Compartida por: Diana Schreckenberger
0 votos
| 2941 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | IV | Semana | 30a |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer leyendas infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce algunas de las partes de una leyenda | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Say hello with your regular routine. Today the session starts with a game. |
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| Desarrollo | 00:40 | Allow Ss to play a game to review Indefinite articles. 15’ Link in the Recursos column. Remind Ss about the story of Arthur and the legend of Popo and Izta. Give them the text from the legend two loving volcanoes and ask them to circle as many indefinite articles as they can in the next 10’. Ask Ss to write on a piece of paper the setting where the stories took place. School hall, street, library, park, etc. Ask them to also write in what time the stories took place. Make sure they use past tenses. T, you decide if this activity is done individually in pairs or as a team. 15’ |
Indefinite articles 
Wikipedia two loving volcanoes
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
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| Evaluación | Use previous knowledge to anticipate theme. • Relate personal experiences with content. • Participate when reading aloud. • Identify theme and purpose and receiver. • Distinguish and define new words and phrases. • Detect characteristics which define scenarios. • Differentiate protagonist from secondary character. • Identify definite and indefinite articles. • Recognize and identify characteristics of a character. • Determine the time in which the legend happens. • Structure of legends: beginning, development and ending. • Verbal tense: past. • Modals. • Nouns, adjectives, adverbs, indefinite articles. • Capital letters. • Punctuation. • To learn and appreciate cultural literary expressions in English. • Show interest to reading aloud. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2942 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | IV | Semana | 30b |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer leyendas infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce algunas de las partes de una leyenda | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Say hello with your regular routine. This session will start with a computer game to review Irregular past verbs. |
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| Desarrollo | 00:40 | Irregular Past Tense ESL Jeopardy game. Link in the “recursos” column. 10’ When the game is over project VP Cano’s Blog so Ss can read: The legend of Chocolate. T, place an illustration of chocolate on the board. Link in the “recursos” column. Start the reading after the title where it says; Quetzalcóatl visits the earth. T, this is a rather long reading for a 4rd grader. Have Ss take turns to read and pause to clarify vocabulary when needed. If school regulations allow, bring little pieces of chocolate for Ss to have one piece each. Bring two different kinds of chocolates. Bite size work great. If you are economy conscious use M&Ms of two different colors. Allow Ss to choose two or three M&Ms but they all have to be of the same color. By using two colors, Ss will be “choosing” two different teams and the group will be divided in a very random way. Sometimes this is best for Ss so they can have an opportunity to talk to other Ss without having the same team members all the time. When the reading is over have Ss work in teams and exchange their opinion about the legend they just read. 20’ Talk about Punctuation. There is a link in the “recursos” column. The worksheet from University of Houston Clear Lake mentions 13 points. You can talk about them briefly and show the worksheets if necessary, there are six of them. Mention the importance Punctuation marks have when writing a story. 10’ |
Illustration of chocolate 
University of Houston Clear Lake. Punctuation 
VP Cano. Blog 
Irregular Past Tense ESL Jeopardy
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| Cierre | 00:05 | T, say goodbye with your regular routine. Enjoy your chocolate! |
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| Evaluación | • Use previous knowledge to anticipate theme. • Relate personal experiences with content. • Participate when reading aloud. • Identify theme and purpose and receiver. • Distinguish and define new words and phrases. • Detect characteristics which define scenarios. • Differentiate protagonist from secondary character. • Identify definite and indefinite articles. • Recognize and identify characteristics of a character. • Determine the time in which the legend happens. • Structure of legends: beginning, development and ending. • Verbal tense: past. • Modals. • Nouns, adjectives, adverbs, indefinite articles. • Capital letters. • Punctuation. • To learn and appreciate cultural literary expressions in English. • Show interest to reading aloud. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2943 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | IV | Semana | 30c |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer leyendas infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce algunas de las partes de una leyenda | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Say hello with your regular routine. Today the session starts by analyzing some characteristics of The legend of Chocolatl |
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| Desarrollo | 00:40 | Give Ss the worksheet Story complex Map1. Link in the “recursos” column. The whole class solves this together. 10’ Divide the group in teams. Have Ss draw pictures to illustrate the legend. Their drawings must be done in half letter size construction paper. They ought to draw scenes to emphasize setting, characters, time in which the legend occurs; beginning middle and end. Ss can also draw their favorite part of the legend. There must be a minimum of three cards per team Feel free to have them draw one part or aspect of the story or as many as they want. 25’ When Ss have finished invite them to work on the worksheet about “a” or “an”. Ss can work in pairs to have an opportunity to dialogue. 5’ Link in the “recursos” column |
Write a/ or an worksheet 
Story complex Map. Reading rockets.
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| Cierre | 00:05 | T, say goodbye with your regular routine. Collect all cards Ss made. |
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| Evaluación | • Use previous knowledge to anticipate theme. • Relate personal experiences with content. • Participate when reading aloud. • Identify theme and purpose and receiver. • Distinguish and define new words and phrases. • Detect characteristics which define scenarios. • Differentiate protagonist from secondary character. • Identify definite and indefinite articles. • Recognize and identify characteristics of a character. • Determine the time in which the legend happens. • Structure of legends: beginning, development and ending. • Verbal tense: past. • Modals. • Nouns, adjectives, adverbs, indefinite articles. • Capital letters. • Punctuation. • To learn and appreciate cultural literary expressions in English. • Show interest to reading aloud. | ||||||||
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