Class Planning 3rd Grade

7/30/2019 Class Planning 3rd Grade

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CLASS PLANNING OF THE SECOND BLOCKSECOND LANGUAGE: ENGLISH I

Teacher:DULCE YANITZ FALCON COTAPLANNING TEACHING ASSIGNMENT: SEQUENCE 11

SECONDARY SCHOOL: GRAL. 11 GRADE AND GROUPS 3L

SOCIAL PRACTICE Understand and write instructions

ENVIRONMENT Academic and educational

SPECIFICCOMPETENCY

Write instructions to use a bilingual dictionary

CURRICULARSTANDARDS

TO WORK

COMPREHENSIONIdentify meaningful and relevant ideas in texts on everydaytopics.PRODUCTIONManage a repertoire of words and structures with canonical

composition and conventional writing.MULTIMODALITYIdentify differences between graphic and textual symbology ofsimilar situations.ATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONAct ethically, respect, kindness and courtesy in daily coexistence.

CONTENTS

Select and check bilingualdictionaries. Identify purpose and

intended audience. Recognize graphic &text components. Identify textorganization. Point out sectionsassigned to eachlanguage. Identify entries andsubentries. Examine numbers andspecial characters and

determine their use.

PURPOSES

Produce short,conventionaltexts that

respond topersonal,creative,social, andacademicpurposes.

ACHIEVEMENTS

Locates and reads the definitions of wordsboth in English and Spanish.

Understands the use of upper case letters,lower case letters and abbreviations in adictionary.

Completes and writes sentences in order toorganize them into a sequence, from a model.

Removes and/or adds information to edit aninstructions manual.


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SECONDARY SCHOOL:GRAL 11 GRADE AND GROUPS 3L



SPECIFICCOMPETENCY


CURRICULARSTANDARDSTO WORK

COMPREHENSIONIdentify meaningful and relevant ideas in texts on everydaytopics.PRODUCTIONManage a repertoire of words and structures with canonicalcomposition and conventional writing.MULTIMODALITYIdentify differences between graphic and textual symbology ofsimilar situations.ATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONAct ethically, respect, kindness and courtesy in dailycoexistence.

CONTENTS

Understand the use of thetextual components inbilingual dictionaries. Locate words in Englishand in the mother tongue. Read the definitions forwords in English and inSpanish. Understand the use thatis given to lower andupper-case letters. Establish type of wordfrom an abbreviation. Understand theinstructions to use abilingual dictionary.

PURPOSES

Produce short,conventionaltexts thatrespond topersonal,creative,social, andacademicpurposes.

ACHIEVEMENTS






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Teacher: DULCE YANITZ FALCON COTAPLANNING TEACHING ASSIGNMENT: SEQUENCE 13

SECONDARY SCHOOL: GRAL 11 GRADE AND GROUPS 3L



SPECIFICCOMPETENCY



COMPREHENSIONIdentify meaningful and relevant ideas in texts on everydaytopics.PRODUCTIONManage a repertoire of words and structures with canonicalcomposition and conventional writing.

MULTIMODALITYIdentify differences between graphic and textual symbology ofsimilar situations.ATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONAct ethically, respect, kindness and courtesy in dailycoexistence.

CONTENTS

Write instructions. Classify types of wordsin table (e.g., nouns,

adjectives). List abbreviations. Write a list of textualcomponents. Write sentences thatexplain how to useabbreviations and textualcomponents. Establish the number of

PURPOSES

Produce short,conventionaltexts that

respond topersonal,creative,social, andacademicpurposes.

ACHIEVEMENTS




Removes and/or adds information to edit an


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instructions or steps. Arrange sentences in alogical sequence.

instructions manual.



SECONDARY SCHOOL: GRAL 11 GRADE AND GROUPS 3L City:



TOPIC Doing with the language

SPECIFICCOMPETENCY



COMPREHENSIONIdentify meaningful and relevant ideas in texts on everydaytopics.PRODUCTIONManage a repertoire of words and structures with canonicalcomposition and conventional writing.MULTIMODALITYIdentify differences between graphic and textual symbology ofsimilar situations.ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION

Act ethically, respect, kindness and courtesy in dailycoexistence.


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CONTENTS

Edit instructions.

Read to revisepunctuation and spelling

conventions.

Mark and clarify doubts. Remove and/or addinformation to improve atext.

Write a final version.

PURPOSES

Produce short,conventionaltexts thatrespond to

personal,creative,social, andacademicpurposes.

ACHIEVEMENTS





CLASS PLANNING OF THE SECOND BLOCK

SECOND LANGUAGE: ENGLISH I





SPECIFICCOMPETENCY



COMPREHENSION

Understand main ideas in spoken texts of familiar and commonmatters.PRODUCTIONManage a repertoire of words and structures with canonicalcomposition and conventional writing.MULTIMODALITYAssociate body and visual language with oral language.ATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONShow a positive attitude toward learning, self-assessment, and


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development of autonomy.

CONTENTS

Textual organization

patterns: listings. Typographic signs. Arabic and romannumbers. Abbreviations. Articles, nouns, adverbs,adjectives and pronouns. Connectors. Verb forms: imperative. Upper and lower caseletters. Punctuation.

PURPOSES

Produce short,

conventionaltexts thatrespond topersonal,creative,social, andacademicpurposes.

ACHIEVEMENTS

Locates and reads the definitions of words

both in English and Spanish.









SPECIFICCOMPETENCY



COMPREHENSIONUnderstand main ideas in spoken texts of familiar and commonmatters.PRODUCTIONManage a repertoire of words and structures with canonicalcomposition and conventional writing.MULTIMODALITYAssociate body and visual language with oral language.


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ATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONShow a positive attitude toward learning, self-assessment, anddevelopment of autonomy.

CONTENTS

Show curiosity andinterest in searching andobtaining information.

Favor cooperation andintegration in schoolwork.

PURPOSES

Produce short,conventionaltexts thatrespond topersonal,creative,social, andacademicpurposes.

ACHIEVEMENTS






Teacher:DULCE YANITZ FALCON COTAPLANNING TEACHING ASSIGNMENT: SEQUENCE

SECONDARY SCHOOL:GRAL 11 GRADE AND GROUPS 3L

SOCIAL PRACTICE Interpret and express information published in diverse media

ENVIRONMENT Familiar and communityTOPIC Doing with the language

SPECIFICCOMPETENCY

Exchange opinions regarding the contents of a radio program

CURRICULAR

COMPREHENSIONUse known resources and strategies to interpret oral messagesPRODUCTIONUse paraphrasing to convey abstract concepts or express


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STANDARDSTO WORK

meanings of unknown words.MULTIMODALITYIdentify some conventions of audiovisual media, for example,sound effects, camera angle, among others.ATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONShow commitment, civic solidarity, and a sense of belonging to

the community.

CONTENTS

Listen and check a radioprogram. Establish topic, purposeand intended audience. Differentiate voices,environment sounds andsound effects. Discriminateadvertisements fromprogram contents. Identify forms ofcommunication. Distinguish intonationand tone of presenter andother participants. Identify rhythm andspeed.

PURPOSES

Adapt theirlanguage tounexpectedcommunicative needs

ACHIEVEMENTS

Identifies words used to link ideas.

Detects speech register.

Writes expressions to produce opinions.

Answers questions to express opinions orpoints of view about the contents of an oraltext.

Expands main ideas in an oral exchange.



SECONDARY SCHOOL:GRAL 11 GRADE AND GROUPS 3L City:


ENVIRONMENT Familiar and community


SPECIFICCOMPETENCY


COMPREHENSION


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Use known resources and strategies to interpret oral messagesPRODUCTIONUse paraphrasing to convey abstract concepts or expressmeanings of unknown words.MULTIMODALITYIdentify some conventions of audiovisual media, for example,

sound effects, camera angle, among others.ATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONShow commitment, civic solidarity, and a sense of belonging tothe community.

CONTENTS

Understand the general meaning andmain ideas. Predict the general meaning. Differentiate parts of a radio program. Recognize sentences and expressionsused by presenter and/or otherparticipants. Identify the use of words to connectideas. Determine the relationship betweensound effects and contents. Detect speech register. Distinguish behavior adopted byspeakers to support meaningconstruction. Write sentences used by thepresenter and/or the participants. Define sequence of statements.

PURPOSES

Adapt theirlanguage tounexpectedcommunicativeneeds

ACHIEVEMENTS

Identifies words used tolink ideas.


Writes expressions toproduce opinions.

Answers questions toexpress opinions or pointsof view about thecontents of an oral text.

Expands main ideas inan oral exchange.






SPECIFIC Exchange opinions regarding the contents of a radio program


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COMPETENCY

CURRICULAR

STANDARDSTO WORK

COMPREHENSIONUse known resources and strategies to interpret oral messagesPRODUCTIONUse paraphrasing to convey abstract concepts or express

meanings of unknown words.MULTIMODALITYIdentify some conventions of audiovisual media, for example,sound effects, camera angle, among others.ATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONShow commitment, civic solidarity, and a sense of belonging tothe community.

CONTENTS

Exchange opinions regarding thecontents.

Answer questions to expressopinions. Structure, write and readopinions. Formulate questions about thecontent of a program. Include relevant details andinteresting information in anopinion. Determine tone and intonationof sentences. Establish rules and turns of

participation for an exchange ofopinions. Begin an exchange. Use expressions and linguisticresources to ask for details andexplanations.

PURPOSES

Adapt theirlanguage to

unexpectedcommunicativeneeds

ACHIEVEMENTS

Identifies words used to linkideas.


Writes expressions to produceopinions.

Answers questions to expressopinions or points of view aboutthe contents of an oral text.

Expands main ideas in an oralexchange.



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SOCIALPRACTICE

Interpret and express information published in diverse media


SPECIFICCOMPETENCY



COMPREHENSIONUnderstand instructions to interact with common objects.PRODUCTIONUse strategies to plan and edit written texts.MULTIMODALITYAssociate body and visual language with oral languageATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONAcknowledge the importance of entertainment offered by different

cultural expressions.

CONTENTS

Form of communication. Structure of radio programs. Speech register. Speaking turns. Repertoire of words necessary forthis social practice of the language. Connectors. Verbs: modals.

Syntactic differences betweenBritish and American varieties:possessive constructions (e.g., Haveyou got a notebook?, Do youhave a notebook?). Syntactic particularities of theEnglish language: absence of relativepronoun.

PURPOSES

Adapt theirlanguage tounexpectedcommunicativeneeds

ACHIEVEMENTS



Writes expressions to produceopinions.

Answers questions to express

opinions or points of view about thecontents of an oral text.

Expands main ideas in an oralexchange.


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SOCIALPRACTICE

Interpret and express information published in diverse media


SPECIFICCOMPETENCY



COMPREHENSIONUnderstand instructions to interact with common objects.PRODUCTIONUse strategies to plan and edit written texts.MULTIMODALITY

Associate body and visual language with oral languageATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONAcknowledge the importance of entertainment offered by differentcultural expressions.

CONTENTS

Recognize the influence ofmedia in everyday life.

Foster respect andattention towards theopinions of others.

PURPOSES

Adapt theirlanguage tounexpectedcommunicative needs

ACHIEVEMENTS



Writes expressions to produce opinions.

Answers questions to express opinions orpoints of view about the contents of an oraltext.

Expands main ideas in an oral exchange.


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CLASS PLANNING OF THE THIRD BLOCK


Teacher:DULCE YANITZ FALCON COTAPLANNING TEACHING ASSIGNMENT: SEQUENCESECONDARY SCHOOL: GRAL 11 GRADE AND GROUPS 3L

SOCIAL

PRACTICEParticipate in language games to work with specific linguistic aspects

ENVIRONMENT Literary and ludic

SPECIFIC

COMPETENCY

Participate in language games to recognize and comprehend future tense in

forecasts

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION

Identify expressions independently of the acoustics characteristics they are

transmitted through.PRODUCTION

Have a range of strategies to open, keep, and close simple interactions on familiar

topics or personal interest.

MULTIMODALITY

Associate body and visual language with oral language.

ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION

Acknowledge the importance of entertainment offered by different cultural

expressions.

CONTENTS

Check written forecast examples.

Identify situations in which

forecasts are made.

Recognize topic, purpose and

intended audience.

Distinguish graphic and text

components.

PURPOSES

Produzcan

textos breves y

convencionalesque respondan a

propsitos

personales,creativos,

sociales y

acadmicos.

ACHIEVEMENTS

Recognizes future verb forms within sentences.

Classifies sentences by the types of future verbform found in them.

Compares sentences that express future situations toones which express past and/or present situations.

Formulates and answers questions in order to

understand forecasts.


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Teacher: DULCE YANITZ FALCON COTA

PLANNING TEACHING ASSIGNMENT: SEQUENCE 23SECONDARY SCHOOL: GRAL 11 GRADE AND GROUPS 3L

SOCIAL PRACTICE Participate in language games to work with specific linguistic aspects



SPECIFIC

COMPETENCY


forecasts

CURRICULARSTANDARDS

TO WORK

COMPREHENSION


transmitted through.

PRODUCTIONHave a range of strategies to open, keep, and close simple interactions on

familiar topics or personal interest.

MULTIMODALITY




expressions.

CONTENTS

Understand characteristics of the future tense. Listen to the reading of forecasts containing

verb forms in future tense.

Identify sentences that express futuresituations and conditions, and

their composition.

Classify sentences according to the future

verb form. Complete sentences with words used in future

situations and conditions.

Compare sentences that express future

situations to those that express past and/orpresent situations.

Answer questions formulated to createforecasts based on current situations.

PURPOSES

Produzcan textosbreves y

convencionales que

respondan apropsitos

personales,

creativos, sociales y

acadmicos.

ACHIEVEMENTS

Recognizes future verb formswithin sentences.

Classifies sentences by the typesof future verb form found in them.

Compares sentences that express

future situations to ones whichexpress past and/or present

situations.

Formulates and answers questionsin order to understand forecasts.


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Teacher:DULCE YANITZ FALCON COTA

PLANNING TEACHING ASSIGNMENT: SEQUENCE 24SECONDARY SCHOOL:GRAL 11 GRADE AND GROUPS 3L



SPECIFIC

COMPETENCY


forecasts

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION



PRODUCTION

Have a range of strategies to open, keep, and close simple interactions on

familiar topics or personal interest.MULTIMODALITY




expressions.

CONTENTS

Write sentences that express

future tenses, in order to make a

forecast. Write words that express future

tense. Write questions about future

situations.

Complete sentences with thefuture verb form.

Arrange sentences in a sequence.

Write down sentences to make aforecast about a real or fictitious

situation.

PURPOSES

Produzcantextos breves y


propsitospersonales,

creativos,

sociales yacadmicos.

ACHIEVEMENTS



Compares sentences that express future situations to

ones which express past and/or present situations.




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Teacher:DULCE YANITZ FALCON COTA




SPECIFIC

COMPETENCY


forecasts

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION

Understand some expressions and words related to specialized areas of

knowledge

PRODUCTION

Join short structures and expressions together to form sequences of ideas.

MULTIMODALITYUse visual resources to complement the general meaning of oral and written

texts.


Appreciate and enjoy literary and cultural expressions in the English language.

CONTENTS

Verb tenses: present, past, future

(will, shall, be + going to).

Sentence types.

Non-frequent or absent lettergroups found in mother tongue.

(e.g., sh, ll).

Conventional writing of words.

Punctuation: apostrophe.

PURPOSES

Produzcan

textos breves yconvencionales

que respondan apropsitos

personales,creativos,

sociales y

acadmicos.

ACHIEVEMENTS


Classifies sentences by the types of future verb

form found in them.

Compares sentences that express future situations toones which express past and/or present situations.

Formulates and answers questions in order tounderstand forecasts.


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Teacher: DULCE YANITZ FALCON COTA




SPECIFIC

COMPETENCY


forecasts

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION

Understand some expressions and words related to specialized areas of

knowledge

PRODUCTION

Join short structures and expressions together to form sequences of ideas.

MULTIMODALITYUse visual resources to complement the general meaning of oral and written

texts.


Appreciate and enjoy literary and cultural expressions in the English

language.

CONTENTS

Promoter feedback among

classmates.

Show a good attitude to auto-evaluate possibilities and

capacities.

PURPOSES

Produzcantextos breves y


propsitospersonales,

creativos,

sociales yacadmicos.

ACHIEVEMENTS



Compares sentences that express future situations to

ones which express past and/or present situations.




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PLANNING FOR THE THIRD CLASS

BLOCK A SECOND LANGUAGE: ENGLISH l

TEACHER:

PLANNING TEACHING PERIOD: SEQUENCE 27SECONDARU SCHOOL: GRADE AND GROUPS CITY

SOCIAL

PRACTICE

Read and rewrite informative texts from a particular field


SPECIFIC

COMPETENCY:

Write notes to describe the components of different human body systems in a chart

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION

Reading comprehension involves both understanding and using for specific

purposes the main idea and some details of short texts from a variety of sources,

such as reading to edit ones own and others texts.

PRODUCTION



MULTIMODALITY

Infer topic and addressee of outlines through graphic or textual components.


Show confidence and assertiveness in oral and written interaction

CONTENTS

Select and check charts of human

body systems. Examine distribution of graphic

and text components.

Recognize text organization.

Reflect on the use of images and/or

illustrations.

Identify topic, purpose and

intended audience.

PURPOSE

Produce short,

conventional textsthat respond to

personal, creative,

social, and

academic purposes.

ACHIEVEMENTS

Answers questions in order to give a

description. Structures and writes sentences.

Organize terms and descriptions into a table.

Writes sentences in order to write notes.

Verifies spelling conventions in order to editnotes.



TEACHER:DULCE YANITZ FALCON COTA


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PLANNING TEACHING PERIOD: SEQUENCE 28SECONDARU SCHOOL: GRAL 11 GRADE AND GROUPS 3L

SOCIAL PRACTICE Read and rewrite informative texts from a particular field


SPECIFIC

COMPETENCY:

Write notes to describe the components of different human body systems in a

chart

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION


purposes the main idea and some details of short texts from a variety of

sources, such as reading to edit ones own and others texts.

PRODUCTION



MULTIMODALITY




CONTENTS

Understand information from reading

out loud.

Recognize description ofcomponents.

Identify new words.

Point out information. Answer questions to describe

components.

Identify the graphic resources used tolink components and descriptions.

PURPOSE

Produce short,

conventional texts

that respond topersonal, creative,

social, and

academic purposes.

ACHIEVEMENTS


description.

Structures and writes sentences. Organize terms and descriptions into a table.


Verifies spelling conventions in order to editnotes.


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TEACHER: DULCE YANITZ FALCON COTA




SPECIFIC

COMPETENCY:


chart

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION




PRODUCTION



MULTIMODALITY




CONTENTS

Write notes to describe a chart.

Complete sentences in order to describe

components.

Organize terms and descriptions on a

table.

Rewrite simple sentences about

descriptions.

Determine the number of descriptions

necessary in relation to images.

Choose graphic resources in order to link

the text to images.

Structure and write sentences.

PURPOSE

Produce short,

conventional texts thatrespond to personal,

creative, social, and

academic purposes.

ACHIEVEMENTS

Answers questions in order to

give a description. Structures and writes

sentences.

Organize terms anddescriptions into a table.

Writes sentences in order to

write notes.

Verifies spelling conventionsin order to edit notes.


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TEACHER: DULCE YANITZ FALCON COTAPLANNING TEACHING PERIOD: SEQUENCE 30SECONDARU SCHOOL: GRADE AND GROUPS CITY



SPECIFIC

COMPETENCY:


chart

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION




PRODUCTION



MULTIMODALITY




CONTENTS

Edit charts, with the teachers

guidance.

Check punctuation and spelling

conventions.

Mark and clarify doubts.

Add or remove information to

improve a text.

Adjust language in accordance to

intended audience and purpose.

Write final version.

PURPOSE

Produce short,

conventional texts

that respond topersonal, creative,

social, and

academic purposes.

ACHIEVEMENTS


description.

Structures and writes sentences. Organize terms and descriptions into a table.


Verifies spelling conventions in order to edit

notes.


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SOCIAL

PRACTICE

Read and rewrite informative texts from a particular field


SPECIFIC

COMPETENCY:


chart

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION


purposes the main idea and some details of short texts from a variety of sources,

such as reading to edit ones own and others texts.

PRODUCTION



MULTIMODALITY




CONTENTS

Graphic and textual components.

Text organization patterns.

Repertoire of words necessary for

this social practice of the language.

Verb tense: simple present.

Determiners: demonstratives.

Nouns: with/without determiner,

compound, countable/uncountable.

Verb forms: passive, past

participle.

Adjectives: comparative andsuperlative.

Punctuation.

PURPOSE

Produce short,

conventional texts that

respond to personal,

creative, social, andacademic purposes.

ACHIEVEMENTS


description.

Structures and writes sentences.

Organize terms and descriptions into a

table.


Verifies spelling conventions in order toedit notes.


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PLANNING TEACHING PERIOD: SEQUENCE 32SECONDARU SCHOOL:

GRAL 11GRADE AND GROUPS

3L



SPECIFIC

COMPETENCY:


chart

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION




PRODUCTION



MULTIMODALITY




CONTENTS

Take the proper decisions to favor

ones self and ones surroundings.

Reflect and act on ones own and

others physical well-being.

Promote respect and collaboration

at work.

PURPOSE

Produce short,

conventional textsthat respond to

personal, creative,

social, andacademic purposes.

ACHIEVEMENTS


description. Structures and writes sentences.

Organize terms and descriptions into a table.

Writes sentences in order to write notes. Verifies spelling conventions in order to edit

notes.


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PLANNING FOR THE FOURTH CLASS

BLOCK A SECOND LANGUAGE: ENGLISH III

TEACHER:


SOCIAL

PRACTICE

Understand and produce oral exchanges related to leisure situations



SPECIFIC

COMPETENCY:

Interpret and offer descriptions regarding unexpected situations in an oral

exchange

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION

Understand main ideas in spoken texts of familiar and common matters.Use known resources and strategies to interpret oral messages.

PRODUCTION



Formulate expressions to invite others to join the conversation.

MULTIMODALITY


CONTENTS

Listen to and explore descriptions ofunexpected situations shared in an

oral exchange.

Identify topic, purpose, and

intended audience.

Observe and understand non-

verbal language.

Identify attitudes and emotions.

Establish speakers profiles.

Determine the place where an

exchange occurs.

PURPOSE


unexpectedcommunicative

needs

ACHIEVEMENTS

Determines the function of pauses, rhythm,and intonation.

Negotiates meaning. Rephrases ideas.

Uses strategies to restore a failed

conversation. Anticipates general sense, main ideas, and

some details in order to produce an oral text.


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TEACHER:


SOCIAL

PRACTICE




SPECIFIC

COMPETENCY:


exchange

CURRICULARSTANDARDS

TO WORK

COMPREHENSION

Understand main ideas in spoken texts of familiar and common matters.

Use known resources and strategies to interpret oral messages.PRODUCTION




MULTIMODALITY


CONTENTS

Interpret general sense, main ideas, and some

details. Clarify meaning of words.

Identify ways to describe an unexpected

situation.

Identify main ideas and information that

broadens, exemplifies or

explains them.

Identify strategies used to rephrase ideas,

adjust volume and speed,

and negotiate meaning.

Determine sequence of enunciation.

Formulate questions to understand adescription.

Notice regional accents.

PURPOSE

Adapt their

language tounexpected

communicativeneeds

ACHIEVEMENTS

Determines the function of pauses,

rhythm, and intonation. Negotiates meaning.

Rephrases ideas. Uses strategies to restore a failed

conversation.

Anticipates general sense, mainideas, and some details in order to

produce an oral text.


26/44



TEACHER:


SOCIAL

PRACTICE




SPECIFIC

COMPETENCY:


exchange

CURRICULARSTANDARDS

TO WORK

COMPREHENSION


Use known resources and strategies to interpret oral messages.PRODUCTION




MULTIMODALITY


CONTENTS

Describe unexpected events.

Write sentences to describe unexpected situations. Add details to main ideas.

Change direct speech into indirect speech and vice

versa.

Adjust speed, rhythm, diction, and intonation.

Rephrase ideas.

Use strategies to influence on meaning.

Use strategies to restore a failed conversation.

Produce spontaneous descriptions of unexpected

situations.

Maintain an oral exchange with the support of

non-verbal language.

PURPOSE

Adapt their language to

unexpectedcommunicative needs

ACHIEVEMENTS

Determines the function

of pauses, rhythm, andintonation.


Uses strategies to restore

a failed conversation. Anticipates general

sense, main ideas, and

some details in order to

produce an oral text.


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ENGLISH 3 PLANNING


PLANNING TEACHING PERIOD: SEQUENCE 36SECONDARY SCHOOL:

SEC. GRAL. 15GRADE AND GROUPS 3A CITY HERMOSILLO

SOCIAL PRACTICE Understand and produce oral exchanges related to leisure situations

TOPIC Knowing about the language


SPECIFIC

COMPETENCY:


exchange

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION


Use known resources and strategies to interpret oral messages.

PRODUCTION

Have a range of strategies to open, keep, and close simple interactions onfamiliar topics or personal interest.


MULTIMODALITY


CONTENTS

Topic, purpose, and intended audience.

Contextual clues.

Speech register.

Direct and indirect speech. Acoustic features.

Repertoire of words necessary for this social

practice of the language.

Types of sentences.

Adjectives and adverbs.

Adverbs: of time and quantitative.

Language formulae (e.g.: greetings, and courtesy

and farewell expressions).

Syntactic particularities of English: absence of

double negative (for example, They didnt go

anywhere, They had no time to lose).

PURPOSE

Adapt their language

to unexpected

communicative needs

ACHIEVEMENTS

Determines the function

of pauses, rhythm, and

intonation.


Uses strategies to restore

a failed conversation. Anticipates general

sense, main ideas, and

some details in order toproduce an oral text.


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ENGLISH 3 PLANNING


PLANNING TEACHING PERIOD: SEQUENCE 37SECONDARY SCHOOL: GRADE AND GROUPS 3RD CITY HERMOSILLO

SOCIAL PRACTICE Understand and produce oral exchanges related to leisure situations

TOPIC Being through the language


SPECIFIC

COMPETENCY:

Exchange likes and dislikes in a dialogue

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION


Identify meaningful and relevant ideas in texts on everyday topics.PRODUCTION



MULTIMODALITY



Show a positive attitude toward learning, self-assessment, and development of

autonomy.

CONTENTS

Use language to Exchange

common interests.

Promote interpersonal

relationships.

PURPOSE

Express some

judgments and

opinions about issuesthat are interesting to

them or resemble their

everyday reality.

ACHIEVEMENTS

Recognizes the speakers and listeners

behavior that supports the construction of

meaning.

Requests clarifications.

Writes sentences.

Formulates questions to clarify doubts.

Anticipates the general meaning to start a

dialogue.


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ENGLISH 3 PLANNING



SOCIAL PRACTICE Understand and express differences and similarities between cultural aspects

from Mexico and English-speaking countries



SPECIFIC

COMPETENCY:

Read and sing songs in order to identify human values in English-speaking

countries and Mexico

CURRICULAR

STANDARDS

TO WORK

COMPREHENSION



PRODUCTION


MULTIMODALITY

Use visual resources to complement the general meaning of oral and written

texts.


Recognize the value of language to promote dialogue with members from

othercommunities and cultures.

CONTENTS

Check songs that reflect human

values.

Select songs based on key

words.

Recognize text distribution ofsongs.

Determine topic and intended

audience.

PURPOSE

Recognize and respectdifferences between

their own culture and

the cultures of

English-speakingcountries.

ACHIEVEMENTS

Recognizes main ideas in songs.

Formulates and answers questions about the

treatment of information.

Compares information using known

expressions.

Sings verses and choruses of songs.

Detects rhythm, speed and intonation ofsongs.


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COMPETENCY:



CURRICULAR

STANDARDS

TO WORK

COMPREHENSION

Identify expressions independently of the acoustics characteristics they aretransmitted through.

PRODUCTION


MULTIMODALITY


texts.



other

communities and cultures.

CONTENTS

Understand the general meaning and main ideas

in songs.

Anticipate content.

Use diverse comprehension strategies.

Clarify meaning of words.

Identify explicit and implicit information.

Identify key words in stanzas and chorus.

Distinguish language features. Formulate and answer questions about the

content.

Compare how human values are expressed in

songs of English speaking countries and of

Mexico.

PURPOSE

Recognize and respect

differences between

their own culture andthe cultures of

English-speaking

countries.

ACHIEVEMENTS

Recognizes main ideas in

songs.

Formulates and answers

questions about the treatment of

information.

Compares information using

known expressions.

Sings verses and choruses of

songs.

Detects rhythm, speed and

intonation of songs.


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COMPETENCY:



CURRICULAR

STANDARDS

TO WORK

COMPREHENSION



PRODUCTION


MULTIMODALITY


texts.



othercommunities and cultures.

CONTENTS

Listen to and sing songs.

Recognize combination of words

and the sounds they represent.

Detect rhythm, speed and

intonation.

Follow the chorus and recite the

lyrics. Write down verses and/or

chorus.

Sing songs with and without the

help of written lyrics.

PURPOSE

Recognize and respectdifferences between

their own culture and

the cultures of


ACHIEVEMENTS




Compares information using known

expressions.


Detects rhythm, speed and intonation ofsongs.


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TEACHER: DULCE YANITZ FALCON COTAPLANNING TEACHING PERIOD: SEQUENCE 41SECONDARY SCHOOL: GRADE AND GROUPS 3RD CITY HERMOSILLO





SPECIFIC

COMPETENCY:



CURRICULAR

STANDARDS

TO WORK

COMPREHENSIONIdentify expressions independently of the acoustics characteristics they are


PRODUCTION


MULTIMODALITY


texts.



other


CONTENTS

Topic, purpose and audience.

Text distribution: verses, stanzasand chorus.

Acoustic features.


this social practice of the language. Verb tenses: progressive forms,

past. Verb forms: past participle. Antonyms.

Nouns: singular/plural,

compound. Punctuation.

Upper and lower case letters.

PURPOSE


differences betweentheir own culture and

the cultures of

English-speaking

countries.

ACHIEVEMENTS




Compares information using knownexpressions.


Detects rhythm, speed and intonation of

songs.


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CURRICULAR

STANDARDS

TO WORK

COMPREHENSION



PRODUCTION


MULTIMODALITY


texts.

ATTITUDES TOWARDS LANGUAGE AND COMMUNICATIONRecognize the value of language to promote dialogue with members from

other


CONTENTS

Appreciate songs as a reflection

of emotions, feelings and nature.

Show interest in other peoples

and cultures.

Promote collective efforts in a

cultural expression.

PURPOSE


differences between

their own culture andthe cultures of


ACHIEVEMENTS


Formulates and answers questions about thetreatment of information.

Compares information using knownexpressions.


Detects rhythm, speed and intonation of

songs.


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ENGLISH 3 PLANNING



SOCIAL PRACTICE Produce texts to participate in academic events



SPECIFIC

COMPETENCY:

Rewrite information to explain a graphic exhibition

CURRICULAR

STANDARDS

TO WORK

PRODUCTIONGive some details to complement the text.

Create alternative ways to express a similar meaning.

Use a range of structures to open and end texts.

MULTIMODALITY


texts.


Show commitment, civic solidarity, and a sense of belonging to the

community.

CONTENTS

Check a Science topic in diverse

sources

.

Select illustrated texts about a

scientific topic.

Activate previous knowledge.


intended audience.

Examine graphic and text

components. Recognize textual organization.

PURPOSE

Edit their own or

their classmateswritings.

ACHIEVEMENTS

Identifies and distinguishes types of sentences

that express main ideas within paragraphs,using previously established goals.

Uses various strategies in order to point out

relevant information. Selects information in order to rewrite and

paraphrase sentences.

Organizes sentences to make a paragraph. Points out and clarifies doubts in order to edit

notes.


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SPECIFIC

COMPETENCY:


CURRICULAR

STANDARDS

TO WORK




MULTIMODALITY


texts.



community.

CONTENTS

Understand the general meaning and

main ideas in diverse texts.

Read texts from diverse

sources.Anticipate the general

meaning

Detect new words.

Identify key ideas in paragraphs

Distinguish the types of sentences

used to express key ideas

and back-up information. Use diverse strategies to point out

relevant information.

Classify information based on

purpose.

PURPOSE

Edit their own or


ACHIEVEMENTS







notes.


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SPECIFIC

COMPETENCY:


CURRICULAR

STANDARDS

TO WORK




MULTIMODALITY


texts.



community.

CONTENTS

Rewrite information.

Select previously classified information.

Complete sentences with key ideas from a text.

Add information to key ideas of sentences to

exemplify, support or enrich them.

Formulate and write questions concerning the

information in a text.

Order words to construct sentences that answer

questions.

Paraphrase sentences in order to rewrite them. Rewrite sentences.

Order rewritten sentences to articulate them and form

paragraphs.

Choose paragraphs to construct notes.

Write notes to fill-in cards.

Check cards to present a graphic exhibition.

PURPOSE

Edit their own

or theirclassmates

writings.

ACHIEVEMENTS

Identifies and distinguishes

types of sentences that expressmain ideas within paragraphs,

using previously established

goals. Uses various strategies in

order to point out relevant

information. Selects information in order

to rewrite and paraphrasesentences.

Organizes sentences to makea paragraph.

Points out and clarifies doubts

in order to edit notes.


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SPECIFIC

COMPETENCY:


CURRICULAR

STANDARDS

TO WORK




MULTIMODALITY


texts.



community.

CONTENTS

Edit notes with the teachers

guidance.

Check the use of punctuation and

spelling conventions.

Mark and clarify doubts.

Detect mistakes and correct them.

Write final version.

PURPOSE

Edit their own or


ACHIEVEMENTS







notes.


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SPECIFIC

COMPETENCY:


CURRICULAR

STANDARDS

TO WORK




MULTIMODALITY


texts.



community.

CONTENTS

Text organization patterns.


this social practice of the language.

Composition of expressions.

Relative pronouns (e.g., who, that,

which).

Connectives (e.g., because, as for,

despite).

Verbs: modals, phrasal.

Verb forms: passive. Differences between British and

American variants: -l-/-ll- (e.g.,

canceled, cancelled, etc.).

Punctuation: period, colon,

indentation.

PURPOSE

Edit their own or


ACHIEVEMENTS







notes.


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TEACHER: DULCE YANITZ FALCON COTAPLANNING TEACHING PERIOD: SEQUENCE 48SECONDARY SCHOOL: GRADE AND GROUPS 3RD CITY HERMOSILLO




SPECIFIC

COMPETENCY:


CURRICULAR

STANDARDS

TO WORK

PRODUCTION

Give some details to complement the text.Create alternative ways to express a similar meaning.


MULTIMODALITY


texts.



community.

CONTENTS

Show willingness to learn to learn.

Make efforts and dialogue to reachcommon goals.

Take action and favorable decisionsabout our environment.

PURPOSE

Edit their own or

their classmates

writings.

ACHIEVEMENTS


that express main ideas within paragraphs,

using previously established goals. Uses various strategies in order to point out

relevant information.

Selects information in order to rewrite andparaphrase sentences.

Organizes sentences to make a paragraph.

Points out and clarifies doubts in order to editnotes.


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ENGLISH 3 PLANNING



SOCIAL PRACTICE Interpret and express everyday life instructions



SPECIFIC

COMPETENCY:

Understand and express specific warnings of public places

CURRICULAR

STANDARDS

TO WORK

COMPREHENSIONIdentify expressions independently of the acoustics characteristics they are


PRODUCTION



Use strategies for collaborative dialogues to solve daily tasks.

MULTIMODALITY



Show confidence and assertiveness in oral and written interaction.

CONTENTS

Check warnings relative to public

places.


intended audience from previous

knowledge.

Recognize situations and public

places in which warnings are

communicated.

Distinguish speakers attitudes andturns of participation.

Identify volume, intonation and

tone.

PURPOSE


unexpected

communicativeneeds

ACHIEVEMENTS

Adjusts volume, tone and intonation toemphasize warnings.

Understands conditional and non-conditional

warnings. Requests information to confirm the

understanding of warnings.

Indicates causes and effects of warnings. Associates warnings to particular situations.


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SPECIFIC

COMPETENCY:


CURRICULAR

STANDARDS

TO WORK

COMPREHENSION



PRODUCTION




MULTIMODALITY




CONTENTS

Understand the general meaning and

main ideas of warnings.

Listen to warnings particular to

public places.

Anticipate the general meaning.

Establish the reason for some

warnings.

Distinguish between conditionaland non-conditional warnings.

Determine sequence of statements

(e.g., description, instruction).

Relate warning statements to their

written form.

Identify speech register.

PURPOSE

Adapt their

language to


needs

ACHIEVEMENTS

Adjusts volume, tone and intonation to

emphasize warnings.

Understands conditional and non-conditionalwarnings.

Requests information to confirm the

understanding of warnings. Indicates causes and effects of warnings.

Associates warnings to particular situations.


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SPECIFIC

COMPETENCY:


CURRICULAR

STANDARDS

TO WORK

COMPREHENSION



PRODUCTION




MULTIMODALITY




CONTENTS

Express warnings particular to

public places.

Organize sentences into a

sequence.

Use non-verbal language to aid the

elaboration of warnings.

Use strategies to emphasize

meaning. Express causes and effects of

warnings.

Paraphrase the message of some

warnings.

Express warnings particular to

public places.

PURPOSE

Adapt their

language to


needs

ACHIEVEMENTS


emphasize warnings.






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SPECIFIC

COMPETENCY:


CURRICULAR

STANDARDS

TO WORK

COMPREHENSION



PRODUCTION




MULTIMODALITY




CONTENTS

Acoustic features.

Conditionals (e.g.,If there is an

emergency, you must).

Verb forms: imperative.

Connectors.

Sentence types.


this social practice of the language. Lexical differences between British

and American variants (e.g., car

park,parking lot; motorway,

freeway).

PURPOSE

Adapt their

language to


needs

ACHIEVEMENTS


emphasize warnings.






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SPECIFIC

COMPETENCY:


CURRICULAR

STANDARDS

TO WORK

COMPREHENSION



PRODUCTION




MULTIMODALITY




CONTENTS

Use language to prevent problems

and respect social norms.

Assume responsibilities in society.

Recognize cultural differences in

social norms.

PURPOSE

Adapt their

language to


needs

ACHIEVEMENTS


emphasize warnings.





Class Planning 3rd Grade

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Transcript of Class Planning 3rd Grade