LITERATURA INFANTIL

COMMUNITY PROJECT
LESSON PLAN

MELISSA HERRERA RUIZ

ENGLISH TEACHING

 High School: CTP Cañas

Level: 10 th

Teacher: Melissa Herrera Ruiz

Teacher in charge: Diogenes

Guitierrez


Level: 10 th Week: 1

Scenario: Theme:  Peter Pan by

Domain:  Socio-
 Literature for James Matthew
Interpersonal
everyone       Barrie
Assessment Strategies & Evidences of learning

1. Learner understands concepts such a:

• literary genre
• plot
• setting
• characters
related to the literary.

2. Learners are able to recognize and pronounce

words such as:
• House
• Kids
• Fly
• Friendship
• Magic

Goals
1. Learner can identify main and secondary
characters in a literary work.
2. Learners can apply creativity and fantasy in letter
production.

 Pedagogical Mediation/ Didactic

Sequence
Time
40 min
Routine – Welcoming, Checking
attendance,

Participating: Warm-up
Teacher reads a fragment of the story
Peter Pan; students listen carefully and then
they have
to guess what is the name of this tale.

 Introducing:
Pre-task: listening to speak:

Helped by a Minute Book Report video, Teacher

introduces concepts such as: literary genre, plot,
setting, characters, related to the literary work Peter
Pan.
https://www.youtube.com/watch?v=5SUIEeakSBc

Recognition/Articulation/Production:
Say aloud and sign the following words:
• Tree House
• Kids
• Friendship
• Magic
• Never Land
 Task: Write a letter to Peter Pan (writing to read)
Students write a letter where they pretend say hello, hi, and others to Peter Pan as if they were
friends.

Pair/Group feedback
Learners compare in pairs or groups their letters to Peter Pan.

EVIDENCES