Monthly Plan Gabriela Ayala

8/2/2019 Monthly Plan Gabriela Ayala

1/5

Monthly Plan

Teacher (Write full name) Gabriela Elizabeth Ayala Gonzlez Month March

School: Urbana 936 Ruben Dario Grade(Do a planner per grade) _5th___ Unit __4/A__

SocialPractice(Use it, as it appears in the Syllabus): Read and write notes and letters.

Specific Competency (Use it, as it appears in the Syllabus): Interpret and write notes about

everyday life.

Achievement ( Its outcomes cannot be modified, replaced or deleted): At the end of unit 4A, Ss

will identify the purpose, function, sender and parts of messages. Also Ss will be able to read

and interpret the content of notes, write dates and times and finally writes a complete

message.

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):

Message mailbox.Class Types of Contents. Didactic sequence. Purpose of the class.

Doing Knowing Being

1

Material:

Ss notebook, whiteboard, markers, strips of paper

with the wh-words, tack, exercise in a wallchart

Process:

1. T will ask Ss if they have any idea of what is a

wh-word.

2. T will write Ss answers on the board.3. T will show to Ss wh-words in strips of paper.

4. T will write examples with each wh word on

the board.

5. T will ask Ss to explain the meaning of each wh

word.

6. T will conduct choral and individual repetition.

7. T will provide to Ss with an exercise in a wall

chart.

8. T will ask Ss to copy the exercise and answer it.

9. T and Ss will check answers by playing hot

potato.

Ss will be introduced to

wh- words in order to help

them create questions

related to a school- related

problem.

2

Material:

Board, markers, Ss notebook, wh words

Process:

1. T will ask Ss if they remember Wh-words (seen

yesterday).

2. T will ask Ss for the wh words they remember.

3. T will organize the group into teams.

4. T will ask Ss to go out of the classroom.

5. Ss have to find their set of wh words (who,

what, why, how, when, etc).6. Ss have to come back to the classroom.

7. T will give to Ss markers and a wall chart.

8. T will ask Ss to create questions by using the

wh questions they collected (questions must

be related to a problem set by the teacher).

Ss will practice wh-

questions by a

competition.


2/5

9. T and Ss will check what they wrote.

10.The team that have more and correct

questions will be the winners.

3

Material:

Ss book, whiteboard, markers, CD, CD Player

Process:

1. T will ask Ss what they do if (T will say some

problems Ss might have at home).2. T will ask Ss to open their books on page 64.

3. Ss will listen and underline the solution people

choose for each problem and the best place to

find it.

4. T will check Ss answers by playing hot potato.

5. After that, T will ask Ss to go down stairs.

6. Ss will be organize into two circles (inner and

outer circles).

7. T will say a problem.

8. Ss have to talk with the person in front of them

how to solve it or what to do.

9. Ss have to walk to steps and will have another

person in front of them.

10.T will repeat steps 7, 8, and 9 three times.


some problems people

have in order to make

them find a solution for

each problem.

4

Material:

Saving reading, Ss notebook, whiteboard, tack, CD, CD

Player

Process:

1. T will ask Ss what is saving?

2. T will draw a piggy bank on the board.

3. T will write Ss answers on the board.

4. T will paste a wallchart with a short reading

(saving).

5. T will ask for volunteers to read it aloud.

6. At the end, T will conduct choral repetition of

the mispronounced words.

7. T will ask questions to Ss about the reading in

order to check comprehension.

8. T will paste a wall chart with instructions to

make a piggy bank in disorder.

9. T will play the track.

10.Ss have to listen and order the steps.

Ss will be introduced to the

topic Saving in order to

make them reflect on the

advantages and

disadvantages, Ss have to

provide a solution to save

money.

5

Material:

Wallcharts, markers, adds, masking tape, cardboard

box, sheets of paper, crayons, etc (this depends on

what Ss decide to use)

Process:


2. T will collect and distribute the material to

each team.

3. T will help Ss to distribute the actions to make

the posters such as searching for solutions to a

school problem in the sources they select.

4. T will ask Ss to include title, to write the

solutions, and illustrate the poster.

To review and select

information in order to

solve a problem of interest

to the students, and to

elaborate posters about it.

6

Material:

Wallcharts, markers, adds, masking tape, cardboard

box, sheets of paper, crayons, etc (this depends on

To review and select

information, in order to

solve a problem of interest


3/5

what Ss decide to use)

Process:

1. T will distribute Ss material.

2. Ss will create their poster.

3. Ss will go to some classrooms to present their

poster.

4. Ss will display the posters in the patio of the

school.

to the students, and to

elaborate posters about it.

Display the posters in the

school.

7

Material:

Wallcharts with different messages, tack, whiteboard,

markers, Ss notebooks

Process:

1. T will paste on the board a message.

2. T will ask for a volunteer to read it aloud.

3. T will read it again.

4. T will ask Ss what is it? What is it about?

5. T will explain if necessary.

6. T will paste another message.

7. T will ask for a volunteer to read it aloud.

8. T will read it again.

9. T will repeat point 4.

10.T will ask Ss if they know the parts of the

message.

11.T will write the parts of the message in

disorder on the board.

12.T will ask for volunteers to put the name in the

correct place.

13.T will check Ss answers.

14.T will correct if necessary.

15.T will ask Ss to copy the example on their

notebooks.


parts of a message and will

predict topic based on

previous knowledge and

familiar words.

8

Material:

Wall charts with messages (used yesterday), tack,

board, markers, Ss notebooks, new message

Process:

1. T will ask Ss what are the parts of a message

they saw yesterday.


3. T will give to each team a shit of paper.

4. T will paste on the board a message.

5. Ss have to write the parts of the message on

the piece of paper given by the teacher.

6. The first team that finishes will be the winner.

7. T will paste another message on the board.

8. T will ask Ss to read the message.

9. T will ask Ss for the purpose of the message.


11.T will explain what is intended audience and

what is the sender.

12.T will ask Ss to check the message and say who

is the intended audience and the sender.

Ss will identify purpose,

function, sender and

intended audience in a

message.

9

Material:

Wall chart with a scramble message, tack, board,

markers, Ss notebooks, greetings, courtesy

expressions


appropriate greetings,

farewell and courtesy

expressions.


4/5

Process:

1. T will organize the group into pairs.

2. T will paste on the board a scramble message.

3. T will ask Ss to organize the message on their

notebooks.

4. T will ask Ss to indicate the parts of the

message they already unscramble.

5. T will paste on the board some greetings and

courtesy expressions.

6. T will read them aloud.

7. T will ask Ss what are they and when to use

them.


9. T will conduct choral and individual repetition.

10.T will ask Ss to copy the expressions on Ss

notebooks.

10

Material:

Ss notebooks, messages in wallcharts, tack, board,

markers,

Process:

1. T will paste some messages on the board.

2. T will ask Ss to identify the parts of the

message.

3. Ss will work on their notebooks.

4. T will ask Ss if they remember how to write

dates and hours.

5. T will conduct a dictation about hours and

dates in a competition.

Ss will practice the writing

of hours and/or dates and

determine their adequacy

in a message.

11

Material:

Ss will decide what they need, if T has it at the school T

will provide the material

Process:

1. T will explain to Ss what they are going to do.

2. Ss have to develop a message directed to the

teacher.

3. Ss have to develop a message directed to

somebody from their families.

4. Ss have to use appropriate greetings and

courtesy expressions.

5. Ss are going to create their drafts on their

notebooks.

6. Ss are going to check their classmates

messages.

7. Ss will help their classmates to correct the

messages if necessary.

Ss will develop their

products for unit 4a.

12

Material:

Ss will decide what they need

Process:

1. T will deliver material on the desk (Ss can use

what they need).

2. T will ask Ss to make a final version of their

messages.

3. T will monitor.

4. T will correct and help if necessary.

5. T will have a box on the desk.

6. Ss have to send their messages through the

Ss will develop their

product for unit 4a.


5/5

box.

Assessment Instruments:

Chart of activities and participation.

Notes:(If you didn't accomplish the Unit's aims, continue the following month. Add a brief explanation in notes).

Hello Vero! classes 7 to 12 are part from unit 3b, I was incapacitated for 9 days, therefore I

couldnt finish on time the last unit and as I noticed that unit 4a is easier for my Ss I decided to

finish with unit 3b and then continue with 4a.

thank you!

best wishes

Gabriela Ayala/

Documents

Monthly Plan Gabriela Ayala