This lesson plan outlines a Zoom class for a 6th grade English class on clothing, which includes reviewing feelings through an emoji PowerPoint, looking at a clothing catalog, playing a name picker game, doing a celebrity clothing quiz in Kahoot, and sharing a digital yearbook designed in Canva to celebrate the students' completion of primary school.

1. INSTITUTO SUPERIOR DE FORMACIÓN CONTINUA ‘LENGUAS VIVAS BARILOCHE (A-052)’
PROFESORADO DE INGLÉS –OPCIÓN PEDAGÓGICA A DISTANCIA
ENTREGA DE PLANIFICACIÓN Nº 2
Tutor: Aurelia Velázquez
Trainee: Paula Ezpeleta
Thematic Unit: ‘WHAT ARE YOU WEARING?’

2. 1
DIDACTIC UNIT Nº 2
Grade: 6th
Linguistic level: Elementary
Number of students: 15. One student suffers from dyslexia.
Planning type: 4 set of activities + ZOOM lesson plan
Schedule: November 2020
Week 1 –Activities Monday 2th November
Week 2 – Activities Monday 9th November
Week 3 –Activities Monday 16th November
Week 4 –ZOOM CLASS Monday 23th November

3. 2
Learning Aims [UdW1]
During this didactic unit, learners will be able to:
 Develop their listening skills by watching a sitcom and listening to
different types of recordings.
 Develop their reading skills related to clothes, family life, and
shopping.
'WHAT ARE
YOU
WEARING?
WEEK1: MY
CLOTHES &
TV SERIES
CLOTHES
WEEK 2: THAT'S
MY T-SHIRT' +
VIRTUAL TOUR
SHOPPING +
PADLET CLASS
VOTE
WEEK 3:
'SHOPPING
CLOTHES &
DESIGNING
AN ITEM OF
CLOTHING
WEEK 3: ZOOM
END OF YEAR
MEETING
CLOTHES'
CATALOG +
CLOTHES QUIZ-
6th YEARBOOK
SOURCES:
 GoGetter 1, Pearson
 Cool kids 2
 Poptropica Islands, Pearson

4. 3
 Develop their writing skills by describing clothes and personality
traits.
 Develop their oral skills by describing people’s clothes, buying
clothes, and making compliments.
 Develop their creativity to design an item of clothing, an Ad and
a personal profile.
 Develop ICT skills by using a wide variety of e-learning tools such
as Canva (design website), virtual tour, Padlet. an online quiz
(Google forms), matching game (Flippity) and collaborative quiz
(Kakoot).
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
 Clothes: shoes, t-shirt, shirt,
dress, pants, coat, hat,
pyjamas.
 Emotions: happy, OK, sad,
angry, bored, tired, etc.
 Personality: shy, messy,
sociable. Nice, etc.
 Colours and numbers (1-
100).
 Describing
feelings.
 Describing
people’s
personality.
To be: Are you ready? It
isn’t my cap.
Have/has got: He’s got a
hat.
I’m wearing a blue dress.
What are you wearing?
I’m wearing a blue dress.
Possessives: That is John’s
bag,
N
E
W
 Clothes: hoodie, trousers,
jumper, tracksuit, top, skirt,
suit, cardigan, blouse,
jacket.
 Footwear: boots, trainers,
high heels, flip flops, sandals.
 Accessories: sunglasses,
cap, scarf, belt, necklace,
earnings, bracelet,
umbrella.
 Adjectives to describe
clothes: big, boring , cool
 Describing
people’s clothes.
 Buying clothes.
What is she/he wearing?
He’s wearing a blue suit.
That’s my T-shirt!
Whose clothes are they?
The jeans are Mum’s.
What would you like? I’d
like a shirt, please.
The trousers are baggy
and trendy.

5. 4
long, new, old, short, small,
expensive, cheap, trendy,
fashionable, casual, formal,
tight, baggy.
Would you like brown
boots? No, I wouldn’t. I’d
like red boots, please.
Can I buy this jacket,
please? Yes, of course.
How much is that scarf? It’s
six pounds fifty.
WEEK Nº 1 – Activities: ‘What are you wearing?’

6. 5
1) Find these clothes in the picture. Which are you wearing
today?
1) Listen and repeat. Find the clothes in the picture.
coat jeans T-shirt shoes trousers
1_34.mp3
Comentado [A1]: Shall they write the numbers next to the
correct words?

7. 6
2) Complete the table with the words in the vocabulary box
(exercise 1).
is are
1. Tt-shirt
2. ....
3. ....
4. ....
5. ....
6. ....
7. ....
8. ...
9. ....
10.
1. shoes
2. ....
3. ....
4. jeans
5. .....
3) Adele and Adam are at the sports centre. Are their clothes
OK? Complete the lists under the yes or no heads. Look at
the example.

8. 7
ADAM
YES NO
1.T-shirt
ADELE
YES NO

9. 8
8. boots
4) Listen and read the cartoon. Then, choose true (T) or false (F)
Islands L2 CD3
Track14.mp3

10. 9
Write TRUE or FALSE beside the sentence.
1. Uma is wearing a top, trousers and pink shoes. TRUE

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2. Cindy has got a yellow dress.
3. Ola is wearing a T-shirt.
4. Cindy is wearing trainers.
5. John is wearing a tracksuit.
6. Ola has got five hats.
5) Quiz time! Do you like 1’A Series of Unfortunate Events’?
First read the MIND! section + the example, and then click on
the link below.
1 This series is age rating 10+

12. 11
EXAMPLE:
0. Violet Baudelaire (LOOK AT MINUTE 0.22)
What’s she wearing?
She’s wearing a pink shirt and a blue cardigan.
Quiz: ‘A Series of Unfortunate Events’
https://docs.google.com/forms/d/e/1FAIpQLSfUE5o4rrCknSX0B4LrDmb_0odrqAyAYMfOCG5PbpSWVPj
ePw/viewform?usp=pp_url
Comentado [A2]: You can do something interactive with
tolos such as edpuzzle. Check it out!

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NOW, YOUR TURN!
What are you wearing?
I’m wearing……

14. 13
Well kids, that’s it for this week!
I hope you enjoyed the activities. If you have any
questions, please feel free to contact me.
A big kiss!
Miss Paula
END OF ACTIVITIES FOR WEEK 1
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x

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Language
accuracy
x
Observations
Great start!
WEEK Nº 2 –Activities: ‘That’s my T-shirt’
1) Memory Game! Try this online game. I have added some
new words.

16. 15
Play! 
https://www.flippity.net/mg.php?k=1xAPBPM5SZOIz_VnFg
AvqCuqJ1zuOsskiajrVqIIwqPA
2) Once you finished playing the game, classify the words into
clothes and footwear. Use the dictionary if you don’t know
the meaning of the new words.
CHECK THIS BILINGUAL DICTIONARY: https://www.wordreference.com/
3) TV SHOW: let’s meet ‘The Newmans’!
4) Watch and read. Are the clothes in the right place?
CLOTHES FOOTWEAR
Comentado [A3]: I would have included cards with pictures
to be matched with their corresponding cards with words, so as
to reinforce meaning.
Comentado [A4]: What about SUNGLASSES?

17. 16
............................................
1) Look at the photos and read the story again. Whose clothes
are they? Highlight the correct answer.
WATCH! ‘THAT’S MY T-SHIRT’ (PART 1)
https://drive.google.com/file/d/1qqmbkUZs4NqSyqnXXTfYp2oNoXXEyUmA/view?usp=sharing

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0. Photo 2 The jeans are Jen’s / Mum’s.
1. Photo 3 The jeans are Jen’s / Mum’s.
2. Photo 3 The top is Jen’s / Mum’s.
3. Photo 4 The T-shirts are Dad’s / Alex’.
2) Listen and repeat. Find these expressions in the story.
3) Guess! Who’s got Alex new T-shirt?
 Mum?
 Dad?
 Jen?
Now, watch PART 2 and check.
WATCH ‘THAT’S MY T-SHIRT’ (PART 2)
https://drive.google.com/file/d/1IxYG4MPKOc1Tfhsqjp4-UrUnyWlwn-zg/view?usp=sharing
1_37.mp3

19. 18
4) Watch the video. You’ll love Hammy, the kids’ pet.
WATCH ‘THAT ISN’T MY T-SHIRT’ (GRAMMAR SPOT)
https://drive.google.com/file/d/1Gv0x6_59g3jlanXpaa9abniSe0PyxyWA/view?usp=sharing

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5) Read the chart.
6) Highlight the correct answer.
1. This / These are your trainers.
2. This / These isn’t Alex’s shirt.
3. This / These shoes aren’t Jen’s.
4. That / Those T-shirts are Dad’s.
5. That / Those is my coat.
6. That / Those boots are Mum’s.
7) Listen and repeat.
8) Look at the photos and write sentences. Use the words in the
box and this, that, these or these.
1_39.mp3
Comentado [A5]: those

21. 20
0. This is a cool cap.
1. ……………………
2. ……………………
3. ……………………
4. ……………………
9) Shopping time! Let’s go shopping around the world!
You’ll make an online tour and choose ONE item of clothing.
Don’t look at the prices SSS, please!
GOTSTYLE STORE: CANADA
https://my.matterport.com/show/?m=rV7bu6eFPNL&play=1
an old boot a small shirt boring shoes
new trousers a cool cap

22. 21
SANTORINI BOUTIQUE: ITALY
https://www.360virtualtour.co/portfolio/santorini-ash-fashion-
boutique-store-360-virtual-tour/
Make a screenshot with your mobile phone and describe it
using the new words. Look at the example:
Look at this jacket! It’s my favourite. You can buy it at
‘GotStyle’. It’s grey, small and super cool. Do you like it?
Share your item and description in this
PADLET
https://padlet.com/paula_bahia81/20zr4q0r1yfqv0e2
Once you have uploaded your favourite item, we’ll make a
CLASS VOTE and you’ll choose the coolest item.
Well kids, that’s it!

23. 22
We’re almost finishing this year. can you believe it?
I hope you have a good time.
A big hug!
Miss Paula
END OF ACTIVITIES FOR WEEK 2

24. 23
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations

25. 24
WEEK Nº 3 –Activities: ‘Cool Clothes’
1) Listen and read. Does Emma buy the jacket?
POP_BRE_PB_L4_CD2_TR_25.mp3

26. 25
2) Listen and say. Write the new words in your copybook.
3) Listen, look and say.
POP_BRE_PB_L4_CD2_TR_26.mp3
POP_BRE_PB_L4_CD2_TR_27.mp3

27. 26
4) Online activity: Unscramble the dialogue.
Go to https://es.liveworksheets.com/1-ao1420351po
5) Now, YOU will design an item of clothing. Follow the
instructions, please:
Below, you have a template to guide you but you’re
free to design any item of clothing. Be creative! Use
materials you have at home.
T-SHIRT TEMPLATE:
https://drive.google.com/file/d/1WQqRx4Hf9JuPbfmZM
dH_pSvnXngtNBTs/view?usp=sharing
Over to you! You can design your item of clothing in
paper or in digital format.
Comentado [A6]: How will they go through activity 1? Those
adjectives are new.

28. 27
PART 1
Invent a brand name, size, price (up to 100 dollars), a
brief description and a short phrase to catch customers.
This work will be included in our next ZOOM meeting. You
can’t fail!
PART 2
Now, you’re ready to create an ad using Canva, an
online design website. Look at my Ad! It’s nice, isn’t it?
Brand name: Chetardo & CO
Size: S – M – L - XL
Price: $55
Description: blue jeans
Catching phrase: Simply
awesome!

29. 28
Now, watch my tutorial to learn how to do your own Ad!
Link:
https://drive.google.com/file/d/1SIayqUyGkInWWrYKowM
gfjSJzJPGcTRC/view?usp=sharing
6) Round up! In this last exercise of the year, you’ll revise things
you have learnt during this year.
1. This is Claire. She’s very ………………………………………… She’s
got ………………………………………………………. What’s she
Claire
Personality: nice but shy
Physical appearance: blonde
hair – blue eyes
Clothes: trendy style – pink
sweater – pink shoes
Simon
Personality: sociable and messy
Physical appearance: blonde
hair – blue eyes
Clothes: trendy style – pink
sweater – pink shoes

30. 29
wearing?………………………………………………………………………
……………………..
2. This is Simon. He’s very ………………………………………… He’s got
………………………………………………………. What’s he
wearing?………………………………………………………………………
……………………..
7) Complete the information about you and write your
description.
SPOILER ALERT! This will be included in your GRADUATES
YEARBOOK!
I’m …………………………..
I’ve got ……………………..
I’m wearing …………………
Well kids, that’s it for this week!
I’ll see you next week on Zoom!
This will be our last class!
A big kiss!
Miss Paula
END OF ACTIVITIES FOR WEEK 3
Name:
Personality:
Physical appearance:
Clothes:
Comentado [A7]: So as to make it more challenging, you
may just include the first “model” and ask learners to write the
whole second paragraph on their own. I´m positive they could
do so!

31. 30
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations

32. 31
WEEK Nº 4: ZOOM CLASS (Lesson Plan)
Materials [UdW3]
1. Power point: How are you feeling?
2. Power point: Clothes Catalog
3. Wheel name picker. (Flippity)
4. Celebrities Kahoot quiz.
5. 6TH Digital Yearbook (Canva)
Procedures
ROUTINE
GREETINGS AND SETTING THE ONLINE CLASSROOM (4 minutes)
● Greet ss as they enter the ZOOM meeting. T: Hi Uma/Romeo/Rafaela!
How are you today? Once all ss are in the meeting T says: I missed you
very much! I’m so happy to see you all!
● T asks: What day is it today? and enables the mic of the first Ss who raises
his hand. Ss: It’s Monday! Teacher says I can’t believe we’re almost
finishing this year and that you’re leaving primary school! Oh my God!
How are you feeling?

33. 32
● Teacher shares the emojis’ PP for ss to share their feelings two weeks
before leaving school.
● Link to PP
https://drive.google.com/file/d/1c7gpj8RpIfT0xzXFjn5JrCI3SwmwET2o/v
iew?usp=sharing
● Transition comment. T says Today is a bit cold, so I’m wearing a sweater,
trousers, and trainers. T asks 2 or 3 ss ‘What are you wearing? Ss answer.
Then, T asks questions such as Do you like clothes? Do you care your
appearance? What kind of clothes do you prefer? T says I like fresh and
colorful dresses, especially to go to the beach! T allows a few ss to
answer. In this way, T creates the precise context for the lesson and
revises key target language.
WARM-UP [UdW4]
LISTENING: FIND THE KIDS! COLLABORATIVE WORK (5 minutes)
 Well, I’m going to divide you into two teams! T shares screen and show
ss the teams. T adds: Pay attention! Team 1 is made by … and Team 2
by… Everything’s all right? Fantastic!
Pop_BrE_PB_L1_CD3_Tr18.mp3

34. 33
 T shares on the screen the PP, and says What a crowd! I wish you good
luck to find the kids. For this listening, I will activate the pencil tool and
one student per team will circle the lost kid. Is that clear? Ss: yesss!!!I want
to use the pencil, Miss!! T appoints one ss for team.
 LINK TO POWER POINT WITH AUDIOFILE INCLUDED:
https://drive.google.com/file/d/1ugytg1c4S3FgSnb9iiG0H6vb7nLUDN5g
/view?usp=sharing
 Ok, first Team 1 has to find kid number 1 and number 3, and Team 2
number 2 and 4. Here we go, listen, find and circle!
 Once both teams circle the four kids, T shows the children and check if
their picks were right. T praises both teams and says I’m jealous of your
sight, I wouldn’t find them in a lifetime!
● Scaffolding strategies. This is a very simple activity to warm up and revise
and reinforce basic structures seen during the previous weeks. By
working in teams, ss interact with more knowledgeable peers revising the
target language.
● Transition comment. Now that we have found the little kids we can feel
relieved and get ready for super cool game! I’m sure you know this
people very well… Let’s see what you think of these guys… Ss say:
Whooo???

35. 34
PRESENTATION [UdW5]
CELEBS’ KAHOOT QUIZ COLLABORATIVE WORK (10 minutes)
 T says: All right! Do you like watching movies and series on NETFLIX? Ss:
Yes!!! We have watched lots during the quarantine. T says I know! That’s
the reason I asked you last month which are your favourite series and
movies, so that I could include them in this quiz.
 You will continue working in teams, the same teams. T explains that each
team has to agree on the correct answer. T will keep track of each
correct and incorrect answer and show the results to the class at the end
of the quiz.
 T shares the quiz and says You have only 20 seconds to answer, so
please pay attention! Ss: Whaaat? Only 20 seconds???
https://create.kahoot.it/creator/46cd5326-e054-46a9-
9949-f1232caa93b2
 T explains that each team must decide which colour (red, blue, yellow
or green) has got the correct answer. Team 2 will be muted while team
1 decides. Then, ss swipe roles. Ss will get instant feedback from the

36. 35
online platform. Besides, ss will feel motivated since there’s a 20 seconds
timer to answer each question.
 T praises the winner team and reminds ss the importance of having time
together. In this playful way, ss revise the target language but in an
increasing challenging way. T praises ss WELL DONE, KIDS!
Transition comment: Well kids, now it’s time to go shopping. I got all your Ads,
they’re awesome!!!
DEVELOPMENT (PRACTICE & PRODUCTION) [UdW6]
ACTIVITY- GAME N°1: BUYING CLOTHES (15 minutes)
 T asks one ss How much is that t-shirt? I’d like to buy your t-shirt. Ss may
look surprised and answer something funny. In this way T introduces the
target language.
 T points at her shirt and says This shirt is very expensive. It’s $86 dollars but
it’s not on sale.
 I think I need some new clothes. I’ll have a look at this online catalog I
got yesterday. Would you like to have a look? Ss say: Yesss! I want to see
my Ad!
 T shares the students’ clothes catalog and shows the slides. T makes
comments about ss’ ads and praises their creativity. Ss will react at their

37. 36
own designs and at their classmates Wow, I love those jeans! I like that
swimsuit! etc.
 LINK TO POWER POINT:
https://drive.google.com/file/d/13xFjWbKfplTR4KbiZjIoSLi1WBfSrQ_v/vie
w?usp=sharing
 T stops sharing the PP and shares the Wheel Random Name picker
https://www.flippity.net/rp.php?k=1H3l6USWiAxJyFzaePEnxqZpE2Xuqu0
5TJiWQIPyFoHo
 T says Now, I will spin the wheel. The wheel will ‘tell’ who the client is and
that client has to choose an item of clothing from the catalog. Then, the
designer of the item chosen by the ‘client’ will be the shop assistant, of
course.
 T spins the wheel and says well, Daniel chooses your favourite clothes. T
shares the PP and ss act out dialogues as if they were buying clothes.
This will be
● Scaffolding strategies. T starts this activity by modelling the language
with a pair of ss. In this way, students will remember the target language
seen in the previous week.
● Transition comment. Wow! I think you are good at shopping for clothes.
But now it’s time to share something special with you. Are you ready?

38. 37
CLOSURE [UdW7]
‘6th year Digital Yearbook’ (6 minutes)
 T says Well kids, in two weeks you’re leaving Primary School. This is a very
important time in your life and I think you deserve something beautiful
and unique.
 T shares the digital Yearbook that include pictures, ss’ own descriptions
from the previous week (exercise 7) and memories.
Digital yearbook link:
https://www.canva.com/design/DAEL4uH_suc/dgYOm3c7tNinSweLHaFFZw/v
iew?utm_content=DAEL4uH_suc&utm_campaign=designshare&utm_medium
=link&utm_source=homepage_design_menu

39. 38
● Ss will be thrilled at looking at the digital book Wow, Miss! It’s beautiful!
Please, share it on Instagram!
● T says well, it’s time to say goodbye and whish you the best! I want to
tell you that it was very nice to meet you! I really will miss you at school
and I know that soon we’re going to meet again in the street. It’s been
wonderful to be your teacher.
● T smiles and says A big hug! Kisses!
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence
and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X

40. 39
Language
accuracy
x
Observations You´ve done an amazing job, Pau!
You´re super resourceful and creative. I can´t wait to see
you “in action”!
END OF ACTIVITIES FOR WEEK 4
THE END
Each activity must be described in terms of the following components:
❏ Timing
❏ Activity description and instructions as they will be said to students
(include direct speech)
❏ Scaffolding strategies
❏ Transition comment to link each stage of the lesson with the next
one
To be completed by your tutor:
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Acceptable
2
Needs
improvemen
t
1
Con formato: Inglés (Estados Unidos)
Con formato: Inglés (Estados Unidos)

41. 40
Visual
organization
Coherence
and
sequencing
Variety of
resources
Stages and
activities
Scaffolding
strategies
Language
accuracy
Observations
DOC COMMENTS:
[UdW1]Your aims should be achieved throughout the activities. You need to have
your aims clear before anything else because they will guide you through your own
planning. I will particularly look at to what extent you cover these aims by the time
the Didactic Unit finishes.
[A2]Here you will include the activities, the way you will share them with students.
[UdW3]This should serve as a checklist in order to get everything ready for the lesson.

42. 41
[UdW4]Here you’ll sort of introduce the topic, create the context of your lesson. It’s
like a bridge between the activities you have designed for them to do on their own
and this lesson. You revise those aspects which help you scaffold new teaching.
[UdW5]Transitions become of paramount importance!
[UdW6]For each activity you need to explain whether students will work individually,
in pairs or as a whole group and what exactly you want them to do. What’s your role
too? If you develop activities, you need to provide a sample of it. Remember to
include transitions and be coherent from one activity to the next. It doesn’t have to
be a collection of activities. You need to include your sources and materials.
[UdW7]This is after the production stage (free activity, final task, game, song, etc).
Here you wrap up the whole lesson. This time, you won´t give homework.