Elementary 6th Grade Unit 1B 2016 - 2017

Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
CYCLE 3, SIXTH GRADE
SCHOOL TERM 2016-2017
GRADE:
UNIT:
Sixth Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
 Identifies topic, purpose, and
intended audience.
 Identifies plot, conflict, body,
and ending.
 Distinguishes between
narrator, main characters, and
supporting characters.
 Names the settings of a story.
 Answers questions about
family and friendship
relationships among
characters.
 Establishes differences and
similarities between the
behavior and values of
characters in the story, familiar
people, and one’s own.
Read stories and legends aloud
Literary and ludic
Interpret fantasy stories and exercise imagination
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Explore fantasy stories.
 Activate previous knowledge to predict
topic.
 Relate a story to personal experiences.
Participate in a guided reading.
 Identify purpose and intended audience.
 Identify and define new phrases and
words.
 Locate parts of a story.
 Identify narrator, main character, and
supporting characters.
 Identify dialogues between main and
supporting characters.
 Identify the settings of the story.
 Identify the use of punctuation to indicate
dialogues.
 Distinguish direct from indirect speech.
 Structure of fantasy
stories.
 Topic, purpose, and
intended audience.
 Elements of stories.
 Repertoire of words
necessary for this
social practice of the
language.
 Verb tenses: past
perfect.
 Nouns: possessive (for
example: John’s father,
family’s ghoul, etc.).
 Punctuation.
BEING THROUGH
THE LANGUAGE
 Understand stories
as a reflection of
emotions, personal
experiences, and
cultures.
 Determine the role of
fantasy stories in
different cultures.
 Appreciate and enjoy
literary expressions
in English.
PRODUCT
FANTASTIC-FAMILY TREE
Stage 1
Provide a written description of family and
friendship relationships between the main
character and other characters of the fantasy
story.
Stage 2
Design and illustrate an imaginary family tree.
Stage 3
Complete the fantasy family tree with
information from the list.
Stage 4
Check that writing is complete and complies
with spelling conventions.
Stage 5
Display the fantasy family tree in a visible
place in the classroom.
Compare differences and similarities in
behavior, values, and settings, between
English-speaking countries and one’s
own.
 Answer questions about family and
friendship relationships between
characters.
 Establish similarities between the
behavior and values of characters in the
stories, with those of familiar people, and
one’s own.
 Determine differences between the
settings in the story and familiar settings.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. Fase de expansión. México, 2011
Programa de Inglés en Educación Básica en el Distrito Federal
1B
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
PRODUCT
STAGES
SUGGESTED ACTIVITIES
Stage 1
 Divide class into groups of four. Have Ss discuss the next questions: What is a hero for you?, Do you have a favorite hero or villain? Give Ss some minutes to talk
about it.
 Choose a story. Ask Ss to predict and brainstorm the elements or parts of the story, such as: characters, plot, body, climax, resolution or conclusion. Have Ss infer
the content of the tale based on images and, if possible, relate tale or reading to personal experiences. Give Ss roles and read story out loud. Recognize dialogues
between the main character and the others based on the intonation. Make a story map with characters, setting, body and conclusion.
 Have a drawing or chart of a famous family/friends relationships TV program, e.g. “The Simpsons”. Ask Ss to identify the characters and their relationship. Have the
pictures of the characters on the board and ask them who they are: “Who is she? She is ‘Maggie.’ Who is he? He is ‘Homer’. He is Maggie’s father.” If necessary,
briefly explain the use of the suffix‘s’ when expressing the possessive related to people in English. Ss work in pairs to ask and answer questions about the
character’s relations.
 Play "Stop." Tell Ss they will listen to a name and they have to write a sentence telling the relationship with another character e.g. Marge: “She is Bart’s mother” or
“She is Homer’s wife”. The first S to write a correct sentence wins a point. Ask Ss to read their answers aloud. The first S to spot a mistake also wins a point.
 Play "Guess Who" with famous characters, in order to review adjectives, or make a lottery game by making cards with well-known faces. Give information about the
characters while Ss spot who you are referring to: “He is Nemo’s father.” “He is Bart’s father.”
Stage 2
 As Ss to make a Venn diagram to compare their favorite character with themselves. Ask them to draw their favorite hero/heroine/villain on a separate sheet of
paper.
 Make a chart with a fantastic character where unusual information is stated. Add a fantastic family member, friend or pet with fantastic abilities. With the characters
chosen, ask Ss to create a mini comic strip and share it with the class.
 Using the same characters or different ones, have Ss work in groups to choose characters and personalize them e.g. “My name is Princess Aurora. My father is the
king of Beauty Land”, etc. Ss prepare a written description of the characters and the relationship among them.
 Have Ss bring a cutout or make drawings of characters for their fantastic family tree. Ss glue the images and write the relationship among characters.
Stage 3
 Write the names and important information about characters. Check writing and spelling conventions.
 Ask Ss to perform a small conversation with their chosen characters. Ss play the roles in the new tale (they can use their scripts to remember their dialogues).
Stage 4
 Have Ss read their sentences aloud and explain the relationship among them and with other teams for feedback. Ss may suggest ideas to improve the design of
the family tree and the characters.
Stage 5
 Ss take turns to come to the front to show their family trees and explain them to the group
 Have the groups guess the characters and their relationship. Play a memory game using the same characters.
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
SUPPLEMENTAL EDUCATIONAL MATERIALS
 Readers
e.g. My Family Tree
Thematic Frame
 With the support of this material various family members will be identified through a timeline in which emphasis is placed on different historical events in different countries
around the world and you can see characteristic social events of each era and so students can get an idea of the way in which people in each era used to live.
e.g. Animals in Captivity
Thematic Frame
 Students count on the necessary tools for being able to identify different purposes by which animals are found in captivity; A distinction among pets, farm animals, wild
animals, circus animals is made. Furthermore, awareness about the importance of caring for animals and encouraging their fostering is raised.
e.g. Desert Animals
Thematic Frame
 Students own necessary information to differentiate cold deserts from hot ones; besides setting very clearly an example of the chain food in the desert, several kinds of
observable desert animals are introduced, Animals from the Sahara desert, Australian desert, and Antartic desert. An emphasis is placed on how hard it is to survive in the
desert and how several species adapt to those habitat conditions.
 Picture Dictionary
e.g. Unit 2: My Family
e.g. Unit 5: Musical Instruments
e.g. Unit 7: Story Time 1, Story Time 2, Toys and Games, At the Fairgrounds, On the Farm, Camping
e.g. Unit 8: In the Rain Forest, In the Grasslands, In the Sea, In the Woodlands, In the Polar Lands, In the Desert, Space
Thematic Frame
 From exploring fairy tales invite students to review those units that favor social practice.
 Create a story using words that appear within the unit.
 In pairs devise a variety of questions and answer them creatively.
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
BOOKS
Publishing house
Teacher´s Book
Activity Book
Readers
“Brilliant! six”
Santillana
pp. 26-35
pp. 18-27
Stories
pp. 6-17
"Do it! 6"
University Of Dayton
pp. 27-38
pp. 10-16
Nonfiction
pp. 16-25
"I’m Ready! 6"
Macmillan
pp. 34-43
pp. 16-25
Readers
pp. 17-31
"Play and Play 6"
Nuevo México
pp. 22-31
pp. 16-21
Narrative
pp. 5-14
"Sunshine 6"
Pearson
pp. 12-21
pp. 12-21
Story
pp. 32-37
"Think! in English 6"
Ediciones SM
pp. 25-34
pp. 12-18
Readers
pp. 19-32
"Yes, we can! 6"
Richmond
pp. 12-19
pp. 12-19
Nonfiction
pp. 3-12
WEBSITE RESOURCES
http://www.family-tree-waypoint.com/family-tree-for-children-templates.html
http://learnenglishteens.britishcouncil.org/english-skills-practice/short-stories-poems
http://www.teachingenglish.org.uk/article/teenagers-literature
http://www.onestopenglish.com/support/methodology/teaching-materials/teaching-materials-using-literature-in-the-efl/-esl-classroom/146508.article
http://www.onestopenglish.com/teenagers/skills/reading/
N.B. Website resources and supporting materials enclosed in this chart are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic
sequence according to every particular classroom reality and student´s needs and preferences.
Programa de Inglés en Educación Básica en el Distrito Federal