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8/2/2019 Monthly Plan 2011 2012 Ilse
1/5
Monthly Plan
Teacher (Write full name) Ilse Patricia Berrueta Zrate Month March
School: Juan Escutia Grade (Do a planner per grade) _3rd___ Unit __2/B__
SocialPractice(Use it, as it appears in the Syllabus): Offer and receive information about
oneself and acquaintances.
Specific Competency (Use it, as it appears in the Syllabus):Understand information about ones
own and others daily routines
Achievement ( Its outcomes cannot be modified, replaced or deleted):
Identifies in oral and written form words that describe daily routines.
Understands and expresses schedules. Follows and gives instructions to carry out daily
routines. Identifies differences and similarities in the writing of daily routines. Dictates words.
Environment:(Familiar and community, educational and academic, or literary and ludic)
Familiar and community
Product (Use the Syllabus' products. Distribute its stages, week by week, until accomplish them):
List of activities:
- State daily routines to be describe: have breakfast, shower, etc.
- Plan the writing of statements to make the list, considering the number of statements
and the order in a chronological sequence.
- Enlist in written form the statements that correspond to the activities, according to the
planed sequence.
- Include illustrations that represent the activities stated in the sentences.
- Check that the writing of statements is complete and complies with spelling
conventions, in pairs first and then with help from the teacher.
- Compare the list and decide the format in which they shall be presented (sign, card,
etc).- Show the list to an audience chosen by the group and the T.
Class Types of Contents. Didactic sequence. Purpose of the class.
Doing Knowing Being
1
Material: Ss book, flashcards, memory game cards, Ss
book.
Process:
1.-Ss will be asked about the thing they normally do
during the day.
2.-T will stick on the board some images mentioned by
Ss.
3.-Ss will then be asked for the order of the images in
the board and order them.
4.-T will teach the activities (take a shower, brush my
teeth, etc) and have Ss repeat aloud.
5.-Ss will answer page 36 Ss book;
- Ss will listen to the recording and number the images
as they are mentioned. (assessment)
- Ss will look for daily activities in a word soup/.
Objective: Ss will be
introduced to daily
activities by predicting
meaning thru images and
playing
2
Material: Ss notebook, Ss book, colors memory game.
Process:
1.-Ss in pairs will cut out a memory game and match
the images with the corresponding sentences.
(Assessment, check list).
2.-T will teach a couple of more daily activities using
Ss will review daily
activities and be introduce
to some more by playing
and drawing.
8/2/2019 Monthly Plan 2011 2012 Ilse
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images and labeling them.
3.-Ss and T will repeat aloud, chorally and individually.
4.-Ss will make drawings of the activities and will label
them.
5.-Ss in pairs will repeat and point to the activities in
their notebook.
3
Material: Ss book, readers.
Process:1.-T will stick on the board some images of daily
activities; a couple of Ss will be given strips of paper
with the written routine and will come to the board
and paste it with its corresponding image.
2.-T will pre-teach vocabulary of the text the ant and
the squirell. (watch out, hurry, of course, etc.)
3.-T and Ss will repeat aloud chorally and individually.
4.-Ss will write the words in their notebook and
explain/review meaning with their classmate.
(assessment)
5.-Ss and T will read the text. Some paragraphs T and
then a S.
Homework: Ss will read text.
Ss will review daily
activities by playing and
reading a narrative text.
4
Material: Ss book, readers book.
Process:
1.-Writing competition, teams by lines, a S of each line
will pass to the board and write the activity mentioned
by a S.
2.-Ss will read in pairs (twice) the text from prev. class.
3.-Ss will then answer page 37 Ss book.
- Ss will identify the activities done by the characters in
the text and check what was done by one of them.
- Ss will then write the missing letters in the activities
read.
4.-Answers will be checked in pairs then with the
whole group.
Ss will review daily
activities by reading a
narrative text.
5
Material: Ss book, notebook, colors, flashcards.
Process:
1.-T will paste on the board some images of the
different moment of the days and on one side will
paste paper strips that say morning, afternoon,
night/evening.
2.-A couple of Ss will be asked to pass and put a paper
strip where they thing it belongs (image). T will correct
if necessary.
3.-T will explain aprox from what time to what time is
each moment.
4.- T and Ss choral and individual repetition.
5.-Ss will be asked to make a drawing of each moment
and label it.
6.-Ss will then be asked to write 2 daily routines they
do under each moment of the day.
Ss will be introduced to the
moments of the day by
looking at images, playing
and drawing.
6
Material: ball, paragraph, Cd, Cd player, Ss book, Ss
notebook.
Process:
1.-A ball will be thrown around the classroom and who
Ss will review time of the
day and daily activities by
listening to a recording,
completing and writing
routines.
8/2/2019 Monthly Plan 2011 2012 Ilse
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ever catch the ball, when the T stops the music, will say
a daily activity and the time of the day it is done.
2.-T will paste a brief paragraph of her daily activities
on the board (I wake up at 8 am. In the morning I eat
breakfast then I take a shower, etc)
3.-T with a couple of Ss help will read it aloud.
4.-Ss will listen to a recording (track 20) and complete a
paragraph according to what they listen to.
5.-Ss will be asked to write a brief paragraph in pairs
using their own information. (assessment, check list).
7
Material: Ss book, colors, readers book.
Process:
1.-Ss will be asked to read the text the ant and the
squirrel and focus on the activities done by each
characters.
2.-Ss will answer ex. 1 Ss book pge 40. Ss will identify
the activities and make a drawing of the character that
does the specific activities written.
3.-Ss will then analyze the activities of each character
and will write the similar and different ones done by
each character. Ex. 2 Ss book.
4.-Ss will be asked to check the answers in pairs and
correct if necessary.
5.-T will ask the group the differences and similarities
and write them on the board, Ss will correct any error.
6.- A couple of Ss will be asked to pass to the front and
perform an activity done by one character. (repeat
with different activities and S) (assessment)
Ss will review daily
routines by identifying
similarities and
differences.
8
Material: Ss book.
Process:
1.-T will elicit from Ss the daily activities and moments
of the day.
2.-Ss will be asked to open their Ss book to pge 40; Ss
will complete the phrasal verbs by matching.
3.-T will ask a couple of Ss what they do and at what
moment of the day.
4.-Ss will answer page 41 ex. 4; they will draw some of
their daily activity.
5.- Ss will answer page 41 ex.5 and 6; Ss will write the
sentences of the daily activities according to the
drawing made.
6.-Ss will then share orally with a classmate their
activities.
Ss will complete phrasal
verbs by matching and will
write and draw about their
personal daily activities.
9
Material: Ss notebook, examples.
Process:
1.-Ss will randomly be asked what they do and when
they do a certain activity.
2.-T will ask randomly how did she asked the questions
expecting Ss to answer with the wh questions.
3.-T will write example questions and answers on the
board and have a S read it aloud.
4.-T will explain the use and give them a couple of
more examples and elicit examples from Ss.
5.-Ss will write examples in their notebook and will be
asked to write 5 more questions on their own.
(assessment)
Ss will be introduced to wh
qs (what do you, when
do you) by writing and
asking classmates.
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6.-Ss will then ask 2 classmates the questions and write
the answers given. (assessment)
10
Material: Ss notebook
Assessment: checklist.
Process:
1.-Ss will be divided in teams of 5 or 6 Ss.
2.-Ss will stick 3 images of the different moments ofthe day and will give a couple of paper strips with
activities to each team.
3.-a S of each team will go to the board and stick the
daily activity in the moment of the day it belongs.
4.-T will stick a couple of questions with answer about
daily routines on the board and will model a brief role
play with a S using those examples.
5.-Ss in their own team will write a brief role play using
the wh question learnt and the answers using the daily
routines and moments of the day.
Ss will review questions
and answers about daily
activities by role playing.
11
Material: Ss notebook, T example, Ss qs and answers.
Assessment: observation check list.
Process:
1.-The teams will role play in front of the class the work
done previous class.
2.-After role playing Ss will be explained about the
product that will be done (daily routine report).
3.-The Ss will be divided in different teams and will
then be explained the material needed and write down
to bring as homework.
4.-Ss in their teams will have to write and illustrate
what and when do they do certain daily routines.
5.-Each Ss will have to speak min twice.
6.-Ss will get together and start writing their report of
their daily routine and ordering them in chronological
order. (notebook)
Ss will present a role play
practicing questions and
answers about daily
routines and will began the
report product.
12
Material: markers, cardboard, colors, glue, scissors,
white sheets. Ss notebook.
Assessment: observation, checklist.
Process:
1.-Ss will get together in their teams and start writing
their routines.
2.-Ss will make drawings of their daily activities written.
3.-Ss will paste the drawing with the corresponding
activities in their cardboard.
4.-Ss will study the activities to present next class to
their classmates.
5.-During the whole class T will monitor and check Ss
work.
Objective: Ss will keep on
working on their report.
Assessment Instruments:
Notes:(If you didn't accomplish the Unit's aims, continue the following month. Add a brief explanation in notes).
Hello Ilse, You're catching on, Teacher! Missing: 1 Achievement's outcome, and you've skipped
8/2/2019 Monthly Plan 2011 2012 Ilse
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1 product's stage. Super work, Teacher! =)