RECUPERACIÓ N DE APRENDIZAJES 2022

3RD GRADE

Week: Product: Cards with Courtesy Expressions.

Unit: 1 & 2 Cycle: 2 Grade: 3rd. September
5TH to 9TH. Dictionary of Signs.

Environment: Familiar and Community.

Understand and respond to greetings, farewells and courtesy expressions.

Social practice:
Interpret public signs.

Session 1 Session 2 Session 3

Activities sequence Activities sequence Activities sequence

 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Warm up: 5 minutes. Warm Up: 5 minutes. Warm up: 5 minutes.

Song: “Hello Song”
Ask SS to stand in circle and sing along. Display the story “Watch Out, Wally” Identify and classify each sign.
Repeat several times.
Tell SS they are going to read a story about a (Street, Store).
https://www.youtube.com/watch? boy named Wally and his dog Willy.
v=gghDRJVxFxU
Ask questions to check comprehension.
Development: 40 minutes.
https://guiasdigitales.grupo-sm.com.mx/
sites/default/files/guias/conaliteg/ -Read and Match.
Development: 40 minutes.
1/183664/index.html Booklet (Session 3)
Write expression on the board and say it
aloud. Read the words from the signs down the left
Development: 40 minutes. side or the worksheet for SS to repeat. Then,
point to the pictures of the signs down the
Ask the meaning of the words. -Read and numbers the signs from the story. right side of the page and help SS identify
them. Explain that they have to match the
Booklet (Session 2) words on the left to the correct pictures.

Complete the conversation with the
greetings, farewells and courtesy expression.
Have a volunteer to come in front of the
board and say the conversation.
Teacher-Student demonstration:
Booklet (Session 1)
T: Hello, Good morning
S: Hi, Good morning
T: How are you?
S: Fine, thank you. And you?
T: Great!
Monitoring the activity.
Choose some pairs to come front to show
the conversation to the class.
Introduce the vocabulary, ask them to read
aloud the words for the signs. Then ask SS to
number the boxes next to the signs correctly.
Review the answers by asking them to say
the numbers chorally: Dogs allowed. Number
3.
-Look, read and match.
Booklet (Session 2)
Encourage SS to name all the signs they see
on the street, on the way to school, in the
store, on the way back home. Have SS trace
the sample answer line from the bus stop to
the word street. Ask them to match the signs
to the correct places.
-Draw the signs that you know.
Ask the SS to draw and color on their
notebooks the signs they are familiar with,
could be on the street, supermarket, school,
etc.
Wrap up: 5 minutes.
-Write the names of signs in alphabetical
order.
Booklet (Session 3)
Have SS read the words and phrases from the
first activity. Have them order the names of
the signs in alphabetical order in the lines
below. Monitor the activity checking SS’
spelling.
-Look at the signs and number the pictures.
Booklet (Session 3)
Ask SS to point to and name different things in
the picture: Point to the person putting the
trash in the bin.
Have Ss find the picture that relates to the sign
and say the number: One! Have SS look at the
pictures and number them according to the
correct sign. Walk around and monitor SS’
work.
-Complete what the signs mean.

Wrap up: 5 minutes. Street or Store. Booklet (Session 3)

 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Song: “Hello Song” Put the places cards on the board. Place one
on the wall at the front of the class and
Sing the song along. another on the wall at the back. Say
https://www.youtube.com/watch? instructions from signs for SS to point the
v=gghDRJVxFxU correct card.
Read the first sentences aloud and have SS
point to the picture and repeat after you. Tell
SS they will complete the words in the
sentences. Repeat the steps with the
remaining pictures.

Wrap up: 5 minutes.

Write on the board three signs names, then

ask to draw them on their notebooks.

Week: Product: Personal information Cards.

Unit: 3 & 4 Cycle: 2 Grade: 3rd September
12th to 15th Illustrated Occupations.

Environment: Familiar and Community.

Give information on personal data, likes, and preferences.

Social practice:
Describe and interpret information about people and activities in the community.

Session 1 Session 2 Session 3

Activities sequence Activities sequence Activities sequence

 RECUPERACIÓ N DE APRENDIZAJES 2022
Warm up: 5 minutes.
Display the story: “My Friends”.
Tell the class they are going to read a story
about three friends.
Ask comprehension questions.
https://guiasdigitales.grupo-sm.com.mx/
sites/default/files/guias/conaliteg/
1/183661/index.html
Development: 40 minutes.
-Look, read and write.
Booklet (Session 1)
Read aloud the words in the box and have SS
point to them in their worksheet. Have SS
complete the dialogues with the correct
words.
-Tell your partner about you.
Booklet (Session 1)
Have SS work in pairs. Encourage SS to use
the dialogues from the previous activity to
tell their partners about themselves.
-Look the pictures and circle the correct
answers.
Booklet (Session 1)
Point to the question in number 1 and read it
with the class. Have SS read the questions
and have them circle the correct answers.
Wrap up: 5 minutes.
-Practice asking and answering the
questions with a partner.
Booklet (Session 1)
Ask SS to work in pairs. SS will ask each other
3RD GRADE
Warm Up: 5 minutes.
-Read and write sentences.
Booklet (Session 2)
Complete the personal information and
personal favorites, from the worksheet.
Walk around the class and help SS respond.
Development: 40 minutes.
-Circle the objects you like.
Booklet (Session 2)
Point to the first picture and ask SS: What is
your favorite color? Circle the crayon of your
favorite color. Repeat with the remaining
pictures SS will circle the item they prefer.
-Answers the questions about the pictures.
Booklet (Session 2)
Have SS complete the questions in the
following activity. SS will answer telling their
favorite color, animal, toy and food.
Monitor the activity.
-Personal information Cards.
Booklet (Session 2)
1. Draw your favorite things.
2. Write your information.
3. Check and complete your text.
Provide help with spelling as needed.
Wrap up: 5 minutes.
-Present yourself to the class.
Booklet (Session 2)
Warm up: 5 minutes.
Display the story: “A Birthday ride”.
Point to the characters in the story and have
the class identify them: Who’s this? The police
officer.
https://guiasdigitales.grupo-sm.com.mx/
sites/default/files/guias/conaliteg/1/183664/
index.html
Development: 40 minutes.
-Read, draw the route, and number the places
in order.
Booklet (Session 3)
Read the sentences aloud and have SS repeat
after you and trace the route with the finger.
Next, have them draw the route and number
the places in order as your read the sentences
aloud, again.
-Read and write the professions.
Booklet (Session 3)
Have SS identify the professions listed in the
box: Point to the police officers. Next, tell SS to
use the words in the box to complete the
sentences. Read the first one aloud, point to
the picture and ask: What is she? She is a taxi
driver. Tell SS to complete the sentence with
the word as you read it aloud.
-Read and match.
Booklet (Session 3)
Have SS read each worker’s name with you.
Name the item in the first picture at the
bottom of the worksheet and have SS identify
and repeat it. Point to the plate. Repeat, plate.
Continue with ambulance, bread and jacket.
Tell SS to match the worker to their work
items.
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

personal questions like the ones in the last
activity. Encourage SS to ask each other their
favorite color, animal and food.
Ask one of the SS to share all the information
on the front of the class.
Wrap up: 5 minutes.
Provide help with pronunciation and
intonation as needed. -Listen the song: “My profession is the best”.

https://www.youtube.com/watch?
v=ipeXzVn5qG8

Ask the SS what profession they listed in the

song.

Product: Story
Unit: 5,6,7 Cycle: 1 Grade: 3rd. Week: Sep 19th-23rd
rhymes

Environment: Literary and ludic

Social practice: Participate in the reading and writing of rhymes and stories in verse

Session 1 Session 2 Session 3

Activities sequence Activities sequence Activities sequence

Before the lesson. 3 minutes: Before the lesson 3 minutes: Before the lesson 3 minutes:
Board: Greet Ss and write the Board: Greet Ss and write the date Board: Greet Ss and write the date
date.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Warm up. 2 minutes:
Write the topic on board: Story
Rhyme.
Elicit Ss to guess the meaning of
the topic.
Explain that rhyming words are
words that end with the same
sound.
Write some examples.
Vocabulary. 10 minutes:
Present vocabulary for this session.
Paste flashcards on the board
about the rhyming words.
Say some words and ask Ss to listen
to identify the sound.
Ss repeat after the T.
Vocabulary sample:
3RD GRADE
Warm up. 2 minutes:
Review the rhyming words, elicit
them to say the words that
rhymes.
Example:
This is a _________
It wears a _________
This is a dog ________
It sits on a ________
Vocabulary. 10 minutes:
Play Humpty Dumbty song for Ss to
listen.
https://youtu.be/nrv495corBc
Ask Ss what the song is about, if
they know it.
Present vocabulary by giving to
Ss a copy where they have to
use the word bank to label the
pictures.
Warm up. 2 minutes:
Use the rhyming words from the
previously sessions to this practice,
choose 5 pairs.
Paste the one of the two rhyming
words on board. Say a word and
ask a St to come to pick up word
that rhymes with it. Ss identify the
rhyming sound of the words by
listening and reading.
Vocabulary. 10 minutes:
Play or read the Jack and Jill story
rhyme.
Have Ss to repeat after the T and
ask to clap the rhyming words
when the heard them
.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Development: 10 minutes:
Say the word from the left
column, then say the words from
the right column.
Ss listen to identify the words
that rhyme.
Ss circle one picture in each row
that rhymes with the first one in
the box.
3RD GRADE
Development: 10 minutes:
Paste Humpty Dumpty lyric on
board with a gap fill of the
rhyming words.
Play the song again, Ss say
words that are missing.
Ask some Ss to come to the
front to place the rhyming
words.
Development: 15 minutes:
Hand up copies about the Jack
and Jill story rhyme.
Ask Ss what happens first, then
have Ss to color the pictures
and write the number. Repeat it
according to the correct
sequence of the poem until each
one is done.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Consolidation/Practice: 10
minutes:
Paste or draw a jar on board, read
the word that is at the top of the
jar.
Ask Ss to write in their notebooks
three words that rhyme with the
word on the lid.
Ask a St to come to the board and
circle a words that rhyme. Repeat
the procedure.
3RD GRADE
Consolidation/Practice: 15
minutes:
Play the song again. Ask Ss to
divide their notebooks into three
sections (or you can give a
sheet of paper), use the board
as a model for the Ss. Point to
the first section and have Ss
draw the sequence of the
Humpty Dumpty rhyming story..
Consolidation/Practice: 10
minutes:
Display flashcards on board and
say the words and the names of
the pictures.
Ss have to identify the meaning
and sound of each one.
Ask some Ss to put the words
and pictures above in the
correct box, they have to identify
the rhyming category.
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Assessment 10 minutes: Assessment 10 minutes: Assessment 10 minutes:

Say a word, then point to one Ss
and ask to say a word with a similar
sound that rhymes. Repeat the
activity several times.
Choose words used in this session.
Previously, choose some rhyming
words from the jars for this
activity.
Place some glasses with the ending
sound on it o write the ending
sound on board.
Choose some rhyming and non-
rhyming words used from these
sessions.
Read some pairs of words, ask Ss to
clap just they listen a rhyming
sound.

Distribute to Ss strip papers with

the rhyming words and let the Ss to
put in the correct category.

You can use the board to paste the

words or a can to put them in.

cat

at

Feedback 5 minutes: Feedback 5 minutes: Feedback 5 minutes:

Ask questions about the Check the classified words if Choose 5 more pair of rhymes and
vocabulary they have learned. they are correct by reading the say one word, Ss have to say
words. another word that rhymes.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Unit: 2A Cycle: 2
Environment: Educational and Academic
Social practice: Read illustrated instructions to assemble an object
Session 1
Activities sequence
Before the lesson: 1 min
Write the date on the board, the
ordinal numbers and the name
of the topic.
Warm up: 2 min
Listen and watch the following
video about Ordinal numbers
and sing it along:
https://www.youtube.com/
watch?
v=0CWWNzprEQ4&ab_channel
=Mr.R.%27sSongsforTeaching
Vocabulary: 10 mins
ordinal numbers (first, second,
third, fourth, fifth, sixth, seventh,
eighth, ninth, tenth), car, apple,
pencil, ball, orange, pen, crayon,
balloon, flower, book.
3RD GRADE
Product: Illustrated Instructions for
Grade: 3 Week: 4
Building an Item
Session 2
Activities sequence
Before the lesson: 1 min
Write the date on the board, the
ordinal and cardinal numbers
and review vocabulary.
Warm up: 2 min
Elicit Students to complete the
date on the board by writing the
correct ending of the ordinal
numbers.
Vocabulary: 10 mins
ordinal numbers (first, second,
third, fourth, fifth, sixth, seventh,
eighth, ninth, tenth), cut, color,
put, make, paper, scissor,
colors, string, paper hole punch.
Session 3
Activities sequence
Before the lesson: 1 min
Write the date on the board, the
ordinal numbers and the name
of the topic.
Warm up: 2 min
Review the verbs and their
meanings.
Elicit volunteer to come up front
and mime the verbs so the
student’s guess which verb is it.
Vocabulary: 10 mins
Ordinal numbers (first, second,
third, fourth, fifth, sixth, seventh,
eighth, ninth, tenth), cut, color,
put, make, paper, glue, paste,
scissor, colors, string, paper
hole punch, monkey, pencil.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Development: 5 mins
Greet students.
Introduce the cardinal numbers
to students.
Elicit Ss to repeat the cardinal
numbers after you and the
teacher checks the
pronunciation if need it.
Elicit Ss to repeat the cardinal
number on their own.
Elicit for a volunteer to say the
cardinal number aloud.
3RD GRADE
Development: 5 mins Development: 5 mins
Greet students. Greet students.
Elicit Ss to copy the instructions Elicit ss to name the materials
on their notebooks as an that are going to be used to
example of how the sentences make the craft.
should be in order by using
ordinal numbers.
Elicit a volunteer to come up
Example
front and write the list of
First, paint the toilet rolls. materials on the board.
Second, paste them together.
Third, make a hole on each Elicit from the class to repeat
side. the material aloud and teacher
checks pronunciation.
Fourth, tie the string.
Elicit Ss to read the sentences
aloud.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Comprehension check: 5
mins
Elicit for volunteers to pass to
the board and match the
number with the name of the
ordinal number.
Attachment 1
3RD GRADE
Comprehension check: 5
mins
Give the students a list of
instructions in little pieces of
paper for them to unscramble
and paste the sentences in the
correct order. Attachment 2
First, fold the plate.
Second, tie the string.
Third, paste feathers or tissue
paper squares.
Fourth, make a hole.
Fifth, paste googly.
Comprehension check: 5
mins
Teacher give oral instructions in
order to Ss to take out the
material that they would need to
make the craft.
First, take out your paper sheet
Second, take out your colors,
glue and scissors
Third, get ready to build your
craft.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Consolidation / Practice: 10
mins
Follow the instructions and
color the object as requested.
Activity 1.
1. Color the second balloon
2. Color the seventh apple
3. Color the sixth pen
4. Color the eighth orange
5. Color the third crayon
6. Color the tenth flower
7. Color the fourth car
8. Color the fifth pencil
9. color the first ball
10. Color the ninth book
Assessment: 10 mins
Teacher points to a number an
Elicit student: What ordinal
number is?
3RD GRADE
Consolidation / Practice: 10
mins
Direct students’ attention to the
illustrations in the following
Activity 2.
Say: These are steps to make a
paper plate fish, Elicit, what can
you see? What do you think the
first step is?
Then read the steps aloud,
mime the actions to support
students' understanding.
Assessment: 10 mins
Teacher Elicit randomly Ss to
read a sentence of the
instructions aloud and check
pronunciation.
Consolidation / Practice: 10
mins
Let Ss follow the instructions to
make the craft in Activity 3.
Follow the instructions to
build the monkey craft.
First color the monkey.
Second cut the parts of the
monkey.
Third paste the parts together.
Fourth show your monkey to the
class.
Assessment: 10 mins
Teacher make sure Ss follow
the instructions to build their
craft.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Feedback: 5 mins
Teacher empathizes the ending
of each ordinal number by
Eliciting students to write down
on the board the correct form of
an ordinal number:
Example:1 st - 2 nd – 3 rd- 4 th
Closing: 2 mins
Elicit students to repeat the
ordinal numbers and check
pronunciation of each one.
Differentiation:
Students who are struggling with
confidence, group them in pairs
with a monitor learner.
3RD GRADE
F Feedback: 5 mins
Write on the board a list of
materials and verbs used in
instructions.
Elicit some volunteer to circle
the verbs in red and the material
in blue on the board.
List: cut, color, put, make,
paper, scissor, colors, string,
paper hole punch.
Closing: 2 mins
Elicit students to mime the verbs
that they circle in the previous
activity and Teacher
emphasizes which are the verbs
and what are they for.
Differentiation:
Students who are struggling with
confidence, group them in pairs
with a monitor learner.
Feedback: 5 mins
Ss come up front to show how
they made their monkey and
repeat the instructions.
Teacher checks pronunciation.
Closing: 2 mins
Listen and watch the following
video about Ordinal numbers
and sing it along:
https://www.youtube.com/
watch?
v=0CWWNzprEQ4&ab_channel
=Mr.R.%27sSongsforTeaching
Differentiation:
Students who are struggling with
confidence, group them in pairs
with a monitor learner.
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Attachments
Attachment 1.
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Attachment 2.

| First, fold the plate.

Second, tie the string.

Third, paste feathers or tissue paper

squares.

Fourth, make a hole.

Fifth, paste googly

 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Unit: Cycle: 2
Grade: 3 Week: October 3rd Product:
Leveling
– 7th
Environment: Educational and Academic
Social practice: Comprehends questions with information about nature.

Session 1 Session Session 3

Activities sequence
Previous to the class. 5 min:
(Greetings, topic “Farm Animals”,
write the date)
2
Activities sequence Activities sequence
Previous to the class. 5 min:
Previous to the class. 5 min:
(Greetings, review topic, write the date)
(Greetings, review topic, write the
date)
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Warm – up 10 min: Warm – up 5 min: Warm – up 5 min:

Introduce farm animals with
flashcards; teacher will explain what a
farm is and the animals that live there.
( Paste the flashcards on the board)
Teacher will read the instructions;
Students will identify the farm
animals by reading the name and
recognize the picture of them on the
worksheet.
Teacher will play the song “Oh McDonalds
had farm” https://www.youtube.com/watch?
v=_6HzoUcx3eo

Vocabulary

● Cow
● Horse
● Chicken
● Pig
● Dog
● Sheep
● Roster
● Lamp
● Goat
● Cat
● Donkey

Development 15min : Development 15min : Development 10min :

Ss will Identify the farm animals
coloring according the instruction
giving.
Example :
● Color the horse brown.
● Color the cow black with
white spots.
Teacher will read the instructions
to the students; students will
complete the sentences with the
missing word with the help to
options.
Example :
Teacher will explain the worksheet to
elaborated a domino with the farm animals,
students will cut and identify the pictures
with the names.

● The _____ is pink. (pig/cat)

● The _____ is brown.
(sheep/horse)

Comprehension Check 5min :
Teacher will monitor the exercise to
identify the students who needs help
to recognize the previous vocabulary.
(Teacher asks the students
individually to point in their
worksheet one animal).
Consolidation practice 5 min :
Teacher will write on the right side of
the board the list of names of the
flashcards. (Vocabulary), and on the
left side of the board, will paste the
vocabulary flashcards.
Ss will pass to the board to match the
name of the animals with the
flashcards
Closing 10 min :
Students will write the name of the
farm animals next to the pictures on
the board (flashcards).
RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE
Comprehension Check 5min : Comprehension Check 15min :
Students will read the complete Students will get in pairs to play with the
sentences at loud to the farm animals domino.
classmates to compare answers.
Consolidation practice 5 min : Consolidation practice 5 min :
Teacher will ask the students to Students will match the name of the word
brainstorm on a farm animal they bank according to the correct picture about
would like to have as a pet or a pet the farm animals on the worksheet.
they already have.
Closing 10 min : Closing 15 min :
Students will complete the Using the dice with the farm animals teacher
information on the worksheet about will sing the song “oh McDonalds had a
the pet they have or they would like farm”, using the animal that appear as they
to have. roll the dice.
● My pet can do a trick
● This is a picture of my pet
● My pets tail
● My pets name
● My pet and I like to
● This is what I feed my pet
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Environment: Educational and Academic

Social practice: Interprets information about time.

Unit: 10 Cycle: 2 Grade: 3rd Week: 6 Product:

October 10th-14th Calendar

Session 1 Session 2 Session 3

Activities sequence Activities sequence Activities sequence

Warm up 4 minutes: Warm up 4 minutes: Warm up 4 minutes:

Greet students.
Say good morning! Greet students. Greet students.
How are you? to get them Good morning! Good morning!
talking and to guide focus
towards English class. How are you? How are you?
Ask students:
What day is today? to get students talking and to guide
J
Teacher writes the date on focus towards English class.
Ask students:
the board using Today is.. Ask students: What day is today?
What day is today?
Teacher introduces the song
Days of the Week Song | The What time is it?
Singing Walrus - YouTube Teacher writes the date on the board
using Today is..
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Teacher writes the date on the b

using Today is..
Students listen to the time song.

Review the days of the week us

youtube.com/watch?v=BImDM3xetYc song.

Invite students to sing along. Days of the Week Song | The

Singing Walrus - YouTube
Invite

students to sing along to activate

prior knowledge.

Invite students to sing along.

Vocabulary: 8 minutes Vocabulary: 8 minutes Vocabulary: 8 minutes

Teacher presents a calendar
and shows students the Teacher presents the vocabulary: Introduce fun activities using pic
information it contains evening, morning, afternoon. Students listen, repeat, and poin
weekdays, weekend, month, the picture.
time, activities.
Focus students´ attention on the
pictures in the following page and Students use the following work
Introduce the days of the have them read the words and match
week using flashcards. Invite
to the correct picture.
students to repeat aloud.
Give 7 students a day flashcard,
one for each student. Invite them to
go to the front and line up in the
correct order according to the day
they have.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Development:8minutes
The teacher invites students to look
at the weekly calendar and point to
the school days, weekend days and
times.
Teacher says the activities on the
calendar, students point and repeat.
Students take out yellow, green, and
blue colors.
Go to school, art class, music
class, watch tv, go to the park, go
to the movies, have dinner, go to a
restaurant.
Comprehension check:
Teacher says:
Do you go to school Saturday?
When do you watch TV?
What day do you have music class?
What day do you go to the restaurant?
Consolidation / Practice: 25 minutes
Hand out days of the week worksheet.
Tell students to take out scissors and
glue.
1.Students cut out the days and paste
them in the correct order.
2. Next students trace the days of the
week with different colors.
3RD GRADE
Development: 8 minutes
Teacher draws different clocks on
the board, invite students to go to the
board and write the correct time
shown on the clocks.
Comprehension check:
Ask students:
What time do you go to school?
What time do you watch tv?
What time do you have English
class?
Consolidation / Practice: 25
minutes.
Hand out the telling time worksheet.
Tell students they are going to look
at the clocks and write the time.
Development: 8 minutes
Using the pictures on practice
worksheet, teacher asks what th
Azury is doing in each one.
What is Azury doing in the first pict
Comprehension check:
Teacher asks:
Do you like to play basketball?
Do you like to read books?
Do you like to ride bike?
Students answer:
Yes, I do / No, I don´t.
Consolidation / Practice: 25
minutes.
Hand out Azury´s weekly planne
worksheet.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Assessment: 5 minutes
Point to the days on the board. Teacher
asks students:
What days do you go to school?
What days do you stay home?
Feedback:
Tell students that all days of the week
are written with capital letters.
Wrap up:
Thank students for a great job. Dismiss
class.
Unit:leveling Cycle:2 Grade:3rd
3RD GRADE
Remind students to use o´clock.
Assessment: 5 minutes
Teacher says time on some of the
clocks on the worksheet, students
point to the correct one.
Feedback:
When the long hand is pointing at 12, Encourage students to answer u
it is called o´clock.
Wrap up:
Thank students for a great job.
Dismiss class.
Week:7 Product:
-Tell students to take out scisso
glue.
-Invite learners to read about Az
then cut and glue the pictures a
paste them in the correct day to
complete the planner.
Assessment: 5 minutes
Teacher asks what Azury does
different days. Students look at
chart and answer.
Feedback:
complete sentences using prono
she because Azury is a girl.
Wrap up:
Thank students for a great job.
Dismiss class.
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Environment: Familiar and Community

Social
practice:

Session 1 Session 2 Session 3

Activities sequence Activities sequence Activities sequence

Warm-up: Warm-up: Warm up:

Greet students as you wish and Review greetings and Review greetings, farewell and
Introduce yourself. Hello! My farewells. courtesy expressions
name is _______. I will be your
Mimic greetings and farewells Play the song:
English teacher,
with students. Introduce using
https://www.youtube.com/
5 mins. the courtesy expressions
watch?v=9tCSl_2ykgs
“Please” and “Thank you” For
example, ask for a pencil. 5 mns
Sing the song:
10 mins.
Hello!
Ask Ss if they know what a
https://www.youtube.com/ community sign is and which
watch? ones they have seen around
app=desktop&v=gghDRJVxFxU the city.

5mins.
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Activity 1: Activity 1:

Emphasize the use of please Show Ss flashcards (only the

Activity 1:
and thank you in the warm- picture) of community signs
Greet students and present up activity and model using and write the names of each
different ways to do it. For flashcards (Please, thank you, sign on the board.
example: Hi! Hello! Good you’re welcome, excuse me)
Ss read and repeat the name
morning, etc. Make sure Ss
of the signs out loud.
understand the meaning of the
new vocabulary. You can use Display the flashcards on the 10mins.
gestures to exemplify the board and as pointing to
greeting or farewell expression. them use body expression
10 mins, and have ss to imitate.

Say a courtesy expression

and have ss to use body
expression and name it.

10 mins.
 RECUPERACIÓ N DE APRENDIZAJES 2022
Activity 2:
1.Show flashcards to the class
and ask them to come up with
the right expression. First as a
whole class, later Ss can take
turns to flash the cards to their
classmates for them to produce
the greeting or farewell
expression.
2. Ss may take turns to play
"Guess it through mimicry". One S 1. May I borrow a crayon,
S acts out, and the rest of the
group guesses.
15 mins.
3RD GRADE
Activity 2:
Role play with students the
use of courtesy expression. board, ask the Ss to come up
For example, give a pencil to to the board to paste the signs
a student and have him/her
answer “Thank you” and the
other way around.
Teacher can present a small
dialogue to practice:
please?
S2. Yes, of course.
S1. Thank you!
S2. You´re welcome!
10 mins.
Activity 2:
With the names written on the
next to the correct name.
10mins.
Game:
Students can play a small
game. “Fly swatters”
1. Divide the class into 2
teams
2. 2 students come to the
front
3. The teacher mentions a
word
4. The first student to hit
the word wins a point to
the team.
Note: can be fly swatters or the 2 folded
sheets of paper to hit the words.
10 mns.
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Activity 3:
Activity 3:
Ss answer Exercise 1 on the
SING THE SONG: Activity 3: worksheet: Write the names to
5 mins, Work on worksheet “Exercise each sign, use the flashcards
1” Students must match the and names on the board as a
https://www.youtube.com/
picture with the correct guide.
watch?v=kejJ2bjbkRo
courtesy expression. 10mins.
Students will work with some
worksheets.
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Activity 4: Activity 4:

Directions: Ss answer Exercise 2 on the

worksheet: Find out the name
Choose the correct greeting or of the signs using the word
farewell expression from the code.
box. Write it down on the image
10mins
Activity 4:

Work on worksheet “Exercise

2” (Option 1 or 2) Students will
trace the courtesy
expressions or write the
names.

Check the answers on the

board. Students can write them
down or the teacher can do it.

10 mins
 RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE

Wrap up: Wrap up: Wrap up:

Say goodbye and play the song
again if there is any time.
5 mins.
Sing song “Please and thank
you”
https://www.youtube.com/
watch?v=ANChOA4SyL0
Some Ss come up to the front
to pick a flashcard and say the
name of the sign out loud.
5mins.

Unit: Cycle:
Grade: 3rd Week:8 Product:
Leveling

Environment: Family and community

Social Learners exchange personal information and understand information about

giving directions.
practice:

Session 1 Session Session 3

2

Activities sequence Activities sequence Activities

sequence

Warm up: Warm up:

Warm up: Greet learners, Good Greet learners, Good

Morning, How are you? Morning, How are you? Write
Greet learners, Good Morning,
Write the date. the date.
How are you? Write the date.
Vocabulary:

Hobbies: painting, Vocabulary:

Vocabulary:
dancing, drawing, reading,
Right, left. Next to, in front of,
Name, date, age, birthday. riding a bike, running,
between, on, market, bakery,
 RECUPERACIÓ N DE APRENDIZAJES 2022
Development:
Ask questions to students
about personal information,
My name is________, What is
your name? Nice to meet, you, front of class, and
I am _____ years old, How old
are you? My favorite sport
is________, What is. your
favorite sport? Repeat with
another learner.
Comprehension check:
Hand out to learners, they must
cut and paste the words to
place them in the correct
order.
3RD GRADE
cooking, playing sports, hospital, bank. restaurant,
playing video games, school, hotel, zoo, gym,
camping, singing, house.
swimming, watching TV.
Development: Development:
Using Flashcards, give one Hand out to students, they
to each student, student must circle using the right
will act the card given in color according to the
direction given.
classmates must guess the
hobby.
Comprehension check:
Hand out to learners, they
must cut the cards,
working in groups of 3, play
memory game pairing the
picture with the
corresponding hobby. Comprehension check:
Hand out to learners, they
have to circle the correct
name for the picture.
RECUPERACIÓ N DE APRENDIZAJES 2022
3RD GRADE
Consolidation/ Practice:
Hand out to students,
they must write their
personal information
as required, name,
age, favorite color,
favorite animal,
favorite book,
favorite food, and
draw a picture of
themselves.
Assessment:
Ask learners to raise their
hand to answer the
following questions, only if
the statement or question
is true for them.
My favorite color is blue.
My Birthday is in February.
Consolidation/ Practice: Consolidation/ Practice:
Hand out to students, they
must fill in the blanks
Hand out to learners, they
according to the
must match the pictures
prepositions given.
with the correct hobby
with the corresponding
color code.
Assessment:
Play a game, learners
have to follow directions,
turn right, turn left, move
forward, move backward.
Assessment:
Using the pictures of the Feedback:
 My favorite Use “to the right” when
food is ______. memory game, learners giving directions in
have to raise the picture of reference to something.
the hobbies the teacher Use “on the right” when
Feedback: calls out. giving directions without

Use IN if we talk about the any references, Example:

“On the right/left”, or “to the
month in general, use ON
Feedback: right/left of X”
when you say a specific
day during the month. Write on the board

I like painting Wrap-up:

Wrap-up: I dislike painting Ask learners which activity

they liked most. Thank
Ask learners which activity
learners for the great job
they liked most.
Wrap-up: and dismiss class.
Thank learners for the great
Play Hangman using the
job and dismiss class.
hobbies vocabulary.

Thank learners for the

great job and dismiss class.

Unit: 5 Cycle: 2 Grade: 3rd Week: 09 Product: Day of the Death poem

Environment: Literary and Ludic Environment

Read rhymes and tales in verse.

Social practice:
Change verses in a children’s poem.

Session 2 Session 3
Session 1

Activities sequence Activities sequence Activities sequence

Teacher: ____________________ Principal: ________________________

 WARM-UP WARM-UP
Vocabulary (5 minutes): WARM-UP Recall the previous class
Recall the topic (rhymes) and theme: Day of the Dead (10
● Introduce the vocabulary by
introduction to Day of the minutes):
placing flashcards on the
board. Dead vocabulary (10 ● Ask students: what did we
minutes): do last class? What was the
● Read each word out-loud,
● Show students flashcards of last class’s poem about?
asking students to listen
the vocabulary seen in the What can you remember?
and repeat (choral
repetition). previous class. Ask ● Ask students to take out the
students to say the name of “Catrina” poem.
● Have the vocabulary that the person, thing, object.
was placed on the board in ● Ask questions about the
a worksheet, divided in two ● Ask them: which word Day of the Death
columns. rhymes with this word? (the celebration activities.
shown flashcard)
● Students have to observe
the words of both columns ● Show students a picture of
and identify characteristics the altar shown in the movie
they may have in common. “Coco.” Ask students if they
Make sure that the word recognize the picture.
endings are in bold letters. Students will say what they
know about the Day of the
Dead.
Activity #01 - Matching (10
minutes):
● Explain to students the
Activity’s instructions: Link
the words that sound the
same (have the same word
endings).
● After finishing the Activity,
check answers on the
board.
● Ask students: what is the
name of these words that
sound the same at the end?

Teacher: ____________________ Principal: ________________________

Teacher: ____________________ Principal: ________________________
DEVELOPMENT
Activity #02 - What are
rhymes? (5 minutes)
● Explain what rhymes are
with the help of the
definition. Read it out loud
and ask students to
observe and read the
examples.
● Ask students to give
examples of rhymes in
Spanish. Then, transfer
that knowledge to English.
Activity #03 - Where are the
rhymes? (25 minutes):
● Introduce to students the
holiday “Halloween.”
● Read the poem about
Halloween. Teacher reads
it out-loud, with some
pantomime, realia,
flashcards, and/or masks.
● Re-read the poem with
choral repetition.
● Explain to students that
poems are written in
verse: rhymes can be
found in poems.
● Explain to students the
Activity’s instructions:
underline with different
colors the pairs of words
that rhyme, which can be
found in the poem
“Halloween.”.
● Check for correct answers
through the Wrap-up
activity.
DEVELOPMENT
Activity #01 - Complete the
Catrina poem (15 minutes):
● Review with students the
definition of rhymes.
● Ask students: where can we
find rhymes? Aid them to
remember what a poem is.
● Explain the Activity’s
instructions: complete the
rhymes of the poem with
the words in the box.
● Monitor and aid students
when necessary.
● Read the poem with the
whole class.
Activity #02 - (10 minutes):
● Play the first 1:20 minutes
of the song “Proud
Corazon” and ask students
to read, listen and sing.
https://www.youtube.com/w
atch?v=iGo0UL0Dt18
● Explain the Activity’s
instructions: list and pair the
words that rhyme found in
the song, as it corresponds.
Activity #03 - (10 minutes):
● Read along with the
students the poem about
day of the dead. Help
students to match the
stanzas to the images that
best represent each of
them.
DEVELOPMENT
Final Product (35 minutes)
● Introduce the activity to the
class and read the poem,
emphasizing the words that
rhyme.
● Hand out the worksheets and
instruct students to take out
their colors, glue and
scissors.
● Explain the Activity’s
instructions to students by
showing an example of the
Final Product:
- Students have to cut the
verses found in the
worksheet.
- They will then look for
the words that rhyme
and put them in the
correct order.
- Finally, they will glue the
verses, once the
answers are checked or
corrected.
- After they have finished
the poem, then they can
start coloring the Day of
the Dead calaverita.
● Monitor and help if necessary
as they work.
● Once they are finished, have
students read the poem.

Weekly Lesson Plan

Teacher: ____________________ Principal: ________________________

“______________________________”
WRAP-UP
A list of rhymes (5 minutes):
● Whole class activity: List
the words that rhyme
found in the poem on the
board. Eg. see, green,
streets, etc.
● Ask students: with which
word this word rhymes?
Ask students to raise their
hands to participate. Eg. In
the poem, with which word
“see” rhymes? Students
are expected to answer
“bee.”
● Write the student's
answers on the board.
● Read the poem again,
following choral repetition.
Unit: Cycle:
Teacher: ____________________
WRAP-UP
Topic review (5 minutes)
● Review the definition of
rhymes with the aid of the
poem.
● Emphasize to students the
words from the poem that
rhyme. (Day of the Dead,
celebrate, late) (food,
mood) (care, everywhere).
Grade:3rd Week:10 Product:
Principal: ________________________
School
WRAP-UP
Calaveritas contest (5
minutes):
● Ask students to walk around
the classroom looking at
each other’s poems/colored
calaveritas.
● Ask them to choose the one
they liked more and take a
vote.
● Have students applaud
themselves for a job well
done.
Self-evaluation:
● If students have completed
today’s activities
successfully, they can check
the box.
 Recuperacion
Environment: Literary and Ludic.
Social practice: Read stories and compare emotions.
Session 1
Activities sequence
Before the lesson.1min.
-       Board: Write the date
and the topic.
-       Paste/show flashcards
on the board.
Warm up: 2 Minutes. 
Greet learners: Good morning!
How are you? To get learners
talking and to guide focus
towards English class.  short sentence: “I feel ____”
Ask Students: Which is your
favorite children's story?
Learners discuss what they
already know to connect to prior
knowledge.  today?, ss will write on the board
Vocabulary. 10 minutes:
Vocabulary 1
Introduce the vocabulary: Little
red riding hood, wolf, house,
grandma, woodcutters, forest.
Elicit names and individual
repetition. Then show students
the flashcards one by one and
they should say what their card
is. 
Teacher: ____________________
Session 2
Activities sequence
Before the lesson (1 min)
Board: Write the date and the topic.
Show the flashcards on the board
(printed or projected)
● Happy, sad, angry,
confused, scared, excited.
Warm up: 3 minutes Teacher will
greet SS with “Good morning,
HOW ARE YOU?” “HOW DO YOU
FEEL TODAY?”. T will explain the
meaning of the question and how to
answer using the vocabulary and a
Vocabulary 10 minutes
Show Vocabulary and repeat with
mimics. Ask SS. “How do you feel
their answer with the short
sentence taught in the warm up “I
feel ____”. Students will complete a
worksheet Activity 4 related to the
vocabulary. Check at the end.
Principal: ________________________
Session 3
Activities sequence
Before the lesson (1 min)
Greetings (1 min)
Brain gym activity: “Find the
rhythm”. Students should identify
the 3 primary colors and with each
one they have to perform a
different action.
red = whistle
blue = clap their hands yellow =
snap their fingers.
The teacher will name
a color and student will answer
with
the rhythm. (5 min)
Second moment. Now change the
color for an emotion and ask
students to choose the action they
have to do, like turn around, jump,
bend the head, etc. Choose only 5
emotions (5 min.)
Development Vocabulary 2
1.  Drill the vocabulary of
ordinal numbers 1st to 10° Review what happened at
by using flashcards.(5
min) (Flashcards included). Then ask students how they
0. Reading
comprehension Activity 1
Ask students to look at the
pictures and put them in
order according to the
sequency of the story.(5 min)
Development: 5 min.
Development (10 min) 
On the board write the words:
Beginning, Middle, ending.
Activity 7: Write sentences
each moment of the story. using different vocabulary
(emotions): angry, sad,
feel on each part of the story surprised, scared, happy.
when they listened to the With “the teacher” as subject;
“Little Red Riding Hood” eg. The teacher is happy. you
story.  can begin the sentence and
wait for students to complete
Comprehension check:5 it. Hand out worksheet;
minutes. Students are going to
complete the sentences using
On the board paste vocabulary seen in previous
vocabulary flashcards classes.
(emotions).
GAME: invite 3 students to
the board. The teacher will
say the name of one emotion
and the students need to run
and touch the correct picture.
-Invite more students to
participate and practice. 

0. Vocabulary. Write on
the board the sequence
words: First, next, then, after Consolidation/practice:10 Comprehension check (5
that and finally, students minutes. min)
should write them down in
Activity 5: Students will read Write each of the sentences
their notebooks. Then,
sentences of the story “Little and complete with the
practice again the sequency
Red Riding Hood” and draw students’ help.
of the story. (10 min) Activity
the emotions.
2 Consolidation/practice (5 min)

Ask students who

participated the least to check
if they got the hang of the
activity.

Teacher: ____________________ Principal: ________________________

 Assesment: 10 min
Assessment: 7 minutes Ask students WH questions 
Activity 3: Ask SS to look at
the pictures and read the “How do you feel today?”
sentences. SS will read and
match the sentences to the Write on the board
corresponding picture.  Assessment 10 min.
How do you feel today?
Feedback: 5 minutes Activity 8: Separate
I feel good. sentences
On the board write the ordinal
numbers: 1st, 2nd, 3rd and Ask SS to write it on the
4th. Ask some volunteers to notebook.
read out loud the sentences
from the previous worksheet How does he/she feel today?
on the correct order. 
He/She feels good.
Ask students to separate the
Point to the 3rd person, we sentences related with Red
Wrap-up: 5 minutos. add "s" read aloud and Riding Hood Story.
Game encourage students to repeat
and use it. Feedback: 5 min.
-Divide the class into teams.
Feedback: 2 min. Invite Check their sentences as a
- Print one worksheet for some students to ask one whole class and correct the
each team and cut the another to check their wrong ones together.
pictures and sentences. - comprehension.
Distribute one set for each Wrap Up: 2 min.
team.  Wrap Up: 5 min
Good bye song
-Students will mix the pictures Activity 6: Hand out a copy
and sentences and then put and tell students to color on httpd://youtube.com/watch?
them in the correct order.  scale of 0 to 10, where 10 is v=STMI4yjPpoM&feature=sh
being as happy as you could are
-The first team who orders be. Where are you now?
the cards will be the winner.  Differentiation: Pair weaker
students with a stronger
Differentiation student, monitor closely.

Help students with

pronunciation on the reading
out loud activity. Make
corrections if necessary. 

Differentiation: Pair weaker

learner with a stronger
Teacher: ____________________ learner, monitorPrincipal:
closely ________________________
Unit: Cycle: 1 Grade: 3rd Week: 11 Product: Illustrated instructions for planting a plant.

Environment: Educational and Academic

Social practice: Follow and give instructions to plant a plant

Session 1 Session 2 Session 3

Activities sequence Activities sequence Activities sequence

Teacher: ____________________ Principal: ________________________


Initial:
T will show the YouTube video “how
to grow a plant”, then drill the song
with Students and explain to them
what growing a plant is. This will
help students to have a better
introduction of the topic and they will
also catch the words of the
vocabulary that will make the next
activity easy for them.
LINK:
https://www.youtube.com/watch?
v=nrz3WM3x_HA&ab_channel=Mis
sMolly
Sing along.
Flashcard below. T puts up on the
wall the flashcard and Ss will put in
order.
Development:
“How to plant seeds” Look at the
pictures. Match with a partner. T will
read at loud instructions and Ss
repeat aloud. Then Ss match the
picture to the correct word.
Closing:
After practicing and drilling the
vocabulary, students will find the
words that are in the word search.
Teacher: ____________________
Initial:
T asks Ss to explain how a plant
grows. Then T explains what a
plant needs to grow.
Ss do activity I “Color the things
that plants need to grow”
Development:
T draws a plant with all of its
parts labeled. Word bank with
vocabulary word (Poster or
flashcard visual material)
1.Repetition drill
2. T erases all labels and Ss try
to recall the words.
Ss do activity II “Choose the
correct word from the word bank
and write it next to its illustration.
Closing:
“Fill in the blanks with the missing
letters
flow_r le_f r_ots
sunl_ght _ud ste_ fru_t
w_ter
Homework: material for an
experiment:
• An empty jar
• Cotton balls
• A dry bean
Principal: ________________________
Initial:
T recaps the last class, reviews the
vocabulary. T explains to the students
the ordinal numbers, they will repeat at
loud.
Development:
The worksheet consists in cutting out
and pasting a sequence, step by step
to grow a plant.
Experiment
Once the students bring the materials
to grow a plant explain in order the
steps to make the experiment.
The students will follow the
instructions.
First: put 3 or 4 beans inside the glass
container. Second: put some cotton on
the beans. Third: Add some water to
the cotton. Fourth: Wait one day and
add a little more water.
Closing:
Make a project: students will explain
the cycle of the plant. Flower life cycle,
color and cut out then paste the picture
on the correct petal. T will show role
mode.
 Unit: 6
Cycle:
and 9
Leveling  Mexico’s map with farm products.
Sunburst.
Academic and educational environment.
Environment:
Social practice: Writes questions to get information about farm products.
Session 1
Activities sequence
Before the lesson. 1 minute:
-Greet the students.
-Board: Write the date and
topic.
-Paste on the board flashcards
of animals and products.
Warm up. 5 minutes:
-Greet learners: good morning!
How are you? To get learners
talking and to guide focus
towards English class.
-Ask learners: What animals
live on the farm? What is your
favorite fruit? What is your
favorite vegetable? What farm
products do you know?
Teacher: ____________________
Grade: 3 Week:12
Session 2
Activities sequence
Before the lesson. 1 minute:
-Greet the students.
-Board: Write the date and
topic.
-Paste or project a Mexico’s
map.
Warm up. 5 minutes:
-Greet learners: good morning!
How are you? To get learners
talking and to guide focus
towards English class.
-Ask learners: Where do you
live? What state do you live?
Where is Sonora located on
this map? (Show learners the
map) 
Learners discuss what they
already know to connect to
prior knowledge.
Principal: ________________________
Product:
Session 3
Activities sequence
Before the lesson. 1 minute:
-Greet the students.
-Board: Write the date and
topic.
Warm up. 5 minutes:
-Greet learners: good morning!
How are you? To get learners
talking and to guide focus
towards English class.
-Ask learners: What are farm
products? What state do you
live? What country do you
live? 
 Vocabulary. 10
minutes:
Introduce or revise the
vocabulary: chicken, cow, pig,
tree, soil, eggs, meat, cheese,
milk, carrots, corn, lemon,
bananas, grapes, farm
products.
Learners will classify certain
words from the vocabulary on
a chart (animals and their
products - fruits and
vegetables.)  to an animal, and they will
Development: 5 minutes:
-Learners will fill in the blanks
on five sentences using the
vocabulary from the chart.  vocabulary (an image below
1- The chicken gives us eggs.
2- The cow gives us milk and
cheese.
3- The pig gives us meat.
4- The tree gives us bananas
and limes.
5 The soil gives us carrots and
corn.
Comprehension check: 10
minutes:  minutes:  minutes:
-The teacher will repeat the
sentences for the learners to
complete aloud (teacher
checks pronunciation).
-The teacher will read the
sentences with some wrong
words. The learners will be
asked to correct the sentence.
Consolidation/Practice: 10
Teacher: ____________________
Vocabulary. 10 minutes:
Revise the vocabulary:
chicken, cow, pig, tree, soil,
eggs, meat, cheese, milk,
carrots, corn, lemon, bananas,
grapes, farm products.
Introduce the vocabulary: map,
state, country.
Learners will listen to the story
“Farm products in Mexico”.
Learners will clap if they listen
shake their hands when they
listen to a product.
Development: 10 minutes:
Learners will fill in the blanks
using the products seen in the
each line).  worksheet with a Mexico’s
1. Mario lives in the state of
Sonora. He has a cow. His cow
gives him cheese and milk for
his family. He also has some
grape plants.
2. Mario has an aunt. Her name
is Anna. Anna lives in the state
of Chiapas. She has some
pigs, and they give her meat.
She grows bananas and corn
on the farm.
3. Alex is Mario’s friend. He
lives in the state of Michoacan.
He grows carrots and lemons.
He has a chicken, and it gives
him eggs.
Comprehension check: 5
-The learners will read aloud
the sentences with the missing
words.  -Where does Anna live?
-Teacher will check if the
answers are correct.
Consolidation/Practice: 10 Consolidation/Practice: 10
Principal: ________________________
Vocabulary. 10
minutes:
Revise the vocabulary:
chicken, cow, pig, tree, soil,
eggs, meat, cheese, milk,
carrots, corn, lemon, bananas,
grapes, farm products, map,
state, country.
Introduce the vocabulary:
north, south, east, and west.
Learners will recall the story
seen in session 2. 
Teachers will elicit participation
from students using the names
of the characters to locate
them on a Mexico’s map. 
Teacher will explain the
cardinal points.
Development: 15 minutes:
-Learners will identify the
characters and farm products
seen in the story in a
map.
-Learners will color the
products.
Comprehension check: 5
-Where is Sonora? North?
South?
-Where is Chiapas?
-In what state does Alex live?
-Where is Michoacan?
 minutes:  minutes:
-Write the
products with the animals.
(On the left side will be a list of
farm products and on the right
side there will be 4 charts with
an animal or tree/soil).
Assessment: 5 minutes:
-The teacher will show flash
cards of the products or
animals and ask the
questions:
1.What is the name of this
product?
2.What animal gives us this
product?
3. What product comes from
this animal?
Wrap-up. 4 minutes:  Wrap-up. 2 minutes:  Wrap-up. 2 minutes:
Ask learners which activity
they liked most. Thank
learners for a great job.
Dismiss class.
Differentiation:  Differentiation:  Differentiation:
Students are struggling with
confidence, so group in pairs
or ask as a whole group: Pair
weaker learner with a strong
learner, monitor closely.
Teacher: ____________________
minutes:
-With the information of the
story, classify the farm products
and with the corresponding
state (use the word bank).
Assessment: 7 minutes:
- The learners will answer the
following questions related to
the story:
1. Where does Mario live?
2. In what state does Alex live?
3. Where is Anna’s farm?
4. What animal products are
mentioned in the story?
5. Is fish a farm product?
Ask learners which activity they
liked most. Thank learners for a
great job. Dismiss class.
Students are struggling with
confidence, so group in pairs or
ask as a whole group: Pair
weaker learner with a strong
learner, monitor closely.
Principal: ________________________
-Teacher will invite
students to pass to the front
and complete the words seen
in the worksheet to correct
spelling if necessary. 
In the whiteboard the words
will be written with only the first
letter, students will complete
the word.
Assessment: 2 minutes:
The teacher will check
individually the product and
give feedback.
Ask learners which activity
they liked most. Thank
learners for a great job.
Dismiss class.
Students are struggling with
confidence, so group in pairs
or ask as a whole group: Pair
weaker learner with a strong
learner, monitor closely.
 Weekly Lesson Plan
School “___________________________”

Teacher: ____________________ Principal: ________________________