Specific Competency: Write a Short Report About a Historical Event

SCHEME OF WORK DIRECCIÓN DE EDUCACIÓN BÁSICA Cycle: 4 Weeks: 3 COORDINACIÓN GENERAL DEL Grade: 3rd Days: 9 PROGRAMA DE INGLÉS “PROGRESS” Unit: 3.2 Teacher:______JEFATURA DE ENSEÑANZA DE INGLÉS SECUNDARIA Social Practice of the language: Read and rewrite informative texts from a particular field Specific Competency: Write a short report about a historical event Environment: Academic and educational Product: Report anthology of historical events

STEPS OF CURRICULUM CONTENTS ACHIEVEMENT SUGGESTE ACTIVITIES- THE PRODUCT DOING KNOWING BEING S D IDEAS ASSESSME NT 1.Choose a historical *Activate previous knowledge. *Topic and intended *Use language to learn about *Formulates event. *Predict content. audience. history and to appreciate it. questions in *Identify textual organization. *Repertoire of words *Create a sense of unity and order to Group Read the texts and *Identify topic and intended necessary for this social harmony and avoid prejudice. distinguish exercises select the information. audience. practice of the language. *Promote respect for the work of between main 2 SESSIONS *Read historical texts. others by using information and Retelling *Identify new terms. sources. secondary *Point out information about ideas. key events. *Checks spelling *Recognize order and conventions meaning of a text. and adjusts *Adjust language in language accordance to intended according to audience and purpose. intended audience and purpose, to edit reports. 2. Choose a graphic *Recognize order and *Graphic and textual *Use language to learn about *Formulates resource to organize meaning of a text. components. history and to appreciate it. questions in Graphic information. *Identify chronological order. *Patterns of text *Create a sense of unity and order to organizers arrangement. harmony and avoid prejudice. distinguish Agree on a design *Promote respect for the work of between main for the anthology. others by using information and 2 SESSIONS sources. secondary ideas. *Links sentences together in order to make paragraphs. 3. Write the report. *Make questions to *Repertoire of words *Use language to learn about *Formulates distinguish between main necessary for this social history and to appreciate it. questions in Ordering 2 SESSIONS ideas and secondary ideas. practice of the language. *Create a sense of unity and order to *Write simple and complex *Syntactic features of the harmony and avoid prejudice. distinguish Summarizin sentences paraphrasing main English language: presence *Promote respect for the work of between main g ideas. of auxiliaries in declarative, others by using information and *Complete flow charts with negative and interrogative sources. secondary information that broadens sentences (e.g., That did ideas. main ideas. not happen; Does he make *Write simple *Rewrite sentences to include a hard decision?) and complex information that broadens *Double genitive (e.g., an sentences. main ideas. employee of hers). *Links *Emphasize and clarify ideas *Verb tenses. sentences in a text. *Adverbs. together in *Group sentences which give *Connectors. order to make similar information to form *Abbreviations. paragraphs. paragraphs *Writes a short *Write a short report. report, based on a model. 4. Edit the report to *Rewrite sentences to include *Syntactic features of the *Use language to learn about *Checks spelling create a final version. information that broadens English language: presence history and to appreciate it. conventions Rubrics for main ideas. of auxiliaries in declarative, *Create a sense of unity and and adjusts writing Create an index. *Emphasize and clarify ideas negative and interrogative harmony and avoid prejudice. language in a text. sentences (e.g., That did *Promote respect for the work of according to Sequencing Integrate the reports *Determine the order of key not happen; Does he make others by using information intended to the anthology and events in a timeline. a hard decision?) sources. audience and Presentation donate it to the school *Group sentences which give *Double genitive (e.g., an purpose, to s library. similar information to form employee of hers). edit reports. paragraphs *Verb tenses. *Read to check punctuation *Adverbs. 3 SESSIONS and spelling conventions. *Connectors. *Add, remove, change and/or *Abbreviations. reorganize information. *Adjust language in accordance to intended audience and purpose. *Write final version.