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Weekly Planning MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés Night Schools Level 7th Unit 3 CEF level to be reached: A1.1 Scenario: Getting Back to Nature Enduring Understanding Costa Rican natural beauty can be enjoyed by experiencing its wonders when traveling. Essential Question How can people more closely experience nature when visiting places? Assessment and Goals Week 1 Week 2 Week 3 Week 4 Weeks 5/6 Assessment: L identifies Assessment: L recognizes Assessment: L recognizes Assessment: L talks about tours instructions for games and some isolated vocabulary, specific information about and plans briefly. Assessment follows teacher or students’ terms, and main ideas from natural beauties and wonders. SI.1. talk briefly about tours modeling of the activity. specific subject areas. L.3. recognize specific and plans. L.1. identify instructions for L.2. recognize some information on natural Anecdotal reports / rubrics / instruments for self games and follow teacher’s isolated vocabulary terms beauties and wonders. Assessment: L describes what and co-assessmen.t or students’ modeling of the and main idea in oral he/she likes about places and activity. advertisements or Assessment: L recognizes traveling plans. conversations. specific details in texts SP.2. describe what he/she Suggested Integrated Mini project Assessment: L identifies key accompanied by illustrations. likes about places and tours. words related to nature in Assessment: L recognizes R.4. understand specific – Advertisement texts. main ideas in texts. details in texts Assessment: L writes simple – Brochure R.2. identify key words R.3. understand main accompanied by descriptions of traveling places and – Board game related to nature in texts. ideas in familiar texts illustrations. plans. about natural beauties W.2. write simple descriptions Possible Adaptations for Adult Learners Assessment: L provides basic and wonders Assessment: L asks people for on traveling places and Conduct a night tour of a natural space in information about favorite accompanied by information related to places, making plans, checking written the community natural beauties in the country illustrations. tours and plans. sentences to look for mistakes Interviews (could be on camera) classmates and wonders all over the world. SI.3. ask people for (e.g. subject-verb agreement, and shares results for a travel segment of SP.1. provide basic Assessment: L completes information related to places, capitalization, spelling, and an entertainment program information about familiar gapped sentences using a tours and plans. basic punctuation). things (e.g. favorite natural word list of familiar words. 1 MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés beauties in the country and W.1. complete gapped Assessment: L asks somebody Show the results of a DIY (Do it yourself) wonders all over the world). sentences using a word to repeat what he or she said project using natural materials list of familiar words. more slowly. SI.2. ask somebody to repeat what they said more slowly. Can Do related to Phonology to be inserted as appropriate each week Assessment: L recognizes by manipulating English language sounds using knowledge in phonics, syllabification and word parts. R.1. identify English language sounds using knowledge in phonics, syllabification and word parts. Theme Theme Theme Theme Natural Wonders in my Marvels in Costa Rica A World of Wonders Where can I go next? Backyard Function Function Function Function • Identifying natural • Giving information about • Telling about natural world • Describing where I can go to elements in my marvels in CR natural wonders. enjoy natural beauties. community. beauty. Discourse Markers Discourse Markers Discourse Markers Discourse Markers – and, but, because – and, but, because – and, but, because – and, but, because Grammar & Sentence Grammar &Sentence Grammar & Sentence Frames Grammar & Sentence Frames Frames Frames Wh-Questions Wh-Questions There is/are There is/are What are some natural What are some natural things in In my patio/backyard there In my patio/backyard things in your your home/country? is a _____ (tree) there is a _____ (tree) home/country? What examples of natural In Costa Rica there are In Costa Rica there are What examples of natural beauty are there in _____ _____ national parks. _____ national parks. beauty are there in _____ (country)? In Costa Rica there is a In Costa Rica there is a (country)? Biological Reserve. Biological Reserve. Phonology Phonology Phonology Phonology Short vowel sounds Short vowel sounds Short vowel sounds Review short vowel sounds (-at) in orally stated single- (-en) in orally stated single- (-ad) in orally stated single- (-at,-en, -ad) syllable words. (e.g. hat) syllable words. (e.g., pen) syllable words. (e.g. mad) 2 MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés Vocabulary Vocabulary Vocabulary Vocabulary Natural Wonders in My Marvels in Costa Rica World Natural Wonders Where can I go next? Backyard Costa Rica Natural Mount Everest, Harbor-Rio places, attractions, activities to nature, trees, plants, Marvels de Janeiro, Great Barrier do rivers, lakes, mountains, National Parks, Biological Reef, Victoria Falls, flora, fauna, hot springs, Reserves, caves, beaches, Paricutin Volcano volcanoes, etc. volcanoes, lake, rivers, Grand Canyon, Aurora mountains, cloud/rain/dry Borealis forest Psycho-social Psycho-social Psycho-social Psycho-social Appreciating natural Being aware and Being aware and committed Being aware and committed to wonders committed to protecting to protecting the protecting the environment the environment environment Sociocultural Socio-cultural Sociocultural Sociocultural Quotes Promoting the enjoyment Idioms Quotes Stop and smell the roses. of natural wanders for all. Getting back to nature “Let’s save our planet” When it rains, it pours. A breath of fresh air In deep water 3 MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés Didactic Planning Week 1 Level: 7th Unit: 3 Domain: Socio-Interpersonal and Transactional Scenario: Getting Back to Nature Theme: Natural wonders in my backyard Enduring Understanding: Costa Rican natural beauty can be enjoyed by experiencing its wonders when traveling. Essential Question: How can people more closely experience nature when visiting places? Learn to Know Learn to Do Learn to Be and Live in Community Grammar & Sentence Frame Function Psycho-social What are these? Identifying natural elements in my community Appreciating local natural wonders. There is___. Is there____? Yes/No. (backyard) There are___. Are there____? Yes/No. Socio-cultural I like my___. Discourse Markers Promoting the enjoyment of natural wonders Connecting words: and, but for all. Phonology /-at/ Vocabulary backyard, flower, cat, dog, tree, grass, stones, nature, living, non-living things, cat, garbage, trash can, plants, rivers, lakes, mountains, flowers, bugs, rocks, flora, fauna 4 MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de Tercer Ciclo y Educación Diversificada Asesoría Nacional de Inglés Time Assessment Didactic Sequence Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening Total: Strategies & Learner can Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading 90 min (3 Evidences Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing lessons) Written Production: Pre-w riting; Drafting; Revising; Editing Pre-teaching Learner… Routine – Checking attendance, checking in with Ls, posting and reviewing the week goal 5 min and class agenda, etc. Warm up T calls attention to the adaptation of the Essential Question already written on the board: 5 min How can people more closely experience nature when visiting their backyards? Using a picture of a house and backyard and an example or examples of realia from nature (bug in a jar, stone, leaf, flower, etc.) and miming, T shows what a backyard is, showing a picture of the backyard. Pre-task: reading to listen identifies key R.2. identify key T explains the task goal and asks L what he/she knows about the topic by using showing 10 min words related to words related to pictures or realia of nature items from different backyards (e.g., grass, tree, flowers, stones) nature in texts by nature in texts. and responds to Qs: What are these? T writes the word “backyard” on the board in the center brainstorming/ of a cluster graphic organizer. T asks What is in a backyard? Ls name the words supported eliciting vocabulary by pictures (using prior knowledge) and perform choral repetition. (T writes only the and completing a responses (waiting to add new vocabulary later) on the board as words coming out of the graphic organizer. center). backy ard tree In small groups, L elicits more vocabulary about what might be in a backyard using the letters 10 min of the word “backyard” as a guide with each word beginning with a letter from that word. For example: 5 MINISTERIO DE EDUCACIÓN PÚBLICA Dirección de Desarrollo Curricular Departamento de
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