Specific Competency: Write a Short Report About a Historical Event
COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRESS”
JEFATURA DE ENSEÑANZA DE INGLÉS SECUNDARIA
Cycle: 4
Grade: 3rd
Unit: 3.2 / Weeks: 3
Days: 9
Teacher:______
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 OFTHE PRODUCT / cURRICULUM CONTENTS / ACHIEVEMENTS / SUGGESTED
ASSESSMENT / ACTIVITIES-IDEAS
DOING / KNOWING / BEING
1.Choose a historical event.
Read the texts and select the information.
2 SESSIONS / *Activate previous knowledge.
*Predict content.
*Identify textual organization.
*Identify topic and intended audience.
*Read historical texts.
*Identify new terms.
*Point out information about key events.
*Recognize order and meaning of a text.
*Adjust language in accordance to intended audience and purpose. / *Topic and intended audience.
*Repertoire of words necessary for this social practice of the language. / *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 sources. / *Formulates questions in order to distinguish between main and secondary ideas.
*Checks spelling conventions and adjusts language according to intended audience and purpose, to edit reports. / Group exercises
Retelling
2. Choose a graphic resource to organize information.
Agree on a design for the anthology.
2 SESSIONS / *Recognize order and meaning of a text.
*Identify chronological order. / *Graphic and textual components.
*Patterns of text arrangement. / *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 sources. / *Formulates questions in order to distinguish between main and secondary ideas.
*Links sentences together in order to make paragraphs. / Graphic
organizers
3. Write the report.
2 SESSIONS / *Make questions to distinguish between main ideas and secondary ideas.
*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.
*Group sentences which give similar information to form paragraphs
*Write a short report. / *Repertoire of words necessary for this social practice of the language.
*Syntactic features of the English language: presence of auxiliaries in declarative, negative and interrogative sentences (e.g., That did not happen; Does he make 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 sources. / *Formulates questions in order to distinguish between main and secondary ideas.
*Write simple and complex sentences.
*Links sentences together in order to make paragraphs.
*Writes a short report, based on a model. / Ordering
Summarizing
4. Edit the report to create a final version.
Create an index.
Integrate the reports to the anthology and donate it to the school library.
3 SESSIONS / *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
*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. / *Syntactic features of the English language: presence of auxiliaries in declarative, negative and interrogative sentences (e.g., That did not happen; Does he make 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 sources. / *Checks spelling conventions and adjusts language according to intended audience and purpose, to edit reports. / Rubrics for writing
Sequencing
Presentations