This lesson plan outlines a three-session unit for third grade students to write short reports about historical events. The unit begins with activating students' prior knowledge of history and choosing topics for their reports. During the development sessions, students research their topics, take notes, and write first drafts of their reports. They then edit their work and compile their reports into an anthology to donate to the school library. The goal is for students to learn about history and appreciate it while respecting others' work through proper use of information sources.

1. SECRETARÍA DE EDUCACIÓN DEL GOBIERNO DEL ESTADO
SISTEMA EDUCATIVO ESTATAL REGULAR
ESC. SEC. OF. VESP. “AGUSTÍN MARTÍNEZ ROMERO”
CCT. 24EES0076O
CIUDAD FERNÁNDEZ, S.L.P.
LESSON PLAN
3 GRADE, GROUP “B”
MTRA. ROCÍO DEL CARMEN LÓPEZ URBINA.
lpz_urbina@hotmail.coml

2. Escuela: “Agustín Martínez Romero” CCT: 24EES0076O Month: February
Profesor (a): Rocío Del Carmen López Urbina Unidad: III Grade: 3º
Social Practice of
Language:
Read and rewrite informative texts from a particular field.
Environment: Academic and
Educational
Group:
B
Specific Competency: Write a short report about a historical event. Product:
Report anthology of
historical events.
3 Sessions of 50 minutes each
STAGE OF
PRODUCT DOING KNOWING BEING
SUGGESTED
LANGUAGE
STRUCTURES VOCABULARY ACTIVITIES
INITIAL INITIAL
SESSIONS1-3
Choose a
historical event.
Read the text and
select the
information.
Choose a graphic
resource to
organize
information.
Activate previous knowledge.
Predict content.
Read historical texts.
Identify new terms.
Point out information about
key events.
Make questions to
distinguish between main
ides and secondary ideas.
Recognize order and
meaning of a text.
Identify chronological order.
Identify textual organization.
Identify topic and intended
audience.
Topic and
intended
audience.
Graphic and
textual
componentes.
Patterns of text
arragement.
List of suitable
words.
Uselanguagetolearnabouthistoryandappreciateit.Createasenseof
unityandharmony,andavoidprejustice.Promoterespectfortheworkof
otherbyusinginformationsources.
What period of
history interests
you?
What would you
like to write about?
When this
happened?
What was the
outcome?
What would have
happened if…?
 History
 Historical.
 Events
 Topics
 Mexico
 Music
 Sports
Introduce the
word history.
Have students
branstorm for
various words
they come up with
related to history.
Explain what the
productis, so that
students can
choose the
historical event
they want to
cover.
Provide students
with various texts
so they can
explore the kind of
content that is
expected.

3. DEVELOPMENT DEVELOPMENT
SESSIONS4-10
Write the report.
Edit the report to
create a final
version.
Agree on a desig
for the anthology.
Complete flow charts with
information that broadens
main ideas.
Emphasize and clarify ideas
in the chart.
Write simple and complex
sentences paraphrasing
main ideas.
Determine the order of key
events in a timeline.
Group sentences which give
similar information to form
paragraphs.
Write a short report.
Read to check puntuaction
and sepelling conventions.
Add, remove, change and/or
recognize information.
Adjust language in
accordance to intended
audience and purpose.
Write a final version.
Syntactic features
of the English
language
presence of
auxiliaries in
declarative,
negative, and
interrogative
sentences.
Double genitive.
Verb tenses.
Adverbs.
Connectors.
Abbreviations.
What period of
history interests
you?
What would you
like to write about?
When this
happened?
What would have
happened if…?
What should go
first?
What is the
chronological
order?
Number the texts
accordingly.
 Cause
 Effect
 Outcome
 Characters
 First draft
 Edit
 Final draft
 Anthology
 History
 Historical
 Events
Have students
research the
previously
selected topic.
Have students
write notes on that
topic focusin on
the main ideas,
and secondary
ideas.
Have students
think about hte
characters (main
and secondary)
the dates, in
chronological
order.
Also talk aboutthe
cause and the
effect.
Have students
write the first draft.
Ask studentes to
edit their draft.

4. CLOSURE
Uselanguagetolearnabouthistoryandappreciateit.Createasenseofunityand
harmony,andavoidprejustice.Promoterespectfortheworkofotherbyusing
informationsources.
CLOSURE
SESIONES11-12
Create an index.
Integrate the
reports to the
anthology and
donate it to the
school library.
Agree on the order of the
historical events in order to
make an index for the
anthology.
Make the cover for the
anthology.
Number the historical events
and integrate in the anthology
Graphic and
textual
components.
Components of a
front page (cover)
What should go
first?
What is the
chronological
order?
Number the text
accordingly.
 Title
 Author
 Illustrator
Once all studentes
have written their
final draft, students
have to putin order
as a class their
work so they can
make the
anthology, and
present this
anthology as a final
product to give to
the school library.
ACHIEVEMENTS
Formulates questions in order to distinguish between main and secondary ideas.
Writes simple and complex sentences.
Links sentences together in order to make paragraphs.
Write a shor report based on a model.
Check spelling and conventions and adjusts language according to intended audience and purpose, to edit reports.

5. SECRETARÍA DE EDUCACIÓN DEL GOBIERNO DEL ESTADO
SISTEMA EDUCATIVO ESTATAL REGULAR
ESCUELA SECUNDARIA “AGUSTÍN MARTÍNEZ ROMERO”
CLAVE: 24EES0076O
DIDACTIC SEQUENCE
PREVIOUS KNOWLEDGE Activate previous knowledge: The teacher will write the following historic events fron the sixties on ten cards and
events from other decadas on the rest: Martin Luther King’s Assassination, Woodstock Festival, Assassination of
John F. Kennedy, Olympic Games in Mexico, Cuban Missile Crisis, The Beatles, First Man on the Moon, The
Vietnam War, Construction of the Berlin Wall, The hippie Movement.
The teacher will write The Sixties on the board. Display the cards around the classroom. Divide the class into four
groups and invite groups to find cards with events from the sixties and to attach them to the board.Atthe end,check
everyone is in agreement about the ten events from the sixties and elicit information about each one.
THE BEGINNING The teacher will divide the class into groups. She’ll have a volunteer read the question out loud and have groups
note their ideas on a sheetof paper. The teacher will ask groups to read the text about Apollo 11 on page 54 and
check if their ideas appeared on the text. She will ask several groups which of their ideas appeared in the text.
Then, the teacher will divide the class into new groups, She will invite a volunteer to read the questions out loud.
The teacher will encorauge groups to answer the questions on a sheetofpaper. She will monitor and help students
with unfamiliar vocabulary. The teacher will invite volunteer from each group to read their answers out loud.
THE PLAN The teacher will invite volunteers to read the objectives one by one. Then she will getstudentes to share their ideas
about the meaning of each objective.The teacher will encourage the class to say what expectations they have of
the unit.
THE STEPS The teacher will divide the class intro pairs. She will focus attention on the photographs on page 55 and invite
volunteers to describe them. Teacher will have pairs mark the photograph that bestillustrates the text on Apollo 11
on page 54. Teacher will elicit the answers and discuss why it is the most illustrative photo as a class.
Teacher will have pairs read the three titles. She will encourage students to underline the mostsuitable title for the
text about Apollo 11. Teacher will elicit the answer and have students justify why they selected that title.
Teacher will explain to students that the cards show four ways to organize nonfiction texts. She will invite four
volunteers to read out a structure each. Then the teacher will divide the class into new pairs and encourage them
to select what structure was used in the Apollo 11 text. Students will discuss the answers each other.

6. Students will read the text on page 56 the first paragraph of this text and some other words are missing. Students
will skim the text and predictwhat it is about. When they finish, teacher will ask students to complete the text with
one of these pairs of words. After that, studentes will mark the correctfirst paragraph and they will read the text
again and listunfamiliar words in their notebook. Students will guesttheir meaning from contextand then look them
up in the dictionary.
Students will read paragraphs 1-4 on page 57 then they will add sentences a-f to the paragraphs. Students must
write the letters on the lines.
Teacher will ask studentes to read more about the history of civil rights in the USA and answer the questions.
Studentes will nubmer the sentences in order. The they will write the complete paragraph in their notebooks. They
will compare their paragraph with partner’s.
Teacher will read the instructions in order that students will play a game. (page 58)
Students will write their sentences from the game in chronological order.
Teacher will explain simple and complex sentences telling them that a simple sentence has one clause, one main
verb and one main idea and complex sentences have two or more main verbs, two or more main clauses and more
than one main idea.
Students will follow the steps to write a reportabout robots. After that, students will make notes on the key events
in the history of robots and computers on the timeline.
They will read the paragraph and find two key events from the timeline. Students must notice the change in tense
from present to past.
Teacher will ask to students to follow the steps and write a historical report in their notebooks.
THE PRESENTATION Teacher will explain to students that an anthology is a collection ofstories, poems or any other kind ofwriting, and
that they are going to create an anthology or reports on historic events. She will divide the class into several groups.
The teacher will have each group choose a historic evento and do research on it in reference books or on the
internet. She will make sure each group chooses a diferent event. Then, teacher will ask groups to arrange
information thay they found on a flow char or a timeline.Teacher will have groups use their char or timeline to write
a reportabout the event, including an introductory paragraph. She will monitor groups while they work and provide
help as necessary. Next, teacher will have students edit their reports and write a final draft. Teacher will invite
volunteers from each group to read their reportoutloud and encourage other groups to give feedback.Teacher will
collectreports and have the whole class design a cover and index page for them to create an anthology. Finally,
students will put the reports in the cover and donate the anthology to the school library.

7. SECRETARÍA DE EDUCACIÓN DEL GOBIERNO DEL ESTADO
SISTEMA EDUCATIVO ESTATAL REGULAR
ESCUELA SECUNDARIA “AGUSTÍN MARTÍNEZ ROMERO”
CLAVE: 24EES0076O
EVALUATION RUBRIC
CRITERIA UNACCEPTABLE ACCEPTABLE EXCEPTIONAL
Introduction of topic
Topic introduced. Topic introducedclarl,andpurposeof
talk was made clear.
Topic introduced clearly and in an
intereseting way. Purpose of talk was
made clear. Outline of points was
given.
Development of topic
Some understandig of topic shown.
Some links and connections made
between ideas. Points are usually
developed with minimun detail
information is usuallyrelevant.
Good understanding of topic shown.
Links and connections between ideas
made clear. Information was relevant
and expressed in own words. Points
were developed with sufficiente and
appropriate details.
A very goodunderstandingofthetopic
shown.Links andconnectiosbetween
ideas made clear. Information was
relevant and well expressed in own
words. Points were well-organized
and developed with sufficient and
appropriate details.
Vocabulary, sentence structure,
grammar.
The vocabulary of the presentation
was mainlyappropriate for the topic.
The presentation content was
occasionallygrammaticallycorrect.
The vocabulary of the presentation
was appropriate for the topic.
Sentences structures were usually
correct.Thepresentationcontentwas
usuallygrammaticallycorrect.
The vocabulary of the presentation
wasappropriateforthetopic.A variety
of phrases and sentence structures
were used. The presentation content
was grammaticallycorrect.
Pronunciation.
Pronunciation occasionally correct,
but often hesitant and inaccurate.
Pronunciationandintonationisusually
correct.
Pronunciationandintonationiscorrect
and confident.
Use of visual aids.
No visual aids were used; or visual
aids were occasionally inappropirate
and related to the spoken message.
Visual aidssupportedthepresentation
efectively; they clarifiedandreinforced
the spoken message
Visual aids were carefully prepared
and supported the presentation
effectively. The clarified and
reinforced the spoken message. The
aids added impact and interest to the
presentation.