COLEGIO DEL BICENTENARIO

PRIMARIA
WEEKLY LESSON PLAN 5th

Language Arts

Unit: 4 Social Learning Conversation. Date 30/November/ 2019

Environments

Title of the When I grow up. Social Practices of the

lesson: language

Key Achievements Achievements

They will learn about the qualifications and skills In this unit students will explore the topic of jobs.
required in different jobs

Curricular Standards Contents

Review and reflection My Infinite of Purpose, tag questions, biography,

planning sheet
Sequence

Monday
Warm up: Tell students to imagine they are planning a party. Have them work in pairs or small groups to make
a list of all the things they need to do to organize a great party. Encourage them to think about food, games and
decorations.
While: Ask students go to page 50 choose students to read the text What does a party planner do? Then go to
page 51 and tell students solve exercise B have they to complete the table with the missing word and exercise
C have students look at the sentences and options. Refer them to the table in B and the text in A to help.
Cool down: Tell students copy and solve the next exercises in their notebooks.

1. Jorge studied German because he wanted to get a new job.

Answer Jorge studied German to get a new job

2. We went to France because we wanted to eat lots of nice food.

Answer We went to France to eat lots of nice food

3. She got a new computer because she wanted to write a book.

Answer She got a new computer to write a book.

4. He has been running because he wants to lose weight

Answer He has been running to lose weight

5. We must study every day because we want to improve our English.

Answer We must study every day to improve our English.

Homework: Solve the worksheet provided by the teacher about Infinitive of purpose.

Tuesday
Warm up: Ask the opening question: Why are all jobs important? Elicit ideas and encourage students to think
about different jobs and how they might be important or useful
While: Ask students go to page 52 using NAVIO have students to look the pictures and match the vocabulary
from exercise B on page 53, have students to complete the paragraph using the vocabulary from exercise B.
Cool down: Ask students write the next questions in their notebooks and answer.
Would you be a good boss?
Why or why not?
Which are more useful to society big businesses or small businesses?
WEDNESDAY

Warm up: Ask students what sea creatures they know? Ask copy the next note about Tag question.

A tag question is a special construction in English. It is a statement followed by a mini-question. We use tag questions to
ask for confirmation. They mean something like: "Is that right?" or "Do you agree?" They are very common in English.

positive negative tag

statement

Snow is white, isn't it?

negative positive tag

statement

You don't like me, do you?

Examples:

Verb to be in present (am, is, are) That woman is our new boss, isn’t she?

Simple present (do-does) That restaurant opens at 8:00, doesn’t it?

Verb to be in past (was-were) Johnny was here a while ago, wasn’t he?

Simple past (did) You liked the party, didn’t you?

Future (will) Daniela will come next year, won’t she?

Present perfect (have-has) doctors have worked here for five years, haven’t they?

While: Ask students answer the next exercises about Tag Question.

1. You want to go on holiday, ________________? don’t you

2. Charles will help us, ______________________? won’t he?
3. Mary has a little lamb,  ______________________? doesn’t she
4.  don’t have to go there, ________________________? do I
5. You did not tell him a lie, _______________________? did you
6. They are not watching TV right now, ______________________? are they
Cool down: Teacher is going to check the answer with the whole class and is going to ask every student say a sentences
using Tag question.

Active Pauses

Referentes and Technological Resources(Tic)

Radio

Cross-curricular links

Assessment

Curricular Adaptations and Observations

_______________________________
_______________________________

Ricardo Hernández de la Cruz Vianey García González

English teacher Language Coordinator

COLEGIO DEL BICENTENARIO

PRIMARIA
WEEKLY LESSON PLAN 5th
Science

Unit: 3 Social Learning Define matter as Date 30/November/2019

Environments having mass and
taking up space.

Title of the Life Science Social Practices of the Students can use their
lesson: language knowledge to
experiment.

Key Achievements Achievements

Use models to describe the flow of matter and In the lesson student explore the variety of ecosystem
energy within ecosystem. relationship including food chains, food webs, and cycles
of matter.

Curricular Standards Contents

How plants get energy? what plants need material for plant
growth, think like an engineer case study growing cops.

Sequence

Monday

Warm up: Ask volunteers to share their observations of mushrooms growing in the wild. Ask students where were the
mushrooms growing? What did they look like?
While: Ask students copy the next map on their notebooks.

When any plant or animal in a

The mushroom gets energy food web dies, it is broken
from dead leaves, Wood and down by decomposers.
other parts of decaying plants. Decomposition eventually
restores, or recycles, nutrients
back to the soil. The nutrients
released by decomposers help
Decomposers plants grow

The mushrooms is a decomposer,

an organism that gets its energy
by breaking down dead
organisms or the waste of living
Fungi such as at the
things.
mushroom, and microscopic
organism called bacteria are 2
kinds of decomposers.

Cool down: Ask students answer the next question.

What are 2 kinds of decomposers?

How do decomposer get energy?

Suppose there were no decomposers in the soil. How might this affect plants growing in the area?

Homework: Solve the worksheet provided by the teacher about Decomposer.

Wednesday
Warm up: Ask students What is a cycle? Have students define the word cycle in their own words.

While: Ask students copy the next map in their notebooks.

The grizzly bear walking among
the grasses in the meadow may
look like he is alone, but he`s
not other animals live there
animals such as rabbits, mice,
and deer live there.
Fungi and bacteria, as well as
insects and earthworms, live in
the soil. All of these organisms All of the organisms in the
are connected by cycles also meadow play a part in the
include the air and soil. carbon dioxide-oxigen
cycle.

Carbon dioxide and oxygen are

gases found in the air. The
Cycles of Matter carbon dioxide-oxygen they
need to survive.
Plant and animal wastes
also contain nitrogen,
which microbes return to
the soil. Organisms in the meadow are
also connected by the nitrogen
Animals get the nitrogen they
cycle. Nitrogen is a substance
need by eating plants or other
found in the air and in the soil
animals. When plants and
animals die, decomposers
return the nitrogen in their
bodies to the soil.

Cool down: Ask students answer the next question.

1. What is the role of decomposers in the nitrogen cycle?

Answer: Decomposer return the nitrogen in the bodies of plants and animals to soil.

2. Why is the carbon dioxide-oxygen cycle important to plants and animals?

Answer: It provides plants with carbon dioxide and animals and plants with the oxygen that they need to survive.

3. Ask students draw in order with arrows the next organisms as a part of nitrogen cycle.

(Microscopic decomposer, plant, rabbit)

Answer: nitrogen in soil plant rabbit microscopic decomposer.

 Friday

Warm up: Ask students what are some of the things that you need to live? How does your home help you meet these
needs? Could you survive without your house?
While: Tell students have they to copy the next map in their notebooks.

All of the plants and animals in

An ecosystem is all the living
a Tallgrass prairie interact with
and nonliving things that
the nonliving things in their
interact in an area. A healthy
environment.
ecosystem is one in which
many types of living things are
able to meet their needs.

Tallgrass Prairie
Ecosystem

Grasses grow in the deep,

Some of these things are fertile soil. Animals drink water
physical characteristics, such as and breathe the air. These
the summer and winter organisms also interact with
temperatures, amount, of the many other living things in
rainfall and kind of soil. the prairie.

Cool down: Ask students answer the next questions.

1. What is an ecosystem?

Answer An ecosystem is all the living and nonliving things that interact in a particular area.
2. How do the physical characteristics of an environment help support the organisms that live there?

Answer Plants need adequate temperature, sunlight, water, air and soil to survive. Animals need air, water, proper
temperature and places for shlter.

Referentes and Technological Resources(Tic)

 Cross-curricular links

https://www.youtube.com/watch?v=hLq2datPo5M

https://www.youtube.com/watch?v=BsHglHLRoBE

Assessment

Curricular Adaptations and Observations

Math

Unit: 3 Social Learning Student will be Date 30/November/ 2019

Environments able to identify
Shapes and lines

Title of the Put it together Social Practices of the

lesson: language

Key Achievements Achievements

Types of lines Understanding shapes and lines

quadrilaterals

Curricular Standards Contents

Put it together

Sequence

Tuesday

Put it Together 1

Warm up: Start the class making number dictation using the next numbers 1234, 5235,6547, 5876, 9102, 10259,
3456,7653,,1930, 3041, 13450.

While: Tell students that we are going to make the review of the Next content:

Thousandths as decimals

Decimals as fractions

Fill the missing numbers

<> symbols

Checking the smallest one

In a power point presentation include the exercises 1 to 6 about put it together from workbook page 44-45 so the class can
participate to solve this exercises.

Cool down: Encourage student’s to copy and solve the next exercises about multiplication and division by 10, 100 and
1000.

Homework: solve the exercises provided by the teacher about put it together.

*From workbook p. 47.

Thursday

Warm up: Make mental calculation to the class using 5 multiplications and 5 divisions by 10, 100 or 1000., if it is
necessary show a card with the number with decimal point to the class.

While: Tell students that we are going to continue making the review of the Next content

Arrange the decimal in increasing order

Fill the blanks

Complete number patterns

Find sum and difference with decimal point

Rounding numbers.

In a power point presentation include the exercises 1 to 6 about put it together from workbook page 44-45 so the class can
participate to solve this exercises.

Cool down: Ask pupils to make an auto evaluation, to put them from 1 to 5 starts, and to write down in their notebooks
what are the topics they know and what are the topic that they need to study.

Active Pauses:

Referentes and Technological Resources(Tic)

 Cross-curricular links

Assessment

Curricular Adaptations and Observations

Social Studies

Unit: 1 Social Learning Reading skill Date 30/November/ 2019

Environments practice spelling.

Title of the Literacy Social Practices of the

lesson: language
Pearl Harbor Day

Key Achievements Achievements

To make personal connection to the reading

Curricular Standards Contents

Literacy

Pearl Harbor Day

Sequence

THURSDAY

The hero of lime rock

Warm up: Ask students go to page 58-59 Literacy book they are going to read “The hero of Lime Rock” have students to
read and underline the words row, rescue, took place, cap size, official.

While: Go to page 60 have they to solve exercise A match the sentence and order, in exercise B have students to
complete the biographical summary

Cool Down: Tell students go to exercise C have they to write the correct synonym in front of the sentence and solve the
literary term.

Pictionary words: Silent, wonderful, discovered, fantastic, row.

HOMEWORK: Answer exercises A to C about get ready to read in your Literacy Book p, 61

Friday

Warm up: Encourage students to paste the cover for December holidays. Then ask pupils if they have seen a movie
about pearl harbor or if they know something about this holiday. Then Show kids the next video to start the class:
https://www.youtube.com/watch?v=3YuVIFNqQBE

While: Show students the next information in a power point presentation.

Attack on Pearl Harbor

Sunday, December 7, 1941, was supposed to be a day of rest for the military soldiers at Hawaii’s Pearl Harbor naval base
on the island of Oahu. But at 7:55 a.m., Japanese fighter planes zoomed in without warning and attacked the United
States Pacific fleet, or naval vessels, moored in the harbor. Thousands of lives would be lost that day.
It was, as then President Franklin Delano Roosevelt would call it, “a date which will live in infamy.”
THE PLAN

The sudden attack in Hawaii—at the time a territory of the United States, not a state—might have taken many by
surprise, but the Japanese had been planning the operation for months.
Admiral Isoroku Yamamoto, commander in chief of the Japanese naval forces and architect of the Pearl Harbor attack,
didn’t want a fight with America. But much of Europe and Asia, including Japan, were involved in World War II at the
time. Yamamoto wanted to take over certain countries in southeastern Asia and use their oil to help fuel Japan’s military
vehicles and naval fleet.
But because the U.S. base in Hawaii was relatively close to these countries, the Japanese worried that the United States
would send soldiers from Pearl Harbor to defend the nations if they were attacked. By destroying the U.S. military
presence in the region, the countries Japan wanted to target would be left vulnerable. So Yamamoto decided to move
forward with a surprise attack on the U.S. fleet in Hawaii.
So on November 26, 1941, 31 warships carrying fighter planes and bombers slipped from Japan into the North Pacific.
They moved silently until they closed in on the Hawaiian Islands. A small Japanese plane made a loop around the target
and radioed back: “Pearl Harbor sleeps.”
THE ATTACK

At dawn on December 7, 350 planes launched in two waves from Japan’s ships. The bombers dropped bombs on
American warships below, while the fighter planes targeted the U.S. aircraft on the ground so they couldn’t fight back.
Following both attacks, 19 U.S. naval vessels were sunk or damaged; 188 aircraft were destroyed. In all, 2,280 servicemen
and women were killed, 1,109 were wounded. Sixty-eight civilians—people who are not in the military—also lost their
lives. The attack lasted just under two hours.
THE AFTERMATH

Repair crews went to work on the ships. Except for the U.S.S. Arizona, Utah, and Oklahoma, every damaged ship
returned to sea.
The day after the attack, the United States declared war on Japan, officially entering World War II. In the nearly four
years that followed, the U.S. Navy sank all of the Japanese aircraft carriers, battleships, and cruisers that participated in
the Pearl Harbor attack.
The United States and its allies—Britain, France, and Russia, among other countries—eventually won the war, defeating
Japan and its allies, Germany and Italy.
Today visitors can tour the Pearl Harbor National Monument, built on the water above the wreckage of the
U.S.S. Arizona,  one of the eight battleships attacked and damaged during the fight. From there you can still glimpse at
the remains of the sunken ship 40 feet below the water, a memorial to the brave people who fought in this important
battle.

Cool down: Encourage Students to make a mini poster about pearl harbor in their notebooks.
Active Pauses:

Referentes and Technological Resources(Tic)

Cross-curricular links

Assessment

worksheet

Curricular Adaptations and Observations

https://kids.nationalgeographic.com/explore/history/pearl-harbor/