Cu-Fo003 Planificación Semanal de Clase - 2022

COMUNIDAD DE HERMANOS MARISTAS DE LA ENSEÑANZA
PROVINCIA NORANDINA - COLOMBIA

COLEGIO CHAMPAGNAT - BOGOTÁ
PLANIFICACIÓN SEMANAL DE CLASE
Código: CU-FO003 Versión: 03 Fecha: 14/Enero/2020 Página 1 de 34
SANDRA ESPITIA CASTRO, LUISA FERNANDA EJ

DOCENTE(S) AÑO LECTIVO 2022 PERÍODO PRIMERO ASÍ SOY YO
MORA E
ÁREA INGLÉS ASIGNATURA INGLÉS NIVEL PRIMARIA GRADO QUINTO
SEMANA FECHA DE INICIO FECHA DE FINALIZACIÓN

1 ENERO 24 ENERO 28
SESIÓ ESTRATEGIAS Y MEDIOS DE
N
PROPÓSITO SECUENCIA DIDÁCTICA Y ACTIVIDADES RECURSOS
EVALUACIÓN
Warm Up: Let’s have this time for greeting the students, asking their names, in
case T doesn’t know them.
Then, play with Ss “The Trip”:
Slides
-Tell Ss you are organizing a trip, and they are allowed to go with you by taking https://
with them an object. You will ask Them what object they will take to the trip, and www.youtube.com/
A I establish the rules of the English class you will decide if that Ss can or can’t go to the trip.
watch?
-The secret condition, that they will discover eventually, is to name objects that
starts with the first letter of their second surname (if you want, you can change v=fUXdrl9ch_Q
the condition, e.g., the first/last letter of their names, inversed alphabetical order,
school supplies, etc)
-Write the list of the Ss that fulfil the condition and the name of the object, so that
the rest of the class can figure out the condition.
Presentation: Introduce Ss to the fifth grade, and to the English class. Tell Ss we
are all going to establish class agreements (Drive), so Ss will take turns for
speaking and sharing their thoughts. The whole class will approve or deny said
rules. When you have already finished, you can show them the question for this
term and ask them to help you to translate. At the end, explain them the
importance of PBL and the importance to know how work in groups.
Use the following video

https://www.youtube.com/watch?v=fUXdrl9ch_Q
Wrap Up: Finally, ask them what they expect this year to be for them/they want
to accomplish this year. You can show them the next conversation model for
them to speak:
For this year, I want to _____________________________________
Ss will decorate their notebooks by writing class agreements.
B I review topics from last year Warm Up: Play with Ss categories (as known here in Colombia as Stop.) Give Diagnostic Test The Diagnostic Test will provide information
Ss some categories for them to write one word that starts with any given letter about Ss’ knowledge/English level so that we
can make decisions regarding Ss performance.
Possible categories: Animals, objects, School Supplies, Songs/singers, Tv
shows/cartoons...
Practice: Ss will be working on the diagnostic test in order to evidence the level
in which Ss are at the beginning of the School Year
Diagnosis Test: Ss will work in teams, but each one of them must write the
answers in their notebooks. There will be four stations. Ss don’t have to move
around the classroom, but also, they will pass the activity thorough the teams
(Reading, verb tenses, fill blank spaces and vocabulary)
Wrap Up: Ask Ss what the easiest topic(s) was from last year, as well as the one
they would like to retake again.
C
D
OBSERVACIONES:
PLANIFICACIÓN DE ACTIVIDADES DE APOYO

ACTIVIDADES DE PROFUNDIZACIÓN
ACTIVIDADES DE REFUERZO
ACTIVIDADES DE SUPERACIÓN
2 ENERO 31 FEBRERO 4
ESTRATEGIAS Y MEDIOS DE
SESIÓN PROPÓSITO SECUENCIA DIDÁCTICA Y ACTIVIDADES RECURSOS
EVALUACIÓN
Warm Up: Play with Ss categories (as known here in Colombia as Stop.) Give Ss
some categories for them to write one word that starts with any given letter
Possible categories: Animals, objects, School Supplies, Songs/singers, Tv

shows/cartoons...
Practice: Ss will be working on the diagnostic test in order to evidence the level
The Diagnostic Test will provide information
in which Ss are at the beginning of the School Year
Diagnostic Test about Ss’ knowledge/English level so that we can
A I review topics from last year Diagnostic Test: Ss will work in teams, but each one of them must write the
make decisions regarding Ss performance.
answers in their notebooks. There will be four stations. Ss don’t have to move
around the classroom, but also, they will pass the activity thorough the teams
(Reading, verb tenses, fill blank spaces and vocabulary)
Wrap Up: Ask Ss what the easiest topic(s) was from last year, as well as the one
they would like to retake again.
Warm up: The 4 C’s

Teacher asks students to draw the following chart in their notebooks, then explain
them that based on the following video
https://youtu.be/0Bz4-1YKI1M https://youtu.be/0Bz4-
1YKI1M
I use strategies for a reading activity. CONNECTIONS CHALLENGE https://

How do you connect the information Do you find any challenge according www.youtube.com/watch? Students will be assessed on their cooperative
B
in the video with the way you read? to the information given in the video v=FQtlqyv-llA work and the assertiveness of their answers.
about reading strategies?
CONCEPTS CHANGES
Mention some key concepts that you Do you consider the information given
find in the video in the video is important for you?
Presentation: T will show her Ss the following video
https://www.youtube.com/watch?v=FQtlqyv-llA
Ask Ss what an archaeologist and their favourite part of the video is.
Encourage Ss to remember some key word and write them on the board. Use the
flashcards (LINK - SLIDES) to teach some vocabulary needed in the reading.
https://www.canva.com/design/DAE3OqvZb-E/
RTXBtTBBGqx8iCh_EWUg_w/view?utm_content=DAE3OqvZb-
E&utm_campaign=designshare&utm_medium=link&utm_source=s
hareyourdesignpanel
Practice: Ss will work on reading worksheet. Ss read the text and label the
remaining illustrations. Ss then read the text again and correct the sentences.
Ss will take turns to read out a sentence and correct it. Check with the class.
(SLIDES)
Wrap up: Ss will discuss and then write about the question (SLIDES)
Would you like to be an archaeologist? Why? Why not?
C
D
OBSERVACIONES:

3 FEBRERO 7 FEBRERO 11
N EVALUACIÓN
A Warm up: I used to think … Now I think... Presentation Plus Students will be assessed on their cooperative
I will have had further practice with school Teacher explains to Ss that the purpose of this activity is to help them reflect on Envelope work and the assertiveness of their answers.
subjects and sung a song. their thinking about study English and to identify how their ideas have changed
over time.
Ask them to start their sentences with, I used to think … Now I think...
For instance: Ask your Ss write, I used to think when I started studying English ...
In just a few sentences, Ss must write what it is that they used to think about
studying English. Give them a minute to think back and then ask them. Now, I
want you to think about how your ideas about studying English have changed as a
result of what you’ve been studying/doing/discussing. Again, in just a few
sentences write down what you now think about.
Ss must share and explain their shifts in thinking.
Presentation: PB. Ex 10. Ss will hear clues about different subjects. They will
say the name of the subject. Check answers
Show your Ss PB. Ex 11. They will read and choose the right word. Give them
turns to answer it.
Practice: Ask your Ss draw this chart (timetable) in their notebooks.

Then, give them an envelope full of clues to try to complete the timetable. Ask
them take turns to read the clues.
Ask your Ss write about Jim’s timetable on Monday. They must use sentences
from the previous activity as their models.
Ss write about their timetable on their favourite school day and share it with the
class.
Wrap up: T will say three key words related to the subjects (e.g., map, countries,
world.) Ss will say the correct name of the subject (for this example, geography)
Warm up:
The morning rap song

https://youtu.be/fMLwKF8vNTw
Presentation:
T presents the main question:

¿Qué objetos, tradiciones y costumbres conocemos de la historia de nuestros
ancestros que hoy hacen parte de nuestra vida en familia?, also, the rubric and the
units that we are going to work during the first term.
The idea is to be familiar with main purpose and listen to the Ss opinions, ideas
and suggestions to apply and answer the big question.
Practice: http://
I will have had further practice with the main www.pz.harvard.edu/ Students will be assessed on their cooperative
B
question. Each pupil answer completes this chart thinking-routines work and the assertiveness of their answers.
MY GOALS FOR 2022 IT´S EASY FOR ME
IT’S DIFFICULT FOR ME I’D LIKE TO......
Considering the previous information and the big question, pupils suggest
activities to integrate in English classes to get the goals.
Wrap up: Some Pupils talk about their abilities in learning English.
C
D
OBSERVACIONES:

N EVALUACIÓN
WARM-UP:SEE, THINK, ME, WE
Draw the chart on the board and tell your students to do so.
https://
And based on the image, complete the chart. Ask your students to be as much thumbs.dreamstime.
detailed as possible. com/z/conjunto-de-
muchos-ni
%C3%B1os-
haciendo-diferentes-
I see... (describe all what you I think... (Describe all what
actividades-ilustraci
see) you think or imagine)
%C3%B3n-
I will have talked about plans and intentions 216310139.jpg Students will be assessed on the assertiveness of
A using going to. their answers.
https://
www.englishexercis
I feel connected with... I find connections to the
es.org/makeagame/
(How do you identify with the world...
picture) (How do you connect this viewgame.asp?
picture and the real world) id=5640
https://thumbs.dreamstime.com/z/conjunto-de-muchos-ni
%C3%B1os-haciendo-diferentes-actividades-ilustraci%C3%B3n-
216310139.jpg
PRESENTATION:
Explain your Ss about ‘going to’ uses and structure.
Show this picture and explain them, when we use going to (to talk and write
about the future) Give them negative, affirmative and question sentences.
PRESENTATION:
T shows Ss the next link to practice be going to structures. Ss write their answers
in their notebooks.
https://www.englishexercises.org/makeagame/viewgame.asp?
id=5640
PRACTICE:
AB. Pg.18 - WORKSHEET
Focus Ss on the 1st activity instructions. Give them time to read and answer. Ask
them to use be going to structures. Ss complete the sentences. Check answers
with the class.
Then, Ss will match the questions with the answers. Check with them the word
questions. (How, What, Where, Who, Which, Where and When)
Finally, Ss look at that code and write the secret message.
WRAP-UP:
Ask your students write another message to their friends in their notebooks and a
sentence using “be going to structure”.
B I will have had more practice using going to WARM-UP: Students will be assessed on their cooperative
for plans and intentions. work and the assertiveness of their answers.
MEMORY QUIZ: HOW GOOD IS YOUR MEMORY? worksheet
T invites Ss to participate in the next game:
https://www.youtube.com/watch?v=Ty0o6xKqOb0
PRESENTATION: Teacher is going to retake again ‘be going to’ structure and
solve it the questions about this topic.
PRACTICE: Focus Ss on the 5th activity instructions. Ask them What are they
going to do? Ask Ss what they can see. Do the same with the other pictures.
6. To practice negative sentences, ask your Ss see the picture and write it a
negative sentence, using ‘be going to’.
7. Finally, Ss look at Sam’s diary for the weekend. Ask Ss and they answer the
questions.
WRAP-UP:
Ask your Ss open their Pupil’s Books at page 19. Ask them look at the pictures
and ask and answer the questions.
D
OBSERVACIONES:

N EVALUACIÓN
WARM-UP: IMAGINE IF …
https://
www.youtube.com/
watch?
v=DzmmSbLwOGo
I will have had more practice using verbs in Students will be assessed on their cooperative
A present and past. work and the assertiveness of their answers.
https://
www.youtube.com/
https://images-na.ssl-images-amazon.com/images/I/ watch?
61WQtQuBnXL.jpg v=9iwN3GcyEe4
T invites Ss to talk about what is a dictionary, its purpose, its parts. Then, ask
them
1. How could you make it more effective?

2. How could you make it more useful?
3. How could you make it more necessary?
4. How could you make it more practical?
PRESENTATION: Ask Students What is a verb? Then, show them the

following video and pause to explain it.
https://www.youtube.com/watch?v=DzmmSbLwOGo
PRACTICE: For this class we are going to have the opportunity to travel around
our country
MEDELLIN STATION: Memory card game
Starts to place all the cards around the whiteboard. Explain them, that it is a
memory game, and they need to be focus in each one of the cards. The objective
is to collect the most pairs of cards, that means present and past verbs. The team
with the most pairs at the end of the game wins.
BOGOTÁ STATION: Card game
Give to each Ss eight pieces of paper and ask them to write a verb in present and
past, each one in different cards. At the end they will have 4 verbs (present and
past). All the cards must be face down, mix all and each student must take eight
of them. Each student must pass a card to the person who is next to him or her,
until he/she completes 4 verbs, with their present and past.
BARRANQUILLA STATION: The mime
Using the previous cards, put all in a box or bag, mix them and ask to each group,
choose someone who is mime out, for this they’re going to have 45 seconds. If
the group doesn’t guess what the verb is, the group next to them is going to have
the opportunity.
WRAP-UP: Ask Ss what the easiest activity was from today class, as well as the
one they would like to retake again
If you have time, you could use this game. Ask your Ss write the answers in their
notebooks
https://www.youtube.com/watch?v=9iwN3GcyEe4
B I will have prepared the answer for the leading https:// Students will be assessed on their cooperative
question. gurueap.com/wp- work and the assertiveness of their answers.
content/uploads/
WARM-UP: 2021/01/elderly-
people.jpg
Name, describe, act
https://
www.healthshots.co
m/wp-content/
uploads/2020/10/
corona-old-work.jpg
https://
www.youtube.com/
watch?
v=BqSxjmvXzzY&t
=5s
https://
https://gurueap.com/wp-content/uploads/2021/01/elderly-people.jpg www.canva.com/
design/
DAE34ignyek/
share/preview?
token=r5oyH38-
_SLlC9wLYZSUT
w&role=EDITOR&
utm_content=DAE3
4ignyek&utm_camp
aign=designshare&u
tm_medium=link&u
tm_source=sharebut
ton
https://
https://www.healthshots.com/wp-content/uploads/2020/10/corona-old-work.jpg
www.canva.com/
design/
DAE34lXn5aM/
Name characteristics about this picture; for example, “vulnerable”. share/preview?
token=O4EnDNnQ
Then, describe the word. Vulnerable: someone who is easily hurt physically or NkGix7cJ9OIFCQ
emotionally.
&role=EDITOR&ut
At the end, try to find a way to act this characteristic.
m_content=DAE34l
Xn5aM&utm_camp
aign=designshare&u
tm_medium=link&u
PRESENTATION: tm_source=sharebut
ton
1. Students will watch the following video, and at the end, they will answer
some questions about it. https://
www.youtube.com/
https://www.youtube.com/watch?v=BqSxjmvXzzY&t=5s watch?
v=UIvnJJWyUuQ&
t=61s
Before the video
- What do you know about your grandparents?

- What differences do you have with your grandparents in term of
abilities? What can you do that your grandparents can’t or what can your
grandparents do that you can’t do?
After the video
- What are some experiences that the man talks during the video?
- What is the advice that the kid gives to the elder man?
2. https://www.canva.com/design/DAE34ignyek/share/preview?
token=r5oyH38-
_SLlC9wLYZSUTw&role=EDITOR&utm_content=DAE34ignyek&ut
m_campaign=designshare&utm_medium=link&utm_source=sharebutto
n
- Think about five pieces of advice to give to your grandparents and share
them with your peers. Follow the format of the presentation.
o Name:
o Age:
o Advice for elder people:
3. What do you think was or is the profession of these people?

(While the students give the professions, the teacher will write them on the board)
https://www.canva.com/design/DAE34lXn5aM/share/preview?
token=O4EnDNnQNkGix7cJ9OIFCQ&role=EDITOR&utm_content=DAE34lXn
5aM&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton
PRACTICE: Ask your Ss design questions for grandparents, parents, uncles

about their habits when they were young
- What did you do when you finished school?
- What was your favourite food prepared by you mom or grandmother?
- Did you live during a historical event? Which one? How did it affect
your life during that period?
- Which games did you use to play when you were young?
- You must think of 5 more questions
WRAP-UP:
https://www.youtube.com/watch?v=UIvnJJWyUuQ&t=61s
C
D
OBSERVACIONES:
6 FEBERERO 28 MARZO 4
N EVALUACIÓN
WARM-UP:
QUIZ: What Am I? Quiz | Jobs and Occupations Vocabulary
T invites Ss to participate in the next game:
https://www.youtube.com/watch?v=1oxb7WRuijw
PRESENTATION: Teacher is going to retake again ‘be going to’ structure and
solve it the questions about this topic.
PRACTICE: Focus Ss on the 5th activity instructions. Ask them What are they https://
going to do? Ask Ss what they can see. Do the same with the other pictures. www.youtube.com/
A I will have
watch?v=1oxb7WRuijw
d
6. To practice negative sentences, ask your Ss see the picture and write it a
negative sentence, using ‘be going to’.
7. Finally, Ss look at Sam’s diary for the weekend. Ask Ss and they answer the
questions.
WRAP-UP:
WARM-UP: T invites Ss to participate in the next game:
https://www.youtube.com/watch?v=ptZKKmydpc4
I will have had further practice using going to

B talk about people’s job PRACTICETeacher is going to write a job in a piece of paper; students could
ask yes/no questions. They only have ten guesses. Help them focus their
questions. Work by cooperative teams.
PRODUCTION: Focus Ss on the 13rd activity- This will be assessed as

SPEAKING-WRITING. Ss will read about Slim Jim’s a famous singer and
complete his diary.
WRAP-UP:
D
OBSERVACIONES:

7 FEBEREO 22 FEBRERO 26
N EVALUACIÓN
D
OBSERVACIONES:

ACTIVIDADES DE PROFUNDIZACIÓN Juego Kahoot con temática be going to
ACTIVIDADES DE SUPERACIÓN Test online
8 MARZO 01 MARZO 05
N EVALUACIÓN
D
OBSERVACIONES:

9 MARZO 08 MARZO 12
N EVALUACIÓN
D
OBSERVACIONES:

10 MARZO 15 MARZO 19
N EVALUACIÓN
OBSERVACIONES:

CONTROL Y SEGUIMIENTO AL DISEÑO Y DESARROLLO CURRICULAR
¿Se alcanzaron los indicadores de desempeño propuestos? 1 2 3 4 5 ¿Se diseñaron y desarrollaron los medios didácticos? 1 2 3 4 5
¿Se desarrollaron las estrategias propuestas? 1 2 3 4 5 ¿Los educandos alcanzaron las metas de aprendizaje? 1 2 3 4 5
¿Se realizaron las actividades evaluativas y de retroalimentación previstas? 1 2 3 4 5 ¿Se controlaron las salidas No Conformes? 1 2 3 4 5
Convenciones:
1. Deficiente; 2. Insuficiente; 3. Aceptable; 4. Sobresaliente; 5. Excelente
OBSERVACIONES:

Cu-Fo003 Planificación Semanal de Clase - 2022

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COMUNIDAD DE HERMANOS MARISTAS DE LA ENSEÑANZA

PROVINCIA NORANDINA - COLOMBIA

SANDRA ESPITIA CASTRO, LUISA FERNANDA EJ

SEMANA FECHA DE INICIO FECHA DE FINALIZACIÓN

Use the following video

For this year, I want to _____________________________________

Ss will decorate their notebooks by writing class agreements.

PLANIFICACIÓN DE ACTIVIDADES DE APOYO

Possible categories: Animals, objects, School Supplies, Songs/singers, Tv

Warm up: The 4 C’s

I use strategies for a reading activity. CONNECTIONS CHALLENGE https://

Would you like to be an archaeologist? Why? Why not?

PLANIFICACIÓN DE ACTIVIDADES DE APOYO

Ss must share and explain their shifts in thinking.

Practice: Ask your Ss draw this chart (timetable) in their notebooks.

The morning rap song

T presents the main question:

MY GOALS FOR 2022 IT´S EASY FOR ME

IT’S DIFFICULT FOR ME I’D LIKE TO......

PLANIFICACIÓN DE ACTIVIDADES DE APOYO

Explain your Ss about ‘going to’ uses and structure.

AB. Pg.18 - WORKSHEET

Finally, Ss look at that code and write the secret message.

T invites Ss to participate in the next game:

PLANIFICACIÓN DE ACTIVIDADES DE APOYO

1. How could you make it more effective?

PRESENTATION: Ask Students What is a verb? Then, show them the

MEDELLIN STATION: Memory card game

BOGOTÁ STATION: Card game

BARRANQUILLA STATION: The mime

Before the video

- What do you know about your grandparents?

After the video

3. What do you think was or is the profession of these people?

PRACTICE: Ask your Ss design questions for grandparents, parents, uncles

QUIZ: What Am I? Quiz | Jobs and Occupations Vocabulary

T invites Ss to participate in the next game:

I will have had further practice using going to

PRODUCTION: Focus Ss on the 13rd activity- This will be assessed as

PLANIFICACIÓN DE ACTIVIDADES DE APOYO

PLANIFICACIÓN DE ACTIVIDADES DE APOYO

PLANIFICACIÓN DE ACTIVIDADES DE APOYO

PLANIFICACIÓN DE ACTIVIDADES DE APOYO

PLANIFICACIÓN DE ACTIVIDADES DE APOYO

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