The document outlines an 18-session lesson plan for a 2nd year English class, with the overall goal of having students create an instruction manual for dealing with an environmental emergency. Each session details the learning objectives, activities, resources, and assessments used to teach the students vocabulary, grammar structures, and composition skills needed to understand and write basic instructions. By the end of the lessons, students will have worked collaboratively to write, illustrate, and present their own instruction manuals.

1. Secuencia
DIRECCIÓN DE EDUCACIÓN SECUNDARIA Y SERVICIOS DE APOYO
SUBDIRECCIÓN DE EDUCACIÓN SECUNDARIA
DEPARTAMENTO DE EDUCACIÓN SECUNDARIA TÉCNICA EN EL VALLE DE TOLUCA
“2015, AÑO DEL BICENTENARIO LUCTUOSO DE JOSÉ MARÍA MORELOS Y PAVÓN”
DIDACTIC SEQUENCE
TECHNICAL SECONDARY
SCHOOL No. 183 REVOLUCIÓN MEXICANA DE 1910 CCT: 15DST0193P
TEACHERS NAME FABIAN CRUZ TAPIA SCHOOL ZONE XXVI SCHOOL SECTOR III
SUBJECT SECOND LANGUAGE ENGLISH GRADO : 2° GRUPO(S): A, B C .ESCOLAR 2015-2016
BLOQUE : 2 SOCIAL PRACTICE OF THE LANGUAGE: UNDERSTAND AND WRITE INSTRUCTIONS ENVIROMENT: ACADEMIC AND EDUCATIONAL
SPECIFIC COMPETENCY
UNDERSTAND AND WRITE INSTRUCTIONS TO FACE AN
ENVIRONMENT EMERGENCY
LEARNING
OUTCOMES
Clarifies the meaning of unknow n terms in order to broaden and refine vocabulary.
Understands and points out the order of components, usefulinformation and main ideas of an
emergency manual.
Writes and classifies sentences in order to create sequences of instructions.
Removes, add and/or changes information to edit an instruction manual.
PERIOD OCTOBER 19TH
- NOVEMBER 27TH
NUMBER SESIONS:18 PRODUCT: INSTRUCTION MANUAL TO FACE AN ENVIRONMENTAL EMERGENCY
SESIÓN
DATE
CONTENTS
STRATEGIES AND LEARNING ACTIVITIES EDUCATIONAL
RESOURCES
PRODUCTOS THAT INCLUDES THE
EVIDENCES
STRATEGIES, TÉCHNIQUES AND
EVALUATION TOOLS
NOTES
T shows a video about an environmental
catastrophe for example: an earthquake, a
tsunami or a fire.
What to do in the event of an earthquake.wmv
- Ss watch the video.
-T asks some questions about what they would do
if they were in a similar situation.
VIDEOS
TEST ABOUTTHE VIDEO
SEIEM

2. -Ss give some personal opinions.
-T asks if there is a manual of instructions of an
environmental emergency into the school in case
of a fire or an earthquake.
-Then T. explains that the first product of the
second unit is going to be an Instruction Manual to
Face an earthquake.
-Ss learn some vocabulary about warning signs
trough out some images showed by the teacher
for example: ANEXO 1
-T asks to ss to draw a warning sign on a sheet of
paper, emphasizing that sts mustn’t write any
letters but images.
-At the end, some ss explain the meaning of their
signs to their classmates.
-Ss paste their signs drawing on the wall.
-T shows some warning signs but this time the
warnings signs have a word or short instructions
using negative forms like NO and DON’T and
verbs in infinitive and with endings - ing, for
example: DON’T SMOKE, NO SMOKING, or some
abbreviations S.O.S, HELP
-T explains the use of Negative words in
instructions and also the main verbs ending in –
ing.
WARNING SINGS
SHEETS,COLORS
WARNING SINGS
COPIES
INFORMATION ABOUTTHE PRODUCT
IDENTIFYTHE DIFFERENTWARNINGS
SINGS
SHOW ATTHE SCHOOL WARNING
SINGS
SPEAKING RUBRIC
KNOWING TO USEDON´TAND NO IN
INSTRUCTIONS
LISTENING RUBRIC

3. - Ss answer some exercises about how give an
instruction in two different ways.
-T dictates some instructions used into the
classroom like: SIT DOWN, RAISE YOUR HAND
and others to five students in order to they
remember them and they act them.
-Then Ss review the structure of an instruction:
The verb in infinitive is written at the beginning of
the instruction.
-T shows a list of verbs in infinitive related to
instructions and practice pronunciation.
-Ss answer an exercise of matching verbs in
infinitive to the complement of those instructions.
-T explains the parts and characteristics of an
Instruction Manual: use of cardinal and ordinal
numbers, use of images, punctuation marks, use
of cognates and verbs in infinitive form by showing
and reading them a real example of an instruction
manual, for example of an electronic item: TV,
computer setting
-Ss take some notes.
-T and ss remember and share opinions about the
topics as a review. (cardinal and ordinal numbers,
punctuation marks and cognates)
-Ss answer some exercises.
POWER POINT
PRESENTATION
LISTOF VERBS
COPIES
INSTRUCTION MANUAL
NOTEBOOK
EMERGENCYMANUAL
REMEMBER THEINSTRUCTIONS OF
THECLASSROOM
CHECK LISTOF PRONUNCIATION
VERBS
MATCH VERBS WITH INSTRUCTIONS
KNOW THECHARACTERISTICS ABOUT
THEINSTRUCTION MANUAL

4. -Ss scan and skim an emergency manual
individually.
-Ss try to answer in an oral form the next
comprehension questions:
What is the purpose of the text?
What graphics are used? And Why?
What is the text about?
What abbreviations are used?
What words do they know?
-T asks to ss to draw some instructions from the
manual to confirm that they understood.
-Ss make teams of four people with the game
“jigsaw puzzle contest” (action games book).
-T asks ss to start to write some instructions to
make a manual for an environmental emergency
giving a short text with some examples.
-Ss notice the use of the sequence words like:
first, second, third, and others.
-T asks ss to use two drawings to give an
instruction in a very clear and explicit way in their
works.
- Ss write a draft.
NOTEBOOK
SHEETS OF PAPER,
COLORS
PAPERS OF DIFFERENT
COLORS
BOARD
PICTURES
SHEETS OF PAPER
READING RUBRIC
PARTICIPATION RUBRIC
PARTICIPATION

5. ELABORÓ REVISÓ VALIDÓ
DOCENTE SUBDIRECTOR -COORDINADOR DIRECTOR
NOTA:CONSIDERAR ANEXOS(INSTRUMENTOSDE EVALUACIÓN)
-Ss interchange their drafts with other teams in
order to they check punctuation and spelling
mistakes.
-T helps to ss to correct their drafts.
- Ss write a final version.
- Ss agree on a design to display the instruction
manuals in a bulletin board.
-Ss present their manuals of an environmental
emergency to the group and set up a bulletin
board to disseminate the manuals among the
school community.
WORKS THEIR
STUDENTS
SHEETS OF PAPER,
PICTURES, COLORS
MANUALS
RUBRIC WRITING

6. 4 3 2 1
Preparation for
Class
You always bring all
materials to class (book,
notebook,
paper, pencil,eraser). Your
materials are well-
organized. You begin the
warm-up immediately.
You usuallybring all
materials to class. You
begin the warm-up
immediately.
You frequently “forget” to
bring required materials to
class. (And/Or) You are
often not ready or have not
begun the warm-up when
the bell rings.
You frequently have to ask
to borrow materials. You
are rarely ready to begin
when the bell rings. You
cannotfind materials
because your binder is not
organized.
Frequency of
Participation
Your hand is always raised
and you attemptlonger,
more difficultresponses.
Your hand is often raised to
participate during class
activities.
Your hand is seldom raised
to participate in class;you
only try the “easy ones.”
You do not volunteer to
contribute to the class.
Independence
You are always on task
during pair and group
activities the entire time.
When you finish early,you
review your work, ask
questions,or work on other
Spanish activities.
You complete mostgroup
and pair activities in the
allotted time and are almost
always on task. When you
finish early, you use your
time wisely.
You sometimes need to be
reminded to startor to stay
on task during group or pair
activities. (And/Or) You
carelesslyrush through
activities.
You give minimum effort
during pair and group
activities and are often off
task.
Quality of
Participation
You are consistentlyable to
respond in multiple complete
Spanish sentences.
Your responses are often
personalized and attempt
creativity or humor.
You consistentlyrespond in
single complete Spanish
sentences. You attempt to
elaborate when prompted.
You usuallyrespond with
single words or memorized
phrases. (And/Or) You
respond so infrequentlythat
it’s difficult to judge your
abilities.
Your responses are often
incomprehensible or
inappropriate to the
situation.
Listening
You actively listen (not
talking,eye contact) when
the teacher and fellow
students speak in Spanish.
You are consistentlyable to
follow complexdirections or
respond to questions given
in Spanish withouthaving
them repeated.
You actively listen when the
teacher speaks in Spanish.
You can accurately follow
mostdirections or respond
to questions given in
Spanish.
You sometimes listen when
the teacher speaks. You
sometimes are able to follow
directions given in Spanish,
but often have to check to
see whatother students are
doing.
You “tune out” when the
teacher or fellow students
begin speaking in Spanish.
You rely on other students
to tell you whatto do in
English.
Use of Spanish
in
Class
You stay in Spanish the
entire class period. You
respond in Spanish with the
teacher and classmates
during all activities and
informal conversations.
You use Spanish almost
exclusively, butmay use a
few words in English for
clarification or for informal
discussions.
You use Spanish in
structured class,group,and
pair activities butmay break
into English as well. You
initiate mostother
conversations or make
responses and requests in
English.
You almostexclusivelyuse
English when talking with
the teacher and
classmates.You speak a
lot of English during class,
pair, and group activities.
Rubric
Score
24 10 A
23 10 A
22 9 B
21 9 B
20 9 B
19 9 B
18 8 B
17 8 B
16 8 B
15 7 C
14 7 C
13 7 C
12 6 C
11 6 C
10 5 D
9 5 D
8 5 D
7 5 D
6 5 D
Teacher
Total
Student Proposed
Total:_______
Participation
ASSESMENT

8. Reading
ASSESMENT
4 3 2 1
Reading short
texts and
understand the
information.
He understands all
the information in the
text.
He understands almost
all the information in the
text.
He presents some difficulties
trying to understand the
information in the text, but he
understands bits of it.
He does not understand at
all the information in the text
or he just understands the
minimum aspects of it.
Filling the gaps
the information
missing.
He fills in the gaps all
the information
correctly.
He fills in the gaps
almost all the
information correctly.
He fills in the gaps the
information but most of the
answers are incorrect.
None or almost none of the
answers are correct.
Identifying
specific
information within
the text.
He identifies all the
information he is
asked to and in the
correct way.
He identifies almost all
the information correctly.
He makes some mistakes
when identifying the
information asked, although he
identifies some of what he is
asked.
He does not identify
anything at all, or just a
minimal part of what he is
asked.
12 10
11 9
10 8
9 7
8 7
7 6
6 6
5 5
4 5
3 5
12 10 A
11 9 B
10 8 B
9 7 C
8 7 C
7 6 C
6 6 C
5 5 D
4 5 D
3 5 D
Teacher
TotalStudent Proposed
Total:_______

9. LISTENING
Lookingforspecificinformation
4 S understands what he listens to (generalidea) and he gets specific info.
3 S is able to understand the major part of w hat he listens to (generalidea) and he can get specific info.
2 S understands a little of w hat he listens to (just phrases) and because of that he cannot get much specific info.
1 S cannot understand w hat he listens to at all, (w ords) and he doesn’t get specific info.
Anticipatesthegeneral
meaningandmainideas
bylisteningtofamiliarexpressions.
4 S is sable to identify the structures he listens to and filling the gaps according to w hat is missing
3 S is able to identify some structuresand complete the task he is asked to do.
2 2 S can identify just a few structures he listens to, and obviously accomplish the task hardly.
1 S doesn’t understand w hat he listens to; he is not able to identify any structure, so he cannot accomplish the task at all.
8 10 A
7 9 B
6 8 B
5 7 C
4 6 C
3 5 D
2 5 D
1 5 D

10. SPEAKING ASSESMENT
DETECTSSPEECH
REGISTER
4 Students are able to understand and answer basic questions about personal details. He understands all the words and also is
able to link all ideas in the text
3 Students understand questions but answer them slow. He understands almost all the words but it is hard to link ideas in the
text.
2 Students hav e dif f iculty understanding questions and answer them slow. He presents some dif f iculties trying to understand
the words in the text, but he understands bits of it
1 Students hav e poor understanding and cannot answer most basic questions. He does not understand at all the words in the
text or he just understands the minimum aspects of it
SENTENCE
STRUCTURE
4 Students are able to correctly construct basic sentences to introduce themselv es.
3 Students hav e slow sentence construction.
2 Students hav e dif f iculty structuring basic sentences.
1 Students’ ability to structure basic sentences is really poor.
VOCABULARY
4 Students are able to use common basic v ocabulary to their adv antage in the constructions of basic sentences to giv e
personal details.
3 Students understand basic v ocabulary but usually need time to think about it when they giv e personal details.
2 Students hav e dif f iculty to understand and use basic v ocabulary giv ing personal details.
1 Students’ ability to understand and use basic v ocabulary is really poor.
FLUENCY
4 Students show ease of command to speak when answering basic questions.
3 Students’ ability to speak is slow but clear.
2 Students’ ability to speak is slow and limited.
1 Students’ ability to speak is poor.
16 10 A
15 9 B
14 9 B
13 8 B
12 8 B
11 7 C
10 6 C
9 6 C
8 5 D
7 5 D
6 5 D
5 5 D
4 5 D
Student Proposed
Total
_______
Teacher
Total

11. WRITING ASSESMENT
LEARNING OUTCOM ES CONTENTS
• Writes expressionsto
produce opinions.
1 He identifies all the information he is able to w rite every expressions and produce the correct opinions.
2 He identifies almost all the information correctly, but it is kind of hard to w rite correctly, he has some mistakes
in grammar but gets the opinions he w an
3 He makes mistakes w hile he w rites and expression, he do noty realizes w hen his w riting is w rong and he do
not get the opinios.
4 He does not identify anything at all, or just a minimal part of w hat he is asked, he is not carefulwith grammar
he w rite like he speaks or at the same w ay he listen the information, is not able to connect and get information
• ReWrites information from a
short text.
1 Five or more punctuation errors in the paragraph
2 Three or four punctuation errors in the paragraph
3 One or tw o punctuation error(s)in the paragraph
4 No punctuation errors in the paragraph
Connect ideas w hile he reads
a text
1 Impossible to read, it has a complete disorder in a text
2 Unclear, he do not have the ideas.
3 adequate but should not be used as a model, it is hard to connect the main ideas.
4 neat, orderly, and easy to read, connect all the w ords and the ideas
16 10 A
15 9 B
14 9 B
13 8 B
12 8 B
11 7 C
10 6 C
9 6 C
8 5 D
7 5 D
6 5 D
5 5 D
4 5 D
Student Proposed
Total
_______
Teacher
Total

12. CHECK LIST PRONUNCIATION
STUDENTSNAME:__________________________________________________________________ GRADE:____________________ GROUP:______________________
TEACHERS NAME:___________________________________________________________________________________________________________________________________
STUDENT SHOWSINTERESTIN THE ACTIVITY PRONUNCIATION ALWAYS
(2)
SOMETIMES
(1)
NEVER
(0)
SS DO A CORRECT PRONUNCIATION ABOUTVERBS
SS ACCEPT SUGGESTIONS MADE BY THE TEACHER
SS TRY TO CHANGE THEIRPRONUNCIATIONS
SS SHOW BETTERPRONUNCIATIONS