cycle 2, fourth grade school term 2015-2016

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 2, FOURTH GRADE
SCHOOL TERM 2015-2016
GRADE:
UNIT:
Fourth Grade
SOCIAL PRACTICE:
LEARNING
ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
 Identifies parts of a
legend.
 Mentions personal
experiences related to the
content.
 Describes some features
of settings and characters.
 Distinguishes narrator
from characters.
4B
Read narrative texts and recognize cultural expressions from English-speaking countries
Literary and Ludic
Read children’s legends and appreciate cultural expressions from English-speaking countries
CONTENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
BEING THROUGH
LANGUAGE
THE LANGUAGE
Explore children’s legends.
 Legend structure:
 Appreciate and
 Activate previous knowledge to predict the
introduction,
enjoy literary
topic.
development, and
expressions and
ending.
cultural traditions
 Predict general sense based on graphic and
in English.
textual components.
 Topic, purpose, and
intended audience.
 Show interest for
 Relate legends to personal experiences.
reading aloud.
Participate in the reading aloud of legends.
 Textual and graphic
components.
 Identify topic, purpose, and intended audience.
 Elements of legends.
 Identify and define new words and phrases.
 List of suitable words.
 Name the settings in a legend.
 Verb tenses: past.
 Distinguish main from secondary characters.
 Verb forms: modals
 Identify the narrator and distinguish it from the
(can, could, etc.).
characters.
Identify the writing components of legends.
 Nouns, adjectives,
adverbs, and
 Identify settings.
determiners (the, a,
 Identify some characteristics that describe
an).
settings.
 Upper and lower-case
 Identify characters in settings.
letters.
 Identify and describe features of characters.
 Punctuation.
 Identify definite and indefinite articles.
 Determine the time period in which a legend
occurs.
PRODUCT
CARDS WITH ILLUSTRATED SETTINGS OF
A LEGEND
Stage 1
Find and choose a legend.
Stage 2
Determine the number of settings to be
illustrated.
Stage 3
Describe the characteristics of the settings to
be included in the cards.
Stage 4
Decide which characters will be in the settings,
and their characteristics.
Stage 5
Prepare and order illustrations to make the
sequence of the legend.
Stage 6
Show the illustrated sequence and read it
aloud to an audience chosen by the students
and teacher
Stage 7
Display the sequence of cards in an
accessible place in the classroom.
SEP. Programa Nacional de inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 2. Fase de expansión. México, 2011
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
PRODUCT
STAGES
SUGGESTED ACTIVITIES
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Stage 1
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Stage 2
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Stage 3
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Stage 4
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Stage 5
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Stage 6
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Stage 7
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Ask Ss if they know the story of “La Llorona". Have Ss work in teams. Encourage them to tell the story and draw a picture of "La Llorona". Ask volunteers to
tell you the legend.
Paste some pictures about legends on the board; ask Ss to match the pictures with the titles. Ss identify the characters in legends. Cast a vote from Ss to
choose their favorite legend using the pictures of the matching game.
Play “The odd one out” game; exhibit some vocabulary sets on the board (maybe four words in each set). One of the words in each set is not accurate in
terms of legends, for example: the weeping woman, sons, Mexico, sword. Ss then cross out the odd word in the group (sword). Explain why sword is the odd
one out with respect to the other words.
Have Ss open their Reader’s Book and tell them they are going to listen to a legend. Ask Ss to take a look at the images and elicit ideas about where the
story takes place, what they can see, etc., in order to activate previous knowledge. Read the story to the students slowly, so they can understand the legend.
Elicit and explain the meaning of unknown words to Ss. Encourage Ss to talk about these stages in the story (introduction, development, problem, and
ending) or make some drawings on the board and have Ss write the name of these stages under the correct drawing.
Place the name of different stories/legends on the board and some visuals regarding each story or legend; include one visual that is not related. Ss play the
odd one out on the board as a whole class. Then, Ss discuss how many settings or scenes are required on cards to describe the plot of the legend. Have Ss
decide on the order of the sequence and how these sequences are going to be illustrated.
Have Ss stand up, say and mime an action from the legend. Ss mime the action until you clap your hands and they freeze. Anyone who moves is out of the
game and helps you to catch the others.
Read another legend and mime it. Do a True or False exercise to elicit characteristics and characters in a scene and check comprehension. Once this is
identified by Ss, magazines can be handed out for Ss in teams for the next activity. Then, ask Ss to cut out pictures and glue them onto sheets of paper to
illustrate something they liked from the legend and settings described previously.
Have Ss work in pairs and write the names of the characters next to the story illustrations previously done. Ask Ss what the difference between a leading and
a supporting character is, and have them give you an example for each. Ss write short sentences on a piece of paper and paste them under the correct
picture on the board. Magazine cutouts can help illustrate settings on cards of scenes of the chosen legend, but also characters. Have teams share their
ideas for illustrations and cutouts.
Ss decide on the leading and supporting characters for their own legend. Encourage Ss to use their imagination. It is not necessary to stick to traditional
settings of a legend, for example: instead of “The Alley of the Kiss” in Guanajuato, Ss can create “The Metro Wagon of the kiss”.
Ask Ss to illustrate a legend and decide on four or five sentences to caption it. Provide each team with a poster to work on the setting of the scene assigned.
Ss should feel free on decorating and illustrating the poster; they should also be encouraged to use visuals and phrases that are meaningful in that stage of
the legend. Remind them to describe and create a logical sequence for the legend.
Have teams exchange posters and perform peer-correction of what they have been writing. Have Ss share most common mistakes with the whole group (tell
them they do not need to know who made the mistakes), and avoid pinpointing Ss. Focus on building up their confidence.
Have Ss check spelling and punctuation among themselves. Have Ss write the final version of their poster. In a plenary session, have some volunteers
present each sequence and narrate it.
Have Ss decide on the logistics to display the posters of the legends. Posters can be pinned to a string across the classroom, in order for every student to see
the sequence and express an opinion.
Leave the sequence displayed in the classroom. Go back to it several times until Ss feel confident enough and they do the reading fluently, accurately and
without hesitation.
Have each team describe the scene done by them to build up the sequence.
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. Schoolyard games
Thematic Frame
 Students value cultural diversity through expressions in games from other countries, foster appreciation of similarities among students from different cultures and their own,
stimulate curiosity for different environments from theirs.
e.g. Explore eclipses
Thematic Frame
 It allows students to identify the characteristics of an eclipse, answering questions why, when and how this phenomenon occurs. Moreover, it includes the various eclipses
that can be observed, partial eclipses, solar and lunar.
 Picture Dictionary
e.g The family
e.g. The house
e.g. School
e.g. Animals
e.g. Plants, etc.
Thematic Frame
 By exposing students to representative texts of English culture, the goal is to bring them closer to situations they are familiar with in their own environment so as to make the
necessary cognitive connections to achieve the objective.
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! four"
Santillana
pp. 92-100
pp. 84-93
Stories
pp. 29-36
"Do it! 4"
University of Dayton
pp. 68-72
pp. 83-92
Stories
pp. 42-53
"English 4 grade"
Fernández Editores
pp. 98-108
pp. 86-96
Creative
pp. 88-93
"Play and Do 4"
Trillas
pp. 121-132
pp. 80-88
Fiction
pp. 109-120
"Play and Play 4”
Nuevo México
pp. 88-97
pp. 76-85
Narrative
pp. 35-46
"Think! in English 4"
Ediciones SM
pp. 85-94
pp. 54-60
Narrative
pp. 99-110
"Yes, we can! 4"
Richmond
pp. 60-67
pp. 60-67
Fiction
pp. 31-40
th
WEBSITE RESOURCES
http.www.teachchildrenesl.com,
http.www.learnenglishkids.britishcouncil.org
http.www.teachingenglish.org.uk
http.www.teachingenglishgames.com
http.www.eslgamesworld.com
Myths and Legends: http://myths.e2bn.org/mythsandlegends/
http://www.mikids.com/FolkFairyTales.htm
http://reading.pppst.com/myths.html
N.B. Website resources and supporting materials enclosed 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