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CYCLE 4, THIRD GRADE SCHOOL TERM 2014-2015 GRADE: Third Grade UNIT: 3B SOCIAL PRACTICE: Read

CYCLE 4, THIRD GRADE SCHOOL TERM 2014-2015

CYCLE 4, THIRD GRADE SCHOOL TERM 2014-2015 GRADE: Third Grade UNIT: 3B SOCIAL PRACTICE: Read and

GRADE:

Third Grade

UNIT:

3B

SOCIAL PRACTICE:

Read and rewrite informative texts from a particular field

LEARNING

Academic and educational

ENVIRONMENT:

SPECIFIC COMPETENCY:

Write a short report about a historical event

 

CONTENTS

 

ACHIEVEMENTS

DOING WITH THE LANGUAGE

KNOWING ABOUT

BEING

PRODUCT

THE LANGUAGE

THROUGH THE

LANGUAGE

Formulates questions in order to distinguish between main and secondary ideas.

Select and explore descriptions of historical events. Activate previous knowledge. Predict content. Identify textual organization. Identify topic and intended audience.

Understand the content of a historical text. Read historical texts.

Identify new terms.

Topic and intended audience.

Use language to learn about

REPORT ANTHOLOGY OF HISTORICAL EVENTS

Graphic and textual components.

history and to appreciate it.

Stage 1

Writes simple and complex sentences.

Patterns of text arrangement.

Repertoire of words necessary for this social practice of the language.

Create a sense of unity

and harmony, and avoid prejudice.

Promote

Choose a historical event. Stage 2 Read the texts and select the information.

Links sentences together

 

Stage 3 Choose a graphic resource to organize information. Stage 4 Write the report. Stage 5 Edit the report to create a final version. Stage 6 Agree on a design to the anthology. Stage 7 Create an index. Stage 8 Integrate the reports to the anthology and donate it to the school library.

in order to make paragraphs.

Writes a short report, based on a model.

Checks spelling conventions and adjusts language according to intended audience and purpose, to edit reports.

Point out information about key events. Make questions to distinguish between main ideas and secondary ideas.

Recognize order and meaning of a text.

Identify chronological order. Write a short report.

Write simple and complex sentences paraphrasing main ideas. Complete flow charts with information that broadens main ideas. Rewrite sentences to include information that broadens main ideas. Emphasize and clarify ideas in a text. Determine the order of key events in a timeline. Group sentences which give similar information to form paragraphs. Write a short report Edit reports Read to check punctuation and spelling conventions. Add, remove, change and/or reorganize information. Adjust language in accordance to intended audience and purpose. Write final version.

Syntactic features of the English language:

presence of auxiliaries in declarative, negative & interrogative sentences (e.g., That did not happen; Does he take a hard decision?

Double genitive (e.g., an employee of hers).

respect for the work of others by using

information resources.

Verb tenses.

Adverbs.

Connectors.

Abbreviations.

SEP. Programa Nacional de inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. Fase de expansión. México, 2011

Fomento a los procesos de estudio de una segunda lengua (inglés) antes PNIEB

PRODUCT   STAGES SUGGESTED ACTIVITIES    Ask Ss to form teams using any grouping
PRODUCT   STAGES SUGGESTED ACTIVITIES    Ask Ss to form teams using any grouping

PRODUCT

 

STAGES

SUGGESTED ACTIVITIES

 

Ask Ss to form teams using any grouping technique that is well known to the teacher. It may be through a “Find someone who” activity or forming groups of: farm animals, zoo animals, wild animals, by colors, vegetables, fruits, etc.

Stage 1

Once the teams are formed ask Ss to give ideas (one per team) on the historical events they are more interested in such as: the invention of computers, the invention of internet, moon landing, the fall of the berlin wall, etc. Have Ss cast votes and choose the most popular or best known to Ss. Alternatively this theme may be chosen from historical periods already studied in the History subject from the present or previous school years.

Propose cultures that are particularly fascinating, e.g. the Egyptians, the Greeks, The Mayans, the Aztecs, the Romans, etc.

 

Have Ss look up information in encyclopedias, on the internet, previous course books, etc. and bring the information preferably in English. Select those bits of the text that are particularly interesting for the task.

Stages

Prepare a good set of questions to find out the information needed for the task such as dates, places, important personalities, background, reasons for the event to have happened, etc. Gradually Ss should be in charge of asking and answering the questions themselves. Example questions: “What happened in ….?” “Who was the responsible for…?” “What was the solution…?” “What has happened since then?”.

Offer a nice variety of graphic organizers for the Ss to choose from, so that each team opts for one, such as: mind maps, concept maps, summary tables, etc. Even though the topic is common for everyone, each team would contribute to the theme by using different graphic resources.

2

and 3

 

Given the nature of the subject, suggest time lines, maps, comic strips, where the chronological order of events is evident. Alternatively, Ss may choose an event in the continuity of that historical period to make the anthology more attractive.

 

In the same teams Ss would go back to the text chosen and highlight, underline, circle the relevant information for that particular team. Have Ss re-write that particular bit of information in their own words.

Stages

Have Ss make drafts to facilitate correction and enrichment. Expect simple sentences from Ss. When Ss have attempted their first draft have a session on the use of linkers for the purpose of enumeration of a series of events, or the right sequence of a given historical episode. Possibilities range from “First, next, then, after that, finally” to “At the beginning, some time later, soon, a few years later, in the end”, etc.

Make sure Ss attempt their second draft with the insertion of these devices to make their language production more complex.

4

and 5

 

Monitor as necessary, always promoting the use of English and different types of correction such as “self” and “peer” correction.

Have Ss edit their report first in pencil to make all the necessary corrections and adaptations. Once given a final check to Ss work, they may type it out or write it out in a font that is legible even for younger Ss.

Stage 6

Have Ss agree on the design chosen for their anthology. As far as possible have an assortment of graphic resources. If Ss do not seem to agree on one, raffle the possibilities in an effort to give the reports a more professional presentation. Ahead of time decide on the types of font used if it is decided that all reports should be typed. If Ss use their handwriting, make sure it is legible, standardized and correct. When they have finished the design of the anthology, ask them to show their work to other Ss.

Stages

Have the anthologies edited and exhibited. From this have Ss analyze the information and decide on which section of the index they want to work on, reminding that an index is a list of contents indicating where the contents appear. Ss may decide on the number of pages and a separate index of illustrations.

7

and 8

 

Towards the end of the month have Ss exhibit their anthologies in the classroom. To give this social practice an added element of communication, ask Ss to prepare a short oral presentation of what their section of the anthology is all about.

If time allows, have Ss check the quality and presentation, the contents, the level of English and the use of linking devices to join ideas through a short rubric prepared ahead of time by Ss in conjunction with the T.

Fomento a los procesos de estudio de una segunda lengua (inglés) antes PNIEB

  BOOKS Publishing house Teacher’ s Book Activity Book Reader’ s Book “All Ready” pp.
  BOOKS Publishing house Teacher’ s Book Activity Book Reader’ s Book “All Ready” pp.
 

BOOKS

Publishing house

Teacher’s Book

Activity Book

Reader’s Book

“All Ready”

pp. 88-100

pp. 82-95

Reader pp. 72 84

Macmillan

"Brilliant! Teens"

pp.112-130

pp. 104-123

Stories

Santillana

pp.31-42

"Crossover 3” University of Dayton

pp. 122-141

pp. 59-78

Narrative

pp. 93-102

“Teens Club”

pp. 95-105

pp. 94-107

Narrative

Castillo

pp. 48-56

"Yes We Can!" Richmond

pp. 54-63

pp. 54-63

Fiction

pp. 27-38

Other resources

http://www.bbc.co.uk/history/forkids/

http://www.spacekids.co.uk/spacehistory/

http://kids.nationalgeographic.com/kids/stories/history/

http://www.kidinfo.com/american_history/historical_events.html

http://www.socialstudiesforkids.com/

Fomento a los procesos de estudio de una segunda lengua (inglés) antes PNIEB