DU2 - Spooky Halloween

INSTITUTO DE FORMACIÓN DOCENTE CONTINUA LENGUAS VIVAS BARILOCHE
(A-052)
PROFESORADO DE INGLÉS – OPCIÓN PEDAGÓGICA A DISTANCIA
● PRÁCTICA DOCENTE II●
ENTREGA DE PLANIFICACIÓN
SPOOKY HALLOWEEN
TUTORA: AURELIA VELAZQUEZ
ALUMNA PRACTICANTE: VALERIA ZENTNER
E-MAIL: VALERIAZENTNER@HOTMAIL.COM
Código de campo cambiado

UNIDAD DIDÁCTICA N° 1 – Spooky Halloween
Grado: 4th Grade
Nivel lingüístico del curso:Elementary
Cantidad de alumnos: 6
Tipo de Planificación: Clase
Unidad Temática:Spooky Halloween
NOTE 1: The whole sequence of activities has been designed to reinforce some of the
topics and structures we worked on before. I have decided to do so to help them
review some concepts they are going to deal with at the final exam in December.
NOTE 2: All of the activities are described as suggested by the tutor, in terms of
timing, description and instructions, and transition comments. Scaffolding strategies are
included within the description of each activity.
To be sent by the teacher before October 26th
Hello my students!
Halloween is coming! So, what about watching a spooky film?
You can see the film by clicking on the following link:
https://www.netflix.com/title/70220028?s=a&trkid=13747225&t=cp
Enjoy it!
NOTE: All the students have access to a Netflix account. We have worked this way before.

Class Nº 1 – October 26th
Learning Aims
During this lesson, learners will be able to…
Review and reinforce their knowledge on how to describe a town, using there’s and there
are and prepositions of place.
Review and reinforce their knowledge on places in town.
Identify typical Halloween characters and describe where they are.
Improve their speaking skills through interaction with the teacher and with their
classmates.
Work on their social skills by doing speaking activities with the rest of the class.
LanguageFocus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Places in town:
→ Hospital
→ Station
→ Circus
→ Park
→ Cemetery
→ Museum
→ School
→ Library
→ Shop
→ Cinema
→ Restaurant
Prepositions of place:
→ Behind
→ Between
→ In front of
→ Opposite
To describe a town.
There is a hospital.
There‟s a vampire.
It is in front of the
hospital.
There are3 werewolves.
They‟re opposite the park.
N
E
W
Halloween monsters:
→ Skeleton
→ Jack O‟ Lantern
→ Vampire
→ Zombie
→ Mummy
→ Ghost
→ Witch
→ Werewolf
→ Frankenstein‟s Monster
To identify what monsters
are in town and where they
are.
Materials
Virtual Calendar from Classroom Screen.
Interactive Pictures made with Genially – Places and Monsters in Town.
Power Point Presentation with Guess Who and Pictionary boards to play.
Quizizz online game – Monsters are in Town!
Procedures

ROUTINE
Timing: 4-5 minutes
Activity description and instructions as they will be said to students (include direct
speech), and scaffolding strategies to be implemented:
I will greet the children by saying „Hello everyone, how are you today?‟ while making a
greeting gesture with my hand. While doing so, I will prepare myself to share my screen,
displaying a calendar which they are already familiar with. I will make sure everyone sees it
by asking „Now, tell me, can you see the calendar on your screen?‟ If the answer is positive, I
will say "Okay, look at the calendar. Can you tell me what day is it today? You are right, today
is (Monday/Wednesday). Now, tell me, what date is it today? 1, 2, 15? Yes, today is (5).
Excellent, mystudents!‟
Illustrative example. Taken from: https://app.classroomscreen.com/
Transition comment to link each stage of the lesson with the next one:
‘Okay my students, you know we are almost at the end of October. What important date is
coming? Yes, Halloween! We are so close to Halloween that some monsters are already
haunting a town! Let’s see where they are!’
WARM- UP &PRESENTATION
Timing :9-10 minutes
Activity description and instructions as they will be said to students (include
direct speech) and scaffolding strategies to be implemented:
I'm going to share a Genially presentation with interactive images on the screen. Once I
make sure everyone can see it, I will turn to the students and say 'Okay, so this town is
Halloweentown. Tell me what places do you see?' In case students do not understand the
question or do not know how to answer, I will guide their answers by asking 'Is there ... Hmm
... a hospital? Yes, there is.' while pointing the mouse at the hospital. I will continue 'Okay,
what other place do you see? Is there a station? Yes, there is. What else?'. It will be
repeated until all the places from the photo have been named.
Once that is done, I will continue by saying 'As I told you before, this town is full of
monsters. In all the places they named there is a monster. Let's see, where do you want to
go first?' while I mention several places for them to choose one. Once they have replied, I
will click on the chosen town-place, and a window will open with a picture of a monster in
there. I will read the sentence above the monster‟s picture and say 'Oh look, -It likes

drinking blood. It's a vampire!- There's a vampire in the hospital.' emphasizing the monster's
name. In the same way, I will introduce all the other monsters that are inside the different
places of the town. Once everyone has been introduced, we will review the new vocabulary.
To do this, I will ask 'Do you remember what monster is in the hospital? Let's see, it is a ...
Look, what is that? A vam ... yes! to vampire! There’s a vampire in the hospital.' thus inviting
them to name each of the monsters.
Monsters are in Town! By Valeria Zentner
https://view.genial.ly/5f7a7bc1607a860d2578e9ca/interactive-image-imagen-interactiva
The second stage of the activity will consist of seeing and describing exactly where each of
the monsters mentioned above is. To do this, I will change the slide and a new interactive
image will appear, in which there will be a place in the town and a monster. I will ask 'Well,
children, tell me... Where is this vampire? Look at the hospital?' and then click on the
monster's picture for a new window to open. I will read the content and say 'There's a
vampire. It is IN FRONT OF the hospital. So, again ... Where is the vampire? it is ... Yes, it is
IN FRONT OF the hospital. Excellent!' inviting them to use the preposition of place to say
where the monster is. In this same way, we will continue with the following slides, using
BEHIND, BETWEEN and OPPOSITE to say where each character is.
The last four slides will be shown to the students so that they are the ones to describe
where the characters are. For this, I will say 'Okay, now look at this picture. There are
three little werewolves, right? So, where are they? Look at the park. Are they OPPOSITE-
BEHIND-IN FRONT OF OR BETWEEN the park?' while making gestures for students to
remember the meaning of the prepositions. It will be done with the other three pictures.
‘Very good job identifying where these monsters were! But... Oh no! There are monsters in
another city! Let’s see what monsters we see and where they are!’
DEVELOPMENT (PRACTICE and PRODUCTION)
Main Activity 1:
Timing :7-8 minutes
This activity will be developed in two parts. To get started, I will share a PowerPoint
presentation on the screen in which the game boards will be available. The first part of the
activity will be guided mostly by me. I will explain to the students what we are going to do by
saying 'Well children, let's play GUESS WHO! Before we start, can you tell me what
characters do you see? Is there a vampire? Is there a Jack O 'Lantern?'so to identify all
Comentario [A1]: Lovely! Students
will get really excited.
Con formato: Tachado

the characters that will be named throughout the activity. I will continue by saying 'Now I'm
going to choose a character BUT I'm not going to tell you which one. What I'm going to do is
to tell you where that character is so you can guess which one it is. Are you ready?'. With
that being said, I will make a thoughtful face while choosing a character, and then I will give
them its location by saying 'Pay attention. It is IN FRONT OF the RESTAURANT.'
emphasizing the preposition. I will continue 'Okay, What's there in IN FRONT of the
restaurant?' inviting them to name the character I described. In case they have difficulties
figuring out which character it is, I will give them a clue. I may say 'Okay, here's a clue. It is
in front of the restaurant, and IT'S ORANGE. What character is it? Yes! It's Jack O'
Lantern!'. The process will be repeated until all the characters are mentioned.
PowerPoint Presentation – Guess Who
https://drive.google.com/file/d/18V0OOx4qNUBsCzB69XMCfUWDJT2FMac9/view?usp=sharing
In the second part of the activity we will do the same, but this time it will be the students
who will give the clues so that the rest of their classmates can guess which character they
are talking about. To introduce the activity, I will go to the next presentation slide and say
'Hey, excellent job! Oh... The monsters have been taking a walk. Challenge your friends in a
GUESS WHO game! Choose a monster, describe where it is and have your friends guess.
They sure can't beat you!'. I will go to the next slide and invite the students to participate
by saying 'Okay, who wants to start?' while I name them for encouragement. Once it is
decided who will start, I will say 'What you're going to do is to choose a character, but
you're not going to tell us which one it is, like I did before. Tell me when you're ready, and
we'll get started. Well, tell us ... where is your character?'. In case the rest of the students
find it difficult to guess, I will ask the child to give us a clue by saying 'Hmm, it seems
difficult! Could you give us a clue? What colour is it?'. This will be repeated with all students
until all have participated.
Once these steps are finished, I will round-up the activity by asking where each of the
characters is so that everyone can use the prepositions.
‘You have done it so well!However, what do you think about challenging your friends one more
time? This time, you are going to choose a monster and draw it for your friends to guess
which one it is.I’m sure nobody can beat you in Pictionary!’
Main Activity 2:
Timing:7-8 minutes
The purpose of this activity is to reinforce the new vocabulary related to Halloween
characters. To start, I am going to say 'Okay, I will start drawing first. I am going to
draw a character, and you have to guess which one it is. Are you ready?' and I will
start to draw a character. Once it is done, I will invite the students to guess which
one it is by asking 'Well, look, what is it? Is it a vampire? Or what?'. In case they find
Comentario [A2]: This plural form is
missing on slide 3. Check!

it difficult to guess, I will give they a hint. I may say 'Okay, It's got a lot of bones. So
what is it? Yes, it's a skeleton!'.
Once they have guessed, it will be the students' turn to draw. I will invite them to
participate by asking who wants to start and then I will say 'Okay, you have to draw a
character but without telling us what it is. If we find it difficult to guess, maybe you
could give us a clue. Come on!'. This will be repeated until everyone has participated.
Pictionary Board
‘You all have played very well today!But that’s not all! It’s time for you to prove how much you
know about monsters!’
CLOSURE
Timing:7-8 minutes
This last activity will also focus on the new vocabulary worked throughout the lesson.
I'll start by saying 'Okay, we are going to play Quizizz again! But this time, let's see
how much you know about these characters' while I share the link of the game
through the Zoom chat and on WhatsApp. I will keep saying 'Okay, open the game,
write your name, and you can start! Okay, let's see the first question. It says - It
likes drinking blood. Who am I?- Look, we have two options; a vampire and a skeleton.
Which one do you think is the correct one?'. We will continue like this until all
questions have been answered.
After the students finish playing, I will share the results on the screen so that
everyone can see who the winner is. Once that is done, I will say 'You have worked so
well today! It's time to go, but we are going to meet again on Wednesday. Bye Bye,
children!'
Quizizz game -Monsters are in Town! by Valeria
Zentnerhttps://quizizz.com/admin/quiz/5f7a5e91e22374001d2cc3d8
To be completed by your tutor:
Lesson plan
component
Excellent
5
VeryGood
4
Good
3
Acceptable
2
Needsimprovement
1

Visual organization X
Coherence and
sequencing
X
Variety of resources X
Stages and activities X
Scaffoldingstrategies X
Languageaccuracy X
Observations Great start!
__________________________________________
Class Nº 2 – October 28th
Learning Aims
Work on their listening skills by listening to “Dr Frankenstein and the Monster”.
Reinforce and review vocabulary related to appearance description to describe a monster
and an imaginary one.
Reinforce and review has got structures (positive, negative and interrogative) by
describing different monsters‟ appearance.
Improve their writing skills by describing an imaginary monster of their own.
To create their own monster with recycled materials.
LanguageFocus
R
E
V
Parts of the body and
general description
vocabulary
→ Legs
→ Arms
→ Head
→ Fingers
→ Mouth
→ Nose
→ Eyes
→ Hair (curly, blond, blank)
→ Short
→ Tall
→ Strong
→ Thin
To describe a monster‟s
appearance.
It has got curly hair.
Has it got a big mouth?
Yes, it has.
No, it hasn‟t.

N
E
W
Materials
Online calendar from Classroomscreen.
“Dr Frankenstein and the Monster” story in PPT format.
Wordwall True or False game – Frankenstein‟s Monster.
Genially slide with a Random Card Game to create a new monster.
Zoom Whiteboard.
My home-made monster.
Procedures
ROUTINE
Timing: 4-5 minutes
I will greet the children by saying ‘Hello everyone, how are you today?’ while making a
by asking ‘Now, tell me, can you see the calendar on your screen?’ If the answer is positive, I
will say ‘Okay, look at the calendar. Can you tell me what day is it today? You are right, today
Excellent, mystudents!’
‘Okay children, do you remember the Halloween characters we worked with last class? Toda,
we are going to focus on only one of them. It is green and very big, and it has got a lot of
different body parts. Do you know which one is it?’
Timing:10minutes

Since I have already given some clues about the character we are going to focus on, I
will share a PowerPoint with the story on the screen. First I will show the cover of the
story in which the students will see its title, "Dr Frankenstein and the Monster", and a
picture of the monster. Then, I will ask 'Do you remember who this is? It's Dr
Frankenstein's monster! Do you want to know how has it been created? Let's start
reading!'. I will start reading the story as follows (commentsand actionsto be made
included in colour):
Look, there's Dr Frankenstein. He says ...‘Oh, I am sad. I haven't got friends!’
‘Oh, I am a doctor! I can create a friend!’
He goes to the cemetery and collects some body parts. Look at Dr Frankenstein. He is
digging a hole to collect body parts!
Okay, now he is in a laboratory. Isn't he? Let's see what he says‘I have got hands,
arms and fingers’(while pointing the mouse pointer at the different body parts)
‘I have got a head, legs and a brain. Now, I can create my friend!’while pointing the
mouse pointer at the different body parts
Look, he has already created the monster. Let's see what happens now! He says ...‘I
created a new friend! He is alive!’
(Oh look! The monster wants to say something) 'GRRRR'
‘Oh, no! I created a monster!’
‘Go away! I am not your friend!’says Dr Frankenstein. Look at the monster. He's so sad!
The monster is very sad. He goes away.
Okay, it seems like he's in a town now and there are some people there. The monster
goes to town. He listens to people and learns to speak. He says now...‘Now, I can speak!’
The monster goes to the library and learns to read. Look, he is in a library. He's
reading a book! He says 'Now, I can read!'
One day, the monster goes to Dr Frankenstein's house. Look at what the monster
says!'Now, I can read and speak!'. Look how happy Dr Frankenstein is now!
They both say'We like reading books!'. Now, they are friends! Look at them, they are
happy together!
NOTE: Dr Frankenstein and the monster‟ voices will be faked in different tones of voice.
Dr Frankenstein and the Monster story – made with StoryboardThat.
https://drive.google.com/file/d/1TnmrgFctYqb_FaFiBao5YrU2kFMQaCf1/view?usp=sharing
(I will show it as a PowerPoint presentation. I had to upload it as a PDF file because the PPT format
changes)
After reading the story, I will say 'So, this is the story of how Dr Frankenstein
Comentario [A3]: Word order

created the monster'.After that, I will introduce a game about Frankenstein for the
students to reinforce the use of the HAS GOT and the vocabulary related to parts of
the body. I will share a Wordwall game on the screen and say 'Well, here's the
monster. Let‟s describe it to see exactly how Dr Frankenstein created it'. I will
continue by saying 'Okay, here is the first sentence. It says -It has got black hair-
What do you think? Is it TRUE or FALSE? Look at the picture!' while pointing at the
monster's hair. If the students answer correctly, I will congratulate them and
continue with the next sentence. If they not, I will help them to formulate a correct
sentence to describe the monster. I may say 'So, look at its hair. Is it orange, yellow,
or black? What colour is it? Yes! It has got black hair'.
https://wordwall.net/play/4722/013/556
‘Well done, children! You have done it so well! But, think about it. The monster only has one
friend. Do you want to create one monster for it to be its friend? Let’s imagine that we are
Dr Frankenstein’s legacy and create one!’
Main activity 1:
Timing:10 minutes
I am going to share a Genially template on the screen that will work as our whiteboard,
in which a Random Cards Game (Wordwall) is embedded to create the monster.
I will start by asking 'What shape do you want our monster to have? a square, a circle,
a triangle?' while drawing those shapes on the screen for the students to decide.
Then, I will go on to say 'Okay, what we're going to do is create a new monster to be
friends with Dr Frankenstein's one. I'm going to mix up the cards, and we're going to
draw our monster part by part. Okay, look! First, we have to draw the mouth! What
colour should it be? Red, green? Okay, red then. Now, who wants to draw the mouth?'.
I will guide the game in the same way until we have a monster drawn.
Once the monster is drawn, we will check what body parts this monster has. To do
this, I may ask 'Has it got a big mouth? Has it got curly hair?' to encourage them to
describe it.
Random Cards Game – Made with
Wordwallhttps://view.genial.ly/5f79599eb6e14a0d0d92b9f9/presentation-dr-frankensteins-legacy-
Comentario [A4]: While telling the
students, you should encourage
students´ participation so as to check
they are getting the idea. You may also
ask some comprehension questions
after telling the story.
Comentario [A5]: They may draw the
monster on their copybooks/folders,
too.

creating-a-new-monster
‘We have created an amazing monster. Now, if you had to create a monster on your own, how
would it be?’
Main activity 2:
Timing:10 minutes
The purpose of this activity is to prepare the students for the craft-activity that
they will do at home. I will share an image on the screen that will serve as a
whiteboard in which we will see the title and the activity. Then, I will encourage
students to imagine a monster by saying 'Okay, now imagine that you are going to
create a monster. What parts of the body would it have? How would it be? Once you
have an idea, you will write some sentences describing it, okay? For example, you can
write ... Hmmm, let me think. -It has got three arms- or maybe you can write -It has
got curly hair- okay? '.
If students find it difficult to describe the monster, or if he/she does not remember
the vocabulary, I will invite all the students to help him/her. I will say „Okay, listen to
me! X doesn‟t remember how to say Z in English. Does someone remember? How do we
say Z in English? ‟. After they have replied, I will congratulate them and write their
answer in the whiteboard so everybody can see it.
Once they have finished, we can share the sentences orally, or they can send them to
me by Whatsapp.
To be shared on the screen as board.
‘Oh my God, your monsters may be amazing! I have also created a monster. Do you want to
see it?’
CLOSURE
Timing: 5 minutes
As a closure, I will show the monster I created and invite students to see all the parts it has.
I will ask 'Has it got a big mouth? Has it got curly hair? Okay, what else has it got?'. Once
we have described the monster, I will say 'What do you think about making the monster you
imagined in the last activity come true? You can create one based on what you wrote before,
right? You can make it as crazy and creepy as you want, and you can set it up to be on the
Comentario [A6]: Instead of writing
“USE HAS GOT”, you may include an
example or prompt.
It has got…

loose on Halloween night!' I will continue by saying 'Keep in mind that you can use ANY
materials you have at home to make the monster. I'm going to send you a video to give you
some ideas you can use!' Having said that, I will greet them and say goodbye until the next
class; 'Good-bye my students! Seeyou at our Halloween party!'
To be sent by the teacher:
Hello my students!
Here you have a video for you to get some ideas on how to create your own monster!
https://drive.google.com/file/d/1SA1hPOkRSTe3tRZBPI-jNqPECZYlKfl6/view?usp=sharing
Get your monster ready for our Halloween party on Monday!
Lesson plan
component
Excellent
5
VeryGood
4
Good
3
Acceptable
2
Needsimprovement
1
Coherence and
sequencing
X

Languageaccuracy X
Observations
What a fantasticlesson!
I´d add some scaffolding as regards the use of structures. Even though it´s a
revision, you can show a model.
______________________________________________________
To be sent by the teacher before November 2nd
:
To students:
Halloween is here!
I will call you through Zoom as usual.
Be sure you...
 Have the camera turned off at the beginning of the call. We want to guess what kind
of monster you are!
 Know how to describe what monster you are!
 Have your new monster with you!
 Be in a spooky place! (to do so, you can change the Zoom background or decorate a
part of your house)
On how to change the Zoom background:
1. Look for an image on the web. Download any image you want.
Con formato: Fuente:
(Predeterminado) +Cuerpo, 11 pto, Sin
Negrita, Color de fuente: Automático,
Inglés (Reino Unido)
Con formato: Inglés (Reino Unido)
Con formato: Inglés (Estados Unidos)
Comentario [A7]: I loooved it!

2. Open Zoom and go to „Settings‟. Then, select „Background‟. Click on the „+‟ symbol and
select the image you downloaded.
3. You are ready to our Virtual Halloween Party!
See you on Monday! We are going to have fun!
To the parents:
Queridasfamilias!
Me dirijo a ustedes para invitarlos a colaborar en la Fiesta Virtual de Halloween de este año,
la cualtendrá lugar el día 2 de Noviembre a las 11:00 hs!
Una de las actividades principales será una búsqueda del tesoro en casa, a modo de
competencia.
Les envío un modelo de un esqueleto, cuyas piezas deberán esconder en diferentes partes de

la casa. Pueden imprimir el modelo, recortar las piezas y reforzarlas en cartón (como se
muestra en la imagen) o bien pueden dibujarlo en cartón, ambas opciones estarán bien!
Comentario [VZ8]: It is just an
illustrative example. I will send it in PDF
format.

Aquí les dejo las indicaciones para que escondan las diferentes piezas.
 Atrás del televisor.
 Pegados en la puerta de la heladera
 Atrás de la mochila de la escuela
 Entre los dos libros de inglés.
Asegúrense de que los niños no las vean, tiene que ser sorpresa!
Gracias por colaborar 
Un abrazo,
Miss Vale 
Class Nº 3 – November 2nd
Learning Aims
Work on their reading comprehension skills by doing a Skeleton Hunt.
Work on their speaking skills by describing the monsters they have created.
Reinforce vocabulary and grammatical structures from Classes 1 and 2.
LanguageFocus
R
E
V
Parts of the body and
general description
vocabulary
→ Legs
→ Arms
→ Head
→ Fingers
→ Mouth
→ Nose
→ Eyes
→ Hair (curly, blond, blank)
→ Short
→ Tall
→ Strong
→ Thin
Prepositions of place
→ In front of
→ Opposite
→ Behind
→ Between
To describe a monster‟s
appearance.
To describe where the
skeleton bones are.
It has got curly hair.
Has it got a big mouth?
Yes, it has.
No, it hasn‟t.
There are arm bones
behind the TV.
Comentario [A9]: Great idea!
Comentario [A10]: Improve…

N
E
W
Materials
Online Calendar from Classroomscreen.
Halloween costumes.
Skeleton made of cardboard.
Hand-made monsters from the previous class.
Halloween Google Survey.
Power Point Slide with instructions to do the Skeleton Hunt.
Procedures
ROUTINE
Timing: 4-5 minutes
I will greet the children by saying ‘Hello everyone, how are you today?’. While doing so, I will
prepare myself to share my screen, displaying a calendar which they are already familiar
with. I will make sure everyone sees it by asking ‘Now, tell me, can you see the calendar on
your screen?’ If the answer is positive, I will say ‘Okay, look at the calendar. Can you tell me
what day is it today? You are right, today is (Monday/Wednesday). Now, tell me, what
happened on October 31st
? Do you know?’
‘Okay, we are going to celebrate Halloween! Are you ready to have fun? But first, let’s
see WHAT you are today!’
Timing :8/9 minutes

As mentioned before, the students and I will join the meeting with the camera turned
off. I will start this first activity by saying 'Well my students, let's start this
Halloween Party! We are going to activate our cameras one by one, but to do so, we
must first guess which Halloween character each of you is!'. For the date, I will be
dressed as a witch. I will start by describing my character so that everyone can guess
who I am. I will say 'Well, I have a big hat. I have curly and tousled hair. I have a
black cat as a pet, and I can also fly with a broom. Who am I?'. In case the students
find it difficult to guess who I am, I will give them a hint, which will be a typical witch
laugh. If other help is needed, I will turn my camera on and off very quickly so that
they can take a quick look at my costume. Then, I will ask 'Who am I?' again. When
the students have guessed, I will turn on my camera and say 'Yes! I am a witch, and I
am in a very spooky place. Take a look! I am in an old house!'.
Once this has been done, I will invite the students to do the same as me. When it has
been decided who is going to be first, I will say 'Okay X, it's time to give us your
description. What are you like, and what can you do?'. In case the students find it
difficult to guess who he/she is, I will ask the student to provide us with a clue. It can
be a sound, typical phrase or to turn the camera on and off quickly so that everybody
can take a quick look at their costume. Then, I will ask 'Who is she/he?' again. When
they have guessed which character it is, I will ask him/her to turn on their camera. It
will be repeated until we have all turned on our cameras.
'We already know that Halloween nights are nights when supernatural beings come out to
roam the city. Do you think the monsters they created did the same? Have they scared
someone? Let's see what they are like!'
Main Activity 1
Timing:8 minutes
For this first activity, we will have to use the monsters that we created as a
homework-task in the previous class. I will start by showing my monster and describing
it just like I did in the previous lesson. Once that is done, I will say 'Okay, you've seen
my monster. Now, it's time to see yours. Who wants to show their monster?'. When it
has been decided who will speak first, I will encourage the student to describe their
monster, for which I may say 'WOW! That's a creepy monster! Can you describe it?
What is it like? Is it tall or short? Is it strong? What has it got? Has it got
legs/wings/hair?'. In case the student has difficulties with the descriptive
vocabulary, I will encourage the rest of the students to help him. I may say 'Do you
remember how to say X in English? Okay, that's how you say it. Good job!'.
The process will be repeated until all the students have described their monsters.
'It seems like your monsters were doing mischief in your houses. Do you want to know what
they hid?'
Main Activity 2
Timing:12 minutes

I will start the activity by sharing a PowerPoint slide on the screen in which shows a
picture of a skeleton, with a series of indications and clues on one side. Then, I will say
'I think your monsters took the bones of a skeleton and hid them in different parts of
your house! You are going to look for them! To do so, you have to follow these clues.
However, it is not that easy. You will read clue by clue and search in the indicated
places. BUT, you will not be able to continue with the second clue unless you have
completed the first one, is that understood? You will have to find part by part in the
order indicated in the clues. Are you ready?'. I will continue by saying 'Okay, let's see
what the first clue is. Who wants to read it?'. Once they have read it, I will repeat it
and say 'There‟s a skeleton skull behind the TV - Okay, so you have to go and see
BEHIND your TV. Come on! You have to ve very fast!'. I will be writing down on paper
who is the first to find the parts so that when the game ends, we can see who the
winner is. This will be repeated until everyone finds all the bones of the skeleton.
Once the hunt is over, I will share the results with the students, and together we will
see who the winner is.
'Excellent job, students! You have done it so well! Now, we are nearly the finish of our party.
But there are some decisions we have to make. Who's the winner of the Halloween Party this
year? Let's see!'
CLOSURE
Timing:5 minutes
I will send them through the Zoom chat or the WhatsApp group the link of a Google
survey with several items for them to answer. I will ask them to open it, and then I
will say 'Well, as we do every year, we are going to choose the best costume, the best
Halloween decoration (or, in this case, the best virtual background/decorations) and
the best monster!'. I will read the first question to the students and then I will say
'Well, who do you think has the best costume this year? There you have the options.
Choose only one, but DON'T tells us which one you choose, okay?'. It is how we will
answer all the questions. Once that is done, I will share the results on the screen, and
we will define who the winner is to congratulate him/her.
I will say goodbye to the students; 'I had so much fun today, children! You were all
amazing! It's time to go now, but we are going to meet again on Wednesday. Bye Bye!'
Comentario [A11]: Near the end
Comentario [A12]: Brilliant idea!

Halloween Survey – to be shared by the teacher
https://docs.google.com/forms/d/e/1FAIpQLSdPMMRvEmQGgOmb_1rt5oCzHHepNSNUODebYFhSUx
SqXM7mjg/viewform?usp=sf_link
Lesson plan
component
Excellent
5
VeryGood
4
Good
3
Acceptable
2
Needsimprovement
1
Coherence and
sequencing
X
Languageaccuracy X
Observations
SPOOKTACULAR!
______________________________________________________
Class Nº 4 – November 4th
Learning Aims
Gain knowledge on a foreign celebration – The Day of the Dead
Improve their reading skills by interacting with a text about The Day of the Dead.
Improve their speaking, social and collaborative skills by working in pairs regarding what
activities we do on Halloween.
Work on their cognitive skills by comparing two different celebrations, Halloween and the
Day of the Dead.
LanguageFocus

R
E
V
Halloween vocabulary
→ Skeleton
→ Jack O‟ Lantern
→ Vampire
→ Zombie
→ Mummy
→ Ghost
→ Witch
→ Werewolf
→ Frankenstein‟s Monster
→ Games
→ Costumes
→ Candies
→ Party
→ Hunt
→ Competition
→ Decorations
To describe a celebration –
Halloween
Present Simple
People go to the cemetery.
We eat skeleton candies.
N
E
W
Vocabulary related to The
Day of the Day
→ Candles
→ Ofrenda
→ Skulls
→ Graves
To describe a celebration –
Day of the Dead
Materials
Day of the Dead – Informative Text on a PowerPoint presentation
Gameshow Quizz – Day of the Dead
Whiteboard with questions
Notebooks
Padlet Wall – Halloween
Live Worksheet – Day of the Dead and Halloween
Procedures
ROUTINE
Timing: 3/4 minutes
I will greet the children by saying „Hello everyone, how are you today?‟ while making a
by asking „Now, tell me, can you see the calendar on your screen?‟ If the answer is positive, I
will say "Okay, look at the calendar. Can you tell me what day is it today? You are right, today
Excellent, mystudents!‟
Con formato: Fuente: Sin Negrita,
Color de fuente: Automático, Inglés
(Estados Unidos)

‘We celebrated Halloween last class and it’s a kind of important holiday in many
countries. There’s a very special celebration on November 2nd
, in Mexico. Do you know
what celebration is it?’
Timing:10/12 minutes
I will start by sharing a PowerPoint presentation that only contains an informational
text about "The Day of the Dead" celebration. I will show the students the cover slide
so they can see the pictures and the title of the text that we are going to read, and
then I will say 'Okay, look at the pictures and read the headline. It says THE DAY OF
THE DEAD. Do you know anything about this celebration?'. I will continue by saying
'Okay, let's read this text together. But first, let's look at the next slide. Look, do
you recognize him? Who's that? Yes, it's Miguel from Coco! He's going to tell us about
that celebration'. Those students who want to read can do so. In case no one wants or
offers himself/herself, I will read it myself.
PowerPoint presentation with the informative text.
https://drive.google.com/file/d/1eQsAqIW3oQ-M8PKGiz2KKN237j93T9qU/view?usp=sharing
Once that is done, I will say 'Okay, let's see how much you remember about what we
just read. I am sharing with you a Gameshow Quiz. You have only some seconds to
answer each question, okay?'. Once the game is displayed on the screen, I will play it,
read the first question, and say 'Here we have the first question. It says -It's

celebrated on ...- and we have three possible answers. November 2nd, November 31st,
or October 31st. Which one do you think is correct?'. In this way, we will answer the
questions that follow.
Gameshow Quizz – Day of the Dead
https://wordwall.net/play/5118/608/796
‘Miguel told us about a celebration. What do you think about telling him about Halloween?’
Timing:15 minutos
I will share on the screen an image that will take the role of a whiteboard. In it, we
will see three questions that students must answer about Halloween. I will say 'Okay,
children. Let's see how much you know about Halloween! You are going to answer these
questions. Who wants to read them?'. Once the questions have been read, I will
explain that the activity will not be done individually, but in pairs. I will explain 'To
work in pairs, I'm going to enable Zoom Breakout Rooms, okay? There will be only two
of you in each room, and you will work TOGETHER. The idea is that you discuss these
questions and make take notes in your notebooks. I will be joining your rooms to see
how you work’. Having said that, I will enable the Breakout Rooms (they will be
randomly distributed). The questions will remain on the screen, so the students can
see them when working with their classmates. The students will work in this way for 5
or 6 minutes, in which I will make sure to join the different rooms to see how they
interact with each other, how they develop the activity and check if they need help.
After that time, I will disable the groups, and we will all meet again together. At that
point, we will start checking answers. I will ask 'When do we celebrate Halloween?' to
each of the groups, one by one, to compare answers and discuss them among all. We
will discuss each of the questions until we reach conclusions altogether.
Comentario [A13]: Awesome!
Comentario [A14]: Shall they write
complete sentences?

To be shared on the screen.
‘Well done, my students! You have worked so well! Now, let’s see what the differences
between the two celebrations we have worked with are.’
CLOSURE
Timing:10 minutes
I will share on the screen a liveworksheet with a table that we must complete with the
correct information. For the students to interact directly with the worksheet, and for
me to keep track of the activity, I will enable the option "to give mouse/keyboard" to
one student at a time. In this way, I will be the one who shares the screen but they,
depending on who wants/who has to participate, can take actions on the screen (in
case this does not work for us, I will send them the link of the activity through the
Zoom chat or WhatsApp so they can access).
After having shared the worksheet on the screen, I am going to explain the activity
by saying 'We have a table with the two celebrations we are working with today, The
Day of the Dead and Halloween. Above the table, we have information that we have to
place correctly in each of the columns, okay?'. To start the activity, I will say 'The
first category we have is DATE. Let's see, when does Miguel celebrate The Day of the
Dead? Which option is correct? Who wants to choose the correct option and drag it to
the DATE box?'. Once it has been decided who will do it, I will give him/her control of
the mouse so he/she can make their contribution. In this same way, we will develop the
whole activity.
When we have finished the activity, I will say goodbye; 'Congratulations, students! You
have worked very well today! It's time to go now. See you soon! Bye!'

Live Worksheet – Day of the Dead vs Halloween
https://es.liveworksheets.com/2-ve13451lg
To be sent by the teacher after the lesson:
As a way to finish our Spooky Halloween Unit, you can watch an amazing film to learn more
on the Day of the Death.
Lesson plan
component
Excellent
5
VeryGood
4
Good
3
Acceptable
2
Needsimprovement
1
Coherence and
sequencing
X
Languageaccuracy X
Observations
You´ve designed a coherent and motivating unit. Youtook on your challenges and
included a wide variety of resources and instances of collaborative work. I´m so
proud of you!
Con formato: Fuente:
(Predeterminado) +Cuerpo, 11 pto, Sin
Negrita, Color de fuente: Automático,
Inglés (Reino Unido)

DU2 - Spooky Halloween

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to DU2 - Spooky Halloween

Similar to DU2 - Spooky Halloween (20)

More from ValeriaZentner1

More from ValeriaZentner1 (16)

Recently uploaded

Recently uploaded (20)

DU2 - Spooky Halloween