6th Grade Unit 5 Product A

SUBSECRETARÍA DE EDUCACIÓN BÁSICA
COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018
LESSON PLAN
MAY 02 TO MAY 24
School’s name: CCT: Instructor’s name: ID:
Grade and unit: Product: Social practice:

6th Grade Unit 5 Product A Illustrated report Read and record information to design questionnaires and reports
Environment: Specific competence:
Academic and educational Record information to make a report on activities related to a job or occupation
Stage(s): Doing with the language (Activities): Knowing about the language
(Background):
Session 1
20 minutes Vocabulary:
 Select a job, occupation, or Greet the students and tell them that for Unit 5 they will learn how to make a report. Ask the students  report
personal activity to write a if they have an idea of what a report is; elicit answers. Write their contributions on the board and  topic
report of activities. complement by letting them know that a report is a way to present information about a topic. Tell  illustrations
them that most reports are presented in written form, but for this project they will make an illustrated
report. Say: “Now we will make a small game to see if you have an idea of what a report is”.
 job
 occupation
Make two teams. Prepare 2 copies of image 1, cut them into pieces by the dotted line, and put the 10
pieces on a desk. Ask a member of each team to stand on each side of the desk with their hands on
their back, in a ten second count down they will assemble the puzzle pieces correctly according to
image 1. Make 5 rounds with different students.
1 of 17 Lesson Plan designed by PAs Claudia Ivette Guevara Castillo and Ofelia Saavedra Noriega
Conclude the warm up by showing the puzzle as indicated on the previous image, and say: “Reports
have certain structure…” Point at each part one by one, as it is mentioned. Say: “This structure is made
up of five basic parts. The first part is a descriptive name; the second part is represented by images; the
third part tells the reader what the report is about; the fourth is where the information is presented; and
the fifth part is where conclusions are presented. Ask the students to guess what these five sections are
called. Elicit answers and provide guidance to name all five sections (title, illustration, introduction,
body and conclusions).”
15 minutes
Before making a report we must choose a topic; the topic will be “Occupations”. Ask the students to
brainstorm different jobs and occupations; make a list on the board. Ask each student to vote for their
favorite, register the results to determine the five most popular jobs or occupations.
15 minutes
Make pairs. Ask the students to open their activity book and find a report about occupations; tell them
to teach their partner about parts of a report by naming and pointing at each one. Choose some
students to do it in front of the group.
Homework: To bring a bilingual dictionary.
Session 2
15 minutes
 Write a title and collect This activity contributes to reinforcement of jobs, and introduction of activities; use visuals, mimics, or School jobs:
information from various realia to your consideration. The game is similar to Guess who, students hear some clues given by the  teacher
sources. instructor (activities, place of work, etc.) so they call out the corresponding job; draw a mind map  janitor
where main label refers to a job, and each secondary label refers to the answer of these questions:  principal
What does he do? Where does he work? What does he need? Use this activity with the remaining jobs.
Hospital jobs:
 doctor
 nurse
 dentist
Activities:
 manage
10 minutes  organize
Make teams by rows. Ask the students to open English Activity books, circle the jobs, and underline the  clean
actions they do. Check answers and write them on the board.  help
 cure
25 minutes  check
Use vocabulary related to hospital and school to Dictate 5 sentences, see the following examples:
Janitors clean places. Principals manage schools. Doctors give medicine. Nurses use thermometers. Places to work:
Ask students to make pairs, and correct spelling, capitalization and punctuation errors. Invite students  hospital
to use their dictionaries to check answers. Choose some volunteers to write the sentences on the  school
board. Ask students to create a sentence on their own, have them share their sentences to the group.
Session 3
15 minutes
Prepare a word-card and images 2 to 5 for each vocabulary word listed as a construction job. Construction jobs:
To introduce vocabulary, show for a second an illustration and ask: “What did you see?” Elicit answers,  mechanic
then, say a sentence representing the picture (see examples below).  plumber
 carpenter
 Mechanics fix cars.  Plumbers repair faucets.
 construction worker
 Carpenters make furniture.  Construction workers build houses.
Place 1 of the 4 images upside-down, ask a student to guess what image is that, by saying a sentence Construction items:
that represents the image. Practice until students have said a phrase that represents each of them.  cars
 faucets
10 minutes  furniture
Ask students to open their notebooks. Randomly around the board, write all the words used in the  bricks
previous activity. Ask students to reconstruct the 4 sentences previously seen. Ask 4 volunteers to pass  medicine
to the front and write on the board the correct sentences. Then ask everybody to check spelling.  thermometer
15 minutes
Additional activities:
Invite 8 students to come to the front, explain that each of them will get a card pasted on his/her back
 check
(2 plumbers, 2 mechanics, 2 carpenters, 2 construction workers); they have to discover which job they
 fix
got. Tell students they will use the following drill until they discover who they are. Repeat the activity
 repair
with different students, until all of them had participated.
 solve
Student A: Am I a mechanic?  install
Student B: No, you are not. Am I a plumber?  build
Student A: Yes, you are.  make
10 minutes
Have students choose an occupation to create three sentences. Each sentence will describe an activity
they do. Invite some students to read these sentences aloud.
 Session 4
10 minutes
 Write sentences that Tell students that for the next activity they will have a minute to review their notes and memorize as Adverbs:
describe activities, based on many words as they can. Establish turns of participation; from left to right, front to back, etc. The first  carefully
a model. student claps twice and call out any word from the previous sessions, next student claps twice and call  quickly
out a different word, the third students clap twice and call out another different word, and so on.  normally
 seriously
5 minutes
 easily
Make teams of 3, draw on the board the following chart, and ask them to classify the vocabulary
 gently
according to the categories below, and check their correct spelling using the dictionary if necessary.
 kindly
hospital school service jobs  creatively
10 minutes
Explain that in the next activity we will learn some words to describe activities in a job. Say the name of
a Mr. Man, write the adverb on the board, and represent it with body language. Then ask a student to
act out a Mr. Man (assign an adverb), and the rest of the group will guess which Mr. Man is it.
Mr. Quickly – move quickly.
Mr. Normally – move normally.
Mr. Carefully – move carefully.
15 minutes
Invite 4 students to come to the front, show to these 4 students any of the following sentences and
whisper it, ask them to memorize it and in unison dictate it to the rest of the group. Repeat the activity
with a different sentence and different students. Choose from the following options.
 Doctors normally cure people.  Dentists carefully repair teeth.
 Doctors seriously help people.  Nurses kindly help patients.
 Doctors kindly help people.  Plumbers quickly install faucets.
 Mechanics quickly fix cars.  Carpenters easily make tables.
 Mechanics carefully fix cars.  Construction workers normally construct houses.
 Mechanics easily fix cars.  Teachers patiently and creatively help students.
 Janitors quickly clean schools.  Principals seriously manage schools.
10 minutes
Describe the activities of a specific occupation on the board. Ask students to choose a different
occupation and describe its activities.
Session 5
15 minutes
 Use connectors to link Say: “In previous sessions we described activities related to occupation; today we will learn to connect Connectors:
sentences together and order all them in a report.” Prepare copies of image 6; divide the amount of students by 4 to find the number  as well as
them in a sequence. of copies you need. Give each student a copy of image 6 and ask: “What do you see?” Elicit answers.  however
Say: “In this report you will see connectors; could you guess which are they?” Expected answers:  therefore
Therefore, as a consequence, however, and as well as.  as a consequence
Write on the board the following chart to explain the use of connectors:  etc.
To connect similar items as well as / in addition to / and
To connect to its consequence therefore / for that reason / as a consequence
To connect without consequence however / in whatever manner
Read the following text aloud and raise intonation whenever each of the connectors is mentioned.
Meanwhile request students to point with their fingers the connectors they identify.
“Construction workers normally build different types of constructions. Therefore, houses,
schools, roads, as well as tunnels are easily built by them.
First, trees, trash, and rocks are removed by construction workers. As a consequence, the
construction site is cleaned and carefully prepared. After that, they build one floor at a
time.
Construction workers gently assist carpenters, plumbers, and electricians. However, they
patiently and seriously take orders from an engineer, or architect.”
Ask: “Which connector did you find first?” and so for the next remaining connectors. Ask the group to
spell them out.
12 minutes
Write on the board the previous text, and ask students to fill out the blanks with the corresponding
connector.
“Construction workers normally build different types of constructions. ____________,
houses, schools, roads, ____________ tunnels are easily built by them.
First, trees, trash, and rocks are removed by construction workers. ____________, the
construction site is cleaned and carefully prepared. After that, they build one floor at a
time.
Construction workers gently assist carpenters, plumbers, and electricians. ____________,
they patiently and seriously take orders from an engineer, or architect.”
Write additional examples on the board and ask students to fill them out using the connectors learned.
 Mechanics do activities like checking cars, __________ fixing them.
 Mechanics work with greasy material ________ they use to get dirty.
13 minutes
Choose from the text book an informative text from unit 5, indicate students the page and ask them
read aloud informative texts regarding jobs and underline the connectors they identify. Ask students to
make pairs and create a text including the connectors they learned today.
Session 6
10 minutes
 Check that the writing is Encourage students to name the jobs (professions and occupations) learned in previous sessions (use (Jobs) Professions and
complete and complies with images 2 to 5, 7 and 8). Write them on the left side of the board. Then make students brainstorm places occupations:
writing conventions. of work related to the professions and occupations and write them on the right side of the board, elicit  teacher
places of work like: school, newspaper office, hospital, repair shop, house, carpentry shop, and library.  reporter
Motivate students to match the occupations with the corresponding places of work.  dentist
 mechanic
professions and occupations places
 plumber
mechanic
house  construction worker
reporter
 carpenter
dentist library
 janitor
teacher repair shop
 doctor
plumber newspaper office
 librarian
construction worker
hospital Places:
carpenter
 school
janitor carpentry shop
 newspaper office
doctor
school  hospital
librarian
 repair shop
15 minutes  house
Ask students the question: Where does a mechanic work? Elicit the answer: A mechanic works in a  carpentry shop
repair shop. Do the same with the rest of the occupations and professions. Have students walk around  library
the classroom and ask the questions to five partners.
25 minutes
Now elicit verbs like fix, write, take care of, teach, repair, build, make, clean, cure, classify. Write them  Where does a ___ work?
in the singular form in the middle of the board. Invite students to match the professions and  A ____ works in a _____.
occupations to the verbs and places.
professions and occupations verbs places Verbs:
mechanic repairs  fix
reporter takes care of
house  write
dentist cures library  take care of
 teach
teacher makes
school  repair
plumber classifies
 build
construction worker fixes newspaper office
 make
carpenter cleans hospital  clean
janitor writes  cure
repair shop
doctor teaches  classify
Session 7
20 minutes
Use the matching activity of the previous session. Point to the first word: mechanic, then elicit the
corresponding verb and place of work. Then say the sentence: A mechanic repairs cars with tools in the
repair shop; write the sentence on the board. Repeat the action with the word: reporter. Elicit the
other sentences and write them on the board. Then elicit the plural sentences and write them on the
board. Have the students read them out loud.
Singular Plural
A mechanic fixes cars with tools in the repair shop. Mechanics fix cars with tools in the repair shop.
A reporter writes articles in the newspaper office. Reporters write articles in the newspaper office.
A dentist takes care of teeth in the hospital. Dentists take care of teeth in the hospital.
A teacher teaches different subjects at school. Teachers teach different subjects at school.
A plumber repairs faucets in houses. Plumbers repair faucets in houses.
A construction worker builds houses every year. Construction workers build houses every year.
A carpenter makes furniture in a carpentry shop. Carpenters make furniture in a carpentry shop.
A janitor cleans schools every day. Janitors clean schools every day.
A doctor cures sick people in the hospital. Doctors cure sick people in the hospital.
A librarian classifies books in the library. Librarians classify books in the library.
15 minutes
Write the sentences on the board and invite students to compare theirs with the ones on the board in
order to confirm that they are correct.
15 minutes
Encourage students to identify the verbs of every sentence. Underline them as the students mention
them. Elicit the past tense and the past participle. Write them in a chart on the board as follows and
invite them work on choral repetition.
Present Past Participle
fix fixed fixed
take took taken
cure cured cured
make made made
classify classified classified
teach taught taught
clean cleaned cleaned
write wrote written
repair repaired repaired
build built built
Session 8
20 minutes
Explain students that they will learn to write sentences in the passive voice and that they will use the
verbs in the past participle. Ask them the question: What do mechanics do? Elicit the answer:
Mechanics repair faucets in houses. Write the answer on the board and label it: active voice. Then say
the sentence in the passive voice: Faucets in houses are installed by plumbers, write it on the board and
label it: passive voice. Have students read it aloud. Then repeat the action with the second sentence.
Now elicit the rest of the sentences in the passive voice and write them on the board.
Cars are fixed with tools by mechanics.

Articles for the newspaper are written by reporters.
Teeth are taken care by dentists.
Different subjects are taught by teachers.
Faucets in houses are repaired by plumbers.
Houses are built every year by construction workers.
Furniture is made by carpenters.
Schools are cleaned every day by janitors.
Sick people are cured by doctors.
Books are classified by librarians.
20 minutes
Erase the board. Write the following sentences and motivate students to say them in the passive voice.
Active voice Passive voice

Farmers grow fruits and vegetables. Fruits and vegetables are grown by farmers.
Veterinarians cure sick animals. Sick animals are cured by veterinarians.
Gardeners plant flowers and trees. Flowers and trees are planted by gardeners.
Pilots fly helicopters and airplanes. Helicopters and airplanes are flown by pilots.
Architects design buildings. Buildings are designed by architects.
Say the correct sentences and write them on the board. Have students correct their sentences by
themselves. Have them write the sentences in their notebooks.
10 minutes
Write on the board the question: What do you want to be when you grow up? Then read it out loud and
elicit answer: I want to be a/an ________ when I grow up. Now have them walk around the classroom
and ask the question to three partners.
Session 9
15 minutes
 Write the sentences in a Tell the students that they will learn how to write a report about occupations and professions. Paste Questions:
report and add illustrations. image 1 on the board about construction workers on the board. Read it out loud and ask students to  What is the title of the
read it along with you. report?
 What is the main idea of the
report?
 What is a supporting
sentence for the main idea?
 What is the conclusion?
Have the students identify the passive voice: Therefore, houses, schools, roads, as well as tunnels are
easily built by them; First, trees, trash, and rocks are removed by construction workers; As a
consequence, the construction site is cleaned and carefully prepared.
Then ask them the following questions and elicit the answers:
What is the title of the report? The job of a construction worker.
Construction workers normally build different
What is the main idea of the report?
types of constructions.
Houses, schools, roads, as well as tunnels are
What is the supportive idea of the report?
easily built by construction workers.
To be a construction worker you need to be
What is the conclusion of the report?
strong and work carefully.
15 minutes
Tell students that now you will write a report about librarians on the board and that they will help you
by providing vocabulary. Elicit vocabulary and start writing a report with the help of the students.
Librarians
Books are normally arranged and classified on the shelves by librarians. They also read about new
materials and buy what they need.
Librarians kindly help people find the books they need. First, they patiently listen to their need, then
check on their computer to find the right book as well as the materials they need. Sometimes they
recommend an extra book.
Finally, they also show people how to find information about specific books on the computer if
necessary; therefore, books can be found by people who need them.
Ask students to identify the main and supportive ideas. Elicit the main idea: Librarians kindly help
people find the books they need. Elicit the supportive idea: First, they patiently listen to their needs and
then check on their computer to find the right book as well as the materials they need; Finally, they also
show people how to find information on the computer if necessary. Elicit the passive voice: As a
consequence, books are arranged and classified on the shelves by librarians; Therefore, books can be
found by people who need them.
10 minutes
Tell students that after they saw a sample of a report and after they helped you to write a report, they
will write one report by themselves. Make teams of five. Provide one occupation to each team. Make
sure you provide the same occupation to two or three teams so you have time to monitor their work.
Encourage teams to write a report in their notebooks about the occupation provided.
10 minutes
Invite teams with the same occupation to read it out loud to the rest of the group without mentioning
the occupation in order to make their partners guess it.
Session 10
5 minutes
 Present the report to the rest Display images 6 and 7 and ask students the following questions of each one: Questions:
of the group.  What is his/her job?  What is his/her job?
 Where does he/she work?  Where does he/she work?
 What is one of the characteristics of his/her job? What is one of the
characteristics of his/her job?
15 minutes
Tell students that they will work with the same team from the previous session. Invite each team to
read the report they created out loud to the whole group and make their partners identify the main and
supportive ideas.
10 minutes
Show image 8. Invite students to rewrite their reports in a piece of paper. Motivate them to draw and
color some pictures to illustrate their report.
Achievements:
 Says the names of jobs and 20 minutes
occupations. Invite students to present their reports to the rest of the class by providing the main and supportive
 Formulates and answers ideas about them. Place a wallchart in front of the classroom and ask the students to place their reports
questions about jobs and on it.
occupations.
 Reads informative texts that
describe activities of a job or
profession aloud.
 Distinguishes main ideas
from supporting ideas in
paragraphs.
 Identifies introduction, body,
and conclusions.
 Writes information about
jobs and occupations.
Reference: Assessment:
Syllabus Cycle 3, 6th Grade
Checklist Yes No
http://goo.gl/4pK5fb
Students were able to identify the main idea of a report.
http://goo.gl/PMi5J
Students were able to identify the supportive idea of a report.
Students were able to say the sentences in the passive voice.
Students were able to write a report about an occupation or Profession.
Image 1
Image 2 Image 3
Image 4 Image 5
Image 6
Image 7 Image 8
Image 9

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6th Grade Unit 5 Product A

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SUBSECRETARÍA DE EDUCACIÓN BÁSICA

Grade and unit: Product: Social practice:

Cars are fixed with tools by mechanics.

Active voice Passive voice

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