SEIEM

2016
Planeación 3er. Bimestre

Mtra. Mirian Rosas

Martínez
 ENFOQUES

Método de gramática-traducción. Que el alumno lea la lengua meta. Basado en estructuras gramaticales y el
vocabulario, con el fin de traducir textos literarios.

Método audio-lingual. Que se use el lenguaje en contexto. Diálogos ya preestablecidos. Con repetición y
memorización en la práctica mecánica de estructuras.

Enfoque comunicativo. Desarrolla la competencia comunicativa, entendida como la capacidad de saber “que
decir, a quién y cómo decirlo de manera apropiada, en cualquier situación dada.

Desplaza en este sentido, al como se lee, escribe, habla o escucha para desarrollar otro propósito específico, es
decir, la comunicación es su propósito primordial.

Aprendizaje por proyectos. Aprender haciendo. Establece relaciones entre la clase de las demás áreas, no se
presenta en lecciones individuales, incorpora temas de otras asignaturas, con actividades (tareas) y proyectos de
investigación llevados por el alumno.

Se pone énfasis a la libertad, igualdad y democracia en el salón de clases, tanto en la selección de temas y
proyectos como en la organización, asignación y desarrollo de tareas.

La cooperación, trabajo grupal, lleve a la socialización, la negociación, el consenso, el respeto y el trabajo armónico
con un producto en común.

El desarrollo de actitudes y comportamientos positivos. En su carácter interdisciplinario de esta metodología,

pueden explorar desde la perspectiva de diferentes áreas, teniendo una visión más amplia de ellos acorde con la
realidad.

Enseñanza del lenguaje integral. El lenguaje se aprende del todo a las partes, por lo que las lecciones deben
desarrollarse también del todo a las partes, empezando con textos completos (cuentos e historias) para luego
proceder al estudio de los detalles.

Al considerarse herramienta personal y social, las actividades e el aula deben desarrollar ambos aspectos, para
que el alumno desarrolle su personal y su integración a la sociedad.

Las clases deben centrarse en el estudiante y este debe usarlas para entender, crear, descubrir y explorar el
mundo que le rodea, construyendo de esa manera su aprendizaje.
 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 1

SOCIAL PRACTICE Understand and use information about goods and services.

ENVIRONMENT Familiar and community

TOPIC Doing with the language

SPECIFIC
Give and receive information for performing community service
COMPETENCY

COMPREHENSION
Understand main ideas in spoken texts of familiar and common matters.
PRODUCTION
CURRICULAR Participate in exchanges on everyday topics and familiar environments
STANDARDS MULTIMODALITY
Use visual resources to complement the general meaning of oral and written texts.
TO WORK ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Show confidence and assertiveness in oral and written interaction.
CONTENTS PURPOSES ACHIEVEMENTS

Listen and check a dialogue about the 1 Identify the • Identifies topic, purpose and intended audience.
performance of community service. main idea and
some details • Predicts the general meaning from words and
• Recognize topic and purpose. from a variety of expressions similar to those of the mother tongue.

• Discriminate environment sounds and short oral and • Distinguishes expressions in oral exchanges.
background noise. written texts,
using their • Recognizes the composition of expressions in
• Identify form of communication. knowledge of oral exchanges.
the world
• Distinguish between intonation and attitude. • Produces expressions to provide information.

• Establish the relationship between • Adjusts volume and speed when constructing
participants. oral texts.

EVALUATION OF HEADINGS PRODUCT

Endpoints by rubrics Acting-out a dialogue

Performance Level Calificación ––Choose a classmate to act-out a

dialogue about providing services.
1 Insufficient 6.0
2 Low ––Choose the community
3 Acceptable 7.0
service about which information is
4 Highlights 8.0 to be exchanged.
9.0 y 10 ––Decide roles and turns of
participation.
 LEVEL OF ––Write sentences to give and
HEADING
PERFORMANCE receive information.

Participates with the group in the conversation ––Check that sentences are
on to verify the pronunciation understood when spoken and
listened to.
Pronounce correctly words and phrases
without self-conscious in front of their peers ––Practice sentences.

She is interested in the class showing fully ––Perform the dialogue.

acceptable discipline

Make group exercises proposed by the teacher

The language is written in his book readable

and well written

Make each of the tasks and activities planned

by the teacher

COMMENTS:

Specific activities with the language: give and receive information

for performing community service

Check a dialogue about the performance of community service using context clues and the teacher’s guidance.

––Listen to dialogues related to the performance of community service (e.g., Mail, library, etc.).

––Recognize topic and purpose.

––Discriminate ambient sounds and background noise.

––Identify form of communication.

––Differentiate speakers and turns of participation.

––Distinguish between intonation and attitude.

––Establish the relationship between participants (for example, relatives, friends, etc.).
 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 2

SOCIAL PRACTICE Comprender y expresar información sobre bienes y servicios

ENVIRONMENT Familiar and community
TOPIC Hacer con el lenguaje

SPECIFIC Dar y recibir información sobre la prestación de un servicio comunitario

COMPETENCY
COMPREHENSION
Understand main ideas in spoken texts of familiar and common matters.
CURRICULAR PRODUCTION
STANDARDS Participate in exchanges on everyday topics and familiar environments
TO WORK MULTIMODALITY
Use visual resources to complement the general meaning of oral and written texts.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Show confidence and assertiveness in oral and written interaction.
CONTENTS PURPOSES ACHIEVEMENTS

Understand the general meaning and main Identify the main • Identifies topic, purpose and intended
ideas. idea and some audience.
• Activate previous knowledge. details from a variety • Predicts the general meaning from words and
• Find out the meaning of words. of short oral and expressions similar to those of the mother
• Predict the general meaning. written texts, using tongue.
• Distinguish composition of expressions. their knowledge of • Distinguishes expressions in oral exchanges.
• Identify words used to link ideas. the world • Recognizes the composition of expressions
• Find key words. in oral exchanges.
• Recognize the behavior of speakers and • Produces expressions to provide information.
listeners that support the meaning • Adjusts volume and speed when constructing
construction. oral texts.
• Determine sequence of statements (for
example: description, instruction, etc.).

EVALUATION OF HEADINGS PRODUCT

Endpoints by rubrics
Performance Level Calificación Acting-out a dialogue
1 Insufficient 6.0 ––Choose a classmate to act-out a
2 Low 7.0 dialogue about providing services.
3 Acceptable 8.0 ––Choose the community
4 Highlights 9.0 y 10 service about which information is
to be exchanged.
––Decide roles and turns of
LEVEL OF participation.
HEADING
PERFORMANCE ––Write sentences to give and
Participates with the group in the conversation receive information.
on to verify the pronunciation ––Check that sentences are
Pronounce correctly words and phrases understood when spoken and
without self-conscious in front of their peers listened to.
She is interested in the class showing fully ––Practice sentences.
acceptable discipline ––Perform the dialogue.
Make group exercises proposed by the teacher
 The language is written in his book readable
and well written
Make each of the tasks and activities planned
by the teacher
COMMENTS:

Specific activities with the language: give and receive information

for performing community service

Understand general meaning and main ideas of information about the performance of community service in a dialogue
with the teacher’s guidance.

––Clarify the meaning of words either by using a bilingual dictionary or from their context.
––Activate previous knowledge.
––Predict general meaning from words and expressions that are known and/or similar to those in the native language.
––Distinguish composition of expressions.
––Identify words used to link ideas.
––Locate key words (for example: send, ask, loan, etc.).
––Recognize the behavior of speakers and listeners which support the meaning (for example: asking for clarifications,
seeking confirmation, offering sufficient details, etc.).
––Determine sequence of enunciation (for example: description, instruction, etc.).
 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 3

SOCIAL Comprender y expresar información sobre bienes y servicios

PRACTICE
ENVIRONMENT Familiar and community
TOPIC Doing with the language

SPECIFIC Dar y recibir información sobre la prestación de un servicio comunitario

COMPETENCY
COMPREHENSION
Understand main ideas in spoken texts of familiar and common matters.
CURRICULAR PRODUCTION
STANDARDS Participate in exchanges on everyday topics and familiar environments
TO WORK MULTIMODALITY
Use visual resources to complement the general meaning of oral and written texts.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Show confidence and assertiveness in oral and written interaction.

CONTENTS PURPOSES ACHIEVEMENTS

Exchange information about the performance of Identify the main • Identifies topic, purpose and
community idea and some intended audience.
Service. details from a variety • Predicts the general meaning from
• Choose a suitable word repertoire. of short oral and words and expressions similar to
• Use an appropriate speech register based on the written texts, using those of the mother tongue.
addressee. their knowledge of • Distinguishes expressions in oral
• Write sentences. the world exchanges.
• Read sentences to practice pronunciation. • Recognizes the composition of
• Organize sentences to establish turns of participation. expressions in oral exchanges.
• Include relevant details and interesting information. • Produces expressions to provide
• Establish tone and intonation of sentences. information.
• Formulate and answer questions to give and request • Adjusts volume and speed when
information. constructing oral texts.
• Start a dialogue with the help of written guidelines.
• Adjust volume and speed.

EVALUATION OF HEADINGS PRODUCT

Endpoints by rubrics Acting-out a dialogue

Performance Level Calificación ––Choose a classmate to act-out a
1 Insufficient 6.0 dialogue about providing services.
2 Low 7.0 ––Choose the community
3 Acceptable 8.0 service about which information is to
4 Highlights 9.0 y 10 be exchanged.
––Decide roles and turns of
participation.
HEADING LEVEL OF ––Write sentences to give and
PERFORMANCE receive information.
 Participates with the group in the conversation ––Check that sentences are
on to verify the pronunciation understood when spoken and
Pronounce correctly words and phrases listened to.
without self-conscious in front of their peers ––Practice sentences.
She is interested in the class showing fully ––Perform the dialogue.
acceptable discipline
Make group exercises proposed by the teacher

The language is written in his book readable

and well written
Make each of the tasks and activities planned
by the teacher

COMMENTS:

Specific activities with the language: give and receive information

for performing community service

Exchange information about the performance of community service, with the help of modeled writing.

––Choose word repertoire relevant to an exchange.

––Use appropriate speech register based on the addressee.

––Write sentences to give and receive information.

––Read sentences to practice pronunciation.

––Organize sentences to establish turns of participation.

––Include relevant details and interesting information during an exchange.

––Establish tone and intonation of sentences.

––Formulate and answer questions to acquire and understand information.

––Start a dialogue with the help of written guidelines.

––Adjust volume and speed within dialogues.

 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 4

SOCIAL Comprender y expresar información sobre bienes y servicios

PRACTICE
ENVIRONMENT Familiar and community
TOPIC Knowing about the language

SPECIFIC Dar y recibir información sobre la prestación de un servicio comunitario

COMPETENCY
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 one’s own
CURRICULAR and others texts.
STANDARDS PRODUCTION
TO WORK Write short and structured texts related to familiar topics or personal interest.
MULTIMODALITY
Identify differences between graphic and textual symbology of similar situations.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Appreciate creativity and proactivity in teamwork in order to meet agreements of common
benefit.
CONTENTS PURPOSES ACHIEVEMENTS

• Topic, purpose and intended audience. Identify the main idea • Identifies topic, purpose and
• Context clues: environment sounds, background and some details from intended audience.
noise, relationship between participants, attitudes, etc. a variety of short oral • Predicts the general meaning from
• Form of communication: on-site, distance. and written texts, using words and expressions similar to
• Structure of dialogue, opening, body, closure. their knowledge of the those of the mother tongue.
• Speech register. world • Distinguishes expressions in oral
• Repertoire of words necessary for this social practice exchanges.
of the language. • Recognizes the composition of
• Composition of expressions. expressions in oral exchanges.
• Similarities and differences between the mother • Produces expressions to provide
tongue and English language. information.
• Acoustic features: tone, intonation and pronunciation. • Adjusts volume and speed when
• Sentence types. constructing oral texts.
• Connectors (e.g., if, then, and, because).
• Verbs: modals.

EVALUATION OF HEADINGS PRODUCT

Endpoints by rubrics Acting-out a dialogue

Performance Level Calificación ––Choose a classmate to act-out a
1 Insufficient 6.0 dialogue about providing services.
2 Low 7.0 ––Choose the community
3 Acceptable 8.0 service about which information is
4 Highlights 9.0 y 10 to be exchanged.
––Decide roles and turns of
participation.
HEADING LEVEL OF
PERFORMANCE
 Participates with the group in the conversation ––Write sentences to give and
on to verify the pronunciation receive information.
Pronounce correctly words and phrases ––Check that sentences are
without self-conscious in front of their peers understood when spoken and
She is interested in the class showing fully listened to.
acceptable discipline ––Practice sentences.
Make group exercises proposed by the teacher ––Perform the dialogue.

The language is written in his book readable

and well written
Make each of the tasks and activities planned
by the teacher
COMMENTS:

Specific activities with the language: give and receive information

for performing community service

Features and types of oral and written texts.

––Topic, purpose and intended audience.

––Context clues: ambient sounds, background noise, place, relationship between participants, attitudes, etc.

––Form of communication: on-site, long distance.

––Structure of dialogue, opening, body, closure.

––Speech register.

Phonic, syntactic and semantic elements of texts.

––Word list suitable for this practice of language.

––Composition of expressions: grammatical components of expressions and sentences.

––Similarities and differences between the native and English language.

––Acoustic features: tone (courteous, serious, etc.), intonation and pronunciation.

––Sentence types: declarative, affirmative, interrogative, negative.

––Connectives (e.g., if, then, and, because).

––Verbs: modals (e.g., may, might, can).

 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 5

SOCIAL PRACTICE Comprender y expresar información sobre bienes y servicios

ENVIRONMENT Familiar and community
TOPIC Being through the language

SPECIFIC Dar y recibir información sobre la prestación de un servicio comunitario

COMPETENCY
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
CURRICULAR edit one’s own and others texts.
STANDARDS PRODUCTION
TO WORK Write short and structured texts related to familiar topics or personal interest.
MULTIMODALITY
Identify differences between graphic and textual symbology of similar situations.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Appreciate creativity and proactivity in teamwork in order to meet agreements of common
benefit.
CONTENTS PURPOSES ACHIEVEMENTS

• Participate appropriately during oral Identify the main • Identifies topic, purpose and intended audience.
exchanges. idea and some • Predicts the general meaning from words and
details from a expressions similar to those of the mother tongue.
• Foster confidence within variety of short oral • Distinguishes expressions in oral exchanges.
interpersonal relationships and written texts, • Recognizes the composition of expressions in oral
using their exchanges.
knowledge of the • Produces expressions to provide information.
world • Adjusts volume and speed when constructing oral
texts.

EVALUATION OF HEADINGS PRODUCT

Endpoints by rubrics Acting-out a dialogue

Performance Level Calificación ––Choose a classmate to act-out a
1 Insufficient 6.0 dialogue about providing services.
2 Low 7.0 ––Choose the community
3 Acceptable 8.0 service about which information is
4 Highlights 9.0 y 10 to be exchanged.
––Decide roles and turns of
participation.
HEADING LEVEL OF ––Write sentences to give and
PERFORMANCE receive information.
Participates with the group in the conversation ––Check that sentences are
on to verify the pronunciation understood when spoken and
Pronounce correctly words and phrases listened to.
without self-conscious in front of their peers ––Practice sentences.
She is interested in the class showing fully ––Perform the dialogue.
acceptable discipline
Make group exercises proposed by the teacher
 The language is written in his book readable
and well written
Make each of the tasks and activities planned
by the teacher
COMMENTS:

Specific activities with the language: give and receive information

for performing community service

Language as a means to:

––Access a public service.

––Participate appropriately during oral exchanges.

––Foster confidence within interpersonal relationships.

Product: the acting-out of a dialogue

Distribute among classmates the necessary actions to act-out a dialogue to perform community service.

––Choose a classmate to act-out a dialogue about providing services.

––Choose the community service about which information is to be exchanged.

––Decide roles and turns of participation.

––Write sentences to give and receive information.

––Revise that sentences are understood when spoken and listened to.

––Practice enunciation.
Perform the dialogue.
 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 6

SOCIAL Read and understand different types of literary texts of English-speaking countries
PRACTICE
ENVIRONMENT Literary and ludic
TOPIC Doing with the language

SPECIFIC Read classic tales and write a short story based on them
COMPETENCY
COMPREHENSION
Understand some expressions and words related to specialized areas of knowledge.
CURRICULAR PRODUCTION
STANDARDS Use strategies for collaborative dialogues to solve daily tasks.
TO WORK MULTIMODALITY
Use visual resources to complement the general meaning of oral and written texts.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Acknowledge the importance of entertainment offered by different cultural expressions.
CONTENTS PURPOSES ACHIEVEMENTS

Select and check classic tales.
• Recognize graphic and text
arrangement.
• Identify the author(s).
• Activate previous knowledge.
• Determine topic, purpose and
intended audience.
EVALUATION OF HEADINGS
Understand and Uses known comprehension strategies.
use information • Recognizes the general meaning from some details.
from different • Formulates and answers questions in order to locate
textual sources specific information.
• Expresses personal reactions to literary texts, using
known oral expressions.
• Retells events using images.
• Organizes sentences into a sequence of actions.
PRODUCT

Endpoints by rubrics Acting-out a dialogue

Performance Level Calificación ––Choose a classmate to act-out a
1 Insufficient 6.0 dialogue about providing services.
2 Low 7.0 ––Choose the community
3 Acceptable 8.0 service about which information is
4 Highlights 9.0 y 10 to be exchanged.
––Decide roles and turns of
participation.
HEADING LEVEL OF ––Write sentences to give and
PERFORMANCE receive information.
Participates with the group in the conversation ––Check that sentences are
on to verify the pronunciation understood when spoken and
Pronounce correctly words and phrases listened to.
without self-conscious in front of their peers ––Practice sentences.
She is interested in the class showing fully ––Perform the dialogue.
acceptable discipline
Make group exercises proposed by the teacher

The language is written in his book readable

and well written
 Make each of the tasks and activities planned
by the teacher

COMMENTS:

Specific activities with the language: read classic tales and write
a short story based on them

Check classic tales, with the teacher’s guidance.

––Select classic tales based on graphic and text components.

––Recognize graphic and text arrangement.

––Identify the author(s).

––Activate previous knowledge.

––Determine topic, purpose and intended audience.

 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 7

SOCIAL PRACTICE Read and understand different types of literary texts of English-speaking countries
ENVIRONMENT Literary and ludic
TOPIC Doing with the language

SPECIFIC Read classic tales and write a short story based on them
COMPETENCY
COMPREHENSION
Understand some expressions and words related to specialized areas of knowledge.
CURRICULAR PRODUCTION
STANDARDS Use strategies for collaborative dialogues to solve daily tasks.
TO WORK MULTIMODALITY
Use visual resources to complement the general meaning of oral and written texts.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Acknowledge the importance of entertainment offered by different cultural expressions.
CONTENTS PURPOSES ACHIEVEMENTS

Read and understand the general meaning and Understand and use Uses known comprehension
main ideas of a classic tale. information from strategies.
• Predict contents based on graphic and text different textual • Recognizes the general meaning
components. sources from some details.
• Use different comprehension strategies (e.g., • Formulates and answers questions in
skimming, scanning, adjusting speed and rhythm). order to locate specific information.
• Detect sounds represented by different letters or • Expresses personal reactions to
their combination. literary texts, using known oral
• Establish forms that express continuous and past expressions.
actions. • Retells events using images.
• Identify key events. • Organizes sentences into a
• Recognize the general meaning. sequence of actions.
• Determine number and order of key events.
EVALUATION OF HEADINGS PRODUCT

Endpoints by rubrics Acting-out a dialogue

Performance Level Calificación ––Choose a classmate to act-out a
1 Insufficient 6.0 dialogue about providing services.
2 Low 7.0 ––Choose the community
3 Acceptable 8.0 service about which information is
4 Highlights 9.0 y 10 to be exchanged.
––Decide roles and turns of
participation.
––Write sentences to give and
receive information.
HEADING LEVEL OF ––Check that sentences are
PERFORMANCE understood when spoken and
Participates with the group in the conversation on listened to.
to verify the pronunciation ––Practice sentences.
Pronounce correctly words and phrases without ––Perform the dialogue.
self-conscious in front of their peers
 She is interested in the class showing fully
acceptable discipline
Make group exercises proposed by the teacher

The language is written in his book readable and

well written
Make each of the tasks and activities planned by
the teacher

COMMENTS:

Specific activities with the language: read classic tales and write
a short story based on them

Understand general meaning and main ideas of a classic tale from modelled reading and with the teacher’s guidance.

––Predict contents based on graphic and text components.

––Read stories.

––Use different comprehension strategies (e.g., skimming, scanning, adjusting speed and rhythm).

––Detect sounds represented by different letters or their combination.

––Establish forms that express continuous and past actions.

––Identify explicit information to find key events.

––Recognize general meaning from key events.

––Determine number and order of key events.

––Recognize conventions and forms with which key events are written.
 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 8

SOCIAL PRACTICE Read and understand different types of literary texts of English-speaking countries
ENVIRONMENT Literary and ludic
TOPIC Doing with the language

SPECIFIC Read classic tales and write a short story based on them
COMPETENCY
COMPREHENSION
Understand some expressions and words related to specialized areas of knowledge.
CURRICULAR PRODUCTION
STANDARDS Use strategies for collaborative dialogues to solve daily tasks.
TO WORK MULTIMODALITY
Use visual resources to complement the general meaning of oral and written texts.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Acknowledge the importance of entertainment offered by different cultural expressions.
CONTENTS PURPOSES ACHIEVEMENTS

Speak about and rewrite key events
of a classic tale.
• Speak about personal reactions and
opinions of an event.
• Retell events from illustrations.
• Rewrite sentences of key events.
• Complete sentences that express
continuous and past actions.
• Rewrite key events.
• Arrange events in a sequence.
EVALUATION OF HEADINGS
Understand and Uses known comprehension strategies.
use information • Recognizes the general meaning from some details.
from different • Formulates and answers questions in order to locate
textual sources specific information.
• Expresses personal reactions to literary texts, using
known oral expressions.
• Retells events using images.
• Organizes sentences into a sequence of actions.
PRODUCT

Endpoints by rubrics Acting-out a dialogue

Performance Level Calificación ––Choose a classmate to act-out a
1 Insufficient 6.0 dialogue about providing services.
2 Low 7.0 ––Choose the community
3 Acceptable 8.0 service about which information is
4 Highlights 9.0 y 10 to be exchanged.
––Decide roles and turns of
participation.
HEADING LEVEL OF ––Write sentences to give and
PERFORMANCE receive information.
Participates with the group in the conversation ––Check that sentences are
on to verify the pronunciation understood when spoken and
Pronounce correctly words and phrases listened to.
without self-conscious in front of their peers ––Practice sentences.
She is interested in the class showing fully ––Perform the dialogue.
acceptable discipline
Make group exercises proposed by the teacher

The language is written in his book readable

and well written
 Make each of the tasks and activities planned
by the teacher

COMMENTS:

Specific activities with the language: read classic tales and write
a short story based on them

Rewrite key events of a classic tale to aid its comprehension, with the teacher’s guidance.

––Express reactions and personal opinions about events (e.g., I didn’t like…).

––Retell events from illustrations.

––Rewrite sentences to conform key events.

––Complete sentences with verb forms that express continuous and past actions, with the use of conventional writing.

––Rewrite key events.

––Arrange events in a sequence.

 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 9

SOCIAL PRACTICE Read and understand different types of literary texts of English-speaking countries
ENVIRONMENT Literary and ludic
TOPIC Knowing about the language

SPECIFIC Read classic tales and write a short story based on them
COMPETENCY
COMPREHENSION
Identify specific information in written texts of everyday use.
CURRICULAR PRODUCTION
STANDARDS Give some details to complement the text.
TO WORK MULTIMODALITY
Associate body and visual language with oral language.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Show a positive attitude toward learning, self-assessment, and development of autonomy.
CONTENTS PURPOSES ACHIEVEMENTS

• Topic, purpose and intended audience. Understand and use Uses known comprehension
• Graphic components. information from strategies.
• Textual components. different textual • Recognizes the general meaning
• Narrative elements. sources from some details.
• Repertoire of words necessary for this social • Formulates and answers questions
practice of the language. in order to locate specific information.
• Verb tenses: past. • Expresses personal reactions to
• Verb forms: progressive. literary texts, using known oral
• Adverbs of time and pronouns. expressions.
• Non-frequent or absent letter groups found in • Retells events using images.
mother tongue (e.g., ee, gh). • Organizes sentences into a
• Differences between British and American variants sequence of actions.
(e.g., -our/-or, -re/-er).
EVALUATION OF HEADINGS PRODUCT

Endpoints by rubrics Acting-out a dialogue

Performance Level Calificación ––Choose a classmate to act-out a
1 Insufficient 6.0 dialogue about providing services.
2 Low 7.0 ––Choose the community
3 Acceptable 8.0 service about which information is
4 Highlights 9.0 y 10 to be exchanged.
––Decide roles and turns of
participation.
HEADING LEVEL OF ––Write sentences to give and
PERFORMANCE receive information.
Participates with the group in the conversation ––Check that sentences are
on to verify the pronunciation understood when spoken and
Pronounce correctly words and phrases listened to.
without self-conscious in front of their peers ––Practice sentences.
She is interested in the class showing fully ––Perform the dialogue.
acceptable discipline
Make group exercises proposed by the teacher
 The language is written in his book readable
and well written
Make each of the tasks and activities planned
by the teacher
COMMENTS:

Specific activities with the language: read classic tales and write
a short story based on them

Features and types of oral and written texts.

––Topic, purpose and intended audience.
––Graphic components: illustrations, typography (e.g., bold, italic,
etc.), etc.
––Text components: title, subtitles, etc.
––Elements in narrative: characters, events, etc.

Phonic, syntactic and semantic elements of texts.

––Word list suitable for this practice of language.
––Verb tenses: past.
––Verb forms: progressive.
––Adverbs: of time (e.g., never, always, sometimes, often, etc.).
––Pronouns (e.g., it, there, here).

Mechanics of writing.
––Non-frequent letter groups found in native language (e.g., ee, gh).
––Plurals nouns.
––Verbs in progressive form.
––Differences between British and
American variants (e.g., -our/-or, -re/-er).
 CLASS PLANNING OF THE FIRST BLOCK
SECOND LANGUAGE: ENGLISH I
PLANNING TEACHING SEQUENCE 10

SOCIAL PRACTICE Read and understand different types of literary texts of English-speaking countries
ENVIRONMENT Literary and ludic
TOPIC Being through the language

SPECIFIC Read classic tales and write a short story based on them
COMPETENCY
COMPREHENSION
Identify specific information in written texts of everyday use.
CURRICULAR PRODUCTION
STANDARDS Give some details to complement the text.
TO WORK MULTIMODALITY
Associate body and visual language with oral language.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Show a positive attitude toward learning, self-assessment, and development of autonomy.
CONTENTS PURPOSES ACHIEVEMENTS

• Acknowledge reading as a Understand and Uses known comprehension strategies.

recreational activity.
• Understand and appropriately
contribute in discussions.
• Foster respect towards others’
opinions.
use information • Recognizes the general meaning from some details.
from different • Formulates and answers questions in order to locate
textual sources specific information.
• Expresses personal reactions to literary texts, using
known oral expressions.
• Retells events using images.
• Organizes sentences into a sequence of actions.

EVALUATION OF HEADINGS PRODUCT

Endpoints by rubrics Acting-out a dialogue

Performance Level Calificación ––Choose a classmate to act-out a
1 Insufficient 6.0 dialogue about providing services.
2 Low 7.0 ––Choose the community
3 Acceptable 8.0 service about which information is
4 Highlights 9.0 y 10 to be exchanged.
––Decide roles and turns of
participation.
HEADING LEVEL OF ––Write sentences to give and
PERFORMANCE receive information.
Participates with the group in the conversation ––Check that sentences are
on to verify the pronunciation understood when spoken and
Pronounce correctly words and phrases listened to.
without self-conscious in front of their peers ––Practice sentences.
She is interested in the class showing fully ––Perform the dialogue.
acceptable discipline
Make group exercises proposed by the teacher

The language is written in his book readable

and well written
 Make each of the tasks and activities planned
by the teacher

COMMENTS:

Specific activities with the language: read classic tales and write
a short story based on them

Language and literature as a means to:

––Promote recreational activities.

––Understand and appropriately contribute in discussions.

––Foster respect towards others’ opinions.

Product: big book

Distribute among teams the necessary actions to create a big book for lower grade students, based on a classic tale.

––Select and read a classic story.

––Determine which are the key events.

––Write and arrange the sentences based on key events.

––Revise the sentences comply with grammar, spelling and punctuation conventions.

––Put together and illustrate the big book.

––Rehearse the oral reading out loud of the text and practice pronunciation.
Read the book out loud and donate it to students from basic education lower grades.
Observaciones:
El 24 de agosto se trabajó solo con el grupo de tutoría toda la jornada, en este caso solo con 2ºC.

Del 25 al 28 de agosto semana propedéutica.

Del 28 al 31 de agosto Primera junta padres de familia (7:00am a 8:30am).

Se modifica el horario de ceremonias para no afectar el trabajo cotidiano.

15 de septiembre verbena popular, se trabajan los primeros cuatro módulos.

28 de septiembre aplicación de exámenes.

VoBo

Profa. Mirian Rosas Martinez Profa. Carmen Beatriz Alonso Prof. Fernando Cedillo Soriano
Navarro

Prof. José Luis Silva Hernández Prof. Aurelio Macedo Bahena Prof. Manuel Reyes Medina
Subdirector T.M. Subdirector T.V. Director