COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS”
COORDINACIÓN ACADÉMICA
Cycle: 3
Grade:6th
Unit:1. BlockB / Weeks: 1-3
Days: 1-8
Teacher:______
Social Practice of the language:Read stories and legendsaloud.
Specific Activity with the language:Interpret fantasy stories and exercise imagination.
Environment:Literary and ludic.
Product:Fantastic-family tree.
STAGE OF THE PRODUCT / CONTENTS / ACHIEVEMENTS / SUGGESTEDASSESSMENT / SUGGESTED
Timing / ACTIVITIES-IDEAS
1. Provide a written description of family and friendship between the main and other characters of the fantasy story. / Doing with the 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.
Knowing about the language
*Structure of fantasy stories.
*Topic, purpose, and intended audience.
*Elements of stories.
*Repertoire of words necessary for this social practice of the language.
Being through the language
*Understand stories as a reflection of emotions, personal experiences, and cultures.
*Determine the role of the fantasy stories in different cultures.
*Appreciate and enjoy literary expressions in English. / *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. / Bimestrial evaluation report
Brainstorm
Retells
Jumbled text
Comprehension questions / 3sessions
2. Design and illustrate an imaginary family tree.
Complete the fantasy family tree with information from the list. / Doing with the language
*Establish similarities between the behavior and values of the characters in the stories, with those of familiar people, and one’s own.
*Determine differences between the settings in the story and familiar settings.
Knowing about the language
*Repertoire of words suitable for this social practice of the language.
*Verb tenses: past perfect.
*Nouns: possessive (for example: John’s father, family’s ghoul, etc.)
*Punctuation.
Being the language
*Understand stories as a reflection of emotions, personal experiences, and cultures.
*Determine the role of the fantasy stories in different cultures.
*Appreciate and enjoy literary expressions in English. / *Establishes similarities and differences between the behavior and values of characters in the story, familiar people, and one’s own. / Bimestrial evaluation report
Venn diagram
Comprehension questions / 3sessions
3. Check that writing is complete and complies with spelling conventions.
Display the fantasy family tree in a visible place in the classroom. / Doing with the language
*Answer questions about family and friendship relationships between characters.
Knowing about 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 the fantasy stories in different cultures.
*Appreciate and enjoy literary expressions in English. / *Answers questions about family and friendship relationships among characters. / Bimestrial evaluation report
Writing/spelling rubric
Oral presentations
Performance rubric (can communicate with no/ some/ lots of difficulties) / 2sessions