SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2022-2023

LESSON PLAN
January

School’s name: CCT:

AEE’s name: ID: Grade:

6th Grade Product 5 Social practice of the language: Learning outcomes:

Collage with an illustrated description of a magical object Read fantastic tales - Explore and read fantastic tales
Learning Environment: Communicative Activity: - Read tales
Literary and ludic Literary expression - Compare differences and similarities of behaviors,
values, and own and different settings
Suggested activities Knowing about the language
Session 1 (Background):
Warm up: 5 minutes
Material: Board
Greet students and motivate them to participate. Make two teams of five students for a competition to write the date. Teams should
be standing in line, one on the right and the other on the left; explain that they must play rock paper scissors, the winner will be able
to write one of the elements on the date (2023); the student that loses goes to the back of the line. When the student that won
finishes the writing of the element, he/she must go to the back of the line too and so on. The first team that finishes the date wins.

Presentation: 10 minutes
Material: board, markers, notebook
Ask students “Do you like fantasy stories?” “What is your favorite fantasy story?” “Mention one fantasy story” Elicit students’ - story
answers. After that, explain, “Fantasy stories are tales that use magic and other supernatural events as the most important elements - tales
in the story. Those stories are not logical, but writers are inspired by real places and people; and the ending of a fantasy story is - fantasy
always unrealistic.” Write the definition on the board and ask students to copy the definition and some examples of fantasy stories - magic
in their notebooks. Ask them to make a mind map to organize the information given. - supernatural
- unrealistic
- Aladdin
- La Llorona
Fantasy Stories
- Harry Potter
- Popocatepetl and Iztaccihuatl

Continue explaining “fantasy stories have in common,” write the following chart on the board: - fantasy story
- Usually begin with “Once upon a time…” or “Long ago…” - Once upon a time…
- Contain elements that are not realistic. - Long time ago…
Fantasy Stories
- Include magic or magical powers. - characters
- Usually have talking animals - realistic

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 - Usually have a happy ending. - magic
- Show good versus evil. - powers
Practice: 10 minutes - good
Material: Board - evil
Ask students to mention fantasy stories examples. Write their answers on the board, make sure they mention the following
examples.
- Shrek
- La Llorona
- Aladdin
- Sleepy Hollow
- Popocatepetl and Iztaccihuatl
- Frozen
- Harry Potter
Production: 20 minutes
Material: Board, students´ notebooks
Write on the board “I think Aladdin is a fantasy story because it includes magic objects.” “I think La Llorona is not a fantasy story
because it is a legend.” Ask students write their opinion about the rest of the stories.
* Shrek, Aladdin, Frozen and Harry Potter are Fantasy stories.

Wrap up: 5 minutes

Material: N/A
Instruct students to stomp their feet on the floor. Tell students they will have to do that in different speed according to the traffic
light colors. Students must stomp their feet fast when you shout, “green light”. They will have to slow down when you shout, “yellow
light”. Finally, students must stop when you say, “red light.” Repeat the process. Make sure to control students’ discipline. Start the
activity only when students are quiet and ready. Walk the aisles paying attention to the whole environment

Session 2 Knowing about the language

Warm up: 5 minutes (Background):
Material: N/A
Play Mirroring with your students. To play the game, start doing some motions and your students mirror your movements, describe
the motions you are doing. You can move your arms, spin around, or do any other motions. Set a time limit and when a time is up,
pick one student to lead the movements.

Presentation: 10 minutes
Material: Board
Tell students that fantasy stories are divided into three parts (opening, body/development and ending) according to their order and
explain each one. Ask students to copy the parts and their definitions in their notebooks. Use examples of fantasy stories’ parts to
clarify meaning. Parts of the story:
- Opening
Opening: Is the first Body/Development: Is Ending: - Development
part of the story. It the sequence of the Is the final part of the - Ending
introduces the topic of events that happen in story.
the story, characters, the story.
and setting.
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Explain students that fantasy stories have some elements and ask them to write the elements in their notebooks. You can give some
examples of each element in order to clarify meaning.

 Title: is the name of the story. (Aladdin, Cars, Toy story, finding Nemo, etc.)
 Plot: is a summary of the story, what the story is about. (Aladdin is a story about a poor boy who finds a magic lamp with Elements in the story:
a genie inside, who can grant wishes) - title
 Narrator: is the person who tells the story. (No narrator) - plot
 Setting: is where the story takes place. (Desert and castle) - narrator
 Characters are people, animals, or imaginary creatures that appear in the story. They can be divided into: - setting
o Main character(s) is/are the most important characters. (Aladdin, Batman, Spider-man, Buzz lightyear) - characters
o Supporting characters: they appear frequently in the story and help the main characters to reach the goal. - main
(Sultan, Jafar, the tiger etc.) - supporting
 Climax: is the most exciting or important part of the story. (When Aladdin fights against Jafar) - climax
 Twist: is a sudden change in the story intended to surprise. (Aladdin releases the genie from the lamp) - twist

Tell students to identify the parts and elements of a Fantasy Story, they can use the following questionnaire:

What is the title of the story? Title

Question words:
What happened in the story? Plot - What
Who is the main character? Main character - When
- Where
Who is the supporting character? Supporting character - Who
Where is the story taking place? Setting - How
- Why
When is the most exciting part? Climax
Why are they happy? Twist
Practice: 15 minutes
Material: Template 1
Read the following story, use appropriate intonation and mimicry to clarify meaning of words and expressions. Then, draw a chart
on the board with 2 columns and 8 rows; write the elements of the fantasy stories in column 1. After that, ask a student to read the - fish
story again. Then, place stripes of paper on the board with the elements of this story (Template 1). Then, ask some volunteers to - fisherman
place them in the correct row of the second column. - golden
- shack
The Fisherman and the Golden Fish. - net
Once upon a time, there was a poor fisherman who lived in a small shack. One day, he went out to the sea to catch fish on his - grateful
- repay
boat. When he pulled up his net, he was surprised to find a shiny golden fish trapped in his net. “Please let me go kind man!”
- kindness
cried the golden fish. The fisherman was shocked to see a talking fish. He pitied the fish and put it back to the sea. The golden fish - amazed
was very grateful. He said to the fisherman, “I shall repay your kindness.” When the fisherman returned to his home, he was - catch
amazed to see his small shack changed into a big house.

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 Title The Fisherman and the Golden Fish.
Plot A poor fisherman caught a talking golden fish, released him and because of that, the
fish granted him a big house.
Setting The sea
Main character The Fisherman
Supporting character The Golden Fish
Climax The fish talked to the fisherman and ask him to let him free.
Twist The golden fish kept his promise and change the fisherman’s shack into a big house.

Analyze each part of the story with the students and encourage students to mention their ideas on what happens next in the story.
If possible, ask random questions about the story in order to check for students’ comprehension.

Production: 10 minutes
Material: Board, students’ notebooks
Write on the board two columns. In the first column write the elements of the fantasy story and in the second one, write some
examples of the elements and if it is possible draw some elements so it’ll be easier to understand. Use the following chart with “Little
Red Riding Hood” as a reference; you can use a different story. Ask students to copy it in their notebooks and match each column
writing the number of the element in the corresponding example. Ask students to exchange their notebooks with the classmate
behind them in order to check their peer’s work. Provide the correct answers by asking some volunteers to go to the board and
complete the activity.

Elements of the fantasy story Examples

Setting Wolf, Grandma, Hunter
The story is about a girl who goes to her grandma´s house to take care of her,
Main character
and a wolf who is disguised as the girl’s grandma and tries to eat her.
Supporting characters Forest and Grandma´s house.
Narrator The hunter appears and saves the girl and her grandma.
Plot The Wolf tries to eat Little Red Riding Hood.
Twist No narrator
Climax The Wolf ran far away.

Wrap up: 10 minutes

Material: N/A
Ask students to return the notebooks back. Using your Evaluation Record, call out the names in the list and ask students to mention
the score they got. As an alternative, you can ask students to mention more examples of each one of the elements of a fantasy story.

Session 3 Knowing about the language

Warm up: 5 minutes (Background):
Material: N/A
Play Simon Says. The objective of the game is to call out commands and the students must follow them. Use commands such as
“bend over and touch your toes”, “jump up and down” and “move your arms in circles.” Any command that you think will have

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students to move their bodies and stretch a little is recommended to get their attention. Make sure to control students’ discipline
by walking the aisles, having effective eye contact with the group and paying attention to the whole environment.

Presentation: 10 minutes
Material: Images 1 and 2, Board
Display image 1 on the board (as an alternative you can make simple drawings on the board, using the image as a reference) Ask - family tree
students to mention what they can see in the image; elicit students’ answers. Tell students that in this session, they will learn about - relationship
the members in the family and their relationship. As a group, analyze the members of the family in the image and the relationship - member
between them. Use repetition drills using the presented vocabulary in order to practice pronunciation. Assign a name to the - mother
members in the family using image 2 and present sentences stating the relationship between them. - father
- Ulrich is Katharina’s husband. - grandmother
- Katharina is Ulrich’s wife. - grandfather
Make sure students understand the meaning of the expressions. - son
- daughter
Practice: 10 minutes - brother
Material: Board, Image 2 - sister
Write the following chart in order students analyze the family members in order to identify them and complete the chart: - uncle
- aunt
- __________________ is Mikkel’s mother. - cousin
- Martha is Magnus’ _________________. - nephew
- Magnus is Mikkel’s _________________. - niece
- Ulrich is Martha’s __________________. - siblings
- Magnus is Katharina’s ______________. - husband
- _________________ is Ulrich’s daughter. - wife

Production 20 minutes
Material: Students’ notebooks
Ask students to make their own family tree oi their notebooks; model the activity by writing your own on the board (you can use a
well-known family as an example like a family from a movie or cartoon). Write the proper name and under the name the
corresponding family noun title; make sure students include the vocabulary learned in previous activity.

Wrap up: 5 minutes

Material: Students’ family tree.
Ask some volunteers to explain their family tree in front of the class.

Session 4 Knowing about the language

Warm up: 5 minutes (Background):
Material: N/A
Write the date on the board and ask students random questions related to family members E.g. “What is your father’s name?”
“What is the name of your mother/ brother?” etc. Model the answers, “My mother´s name is Mary”, “My father´s name is Max.”

Presentation: 20 minutes
Material: Images 3 and 4
Magical objects
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Tell students that one of the most important characteristics of a fantasy story is the presence of a magical object. Ask them “Do you - magic mirror
believe in magic?” “Can you mention a magical object from a fantasy story?” “What would you do with a magical object?” Elicit - crystal ball
students ‘answers. After that, show images 3 and 4 of magical objects, mention the name of each object and ask students to raise - magic sword
their hand if they know the used of said object; ask some students to explain their answers, encourage them to use English as much - magic wand
as possible. After that, write the following chart on the board. Ask different students to read the use of one of the objects and - flying carpet
encourage them to mention a story where they can find that object. Repeat the process with all magical objects. - magic lamp
- potion
Magical object Use

Magic lamp It has a genie inside. The genie grants wish to the person who finds it.

Magic wand Is a wooden stick. You can point the wand at a person or object to do magic and disappear things. show
- see
- predict
Magic mirror Is a magic mirror that shows what you ask for.
- powerful
- fight
Magic sword It is powerful sword used to fight against enemies. - enemies
- wooden stick
Is a magic drink. When a person drinks the potion, he or she gets a magical power, like the ability - witch
Potion
to fly. - do magic
- disappear
Flying carpet Is a fabric piece that is used to transport people because it can fly. - magic power

Crystal ball Is used to see and predict the future.

Ask students to copy the chart in their notebooks.

Practice: 10 minutes
Material: Images 3 and 4
Use images 3 and 4 or draw on the board some of the magical objects that were presented previously. In front of each object, write
the name of two fantasy stories as options; ask students to copy the activity and circle the fantasy story where the magical object
appeared.
Magical object Fantasy stories
Aladdin Little Red Riding Hood

Frozen Harry Potter

Snow White Hansel and Gretel

La llorona King Arthur

Cinderella Alice in Wonderland

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Production: 10 minutes
Material: Students’ notebooks
Ask students to copy the next chart in their notebooks and without looking at their notes. Ask them to match the magical object
with its use by writing the correct number in the square.

Magical object Use

1. It is used to see the future.

2. It is used to transport people.

3. It gives you powers when you drink it.

4. It shows what you ask for.

5. It has a genie inside.

6. It is a magic stick used to perform magic.

7. It is powerful and used to fight.

.
Wrap up: 5 minutes:
Material: Students’ notebooks
Ask students to exchange their notebooks with the classmate behind them in order to check their peer’s work. Provide the correct
answers by asking some volunteers to go to the board and complete the activity. Register students’ scores in the Evaluation Record.
Tell students that next class they will create the project for this product and they need to bring some materials: markers or colors to
decorate, glue, they can also bring cut-outs from magazines and newspapers of magical objects in case they rather not to draw.

Session 5 Knowing about the language

Warm up: 5 minutes (Background):
Material: Board
Play hangman using magical objects’ vocabulary. Use as many words as possible in the suggested time.

Presentation: 10 minutes
Material: Board, markers, notebook, students’ notebooks
Tell students they will create a collage with an illustrated description of a magical object. Ask students to choose one of the magical
objects seen in class. Review adjectives students might need for this activity. Ask them to tell you the name of words we use to
describe things and then, mention some of them. Remind students, they worked with adjectives during previous months, in order
to talk about the characteristics of products.

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 Practice: 10 minutes
Material: Students’ notebooks
Ask some volunteers to read out loud the exercise they completed in the previous session about the uses of magical objects and tell
them they can use those sentences in order to describe the magical object they choose but, they have to add more information,
using adjectives, in order to describe their object.

Production: 20 minutes
Material: Sheet of paper, cut-outs, glue and colors.
Provide students with a sheet of paper (as an option they can use a sheet of paper from their notebooks). Ask them to create a
collage with images and words that describe the magical object they choose, tell them they can use the material they brought
(magazines, newspaper, markers, colors, etc.) Tell students they must draw, or use cut outs to illustrate the object and write the
description of it, using the vocabulary learned. Promote peer-correction and self-correction.

Wrap up: 5 minutes

Material: Collage
Divide the class into 2 teams; select one student from each team to sit in the Hot Seat, facing the classroom with the board behind
them. Ask a student to give you their finished product and display it on the board. One of the team members of the student in the
hot seat must help the student guess the chosen object by reading the students’ work displayed on the board. Repeat the process
with different students and collages. Praise students’ effort.
References and resources:
Assessment tools: Aprendizajes Clave Lengua Extranjera,
Scale to evaluate performance 10 9 8 7 6 6th Grade
1. Explores fantasy stories.
2. Reads fantasy tales.
3. Understands fantasy stories.
4. Identifies the elements and the parts of the fantasy story.
5. Answers questions about fantasy stories.

10 9 8 7 6
Always Usually Sometimes Rarely Never

In order to have a successful class development it is very important to consider the recommendations stated in the lesson plan form available in SAPI:

Principal’s name and signature: Date:

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 Image 1

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 Image 2

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 Image 3

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 Image 4

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 The Fisherman and
The Golden Fish
A poor fisherman caught a talking
golden fish, released him and
because of that, the fish granted him
a big house.

The sea
The Fisherman
The Golden Fish
The fish talked to the fisherman and
asked him to let him free.
The golden fish kept his promise and
changed the fisherman’s shack into
a big house.
Template 1

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