LESSON PLAN 3º.

SCHOOL: JAIME TORRES SUBJECT ENGLISH TURN VESPERTINO

BODET
GROUPS: J,K,L
TEACHER : DELIA SANTANA MATA DATE: APRIL 8TH TO 26 TH
COMMUNITY- Unveiling Emotions and Themes TRAINING FIELD: LANGUAGES
BASED
LEARNING
PROJECT:
SYNTHETIC Artistic and cultural manifestations of the LEANING Learners write short poems using aesthetic
PROGRAM English language. DEVELOPMENT resources of the English language in oral and
CONTENT: PROCESS: written productions, to be disseminated within
the school community.
Appropriation of cultures through reading CHARACTERISTICS Learners develop critical thinking skills that
ARTICULATING and writing OF THE GRADUATE enable them to evaluate knowledge and
FRAMEWORKS Critical interculturality PROFILE wisdom from the sciences and humanities,
recognizing the importance of history and
culture in critically examining their own ideas
and the value of others' perspectives.
PROJECT POEMS ACTUAL PROBLEM The main problem of not being familiar with the
fine arts is that one loses the ability to
appreciate and evaluate the quality of artworks,
which can limit the capacity to enjoy and
understand their cultural and historical value. .
GENERAL •• To recognize and understand what a poem is and read it fluently.
GUIDELINES • To identify the main parts of a poem and its structure
FOR • To identify the main idea and details of poems.
TEACHING • To identify homophones in poems.
• To identify and talk about emotions in poems.
• To infer the theme and mood from implicit information.
 ACTIVITIES E
TIME V MATERI EVIDENCE
A ALS
SESION 1
R Board. NOTEBOOK
PART OF THE POEM U Video. EVALUATIO
1. T writes on the board a poem with missing words. B Quiz. N IN EVERY
2. T encourage Ss to fill in the blanks with appropriate R Workshee CLASS
Introduction vocabulary. I ts:
C
Poem: S
Roses are ____ (red)
Violets are ____ (violet/blue)
Sugar is _____ (sweet)
And so are ____ (you)

1. T presents Ss with a list of rhyming words groups. T asks

them to choose pairs of rhyming words and construct
simple sentences or short poems using those rhymes.
2. T gives Ss and example and provides help as needed. W
or
Group of words #1: cat, hat, mat, bat, rat k
Example poem: s
The cat sat on the mat, h
Wearing a tiny hat. e
It chased a rat, et
Development And swung at a bat. s:

Group of words #2: cake, lake, make, snake, wake

Example poem:
By the serene lake,
I made a cake.
Suddenly, a snake,
Caused a big wake.

Group of words #3: sun, run, fun, bun, gun

Example poem:
Under the bright sun,
We'll go for a run.
Laughing and having fun,
We'll eat a hot bun.
 Group of words #4: light, sight, night, right, fight
Example poem:
In the dark of night,
I see a shining light.
Everything is in sight,
Everything feels just right.
W
Group of words #5: bell, shell, well, tell or
Example poem: k
By the wishing well, s
I heard a ringing bell. h
Someone had a story to tell, e
Found treasures in a shell. et
s:

1. T introduces the concept of an acrostic poem, where the

first letter of each line spells out a word or message. T
provides a simple word and asks Ss to write an acrostic
Consolidation poem using words or phrases that begin with each letter of
the given word.
(20 minutes) 2. T invites volunteers to share their work with the class.
Group work 3. T provides feedback.
Activity 4: Writing skills
Acrostic poem Lively butterflies fly high
Over the green meadow
Violets bloom under the sun
Every day is a new adventure

WARM UP: READ A POEM

SESION 2 Beginning:
SS.Read each stanza and identify it theme.
Development:
Ss. Visually represent tha main idea of each stanza of the poem through drawings.Next Ss. Label
the e elements of the following poem and read the poem , writingh its parts below.
Closing:
Match th elements of poem with the examples.
SESION 3 Beginning:
SS. Read the two poems and answer the questions:
Development:
Ss. Complete the table and choose the correct answer
Closing:
 Read the poem and answer the following questions

SESION 4 • Project Title: Poetry Exploration: Unveiling Emotions and Themes

1. PLANNING
• In this project, students will embark on a journey through the world of poetry, exploring the
depths of emotions, themes, and literary techniques. Through various activities and
discussions, students will enhance their understanding and appreciation of poetry while
developing essential language arts skills. The project will culminate in a poetry showcase
where students will share their interpretations and insights with their peers and the wider
community.

2. IMPLEMENTATION:

INTRODUCTION TO POETRY:
• Students will be introduced to the concept of poetry and its significance in literature and
human expression.
• They will learn about the main characteristics and elements of poetry, including structure,
SESION 3 rhyme, rhythm, and figurative language.
Reading and Analysis:
• Students will read a variety of poems from different poets and cultural backgrounds, focusing
on recognizing and understanding the main parts of a poem and its structure.
• They will practice reading poems fluently and aloud, paying attention to tone, pacing, and
expression.
Understanding Themes and Emotions:
• Students will delve deeper into poems to identify the main idea, details, and underlying
themes.
SESION 4 • They will explore the emotions conveyed in poems and discuss how poets use language
and imagery to evoke feelings in readers.
Exploring Literary Techniques:
• Students will learn to identify homophones in poems and understand their role in enhancing
meaning and wordplay.
• They will analyze the use of literary devices such as metaphor, simile, symbolism, and
personification in poems to infer themes and mood.
Creation and Presentation:
• In groups or individually, students will select poems to analyze and interpret, focusing on
identifying themes, emotions, and literary techniques.
• They will create presentations, visual aids, or artistic representations to showcase their
interpretations and insights.
Poetry Showcase:
SESION 5 • A poetry showcase event will be organized where students will present their analyses and
interpretations of the poems they selected.
 • They will share their reflections on the themes, emotions, and literary techniques discovered
in the poems with their peers, teachers, and families.
4. PRSENTATION:
Reading and Analysis Skills:
• Ability to read poems fluently and identify main parts of poems and their structure.
• Understanding of the main idea, details, themes, and emotions in poems.
Literary Analysis:
• Recognition and discussion of homophones, literary techniques, themes, and mood in
poems.
Presentation and Communication:
• Clarity and effectiveness of presentations in conveying interpretations and insights.
• Engagement and participation in discussions and reflections during the poetry showcase.
45 FEEDBACK AND REFLECTION:
• Students will receive feedback on their reading, analysis, and presentation skills from both
peers and teachers.
• They will be encouraged to reflect on their learning journey, identifying areas of growth and
setting goals for future exploration of poetry.
• Through this project, students will not only develop their language arts skills but also deepen
their appreciation for the beauty and complexity of poetry as a form of artistic expression.

Project Rubric: Poetry Exploration: Unveiling Emotions and Themes

Needs
Criteria Excellent (4) Good (3) Fair (2) Improvement (1)
Student Student Student Student
demonstrates demonstrates demonstrates demonstrates
fluent and proficient reading partial reading of limited reading of
expressive reading of poems, poems, poems,
of poems, effectively inconsistently struggling to
accurately identifying main identifying main identify main
identifying main parts of poems, parts of poems, parts of poems,
parts of poems, structure, main structure, main structure, main
structure, main idea, details, idea, details, idea, details,
Reading and idea, details, themes, and themes, and themes, and
Analysis themes, and emotions with emotions with emotions with
Skills emotions. minor errors. noticeable errors. frequent errors.
 Student struggles
to identify
Student identifies homophones,
Student effectively homophones, Student attempts to literary
identifies literary identify techniques,
homophones, techniques, homophones, themes, and
literary techniques, themes, and mood literary techniques, mood in poems,
themes, and mood in poems with themes, and mood with minimal
in poems, some accuracy, in poems, but with accuracy or
providing insightful offering adequate limited accuracy or depth in analysis
Literary analysis and analysis and depth in analysis and
Analysis interpretation. interpretation. and interpretation. interpretation.
Presentation is
Presentation is mostly clear and
clear, engaging, engaging, Presentation lacks
and effectively conveying clarity or Presentation
conveys interpretations engagement, with lacks clarity and
interpretations and and insights into interpretations and engagement,
insights into poems insights into poems failing to convey
poems. Student adequately. being somewhat interpretations
actively Student unclear. Student and insights into
participates in participates in participates poems
discussions and discussions and minimally in effectively.
reflections during reflections during discussions and Student does not
the poetry the poetry reflections during participate in
Presentation showcase, showcase, the poetry discussions and
and contributing offering some showcase, offering reflections during
Communicati thoughtful thoughtful limited the poetry
on perspectives. perspectives. perspectives. showcase.
 Student shows
Student actively resistance to
seeks and Student accepts feedback from
incorporates feedback from peers and Student ignores
feedback from peers and teachers, limiting feedback from
peers and teachers teachers to improvement in peers and
to improve reading, improve reading, reading, analysis, teachers,
analysis, and analysis, and and presentation hindering
presentation skills. presentation skills. Reflects improvement in
Reflects deeply on skills. Reflects on superficially on reading, analysis,
learning journey, learning journey, learning journey, and presentation
identifying areas of identifying some identifying few skills. Fails to
growth and setting areas of growth areas of growth and reflect on
meaningful goals and setting goals setting minimal learning journey
Feedback for future for future goals for future or set goals for
and exploration of exploration of exploration of future exploration
Reflection poetry. poetry. poetry. of poetry.
Overall Score:
• 16-20 points: Excellent
• 12-15 points: Good
• 8-11 points: Fair
• 4-7 points: Needs Improvement

ELABORÓ: REVISÓ: Vo.Bo. AUTORIZÓ:

MTRA.DELIA SANTANA MATA

MTRO.ROBERTO CARLOS JULIA PALACIOS PINEDA EDUARDO JOSÉ OJEDA SOSA
BARRERA DOMINGUEZ. DIRECTORA DE LA ESCUELA JEFE DE ENSEÑANZA
SUBDIRECTOR TURNO
VESPERTINO