COORDINACIÓN ACADÉMICA
Cycle: 2
Grade: 3rd
Unit: 5. Block A / Week: 1-4
Days: 1-11
Teacher:______
Social Practice of the language: Record and interpret information in a graphic resource
Specific Competency: Find and interpret information in a graphic resource
Environment: Educational and academic
Product: Diagram
STAGE OF THE PRODUCT / CONTENTS / ACHIEVEMENTS / SUGGESTEDASSESSMENT / SUGGESTED
Timing / ACTIVITIES-IDEAS
1. Choose a topic, for example the human body.
/
Write a title that relates to the visual and written information of the diagram. / Doing with the language
*Predict topic based on title, illustrations and previous knowledge.
*Identify purpose, intended audience and uses.
*Discriminate the relation between illustrations and text, based on connectors on a graph.
*Clarify the meaning of new words.
*Identify visual and written information linked by connectors.
Knowing about the language
*Graphic and textual components.
*Purpose and intended audience of graphs.
Being through the language
*Acknowledge one’s own and others’ efforts to express themselves in language other than the mother tongue.
*Respect others’ proposals. / *Understands various uses of graphics.
*Differentiates between graphic and textual information.
*Discriminates the relationship between images and text. / Talks
Discussions
Debates
Think aloud / 3 sessions
2. Design a graph to present the information.
/
Decide on the type of connectors (arrows, lines, etc.) that will be used.
/
Place the connectors in their corresponding place and direction within the diagram. / Doing with the language
*Identify parts of illustrated diagrams.
*Discriminate the relation between illustrations and text, based on connectors on a graph.
*Locate parts of a graph.
*Identify visual and written information linked by connectors.
Knowing about the language
*Nouns.
*Pronouns: demonstrative (this, that, these, those).
*Adverbs (here, there, etc.).
*Upper and lower-case letters.
Being through the language
*Acknowledge one’s own and others’ efforts to express themselves in language other than the mother tongue.
*Respect others’ proposals. / *Identifies different graphic types.
*Differentiates between graphic and textual information.
*Discriminates the relationship between images and text. / Activities with graphics
Graphic organizers / 3 sessions
3. Rewrite the information to be presented in the diagram.
/
Check that the writing of the information is complete and without omissions, replacements or alterations in letters. / Doing with the language
*Identify parts of illustrated diagrams.
*Listen to textual information on a graph.
*Identify information or verbal data on a graph when hearing it.
*Spell out words and practice their pronunciation.
*Locate information on a graph.
*Locate parts of a graph.
Knowing about the language
*Nouns.
*Pronouns: demonstrative (this, that, these, those).
*Adverbs (here, there, etc.).
*Upper and lower-case letters.
Being through the language
*Acknowledge one’s own and others’ efforts to express themselves in language other than the mother tongue.
*Respect others’ proposals. / *Understands various uses of graphics.
*Writes words following conventions. / Describing characteristics of people, places or things / 3
sessions
4. Check that the diagram contains all the data or information to be presented.
/
Show the diagram to other groups. Then, display it in a visible place inside the classroom. / Doing with the language
*Identify information or verbal data on a graph when hearing it.
*Locate information on a graph.
Knowing about the language
*Nouns.
*Pronouns: demonstrative (this, that, these, those).
*Adverbs (here, there, etc.).
*Upper and lower-case letters.
Being through the language
*Acknowledge one’s own and others’ efforts to express themselves in language other than the mother tongue.
*Respect others’ proposals. / *Determines when/If the diagram is complete and can be shared with other groups, then displayed. / Rubrics
(check that writing complies with grammar, spelling and punctuation conventions)
Presentation / 2
sessions