MINISTRY OF EDUCATIONEDUCATIONAL PLANNING ANNUAL / QUARTERLY
C. E. B. G. CARMEN CIELO HERRERA ORTÍZ
Subject: ENGLISH Teacher: ITZA D. NÚÑEZ R.School Period: 2015 Date: February 23 th, to May 29th
Level: 3rd, Grade Trimester: I
Works week: 15AREAS: PEOPLE; FEELINGS AND BODY’S PARTS
LEARNING OBJECTIVES:
Recognize people’s feeling Dramatize a scene to illustrate feelings Describe people’s body. Draw the human body.z Understand and follow commands and the rules of the classroom. Investigate and illustrate the building of their school
CONTENT COMPETENCY PERFORMANCE INDICATORS
CONCEPTS: LANGUAGE SKILLS
ATTITUDE ( VALUES)
Learn to learn Communication
Interaction with surroundings
Society / Citizenship
Create the flash
cards to express
his/her felling
FEELINGS
Expressions
Exciting –mad
Hungry - thirsty
Describing people’s mood.
Maintaining a positive attitude toward different situation.
Worried - upset
Interested-bored
Distress
Grammar in context:
Information questions
nouns
adjectives
Parts of the Body
Describe people’s
Identifying expressions used to ask someone’s name or name spelling.
Discriminating
greetings from
courtesy expressions
Expressing mood.
-Identifying the different parts of the body.
Interacting politely and with respect when introducing oneself and others.
Recognizing the importance of stress and intonation in the exchange of information or ideas.
Justifying his/her
mood
-Showing interest to
know the human body
Communication
Interaction with surroundings
Society / Citizenship
Learn to learn
Communication
Interaction with surroundings
Society / Citizenship
Learn to learn
Communication
Act out puppets
conversation with a
partner indicating
his/her mood
Place his/her
photograph next to
a emotions
Prepare a short speech using feelings and emotions.
Sing songs related to the topic.
appearance.
Face
eyes
mouth
nose
ears
head
shoulder
legs
hands
feet
back
fingers
knee
-Connecting the body
parts with its corresponding name
-Showing respect for the human body and assuming responsibility for his/her own body.
Learn to learn
Autonomy / Personal Initiative
Interaction with surroundings
Society / Citizenship
Autonomy / Personal Initiative
Interaction with surroundings
Society / Citizenship
Recognize the parts of the body.
Create a personal
representation about
their body
Talk about his/her
body part.
METHODOLOGY AND TECHNIQUES: Song, Game, Individual practices, Peer learning.
ASSESSMENT ACTIVITIES:
Diagnostic: questionsFormative test: test, practices.Summative test: written test.
CORRELETED SUBJECTS:
Mathematics, Science, Social Studies, Physical Education, Technology.
English, Spanish, Language and Literature.
REFERENCES:
ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.
AREAS: HEALTH, NUTRITION AND FOOD
LEARNING OBJECTIVES:
Analyze the importance of a balanced diet Explain the importance of a good nutrition Value the importance of vegetables in our diet. Analyze the structure of the food pyramid.
CONTENT COMPETENCY PERFORMANCE INDICATORS
CONCEPTS: LANGUAGE SKILLS
ATTITUDE ( VALUES)
Learn to learn
Autonomy / Personal Initiative
Interaction with surroundings
Society / Citizenship
Learn to learn
Autonomy / Personal Initiative
communicative
List the variety of
different kind of food
Classify the food in their correct group.
Express preferences of variety of food.
Create a pyramid list of food by color, flavor and taste.
Food
Healthy food and junk food.
vocabulary: Doughnut , candy bar , lollipop, milkshake, Coffee, hot chocolate, popcorn , soup ,banana, lemon, carrot, fish, chesee, Apple ,milk, chicken, coke, hotdog, hamburger, potato fries, grapes, strawberries, cherries, tomato, meal, cake, pear, pizza, cucumber, watermelon, pineapple, orange, egg, bread , onions cereals, yoghurt lettuce, candies, flour , spaghetti, garlic.
-Identifying the different group of the food.
-Classifying the pyramid food.
-Comparing the quality of
different food
Emphasizing the importance of nutrition and healthy habits to improve the quality of life.
-Selecting nutritional food to improve his/her health
METHODOLOGY AND TECHNIQUES: Inductive method, Visualization, Dependent study , Independent study, Questioning, Illustration.
ASSESSMENT ACTIVITIES:
Diagnostic: questionsFormative test: test, practices.Summative test: written test
CORRELETED SUBJECTS: Mathematics, Science, Social Studies, Physical Education, Technology.
English, Spanish, Language and Literature
REFERENCES:
ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd.1988ALVERMANN, Donna and others Heath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.
AREAS: FAMILY, SCHOOL, HOUSE
LEARNING OBJECTIVES:
Interact with a partner in a conversation using vocabulary related to the family. Express ideas and thoughts about families. Understand and follow commands and the rules of the classroom. Investigate and illustrate the building of their school
CONTENT COMPETENCY PERFORMANCE
INDICATORS
CONCEPTS: LANGUAGE SKILLS
ATTITUDE ( VALUES)
Learn to learn Communication
Interaction with surroundings
Society / Citizenship
Communication
Autonomy / Personal Initiative
Identify the extended family and relatives with
appropriate vocabulary
Draw or sketch ideas in response to extended family.
Use diagrams, and pictures from books to prompt comprehension.
Read his/her classmate’s descriptions of physical appearance at a sentence
Family
Parents
Relatives
In laws
-Male
-Female
Grammar in context:Possessives adjectives
Adjectives for describing appearance and personality
-Identifying extended family.
-Describing the extended family.
-Exchanging information about family members
Showing interest in the information exchanged by peers.
-Completing academic tasks with creativity
School
Places
People
Objects
Grammar in context
Preposition of place
In, on, under, in front of, between.
Demonstratives
Courses: Mathematics,
Science, Social Studies,
English, Spanish, Language
and Literature, Physical
Education, Technology.
-Identifying vocabulary related to objects, personnel, courses, and
places in the school
-Making posters related to courses or subjects.
-Asking for specific place.
-Showing awareness about the location of their school.
-Showing respect for their school.
Learn to learn Communication
Interaction with surroundings
Society / Citizenship
Autonomy / Personal Initiative
Identify the places in the school.
Label the different school areas and personnel using the correct vocabulary.
Formulate and answers simple questions using preposition of place.
House
Parts of the house
-Rooms
-Furniture
-Activities
Demonstratives
Singular
Plural
-Yes – no questions
-Identifying vocabulary related to places and furniture.
-Describing specific activities for each part of the house.
Answering simple questions using yes/no about the house and its parts
-Cooperating to keep a clean and healthy environment at home.
-Reinforcing the values of tolerance, respect, and support in the family.
Interaction with surroundings
Society / Citizenship
Autonomy / Personal Initiative
-Locate the rooms and furniture the house.
-Classify the furniture according to the part of the house.
-Identify chores in the houses.
-Give a short speech describing his/her house and furniture.
-Draw and label the
different spaces at
home with creativity
METHODOLOGY AND TECHNIQUES: Inductive method.
Visualization, Dependent study , Independent study, Questioning, Illustration,
ASSESSMENT ACTIVITIES: Diagnostic: questions Formative test: test, practices. Summative test: written test
CORRELETED SUBJECTS: Mathematics, Science, Social Studies, Physical Education, Technology. English, Spanish, Language and Literature.
REFERENCES: ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988
ALVERMANN, Donna and others Heath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie
MINISTRY OF EDUCATIONEDUCATIONAL PLANNING ANNUAL / QUARTERLY
C. E. B. G. CARMEN CIELO HERRERA ORTÍZ
Subject: ENGLISH Teacher: ITZA D. NÚÑEZ R.School Period: 2015 Date: June 8 th, to September 11th
Level: 3rd, Grade Trimester: II
Works week: 14AREAS: ECOLOGY; PLANTS AND ANIMALS
LEARNING OBJECTIVES:
Recognize the importance of plants to the planet earth. Discuss about pets with partners. Classify pets from farm animals. Prioritize the animal need from the most important to the less important.
CONTENT COMPETENCY PERFORMANCE INDICATORS
CONCEPTS: LANGUAGE SKILLS
ATTITUDE ( VALUES)
Communicative
Learn to learn
Label, draw and match the parts of the plants.
Plants
Vocabulary:
Parts
-Recognize the parts
Be aware the importance of taking care of the plant.
-Needs
-Function
- Reproduction
Sexual/asexual
-Grammar in context
-Wh question (what, why)
Animals
Vocabulary:
-Pets
-Farm
-Wild /domestic
of the plants
-Use colors to describe the needs of the plants and flowers.
-Identifying reproduction organs of the plants.
Identify types of animals.
Interact with nature.
Respect life cycle plants.
Show respect for
animals and recognize
them as part of the
ecological chain
Autonomy /Personal Initiative
Interaction with surroundings
Society / Citizenship
Communicative
Learn to learn
Interaction with surroundings
Society / Citizenship
Prepare a short speech explaining sexual and asexual reproduction.
Complete crossword related to the topic.
Identify pets, farm
animals, wild animals,
ocean animals
Classify animals by
-Ocean
Locomotion
-Land
-Air
-Sea
Comparative
-Similarities
-Differences
Wh questions
Classifying animals by
locomotion and certain
characters
Recognizing animal’s needs and their habitat.
Identifying sounds of different animals
Be aware of
preserving nature
Value the importance of animals in its habitat
Autonomy /Personal Initiative
locomotion
Identify differences of each group.
Compare similarities and differences between animals.
METHODOLOGY AND TECHNIQUES:
Inductive method, Visualization, Dependent study ,,Independent study, Questioning, Illustration
ASSESSMENT ACTIVITIES: Diagnostic: questions Formative test: test, practices. Summative test: written testCORRELETED SUBJECTS: Mathematics, Science, Social Studies, Physical Education, Technology.
English, Spanish, Language and Literature
REFERENCES: ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie
ui
MINISTRY OF EDUCATIONEDUCATIONAL PLANNING ANNUAL / QUARTERLY
C. E. B. G. CARMEN CIELO HERRERA ORTÍZ
Subject: ENGLISH Teacher: ITZA D. NÚÑEZ R.School Period: 2015 Date: September 21 th, to December 18th
Level: 3 rd, Grade Trimester: III
Work week: 13AREAS: WEATHER, CLIMATE, , NUMBERS, TIME AND MONETARY UNIT
LEARNING OBJECTIVES:
Identify cardinal numbers from 0 to 50 and their sequence. Identify ordinal numbers from 1ST to 50TH. Recognize time in English. Express time by saying the hour in English. Differentiate Daily activities from Schedule. Appreciate the importance of the climate.
CONTENT COMPETENCY PERFORMANCE INDICATORS
CONCEPTS: LANGUAGE SKILLS
ATTITUDE ( VALUES)
Learn to learn Communication
Interaction with surroundings
Society / Citizenship
Create the flash
cards to express
his/her felling
Numbers
Vocabulary:
‐Ordinal
‐Cardinals
Recognizing numbers
from 0 to 100 and ordinal numbers from 1st to 100th
Maintaining a positive attitude toward different situation.
‐Grammar
‐Count and non-count
nouns
Adverb of quantity/ time.
Time
Vocabulary:
Clock, O’clock
Minutes, Seconds, Hour, Half
To, For.
Daily activities
Schedule
‐Grammar
-Identifying numbers.
-Identifying and naming each climate for specific weather.
-Classifying clothing for each season.
Interacting politely and with respect when introducing oneself and others.
Being aware of the importance of preserving nature.
-Keeping track of the everyday weather in each season.
-Interacting classmates comments and
Communication
Interaction with surroundings
Society / Citizenship
communicative
Autonomy /Personal Initiative
communicative
Autonomy /Personal Initiative
Learn to learn
communicative
Act out puppets
conversation with a
partner indicating
his/her mood
Draw hands on clock to indicate a give and tell the time shown on the clock.
Make a clock with construction paper and a push fastener.
Participate in oral exchanges actively.
Read the clock in
‐Wh question(what)
‐Auxiliaries do‐does
‐Subject pronoun
‐Simple present tense
‐Spelling vocabulary
-Taking care of the environment for each season.
opinions
Appreciating his/her
Autonomy /Personal Initiative
English
Make a list of their daily activities.
Make schedule of one of their days.
List daily activities
Differentiate Daily activities from Schedule
Write sentences with
adverbs of quantity/ adverbs of time.
Ask about the weather condition daily.
Climate
Vocabulary:
‐Weather: cloudy, sunny, rainy
‐Seasons: summer, winter, spring.
Grammar ‐Information questions (what, how, why) how is the weather today?
‐Simple present
Today is a sunny day.
‐How is the weather today? What can you do to avoid?
Identifying climate
‐ Take care of the environment
-Identify and exchanging information about the Panamanian money.
classmates’ comments and opinions.
-Participating in oral exchanges activities.
Learn to learn
communicative
Autonomy /Personal Initiative
. ‐Make an oral presentation about weather.
‐Draw picture that shows your favorite season and explain the drawing to the class.
Create a monetary unit with different resources to oral presentation.
Monetary Unit
Cents
Balboa
Dollar
-Writing the price of monetary goods.
-Becoming aware of consumers’ rights.
Learn to learn CommunicativeMathematical thinking interaction with surroundings
Society / Citizenship
CommunicativeMathematical thinking
Interaction with surroundings
Society / Citizenship
Brainstorming giving name and value of monetary unit.
METHODOLOGY AND TECHNIQUES: Song, Game, Individual practices, Peer learning.
ASSESSMENT ACTIVITIES:
Diagnostic: questionsFormative test: test, practices.Summative test: written test.
CORRELETED SUBJECTS:
Mathematics, Science, Social Studies, Physical Education, Technology.
English, Spanish, Language and Literature
REFERENCES:
ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.
AREAS: TRANSPORTATION AND COMMUNICATION
LEARNING OBJECTIVES:
•Recognize means of transportation
•Classify means of transportation.
•Recognize means of communication.
•discuss the differences between traditional and modern transportation and communication.
• Present information about transportation and communication.
•Recognize the importance of transportation and communication means.
CONTENT COMPETENCY PERFORMANCE INDICATORS
CONCEPTS: LANGUAGE SKILLS
ATTITUDE ( VALUES)
Learn to learn CommunicativeInteraction with surroundings
Differentiate
between traditionalTransportation -Identifying means
of transportation in Promoting the safe and responsible use
Means of Transportation
Bus
Taxi
Metro
Bike
Train
Horse
Boat
Airplane
And others.
different sources.
-Listing and describing
means of transportation
-Asking and giving information about the use of transportation.
-Identifying specific information about the use of
of means of transportation.
Being polite when
he/she use of the
means of transportation
Being aware of transportation in his/her community.
-Valuing appreciating the advantages the use of communication.
Society / Citizenship
CommunicativeInteraction with surroundings
Society / Citizenship
CommunicativeInteraction with surroundings
Society / Citizenship
Learn to learn CommunicativeInteraction with surroundings
Society / Citizenship
and modern
transportation
Recognize
Expressions related means of transportation.
Identify different means of communication in
his/her community
Communication
Traditional from modern
means of communication
-Traditional
-Written letters
-Modern Technology
-Wh questions(what, how)
-Adjectives
-Verbs
communication.
-Discriminating traditional from modern means of communication.
-Exchanging information about means of communication.
-Showing positive attitude toward the acquisition of the English language in communication.
-Promoting and being responsible of the use of communication.
CommunicativeInteraction with surroundings
Society / Citizenship
CommunicativeInteraction with surroundings
Society / Citizenship
Differentiate traditional and modern means of communication.
Exchange ideas of the use of communication in his/her daily life.
-Comparing means of communication
METHODOLOGY AND TECHNIQUES:
Inductive method, Visualization, Dependent study, Independent study, Questioning, Illustration.
ASSESSMENT ACTIVITIES: Diagnostic: questions Formative test: test, practices.Summative test: written test.
CORRELETED SUBJECTS: Mathematics, Science, Social Studies, Physical Education, Technology.
English, Spanish, Language and Literature.
REFERENCES: ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.
AREAS: LITERATURE
LEARNING OBJECTIVES:
Analyze stories of the context.CONTENT COMPETENCY PERFORMANCE
INDICATORS
CONCEPTS: LANGUAGE SKILLS
ATTITUDE ( VALUES)
Learn to learn CommunicativeInteraction with surroundings
Society /Citizenship
CommunicativeInteraction with surroundings
Society /Citizenship
CommunicativeInteraction with surroundings
Society /Citizenship
Underline the
main idea of the story using the modals
Match the word and the definition.
Make a model to illustrate the story and present to the class.
Dramatize a dialogue related to short stories.
Recite a poem
Literature
Grammar in context
-Modals (can –can’t)
-Quantifiers
-Short stories
-Understanding
-Dramatization
-Getting the main idea of a story
Recognizing vocabulary related the story
-Identifying key words
and specific information
-Recognizing chronological order of events in different sources.
-Using polite expressions to make description of
Performing academic tasks with creatively an enthusiasm.
Acquiring habits in
Developing literature.
Developing interest in resources literature
people and personalities.
-Determining sequence of events.
Sing a song
METHODOLOGY AND TECHNIQUES:
Inductive method, Visualization, Dependent study, Independent study, Questioning, Illustration.
ASSESSMENT ACTIVITIES: Diagnostic: questions Formative test: test, practices.Summative test: written test.
CORRELETED SUBJECTS: Mathematics, Science, Social Studies, Physical Education, Technology.
English, Spanish, Language and Literature.
REFERENCES: ALEXANDER, L. G.Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988ALVERMANN, Donna and others Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.BENNETT, Barrie Bennet-Rolheiser Carol, Stevahn, Laurie.