This document provides a lesson plan for a 6th grade English class to read fantasy stories and create an imaginary family tree. Over the course of 1 month, students will [1] write descriptions of fantasy character relationships, [2] design and illustrate an imaginary family tree with information from a provided list, and [3] display their completed family tree and discuss similarities between the characters and their own lives. The lesson aims to help students understand fantasy literature and practice interpreting English stories.

1. Subsecretaría de Educación Básica
Dirección General de Desarrollo Curricular
Programa Nacional de Inglés en Educación Básica
PlanificaciónDidáctica
INGLÉS
School:Escuela primaria Oficial Heroes de la ReformaC.C.T.21EPR0183G
Cycle: 3 Grade: 6 Group (s): 5
Social practice of the language: Read stories and legends aloud
Environment: Literary and ludic
Specific competence: Interpret fantasy stories and exercise imagination
Unit: 1Time:1 month October/November
PRODUCT STAGES TIME ACHIEVEMENTS ARTICULATION TEACHING MATERIAL ASSESSMENT
FANTASTIC-FAMILY TREE (KNOWING, DOING AND BEING) STRATEGIES INSTRUMENT
BEGINNING -Identifies topic, Explore fantasy stories. Games Ball Portfolio
-Provide a written 1 week purpose, and • Activate previous knowledge to -Cards -Checklist
description Intended audience. predict topic. -Reading -Type
of family and friendship -Identifies plot, • Relate a story to personal stories. recorder.
relationships between conflict, body,and experiences. -CD
themain character and ending. Participate in a guided reading. -Brainstorms -Flash
othercharacters of the • Identify purpose and intended cards.
fantasystory. audience. -Songs -Books.
DEVELOPMENT • Distinguishes • Identify and define new phrases Games
2 weeks between and words.
-Design and illustrate an narrator, main Knowing about the language -Watching
imaginary family tree. characters, and • Structure of fantasy stories. videos.
–Complete the fantasy supporting • Topic, purpose, and intended
family tree with characters. audience -Team work
information fromthe list. • Names the settings • Understand stories as a reflection
-Check that writing is of a story. of emotions, personal experiences, -Dynamics
complete and complies • Answers questions and cultures.
withspelling conventions. about family Locate parts of a story.
and friendship • Identify narrator, main character,
relationships and supporting characters.
among characters. • Identify dialogues between main
and supporting characters.
• Answer questions about family
and friendship relationships
between characters

2. Elements of stories
• Repertoire of words necessary for
this social practice of the language.
• Determine the role of fantasy
stories in different cultures.
Identify dialogues between main
and supporting characters.
• Identify the settings of the story.
• Establish similarities between the
behavior and values of characters
in the stories, with those of familiar
people, and one’s own
• Verb tenses: past perfect.
CLOSING • Establishes Identify the use of punctuation to
1 week differences indicate dialogues.
–Display the fantasy and similarities • Determine differences between
family between the settings in the story andfamiliar
tree in a visible place in the behavior and settings.
theclassroom. values of • Punctuation.
characters in the • Appreciate and enjoy literary
story, familiar expressions in English.
people, and one’s
own.
ASESOR DIRECTOR
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