LESSON PLAN Nº 1

SUBJECT English DATE October

GRADE 1st Secondary - Truth and liberty CYCLE VI
TEACHER
CROSS-CURRICULAR MERCEDARIAN Personal identity and gender relationship
APPROACH Gender equality approach CROSS
MINEDU CURRICULAR
HOLISTIC DESIGN OF MERCEDARIAN INTEGRAL LIBERATING EDUCATION – EDILIB
MERCEDARIAN VALUES ATTITUDE N. ° 1
Liberty  Takes decisions freely and responsibly, resolving conflicts that arise conflicts that arise in the different aspects of life.

I. CONTEXTUALIZED MATRIX:

CROSS CURRICULAR APPROACH SKILLS ACADEMIC PERFORMANCE

Participates in interactive and communicative activities in a
relevant manner when expressing his/her personal and
sociocultural identity in given virtual environments, such as virtual
Develops in ICT-generated virtual
Interacts in virtual environments. networks, educational portals, and network group. Example.
environments
Participates in a virtual collaborative project on environmental
education and technology and collects evidence (photos, videos
and proposals) using forums and groups.
Organizes a set of strategies and procedures according to the
Organizes strategic actions to achieve their
Manage the autonomous learning time and resources available to achieve the learning goals
learning goals.
according to their possibilities.

DIDACTIC PURPOSE ASSESSMENT

COMPETENCE SKILLS ACADEMIC PERFORMANCE ACADEMIC PRECISE PERFORMANCE TECHNIQUE MATERIALS

Reads different Deduces various logical relationships in written To deduce logical relationships
Uses conventions of written from explicit and implicit
kinds of text in texts in English from explicit and implicit
language in a relevant way. information through a reading Keywords
English as a information. of words, phrases, and expressions in Reading rubric
activity “Tell everyone about the Highlight
foreign context through the text “Tell everyone about the
language happiest moment of your life!” happiest moment of your life!”
using strategies such as reading
 for details and highlight words.

Writes a Uses conventions of the written language as To identify written language Reading for
different kind of Uses conventions of written spelling and grammatical resources of medium spelling and grammatical gist
text in English language in a relevant way. complexity that give clarity and meaning to the text resources through comparatives Reading for Writing checklist
as a foreign working on a comparatives and superlatives and superlatives adjectives in detail
order to make comparisons. Highlight
language adjectives.

II. DIDACTIC SEQUENCE:

SEQUENCE STRATEGY RESOURCES T

Warm-up:

Class 1: I’m the happiest.

- T. welcomes the Ss. remarks the classroom rules.

- T. talks about the organization, cleaning, and responsibility and mentions our month value they will work with during this month.
- Ss. play a memory game matching adjectives and antonyms.

PPT 20’
START
Previous knowledge:

- Ss. look at some pictures and describe how some people in the pictures feel.
- Ss. shows some adjectives and point out which ones are comparatives and superlatives.

Cognitive conflict:

- Ss. match some definitions with some adjectives.

- Ss. are asked to make sentences using the adjectives shown before in comparative and superlative.
35’
PROCESS
END Assessment: 35’

- After finishing talking about the grammar checklist ss. focus on a new activity and show if they belong to the high reading rubric.
Ss. work on a reading activity.
- SS. work on a grammar activity challenge.
Metacognition:
 - What did you like most about the class?
- Is it useful? In which situation are you going to use it?
Extension activity:
Ss. work on page 78.

III. BIBLIOGRAPHIC RESOURCES:

REFERENCES

✔ Gateway A1
✔ Ministerio de Educación (2016). Currículo Nacional. Lima.
✔ Ministerio de Educación (2016). Programa Curricular de Educación Secundaria. Lima.

IV. SPECIFIC STRATEGIES FOR ATTENTION TO DIVERSITY:

STUDENT CODE SPECIFIC STRATEGIES

- -
- -
- -

V. COMMENTS:

_____________________________________________________________________________________________________________________________________________________________________________

Secondary coordinator Roberto Teacher

Machiavello Bertha Chavely Calderón
Serra

Author’s Name: ____________________________________ Date: _____________________________________

 Editing Checklist for Self

Directions: Edit your activity using the Self-Edit columns, choosing from AD to C and add a comment if there is something that you consider you need to improve and how you’re going to do it or how proud you
feel about yourself on account of your achievements in
class.
AD - Outstanding
A - Achieve
B - Process
C - Need help
COMMENTS
Self-Edit

Checklist Items AD A B C

Punctuation I read my written piece aloud to see where to stop or pause for periods, question
marks, exclamation marks, and commas.
Quotation marks are included where needed.

Capital Letters I checked for capitals at the beginning of sentences.

Proper nouns begin with capital letters.

Grammar My sentences are complete thoughts using the structures worked in class.

I don’t have any run-on sentences.

Spelling I checked spelling and fixed the words that didn’t look right.

READING RUBRIC:
 Beginner In-progess Achieved Outstanding

Answers do not reflect accurate Answers are occasionally correct and Answers are often correct and Answers are always correct and

comprehension of the topic. Opinions demonstrate an incomplete demonstrate good comprehension. demonstrate good comprehension.
Interpretation
are unjustified. comprehension of the topic. Opinions Opinions are adequately justified. Opinions are adequately justified.

are sometimes justified.

Answers lack the required detail or Answers contain some details. Answers are usually complete and All the answers are complete and

are incomplete. include several details. include several details.

Detail

Use of information Answers do not include supporting Answers include occasional supporting Answers usually include supporting All the answers include supporting

evidence from the text when evidence from the text when necessary. evidence from the text. Quotations or evidence from the text. Quotations or

necessary. paraphrases are sometimes included. paraphrases are sometimes included.

Clarity Answers are difficult to understand. Answers are sometimes understandable Answers are always easy to Answers are always easy to

but need to be more to the point. understand. understand.

Mechanics Work contains many spelling and Work contained several spelling and Conventional spelling and grammar is Conventional spelling and grammar

grammar errors. grammar errors. usually correct. are almost all correct.