UNIDAD EDUCATIVA BALANDRA – CRUZ DEL SUR

LESSON PLAN: Week # 17 from January 9th to January 13th 2023.

SUBJECT: ENGLISH GRADE: 5th Basic TEACHER: Lcda. Vanessa Pachucho

SKILLS:
- Thinking skills
o critical thinking
o creativity and innovation
o transfer
- Communication skills
- Social skills
- Self-management skills
o organisation
o affective
o reflection
- Research skills
o information literacy
o media literacy

DATE: Class # 1

CONTENT: (WRITING) Compound Sentences # 1.

SPECIFIC OBJECTIVES:

As a result of this lesson, students will be able to:

- Students will learn to recognize and write simple, compound, and complex
sentences.

RESOURCES:

- Whiteboard.
- Pencils.
- Worksheet.
- Notebooks.
ACTIVITIES:

5 mins intro.

What are compound sentences?

A compound sentence is when two (or maybe more) simple sentences are joined
by a conjunction.

Examples of simple sentences are:

- I like orange juice.

- My mom likes apple juice.
- We went to the park.
- We had a picnic.

You can take to simple sentences and join them with a conjunction.
Examples of conjunctions are:

- and
- or
- but
- so
- because

Here are a couple of compound sentences using the above examples:

- I like orange juice but my mom likes apple juice.

- We went to the park and we had a picnic.

15 mins guided practise.

Explain there are three types of sentences. These types are called simple,
compound, and complex. Good writers vary the type of sentences they use to
make their stories more interesting and smooth. Before explaining what the three
types of sentences are, define an independent clause and a dependent clause.
An independent clause has a subject, verb, and a complete thought. A dependent
clause has a subject and a verb, but does not have a complete thought. A simple
sentence has one independent clause. It has a subject and a verb. It expresses
a complete thought. Here are some examples: Todd took the bus to school. Mr.
Anderson is very tired this morning. Lisa and Bobby will like the next American
Idol episode.
15 mins individual practise.

A compound sentence has two independent clauses joined by a conjunction or a

semicolon. A conjunction is one of the following words: for, and, nor, but, or, yet,
so. The first letter of each one spells out FANBOYS. Here are some examples of
compound sentences. Write them on the board: Davis ate ice cream and Mamina
drank lemonade. Mom said I had to clean my room; I made my bed first. Mr.
Pebbles needed a walk, but Caitlyn was late for school. Ask students to give a
few more examples of compound sentences and add them to the board.

5 conclusion.

Ask students to identify each one as simple, compound, or complex. And copy
them on their notebooks.

When they’ve finished the exercise, ask them to write a paragraph about what
they did last weekend, using at least one of each type of the three sentences.

1. Since I can’t swim, I don’t like getting on any kind of boat.

2. Charlie plans to play foursquare at recess and Jeff is going to shoot hoops.

3. Renee is eating spaghetti for lunch today.

4. While I understand the importance of exercise, I really don’t like jogging.

5. Dad says I have to mow the lawn tonight, but I’m going over to Sarah’s.

6. The sunset is so pretty tonight.

DATE: Class # 2

CONTENT: Feelings: Hapiness.

SPECIFIC OBJECTIVES:
As a result of this lesson, students will be able to:
- Talking about Feelings and Emotions.
RESOURCES:

- Whiteboard.
- Pencils.
- Worksheet.
- Notebooks.
ACTIVITIES:

5 mins intro.

Invite a student up to the front of the class and give him/her the chalk/marker.
Whisper a feelings word (e.g. "angry") and get him/her to draw the face in the
circle. If he/she is having difficulty, show him a picture or flashcard. Invite the
class to shout out the answers – the first student with the correct answer can
draw the next picture.

15 mins guided practise.

Let's follow the song with a reader which uses the structures from the song.
Before class, download and print off the reader "How do you Feel When ...?"
from our website. As you go through each page, point to the pictures and ask
your students how they feel in each situation, for example:

- Teacher: (reading from page 1) What's this?

- Students: Sun!
- Teacher: Yes, that's right! It's a sun so it's sunny. How do you feel when
it's sunny?
- Students: Happy!
- Teacher: Let's check (turning to page 2) ... "I am happy", yes, that's right!

Get the students really involved in the story by asking lots of questions and asking
them if they feel differently in each situation. After reading the story, give out a
reader worksheet to each student and have everyone match pictures. Then read
through the story one more time (without stopping for questions, etc.) to check
the answers as a class.

15 mins individual practise.

To finish off this section of the lesson, give out the worksheet to everyone to do.
As your students are doing the worksheets, ask questions (e.g. "How does he/she
feel?", etc.).
5 conclusion.

1. Assign Homework: "My feelings 1" worksheet or "My feelings 2" worksheet:
The first worksheet only requires students to draw pictures whereas the second
has sentences to write. Assign the worksheet according to the level of your
students.

2. Wrap up the lesson with some ideas from our "Warm Up & Wrap Up" lesson
sheet.

HNW:

DATE: Class # 3

CONTENT: (WRITING) Compound Sentences # 2.

SPECIFIC OBJECTIVES:

As a result of this lesson, students will be able to:

- Students will learn to recognize and write simple, compound, and complex
sentences.
RESOURCES:

- Whiteboard.
- Pencils.
- Worksheet.
- Notebooks.

ACTIVITIES:

5 mins intro.

What are compound sentences?

A compound sentence is when two (or maybe more) simple sentences are joined
by a conjunction.

Examples of simple sentences are:

- I like orange juice.

- My mom likes apple juice.
- We went to the park.
- We had a picnic.

You can take to simple sentences and join them with a conjunction.
Examples of conjunctions are:

- and
- or
- but
- so
- because

Here are a couple of compound sentences using the above examples:

- I like orange juice but my mom likes apple juice.

- We went to the park and we had a picnic.

15 mins guided practise.

Explain there are three types of sentences. These types are called simple,
compound, and complex. Good writers vary the type of sentences they use to
make their stories more interesting and smooth. Before explaining what the three
types of sentences are, define an independent clause and a dependent clause.
An independent clause has a subject, verb, and a complete thought. A dependent
clause has a subject and a verb, but does not have a complete thought.

A simple sentence has one independent clause. It has a subject and a verb. It
expresses a complete thought. Here are some examples: Todd took the bus to
school. Mr. Anderson is very tired this morning. Lisa and Bobby will like the next
American Idol episode.

15 mins individual practise.

A compound sentence has two independent clauses joined by a conjunction or a

semicolon. A conjunction is one of the following words: for, and, nor, but, or, yet,
so. The first letter of each one spells out FANBOYS. Here are some examples of
compound sentences. Write them on the board: Davis ate ice cream and Mamina
drank lemonade. Mom said I had to clean my room; I made my bed first. Mr.
Pebbles needed a walk, but Caitlyn was late for school. Ask students to give a
few more examples of compound sentences and add them to the board.

5 conclusion.

Ask students to identify each one as simple, compound, or complex. And copy
them on their notebooks.

When they’ve finished the exercise, ask them to write a paragraph about what
they did last weekend, using at least one of each type of the three sentences.

7. The mall is closing one hour earlier than normal on Sunday.

8. Ginny is sad because her brother moved away for college.

9. Mrs. Jones says she is proud of us.

10. Mom says reality television is stupid, yet I enjoy Dancing With the Stars.

11. Chocolate milk is my favorite drink.

DATE: Class # 4
CONTENT: Jungle Shorts (Pre-reading).

SPECIFIC OBJECTIVES:

- Use the reading strategy of making, revising, and confirming predictions.

- Analyze changes in the setting.
- Understand the use of a dash as punctuation.
- Recognize and form compound words.

RESOURCES:

- Whiteboard.
- Pencils.
- Books
- Notebooks.

ACTIVITIES:
5 mins intro.

• Look at the picture on the cover. Talk about the characters and what might
happen in the story.

• Read the blurb on the back cover. Think of reasons why Amy might want to be
a hedgehog expert.

• Have a quick look through the pictures and form an impression of the character
of the next-door neighbor.

• Ask the children if they can think of any other stories about children and animals.
15 mins guided practice.

Give students their copy of the book. Guide them to the front and back covers
and read the title. Have students discuss what they see on the covers.

Encourage them to offer ideas as to what type of book it is and what it might be
about. Show students the title page. Discuss the information on the page (title of
book, author’s name, illustrator’s name).

15 mins individual practice. Introduce the Comprehension Skill: Analyze

setting.
Focus: Explain to the children that you want them to think about the following
question while they are reading independently: Which parts of the story tell us
about the character of Mr. Peck?

• Ask the children to read a chapter of the story independently.

• As each child reads aloud to you, notice the strategies the child uses to cope
with new words.

• Do they use punctuation to help them read with appropriate expression?

• Check that the children have understood the main events of each chapter.

5 mins conclusion.

• Ask the children to tell you what they have found out about Mr. Peck.

• Encourage them to find evidence in the pictures and in the story to support their
statements. You could make a list of his characteristics.

• When the children have read the whole story, talk about the way that Amy coped
with Mr. Peck’s unpleasant behaviour.

• Discuss the way that Mr. Peck seemed to change at the end of the story.

• Do the children think Amy could really understand what the hedgehogs were
saying? Encourage them to give their reasons.

DATE: Class # 5

CONTENT: Feelings: Sadness.

SPECIFIC OBJECTIVES:
As a result of this lesson, students will be able to:
- Talking about Feelings and Emotions.

RESOURCES:

- Whiteboard.
- Pencils.
- Worksheet.
 - Notebooks.

ACTIVITIES:

5 mins intro.

Invite a student up to the front of the class and give him/her the chalk/marker.
Whisper a feelings word (e.g. "angry") and get him/her to draw the face in the
circle. If he/she is having difficulty, show him a picture or flashcard. Invite the
class to shout out the answers – the first student with the correct answer can
draw the next picture.

15 mins guided practise.

Let's follow the song with a reader which uses the structures from the song.
Before class, download and print off the reader "How do you Feel When ...?"
from our website. As you go through each page, point to the pictures and ask
your students how they feel in each situation, for example:

- Teacher: (reading from page 1) What's this?

- Students: Sun!
- Teacher: Yes, that's right! It's a sun so it's sunny. How do you feel when
it's sunny?
- Students: Happy!
- Teacher: Let's check (turning to page 2) ... "I am happy", yes, that's right!

Get the students really involved in the story by asking lots of questions and asking
them if they feel differently in each situation. After reading the story, give out a
reader worksheet to each student and have everyone match pictures. Then read
through the story one more time (without stopping for questions, etc.) to check
the answers as a class.

15 mins individual practise.

To finish off this section of the lesson, give out the worksheet to everyone to do.
As your students are doing the worksheets, ask questions (e.g. "How does he/she
feel?", etc.).
5 conclusion.

1. Assign Homework: "My feelings 1" worksheet or "My feelings 2" worksheet:
The first worksheet only requires students to draw pictures whereas the second
has sentences to write. Assign the worksheet according to the level of your
students.

2. Wrap up the lesson with some ideas from our "Warm Up & Wrap Up" lesson
sheet.

HNW:

DATE: Class # 6

CONTENT: (QUIZ#3)

Specific Objective:
 To measure growth in knowledge, abilities, or skills.

Activities:
10 min open- Students talk about what has been learned during the week. Tt
links the matter to math with a problem written on the board.

30 min. Ss. Solve the following quiz.

10 min. After everyone is done with the quiz the teacher will collect all the papers
and will make a general checking so the students will know in case they made a
mistake, later the teacher will take back the graded quizzes so the students can
paste it to their notebook and take them to their parents to sign.