SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2022-2023

LESSON PLAN
January
School’s name: CCT:

AEE’s name: ID: Grade:

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

Recorded anecdotes Tells short stories of interest - Explores funny personal anecdotes.
Learning Environment: Communicative Activity: - Analyzes various aspects of how to relate anecdotes orally.
Literary and ludic Literary expression - Expresses a personal anecdote orally.
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 5 minutes Verbs in past
Material: Handout 1 (for their reference in every session)
For the 5 sessions. Let students say verbs in present and past at the rhythm of a catchy beat (clap). Represent verbs with mimicry.
Play charades (act and guess) to confirm understanding. Have them move their body for brain oxygenation.
Think-thought, see-saw, say-said, | go-went, come-came, give-gave, | get-got, know-knew, find-found
Note: If you prefer verbs of your choice, use flashcards provided by the Language Department to show image and conjugation.
Ask for coral repetition. After a couple of times, include a silent period to allow guessing. Give each student a copy of handout 1.
Presentation: 15 minutes
Material: N/A
Explain: “This unit will be about anecdotes; they are about something funny or interesting that happened. We often tell anecdotes.
“An anecdote is a short true story about an interesting or funny event or biographical incident. Anecdotes appeal to the audience
through their emotions particularly humor, fear or empathy.” Anecdotes are divided in three sections so they can be clearer:
BEGINNING. Here is where
MIDDLE. Here is where a
the author introduces the END.Here is where the main
series of events or
main characters, setting and confilct is resolved.
complication occurs.
conflict.

Practice: 10 minutes
Material: N/A
Read the following anecdote aloud. Tell students to pay attention, use realia or act out to help students understand it.
The first time I baked cookies for my family and friends was notso good. It was
thanksgiving and I invited them. When I got onecookie to taste it, instead of
sweet, it was salty! I noticed that I had put salt instead of sugar.
Ask students to identify by reading aloud different sections in the anecdote; beginning, middle or end.
Then, make Students will work in teams of three. Ask them to take turns to read aloud one of the sections of the anecdote.
Production: 15 minutes
Material: Students’ notebook, worksheet 1.
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Handout worksheet 1 or draw it on the board. Tell students they are going to write a new story; they can use the previous anecdote as
an example. Verify it has the necessary information, that it is clear, and that its words comply with spelling and punctuation
conventions.
Wrap up: 5 minutes
Material: Students’ notebook.
Ask some volunteers to come up to the front to share their anecdote with the rest of the class.

Session 2 Knowing about the language

Warm up: 5 minutes (Background):
Material: N/A Verbs in past
Recall some irregular verbs.
Then make 2 teams. Mention 3 characters and let students guess the movie title; the team that guesses more movies wins. E.g.: Elements of the anecdotes
1. Harry, Ron, Hermione. 2. Lord Farquaad, Fiona, donkey 3. Anna, Olaf, Elsa. - Setting
Presentation: 15 minutes - Characters:
Material: Board. Main character
Review the definition of anecdote. Say that in this session they will be able to talk about personal anecdotes. The elements of an Secondary characters
anecdote are; characters, setting, beginning, conflict, resolution and author. Provide and elicit examples that represent the elements - Author
of an anecdote, until they show understanding. Ask students for information to complete the chart with different examples.
TITLE CHARACTERS SETTING BEGINNING CONFLICT RESOLUTION
Harry Potter Harry, Hermione, Ron Howards School Kids become A tragedy comes along with Philosopher’s stone was
friends. inexplicable events. found and put it into custody
of the headmaster.
Frozen Anna, Olaf, Elsa Arendelle Elsa discovered her Her power was turning out Elsa discovered that a heart
power to freeze. of control. with love cannot be frozen.

Explain that, when telling an anecdote, it is also very important the body language and sound we make and use to express ourselves.
The experiences they have during the day at school or at home are maybe full of anecdotes.
Practice: 15 minutes
Material: Student´s notebook, worksheet 2 and 3
Tell and write the following anecdotes and ask students identify the author. Write and draw possible authors on the board.

(A) Traveler (B) Soccer player (C) Mail man

(___) Yesterday I was delivering the (___) I was playing soccer with my (___) My first time traveling alone I had no
mail when suddenly, out of friends in the park, we had a lot of fun data, no idea how to read a map. I got off a bus
nowhere, a dog came after me. I when the ball was kicked into the street. in Milan at the wrong stop and ended up
had to run really fast to escape. Suddenly, the ball was returned to the walking for over three hours in the hot sun
field, but there was no one there. We before finally finding a police officer who was
got very scared and ran home. kind enough to help me get where I was going.
Ask volunteers to underline the middle (complicated) part of each anecdote.
Then, handout worksheet 2 and 3, to have students work in teams to identify its structure on their own, and clarify meaning of words.
Then, they can read through the strips of paper and put them in the correct order. You can also prepare in advance a flipchart with the
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anecdote if copies are not available.

Have students to read it taking turns of participation. Emphasize the importance to use appropriately: volume, intonation, pauses,
when an anecdote is being shared. Read again and ask students to follow the reading. Ask them to use different colored pencils to
identify: Title: red. Main character: blue. Secondary characters: green. Setting: orange.

Production: 10 minutes
Material: Students’ notebook.
Ask students: Do you know any jokes or funny stories? Tell one. What is easy or difficult about telling jokes and stories? Elicit students´
answers. Brainstorm anecdotes´ examples. Have students write a personal anecdote, they will be the writer (author). Ask them to
include the elements of the anecdote. Invite them to illustrate it on https://www.storyboardthat.com/
Wrap up: 5 minutes
Material: Students notebook
Ask volunteers to share their anecdote with the rest of the class.
Session 3 Knowing about the language
Warm up: 5 minutes (Background):
Material: Board, markers Verbs in past
Greet students. Practice spell and guess. Tell them that you are going to spell some words, the first student who raises his/her hand
can say theword. Start with “c-h-a-r-a-c-t-e-r-s” continue with “T-i-t-l-e”, then “S-e-t-t-i-n-g” “A-u-t-h-o-r”. Finally, ask students what do Time expressions
these words have in common? Expected answer: “They are elements of an anecdote.” Ask: What is the structure of an anecdote? - Today
- Yesterday
Presentation: 10 minutes
- The day before yesterday
Material: Board, Handout 1
- Last Sunday
Explain students that in order to write an anecdote they have to use the past tense. Draw a timeline on the board to explain how
- Last month
actions take place in different moments. Let them look at Handout 1 to have a wider reference of irregular verbs.
- Last year
…a dog came after me… I deliver mails every week Next week, I will deliver new mails.
time ago specific now or always  future

December 24th Today´s date Tomorrow

…Yesterday I was delivering the mail… Now, I am writing mails I am going deliver new mails when I finish writing.
Draw a different timeline, and write a verb in any of the six spaced illustrated, invite students to complete any of the other five, i.e. if
the present tense is written, same verb could be written in past or future. Make a past-present comparative chart with those verbs.
Regular Verbs Irregular Verbs
Present Past Present Past
Jump Jumped run ran
Play played have/has had

Practice: 10 minutes
Material: Board.
Write on the board the following 3 sentences. Ask students to write sentences now in past tense to create an anecdote.
Present tense Past tense
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 1. I work in a hospital Last year I…
2. One day I help a boy
3. Because he fall on a cactus
Production: 15 minutes
Material: Notebook
Ask students to work in pairs to create 3 more sentences to add more actions and change the anecdote.
Title:
Beginning:
Middle:
End:
Wrap up: 10 minutes
Material: Student´s modified anecdote.
Ask students to share their anecdotes.

Session 4 Knowing about the language

Warm up: 7 minutes (Background):
Material: Board, markers Verbs in past
Explain to students that they are going to build a story. Each person is allowed to use a sentence/word. E.g.
Student 1: I played soccer yesterday. Student 2: with my friends. Student 3 In the park Student 4: when suddenly… Connectors:
Presentation: 15 minutes - such as
Material: Board, markers. - for instance
Ask students to use the anecdote from last session. Brainstorm what happened in the story. Contribute as required. Write students´ - In other words
contributionson the board. Next, write on the board the following chart. - to show that
- in the case of
First Then Next After that Finally - in the end
- so, etc.
Explain that by using these words called “Connectors” we are able to connect sentences to establish order. Mention students that
“connectorsof sequence are those words which link our ideas so that our stories have coherence, and so people can understand them
easier.” Explain that there are different types of connectors and write the following examples: Such as, for instance, In other words, to
show that, in the case of, in the end, so, etc.

First before all others or anything else in time, order, rank, etc.
Then next in order of time
Next in the place, time, importance, etc., nearest or immediately following
After that later in time; afterward
Finally at the final point or moment; in the end
Have students read the following anecdote and ask them to match with the part of the anecdote and after that, identify connectors in
it. Have students circle the connector with red.

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 Then, the principal of the school called the firefighters and finally
Beginning helped us to get out because the mud was almost to our waist.

On a rainy day, my mom took me to school and I had a terrible

Middle accident. First, when I started walking a few steps, I sank into a big
hole that was covered with mud. It seemed like a swamp!
Suddenly a teacher heard my trembling voice and, tried to help me, but
End he alsosank. Next, when we were trying to get out, we sank more and
more.
Production: 20 minutes
Material: Students notebook. Image 5.
Tell students to work in pairs. Explain that there are words to express surprise when telling an anecdote. Let them look at Handout 1.
1. Create excitement, emotion or interest 2. Stage the anecdote 3. Speak to the audience directly
• Oh, here’s a good story … • First(ly), … ; Second(ly), … • … you see.
• I’ll never forget the day … • So, … • You won’t believe it … Expressions of surprise
• What a nightmare! • By the time … • Can you imagine it?
• Funnily enough, … / Unbelievably, … • In the end, … / Finally, … • Believe me, …
Have students re write the anecdote. Now they have to include words to express surprise from the chart previously presented.

Wrap up: 8 minutes

Material: Students notebook
Ask volunteers to read their anecdote aloud. Ask them to remember emphasize body language and sounds we make and use to express
ourselves when reading the anecdote. Organize teams or pair of students for next session to work writing an anecdote, tell them the
anecdote will be recorded.
Session 5 Knowing about the language
Warm up: 5 minutes (Background):
Material: Board. Verbs in different tenses
Ask participants to mention one funny thing that happened during the week. Mention examples such as I fell asleep in English class. Connectors
I was so hungry that my stomachache made loud noises. I went to the corner store and forgot the money to pay. Elicit students´ Expressions of surprise
answers.

Presentation: 15 minutes
Material: Board.
Have students to work in pairs, together they will exchange experiences they had during last days, at school, or at home, when they
were with friends or with family. In this task, students will plan their own anecdote. Students use either one of the prompts given or
an idea of their own to plan an anecdote. They should follow the structure that they have seen in the class, and use some of the
language that was introduced in this product. Check students use verb tense: past. They can use a bilingual dictionary.
Now that it´s time for your students to plan their own anecdote. Present some tips and recommendations to write it down.

• a time when something went wrong

• a time when you forgot something important
• a surprise
• a mistake you or someone else made
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 • an embarrassing situation

Practice: 10 minutes
Material: Board, markers, students´ notebook.
Have students practice their anecdotes. They have to read it to partner. Emphasize the importance to use appropriately: volume,
intonation, pauses, when an anecdote is being shared.

Production: 15 minutes
Material: Students’ notebook, cellphone.
When the students have finished practicing, they can record the anecdote. Reinforce students to include doing pauses, watching
intonation, including sounds (when the door closes), and gestures (shivering, safe). Provide feedback on language performance at the
end of the activity.

Wrap up: 5 minutes

Material: cellphone, speakers
Play the audios with the anecdote´s records. Ask student to identify the words that express surprise and ask comprehension questions
about the anecdotes presented. Provide positive feedback and praise student´s participation.

Assessment tools: References and resources:

Aprendizajes Clave, 5th Grade
Checklist Yes No https://.schoolbytes.com
Students were able to identify elements in an anecdote. dictionary.cambridge.org
Students were able to use words to express surprise. https://yourdictionary.com
Students used past tense in anecdotes.
Students write and express anecdotes

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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 Worksheet 1
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 Worksheet 2

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 Worksheet 3

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 - IRREGULAR VERBS LIST -

PRESENT PAST PRESENT PAST PRESENT PAST PRESENT PAST PRESENT PAST
arise arose draw drew keep kept say said spoil spoilt
be was / were dream dreamt kneel knelt see saw spread spread
beat beat drink drank know knew sell sold spring sprang
become became drive drove lay laid send sent stand stood
begin began eat ate lead led set set steal stole
bend bent fall fell lean leant sew sewed stick stuck
bite bit feed fed learn learnt shake shook sting stung
bleed bled feel felt leave left shine shone strike struck
blow blew fight fought lend lent shoot shot swear swore
break broke find found forgive forgave show showed sweep swept
bring brought forbid forbade freeze froze shrink shrank swell swelled
broadcast broadcast forget forgot let let shut shut swim swam
build built forgive forgave lie lay sing sang swing swung
burn burnt freeze froze light lit sink sank take took
burst burst get got lose lost sit sat teach taught
buy bought give gave make made sleep slept tear tore
catch caught go went mean meant slide slid tell told
choose chose grow grew meet met smell smelt think thought
come came hang hung pay paid sow sowed throw threw
cost cost have had put put speak spoke understan understoo
creep crept hear heard read read spell spelt d
wake d
woke
cut cut hide hid ride rode spend spelled
spent wear wore
deal dealt hit hit ring rang spill spilt weep wept
dig dug hold held rise rose spit spat win won
do did hurt hurt run ran split split write wrote

- PHRASES –

1. Create excitement, emotion, or interest: 2. Stage the anecdote: 3. Speak to the audience directly:
• Oh, here’s a good story … • First(ly), … ; Second(ly), … • …you see.
• I’ll never forget the day … • So, … • You won’t believe it …
• What a nightmare! • By the time … • Can you imagine it?
• Funnily enough, … / Unbelievably, … • In the end, … / Finally, … • Believe me, …
Handout 1

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