SUBSECRETARÍA DE EDUCACIÓN BÁSICA

COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2017-2018

LESSON PLAN
May 02 TO May 24
School’s name: CCT: Instructor’s name: ID:

Grade and unit: Product: Social practice:

1st Grade Unit 5 Product A Map of biodiversity in Mexico Share information through graphic resources
Environment: Specific competence:
Academic and educational Interpret basic information about a geography topic based on a graphical resource
Stage(s): Doing with the language (Activities): Knowing about the language
* Start every session by greeting students. (Background):
* Model every activity before making students work on it.
* Print images for the activities.

Session 1
5 minutes Vocabulary:
 Get or make a map of Cut out the maps of image 1 and place them in different parts of the classroom. Point to the three of Noun:
Mexico. them and say: They are maps. Then point to the first map and say: Is this the map of Mexico? Elicit  Maps
students’ answer: No, it isn’t. Do the same with the other two maps. Elicit students’ answer with the
second map: Yes, it is. Make sure the students identify the map of Mexico. Write the words: Map of Question and answer:
Mexico on the board and paste the map of Mexico below.  Yes, it is
 No, it isn’t
Map of Mexico

10 minutes Cardinal points:

Draw a compass rose on the board and explain students the four cardinal points: North, South, East, and  north
West. Use the map of Mexico. Have a student go to the front and ask him/her to point to the north point  south
and say it out loud. Do the same with the other cardinal points and different students.  east
 west
 Who is in the ___?
 ____ is in the north.

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 Form a compass rose on the floor in front of the classroom (you can use some rulers for the lines and
make the letters N, S, E, W with paper). Ask four students to stand in every cardinal point, and then ask
questions like: Who is in the north? Elicit answers like: Oscar is in the north. Do the same with the other
three students.

Regions:
 northern
15 minutes  central
Draw the map of Mexico on the board and tell students that There are three regions in Mexico: the  southern
northern, the central and the southern regions. Draw two lines to separate the three parts, say their
names and write them on the map. Invite students to work on choral repetition.

20 minutes
Provide students image 2. Ask them to color the regions with three different colors. Then have students
write down the four cardinal points and the names of the three regions in their maps. Ask them to share
it with the partner next to him/her and say the three regions and the four cardinal points. Have students
write their name on the back side of the map. Then ask them to cut out the map. Pick up the maps and
tell students that they will work with the same map in another session.

Session 2 Positions:
5 minutes  top
Draw the map of Mexico on the board in order to have a review about the previous session. Say the  bottom
following sentences pointing to the corresponding area in the map, This is my country, my country is  left
Mexico. The north is on the top of Mexico. The south is at the bottom. The west is on the left. The east is  right
on the right. Repeat the sentences and invite students to say them out loud along with you.  This is the ____ region.
Point to the three regions and elicit the sentences: This is the northern region. This is the central region.
This is the southern region.

20 minutes
Write the sentences of the previous activity on the board. Make students work on choral repetition.
Then invite a student to go to the front and read out loud the first sentence pointing to the
corresponding part on the map. Repeat the activity with the rest of the sentences and different students.
The north is on the top of Mexico.
The south is at the bottom of Mexico.
The west is on the left of Mexico.
The east is on the right of Mexico.
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 25 minutes Nouns:
Point out to every region on the map and ask students to name them out loud. Then ask them the  state
questions: Where do you live? What’s the name of your state? Elicit their answers: I live in the northern  country
region. The name of my state is Nuevo Leon.
Verb:
Write the following questions on the board, read them out loud and elicit the students’ answers by  live
pointing to the corresponding places on the map. Help students by saying the beginning of the answers,
like: My country is …….; It has …; They are the ……; I live in the …; I live in …...

What is the name of your country? The name of my country is Mexico.

How many regions does Mexico have?
What are the names of the three
regions?
In what region do you live?
In what state do you live?
Mexico has three regions.
They are the northern, the central, and the
southern regions.
I live in the northern region.
I live in the state of Nuevo Leon.

Session 3
25 minutes
Tell students that they will work with a review using the questions of the previous session. Write the
questions and answers on the board. Read them out loud and elicit the students’ answers. Practice the
questions with one student. Then invite two students to go to the front and take turns to practice the
first question and answer. Repeat the activity with the rest of the questions. Then ask students to
practice the questions with a partner.

15 minutes
Erase the board; write the sentences with some missing words so that students complete them. Make
the students read the sentences mentioning the missing words while you complete them on the board.

My country is _____________________________.
Mexico has three ____________________________.
The regions are the northern, the central and the ______________________.
I live in the _____________________ region.
The name of my state is _______________________.

10 minutes
Have students read the sentences out loud. Then have them copy the sentences in their notebooks.

 Do research about which
animals are from the
northern, central, or
southern regions of Mexico.
Session 4
10 minutes
Display image 3. Point to Nuevo Leon state and say: This is the state of Nuevo Leon. Then ask students Question and answer:
the question: In what region is Nuevo Leon? Elicit the answer: Nuevo Leon is in the northern region.  Where is ____?
Continue the activity with the other states in the map. Use the chart below. Then motivate students to  ____ is in the ____ region.
mention what states they already know and what animals they think we can find in every state.

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 Nuevo Leon Northern
Jalisco Central
Chiapas Southern
Yucatán Southern
Sonora Northern
Puebla Central

10 minutes Animals:
Play the video of the animals sound https://goo.gl/QHD36G if it is possible (if it is not, you can sing and  coyote
make the sounds of the animals).  jaguar
Play or sing the song again and motivate students to identify the animals they remember and make the  dolphin
corresponding sound.  monkey
 parrot
10 minutes  squirrel
Place image 4 on the board. Tell students: These are animals. What animals do you know? Elicit their  fauna
answers and write them on the board. Say the name of the first animal out loud and make the
corresponding sound. Do the same with the other animals. Make students work on choral repetition

*Tell students that fauna is another word for animals.

Now point to the first animal and have girls say the name out loud and the boys make the corresponding
sound. Then make boys say the animals’ names and the girls make the corresponding sounds.

10 minutes
Make pairs. Provide the students with some cards with the animals’ images (or names of animals written
in a piece of paper); motivate them to make the sound of the animal they were provided and find a
partner who makes the same sound.

10 minutes
Once in pairs, write the names of the animals on the board and have students write them down in their
notebooks. Ask to students complete the words in pairs. Once they finish, ask some students go to the
front to complete the words on the board and say the names out loud.
oyote aguar olphin onkey arrot quirrel

Conclude the session by telling the students how important it is to protect animals.

Session 5
20 minutes
Show image 4 and ask students: How many jaguars are there? Elicit answer: There is one jaguar. Do the
same with the other animals. Then ask them: How many animals are there? Motivate students to count
them along with you and answer: There are six animals.

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 Write the names of the animals on the board in singular and plural. Explain students the plural form of
the words. Have students work on choral repetition (check pronunciation in advance
http://goo.gl/vuEkpn). Ask them to write the words in their notebooks.
Singular Plural
coyote coyotes
jaguar jaguars
dolphin dolphins
monkey monkeys
parrot parrots
squirrel squirrels
10 minutes
Provide pairs with worksheet 1 (you can draw the pictures and write the words on the board). Have
students circle the correct name. Once they finish, ask them to say the correct names out loud and paste
the worksheet in their notebooks (or write them in their notebooks).

5 minutes Habitats:
Elicit environments, ask students to say where do they think animals live, in the same environments?  desert
Then show image 5 and motivate students to say what they see on it. Tell them that: There are several  ocean
habitats in Mexico and write them on the board: desert, ocean, rainforest. Have students work on choral  rainforest
repetition.  flora
Then show the image again, point to each one and motivate students to say the correct name of the
habitat.

15 minutes
Question and answer:
Cut out the pictures of images 4 and 5 and paste the habitats on the board, then show the coyote and
 Where do ___ live?
ask students: Where do coyotes live? Have them guess the habitat. Then say: Coyotes live in the desert.
Paste the image of the coyote next to the corresponding habitat. Repeat the activity with the other  ___ live in the ____.
animals. Write the questions and answers on the board and read them out loud, have students read
them out loud along with you.

Where do coyotes live? Coyotes live in the desert.

Where do jaguars live?
Where do dolphins live?
Where do monkeys live?
Where do parrots live?
Where do squirrels live?
Jaguars live in the rainforest.
Dolphins live in the ocean.
Moneys live in the rainforest.
Parrots live in the rainforest.
Squirrels live in the rainforest.

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 Session 6
15 minutes Plants:
Paste image 5 on the board. Motivate students to mention the three habitats. Ask a student to go to the  cactus
front to mention one habitat and point to it. Do the same with the other ones. Then use TPR (about  pine tree
animals worked before) and make students guess the correct animal. Elicit the habitats for each animal.  palm tree

25 minutes
Place image 6 on the board, then ask students to say what they see on it. Elicit the word: plants; Write it
on the board as well as their names and have students work on choral repetition. Now write them in the
plural form.

Singular Plural
cactus cactus
pine tree pine trees
palm tree palm trees

* Tell students that another plural form for cactus is cactuses; check the word in the students’ book.
* Tell students that flora is another word for plants.

10 minutes
Ask the students to draw and write down the names of plants in their notebooks.

Conclude the session by telling the students how important it is to protect plants.

 Color the regions of Mexico
on the map with the
information about its flora
and fauna.
Session 7
10 minutes
Elicit the names of the plants students learned in the previous session. Then place image 5 on the board
and write their names. Now elicit the names of the animals they learned in previous sessions. Write
them on the board.
15 minutes
Draw the map of Mexico on the board and draw two lines to separate the three regions. Elicit the names
of the three regions of Mexico by pointing to each one. Now point to the central region and ask: Is this
the northern region? Motivate students to answer: No, it isn’t.; then ask: What region is it? Motivate
them to say: It is the central region. Repeat the activity with the other regions.

Point to the central Is this the northern No, it What región is it? It is the central
region. region? isn’t. region.
Point to the southern Is this the central No, it What region is it? It is the southern
region. region? isn’t. region.
Point to the northern Is this the northern Yes, it
region. region? is.

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 25 minutes Verb:
Cut out the animals of image 4 (coyote, squirrel and monkey). Show the image of every animal and say  grow
the sentences below placing the animals in the corresponding regions. Then write the sentences on the
board with the names of the animals missing, and have students say each complete sentence out loud.
Then write them on the board and ask students to read them out loud one more time. Repeat the
activity with the plants of image 7.

Fauna Flora
Coyotes live in the northern region. Cactus grow in the northern region.
Squirrels live in the central region. Pine trees grow in the central region.
Monkeys live in the southern region. Palm trees grow in the southern region.

Ask the students to cut out the animals (coyote, squirrel, and monkey) and the three plants (cactus, pine
tree and palm tree) from magazines, books, newspapers, etc. Ask the students to take them to the next
session.

Session 8
20 minutes
Have a review about the previous session. Draw the map of Mexico on the board. Have students use
their images requested in the previous session (coyote, squirrel, monkey, cactus, pine tree and palm
tree). Say the first sentence about animals (the ones of the previous session) and invite a student to go
to the front, to place his/her image in the corresponding region. Do the same with the other sentences.
Repeat the activity with the sentences about plants.

10 minutes
Once they placed all the images on the map. Have students say the sentences out loud along with you.

20 minutes
Cut out the images of the other animals (jaguar, dolphin and parrot) and plants; deliver them to some
students. Then write the sentences from the previous session on pieces of paper and provide them to
different students
Divide the board in three parts and write the names of the regions. Invite to one student to read his/her
sentence (provided in a piece of paper) out loud and have the student who has the corresponding image
go to the front and paste it below the name of the correct region. Repeat the activity with the rest of the
sentences.

Session 9
15 minutes
 Add names of animals and Provide image 2 that you picked up after students colored it in session 1. Ask the students to use the
plants. images requested in the previous session (coyote, squirrel, monkey, cactus, pine tree, palm tree). Have
students paste them in the corresponding region on the map.

20 minutes
Have the students write the names of the animals and plants on the map. Then motivate them to point
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 Display the map inside or
outside the classroom.
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to the images and say the corresponding sentence to the partner next to him/her. Ask them to write
their names on the back of the map and picked them up.
E.g. Coyotes live in the northern region.
15 minutes
Write the following sentences on the board. Invite some students to go to the front to answer them
with true or false. Then have them read the sentences aloud.
True False
Coyotes live in the desert. 
Jaguars live in the desert. 
Dolphins live in the ocean. 
Monkeys live in the rainforest. 
Parrots live in the rainforest. 
Session 10
20 minutes
Use a die for this activity. Make teams of four. Then draw the six sides of the die on the board and write
the following words of some animals and plants as shown below. Throw the die and say out loud the
word that corresponds to the number of pips shown on the side of the die facing upward. Then say a
sentence using the same word (see the chart below, you can write the sentences on the board).
Coyotes live in the desert.
Jaguars live in the rainforest.
Cactuses grow in the northern.
Squirrels live in the central region.
Pine trees grow in the central region.
Monkeys live in the southern region.
10 minutes
Place a wallchart on the board. Provide image 2 you picked up in the previous session and invite the
students to paste the wallchart.
Lesson Plan designed by PA Ofelia Saavedra Noriega
 20 minutes
Encourage students to go to observe their partners’ work. Ask each team to provide information about
their maps.

Achievements:
 Identify by name animals
and/or plants, and locate
them on a map of Mexico.
 Rewrite the names of plants
and/or animals.
 Recognize words that form
sentences.
Reference: Assessment:
Syllabus Cycle 1, 1st Grade Checklist Yes No
https://goo.gl/QHD36G Students were able to identify the 3 regions of Mexico.
http://goo.gl/vuEkpn Students were able to identify the 1 or 2 of the regions of Mexico.
Students were not able to identify any of the regions of Mexico.
Students were able to match the three animals to the
corresponding regions of Mexico.
Students were able to match one or two of the animals to the
corresponding regions of Mexico.
Students were not able to match any of the three animals to the
corresponding regions of Mexico.
Students were able to match the three of the plants to the
corresponding regions of Mexico.
Students were able to match one or two of the plants to the
regions of Mexico.
Students were not able to match any of the three plants to the
regions of Mexico.

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