2nd Plans 2014

PROGRAMA NACIONAL DE INGLES DE EDUCACION BASICA

STAGEARTICULATIONSTIMETEACHING STRATEGIESACTIVITYMATERIALASSESSMENT INSTRUMENT

1.-Choose a Civic and Ethicaltopic to participate in aRound table.

DOINGDoing with the languageCheck a Civic and Ethical topic.Select texts about a topic of Civics and Ethics from various sources.Identify purpose and intended audience.Predict topic.

1

SESSION

T. explain the stage as a whole class and asks Ss. To read and share the text previously prepared creating opportunities for all Ss. Fostering a positive attitude encouraging a respectful and confident environment T. asks ss to form teams of three and give them the readers book, ask them to open it on the page 111, after that, T, asks ss to write down the question on their notebooks and find the answers on the text they just have read.

MultimediaReaders bookNote bookPen Pencil

Rubrics

KNOWING Topic, purpose, and intended audience. Textual and Graphic components.

DIDACTIC STRATEGIESSTAGE ACHIEVEMENTASSESSMENT CRITERIA

Memory strategiesCreating mental linkages:Associating / elaboratingCognitive strategies: Creating structure for input and output: Taking notesCompensation strategiesOvercoming limitations in speaking and writing.Uses various strategies to point out information.. Cooperate and share with others.

.Give reasonable opinions.

BEING: Learn to live in a community. Promote respect towards others opinions. Foster cooperation when working in teams.

COMMENTS:


2.-

Read texts from variousSources.

.DOINGUnderstand the general meaning and main ideas. Anticipate the general meaning. Identify textual organization.Write points of view about a Civic or Ethical topic to participate in a round table, with the teachers guidance. Organize main ideas of a text on a graph and contrast them with aPersonal opinion.

2

SESSIONS

T. explains the stage as a whole class and ask ss to read in silence the text previously prepared, creating opportunities for all ss to engage in reading activities; fostering a positive attitude learning different cultures. T. encourages a respectful and confident environment where they can receive positive feedback.

T. asks ss to share their answers (from the last questionnaire) T. let ss take as many time they need to read their opinions. After that T asks ss to open their books on page 128 and 129, asks for volunteers to read the instructions and finally, T explains what the activity is about. T walks around the classroom to check and provides help if necessary.BookNotebookMultimediaPen PencilDictionary

RUBRIC

KNOWING Topic, purpose, and intended audience. Textual and graphic components.DIDACTIC STRATEGIESSTAGE ACHIEVEMENTASSESSMENT CRITERIA

Memory strategiesApplying images and soundsUsing keywordsCognitive strategiesAnalyzing and reasoningAnalyzing expressionsCompensation strategiesOvercoming limitations in speaking and writinggetting helpselecting the topic.

Selects and organizes information to write sentences with personal opinions.. Interpret and comply with instructions.

. Make good use of resources.


.3.-

Contrast different personalpoints of view withInformation from the text.

DOINGUnderstand the general meaning and main ideas. Contrast personal points of view with main ideas of a text. Use strategies to point out information in accordance with personal points of view.Write points of view about a Civic or Ethical topic to participate in a round table, with the teachers guidance. Organize main ideas of a text on a graph and contrast them with aPersonal opinion.. 2

SESSIONS

t. explains the stage as a whole class, using the previously notes made by ss creating opportunities for all ss to engage in oral exchanges, fostering a positive attitude learning foreign language, encouraging a respectful and confident environment where mistakes can be seen as opportunities to practice and rehearse. T. organizes class and asks them to form teams of four. After that and according with the previously work (readers book and students book) prepare themselves to write their personal opinions about the topics they read.Finally and if there is enough time, teacher asks for volunteers to read their personal points of view.

MultimediaBookNotebookNotesPenPencilRubric

KNOWING. Topic, purpose, and intended audience. Textual and Graphic components.


Memory Strategies: Analyzing and reasoning: analyzing expressions.Cognitive Strategies: Analyzing and reasoning: analyzing expressions, using keywordsCompensation strategies: Guessing intelligently. Using linguistic clues

Writes paragraphs that express individual points of view.Suggest creative ideas to make the activities more interesting.


4.-

Write personal points ofview.

DOINGUnderstand the general meaning and main ideas.

Select information that supports a personal point of view. Identify synonyms used by the author to express the same main idea. Recognize sentences used to write points of view.

1

SESSIONS

t. explains the stage as a whole class and ask ss to work individually to write their personal points of view creating opportunities for all ss to engage in writing activities, fostering a positive attitude learning foreign language, encouraging a respectful and confident environment where mistakes can be seen as opportunities to practice and rehearse. T. starts the class by asking for volunteers who wants to share their points of view (from last class). T. lets ss share their notes; after that, T asks ss to open their books on page 130 and 131 and make a quick skim from the text, then, T. asks what they think is the exercise about; once they give their opinions, T. explain the exercise; but before do it, T. makes an extra-activity. Writes the words Radio and TV the board and asks ss to name as many words they can related with these ones. T. asks for volunteers who wants to come to the board and write them. Finally T. asks ss to complete the exercises from their books.MultimediaNotebookStudent bookPen PencilDictionary

Rubric

KNOWING

Textual and graphic components. Repertoire of words necessary for this social practice of the language.


Cognitive Strategies: Analyzing and reasoning: analyzing expressionsCognitive Strategies: Analyzing and reasoning: Representing sounds in memory, using imagery Compensation strategies: Guessing intelligently. Using linguistic clues.Writes paragraphs that express individual points of view.. Lead group activities.

. Express views and feeling in clear and appropriate ways.


5.-

Edit personal points ofview and make a cleanversion in a notebook ora card.

DOINGUnderstand the general meaning and main ideas.

Establish connections between personal points of view and informationthat broadens, exemplifies and/or explains them.Write points of view about a Civic or Ethical topic to participate in a roundtable, with the teachers guidance.

Complete sentences to write personal opinions.

1

SESSION

t. explains the stage as a whole class and ask ss to work individually to check and rewrite their personal points of view previously prepared, creating opportunities for all ss to engage in writing activities, fostering a positive attitude learning foreign language, encouraging a respectful and confident environment where they can receive positive feedback. T. starts the class explaining the use of the First and Second Conditional. After that, T. writes some sentences on the board and asks ss to copy them on their notebooks. Finally, T. asks ss to complete the exercises from page 131.

MultimediaBookNotebookPenPencilDictionary

Rubric

KNOWING-Connectors.-Textual and graphic components.-Patterns of textual arrangement.

Punctuation.


Memory strategies: Applying images and sounds, using imagery, representing sounds in memory.Cognitive Strategies: Analyzing and reasoning: analyzing expressions . Representing sounds in memory. Compensation strategies: Guessing intelligently. Using linguistic clues.Solve doubts and offers feedback to edit points of view.

State main points in a concise and precise manner.


6.-

Organize turns and timesof participation.

DOINGCheck a Civic and Ethical topic. Identify purpose and intended audience.Understand the general meaning and main ideas. Use strategies to point out information in accordance with personalPoints of view.

1

SESSION

T. ask ss to form teams and decide turns and times of participation, fostering a positive attitude learning different cultures, encouraging a respectful environment where they can receive positive feedback. T. Organizes class and determines turns and times of participation for each team. After that, T. asks ss to open their books on page 134 and 135 and make a quick skim, then T. asks, What teens rights and responsibilities are associated with the picture? T. elicits ss Answers. Once ss have finished to participate, T writes the words Responsibility and Right on the board and elicit ss to say the difference between them. Then, T. tell ss to think about their school and writes the following sentences on the board: I have the right toIm responsible forI have a responsibility toand elicit examples related to school. Ss participate by rising hands. Finally, T. asks ss to work on their books and complete the exercises.MultimediaBookNotebookDictionaryPen Pencil

Rubric

KNOWING. Topic, purpose, and intended audience. Textual and graphic components.


Memory strategies: Applying images and sounds, using imagery.Cognitive Strategies: Analyzing and reasoning, Analyzing ExpressionsCompensation strategies: Guessing intelligently. Using linguistic clues.Solves doubts and offers feedback to edit points of view.

. Cooperate and share with others.

. Point out mistakes and propose methods of improvement.


7.

Decide the place and datethe round table of eachteam will take place.

DOINGUnderstand the general meaning and main ideas. Use strategies to point out information in accordance with personalpoints of view.

1SESSION

T. ask ss to form teams and decide place and date of participation, fostering a positive attitude learning different cultures, encouraging a respectful environment where they can receive positive feedback. T. Organizes class and determines turns and times of participation for each team. After that, T. asks ss to open their books on page 134 and 135 and make a quick skim, then T. asks, What teens rights and responsibilities are associated with the picture? T. elicits ss Answers. Once ss have finished to participate, T writes the words Responsibility and Right on the board and elicit ss to say the difference between them. Then, T. tell ss to think about their school and writes the following sentences on the board: I have the right toIm responsible forI have a responsibility toand elicit examples related to school. Ss participate by rising hands. Finally, T. asks ss to work on their books and complete the exercises.MultimediaBookNotebookDictionaryPen Pencil Rubric

KNOWING. Topic, purpose, and intended audience. Textual and graphic components.


Memory strategies: Creating mental linkages, associating/elaborating.Cognitive Strategies: Analyzing and reasoning, Analyzing ExpressionsCompensation strategies: Guessing intelligently. Using linguistic clues, using other clues.Solves doubts and offers feedback to edit points of view.

. Make good use of resources.

Make flexible use of and improve learnt skills for better performance.

STAGEARTICULATIONSTIMETEACHING STRATEGIESACTIVITYMATERIALASSESSMENT INSTRUMENT8.Read the points of viewto participate in the roundtable..DOINGUnderstand the general meaning and main ideas.Establish connections between personal points of view and informationthat broadens, exemplifies and/or explains them.Write points of view about a Civic or Ethical topic to participate in a roundtable, with the teachers guidance.Write a paragraph that expresses points of view.1SESSIONT. organizes ss in teams and asks them to share their personal points of view previously prepared, creating opportunities for all ss to engage in oral exchanges fostering a positive attitude learning foreign language, encouraging a respectful and positive environment where mistakes can be seen as opportunities to practice and rehearse. PerformanceNotes Rubric KNOWING. Topic, purpose, and intended audience. Textual and graphic components.DIDACTIC STRATEGIESSTAGE ACHIEVEMENTASSESSMENT CRITERIAMemory strategies: Creating mental linkages, associating/elaborating.Cognitive Strategies: Analyzing and reasoning, Analyzing ExpressionsCompensation strategies :Guessing intelligently. Using linguistic clues, using other clues.Writes paragraphs that express individual points of view.Make flexible use of and improve learnt skills for better performance. __________________________________ _________________________________ ____________________________________ PROFRA: ANA ZULEMA CRUZ OLIVARRIA COORDINADORA: MAGALY SANTOS PROFR: (A):


1.-Select a cultural aspectto compare between anEnglish-speaking countryand Mexico.DOINGCheck short literary essays.

* Determine topic, purpose, and intended audience.* Establish links between familiar and foreign cultural aspects.Understand the general meaning, main ideas, and some details in a shortliterary essay.* Read short literary essays about a cultural aspect.Describe and compare cultural aspects.* Propose titles for a description.* Write sentences to describe cultural aspects.1

SESSION

T. explain the stage as a whole class and asks Ss. To read share the text previously prepared creating opportunities for all Ss. Fostering a positive attitude encouraging a respectful and confident environment Brainstorm

Whiteboardmarkers

Rubrics

KNOWING* Topic, purpose, and audience.

* Antonyms.

* Upper and lower-case letters.DIDACTIC STRATEGIESSTAGE ACHIEVEMENTASSESSMENT CRITERIA

Memory strategiesCreating mental linkages:Associating / elaboratingCognative strategies: Creating structure for input and output: Taking notesCompensation strategiesOvercoming limitations in speaking and writing.Distinguishes betweenexamples and explanationsfrom main ideas. Cooperate and share with others.

.Give reasonable opinions.

BEING: Acknowledge and respect differences between cultures. Appreciate cultural expressions particular to different countries. Develop flexibility and value differences among people and cultures.

COMMENTS:


2.-

Consult different literaryessays and other sourcesto get information aboutthe selected culturalaspect.

.DOINGCheck short literary essays.

*Select texts based on their index.

1

SESSION

T. asks Ss to work in teams and share the information they previously prepared using multimedia, creating opportunities for all Ss. Fostering a positive attitude and encouraging respectful and confident environment.

Text book pag 112 and pag 116

Text book

Rubrics

KNOWING* Textual and graphics componentsDIDACTIC STRATEGIESSTAGE ACHIEVEMENTASSESSMENT CRITERIA

Memory strategiesApplying images and soundsUsing keywordsCognitive strategiesAnalyzing and reasoningAnalyzing expressionsCompensation strategiesOvercoming limitations in speaking and writinggetting helpselecting the topic.Distinguishes betweenexamples and explanationsfrom main ideas. Interpret and comply with instructions.

. Make good use of resourses.


.3.-

Choose information aboutthe selected culturalaspect for both countries

DOING. Check short literary essays.

* Identify textual organizationUnderstand the general meaning, main ideas, and some details in a shortliterary essay.* Use different comprehension strategies.* Distinguish between examples and explanations from main ideas.1

SESSIONS

T. asks Ss to work in in pairs, read in silent and choose the information using the notes previously prepared creating opportunities for all Ss fostering a positive attitude encouraging a respectful and confident environment. Selecta information about the brainstorm

Notebookpencil or penwhiteboardmarkers

KNOWING*Patterns of textual arrangement.


Memory Strategies: Analyzing and reasoning: analyzing expressesions.Cognitive Strategies: Analyzing and reasoning: analyzing expressesions., using keywordsCompensation strategies: Guessing intelligently. Using linguistic clues

Formulates and answersquestions about literaryessaysSuggest creative ideas to make the ativities more interesting.


4.-

Compare differencesand similarities about thecultural aspect from theselected information.

DOINGCheck short literary essays.

* Identify publishing data.* Establish links between familiar and foreign cultural aspects.

Understand the general meaning, main ideas, and some details in a shortliterary essay

* Identify sentences used to describe a cultural aspect.* Compare cultural aspects

Describe and compare cultural aspects.

Enlist characteristics of a cultural aspect.

1

SESSIONS

T. asks. Ss to work in teams previously prepared by Ss creating opportunities for all Ss fostering positive attitudes encouraging a respectful and confident environment.To do the organizer with information from activity 114Text bookpen, pencil

KNOWING* Acoustic features.


Cognitive Strategies: Analyzing and reasoning: analyzing expreseesions.Cognitive Strategies: Analyzing and reasoning: Representing sounds in memory, using imagery Compensation strategies: Guessing intelligently. Using linguistic clues.Formulates and answersquestions about literaryessays. Lead group activities.

. Express views and feeling in clear and appropriate ways.


5.-

Rewrite the information tocomplete the comparativechart.DOINGCheck short literary essays.

Understand the general meaning, main ideas, and some details in a shortliterary essay.

* Formulate and answer questions.* Identify sentences used to describe a cultural aspect.1

SESSION

T. explain the stage as a whole class and asks Ss to rewrite and share the information made by Ss creating opportunities for all Ss fostering a positive attitudes encouraging a respecfutful and confident environmentMake and other exercise with information from (organizer).

(by teams)

Notebook diccionaries

KNOWING* Repertoire of words necessary for this social practice of the language.DIDACTIC STRATEGIESSTAGE ACHIEVEMENTASSESSMENT CRITERIA

Memory strategies: Applying images and sounds, using imagery, representing sounds in memory.Cognitive Strategies: Analyzing and reasoning: analyzing expressions . Representing sounds in memory. Compensation strategies: Guessing intelligently. Using linguistic clues.Compares information usingantonyms

State main points in a concise and precise maner.


6.-

Make a comparativechart and include theinformationDOINGDescribe and compare cultural aspects.

* Arrange sentences in paragraphs1

SESSION

T. asks Ss to work in teams and guide by the teacher complete the chart with the information previously prepared creating opportunities for all Ss fostering a positive attitude encouraging a respectful and confident environment.To do a comparative chart be creative using different materials and forms. Diferents materials,notebook, white sheets, cardboard, color markers etc

KNOWING* Punctuation.DIDACTIC STRATEGIESSTAGE ACHIEVEMENTASSESSMENT CRITERIA

Memory strategies: Applying images and sounds, using imagery.Cognitive Strategies: Analyzing and reasoning, Analyzing ExpressionsCompensation strategies: Guessing intelligently. Using linguistic clues.Compares information usingantonyms

. Cooperate and share with others.

. Point out mistakes and propose methods of improvement.


7.

Check that writing iscomplete and complieswith grammar, spelling,and punctuationconventions

DOING

Describe and compare cultural aspects.

* Arrange sentences in paragraphs1SESSION

T. asks Ss to work in pairs and in silent to check their writing previously prepared creating opportunities for all Ss fostering a positive attitude encouraging a respectful and confident environment.Check the comparative chart personally

KNOWING* Homophones.DIDACTIC STRATEGIESSTAGE ACHIEVEMENTASSESSMENT CRITERIA

Memory strategies: Creating mental linkages, associating/elaborating.Cognitive Strategies: Analyzing and reasoning, Analyzing ExpressionsCompensation strategies: Guessing intelligently. Using linguistic clues, using other clues.Writes sentences todescribe cultural aspectsPoint out mistakes and propose methods of improvement..

STAGEARTICULATIONSTIMETEACHING STRATEGIESACTIVITYMATERIALASSESSMENT INSTRUMENT8.Display the comparativechart in an exhibition.DOINGDescribe and compare cultural aspects.* Arrange sentences in paragraphs2SESSIONT. Explains the stage as a whole class creating opportunities for all Ss fostering a positive attitude encouraging a respectful and confident environmentPerformanceKNOWING* Sentences type.DIDACTIC STRATEGIESSTAGE ACHIEVEMENTASSESSMENT CRITERIAMemory strategies: Creating mental linkages, associating/elaborating.Cognitive Strategies: Analyzing and reasoning, Analyzing ExpressionsCompensation strategies :Guessing intelligently. Using linguistic clues, using other clues.Writes paragraphs that express individual points of view.Make flexible use of and improve learnt skills for better performance. __________________________________ _______________________________ ____________________________________ PROFRA: ANA ZULEMA CRUZ OLIVARRIA CORDINADORA: MAGALY SANTOS PROFRA:

Documents

2nd Plans 2014