SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
NOVEMBER 1 TO NOVEMBER 21

School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Social practice:

th
6 Grade Unit 2 Product A Report Participate in formal communicative events

Environment: Specific competence:

Academic and educational Classify and interpret information about a topic of interest to present a report

Stage(s): Doing with the language (Activities): Knowing about the language
(Background):
Before starting your class take the following aspects into consideration:

Greet your students.

Greeting your students helps them to get ready to learn English. This simple interaction also helps to
build a rapport between you and the students. Greeting the students also helps to fill in time, while you
are waiting for everyone to get seated.

Preview the lesson.

Previewing the lesson gets the students thinking about what they are going to study. It lets the students
know what to expect in the lesson. Tell the students the objective of the lesson and how they are going
to achieve this. You may also want to explain the significance of the objective and how it will benefit the
students. In this way, the students will focus their attention on the subject matter.

Review the previous lesson.

You may find students easily forget what they did in the previous lesson, so it is always worth reviewing
what they have studied in the last class. This helps keep the material fresh in the students’ mind and
helps them recall the vocabulary and language they have studied. Furthermore, it gives you the
opportunity to combine the past topic with the new topic and show how they relate if applicable.
Regular reviewing of previous lessons will also put less pressure on you and the students when it comes
to testing. Reviewing is a wonderful opportunity to consolidate what your students have learned.

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 Session 1:
5 minutes Vocabulary:
As an introduction to the product, discuss classification in general by asking the students about  chart
organizing information and why this is a useful practice. Establish that classification is the arrangement  classification
of objects, ideas, or information into groups that make things easy to find, identify, talk about, and study.  groups
 graph
10 minutes  identify
Tell the students to participate in a brainstorming session where they can determine different ways in
which objects or living organisms could be grouped (e.g., size, shape, or color). Use school material as an
example and group the materials into categories on the board.

10 minutes
Explain that when making a report we must analyze information, a process that is simplified by
classifying it into different categories; but first we must attain said information. This can be achieved
from reading from various sources or by investigating directly on the field. Tell the students to mention a
few sources of where they can find information (e.g., libraries, internet, or magazines). Explain that field
investigation gathers information directly from people using questionnaires and surveys. Explain and
show examples of each of them.

10 minutes
Tell the students that they will learn how to make an information table. Write the months of the year on
 Look for information in the board and then ask the students to raise their hand if their birthday is on January and write the
sources and classify it, based amount next to the month; then repeat this for the rest of the months.
on a model.
15 minutes
Using the gathered information, make a bar graph by writing the months on the “x” axis and the amount
of students on the “y” axis. Explain that a graph is a graphic representation of information made to help
visualize and draw conclusions. Ask the students to tell you which is the month with the most birthdays;
which is the month with the least; etc.

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 Session 2:
5 minutes  investigate
Tell the students that they will work in teams to make an information report. Organize the group into 4  questionnaire
or 5 teams; each team will gather information from the whole group by surveying their classmates in  survey
reference to a provided topic (favorite food, favorite desert, favorite musician, favorite toy and favorite
animal).

10 minutes
Provide each team with a sheet of paper on which they must write their topic as the title and where they
 Organize the information will register the information they gather. Tell the students that after writing the title on the sheet, they
obtained using mind maps. must then register the names of each student in a column.

20 minutes
To obtain the necessary information each team must survey every student; for this they will use the
following sentence structure: What is your favorite…? Write the structure on the board and explain how
it will be adapted to each topic. Ask each team to state their phrase in unison to rehearse before setting
out to collect the information. Tell the teams that they must answer their own question as well and then
continue by asking other team members to answer.

15 minutes
Tell the students to make a bar graph in their notebooks using the information they attained through the
survey. First they must add up the total number of students that selected each type of preference. Now
with the totals they can begin by writing the preferences on the “x” axis and the amount of students on
the “y” axis. Then consulting the information, the students must complete the graph.
Session 3:
15 minutes  analyze
Tell the students to join their previous team members; they must then look at the information  conclusion
represented in the bar graph which they made during the previous session. Give the students time to  information
draw their own conclusions about the information and have them write their thoughts in their  organize
notebooks (e.g., “Ice-cream is the desert with the most votes.”, “Salad is the food with the least votes.”,  topic
“Tigers have more votes than dogs and cats combined.” etc.)

10 minutes
Tell the students that a mind map is a graphic representation of ideas and their interrelations with other
ideas. Tell the students that basically to start a mind map you write the topic idea at the center and
enclose it in a circle or oval; the topic in this case is “Favorites” or “Preferences”. The main ideas will
branch out from there and secondary ideas from the main ideas; and so on. The amount the information
branches out depends on our own necessity. In this case the main ideas related to the topic will be the
types of favorites or preferences, food, desert, musician, toy and animal.

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 10 minutes
Tell each team to state the topic of their investigations. Elicit the students to determine the topic of a
mind map made with the combined information that each team collected. The students should come up
with the word “Favorite” or something of the sort. Write this word in the center of the board or on a
large flipchart and encircle it.

15 minutes
Ask the students to mention which should be the main ideas branching from this topic. Give them time
and ask a member from each team to pass to the front of the board and register the topic of their
investigation as one of the main ideas that branch out from the main topic. After all the teams have
written their main idea on the mind map, have them register their findings as the next level of branches
extending from secondary circles. Tell the students to take note of the information being registered on
the mind map.

Session 4:  sentence
10 minutes  verbs: active & passive
Tell the students that they will learn a form of writing that will enrich their report. Stand in front of the
class with a pen in your hand. Tell the students to pay close attention and then drop the pen on the floor.
Ask the students to describe what just happened. Listen to their answers then ask them to describe the
action starting a sentence with your name. Write your name on the board and complete the sentence
with the student’s contributions. The sentence should be something like “Mr./Ms. __________ dropped
a pen on the floor.”

10 minutes
Write “The pen” on the board, then repeat the action by dropping the pen again and tell the students to
describe what has happened but now they must start the sentence with the words you have just written
on the board. Complete the sentence with the student’s contributions. The sentence should be
something like “The pen was dropped by Mr. /Ms. __________.”

5 minutes
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 Ask the students to identify the subject in each sentence. For the first sentence they should identify you
as the subject; for the second they should identify “pen” as the subject. Now ask them to identify the
verb for each of the sentences. In the first sentence the verb is “dropped” and in the second sentence
the verb is “was dropped”

10 minutes
Compare the two sentences and ask the students if the subject is doing the action in the first sentence.
They should say it is. Make sure they understand that subject is active, the one responsible for
performing the action. Ask the students if the subject is doing the action in the second sentence. They
should say it is not. Make sure they understand that the subject is passive, the one who is being acted
upon.

15 minutes
Write 10 sentences on the board 5 in the active voice and 5 in passive voice. Tell the students to copy
them to their notebooks and identify which are active and which are passive. Then reveal the correct
answers by asking the students to read the sentences and discussing which are active and which are
passive.

 Write the report by

paraphrasing main ideas of Session 5:
consulted texts and adding 10 minutes
relevant supporting Tell the students that to make a report they must consult texts to add relevant information to support  consult
information. their work. Remind the students that there are many sources of information that can be consulted like  find
books, magazines, the internet, etc.  search
 support
35 minutes  text
Provide each team with information regarding the topic they worked with. Tell them to look for
information about the different preferences within their topic. Remind them to take note of the
information they find relevant to their report. Oversee their progress and provide guidance.

5 minutes
Tell the students that further information can be found in other sources; and that research teams often
divide the work among their participants.

Session 6:
5 minutes
Remind the students that the objective of the mind map and the bar graph is to facilitate data analysis in  body
order to make a report about a certain topic. Tell the students to look at the information and think of  introduction
what the main ideas they would like to share.  punctuation
 purpose
 Check that the report is 5 minutes
 intended audience
complete and spelling is Have the students join their teams and allow them time to organize their findings and any other
 textual components
conventional, first among the information they have obtained from different sources.
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 students and then with the
teacher’s help. 10 minutes
Instruct the students to write an introduction to their report. Explain that an introduction must grab the
attention of the reader providing enough information to know what the text is about.

15 minutes
Tell the students to make paragraphs using the main ideas from the bar chart and the mind map. Tell
them to use the texts and notes to complement their report with further information that might appeal
to their readers’ interest.

15 minutes
Instruct the students to write a conclusion for their body of work. The conclusion must manifest the
writers’ final comments, summarizing what was learned from the text or study.

 Write a final version of the

report; include illustrations Session 7:
or suitable images for the 5 minutes
topic. Ask the students to swap reports so that they can practice peer-assessment of their work.
 body
 conclusion
15 minutes
 dictionary
Remind the students that a report must have three main parts: the introduction, the body and the
 introduction
conclusion. They must read and verify that these three parts are included and complete within the
report. Have them register their comments to help the writers improve their work.  spelling
 structure
20 minutes
Instruct the students to check spelling by checking the text with the help of a dictionary; they must mark
the words that require attention. Provide help where required.

10 minutes
Have the students return the report and provide feedback to the writer.
 Show reports on an
informative billboard. Session 8:
10 minutes  abbreviation
Achievements: Tell the students to pair up with the person who checked their work during the previous session. Have  cover
 Formulates questions about a them review the findings and allow them provide further feedback.  connectors
selected topic.  illustrations
 Uses table of contents, titles, 25 minutes  title
and key words on sources to Instruct the students to make a cover page which must include the school name, the reports title, the  types of sentences
find information. student’s name, the subject, the instructor’s name and an illustration. Then they must write the final
 Clarifies the meaning of version of the report leaving spaces for any illustration that might suit their work.
words using contextual clues
or a bilingual dictionary. 15 minutes
 Identifies main and Once the report has been written it is now necessary to complement it with pictures. They shall begin by
making and drawing on the cover page and then continue to make illustrations for the rest of the report,
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 supporting ideas. including the bar chart and/or the mind map. Provide help when necessary.
 Organizes information in
mind maps.
Session 9:
 Writes paragraphs to make a 10 minutes
report.  billboard
Tell the students to join their team to choose a representative report. Allow them to have a few minutes
 display
to determine who will present their report to the rest of the group.
 presentation
30 minutes  show
Ask one of the teams to send their representative to the front to read their report. They can have
assistance from other team members. Allow the rest of the group the opportunity to inquire about the
subject at hand. Once finished continue with another team and repeat the process until every team has
presented their work.

10 minutes
After all the questions have been answered have the students display their reports on a billboard in the
classroom. Allow them to compare and contrast their work with each other.

Reference: Assessment:
Syllabus Cycle 3 Checklist. YES NO
https://nces.ed.gov/nceskids/graphing/classic/bar.asp Pronounces all words correctly and speaks clearly.
http://computers.tutsplus.com/tutorials/mind-mapping-101-the-visual-way-to-
organize-information--cms-21182 Reads at an appropriate speed. No lapses, hesitation or
http://www.smartdraw.com/ wavering in the pace. Punctuation pauses are present.
http://www.englishpage.com/verbpage/activepassive.html The intensity of the voice is clear and audible all through
http://englishlinx.com/active-passive-voice/ the reading. No fluctuations are perceived.
http://www.englishexercises.org/makeagame/viewgame.asp?id=1609 The student keeps the required tone. Does not overdo it
http://www.k12reader.com/subject/composition/writing-conclusions/ or exaggerate. Does not sound monotone or artificial.

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