LESSON PLAN - N°2

Unit 1: “Iniciamos el año escolar con buena convivencia”

Teacher's name: Liliana A. Ayala Anzualdo DATE: March 11th -15th,2023

SUBJECT: ENGLISH GRADE: 1st high school
SESSION TITLE: I’m Steve TIME: (120 min)

EXPECTED LEARNING OUTCOMES

COMPETENCIES / CAPABILITIES / ACHIEVEMENT/

Competencias CRITERION PURPOSE EVIDENCE INSTRUMENT
Capacidades Desempeños

Read ● Obtains ● Can identify explicit Obtiene Understand Students will Worksheet
various information and relevant información the reading use the new
Markers
types of from written information found del texto to complete vocabulary:
texts in text. within paragraphs and escrito a dialogue glue
English as a distinguish it from and
● Infers and Identifica
foreign similar information construct it. Worksheet
interprets vocabulario
language. with simple elements
information
of structure and simple y Vocabulary
from English
frequently used cotidiano del
text. grammar
vocabulary in different texto escrito.
types of written texts
in English. Deduce
estructuras
● Interprets the overall gramaticales
meaning of the text simples del
integrating explicit and
texto.
implicit information
identifying the
communicative
purpose, main ideas
and characteristics.

TRANSVERSAL APPROACH
APROACH VALUES OBSERVABLE ATTITUDES

● Enfoque Búsqueda de la ● Flexibilidad y ● Disposición para adaptarse a los cambios, modificando si fuera
Excelencia apertura. necesario la propia conducta para alcanzar determinados
objetivos cuando surgen dificultades, información no conocida
o situaciones nuevas.

● Enfoque transversal ● Solidaridad ● Disposición para colaborar con el bienestar y la calidad de vida
ambiental planetaria y de las generaciones presentes y futuras, así como con la
equidad naturaleza asumiendo el cuidado del planeta.
intergeneracion
 al.

CROSS-CUTTING COMPETENCY
COMPETENCE OBSERVABLE ATTITUDES
Se desenvuelve en entornos virtuales Integra sus procesos de aprendizaje, su vida cotidiana y contexto socio-
generados por las TIC´S cultural configurando los entornos virtuales en que participa para generar
actividades complejas y comprensivas

PEDAGOGICAL
ACTIVITIES INTERACTION MATERIAL
PROCESS

OPENING
Motivation: real context T/S ● envelope
SET THE SCENE /
MOTIVATION / WARM Teacher draws on the board, to play:
UP /////…././. zzzzzzzz ● USB
/: stand up
. : sit down ● Markers
Zzzz: sleep
Asks for volunteers to make a review of the last worksheet
class.
Repeats the classroom rules

PREVIOUS Previous Knowledge T/ S

KNOWLEDGE The T introduces herself
Ask question to the Ss: what’s your name? How old
are you? Where did you study?

PRESENTATION Presentation/Cognitive conflict: T/S

COGNITIVE CONFLICT Ss
participate
answering
the question
and asking
to another
classmate.
T gives the
worksheet.
They read
and listen S/S
the
PURPOSE pronunciation to make a coral repetition.
They practice in pairs with their own information
and the teacher helps Ss to complete the worksheet.

Today we are learning:

Teacher asks students to elicit their answers.
Deduce grammar structures from the text: country-
nationalities

DEVELOPMENT Teacher will explain.

 Activity A
Teacher asks for volunteers to read the countries
and put the correct number.
Teacher helps them to organize their ideas about
nationalities and the ending form making a chart in
their notebook.

To complete the conversation Ss should read the

dialogue and choose the information from box 1-2-3

CLOSURE: S/S
T evaluates the participation asking for answers and
comparing it.

METACOGNITION:
The teacher asks students:
- What did we learn today?
- How can I apply what I have learned today in
my daily life?
- What was the easiest and most complicated
part of today's challenge?
- Did I achieve today's purpose?

REFLEXIVE TEACHING
What progress did the students have?
What difficulties did the students have?
 What learning should I reinforce in the next
session?
What activities, strategies and materials worked?
Do I need more materials?
EVALUATION TOOLS PRODUCT
Peer assessment READ Complete Rating scale
the dialogue
Criterios de Evaluación: recognize
1. Comprensión del texto: Evalúa la capacidad countries
del estudiante para comprender el contenido y and
los detalles del texto en inglés. nationalities
2. Uso de la gramática: Evalúa la correcta
aplicación de la gramática presentada en el
diálogo.
3. Inferencia e interpretación: Evalúa la
habilidad del estudiante para inferir e
interpretar la información implícita en el texto.

4. Organización y claridad: Evalúa la

organización y claridad en las respuestas del
estudiante.

Niveles de Logro:
- WELL DONE: El estudiante demuestra BUEN
dominio sobresaliente en todos los criterios de
evaluación.
- PROGRESSING: El estudiante desarrolla las
actividades en la mayoría de los criterios de
evaluación.
- NEEDS HELP: El estudiante presenta dificultades
en algunos criterios de evaluación y requiere
apoyo adicional.