I Term - Lesson Plan 04 - 05 - 06 Unit 01 - 5TH Grade - Corrales

“Year of Unity, Peace, and Development”
"Liberating Education with International Quality Accreditation -SACE-Peru-Mexico"
LESSON PLAN N° 04
I. INFORMATION:
1.1. School : Private “Nuestra Señ ora de La Merced”

1.2. Level : Primary
1.3. Level of study : Fourth year of secondary school
1.4. Rooms : A, B, C, D, E, F
1.5. Area : English as a foreign language
1.6. Name of the learning unit : “Identifies a balanced diet taking care of our physical activities
and health”
1.7. Teaching hours : 2 hours
1.8. Date : March 013th – 17TH
1.9. Area Advisor : MA Lucy Cristina Peñ aloza Tintaya
1.1 Responsible teachers : BA Vanessa N. Corrales Vega
I. LEARNING PURPOSES:
COMPETENCE: Communicates orally in English as a foreign language.

EVALUATION
THEMATIC
CAPABILITIES PERFORMANCES EVIDENCE OF ASSESSMENT
FIELD CRITERIA
LEARNING TOOL
- Schools Oral - Checklist

● Obtains ● Obtains explicit ● Obtains explicit
around the Participation
information and relevant world and relevant
from the oral information in information in oral
text in oral texts in texts in English,
English English, with with frequently
frequently used used vocabulary
vocabulary, related to schools’
recognizing the facilities,
communicative recognizing the
purpose, communicative
participating as purpose.
an active
listener and
relying on the
context, some
audiovisual
aids and
gestures of the
sender.
TRANSVERSAL COMPETENCES: Develops in virtual environments generated by ICT.
● Develops in Modifies a personalized virtual environment when he/she organizes

virtual information and digital materials that he/she uses frequently according to
environments Checklist
the needs, context and activities in which he/she participates. Example: The
generated by learner changes the name of a file.
ICT.
● Manages his Determines feasible learning goals, associated with their needs, learning
learning priorities and available resources, that will enable them to accomplish the Checklist
autonomously. task
CROSS-CUTTING ASSESSMENT
OPERATIONAL VALUE OBSERVABLE ATTITUDES
APPROACH TOOL
Practices courtesy norms with the

people around them.
Rights approach RESPECT Checklist
Values and practices the rules of
coexistence.
II. DIDACTIC SEQUENCE:

ACTIVITIES OR STRATEGIES MATERIALS /
MOMENTS
(Pedagogical Processes) RESOURCES
Does the permanent activities: greeting, song, prayer, materials, - Laptop
classroom expressions, classroom rules. - Slides
PROBLEMATIZATION - Images
- Discusses the question: How can we lead a healthy life? - Platform
- Brainstorms on the board. - ICT tools
O
PRESENTATION - PREVIOUS KNOWLEDGE:
n
20 minutes - Answers the question: What do you do on a typical school day?
g
COGNITIVE CONFLICT
oi
- Describes the two pictures. Which school looks more like your
n
school?
g
F
ACTIVES PAUSE
or
The aim of the lesson is conveyed.
m
CONSTRUCTION OF KNOWLEDGE
at
- Practices the new vocabulary.
iv
- Listens and repeats chorally and individually.
PRACTICE e
- Creates some sentences about what facilities there are in their
40 minutes E
school.
va
IN-DEPTH STUDY OR EXERCISES
lu
- Does the book pages 8 - 9 and workbook page 5.
at
EVALUATION
io
- Participates in groups to present their notices to the class.
n
METACOGNITION
PRODUCTION
- Answers the questions: How did you feel today? I felt …☺☹ What
20 minutes
did you learn today? I learned/learnt …
TRANSFER
- Draws a map of their school and label the school facilities.
SOURCES OF INFORMATION
For the teacher:
● Currículo Nacional de Educación Básica.
● Programa Curricular de Educación Primaria
● Dooley and Obee. (2021). I Wonder! American English Level 5 Student Book (1st ed.). United Kingdom:
Express Publishing.
● Dooley and Obee. (2021). I Wonder! American English Level 5 Workbook (1st ed.). United Kingdom: Express
Publishing.
● Dooley and Obee. (2021). I Wonder! American English Level 5 Teacher’s Book. United Kingdom: Express
Publishing.
● Dooley and Obee. (2021). I Wonder! American English Level 5 Teacher's Resource Pack & Tests. United
Kingdom: Express Publishing.
● Dooley and Obee. (2021). I Wonder! American English Level 5 ieBook. United Kingdom: Express Publishing.
For the student:
● Dooley and Obee. (2021). I Wonder! American English Level 5 Student Book (1st ed.). United Kingdom: Express
Publishing.
Publishing.
● ieBook
● DigiBooks App
● English – Spanish Dictionary
● English – English Dictionary
REMARKS:
CURRICULAR ADAPTATIONS:
________________________________________
MA Lucy Cristina Peñ aloza Tintaya
ACADEMIC ADVISOR
ENGLISH AS A FOREIGN
LANGUAGE AREA
________________________________________
BA Vanessa N. Corrales Vega
TEACHER
CHECKLIST
Area: English as a foreign language Level of study: 5th A-B-C-D-E-F Level: Primary
Competence: Communicates orally in English as a foreign language.
Obtains explicit and relevant

information in oral texts in English,
with frequently used vocabulary
related to schools’ facilities,
N° STUDENTS recognizing the communicative
purpose.
Yes No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
ATTITUDINAL CHECKLIST
INSTITUTIONAL VALUE: Mercy
OPERATIONAL VALUES: Respect.
Practices courtesy norms

with the people around
Values and practices the
them.
rules of coexistence
N° STUDENTS
Never Sometimes Always Never Sometimes Always
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
LESSON PLAN N° 05
II. INFORMATION:

1.13. Rooms : A, B, C, D, E, F
and health”
III. LEARNING PURPOSES:
COMPETENCE: Reads different types of texts in English as a foreign language

EVALUATION
THEMATIC
FIELD CRITERIA
LEARNING TOOL
Where’s the Infers information Development of - Checklist

● Obtains ● Infers
Science from written texts in reading
information information lab? Story English by inferring comprehension
from the oral from written Characteristics of through a story.
text in texts in English people in a story
English by inferring “Where’s the
characteristics Science lab? story
of people, from explicit and
objects, places, implicit information
time, daily in the text.
activities,
frequency of
events, skills,
obligations,
feelings, eating
habits from
explicit and
implicit
information in
the text as well
as the meaning
of frequently
used
vocabulary.

ICT.
autonomously. task
APPROACH TOOL
people around them.
coexistence.
IV. DIDACTIC SEQUENCE:

MOMENTS
- PREVIOUS KNOWLEDGE:
- Guesses about school facilities: You learn about computers
PRESENTATION O
there.
20 minutes n
- Identifies the school facility (computer lab).
g
COGNITIVE CONFLICT
oi
- Makes a sentence using 2 words: usually / have lunch
n
I usually have lunch in the school cafeteria, but today I’m having
g
lunch in the school yard.
F
or
ACTIVES PAUSE
m
at
iv
- Predicts the story through questions looking at a picture.
e
- Reads a story and answers some comprehension questions.
PRACTICE E
- Reviews the simple present and the present progressive playing
40 minutes va
TIC TAC TOOE game.
lu
- Makes in pairs an interview about their school.
at
io
- Does the book pages 10 - 11 and workbook pages 6 and 7.
n
EVALUATION
- Acts outs a role play.
METACOGNITION
PRODUCTION
- Answers the questions: How did you feel today? I felt …☺☹What
20 minutes
TRANSFER
- Tells their family how’s school.
For the teacher:
Express Publishing.
Publishing.
Publishing.
For the student:
Publishing.
Publishing.
● ieBook
● DigiBooks App
REMARKS:
________________________________________
ACADEMIC ADVISOR
LANGUAGE AREA
________________________________________
TEACHER
CHECKLIST
Competence: Reads different types of texts in English as a foreign language
Infers information from written

texts in English by inferring
Characteristics of people in a story
“Where’s the Science lab? story
N° STUDENTS from explicit and implicit
information in the text.
Yes No
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Area: English as a foreign language Level of study: 5th A-B-C-D-E-F Level:

Primary

them.
N° STUDENTS
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
LESSON PLAN N° 06
III. INFORMATION:

1.22. Rooms : A, B, C, D, E, F
and health”
V. LEARNING PURPOSES:
COMPETENCE: Writes various types of texts in English as a foreign language.

EVALUATION
THEMATIC
FIELD CRITERIA
LEARNING TOOL
- After -  Develops their Development of - Checklist

● Obtains ● Develops their
school ideas around after exercises
information ideas around a activities school activities proposed by
from the oral topic according and and preferences. the text.
text in to the preferences
English communicative
purpose.
Organize their
ideas in
sentences
establishing
simple
relationships
between them,
especially of
addition,
contrast and
sequence, using
appropriate
connectors and
frequently used
vocabulary that
contribute to
give meaning
to the text.

ICT.
autonomously. task
APPROACH TOOL
people around them.
coexistence.
VI. DIDACTIC SEQUENCE:

MOMENTS
PRESENTATION - PREVIOUS KNOWLEDGE:
O
20 minutes - Answers the question: What they usually do every day at
n
school and what they are doing now?
g
COGNITIVE CONFLICT
oi
- Chooses the appropriate verb: HAVE OR DO
n
ACTIVES PAUSE
g
F
or
m
- Practices the new vocabulary (AFTER SCHOOL ACTIVITIES).
at
- Looks at pictures in their books and writes sentences in their
PRACTICE iv
notebooks: I USUALLY DO ARTS AND CRAFTS IN THE ART ROOM.
40 minutes e
- Does a listening activity.
E
va
- Does the book page 12 and workbook pages 8 and 9.
lu
EVALUATION
at
- Says after - school activities they enjoy/are interested in don’t
io
mind doing.
n
METACOGNITION
PRODUCTION
- Answers the questions: How did you feel today? I felt …☺☹What
20 minutes
TRANSFER
- Tells their family after - school activities they enjoy/are interested
in don’t mind doing.
For the teacher:
Express Publishing.
Publishing.
Publishing.
For the student:
Publishing.
Publishing.
● ieBook
● DigiBooks App
REMARKS:
________________________________________
ACADEMIC ADVISOR
LANGUAGE AREA
________________________________________
TEACHER
CHECKLIST
Competence: Writes various types of texts in English as a foreign language.
 Develops their ideas around after

school activities and
preferences.
N° STUDENTS
Yes No
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.

them.
N° STUDENTS
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.

I Term - Lesson Plan 04 - 05 - 06 Unit 01 - 5TH Grade - Corrales

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I Term - Lesson Plan 04 - 05 - 06 Unit 01 - 5TH Grade - Corrales

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“Year of Unity, Peace, and Development”

"Liberating Education with International Quality Accreditation -SACE-Peru-Mexico"

1.1. School : Private “Nuestra Señ ora de La Merced”

COMPETENCE: Communicates orally in English as a foreign language.

- Schools Oral - Checklist

TRANSVERSAL COMPETENCES: Develops in virtual environments generated by ICT.

● Develops in Modifies a personalized virtual environment when he/she organizes

Practices courtesy norms with the

II. DIDACTIC SEQUENCE:

● Programa Curricular de Educación Primaria

● English – Spanish Dictionary

● English – English Dictionary

Obtains explicit and relevant

Practices courtesy norms

Never Sometimes Always Never Sometimes Always

1.10. School : Private “Nuestra Señ ora de La Merced”

III. LEARNING PURPOSES:

COMPETENCE: Reads different types of texts in English as a foreign language

Where’s the Infers information Development of - Checklist

TRANSVERSAL COMPETENCES: Develops in virtual environments generated by ICT.

● Develops in Modifies a personalized virtual environment when he/she organizes

IV. DIDACTIC SEQUENCE:

● Programa Curricular de Educación Primaria

● English – Spanish Dictionary

● English – English Dictionary

Infers information from written

Area: English as a foreign language Level of study: 5th A-B-C-D-E-F Level:

Practices courtesy norms

Never Sometimes Always Never Sometimes Always

1.19. School : Private “Nuestra Señ ora de La Merced”

COMPETENCE: Writes various types of texts in English as a foreign language.

- After -  Develops their Development of - Checklist

TRANSVERSAL COMPETENCES: Develops in virtual environments generated by ICT.

● Develops in Modifies a personalized virtual environment when he/she organizes

VI. DIDACTIC SEQUENCE:

● Programa Curricular de Educación Primaria

● English – Spanish Dictionary

● English – English Dictionary

 Develops their ideas around after

Practices courtesy norms

Never Sometimes Always Never Sometimes Always

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