LEARNING SESSION ° 01

I. INFORMATION DATA

1.1. SCHOOL : I.E. N° 88227 “Pedro Pablo Atusparia”

1.2. AREA : English
1.3. CLASSROOM : 5th “A”
1.4. SCHEDULE : From 7:00 am to 9:25 am
1.5. DATE : Monday. 18th November, 2019
1.6. HOURS : 3 hours.
1.7. TEACHER : Sulin Cruz Nunja
1.8. TRAINEE TEACHER : Sarita Rosmery Briceño Machado

II. TÍTLE: “There is a clean classroom in my school”

III. LESSON PURPOSES:

LEARNING PURPOSE
COMPETENCES CAPABILITIES PERFORMANCES
Develop his ideas with coherence and cohesion around a central
theme by expanding the information according to the communicative
Write various Organize and develop ideas in purpose in a relevant way.
Organize and rank his ideas in paragraphs of varying length establishing
types of texts a coherent and cohesive way.
different logical relationships between them through a varied use of
in English as a different connectors incorporating varied vocabulary about parts of the
foreign school taking into account the existences of some things according to
language cleaning and specialized that contribute to make sense of the text.
It uses various discursive strategies of written language such as varied
spelling resources as well as grammatical constructions to describe
Use written language parts of the school taking into account the existences of some things
conventions in a relevant way according to cleaning

IV. TRANSVERSAL APPROCHES

TRANSVERSAL APPROCHES ATTITUDES

Teachers and students promote the preservation of healthy
ENVIRONMENTAL APPROACH environments, in favor of cleaning the educational spaces they share, as
well as hygiene and healthy eating habits
V. SESSION PREPARATION

What resources or materials will be used in the session?

What should be done before the session?
 Set up the competences, capabilities and
performances.
 Prepare the worksheet.
 Prepare slides with the situation and the unit
evidence.
 Prepare slides with the excercises form the
worksheet.
 Prepare letters and pictures
 Prepare an evaluation instrument.
Tiempo: 135 minutos
 Pictures with vocabulary
 Slides with the situation and the evidence of the unit.
 Slides with the evaluation rubrics.
 Slides with the exercises.
 Projector.
 Blackboard and markers.
 Notebook and pens.
 Pictures about parts of the school
VI. LEARNING SITUATION

MOMENT ACTIVITIES TIME

15’
 Students are greeted and asked how they are.
Good morning students, how are you today?
 The date is written on the board.
 Teacher asks what they remember from the last classes, to know if they
consolidated knowledge.
 The significant situation of the present unit is presented.
 The evidence that is sought at the end of the unit is presented, about green
area project or a project that helps keep areas clean
 The session purpose is announced, taking into account the competences,
capabilities and performances.
STARTING  The session title is presented: “There is a clean classroom in my school”
 A video about “Report on rubbish in the school - ground” is showed, for
students to see how dirty some schools are and how much trash there is.
 Students answer the following questions according to the video they have
watched:
- What did you watch in the video?
- What was the problem?
- What can we do to solve this problem?
- Is there any clean space?
 The questions are asked by groups and the group that has the best responds
and first takes a point for their group.
 Students respond what they watched and talk more about it.
55’
 Some questions are asked in general before introducing vocabulary:
- Do you think it is necessary for a school to be clean? why?
- Why is cleaning important in an institution?
- Are there any trash cans in your institution?
 Students give their opinion about the questions posed
 It is presented in slides, the vocabulary about the parts of the school.
 Students are asked to describe the pictures from the slide.
 a small game is done to consolidate the vocabulary, 3 rows of 6 students
DEVELOPMENT each are formed, students look at the board, one of them will have to be
closer to the board to write. The first student is shown a paper where the
parts of the school is, each group have a different picture, the first students
should touch the back of the classmate and do the mime related to the part
of the school that touched them, and so successively until reaching the last
student who is on the board who should write what part of the school is, the
group that I finished first will have a point.
 In groups are given letters of the alphabet, teacher puts some pictures on
the slides and the students have to stick the letters on their little blackboards
to form the part of the school that the images are.
  Students are given the worksheet and with the teacher read the text and
infer the main idea.
 The first exercise is presented in slides, where they must place the
appropriate number within each image according to the words they have in
the text.
 The new words for them are placed on one side of the board.
 Some pictures are presented on slides and students are asked what there is
and what isn't, for example: are there any rubbish bin? then they are taught
how to answer those questions.
 For exercise two of their worksheet, in pairs they answer some questions
about the text they have read, then volunteers are asked to read their
answers.
 Students are shown some sentences about cleanliness within an educational
institution, they are distributed a dictionary by group, where they will have
to look for the meaning or a synonym of the words that are underlined.
 Teacher says four sentences and they have to draw in the four spaces they
have in exercise four according to what they have heard.
 By groups they are given images of the parts of the school, where they will
have to identify what there is or is not within each image referring to
cleaning, they will do it in pairs, the pair that finishes a figure passes to the
other pair of students and so until everyone has talked about the images.
 In pieces of sheets, 6 texts referring to there is and there are and to the
cleaning of the appeal are glued around the room, two of the members of
the group must run where that text is, read it and return running to tell their
classmates the prayers that he read, one of them in a piece of recycled sheet,
will write the sentences to form the text, the group that finishes writing the
text first will have two points
20’
 Students are presented with a sketch of their school and they will have to
see what parts that school has and write sentences about it, they can be
guided by the first army, to write what things are and are not within each
part of the referring institution to cleaning.
 All worksheets are checked and recommendations are given about them, so
that students can improve in some aspects
CLOSING  Teacher reflects on the grammatical part about existences (there is/are/
isn’t/ aren’t).
 Group feedback is done.
 There is a reinforcement of what has been learned through a practice.
 Metacognition: by groups they are asked:
 What did we learn today?
 What things did I like?
 What things did I have difficulty with?
VII. ASSESSEMENT

PRECISED PERFORMANCES EVIDENCES INSTRUMENT

Develop his ideas with coherence and cohesion around a
central theme by expanding the information according to the Write paragraphs with ideas
communicative purpose in a relevant way. organized consistently.
Organize and rank his ideas in paragraphs of varying length
establishing different logical relationships between them
through a varied use of different connectors incorporating varied
vocabulary about parts of the school taking into account the
existences of some things according to cleaning and specialized
that contribute to make sense of the text. checklist
It uses various discursive strategies of written language such as
varied spelling resources as well as grammatical constructions to
describe parts of the school taking into account the existences
Appropriately use of the grammar
of some things according to cleaning
structure to describe habits and
daily routines.

VIII. REFLECTION ABOUT THE LEARNING SESSION

What difficulties did the students have?
What progress did the students have?

IX. APPENDIX

 Worksheet.
 Checklist.

SULIN CRUZ NUNJA KARINA HUANCA ALVA

English teacher Trainer teacher
 CHECKLIST
2)

3) SESSION TITLE: “There is a clean classroom in my school”

4) AREA: English GRADE: 5TH SECCTION: “A”
5) COMPETENCE: Write various types of texts in English as a foreign language
6) CAPABILITIES: Organize and develop ideas in a coherent and cohesive way.
Use written language conventions in a relevant way
PERFORMANCES
Develop his ideas with coherence and cohesion around a central It uses various discursive strategies of written language
theme by expanding the information according to the such as varied spelling resources as well as grammatical
communicative purpose in a relevant way. constructions to describe habits and routines that would
Organize and rank his ideas in paragraphs of varying length change to save energy
establishing different logical relationships between them through
a varied use of different connectors incorporating varied
vocabulary about habits and routines that would change to save
energy and specialized that contribute to make sense of the text.

N° STUDENTS’ NAMES Develop his ideas TOTAL

Organize and rank his with coherence and
Develop his ideas with ideas in paragraphs of cohesion around a Organize and rank his ideas in
coherence and cohesion around varying length central theme by paragraphs of varying length
a central theme by expanding establishing different expanding the establishing different logical
the information according to logical relationships information relationships between them
the communicative purpose in a between them through a according to the through a varied use of
relevant way. varied use of different communicative different connectors
connectors purpose in a
relevant way.
(1-5) (1-5) (1-5) (1-5)
1 Acosta Cotos ,Andrea Nicole
2 Alejandro Alcantara ,Jasminne Rosely
3 Arista Padilla ,Raul Alindor Miguel
4 Bernabe Huaman ,Piero Daniel
5 Castillo Monzon ,Brayan Aldair
6 Cerna Rupay ,Cristopher Gonzalo
7 Chanduvi Senosain ,Fresia Almendra Geraldine
8 Cielo Cosme ,Cesar Hugo
 9 De La Cruz Jara ,Hardy Adhemir
10 Felipe Villanueva ,Juan Daniel Sevastian
11 Fiestas Lopez ,Andrea Yamileth
12 Flores Barahona ,Milagros Abigail
13 Galicia Maza ,Stacy Zuliette
14 Garay Estrada ,Richard Miguel Jacob
15 Garcia Espinoza ,Lucero Paola
16 Garcia Salcedo , Anaclaudia
17 Jacobo Rivas ,Joshua Steev
18 Ladero Duran ,Carlos Fabian
19 Lara Bulnes ,Mishell Ivet
20 Lector Villegas ,Jade Nicole
21 Leyton Alfaro ,Perla Flor De Jesus
22 Lopez Alvarez ,Diego Andre
23 Lopez Gadea ,Marcia Nicoll
24 Loyola Jesus ,Almendra Maria
25 Manay Pumayalla ,Brayan Emilio
26 Montesinos Linares ,Alexia Lailyn
27 Morgado Urbina ,Maria Julia
28 Moya Reynoso , Daniel Anthony
29 Muñoz Saldaña Reyna Veronica
30 Nieto Huete ,Yuleisi Massiel
31 Obando Rubio ,Alexandra Iveth
32 Quiliche Guardia ,Wendy Sonia
33 Rodriguez Estremadura ,Dyana Angelea
34 Solis Huamanchumo ,Abraham Israel
35 Sudario Bello ,Ana Alejandra
36 Vargas Chiguala ,Maria De Los Angeles
37 Velezmoro Zavala ,Esthefany Carolina
38 Zavaleta Olortegui ,Caroline Andrea Grissell