SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 2

ENVIRONMENT: GRADE: 3rd

SPECIFIC COMPETENCE: UNIT: 5a

PRODUCT:

SESS

ION

S 4

-10

SESS

ION

S 1

1-1

2

CLOSING CLOSING

Show the diagram to other groups.

Then, display it in a visible place

inside the classroom.

Locate information in a graph.

Locate parts of a graph. Identify

visual and written information

linked by connectors. Observe

mechanics of writing in a graph.

Graphic and textual components.

Purpose and intended audience of

graphs. Nouns. Pronouns:

demnostrative (this, that, these, those).

Adverbs (here, there, etc.). Upper and

lower-case letters.

Unit review Unit review

Ask for permission so that Ss can

visit other classrooms to show

and explain their diagrams.A

ckn

ow

led

ge o

ne

's o

wn

an

d o

ther

s' e

ffo

rts

to e

xpre

ss t

hem

selv

es in

a la

ngu

age

oth

er t

han

th

e m

oth

er t

on

gue.

Res

pe

ct o

ther

s' p

rop

osa

ls.

DEVELOPMENT DEVELOPMENT

Rewrite the information to be

presented in the diagram. Design a

graph to present the information.

Decide on the type of connectors

(arrows, lines, etc.) that will be used.

Write a title that relates to the visual

and written information of the

diagram. Check that the writing of the

information is complete and without

omissions, replacements or

alterations in letters. Check that the

diagram contains all the data or

information to be presented. Place

the connectors in their corresponding

place and direction within the

diagram.

Recognize graphic and textual

components in graphs. Listen to

textual information in a graph.

Clarify the meaning of new words.

Identify information or verbal data

in a graph when hearing it. Spell

out words and practice their

pronunciation.

Nouns. Pronouns: demonstrative (this,

that, these, those). Adverbs (here,

there, etc.). Upper and lower-case

letters.

Which are the parts of a letter? What

are the steps to write a letter? First,

Then, After that, Finally. Do you write or

receive letters? Tell your friends about

your birthday. Which is the title of the

diagram? How many steps does it have?

How many connectors can you see?

Name of the person you are going to

write to. What is his/her address? Do

you want your envelope to look

different? What can you do? Will you

add other steps? Here is the... This is

the... That is the... These are... Those

are... At the bottom there are the... My

eyes are.... My nose and mouth are...My

ears are...and my hair is..., ...and....

parts of a letter and their

places, steps to write a letter,

letter, envelope, diagram,

links/connectors, entries,

fold, stick, parts of the body,

adjectives to describe people

(hair, face, body, etc.)

Listen to and complete sentences.

To read and order steps to do

something. Fill in a diagram by

using the sequence of steps and

material needed to do something.

Answer questions about a

diagram, the connectors, and

entries. Use adjectives to describe

things or people. Spell the unit's

vocabulary.

INITIAL INITIAL

Choose a topic, for example the

human body.

Explore illustrated diagrams for children

related to study topics. Predict topic based

on title, illustrations, and previous

knowledge. Identify purpose, intended

audience, and uses. Identify parts of

illustrated diagrams. Discriminate the

relation between illustrations and text,

based on connectors in a graph.

Graphic and textual components.

Purpose and intended audience of

graphs.

Which plants can we eat? We can

eat…. Which plant lives in a….habitat?

Do you like….? Which plants do you

like? Are all the plurals the same?

Which plants are near? Which plants

are far? This is… That is…. These are…

Those are…

plants, vegetables, parts of

plants: roots, stems, leaves,

fruits, seeds, plants’ habitats,

regular and irregular plurals,

near, far, this, that, those,

these

Identify graphic and textual components of

illustrated diagrams. Identify and locate

information in different types of graphs.

Write and identify the regular and irregular

plurals of words. Spell out words and

practice their pronunciation. Write

sentences using demonstrative pronouns.

To follow T's instructions and play “TIC-TAC-

TOE”.

STAGES OF THE PRODUCT DOING KNOWING BEINGSUGGESTED LANGUAGE

STRUCTURES

Educational and Academic

Find and interpret information in a graphic resource

VOCABULARY SUGGESTED ACTIVITIES

Record and interpret information in a graphic resource

DiagramSE

SSIO

NS

1-3

ACHIEVEMENTS (Tick when reached):

ASSESSMENT

Differentiates between graphic and textual information.

OBSERVATIONS:

WARM UPS MATERIAL MOTIVATIONAL IDEAS

Identifies different graphic types.

Understands various uses of graphics.

Discriminates the relationship between images and text.

Writes words following conventions.

TPR

To brainstorm vocabulary from

flashcards and posters.

Ice breaking activities.

Question and answer.

To review prior knowledge.

To play "Simon Says" to review body

parts.

To match pictures to words.

To sing a song.

To describe what you see in pictures and

draw the missing elements.

Observe individual and group

performance.

Have Ss ask and answer Yes/No

and Wh- questions.

Check rhythm, stress, and

intonation through songs and

chants.

Ask Ss to spell out words and

practice their pronunciation.

Have Ss listen to and follow

directions to check

comprehension.

Have Ss identify graphic and

textual components, connectors,

and entries of illustrated diagrams

by using flashcards/posters and

paper strips in a matching activity.

Have Ss write and identify the

regular and irregular plurals of

words by playing Hangman.

Have Ss use demonstrative

pronouns by playing Tic-Tac-Toe.

Have Ss use adjectives to describe

things or people with a drawing

dictation activity.

Dictate unit's vocabulary.

Have Ss listen to and complete

sentences.

Ask Ss to unscramble sentences.

pictures

drawings

diagram of parts of plants

a blank diagram chart

connectors and entries

a big body parts chart

vocabulary charts

sentence strips

word strips

magazines

bond paper

markers

pictionary

big Tic-Tac-Toe gameboard

To bring pictures and/or realia: roots (carrots and onions), stems (celery and asparagus), leaves (lettuce,

cabbage, and spinach), fruits (tomatoes and green beans), seeds (peas).

To bring the parts of a letter in big size, so Ss can put them in order and then put the correct name of

each part by using paper strips.

To bring a bond paper and follow instructions to make an envelope.

To bring a big body parts chart with paper strips for each body part, so Ss can match the body part with

its name.

To play "Simon Says" to review body parts.

To bring a big empty face and different face parts (different colors and sizes) so Ss can complete the face

according to a description said by the T or classmates.

Remember to have extra activities in order to optimize the use of L2.

SOCIAL PRACTICE OF THE LANGUAGE: CYCLE: 2

ENVIRONMENT: GRADE: 3rd

SPECIFIC COMPETENCE: UNIT: 5b

PRODUCT:

SESS

ION

S 1

1-1

2

CLOSING CLOSING

Place the ads in a visible spot inside

the classroom.

Identify words used to highlight

characteristics and qualities. Spell

out words. Identify words in an ad

and read them out loud.

Reorganize a previously jumbled

ad.

Composition of ads. Textual

components: slogan, phrases, additional

information, etc. Graphic

characteristics: size, shape, colors, etc.

Purpose, intended audience, and

message. Types of sentences. Nouns.

Adjectives. Punctuation.

Unit review Unit review

Have Ss show and describe their

ads to the rest of the class. Place

the ads around the classroom for

everyone to see.

Identify different kinds of events in the

community. Identify and describe different

kinds of advertised events. Identify

graphic and textual components in

advertisements. Identify what ads are for.

Ask and answer Yes/No and Wh- questions.

Identify words that highlight characteristics

and qualities (nouns, adjectives).

SESS

ION

S 4

-10

DEVELOPMENT DEVELOPMENT

SESS

ION

S 1

-3

INITIAL

Val

ue

th

e u

se o

f la

ngu

age

as

a to

ol f

or

dis

sem

inat

ing

info

rmat

ion

. Use

lan

guag

e a

s a

mea

ns

of

fost

erin

g

coex

iste

nce

.

INITIAL

Find out what community events

(like parties, sports, etc.) are to

take place in the upcoming dates,

and their general information.

Select one.

Explore printed ads about events

particular to a community. Identify

graphic and textual components.

Identify topic, purpose, and

intended audience. Examine the

distribution of graphics and textual

components. Identify some

characteristic of graphic resources.

Composition of ads. Textual

components: slogan, phrases, additional

information, etc. Graphic

characteristics: size, shape, colors, etc.

Purpose, intended audience, and

message.

What is the ad about? What do you

like the most about the ad? What are

ads for? Where do you find this kind

of ad? What is the intention of the ad?

Who will find the ad useful? What

kind of colors do they use?

colors, products, adjectives to

describe characteristics that

show qualities and defects,

feelings, places

SUGGESTED LANGUAGE

STRUCTURESVOCABULARY

Determine font, colors, and images of

the ad according to its purpose,

intended audience, and message, based

on a model. Decide the order and

proportion of graphic and textual

components in the ad. Write the

general information of the event, based

on a model. Check that the writing of

general information in the ad is

complete and without omissions,

changes or alterations in letters. Decide

the format of the ad (sign, leaflet, etc.)

and write the final version of the

graphic and textual information, making

sure proportions and distributions are

appropriate.

Understand the message in the ads

based on graphic resources and

previous knowledge. Identify the

names of advertised events. Find

and identify general information

(name, date, place, etc.) of events.

Clarify the meaning of new words.

Read information about an event

out loud. Recognize parts of

textual information. Identify font,

colors, punctuation, order, and

proportion. Point out the location

of general information.

Composition of ads. Textual

components: slogan, phrases, additional

information, etc. Graphic

characteristics: size, shape, colors, etc.

Purpose, intended audience, and

message. Types of sentences. Nouns.

Adjectives. Punctuation.

What is the objective of each ad?

Who do you think they are for? Do

you think they are useful? Are colors

important when you create ads? Color

related---to danger, to food. Color

used---to highlight information, to

indicate water, to indicate pollution,

for organic waste. Where can you---

invite... to...?, sell...?, reach...?,

vote...?, find products on sale?, watch

a football match? Where will you

show your ad? What colors will you

use? Which is your intended

audience? What is the idea you want

to share?

objective, advertisement,

problems, solutions,

community, help, fair, flu,

garbage, trash, recycling,

bottles, rewards, colors,

shapes, color codes

(emergency, safety, etc.),

symbols, places where you

cand find, invite, sell, watch,

or reach things or people.

Ask and answer Yes/No and Wh-

questions. Identify words that

highlight characteristics and

qualities (nouns, adjectives).

Write general information of

events using models. Identify and

write textual components of ads:

slogan, phrases, additional

information. Use graphic

components and characteristics in

ads. Identify problems and

possible solutions in their

community. Find out where you

can find information about

events.

SUGGESTED ACTIVITIES

Community event ad

Interpret messages in advertisements

Familiar and Community

Identify and understand messages in community advertisements

STAGES OF THE PRODUCT DOING KNOWING BEING

ACHIEVEMENTS (Tick when reached):

ASSESSMENT

OBSERVATIONS:

WARM UPS MATERIAL MOTIVATIONAL IDEASTPR

To brainstorm vocabulary from

flashcards and posters.

Ice breaking activities.

Question and answer.

To play a guessing game.

To review prior knowledge.

To play a game.

To play a miming game.

To match pictures to words.

Observe individual and group

performance.

Have Ss ask and answer Yes/No and

Wh- questions.

Have Ss spell out words and practice

their pronunciation.

Have Ss listen to and follow directions

to check comprehension.

Have Ss identify graphic and textual

components in advertisements by

using posters of different kinds of

advertisements and labeling their

different components.

Have Ss identify and describe different

kinds of advertised events by matching

the corresponding names.

Have Ss identify words that highlight

characteristics and qualities (nouns,

adjectives) by classifying them in a

chart.

Ask Ss to read, identify, and circle

mistakes in written texts in

advertisements and correct them.

Have Ss identify and write textual

components of ads: slogan, phrases,

additional information; by labeling and

matching the corresponding names.

Have Ss identify problems and possible

solutions in their community by

brainstorming ideas.

Dictate unit's vocabulary.

pictures

drawings

posters of different advertisements

vocabulary charts

sentence strips

word strips

adjectives flashcards

shapes and colors flashcards

color code (symbols) flashcards and chart

places where we can find information about

activities and events

To create a recycling campaign and involve the whole school to participate in it.

To bring products made with recycled materials.

To make a poster of environmental problems in Ss' community with their possible solutions.

To make a clothing accesory with recycled material and make an exposition.

To encourage Ss to self evaluate the final project, using rubrics.

Remember to have extra activities in order to optimize the use of L2.

Identifies some characteristics of the graphic and textual resources.

Understands the advertised message.

Identifies general information and qualities of events.

Identifies topic, purpose, and intended audience of ads.