Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB
CYCLE 4, THIRD GRADE
SCHOOL TERM 2014-2015
GRADE: Third Grade UNIT: 3B
SOCIAL PRACTICE: Read and rewrite informative texts from a
particular field
LEARNING
ENVIRONMENT:
Academic and educational
SPECIFIC COMPETENCY: Write a short report about a historical
event
ACHIEVEMENTS
CONTENTS
PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT
THE LANGUAGE
BEING
THROUGH THE
LANGUAGE
Formulates questions in order to distinguish between main and
secondary ideas.
Writes simple and complex sentences.
Links sentences together in order to make paragraphs.
Writes a short report, based on a model.
Checks spelling conventions and adjusts language according to
intended audience and purpose, to edit reports.
Select and explore descriptions of historical events.
Activate previous knowledge.
Predict content.
Identify textual organization.
Identify topic and intended audience. Understand the content of
a historical text.
Read historical texts.
Identify new terms.
Point out information about key events.
Make questions to distinguish between main ideas and secondary
ideas.
Recognize order and meaning of a text.
Identify chronological order. Write a short report.
Write simple and complex sentences paraphrasing main ideas.
Complete flow charts with information that broadens main
ideas.
Rewrite sentences to include information that broadens main
ideas.
Emphasize and clarify ideas in a text.
Determine the order of key events in a timeline.
Group sentences which give similar information to form
paragraphs.
Write a short report Edit reports
Read to check punctuation and spelling conventions.
Add, remove, change and/or reorganize information.
Adjust language in accordance to intended audience and purpose.
Write final version.
Topic and intended audience.
Graphic and textual components.
Patterns of text arrangement.
Repertoire of words necessary for this social practice of the
language.
Syntactic features of the English language: presence of
auxiliaries in declarative, negative & interrogative sentences
(e.g., That did not happen; Does he take a hard decision?
Double genitive (e.g., an employee of hers).
Verb tenses.
Adverbs.
Connectors.
Abbreviations.
Use language to learn about history and to appreciate it.
Create a sense of unity and harmony, and avoid prejudice.
Promote respect for the work of others by using information
resources.
REPORT ANTHOLOGY OF
HISTORICAL EVENTS
Stage 1
Choose a historical event.
Stage 2
Read the texts and select
the information.
Stage 3
Choose a graphic resource
to organize information.
Stage 4
Write the report.
Stage 5
Edit the report to create a
final version.
Stage 6
Agree on a design to the
anthology.
Stage 7
Create an index.
Stage 8
Integrate the reports to the
anthology and donate it to
the school library.
SEP. Programa Nacional de ingls en Educacin Bsica. Segunda
Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de
expansin. Mxico, 2011
Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB
PRODUCT
STAGES SUGGESTED ACTIVITIES
Stage 1
Ask Ss to form teams using any grouping technique that is well
known to the teacher. It may be through a Find someone who activity
or forming
groups of: farm animals, zoo animals, wild animals, by colors,
vegetables, fruits, etc.
Once the teams are formed ask Ss to give ideas (one per team) on
the historical events they are more interested in such as: the
invention of computers,
the invention of internet, moon landing, the fall of the berlin
wall, etc. Have Ss cast votes and choose the most popular or best
known to Ss.
Alternatively this theme may be chosen from historical periods
already studied in the History subject from the present or previous
school years.
Propose cultures that are particularly fascinating, e.g. the
Egyptians, the Greeks, The Mayans, the Aztecs, the Romans, etc.
Stages
2 and 3
Have Ss look up information in encyclopedias, on the internet,
previous course books, etc. and bring the information preferably in
English. Select those
bits of the text that are particularly interesting for the
task.
Prepare a good set of questions to find out the information
needed for the task such as dates, places, important personalities,
background, reasons for
the event to have happened, etc. Gradually Ss should be in
charge of asking and answering the questions themselves. Example
questions: What
happened in .? Who was the responsible for? What was the
solution? What has happened since then?.
Offer a nice variety of graphic organizers for the Ss to choose
from, so that each team opts for one, such as: mind maps, concept
maps, summary
tables, etc. Even though the topic is common for everyone, each
team would contribute to the theme by using different graphic
resources.
Given the nature of the subject, suggest time lines, maps, comic
strips, where the chronological order of events is evident.
Alternatively, Ss may choose
an event in the continuity of that historical period to make the
anthology more attractive.
Stages
4 and 5
In the same teams Ss would go back to the text chosen and
highlight, underline, circle the relevant information for that
particular team. Have Ss re-write
that particular bit of information in their own words.
Have Ss make drafts to facilitate correction and enrichment.
Expect simple sentences from Ss. When Ss have attempted their first
draft have a session
on the use of linkers for the purpose of enumeration of a series
of events, or the right sequence of a given historical episode.
Possibilities range from
First, next, then, after that, finally to At the beginning, some
time later, soon, a few years later, in the end, etc.
Make sure Ss attempt their second draft with the insertion of
these devices to make their language production more complex.
Monitor as necessary, always promoting the use of English and
different types of correction such as self and peer correction.
Have Ss edit their report first in pencil to make all the
necessary corrections and adaptations. Once given a final check to
Ss work, they may type it out
or write it out in a font that is legible even for younger
Ss.
Stage 6
Have Ss agree on the design chosen for their anthology. As far
as possible have an assortment of graphic resources. If Ss do not
seem to agree on
one, raffle the possibilities in an effort to give the reports a
more professional presentation. Ahead of time decide on the types
of font used if it is decided
that all reports should be typed. If Ss use their handwriting,
make sure it is legible, standardized and correct. When they have
finished the design of the
anthology, ask them to show their work to other Ss.
Stages
7 and 8
Have the anthologies edited and exhibited. From this have Ss
analyze the information and decide on which section of the index
they want to work on,
reminding that an index is a list of contents indicating where
the contents appear. Ss may decide on the number of pages and a
separate index of
illustrations.
Towards the end of the month have Ss exhibit their anthologies
in the classroom. To give this social practice an added element of
communication, ask
Ss to prepare a short oral presentation of what their section of
the anthology is all about.
If time allows, have Ss check the quality and presentation, the
contents, the level of English and the use of linking devices to
join ideas through a short
rubric prepared ahead of time by Ss in conjunction with the
T.
