SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2023-2024

Lesson Plan
February
School’s name: CCT:

AEE’s name: ID: Group:

1st Grade Product 6: Social practice of the language: Learning outcomes:

Illustrated story Compares words in a children story - Explores stories
- Listens to story readings
Learning Environment: Communicative Activity:
- Practices word pronunciation
Literary and ludic Ludic expression
- Revises the writing of a story
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 5 minutes - Name of the story
Material: Images 1 – 4 and/or storybook cover images - title
Create a subject-transition routine with body movement to start each class. Afterwards, provide samples of storybook covers or - story book
use images 1 – 4 to introduce vocabulary. Provide students with oral repetition practice and ask students for their favorite story.
-The Three Little Pigs
Presentation: 15 minutes - Snow White
Material: Images 1 – 4 - Peter Pan
Draw the chart below on the board. By showing images 1 – 4 (one at a time) have students tell you which story number it is from - Goldilocks and The Three Bears
the chart. Finally, pair students to tell you the number of characters you’ve listed for each story. - characters
Title Characters
1. The Three Little Pigs Peter, Fred, Sam, Big Bad Wolf
2. Snow White Snow White, Grumpy, Sneezy, Sleepy
3. Peter Pan, Captain Hook, Tinker Bell,
Peter Pan
Wendy
4. Goldilocks, Mama Bear, Papa Bear, Baby
Goldilocks and The Three Bears
Bear

Practice: 10 Minutes
Material: N/A
Guide students´ focus to the writing aspects of the titles. Ask them if any of them include a number. After identifying titles 1 and
4 (those titles which include a number), ask volunteers to pass to the front to replace the number words with a number.
- comma
Production: 10 Minutes
- period
Material: Images 1 – 4
- number
Explain the use of the comma and period. Afterwards, ask students to copy the chart from the board but writing the number of
characters instead of their names. Remind them not to place a period after the title since it is not a complete sentence.
Wrap up: 10 Minutes - This story is about…
Material: Images 1 – 4 - clue
Use images 1 – 4 and the phrase, this story is about…, to play a guessing game with clues you share. - guess

Suggested activities Knowing about the language

Session 2 (Background):
Warm up: 10 minutes - My favorite story is ______.
Material: Images 1 – 4 - What is your favorite story?
After a subject-transition routine with body movement to start the class, review story titles using images 1 – 4. Ask for students´
favorite and introduce vocabulary.

Presentation: 10 minutes - setting - desert

Material: Image 5 - sea - castle
Explain that the setting of a story is the place where it happens. Use image 5 to show different settings and introduce vocabulary. - forest

Practice: 15 minutes
Material: Worksheet 1
Handout a copy of worksheet 1 to each student and allow them to work in pairs.

Production: 10 minutes
Material: N/A
Have students individually write and complete the following sentences.
1. My favorite story is ___________.
2. Its setting is ___________.
Wrap up: 5 minutes
Material: N/A
Brainstorm cozy places to read stories and places where we don´t normally do reading e.g., in a pool, the taxi, a Christmas party,
in a Sweet XV, etc.

Suggested activities Knowing about the language

Session 3 (Background):
Warm up: 5 minutes - There is
Material: N/A - There are
After a subject-transition routine with body movement to start the class, explain that to express existence of 1, we use there is
and to express existence of 2 or more, there are. Provide examples.

Presentation: 15 minutes
Material: Images 1 – 5 - How do you spell…?
With students help, scatter all 5 images on the board. Number and label them randomly. This will provide vocabulary review and
practice. Allowing students to focus on pronunciation, stress and spelling, by asking, How do you spell number …(image 7)?, etc.
Provide constructive feedback to communicate progress and/or areas of opportunities.
Practice: 10 minutes
Material: N/A
Say the name of a story for students to tell you its characters (reinforce expressing existence).

Production: 15 minutes
Material: N/A
Read the story below and introduce vocabulary. Tell students that a story has three parts: Beginning, Middle and End. Write them - beginning
on the board and explain that the Beginning, is the first part of a story. Phrases like Once upon a time, A long time ago are - middle
commonly used in the beginning. In the Middle of the story the problem or the conflict is presented; words of sequence are often - end
used, e.g., first, second, then, next, after that. The End is the final part of the story and there is a solution to the conflict. Some
commonly used words in the end are, finally, the end, or happily ever after.

Snow White and the Seven Dwarfs

Once upon a time, there was a beautiful princess who lived in the forest with seven dwarfs. She was very happy. Her name
was Snow White. One day, a bad witch came to her house and gave her a gift, “What is it?” asked Snow White. “An apple!”
said the witch. Snow White ate the apple and fell to the ground. “It was poisoned! What can we do?” said the dwarfs. A
charming prince passed by and kissed Snow White. She opened her eyes! Everyone was happy! The Prince and Snow White
got married and lived happily ever after.

Wrap up: 5 minutes

Material: N/A
Ask random comprehension questions about the previous story and its beginning, middle and end.

Suggested activities Knowing about the language

Session 4 (Background):
Warm up: 10 minutes
Material: N/A
After a subject-transition routine with body movement to start the class, play hangman to review the alphabet and a story’s parts,
beginning, middle and end.

Presentation: 10 minutes - chart

Material: N/A - column
Provide the chart below on the board for students to copy, sharing just one word from the Word or phrase column, for students
to complete the rest.

Story Part Words or phrases

Beginning Once upon a time, A long time ago, One day, etc.
Middle First, second, then, after that, etc.
End Finally, the end, etc.
Practice: 10 minutes - beach
Material: N/A - ing form
Using the commonly used words in stories, as the ones in the previous chart, begin a discussion, for students to share their prior
stories repertoire knowledge, e.g., in Goldilocks, in the beginning she is walking in the forest https://rb.gy/dv3u5o in Day at the
Beach, one day Gideon and his younger sister Audrey are building a sandcastle https://rb.gy/kvpkkd in Snow White, finally the
prince and princess get married https://rb.gy/omp5cs etc.

Production: 15 minutes
Material: N/A
Explain that we use -ing structures to express an ongoing action in present or past. Give and demonstrate many examples to assure
comprehension. Ask students to give you examples and write them on the board. Using the students´ -ing structure contributions,
make up a random and crazy story for fun. Create different versions to awaken creativity.

Wrap up: 5 minutes

Material: N/A
Ask volunteers to share a created on-the-spot story using either the same -ing structures from the board as you or using new ones.

Suggested activities Knowing about the language

Session 5 (Background):
Warm up: 5 minutes - jumping - flying
Material: Image 6 - climbing - blowing
Using image 6, command students to do as they see and say as they hear you say, I am jumping. I am climbing. I am serving (tennis, - serving
volleyball, etc.). We are flying. We are blowing candles., etc.

Presentation: 5 minutes - fold

Material: White sheet of paper - cut
Show how to make a mini book by folding a paper into four squares, DIY video, https://rb.gy/6jynk1 Provide a white sheet of paper - title
for students to make one. By will be used for them to write their name on the last page of the mini book, (as in the author of the - by
mini book).

Practice: 20 Minutes
Material: N/A
Provide the following story parts randomly on the board for students to contribute organizing them. Praise participation and
provide constructive feedback.

1. Cover / Title: Snow White 2. Snow White is living in the 3. The Witch is giving Snow 4. Snow White eats the
forest with seven dwarfs. White an apple. apple.
5. The prince kisses Snow 6. They get married.
White.
 Production: 15 minutes
Material: N/A
Number the sequence of the story on the board to assure students elaborate their mini book about Snow White accurately, using
the previous chart. Once completed, ask them to illustrate it colorfully and include by + their name on the last page.

Wrap up: 5 minutes

Material: Illustrated story mini book
Ask students to label the mini-book pages, title, beginning, middle, end. Afterwards, allow students to mingle and interact with
peers to read and show their mini book to each other.

Assessment tools: References and resources:

 Observation Aprendizajes Clave, 1st Grade
 Rubric https://rb.gy/dv3u5o
 Official Evaluation Record Sheet found in SAPI https://rb.gy/kvpkkd
 Compliance of Aprendizajes Clave syllabus expected learning outcomes https://rb.gy/omp5cs
 Checklist: https://rb.gy/6jynk1
SAPI
Aspect Yes No Aprendizajes Clave
1. Student is able to identify parts of a story.
2. Student is able to identify a story’s setting.
3. Student is able to identify a story’s characters.
4. Student is able to express existence using there is/are.
5. Student is able to identify -ing verbs in a sentence.

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:

Image 1 Image 2
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Image 5
Worksheet 1
Image 6