SECRETARA DE EDUCACIN PBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARA DE EDUCACIN BSICA
PROGRAMA NACIONAL DE INGLS (PRONI)
LESSON PLAN
School: Cycle: 3 Month: October
Unit : 1 B Grade: 6th Week: 1 Date: 2nd to 6th.
Social Practice of the language: Read stories and legends aloud.
Social Learning Environment: Literary and Ludic.
Specific Competency: Interpret fantasy stories and exercise imagination.
Product : Fantastic- Family Tree.
Class 1
Previous Knowledge Legends that Ss know.
activated
Provide a written description of family and
friendship relationships between the main
Stages of the product character and other characters of the
fantasy story.
Explore fantasy stories. Activate previous
knowledge to predict topic. Identify
narrator, main character and supporting
Doing with the language characters. Identify the settings of the story.
Topic purpose and intended audience.
Knowing about the Elements of stories.
language
Understand stories as a reflection of
emotions, personal experiences and
Being through the cultures.
language
Warm up: T shows flashcards of 2
legends or stories (T selects the stories)
and asks Ss about the topic of each one.
Development:
1. T presents
the final product and tells Ss that they're
going to do something similar at the end
of the unit.
2. T reads a short legend (The
Weeping Woman) Annex 1, Ss guess
what legend it is, T writes on board the
different elements of the story and
explains them to Ss (title, author,
setting, main character, secondary
character, plot and conclusion).
3. T uses previous story
(Annex 1) for Ss to identify the
Activities elements of the story. T asks Ss to write
them in their notebook.
4. Matching
game with elements of the story.
Closure: T sticks
labels of elements of the story on the
board and Ss have to put them in the
order of appearance.
Assessment Instrument
Identifies topic, purpose, and intended
audience. Identifies plot, conflict, body
and ending. Distinguishes between
narrator, main characters and
Achievement supporting characters.
Book (legend), Annex 1, FCs, word cards.
Material & Space
Ss bring a short legend in English.
Homework
Reflection Notes:
Class 2
Elements of the story/legend.
Provide a written description of family and
friendships relationship between the main
character and other characters of the
fantasy story.
Participate in a guided reading. Identify
purpose and intended audience. Identify
narrator, main character and supporting
characters. Identify the settings of the story.
Topic, purpose and intended audience.
Elements of stories.
Understand stories as a reflection of
emotions, personal experiences and
cultures.
Warm up: Ss Play "Hot potato" Act. (33)
with elements of the story.
Development:
1. T sticks 3 different
pictures of stories according to the age
and reviews topic, purpose and intended
audience.
2.T has some Ss in front of the class
reading the legend they brought as
homework .
3. T asks Ss
questions about the story they have and
the relation of main characters,
secondary characters and settings of the
legends/stories.
4. T has Ss write the legends'
elements of the one they brought as a
homework ( title, characters, intended
audience, author, etc.) in their
notebook.
Closure: Act. (35) "snake game" with
legends' names and characters.
Rubric
Identify purpose and intended audience. Identifies topic, purpose, and intended
Distinguishes between narrator, main audience.
characters and supporting characters.
Answers questions about family and
friendship relationships among
characters.
Paper Ball, 3 legends (Pictures), Board,
Notebook, Legends that Ss brought as
homework.
None
Class 3
Intended audience: kids, teenagers and adults.
Provide a written description of family and
friendship relationships between the main
character and other characters of the fantasy
story.
Identify purpose and intended audience.
Identify and define new phrases and words.
Topic, purpose and intended audience.
Verb tenses: past perfect.
Understand stories as a reflection of emotions,
personal experiences and cultures. Appreciate
and enjoy literary expressions in English.
Warm up: T reviews time (oclock, half
and quarter). e.g. What time is it? Its
nine oclock.
Development:
1.T explains the past perfect
with real situations in class, eg: Pedro had
read a book when the bell rang. And gives
more examples about the legends: He
had lived ___________ .
2. T asks Ss to
identify sentences in past perfect in a
legend previously read.
3.T has class
practice this structure using some
sentences on the board with missing
words (past perfect verbs). Ss pass to the
board and write the missing verbs, class
checks the answers.
4. T writes some past
perfect verbs on the board, Ss have to
choose three and build sentences.
Closure: Act. (5) "Bag
game" with verbs, Ss will transform the
present verbs into past perfect.
notebook, board, legends (pictures), word
cards with verbs and a bag, a legend
previously read.
 SECRETARA DE EDUCACIN PBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARA DE EDUCACIN BSICA
PROGRAMA NACIONAL DE INGLS (PRONI)

LESSON PLAN
School: Cycle: 3 Month: October
Unit : 1 B Grade: 6th Week: 2 Date: 9th to 13th
Social Practice of the language: Read stories and legends aloud.
Social Learning Environment: Literary and Ludic.
Specific Competency: Interpret fantasy stories and exercise imagination.
Product : Fantastic- Family Tree.

Class 4 Class 5
Elements of legends Characters of the legend (main
Previous Knowledge characters, supporting character, narrator)
activated
Provide a written description of a family Design and illustrate an imaginary family
and friendship relationships between the tree.
Stages of the product main charater and other characters of the
fantasy story.

Locate parts of a story. Identify narrator, Locate parts of a story. Identify the settings
Doing with the main character and supporting characters. of the story.
language
Structure of fantasy stories. Elements of Structure of fantasy stories. Elements of
Knowing about the stories. stories.
language
Understand stories as a reflection of Understand stories as a reflection of
Being through the emotions, personal experiences and emotions, personal experiences and
language cultures. cultures.

WARM-UP: T reviews time (o'clock, WARM-UP: T reviews time (o'clock,

half and quarter). e.g. What time is it?
It's five o'clock.
DEVOLOPMENT:
1.T presents the story of Robin Hood
(Annex 4). T has Ss read the legend,
then T presents the structure: plot,
conflict, body, ending.
2. T writes title, author, setting,
plot and closure; for Ss to identify the
elements and structure (parts) of the
legend and write them in their
notebook.
3. T encourages Ss
participation by asking the elements
and information of the Robin Hood
story: He had lived______. (for Ss to
complete the sentence), and questions:
Activities Who was the main character?, Who
was the villan?, etc.)
4. Ss make a
drawing about a scene of the story.
CLOSURE: T shows
FCs and Ss identify the characters of the
legend.
half and quarter). e.g. What time is it?
It's eight o'clock.
DEVOLOPMENT:
1.T presents a poster with
the Robin Hood legend to identify:
introduction, body, ending, plot,
intended audience, conflict, setting in
the text (as a review).
2. T gives Ss a handout
with the same legend of the poster
(Annex 5) Ss read the legend aloud
and write numbers to order the parts
of the story.
3.T asks Ss to write a
description of the scene of the story
they drew on activity 4 in previous
class and asks some Ss to share it with
the class.
CLOSURE: T gives some Ss a piece of
paper with the name of a character in
it, Ss must mime the character and the
class has to guess who he/she is.
 3. T encourages Ss
participation by asking the elements
and information of the Robin Hood
story: He had lived______. (for Ss to
complete the sentence), and questions:
Activities Who was the main character?, Who
was the villan?, etc.)
4. Ss make a
drawing about a scene of the story.
CLOSURE: T shows
FCs and Ss identify the characters of the
legend.
of the story.
3.T asks Ss to write a
description of the scene of the story
they drew on activity 4 in previous
class and asks some Ss to share it with
the class.
CLOSURE: T gives some Ss a piece of
paper with the name of a character in
it, Ss must mime the character and the
class has to guess who he/she is.

Assessment Rubric.
Instrument
Identifies plot, conflict, body and ending. Identify plot, conflict, body and ending.
Distinguishes between narrator, main Names the settings of a story.
Achievement characters and supporting characters.

Ball, FCs, notebook, Annex class 4. Fcs, papers with characters' names, poster,
Material & Space Annex 5 handouts.

Bring a story
Homework
Reflection Notes:
TADO DE SINALOA
A
NI)

Class 6
Parts and elements of legends

Design and illustrate an imaginary family tree.

Determine differences between the settings

in the stories and familiar settings.

Elements of stories. Verb tenses past perfect.

Understand stories as a reflection of

emotions, personal experiences and culture.

WARM-UP: SS play Act. (10) "T-shirt

game" with the name of the legends.
DEVELOPMENT:
1. T presents
a short legend to Ss (teacher has to
choose it). T asks Ss about the setting in
the story and if that setting is familiar for
them. T reviews the use of past perfect
with the class.
2. T asks for volunteers to read
their homework and asks them about the
settings in the stories and if those
settings are familiar for them.
3.T asks Ss to find
sentences in past perfect tense in their
homework (stories).
4. T asks for
volunteers to write the sentences (in past
perfect tense) they found in their stories.
CLOSURE:
"Ball Game" Act. (1) with verbs in past
perfect tense.
 3.T asks Ss to find
sentences in past perfect tense in their
homework (stories).
4. T asks for
volunteers to write the sentences (in past
perfect tense) they found in their stories.
CLOSURE:
"Ball Game" Act. (1) with verbs in past
perfect tense.

Names the setting of a story.

A short legend (poster), stories Ss brought for

homework, ball, Fcs (verbs), 2 T-shirts.
 SECRETARA DE EDUCACIN PBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARA DE EDUCACIN BSICA
PROGRAMA NACIONAL DE INGLS (PRONI)
School:
Unit : 1 B Grade: 6th
Social Practice of the language: Read stories and legends aloud.
Social Learning Environment: Literary and ludic
Specific Competency: Interpret fantasy stories and exercise imagination.
Product : Fantastic Family Tree
Class 7
Previous Knowledge Parts of a dialogue, main and supporting
activated characters.
Complete the fantasy family tree with
Stages of the product information from the list.
Identify the use of punctuation to indicate
Doing with the language dialogues.
Punctuation.
Knowing about the
language
Appreciate and enjoy literary expressions in
Being through the English
language
Warm up: Ss play "unscramble the words"
using vocabulary (characters of legends,
settings). Development:
1. T
presents a poster with a legend, T and Ss
read the legend together.
2. T asks Ss to identify the characters and
their relationship (e.g. father, son, brother,
mother, sister); he/she has them identify
also the punctuation marks.
3. Students
complete KING MIDAS story with the
correct punctuation marks. (Annex 7). Ss
exchange handouts to check answers.
Activities Closure: Ss
participate in a spelling contest with
punctuation marks vocabulary.
LESSON PLAN
Cycle: 3
Week: 3
Class 8
Use of punctuation.
Complete the fantasy family tree with
information from the list.
Identify and define new phrases and words.
Nouns: possessive.
Appreciate and enjoy literary expressions en
English.
Warm up: Students play "Tic-Tac-Toe" Act.
(4) with vocabulary from the unit.
Development:
1. Teacher writes on the board
Possessive Nouns for example: John's father,
Martha's book, etc. and reviews possessive.
2. T presents a story or legend, he/she asks
questions about family and friendship
relationship among characters.
3. T
asks some Ss to write some sentences on the
board from previous readings, using
possessives.
4.Students complete a worksheet with
nouns: possessive. (Annex class 8).
Closure: "Bag game" Act. (6), Ss take out
from a bag a small paper with a name of a
person and the name of an item and say the
possesive form (Mario-Hat= Mario's hat)
 2. T asks Ss to identify the characters and
their relationship (e.g. father, son, brother,
mother, sister); he/she has them identify
also the punctuation marks.
3. Students
complete KING MIDAS story with the
correct punctuation marks. (Annex 7). Ss
exchange handouts to check answers.
Activities Closure: Ss
participate in a spelling contest with
punctuation marks vocabulary.
Assessment Instrument
Distinguishes between narrator, main
characters and supporting characters.
Achievement
Annex 7, flashcards (punctuation marks).
Material & Space Poster with a legend.
Homework
Reflection Notes:
2. T presents a story or legend, he/she asks
questions about family and friendship
relationship among characters.
3. T
asks some Ss to write some sentences on the
board from previous readings, using
possessives.
4.Students complete a worksheet with
nouns: possessive. (Annex class 8).
Closure: "Bag game" Act. (6), Ss take out
from a bag a small paper with a name of a
person and the name of an item and say the
possesive form (Mario-Hat= Mario's hat)
Rubric
Answers questions about family and friendship
relationships among characters.
Annex class 8 worksheet, bag, Fcs, small papers
for the bag game.
Students bring a superheroe picture.
 N PBLICA Y CULTURA EL ESTADO DE SINALOA
ETARA DE EDUCACIN BSICA
A NACIONAL DE INGLS (PRONI)

LESSON PLAN
Month: October
Date: 16th to 20th

Class 8 Class 9
Use of punctuation. Adjectives.

Complete the fantasy family tree with Check that writing is complete and complies with
information from the list. spelling conventions.

Identify and define new phrases and words. Identify and define new phrases and words.

Nouns: possessive. Repertoire of words necessary for this social

practice of the language.

Appreciate and enjoy literary expressions en Appreciate and enjoy literary expressions in
English. English.

Warm up: Students play "Tic-Tac-Toe" Act. Warm up: Ss Play "Hangman game" (32) with
(4) with vocabulary from the unit. names of superheroes.
Development: Development:
1. Teacher writes on the board 1. Teacher uses flashcards to present
Possessive Nouns for example: John's father, adjectives (strong, invisible, elastic, fast) and
Martha's book, etc. and reviews possessive. Modal verbs. e.g. Superman can fly.
2. Students pass to the
2. T presents a story or legend, he/she asks front and write some sentences on the board
questions about family and friendship with adjectives. e.g. Superman is strong and
relationship among characters. can fly. T asks questions to Ss e.g. Can you
3. T fly?, Are you strong?, Are you visible?, Are
asks some Ss to write some sentences on the you fast?, Are you elastic?, etc.
board from previous readings, using
possessives. 3. Ss draw and describe their favorite
4.Students complete a worksheet with superhero, writing in their notebook what
nouns: possessive. (Annex class 8). he/she can do.
Closure: "Bag game" Act. (6), Ss take out Closure: Some Ss read their work to the
from a bag a small paper with a name of a class.
person and the name of an item and say the
possesive form (Mario-Hat= Mario's hat)

2. T presents a story or legend, he/she asks
questions about family and friendship
relationship among characters.
3. T
asks some Ss to write some sentences on the
board from previous readings, using
possessives.
4.Students complete a worksheet with
nouns: possessive. (Annex class 8).
Closure: "Bag game" Act. (6), Ss take out
from a bag a small paper with a name of a
person and the name of an item and say the
possesive form (Mario-Hat= Mario's hat)
Rubric
Answers questions about family and friendship
relationships among characters.
Annex class 8 worksheet, bag, Fcs, small papers
for the bag game.
Students bring a superheroe picture.
2. Students pass to the
front and write some sentences on the board
with adjectives. e.g. Superman is strong and
can fly. T asks questions to Ss e.g. Can you
fly?, Are you strong?, Are you visible?, Are
you fast?, Are you elastic?, etc.
3. Ss draw and describe their favorite
superhero, writing in their notebook what
he/she can do.
Closure: Some Ss read their work to the
class.
Establishes differences and similarities between
the behavior and values of characters in the story,
familiar people, and one's own.
Flashcards of adjectives
 SECRETARA DE EDUCACIN PBLICA Y CULTURA EL ESTADO DE SINALOA
SUBSECRETARA DE EDUCACIN BSICA
PROGRAMA NACIONAL DE INGLS (PRONI)

LESSON PLAN
School: Cycle: 3
Unit : 1 B Grade: 6th Week: 4
Social Practice of the language: Read stories and legends aloud.
Social Learning Environment: Literary and ludic.
Specific Competency: Interpret fantasy stories and exercise imagination.
Product : Fantastic Family Tree

Class 10 Class 11
"Wh" questions. Family tree.
Previous Knowledge
activated
Check that writing is complete and complies Check that writing is complete and complies with
with spelling conventions. spelling conventions.
Stages of the product

Answer questions about family and friendship Establish similarities between the behavior and
Doing with the relationships between characters. values of characters in the stories, with those of
familiar people, and one's own.
language

Elements of stories. Repertoire of words Repertoire of words necessary for this social
Knowing about the necessary for this social practice of the practice of the language.
language language. Nouns: possessive.

Understand stories as a reflection of emotions, Determine the role of fantasy stories in different
Being through the personal experiences and cultures. cultures.
language

Warm up: Dictation competition boys vs
girls. Ss come to the front and T says a
word and the first one that writes it
correctly wins: headwear, footwear, cape,
suit, hat, shoes. Development:
1. T
brings a poster with Fantasy Family Tree
using The Incredible Family members to
explain the structure of the product to Ss.
2. T makes
teams depending in the number of Ss, and
has them choose the fantastic family tree
characters they will work with.
3. T helps Ss to make a
chart describing the characters they chose
(personality, behavior, family and
friendship relationships between them,
Activities etc.) in their notebooks; so, later they can
write them in their final work.
4. T asks questions to
teams about their family tree characters.
Closure: T has some
volunteers to read their work to the class.
Warm up: Ss play Act. (7) "Uncover Game"
with The Incredible Family members.
Development:
1. T presents Ss a poster with "The Incredible
Family Tree", T ask Ss questions using Wh-
question words and adjectives, e.g. Who is
fast?, Which character is strong?,etc. and
comparing the characters' behavior with their
own and people in their family.
2. Ss design and illustrate their family tree
on a cardboard, they complete it with the
information of the characters (family
members), that they wrote in previous class.
T helps Ss if necessary.
Closure: "Snake game" Act. (35) with
vocabulary of the unit.
 2. T makes 2. Ss design and illustrate their family tree
teams depending in the number of Ss, and on a cardboard, they complete it with the
has them choose the fantastic family tree information of the characters (family
characters they will work with. members), that they wrote in previous class.
3. T helps Ss to make a T helps Ss if necessary.
chart describing the characters they chose Closure: "Snake game" Act. (35) with
(personality, behavior, family and vocabulary of the unit.
friendship relationships between them,
Activities etc.) in their notebooks; so, later they can
write them in their final work.
4. T asks questions to
teams about their family tree characters.
Closure: T has some
volunteers to read their work to the class.

Rubric
Assessment Instrument

Answers questions about family and friendship Establishes differences and similarities between
relationships among characters. the behavior and values of characters in the story,
Achievement familiar people and ones own.

Notebook, pencil, board, poster of family tree. Fcs, colors, pencil, posters with the incredible
family tree, cardboard, pictures, sheets of paper,
Material & Space markers, scissors.

Bring cardboard, colors, pictures of the family

of your prefered hero, white sheets of paper,
Homework colors, markers and scissors.

Reflection Notes:
N PBLICA Y CULTURA EL ESTADO DE SINALOA
ETARA DE EDUCACIN BSICA
MA NACIONAL DE INGLS (PRONI)

LESSON PLAN
Month: October
Date: 23rd. to 27th

nation.

Class 11 Class 12
Family tree. Family tree.

Check that writing is complete and complies with Display the fantasy family tree in a visible place in
spelling conventions. the classroom.

Establish similarities between the behavior and Answer questions about family and friendship
values of characters in the stories, with those of relationships between characters.
familiar people, and one's own.

Repertoire of words necessary for this social Repertoire of words necessary for this social
practice of the language. practice of the language.

Determine the role of fantasy stories in different Appreciate and enjoy literary expressions in English.
cultures.

Warm up: Ss play Act. (7) "Uncover Game"
with The Incredible Family members.
Development:
1. T presents Ss a poster with "The Incredible
Family Tree", T ask Ss questions using Wh-
question words and adjectives, e.g. Who is
fast?, Which character is strong?,etc. and
comparing the characters' behavior with their
own and people in their family.
2. Ss design and illustrate their family tree
on a cardboard, they complete it with the
information of the characters (family
members), that they wrote in previous class.
T helps Ss if necessary.
Closure: "Snake game" Act. (35) with
vocabulary of the unit.
Warm Up: T reviews time (o'clock, half and
quarter). e.g. What time is it? It's eleven o
clock.
Development:
1. Ss present their final work to class.
2.
Ss make questions to the team presenting their
superheroes family tree.
3. T asks Ss to vote for their favorite
product. T gives a prize to the best 3 teams.
Closure: Ss paste their work on a
visible place in the classroom.
 2. Ss design and illustrate their family tree product. T gives a prize to the best 3 teams.
on a cardboard, they complete it with the Closure: Ss paste their work on a
information of the characters (family visible place in the classroom.
members), that they wrote in previous class.
T helps Ss if necessary.
Closure: "Snake game" Act. (35) with
vocabulary of the unit.

Rubric

Establishes differences and similarities between Answers questions about family and friendship
the behavior and values of characters in the story, relationships among characters.
familiar people and ones own.

Fcs, colors, pencil, posters with the incredible Ss' products, prizes.
family tree, cardboard, pictures, sheets of paper,
markers, scissors.