Compartida por: Diana Schreckenberger
0 votos
| 2938 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | IV | Semana | 29a |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer leyendas infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce algunas de las partes de una leyenda | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Say hello with your regular routine. |
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| Desarrollo | 00:40 | Start by asking your Ss: • What did you do yesterday? Write it on the board. Underline the word yesterday. Use different color markers to highlight question words and question mark. Listen to Ss answers 10’ T, have copies of the worksheet Modal could practice. Ss work in pairs, follow instructions and give one S a set of questions and to the other one the set with the answers. Ss work together to put together Q & A. 10’ Link in the Recursos column. Tell Ss how they are the main character in the stories they told you about their activities yesterday. Explain character: the main person/ animal/ object/ in a story. Show the PP presentation about modals as a review. 10’ Show the Arthur and the real Mr. Ratburn. 12’ |
Arthur and the real Mr. Ratburn. VIDEO 
Modal Verbs PPpresentation. 
Modal could practice.
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| Cierre | 00:05 | T, say goodbye with your regular routine. Tell Ss to be ready to answer questions about the Arthur story during the next session. |
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| Evaluación | Use previous knowledge to anticipate theme. • Relate personal experiences with content. • Participate when reading aloud. • Identify theme and purpose and receiver. • Distinguish and define new words and phrases. • Detect characteristics which define scenarios. • Differentiate protagonist from secondary character. • Identify definite and indefinite articles. • Recognize and identify characteristics of a character. • Determine the time in which the legend happens. • Structure of legends: beginning, development and ending. • Verbal tense: past. • Modals. • Nouns, adjectives, adverbs, indefinite articles. • Capital letters. • Punctuation. • To learn and appreciate cultural literary expressions in English. • Show interest to reading aloud. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2939 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | IV | Semana | 29b |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer leyendas infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce algunas de las partes de una leyenda | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Say hello with your regular routine. Ask Ss to tell you what they remember from the Arthur and the real Mr. Ratburn story from last session. |
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| Desarrollo | 00:40 | Listen to Ss recount the story. Make sure they use past tense to retell the story. 10’ Go back to the explanation of character. Give Ss a copy of the worksheet from the Character Trait Analysis set. Link in the “recursos” column. Follow instructions so Ss can solve the worksheet. 10’ Once Ss have identified who the main character is, and worked on the first worksheet, give them the worksheet from Arthur story Map. Have Ss work in pairs/teams so they have an opportunity to talk among themselves. 15’ T, there are instructions to follow in the first page before the worksheet. If you decide to follow those instructions I suggest you don’t do step 4. You decide. Using the already solved worksheet, go over the definition of main character and talk about his traits; talk about the rest of the worksheet. |
Arthur story Map 
Character Trait Analysis.
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| Cierre | 00:05 | T, say goodbye with your regular routine. Let Ss know you’ll be talking about other types of stories during the next session. |
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| Evaluación | Use previous knowledge to anticipate theme. • Relate personal experiences with content. • Participate when reading aloud. • Identify theme and purpose and receiver. • Distinguish and define new words and phrases. • Detect characteristics which define scenarios. • Differentiate protagonist from secondary character. • Identify definite and indefinite articles. • Recognize and identify characteristics of a character. • Determine the time in which the legend happens. • Structure of legends: beginning, development and ending. • Verbal tense: past. • Modals. • Nouns, adjectives, adverbs, indefinite articles. • Capital letters. • Punctuation. • To learn and appreciate cultural literary expressions in English. • Show interest to reading aloud. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2940 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | IV | Semana | 29c |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer leyendas infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce algunas de las partes de una leyenda | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Say hello with your regular routine. Get Ss ready to solve a Book Talk worksheet. Link in the “recursos” column. |
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| Desarrollo | 00:40 | T, have ready copies of the worksheet to give to Ss. Ask them to wait to solve it until the end of the story they are going to read. Project the Wikipedia two loving volcanoes. Link in the “recursos” column. Have Ss read aloud starting from Myths to the end of Legends. 5’ Clarify vocabulary questions 5’ Show the video Popocatepletl & Iztacihuatl. 3’ Ask Ss to solve the Book Talks make sure subject verb agreement is present. Let Ss know they will be talking about the story as if they had read it from a book. 10’ Have Ss work in teams and create their own brief version of the legend of the Popo and Izta. Ss share with the rest of the group. 15’ |
Popocatepletl & Iztacihuatl video 
Wikipedia two loving volcanoes 
Book Talks.
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
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| Evaluación | Use previous knowledge to anticipate theme. • Relate personal experiences with content. • Participate when reading aloud. • Identify theme and purpose and receiver. • Distinguish and define new words and phrases. • Detect characteristics which define scenarios. • Differentiate protagonist from secondary character. • Identify definite and indefinite articles. • Recognize and identify characteristics of a character. • Determine the time in which the legend happens. • Structure of legends: beginning, development and ending. • Verbal tense: past. • Modals. • Nouns, adjectives, adverbs, indefinite articles. • Capital letters. • Punctuation. • To learn and appreciate cultural literary expressions in English. • Show interest to reading aloud. | ||||||||
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