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Planning sample (new programs)

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Planning sample (new programs)

  1. 1. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 1 Didactic Planning Week 1 Level: 7th Unit: 3 Domain: Socio-Interpersonal and Transactional Scenario: Getting Back to Nature Theme:Natural wonders in my backyard Enduring Understanding: Costa Rican natural beauty can be enjoyed by experiencing its wonders when traveling. Essential Question:How can people more closely experience nature when visiting places? Learn to Know Learn to Do Learn to Be and Live in Community Grammar & Sentence Frame What are these? There is___. Is there____? Yes/No. There are___. Are there____? Yes/No. I like my___. Vocabulary backyard, flower, cat, dog, tree, grass, stones, nature, living, non-living things, cat, garbage, trash can, plants, rivers, lakes, mountains, flowers, bugs, rocks, flora, fauna Phonology /-at/ Function Identifying natural elements in my community (backyard) Discourse Markers Connecting words: and, but Psycho-social  Appreciating local natural wonders. Socio-cultural  Promoting the enjoyment of natural wonders for all.
  2. 2. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 2 Assessment Strategies & Evidences (Learning Outcomes) Learner can Didactic Sequence Oral Comprehension:Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening Written Comprehension:Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading Spoken Interaction/Production:Planning; Organizing; Rehearsing; Using/Describing Written Production:Pre-writing; Drafting; Revising; Editing Time Total: 120 min Learner… R.2. Identifies key words related to nature in texts by brainstorming/ eliciting vocabulary and completing a graphic organizer. R.2. identify key words related to nature in texts. Pre-teaching Routine – Checking attendance, checking in with Ls, posting and reviewing the week goal and class agenda, etc. Warm up  T calls attention to the adaptation of the Essential Question already written on the board: How can people more closely experience nature when visiting their backyards? Using a picture of a house and backyard and an example or examples of realia from nature (bug in a jar, stone, leaf, flower, etc.) and miming, T shows what a backyard is, showing a picture of his/her backyard. Pre-task (Reading to listen)  Pre-reading T explains the task goal and asks L what he/she know about the topic by using showing pictures or realia of nature items from different backyards (e.g., grass, tree, flowers, stones) and responds to Qs: What are these? T writes the word “backyard” on the board in the center of a cluster graphic organizer. T asks What is in a backyard? Ls name the words supported by pictures (using prior knowledge) and perform choral repetition. (T writes only the responses (waiting to add new vocabulary later) on the board as words coming out of the center). 5 min 5 min 15 min backy ard tree
  3. 3. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 3 Checks answers to repair learning. R.1.Identifies English language sounds by repeating short vowel sounds -at in orally stated single-syllable words e.g., hat. R.1. identify English language sounds using knowledge in phonics, syllabification and word parts. In smallgroups, L elicits morevocabulary about what might be in a backyard using the letters of the word “backyard” as a guide with each word beginning with a letter from that word. For example: B ird A nimal C at K ite Y am A vocado R ose D irt L exchanges products with other groups for peer feedback.  Using the words that have now been generated by Ls, the class as a large group classifies things that are natural and non-natural using a graphic organizer on the board. Living Non-living Task: Giving a Tour of My Backyard (Reading to listen/speak/write) 1. Reading for the first time Teacher reads a text and asks Ls to listen for some of the words on the board as T models telling a story using one of the pictures and pointing out examples of vocabulary in the picture. If needed after listening to Ls’ responses,T reviews words from story which include /at/. Example of story: a. This is a picture of my backyard. I like my backyard because there are flowers and trees. There is a little cat in my backyard. Her name is Emma. She is a funny cat and likes to run when she sees a rat. 2. Pair/Group Feedback 15 min 15 min
  4. 4. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 4 L.1.Identifies instructions for games and follow teacher’s or students’ modeling of the activity by interacting when playing a game. SI.2.Asks somebody to repeat what they said more slowly by asking Qs or L.1. identify instructions for games and follow teacher’s or students’ modeling of the activity. SI.2. ask somebody to repeat what they said more slowly. Ls say aloud words from the board that they heard in the story. They repeat new vocabulary as teacher pronounces and shows the object in the picture. 3. Reading for the second time Teacher reads the story again without the picture as Ls listen for the second time. T then asks: Is there a___ in my backyard? Yes/no… What other things are there in my backyard? 4. Post reading Ls observe pictures of different backyards (using pictures or drawings of Ls own backyards or someone they know that Ls were assigned to photograph/draw as homework) and practice question and sentence frames supported by card rings (http://www.theteachertoolkit.com/index.php/tool/student-response-cards). a. Is there a _____ in my backyard? b. Are there ________ in your backyard? c. There is _________ in my backyard. d. There are _______ and _______ in my backyard. e. _________ is in my backyard but it is not natural. (T monitors, encourage Ls to use classroom language to ask for support: How do you say___? Can you repeat the word “cat”, slowly, please?)  Choral speech: L repeats all the words and the sound /a/ in “cat”, “rat” and “bat”, after the teacher.  Option: Use one of the short texts or dialogues found at the conclusion of these weekly plans, following suggestions for Pre-, Task, and Post-Listening activities. Post-Task (Reading to speak)  L draws his/her crazy backyard.  Ls form a circle and follow instructions for playing the game Backyard Ball  T models the game throwing the ball to one L asking questions using is there/are there __ in your crazy backyard? Etc.  L continue playing the game among them using the grammar structures and the vocabulary. 20 min 45
  5. 5. MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés 5 repeating to confirm learning.  Option: T puts different forms of realia/photos of different backyards, in a bag. The learner who gets the ball/stuffed animal draws an item and ask a question/answer or tells about his/her crazy backyard.  Option: exit-ticket assessment done at the end of class by learners to show what they can do (individually), with the concepts of the lesson, e.g., by responding to the T a question when they leave the class. Options Integrated Mini-Project Time  Advertisement of traveling to beautiful places  Brochure  Design board games Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice English, not just those related to presentation. For the first and second weeks, learners focus on: Participating/negotiating: Brainstorming, discussing, negotiating, making decisions and selecting the work strategies, resources and the mini-project. After each week’s lesson, learners identify which learning tasks completed that week could be adapted for use in their chosen Integrated Mini-Project. Thinking/planning: planning creating and outlining collaboratively the language content and strategies. For the third and fourth weeks, learners focus on: Acting out/rehearsing: Practicing the mini-project in pairs or groups. For the week of presentation, learners focus on: Responding and sharing/Assessment: Delivering and participating in peer assessment of mini-project. Adjust previous times listed above to allow 5 min each w eek. Group presentations can be w eek 5 or 6. Reflective Teaching What worked well What didn’t work well How to improve Enduring Understanding Reflection How successful were the learners in achieving the enduring understanding by the end of the unit?

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