English Program - Planning Grid

MINISTERIO DE EDUCACIN
DIRECCIN NACIONAL DE CURRCULO Y TECNOLOGA EDUCATIVA
SECUENCIA DIDCTICA SEMANAL
DIRECCIN REGIONAL DE VERAGUAS
ENGLISH
TRIMESTER III
Name: Yulieth Zambrano, Francisco Javier Castillo Chen Level: 8th Unit / Lesson Topic: Unit 3: dollars and cents
.
Time Frame: 4 periods. Date: From Monday, October 23rd, to Friday October 27th 2017.
Objectives Content (what are they learning by Language Objectives: (how are they learning? /doing and includes the four skill areas:
the end of the lesson?): R, W, L, S):
SWBAT: identify the different objects and Find specific information about different situation in the bank.
occupations that can be found in the bank. Draw and complete a check in blank.
Listen and retell the new vocabulary.
Key Vocabulary: Materials / Resources
Bank amount Flash card
Sign deposit Note book
Slip Student book
account
Higher Order Question (s) What do we find in a bank?
Warm Up(s)/Ice-Breaker(s) (relevant to the unit) Songs, Games, Activities that warm-up the students for that days activities. Can be a
review activity from a prior day.
Activity 1: Ss classify the new vocabulary in the color vowel organizer.
Activities Check ( ) the ones to be used
Building Background Differentiation Strategies ____ Gallery Walk
Links to experience ___ Tiered assignments ___ Turn-N-Talks

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 English Program - Planning Grid
Activity 2: Ss review some words _ _ Flexible grouping ___ Roundtable
related with bank. ___ Learning centers ___ Jigsaw
_ _ Varying questions ___ Pairs Check/Review
___ Independent Projects ___ Independent/Group Project
___ Brain Compatible Instruction ___ Integration of Technology
Links to learning ___ Learning Styles ___ Print alternatives, i.e., E-text
Activity 3: Ss learn how to fill a blank ___Cultural Contexts ___ Use of Audio Clip/Music
check ___ Interactive Student Notebook
Teaching Strategies ___ Formal Writing
___Scaffolded Questioning ___ Informal Writing
Lesson Delivery (main focus of the class)
___ Independent Reading/Reading in _ __ Graphic/Visual Organizers
***Presentation: (Language and content
groups, pairs ___ Modeling/Demonstration
objectives, comprehensible input, strategies,
_ __Interpretation of Graphics _ _Think Aloud
interaction feedback)
(Maps, graphs, cartoons, tables) ___ Reciprocal Teaching
Objectives are presented after background is
___ Group Activities
built and content words and process words are _ __ Cooperative Learning
___ Think-Pair-Shares ___ Simulation
introduced. All prior is vocabulary reviewed.
___ Wait time
Activity 4: Ss Distinguish different
___ Different purposes for
things in a bank through some pictures.
viewing/reading
Teacher says the following: (This section is to
___ Cross-Curricular Connections
remind the teacher where they are going I
begin here, next I.., then I, finally, I.

Assessment Suggested Assessments:

**Formative Assessment (s) (Can I move on? _ __ Collect and Grade _ __ Check for Completion
Who needs remediation? Grouping _ _ In-Class Check ___ Rubric
strategies/who can work together to support ___ Checklist ___ Peer/Self-Assessment
learning?) ___ Journal/Learning Log ___ Portfolio
Activity 5: Ss solve oral and written ___ Constructed Response ___ Quiz
practice about things in the bank. __ _ Test ___ Presentation
___ Performance Assessment ___ Informal Assessments
Summative Assessment (s) (Final test, grade, ___ Ticket Out (after review of the objectives, end of day)
decision based on multiple assessments):
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 English Program - Planning Grid
Activity 6: Ss written test complete a ___ Teacher mental/physical checklist during group activities (teachers observation
text with the correct words depending while students are working)
on what they see in the given pictures.
Out of Class Assignment (homework):

Teacher Reflection: (Reflect about lesson presented.) Write or check ()

Instructional Expectations Checklist

Use of target language by instructor
Activating background knowledge
Learning is framed
Students demonstrate understanding of tasks/language
Manipulatives/ Learning Styles are considered
Formative assessments/ immediate feedback
Productive use of target language by students (speaking, writing, group activities)
Demonstration of receptive skills in target language by students (listening/reading)
Use of differentiated strategies
Wrap up objectives of class

____________________________________ _______________________________________
Teacher Francisco Castillo Teacher Daniel Mudarra (Coordinator)

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Magister Ada Cornejo de Osses (Principal)