natural selection is a process by
which species change over time. Plants and animals that
have traits that help them survive and reproduce are more
likely to pass those traits on to their offspring.
WHILE-ACTIVITIES: 30 min
Students think of other examples of animals or plants that
might benefit from certain characteristics. For example:

Giraffes with long necks that can reach the leaves on tall
trees.
Birds with strong beaks that can crack hard seeds.
This is a way to show how species adapt to their
environment through natural selection.
50 min POST-ACTIVITIES: 10 min

The teacher will explain the main points of natural selection:

Variation

Adaptation

Survival of the fittest

Reproduction
 Population change

Speaking

PRE-ACTIVITIES: 20 min
Teacher explains to students that they will be playing a
version of "Simon Says," where the teacher will say a date or writing
season of the year, followed by a typical action. Example:
SESSION 4
"Simon says: On January 1st, celebrate New Year’s Day!" ->
Students pretend to celebrate. speaking
"Simon says: In Summer, swim at the beach" -> Students
pretend to swim.
WHILE-ACTIVITY: 20 min Page #25 studentsbook

Act. 07 The teacher will read the sentences and elicit the The Language Reference chart on
differences from students. And the information in the chart page 129.
and let students complete it. She will explain the grammar
of each tense. Then have students think about the uses and
how to identify each. Use the information in the Language
Reference chart on page 129. any concepts or clarify any
words students might not understand.

Act. 08 Have students complete the activity individually.

Check as a class and further explain the difference between
both tenses.

Act. 09 Read the information in the chart and let students

complete it. Check as a class. Explain the concept of
adjectives as words that we use to describe something

Act. 10 Let students work individually. Have some students

to the front to write the answers. Check as a class.

POST ACTIVITY. 10 min Ask some students what activity they

did at each station and ask them to answer in the present
simple.

SCIENCE CONNECTION

PRE-ACTIVITIES: 10 min Students will read a text from the

book that briefly describes each of the planets in the Solar
System (Mercury, Venus, Earth, Mars, Jupiter, Saturn,
 Uranus, Neptune). The text may include information such as Page #10-13 Science’s book
the size, distance from the Sun, and special characteristics of
each planet.

The teacher will give them a Key Vocabulary:

Orbit, Solar system, Planet, Gas giants and Rocky planets.

WHILE-ACTIVITIES: TIME: 30 min Teacher will divide Speaking

students into small groups. Each group will read about 2-3
different planets.
Then, each group will make an oral summary to share with
the class, using simple words to describe the main
characteristics of their planets.

POST-ACTIVITIES: (10 MIN)

Group Summary: Each group will submit a written summary Notebook
50 min of their reading about their assigned planets (4-5 sentences
per planet).

SESSION 5 PRE-ACTIVITIES: 10 min

Teacher divides students into two or more teams and have
them line up.
Instead of flashcards, students will mime the clothing and
weather you name. Speaking
50 min Teacher says a combination of the weather and an item of Reading
clothing, for example, "Snowy and scarf!" Writing
The first student on each team should run to the front of the
room and quickly mime putting on an imaginary scarf on a
snowy day.
The first team to mime correctly wins a point.
WHILE-ACTIVITY: 30 min
Quick review of the present simple and present continuous
(5 minutes):
Page #18 workbook
Present Simple: Used for routines, facts, and general truths.
Examples: She eats breakfast every day. / I live in Mexico. Reading
Present Continuous: Used for actions that are happening
right now. writing
Examples: She is eating breakfast right now. / They are
playing soccer.
Act. 3 and 4 They should read it and fill in the blanks with
the correct form of the verb, using the Present Simple or the
Present Continuous.
POST-ACTIVITIES: 10 min
They can ask students to read their answers aloud or work in
pairs to complete the text.
 SCIENCE CONNECTION:
PRE-ACTIVITIES: 10 min
The teacher will ask students to imagine a population of
rabbits living in a place with lots of snow.

WHILE-ACTIVITY: 30 min Some rabbits are born with white

fur, and others with brown fur. Rabbits with white fur
camouflage themselves better in the snow, so predators (like
foxes or hawks) don't see them as easily. Brown rabbits, on
the other hand, are easier to see and are hunted more
often.
As a result:
White rabbits are more likely to survive and have babies.
Over time, more rabbits in that population will be born with
white fur because these rabbits survive better.
POST-ACTIVITIES: 10 min The teacher will ask her students
to think of more examples and share them with the rest of
the class.

ASSESSMENT:
HOMEWORK:

Nuubani Jimenez Soledad Martinez

______________________ ____________________
Docente Direccion Académica
 LESSON PLAN
SCHOOL'S UNIT: VALLADOLID OAXACA CENTRO
TEACHER'S NAME: FRANCISCO GRADE: 6 TH LEVEL: ELEMENTARY
UNIT 2 World MONTH:
SESSIONS: WEEK: Oct. 14th – 18th
UNIT / TOPIC: seasons facts 5 October
VALUE OF THE MONTH: Responsability CLASS: English/ Science / Math ARTICULARING AXES
Clothes: cap, winter jacket Critical Critical Gender
Months: January, March, August, October, etc. Thinking Inclusion Intercul- Equality
turality
Ordinal Numbers
VOCABULARY AIM: Seasons of the year
Weather
Words in context

Simple present Healthy Acquisition of Arts and

Adjectives to describe weather Life cultures esthetic
through Experiences
GRAMMAR AIM: Use ordinal numbers reading and
writing.

Students will create a poster drawn of the Solar System and numerical data to
MONTHLY PROJECT: calculate distances of planets and celestial bodies.
TEACHING
SESSION / TIME SEQUENCE OF ACTIVITIES RESOURCES/MATERIALS ABILITIES
 Main aim: Students are going to have a review of prepositions
in and on. Class Grammar
PRE-ACTIVITIES: 10 min. Verbs Reading
SESSION 1 Teacher will ask the group to make a circle around the class and Listening
make two teams. Teacher will say a verb and students will need
to mimic the action so they can practice and have a review of
the vocabulary.

WHILE-ACTIVITIES: 30 min.
Act 1. The group is going to have a short review about the Student’s books page
prepositions in and on. Teacher will write on the board a few #21
exercises writing dates or months and students will need to fill
in the blank.
Act 2. Students are going to open their student’s books on page
21. Teacher will ask a student to read instructions from activity
9. They are going to practice the question When is your
birthday? In what season is your birthday? First students are
going to answer the questions with their own information.
Act. 3 Students are going to complete the chart from activity 9
by standing up and asking 10 classmates the questions
practiced before and writing down their information.
50 min
Colors
Notebooks
POST-ACTIVITIES: 10 min. Drawings
Teacher will ask the students to create a bar graph with the
information they have written down on their books with the
birthdays.
Math book page #36
Math connections

PRE-ACTIVITIES: 10 min.
Teacher will ask the students to be divided in three teams, they
are going to have a review about ordinal numbers. Teacher will
say a cardinal number and students will need to write it down
on their notebooks as the ordinal number it is related with it.
Students are going to count at end how many correct answers
they have.

WHILE-ACTIVITIES: 30 min.
Act.1 Students will have a short review about fractions. Teacher
will write an example on the board and students will read it. For
example: ¾ Three fourth. 8/3 eight thirds.
Act. 2 Teacher will ask the students to open their Math books
 on page 36. One student will help the teacher by reading
instructions for activity 1. They are going to complete the
activity on their own and place the fractions in the correct spot.
Act. 3 Once students have finished, teacher will write on the
board a few fractions and students are going to draw a line on
their notebooks and place them on it.

POST-ACTIVITIES: 10 min.
Students will write on their notebooks 3 fractions, once they
have finished writing down their fractions, they will exchange
notebooks with a partner and place them correctly on the line.
Main aim: Students will be able to share information about English student’s book Grammar
seasons of the year and do an infographic. page #19 Speaking
PRE-ACTIVITIES: 10 min. Flashcards of places Reading
Teacher will divide the group in 5 teams and play a game of Math book page #16
categories. The teacher will say a random category such as
SESSION 2
DAYS OF THE WEEK, MONTHS OF THE YEAR, SEASONS, VERBS;
and each student in the team will need to write one word
related with the category. Once the round has finished,
students will read their answers and if it repeats, they will cross
their answers; at the end we will see how many points they
have.

WHILE-ACTIVITIES: 30 min.
Act. 1 Teacher will ask the students to divide their notebooks in
4 parts. Students are going to write the season of the year in
each square using their imagination and creativity.
50 min Act. 2 Students are going to pass their notebooks to 4 different
students and they will write a sentence about what activities
they can or can’t do during the season.

POST-ACTIVITIES: 10 min.
Students are going to open their student’s books on page 22.
They are going to create and infographic with the information
they have about each season and write specific seasons of the
year.

MATH CONNECTION

Math books page #36

PRE-ACTIVITIES: 10 MIN.
 Teacher will write a few math problems on the board and
students will have 5 minutes to answer them.

WHILE-ACTIVITIES: 30 MIN.
Act. 1 Students are going to open their student’s books on page
36. Teacher will ask the students if they remember how to
simplify fractions, if not, teacher will share and explain with
them a few examples and students will then practice by
answering by themselves.
Act. 2 Students will determine the equivalent fractions with the
smallest denominator from activity 3 of their Math books.
POST-ACTIVITIES: 10 MIN.
Teacher is going to write on the board 4 fractions for the
students to copy on their notebooks and write the smallest
denominator of them.

Main aim: Students are going to learn vocabulary about English student’s book Grammar
weather. page #20 Speaking
PRE-ACTIVITIES: 10 min. Worksheets of charts Reading
SESSION 3
Teacher will divide the group in two teams and they will make
two lines in the middle of the classroom. Teacher is going to say
a verb and students will need to write them down on the board
and mimic the activity.

WHILE-ACTIVITIES: 30 min.
Act 1. Teacher will share with the students a presentation about
vocabulary of weather and students will take notes for further
activities on their notebooks.
Act. 2 Students are going to answer a few questions with how is
the weather about the seasons. For example: How is the
weather in summer? Students will work in pairs so they can
share and compare their information.
Act. 3 Students will go to the playground and they will play with
a balloon divided in teams. They will need to pass from side A
to side B; once they get to side B, students will need to pick a
season and explain how is the weather. For example: IN
SUMMER IT’S HOT AND RAINY.
50 min

POST-ACTIVITIES: 10 min.
Students will divide their notebooks in 4 and draw how is the
weather during that season.
 SCIENCE CONNECTION

Pre-activities
Teacher will ask the students what is their favorites animal and
draw it on their notebooks, once they have had it done,
students are going to draw a picture of how the animal was
before evolving or how they imagine it is.

While-activities
Students will read the texts from page 27-28 of the student’s
book and underline the most important stuff from the reading.
Students will then write a summary on their notebooks.

Post activities
Students are going to play hot potato and the burned potatoes
will read their texts to the class.

Main aim: Students are going to practice the vocabulary of Student’s book Grammar
weather. Class Speaking
PRE-ACTIVITIES: 10 min. Cardboard Listening
SESSION 4
Teacher will divide the group in two teams and they will make Paints
two lines in the middle of the classroom. Teacher is going to say Markers
a number and they are going to write it down on their Colors
notebooks with the number and letter.

WHILE-ACTIVITIES: 20 min.
Act 1. Teacher will ask the students to open their student’s
books on page 23. All together they will read the text from
activity 2. Once they have finished reading, students are going
to underline all the vocabulary of the weather they can look for.

Act 2. Students are going to answer activity 4 on page 24 with

50 min the information they have found and read one more time the
text from activity 2.

POST-ACTIVITIES: 20 min.
For the final activity, students are going to work in teams. The
group will be divided in teams and they have a cardboard.
Students are going to pick a season of the year and they will
make drawing about how is the weather for them during the
seasons.

SCIENCE CONNECTION
 PRE-ACTIVITIES: 10 MIN.
Students will make a quick drawing about the planet earth,
they are going to color and write a title about the activity.

WHILE-ACTIVITIES: 20 MIN.
Students are going to read from page 14 to 16 from their
science book. They will make a short resume about the text
about the planet earth and the vocabulary they might use to
practice and learn new words.

POST-ACTIVITIES: 15 MIN.
Students will read the resume with the rest of the class so they
can practice with the rest of the class. They will complete their
drawing with the correct information about it.

Main aim: Students are going to learn vocabulary of clothes

and what they wear during each seasons. Notebooks
PRE-ACTIVITIES: 10 min. Worksheets
SESSION 5 Teacher will ask the group to make a circle around the class and
make two teams. Teacher will say a verb and students will need
to mimic the action so they can practice and have a review of
the vocabulary.

Colors
Markers
WHILE-ACTIVITIES: 30 min.
Act 1. Teacher is going to present with the class vocabulary
about clothes and students will take notes of the vocabulary for
further activities.
Act 2. Students are going to practice the vocabulary by
answering the question WHAT ARE YOU WEARING? Students
will write down the answer of what clothes they are wearing
today. Once they have finished, students are going to answer
the questions I like to wear… students are going to complete
the statement with their own information.
Act. 3 Teacher will share with the students a worksheet about
clothes. Students will color and cut the clothes they would like
to wear.

50 min POST-ACTIVITIES: 10 min.

Students are going to play hot potato and the burned potato
will need to share their questions with the information.

Science connection Science book page #29

 Pre-activities
Teacher will ask the students what is their favorites animal and
draw it on their notebooks, once they have had it done,
students are going to draw a picture of how the animal was
before evolving or how they imagine it is.

While-activities
Students will read the texts from page 29 of the students book
and underline the most important stuff from the reading.
Students will then write a summary on their notebooks.

Post activities
Students are going to play hot potato and the burned potatoes
will read their texts to the class.

ASSESSMENT:
HOMEWORK:

Francisco Garcia Soledad Martinez

______________________ ____________________
Docente Direccion Académica