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    IV TERM - LESSON PLAN 9 - UNIT 08 - 3rd GRADE - QUINTANA

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    Ruth Violeta Ore Rojas

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    IV TERM - LESSON PLAN 9 - UNIT 08 - 3rd GRADE - QUINTANA

    Uploaded by

    Ruth Violeta Ore Rojas
    17 views6 pages

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    IV TERM_LESSON PLAN 9_UNIT 08_3rd GRADE_QUINTANA

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    17 views6 pages

    IV TERM - LESSON PLAN 9 - UNIT 08 - 3rd GRADE - QUINTANA

    Uploaded by

    Ruth Violeta Ore Rojas

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    © All Rights Reserved
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    “Year of Unity, Peace, and Development”

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

    LESSON PLAN N° 09

    I. INFORMATION:

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


    1.2. Level : Primary
    1.3. Level of study : Third grade of primary level 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 : “We are the Mercedarian family as a model of redemption.”
    1.7. Teaching hours : 2 hours
    1.8. Date : December 04th to 08th
    1.9. Area Advisor : MA Lucy Cristina Peñ aloza Tintaya
    1.1 Responsible teachers : BA Milagros del Rosario Quintana Quilca

    I. LEARNING PURPOSES:

    COMPETENCE: Communicates orally in English as a foreign language


    EVALUATION
    THEMATIC
    CAPABILITIES PERFORMANCES EVIDENCE OF ASSESSMENT
    FIELD CRITERIA
    LEARNING TOOL

    Expresses orally his/her Sounds and Expresses orally Listening Listening


    ● Uses nonverbal
    ideas in English about words: his/her ideas in activities test
    and physical people, objects, places, English adapting to
    “Wh” – “r”
    communication time, daily activities, his/her
    resources frequency of events, interlocutor and
    strategically skills, obligations, context using the
    feelings, eating habits sounds and words
    adapting to his/her with non-verbal
    interlocutor and context and para-verbal
    using non-verbal and resources to
    para-verbal resources to emphasize the
    emphasize the information.
    information.
    TRANSVERSAL COMPETENCES: Develops in virtual environments generated by ICT.
     Develops in
    virtual Produces digital materials combining texts, images, audios and videos, and
    environments uses a graphic presenter to express experiences and communicate their ideas. Checklist
    generated by
    ICT.

     Manages his It checks if the application of the proposed strategy and procedure produces
    learning expected results with respect to its level of progress, based on the feedback of
    autonomously its peers, and changes, if it is necessary, its actions to reach the goal. Checklist
    ..

    ASSESSMEN
    CROSS-CUTTING
    OPERATIONAL VALUE OBSERVABLE ATTITUDES T TOOL
    APPROACH

    Participates in social projections


    ●Pursuit of campaigns
    COHERENCE Checklist
    excellence. Values and practices actions of
    friendship and fellowship
    “Year of Unity, Peace, and Development”
    "Liberating Education with International Quality Accreditation -SACE-Peru-Mexico"

    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
    - Images
    PROBLEMATIZATION - Platform
    - Sings a hello song - ICT tools
    - Remember the meaningful situation
    - Looks at the picture of children and answer the questions:
    What are they going to do?

    PREVIOUS KNOWLEDGE:
    PRESENTATION -Spells words related with the topic
    20 minutes Wall - wood - whiskers - wing - where

    COGNITIVE CONFLICT
    - Looks at a picture and answers the following question
    How do you pronounce these words?
    Where - wing

    Is there any difference between “w” and “wh”


    Ongoing Formative Evaluation

    The aim of the lesson is conveyed.

    CONSTRUCTION OF KNOWLEDGE
    - Looks at a group of words where they can see many examples of
    words with “wh” and “w”
    - Listens to the pronunciation of these words and makes a difference
    between them.
    - Opens their books on page 124
    - Shares the answers with the other students.
    PRACTICE
    40 minutes IN-DEPTH STUDY OR EXERCISES
    - Completes the activities in their workbooks on page 99
    - Shares the answer with the class.

    Active Pause
     https://www.youtube.com/watch?v=riicsTE2TzQ

    EVALUATION
    - Recognizes the difference between the words that starts with “wh”
    and “w”

    METACOGNITION
    PRODUCTION - Answers the questions:
    20 minutes How did you feel today? I felt …
    What did you learn today? I learned/learnt …

    TRANSFER
    - Gives other words that have these letters

    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 3 Student Book (1st ed.). United Kingdom:
    Express Publishing.
    “Year of Unity, Peace, and Development”
    "Liberating Education with International Quality Accreditation -SACE-Peru-Mexico"

     Dooley and Obee. (2021). I Wonder! American English Level 3 Workbook (1st ed.). United Kingdom: Express
    Publishing.
     Dooley and Obee. (2021). I Wonder! American English Level 3 Teacher’s Book. United Kingdom: Express
    Publishing.
     Dooley and Obee. (2021). I Wonder! American English Level 3 Teacher's Resource Pack & Tests. United
    Kingdom: Express Publishing.
     Dooley and Obee. (2021). I Wonder! American English Level 3 ieBook. United Kingdom: Express Publishing.
    For the student:
     Dooley and Obee. (2021). I Wonder! American English Level 3 Student Book (1st ed.). United Kingdom: Express
    Publishing.
     Dooley and Obee. (2021). I Wonder! American English Level 3 Workbook (1st ed.). United Kingdom: Express
    Publishing.
     ieBook
     DigiBooks App
     English – Spanish Dictionary
     English – English Dictionary

    REMARKS:

    CURRICULAR ADAPTATIONS:

    ________________________________________ ______________________________________
    MA Lucy Cristina Peñ aloza Tintaya BA Milagros Quintana Quilca
    ACADEMIC ADVISOR TEACHER
    ENGLISH AS A FOREIGN
    LANGUAGE AREA
    “Year of Unity, Peace, and Development”
    "Liberating Education with International Quality Accreditation -SACE-Peru-Mexico"
    “Year of Unity, Peace, and Development”
    "Liberating Education with International Quality Accreditation -SACE-Peru-Mexico"

    ATTITUDINAL CHECKLIST

    Area: English as a foreign language Level of study: 3rd A-B-C-D-E Level: Primary
    INSTITUTIONAL VALUE: FAITH
    OPERATIONAL VALUES: COHERENCE

    Participates in social Participates in social


    projections campaigns projections campaigns
    N° STUDENTS
    Never Sometimes Always Never Sometimes Always

    1. ACUÑA CÁCERES, Alessandra Valery


    2. ARANA ESPINOZA, Mateo Sebastián
    3. CACERES CERCADO, Zoe Gianella
    4. CARDENAS GUIZADO, Piero Donato
    5. CASTILLO IZAGUIRRE, Mathías Victor
    6. CASTRO CHEANG, Ana Lucia
    7. FLORES JARA, Ian Leonardo
    8. GONZALES LY, Maia
    9. HURTADO VARGAS, Jhael Samin
    10. JERONIMO CHAVEZ, Kaleth Stefano
    11. LOZANO TRUJILLO, Rodrigo Javier
    12. LOZANO WARTHON, Luciana Rafaela
    13. PADILLA CORZO, Arantza Yasmín
    14. PALACIOS BEJARANO, Logan Matthew
    15. PAUCCA VELARDE, Joaquin Zaid
    16. PERALTA LIZARZABURO, Nicolas Elio
    17. REYES QUISPE, Xiomara Isabella
    18. SANEZ MENDOZA, Mariana Antonia
    19. SILUPU PEÑA, Danna Sophia
    20. SOSAYA ORCASITAS, Oscar Gabriel
    21. TARAPAQUI SALDAÑA, Samantha
    22. TINOCO VELASCO, Alejandro Yeshúa
    23. VEGA ECHENIQUE, Valeria Alexandra
    24. VILLALPANDO MENA, Yamila
    25.
    “Year of Unity, Peace, and Development”
    "Liberating Education with International Quality Accreditation -SACE-Peru-Mexico"

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