Lesson Plans 6th Grade

Fundación Almirante “Carlos Condell” Colegio Guardiamarina Riquelme Valparaíso

LESSON PLANS

Following you will find all the lesson plans made in

order to carry out the classes in 6th Grade, during my

profesional teaching practice, 2010. In each of them I included

some comments related to what happened in those classes, as

well as I attached the tests and worksheets activities I prepared

and created to use them as supporting tools in the students

learning process.

Lesson plan Model


Date: april 12th, 2010 Level: 6th grade

Skill: reading, listening, speaking, writing.

Expected Outcomes: Students will be able to start to familiarize and describe physical appearance using adjectives for physical description, valuing the importance of respect and differences among their classmates.

Resources: English Book, data show, board, marker, worksheet. the radio.

Introduction

Core of the classPre-stage

While-stage

Post-stage

Closing

Time

5’

15’

10’

20’

10’

20’

5’

5’

Comments

Students greet the teacher, look at the date and the objective of the class written by the teacher on the board.

Students receive a brief introduction from their new teacher and have a short conversation about setting the rules for the English class with their current English Teacher.

Students are introduced to the new unit through looking at the tittle and the picture in the English Book.They make predictions and descriptions about what they will know in this unit. Students identify similarities and differences among them and learn respect for different people.

Students are introduced to new vocabulary, adjectives related to physical appearance, considering height, size, hair and eyes, through a power point presentation.

Students listen to the teacher and repeat the vocabulary seen. In this class besides the teacher they also listened a dialogue in a CD from the English Book.

Students work in groups on a worksheet, describing physical appearance of their classmates, using the adjectives of physical description. (While this activity is taking place, the teacher monitors students’ work and help them with the vocabulary and pronunciation)

Students are given as homework to do the exercises 7, 8 and 9 on page 27 from the English book.

As a final activity and in order to asses students’ comprehension and learning, they are asked to recall what they have been taught during the class.

Students say good by to teacher.

This planning was entirely carried on.


Lesson plan Model



Skill: reading, listening, speaking, writing.

Expected Outcomes: Students will be able to familiarize and describe personality using adjectives for personality, valuing the importance of respect and differences among their classmates.

Resources: English Book, data show, board, marker.

Introduction


While-stage

Post-stage

Closing

Time

5’

20’

20’

20’

20’

3’

2’

Comments


Students check book’s homework, (page 17, exercises 7-8-9). (Use of a PPP as a support)

Students play a game called “Guess Who!”, in which they have to guess through their physical description who is their classmate. (attached in the next page)

Students are introduced to new vocabulary, adjectives related to personality. (board) Students do activities on the book, pgs. 28 ,29 and 30. The activity on the pag. 28 was given as a homework, since the lack of time to complete the planning. Students are given as homework to do the exercises on “Progress check” frame on page 30 from the English book. This activity was not done in this class due to lack of time.



GUESS WHO!

NAME: _______________________________________

I’m _______________ (height) tall / medium height / short.

I’m _______________ (size) thin / medium / overweight.

I have __________________________ (hair) length / shape / color.

I have __________________________ (eyes) size / color.

Lesson plan Model



Skill: Reading, writing.

Expected Outcomes: Students will be able to recognize and comprehend the use of adjectives for physical and personality description.

Resources: Board, marker.

Introduction


While-stage

Post-stage

Closing

Time

5’

15’

5’

5’

40

Comments


Students check the homework in the English book

Students listen instructions of the test they are about to take.

Students prepare themselves for taking the test.

Students answer the test. The test was answered very quickly by students. They only took 20’ to answer it.Due to students finished the test so quickly, I taugth them a song called ‘If you are happy...’


PRUEBA DE INGLÉS 6º BÁSICO

NOTA


Profesor: Verónica López A. FILA: A

Nombre: Curso:

Puntaje total: 18 Puntaje obtenido: Fecha:Objetivos: 1.- Conocer los adjetivos de descripción física y de personalidad.2.- Comprender el uso de los adjetivos de descripción física.

Height Size Hair Eyes

length shape color Size colorTall Thin Short Straight Black Small BrownMedium height Medium size Medium length Wavy Brown Big GreenShort Overweight Long Curly Red Blue

Blond

ITEM I: DESCRIBE YOUR PHYSICAL APPEARANCE (6 points)

I am __________________ and __________________________. (6 ptos.) (height) (size)

I have ___________________________ hair and ____________________eyes (lenght- shape- color) (color)

ITEM II: DESCRIBE THE PHYSICAL APPEARANCE (6 points)

He is ________________________ (height)

She has _________________________ hair (length – shape – color)

He is ____________________ (size)

He has ___________________ eyes

ITEM III: UNE LOS ADJETIVOS DE DESCRIPCION DE PERSONALIDAD CON SU TRADUCCION. (6 points)


1. Messy a. amistoso

2. cheerful b. trabajador

3. shy c. desordenado

4. generous d. alegre

5. friendly e. generoso

6. hard-working f. Tímido


Profesor: Verónica López A. FILA: B

NOTA

GOOD LUCK !!


Nombre: Curso:

Puntaje total: 18 Puntaje obtenido: Fecha:Objetivos: 1.- Conocer los adjetivos de descripción física y de personalidad.2.- Comprender el uso de los adjetivos de descripción física.

Height Size Hair Eyes

length shape color Size colorTall Thin Short Straight Black Small BrownMedium height Medium size Medium length Wavy Brown Big GreenShort Overweight Long Curly Red Blue

Blond

ITEM 1: DESCRIBE YOUR PHYSICAL APPEARANCE (6 points)

I am __________________ and __________________________. (6 ptos.) (height) (size)

I have ___________________________ hair and ____________________eyes (lenght- shape- color) (color)

ITEM 2: DESCRIBE THE PHYSICAL APPEARANCE (6 points)

He is ________________________ (height)

He has _________________________ hair (length – shape – color)

He is ____________________ (size)

He has ___________________ eyes

ITEM III: UNE LOS ADJETIVOS DE DESCRIPCION DE PERSONALIDAD CON SU TRADUCCION. (6 points)

1. generous a. Tímido

2. hard-working b. Desordenado

3. shy c. Trabajador


4. friendly d. Alegre

5. messy e. Generoso

6. cheerful f. amistoso

Lesson plan ModelDate: May 3rd, 2010 Level: 6th grade

Skill: Listening, speaking.

Expected Outcomes: Students will be able to know and comprehend the comparatives used for physical and personality adjectives of description.

GOOD LUCK !!


Resources: Board, marker, book, data show, notebook.

Introduction


While-stage

Post-stage

Closing

Time

5’

20’

35’

20’

5’

5’

Comments


Students review the vocabulary seen the last class about personality description adjectives.They recognize the difference between the questions What do / does you /(s)he look like? And What are/ is you / (s)he like?

Students are introduced to comparatives, through the adjectives of descriptions just taught.In this activity there was lack of planning, I should prepare myself better about the way of explainning and presenting the subject.

Students work on activities about comparatives. (PPP)This activity worked very well since was an oral activity supported in ppp. Students asked questions and answered about The Simpsons’ physical and personality description.

To asses students comprehension of comparatives they make sentences orally using comparatives.

At the end of the class students asked to sing the song they learned the last class.


Lesson plan ModelDate: May 10th, 2010 Level: 6th grade

Skill: Listening, speaking.

Expected Outcomes: Students will be able to know some adjectives and their comparatives.


Resources: Board, marker, book, data show, notebook, flashcards.

Introduction


While-stage

Post-stage

Closing

Time

5’

10’

25’

20’

20’

5’

5’

Comments


Students recall some adjectives and comparatives seen in class. Students remembered the content very well.

Students reinforce their previous knowledge about adjectives and their comparative forms through a ppp.

Students work on activities about adjectives and comparatives, with flashcards. This was a complicated activity to do because of the talkative students were during the class. They also, started to get bored.Students work on listening activities on the English book.

Students are given for homework activities 7 and 9 on pg. 32. Here I also added the activity nº10 in pag. 30.

To asses students comprehension of comparatives they make sentences orally using comparatives.



Skill: Reading.

Expected Outcomes: Students will be able to recognize some adjectives and their comparatives.


Resources: Board, marker, book, computers.

Introduction


While-stage

Post-stage

Closing

Time

5’

15’

5’

60’

5’

Comments


Students review the homework in the English book, page 30 activity nº 10 and ‘Progress check’, and pge. 32, activities 7 and 9. When I realize only few students did the homework I decided to reward those who did it.

Students receive instructions about the activity they will do in the computers’ lab, about exercises to practice the adjectives and their comparatives.(writtten instructions handed to students attached in the next page )

Students go to computers’ lab and work on the exercises.


COMPUTERS LAB ACTIVITY

Objetivo: poner en práctica los conocimientos relativos a los adjetivos y sus comparativos.

1.- En el buscador de Internet escribe la siguiente dirección y desarrolla al menos cuatro (4) de las actividades relacionadas con adjetivos y sus comparativos que allí aparecen.


http://www.agendaweb.org/grammar/comparison.html

- haz click sólo en las actividades de los cuadros verdes exc- cada vez que hayas realizado las actividades cópialas y pégalas en una página de Word.- envía la página de Word con los ejercicios desarrollados por ti, con TU NOMBRE, al siguiente e-mail:

[email protected]


Skill: Reading.

Expected Outcomes: Students will be able to recognize the use of the present simple, adjectives of phisical and personality descriptions and the comparatives.

mailto:[email protected]

http://www.agendaweb.org/grammar/comparison.html


Resources: Board, marker, tests.

Introduction


While-stage

Post-stage

Closing

Time

5’

10’

5’

60’

5’

Comments


Students make a brief review before taking the test.

Students listen to the instructions to develop the test.

Students do the test (coef. 2)



Profesor: Verónica López A. FILA: A

Nombre: Curso:

NOTA


Puntaje total: 37 Puntaje obtenido: Fecha:Objetivos: 1.- Conocer el tiempo presente simple, los adjetivos de descripción física y de personalidad, y los adjetivos y su forma comparativa2.- Comprender el uso del tiempo presente simple, de los adjetivos de descripción física y de personalidad, y de la forma comparativa de los adjetivos.

Item I: Completa la oración con this is or these are según corresponda y luego

dibuja lo que dice la oración. (10 points)

1. ______________ three big trees

2. ____________________ a yellow car

3. ____________ two red nice apples

4. ____________ six orange and green houses

5. ___________ a beautiful doll

ITEM II: DESCRIBE YOUR best friend (10 points)

What does he/she look like?

My best friend is ___________________ and _________________________________(Height) (Size )

She / he has _________________________________hair, and _______________________eyes. (lenght- shape- color) (size, color)

1

2

3

4

5


What is he / she like?

My best friend is _______________________________________________________________

Item III:Complete the tables with the corresponding adjective or comparative. (10 points)

Adjective short tall BeautifulComparative

Younger older

Adjective Generous shy intelligent fatComparative

Friendlier

Item IV: Answer True or False (T or F) ( 7 points)

1. ______ Lili is more beautiful than Daisy Lili Daisy

2. ______ The girl has curly short hair

3. _______ Pablito is younger than Pedro Pablito Pedro

4. ________ Cindy is taller than Pablo Cindy Pablo

5. ________ Roberto is thinner than ShaggyShaggy Roberto

6. ________ Fred is more hard-working than Anibal Anibal Fred

7. _______ The man is thin and cheerful


Profesor: Verónica López A. FILA: B

Nombre: Curso:

Puntaje total: 37 Puntaje obtenido: Fecha:Objetivos: 1.- Conocer el tiempo presente simple, los adjetivos de descripción física y de personalidad, y los adjetivos y su forma comparativa2.- Comprender el uso del tiempo presente simple, de los adjetivos de descripción física y de personalidad, y de la forma comparativa de los adjetivos.

GOOD LUCK !!

NOTA


Item I: Completa la oración con this is or these are según corresponda y luego

dibuja lo que dice la oración. (10 points)

2. ______________ three nice apples

2. ____________________ an orange house

3. ____________ two green big trees

4. ____________ six red and blue balls

5. ___________ a beautiful doll

ITEM II: DESCRIBE YOUR best friend (10 points)

What does he/she look like?

My best friend is ___________________ and _________________________________(Height) (Size )

She / he has _________________________________hair, and ______________________ eyes. (lenght- shape- color) (size, color)

What is he / she like?

My best friend is _______________________________________________________________

1

2

3

4

5


Item III:Complete the tables with the corresponding adjective or comparative. (10 points)

Adjective Generous fat intelligent shy Comparative

Friendlier

Adjective tall short BeautifulComparative

Younger older

Item IV: Answer True or False (T or F) ( 7 points)

1. ______ Daisy is more beautiful than Lili Lili Daisy

2. ______ The girl has curly short hair

3. _______ Pablito is older than Pedro Pablito Pedro

4. ________ Cindy is taller than Pablo Cindy Pablo

5. ________ Roberto is fatter than ShaggyShaggy Roberto

7. ________ Fred is more hard-working than Anibal Anibal Fred

7. _______ The man is fat and serious

Lesson plan ModelDate: May 31st , 2010 Level: 6th grade

Skill: Listening.

Expected Outcomes: Students will be able to know new vocabulary related to hobbies and free time activities.

Resources: Board, marker, radio, CD, English book,

Introduction

Time

5’

Comments


GOOD LUCK !!


Core of the class

Pre-stage

While-stage

Post-stage

Closing

3’

12’

10’

25’

10’

25’

3’

2’

Students answer to the attendance.

Students receive their corrected tests with the grades.

Students talk about the activities they do in their free time. (they do it in Spanish if it is neccesary)

Students look at the page 40 of the English book and recognize the activities in the picture.They know new vocabulary related to hobbies and free time activities

Students read the comic strip on page 41 and discuss about it.

- Listen to the listenings from page 42 and answer the exercises related to the listening on page 42 and 43.

Students are given as homework to review the section “How to... ask and answer questions about you free time activities” and answer the exercise nº8 in page 43.


Lesson plan ModelDate: Jun 7th , 2010 Level: 6th grade

Skill: Reading.

Expected Outcomes: Students will be able to know new vocabulary related to hobbies and free time activities.

Resources: Board, marker, Note book, dominoe game.

Time Comments


Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

5’

3’

15’

30’

35’

3’



Students check the homework.

Students know new vocabulary related to hobbies and free time activities, through a ppp.

Students play a dominoe game in order to reinforce the vocabulary about hobbies and sports.(There wasn’t enough time to develop this activity)


Lesson plan ModelDate: Jun 14th , 2010 Level: 6th grade

Skill: Writing

Expected Outcomes: Students will be able to recognize and identify vocabulary related to hobbies and free time activities through a dominoe game and answering a worksheet.

Resources: Board, marker, dominoe game, worksheet.

Introduction

Time

5’

Comments

Students greet the teacher, look at the date and the


Core of the class

Pre-stage

While-stage

Post-stage

Closing

5’

15’

30’

30’

5’

objective of the class written by the teacher on the board.


Students recall the vocabulary known the last class related to hobbies and sports. The teacher writes down the words recalled by the students on the board.

Students play a dominoe game to reinforce the vocabulary related to hobbies, free time activities and sports.

In order to evaluate students’ learning they answer a worksheet with a matching activity, naming the corresponding picture and a wordsearch related to hobbies, free time activities and sports.(the worksheet is attached in the next page)


EVALUACIÓN DE PROCESO

Objetivo: Reconocer e identificar vocabulario relacionado con pasatiempos y deportes, relacionando las imágenes con sus nombres.

I. Match the Pictures with their corresponding names

1. a) Practise Karate

2. b) Riding Bikes/ Go Cycling

3. c) Do puzzles


4. d) Read a book

5. e) Go fishing

6. f) Play Video Games

7. g) Exercise

II. Put the name below the corresponding Hobby or Sport.

Collect things - play cards – go for a walk – go hiking – cooking – listen to music – jump the rope – skateboarding – horseback riding – swimming

1. _Go hiking_ 2. ____________ 3._____________ 4. ____________ 5. _____________

6. ___________ 7. ___________ 8. _____________ 9. ____________ 10. _____________

III. Find the following hobbies and sports in the wordsearch

G N I F R U S Y P LB A S K E T B A L LF G Y Z T O A A P GG O P R W S B T A NJ C O L U Y T E I II J I T E N R N N C


F N P L B X N N T NG F L Q N A W I I AI O J B F W L S N DV G N I I K S L G G

1. SURFING2. BOWLING3. DANCING4. FOOTBALL5. PAINTING6. RUNNING7. SKIING8. BASKETBALL9. TENNIS10. VOLLEYBALL

GOOD LUCK !!

Lesson plan ModelDate: Jun 21st , 2010 Level: 6th grade

Skill: Writing

Expected Outcomes: Students will be able to recognize and identify vocabulary related to hobbies and free time activities, through activities in the computers lab.

Resources: Board, marker, computers.

Introduction

Core of the class

Pre-stage

While-stage

Post-stage

Closing

Time

5’

5’

10’

65’

5’

Comments



Students listen to the instructions for the activities they are about to do in the computers lab. (Written instructions to develop the activity attached in the next page)

Students work in the computers lab doing the activities related to hobbies, free time activities and sports.


Computers Lab Activity 6th. Grade

1. Realiza las actividades que se encuentran en el siguiente link relacionadas con ‘hobbies and sports’.

http://www.manythings.org/lulu/e1.html

2. En Power Point crea una presentación con los ‘hobbies and sports’ que más llaman tu atención.

La presentación debe tener como mínimo: 1 diapositiva 5 hobbies 5 deportes Los nombres de los hobbies and Sports deben estar escritos en Ingles.

3. para sacar imágenes o ideas puedes ir a los siguientes links:

http://www.gochile.cl/activ/Actividades.asphttp://www.eslgold.net/vocabulary/sports_fun.htmlhttp://englishclass307.wordpress.com/http://www.englishexercises.org/makeagame/viewgame.asp?id=1172

4. Envía tu presentación al siguiente e-mail:

[email protected]

mailto:[email protected]

http://www.englishexercises.org/makeagame/viewgame.asp?id=1172

http://englishclass307.wordpress.com/

http://www.eslgold.net/vocabulary/sports_fun.html

http://www.gochile.cl/activ/Actividades.asp

http://www.manythings.org/lulu/e1.html

Documents

Lesson Plans 6th Grade