UNIDAD EDUCATIVA FISCAL LUIS FELIPE BORJA DEL ALCAZAR

San Luis de Chillogallo Quito Telefax 2620968 2846617

Mail clfba1984@hotmail.com

LESSON PLAN

Group: 10th A-BDate: 17 21 November 2014Time: 40 minutes No. students: 37

Recent topic worked: present tense of do verbs Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Identify personal pronoun possessives

Objective: Students will be able to difference the possessive pronouns and possessive adjectives .

Assessment: Write descriptive sentences with possessive adjectives to describe their own photos. Write descriptive sentences with possessive pronouns

Materials:

Books

Notebooks

Photos

Anticipate problems: Ss cant difference the possessive pronouns and possessive adjectives Elaborating sentences with possessive pronouns and possessive adjectives

TIMINGTEACHER ACTIVITY STUDENT ACTIVITYSUCCESS INDICATOR

10 minutes

20 minutes

10 minutes

Getting start Ask students to bring in at least two photos of themselves. . One should be as a very young child, and another photo with their family or friends. Class activity Distribute theOur Favorite Thingsimage to students. Ask students to describe each picture using possessive adjectives. For example:This is Ed and this ishisguitar.Hisguitar is cool. Divide the class into pairs. Have students use possessive adjectives and possessive pronouns to describe the photos they brought in to their partners. After theyve described their photos, ask students to share one of their partners photos with the class. You can also use the students photos for a small group activity. Distribute a few photos to each small group. The photos should be of students not in the group. The group discusses the pictures and tries to guess who is in each photo. After a few minutes, ask the groups to report to the whole class. Students show their pictures, and announce their guesses, supporting them with sentences using possessive adjectives. For example:This is Jenny's picture. The baby in the picture looks like Jenny.Herhair is black. And I know this ishermother.

Students carry their familys photos Students describe their photos and photos of their friends using possessive adjectives and possessive nouns

Students identify the members of their family , describe member by member of their family , they using a grammar structure learned

Students Write descriptive sentences with possessive adjectives to describe their own photos.

Additional possibilities: Ss describe things of the classroom using possessive adjectives and pronouns

Homework/further work: do 10 sentences using possessive adjectives and pronouns.

Elaborated byReviewed byAuthorized by

Lic. Gabriela Carrillo

English Teacher

November,2014

.Lic. Gloria Jinez

Area Coordinator

November, 2014

Lic. Blanca Zambrano

Vice principle

November, 2014

LESSON PLAN

Group: 10th A-BDate: 24-28 November 2014Time: 40 minutes No. students: 37

Recent topic worked: present tense of do verbs Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.

Materials:

Books

Notebooks

Photos

Anticipate problems:

TIMINGTEACHER ACTIVITY STUDENT ACTIVITYSUCCESS INDICATOR

10 minutes

20 minutes

10 minutes

Hold a class discussion about food and its importance to the human body. A good way to review this subject is to watchThe Food Pyramid.

Ask students to talk about their favorite foods. In which categories do these foods belong? What kinds of nutrients do they provide? Are they healthful?

As a homework assignment, ask students to chart the foods they eat during one day, starting with the foods they have eaten on the day of the lesson. Ask students for examples of a typical breakfast, lunch, snack, and dinner. Demonstrate how to chart each meal. (For example, if a student ate cereal for breakfast, write the header "Breakfast" on the board; below it write "cereal," "milk," and anything they might put in the cereal, such as a banana.) Talk about serving sizes: If a student ate bread, how much did they eat? Write the amounts of each food eaten on the chart. Give students some time in class to chart the foods they have already eaten that day.

Returning to the lesson the following day, ask students to compare the foods they ate with those in the food pyramid.

1. Then group students into pairs and have them discuss what they ate and how it compares the food pyramid. Ask volunteers to what they've learned. How well did they meet the requirements of the food pyramid? How much food did they eat from the group at the top of pyramid? What can they do to make sure they eat more healthfully?

2. Have the pairs work together to create a healthful menu for one day that meets the guidelines in the food pyramid. They can include foods they eat as well as some foods they think would be healthful or fun to eat. Allow groups time to share their menu ideas.

Students were highly engaged in class and group discussions; charted their food intake for one day with great detail; showed a great understanding of how their food intake met the guidelines of the food pyramid; and created a menu that identified healthful foods and correctly addressed pyramid guidelines.

Additional possibilities:

Homework/further work:

Elaborated byReviewed byAuthorized by

Lic. Gabriela Carrillo

English Teacher

November,2014

.Lic. Gloria Jinez

Area Coordinator

November, 2014

Lic. Blanca Zambrano

Vice principle

November, 2014

LESSON PLAN

Group: 10th A-BDate: 8-12 DECEMBER 2014Time: 40 minutes No. students: 37

Recent topic worked: present tense of do verbs Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.

Materials:

Books

Notebooks

Photos

Anticipate problems:

TIMINGTEACHER ACTIVITY STUDENT ACTIVITYSUCCESS INDICATOR

10 minutes

20 minutes

10 minutes

Hold a class discussion about food and its importance to the human body. A good way to review this subject is to watchThe Food Pyramid.

Ask students to talk about their favorite foods. In which categories do these foods belong? What kinds of nutrients do they provide? Are they healthful?

As a homework assignment, ask students to chart the foods they eat during one day, starting with the foods they have eaten on the day of the lesson. Ask students for examples of a typical breakfast, lunch, snack, and dinner. Demonstrate how to chart each meal. (For example, if a student ate cereal for breakfast, write the header "Breakfast" on the board; below it write "cereal," "milk," and anything they might put in the cereal, such as a banana.) Talk about serving sizes: If a student ate bread, how much did they eat? Write the amounts of each food eaten on the chart. Give students some time in class to chart the foods they have already eaten that day.

Returning to the lesson the following day, ask students to compare the foods they ate with those in the food pyramid.

3. Then group students into pairs and have them discuss what they ate and how it compares the food pyramid. Ask volunteers to what they've learned. How well did they meet the requirements of the food pyramid? How much food did they eat from the group at the top of pyramid? What can they do to make sure they eat more healthfully?

4. Have the pairs work together to create a healthful menu for one day that meets the guidelines in the food pyramid. They can include foods they eat as well as some foods they think would be healthful or fun to eat. Allow groups time to share their menu ideas.

Students were highly engaged in class and group discussions; charted their food intake for one day with great detail; showed a great understanding of how their food intake met the guidelines of the food pyramid; and created a menu that identified healthful foods and correctly addressed pyramid guidelines.

Additional possibilities:

Homework/further work:

Elaborated byReviewed byAuthorized by

Lic. Gabriela Carrillo

English Teacher

DECEMBER,2014

.Lic. Gloria Jinez

Area Coordinator

DECEMBER, 2014

Lic. Blanca Zambrano

Vice principle

DECEMBER , 2014

LESSON PLAN

Group: 10th A-BDate: 15-19 DECEMBER 2014Time: 40 minutes No. students: 37

Recent topic worked: present tense of do verbs Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.

Materials:

Books

Notebooks

Photos

Anticipate problems:

TIMINGTEACHER ACTIVITY STUDENT ACTIVITYSUCCESS INDICATOR

10 minutes

20 minutes

10 minutes

Hold a class discussion about food and its importance to the human body. A good way to review this subject is to watchThe Food Pyramid.

Ask students to talk about their favorite foods. In which categories do these foods belong? What kinds of nutrients do they provide? Are they healthful?

As a homework assignment, ask students to chart the foods they eat during one day, starting with the foods they have eaten on the day of the lesson. Ask students for examples of a typical breakfast, lunch, snack, and dinner. Demonstrate how to chart each meal. (For example, if a student ate cereal for breakfast, write the header "Breakfast" on the board; below it write "cereal," "milk," and anything they might put in the cereal, such as a banana.) Talk about serving sizes: If a student ate bread, how much did they eat? Write the amounts of each food eaten on the chart. Give students some time in class to chart the foods they have already eaten that day.

Returning to the lesson the following day, ask students to compare the foods they ate with those in the food pyramid.

5. Then group students into pairs and have them discuss what they ate and how it compares the food pyramid. Ask volunteers to what they've learned. How well did they meet the requirements of the food pyramid? How much food did they eat from the group at the top of pyramid? What can they do to make sure they eat more healthfully?

6. Have the pairs work together to create a healthful menu for one day that meets the guidelines in the food pyramid. They can include foods they eat as well as some foods they think would be healthful or fun to eat. Allow groups time to share their menu ideas.

Students were highly engaged in class and group discussions; charted their food intake for one day with great detail; showed a great understanding of how their food intake met the guidelines of the food pyramid; and created a menu that identified healthful foods and correctly addressed pyramid guidelines.

Additional possibilities:

Homework/further work:

Elaborated byReviewed byAuthorized by

Lic. Gabriela Carrillo

English Teacher

DECEMBER,2014

.Lic. Gloria Jinez

Area Coordinator

DECEMBER, 2014

Lic. Blanca Zambrano

Vice principle

DECEMBER , 2014

LESSON PLAN

Group: 10th A-BDate: 12-16 JANUARY 2015Time: 40 minutes No. students: 37

Recent topic worked: present tense of do verbs Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.

Materials:

Books

Notebooks

Photos

Anticipate problems:

TIMINGTEACHER ACTIVITY STUDENT ACTIVITYSUCCESS INDICATOR

10 minutes

20 minutes

10 minutes

Hold a class discussion about food and its importance to the human body. A good way to review this subject is to watchThe Food Pyramid.

Ask students to talk about their favorite foods. In which categories do these foods belong? What kinds of nutrients do they provide? Are they healthful?

As a homework assignment, ask students to chart the foods they eat during one day, starting with the foods they have eaten on the day of the lesson. Ask students for examples of a typical breakfast, lunch, snack, and dinner. Demonstrate how to chart each meal. (For example, if a student ate cereal for breakfast, write the header "Breakfast" on the board; below it write "cereal," "milk," and anything they might put in the cereal, such as a banana.) Talk about serving sizes: If a student ate bread, how much did they eat? Write the amounts of each food eaten on the chart. Give students some time in class to chart the foods they have already eaten that day.

Returning to the lesson the following day, ask students to compare the foods they ate with those in the food pyramid.

7. Then group students into pairs and have them discuss what they ate and how it compares the food pyramid. Ask volunteers to what they've learned. How well did they meet the requirements of the food pyramid? How much food did they eat from the group at the top of pyramid? What can they do to make sure they eat more healthfully?

8. Have the pairs work together to create a healthful menu for one day that meets the guidelines in the food pyramid. They can include foods they eat as well as some foods they think would be healthful or fun to eat. Allow groups time to share their menu ideas.

Students were highly engaged in class and group discussions; charted their food intake for one day with great detail; showed a great understanding of how their food intake met the guidelines of the food pyramid; and created a menu that identified healthful foods and correctly addressed pyramid guidelines.

Additional possibilities:

Homework/further work:

Elaborated byReviewed byAuthorized by

Lic. Gabriela Carrillo

English Teacher

DECEMBER,2014

.Lic. Gloria Jinez

Area Coordinator

DECEMBER, 2014

Lic. Blanca Zambrano

Vice principle

DECEMBER , 2014

LESSON PLAN

Group: 10th A-BDate: 12-16 JANUARY 2015Time: 40 minutes No. students: 37

Recent topic worked: present tense of do verbs Recent Language work: Ss will have elaborated sentences using the present tense of regular verbs

Aims: At the end of the lesson, students will be Classify various foods into one of the five food groups

Objective: Students will be able to Chart the foods eaten during one day and describe how well they adhere to the food pyramid i.

Assessment student track their daily meals for one week using our meal tracking sheet.

Materials:

Books

Notebooks

Photos

Anticipate problems:

TIMINGTEACHER ACTIVITY STUDENT ACTIVITYSUCCESS INDICATOR

10 minutes

20 minutes

10 minutes

Hold a class discussion about food and its importance to the human body. A good way to review this subject is to watchThe Food Pyramid.

Ask students to talk about their favorite foods. In which categories do these foods belong? What kinds of nutrients do they provide? Are they healthful?

As a homework assignment, ask students to chart the foods they eat during one day, starting with the foods they have eaten on the day of the lesson. Ask students for examples of a typical breakfast, lunch, snack, and dinner. Demonstrate how to chart each meal. (For example, if a student ate cereal for breakfast, write the header "Breakfast" on the board; below it write "cereal," "milk," and anything they might put in the cereal, such as a banana.) Talk about serving sizes: If a student ate bread, how much did they eat? Write the amounts of each food eaten on the chart. Give students some time in class to chart the foods they have already eaten that day.

Returning to the lesson the following day, ask students to compare the foods they ate with those in the food pyramid.

9. Then group students into pairs and have them discuss what they ate and how it compares the food pyramid. Ask volunteers to what they've learned. How well did they meet the requirements of the food pyramid? How much food did they eat from the group at the top of pyramid? What can they do to make sure they eat more healthfully?

10. Have the pairs work together to create a healthful menu for one day that meets the guidelines in the food pyramid. They can include foods they eat as well as some foods they think would be healthful or fun to eat. Allow groups time to share their menu ideas.

Students were highly engaged in class and group discussions; charted their food intake for one day with great detail; showed a great understanding of how their food intake met the guidelines of the food pyramid; and created a menu that identified healthful foods and correctly addressed pyramid guidelines.

Additional possibilities:

Homework/further work:

Elaborated byReviewed byAuthorized by

Lic. Gabriela Carrillo

English Teacher

DECEMBER,2014

.Lic. Gloria Jinez

Area Coordinator

DECEMBER, 2014

Lic. Blanca Zambrano

Vice principle

DECEMBER , 2014

LESSON PLAN

Group: 10th A-BDate: 9-13 march 2015Time: 40 minutes No. students: 37

Recent topic worked: there is there are with some and anyRecent Language work: Ss will have elaborated sentences using the present tense of regular verbs with there is, there are in positive, negative and interrogative

Aims: At the end of the lesson, students will be ask question using how much , how many with countable and non-countable noun.

Objective: Students will learn vocabulary to talk about amounts and quantities (much, many, a lot) and food

Assessme

Materials:

Books

Notebooks

Photos

Anticipate problems:

TIMINGTEACHER ACTIVITY STUDENT ACTIVITYSUCCESS INDICATOR

10 minutes

20 minutes

10 minutes

Ask students to tell you the alphabet (A-Z). Then ask for a kind of food or drink beginning with A. Let individual students shout out answers. Write them on the board. Do the same with BShow the students a bag of rice and 3 apples. Ask them what they are called.

Write on the board: How _________ apples do I have? How _________ rice do I have? MUCH MANY Ask which word goes in the gap. Tell students that we use much when we cannot count the items and many when we can count the items. Show the students 3 apples and a bottle of water. How _________ apples do I have? How _________ water do I have? MUCH MANY Hold up the Much & Many flashcards. Ask students to say if they use much or many. Then ask them to shout out a sentence.11. Students identify the correct food or drink. Students identify when use how much and how many

Students will diference the use of how much and how many

Additional possibilities:

Homework/further work:

Elaborated byReviewed byAuthorized by

Lic. Gabriela Carrillo

English Teacher

MARCH 2015.Lic. Gloria Jinez

Area Coordinator

DECEMBER, 2015Lic. Olga MendezVICEPRINCIPLEMARCH 2015

Write on the board: How _________ apples do I have? How _________ rice do I have? MUCH MANY Ask which word goes in the gap. Tell students that we use much when we cannot count the items and many when we can count the items. Show the students 3 apples and a bottle of water. How _________ apples do I have? How _________ water do I have? MUCH MANY Hold up the Much & Many flashcards. Ask students to say if they use much or many. Then ask them to shout out a sentence.