Compartida por: Diana Schreckenberger
0 votos
| 2823 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 25a |
| Tema | Leer y escribir recados y cartas | ||||||||
| Competencia a desarrollar | Comprender y responder invitaciones mediante cartas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica propósito, función, destinatario y remitente de distintas invitaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Tell Ss there are some events going on in your life right now and you will need some help with letter writing. T, use different color markers to highlight upper and lower caps, questions marks; modals, pronouns quantitative etc. depending on whatever the session is about. |
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| Desarrollo | 00:40 | T, there is a link to a site in the “recursos” column for you to print and place the illustration on the board. Keep there during the duration of the sessions with the letter writing theme. 5’ Write the following on the board. For example: • Your gold fish died and you “buried him” a few days ago. This is a sad situation. Some friends of yours have written letters to you and you’ll like to share them with your Ss. • Your birthday is coming and you need help writing and sending party invitations • You’ll need help after the party sending “Thank you” notes to the entire group of guest who brought gifts for you. • Your friend is looking for a job and she needs help writing a letter to the company she wants to work for. • You bought a new TV and it wasn’t what you expected, you want to complain to the seller about it. • You broke your sister’s favorite mirror and want to apologize for that. • Your brother lives in ________ with no e-mail communication. You want to send him a letter letting him know about the latest news here at home. • You are moving to a new home and want to invite your friends to come and visit for the first time. There is a house warming party! 15’ talking and writing on the board. T, there is a link to a site in the “recursos” column, to help you remember the important points on letter writing for English speaking countries. Please keep in mind that this site refers to letter writing in the UK. Letter writing in English speaking countries is different in various ways. We have for example, which is obvious, the way the date is written. In the USA we write month, day, and year. In the UK and the rest of Europe and Latin America the day is written first followed by the month, and year. There are also the information of sender and receiver written on the letter. Keep this in mind when reading the resource previously mentioned. Show illustrations 1, 2 and 3 from Writers Workshop Letter Writing from the “recursos” column. Talk about them 5’ Start with your life situation number 1: A sad situation. There is a link on the “recursos” column. Take the text from Letter #2 and use it for our purpose. Place the text on a letter sample using your personal information in the appropriate place as well as the information from the sender. Show the letter to your Ss and read it aloud. Comment on the content of the letter. 5’ Point at the parts of the letter: • Sender’s information. • Receiver’s information • Address • Date • Greeting • Body of the letter • Closing • Signature Show illustration number 4 from the Writers Workshop Letter Writing. Finish the session by highlighting the points shown in the 4 pages of illustrations. 10’ |
Sample letter sympathy for the loss of a pet. Sad situation. Write express. 
3. Writers Workshop Letter Writing_ 
Letter writing for kids. Teachers resource 
Image/ Illustration sending a letter. Final destination
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| Cierre | 00:05 | T, say goodbye with your regular routine. Remind Ss there are other situations you need help with. Ask them what they would say to their friends if they wrote letters like that one to them. |
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| Evaluación | Explore different kinds of invitations. • Infer purpose. • Distinguish parts of the invitation. • Find the right order of a letter. • Identify receiver. • Recognize situations when letters are used. • Interpret invitations in letters. • Recognize register. • Determine the nature of the invitation: sad, happy, family, community, public, private, free or not, etc. • Classify invitations from the formality or informality of them. • Write sentences about date, time and place of the event. • Identify elements of what is expected to respond e.g. bring something; confirm assistance etc. • Make sure all elements of an invitation are complete and answered. • Write information of sender and receiver. • Recognize structure; greeting, message, goodbye. • Textual components: place, date, signature, addressee, etc. • Vocabulary necessary for the social use of the practice. • Verbal tense: Future. • Modal verbs. • Possessive pronouns. • Countable and uncountable nouns. • Punctuation. • Abbreviations. • Show courtesy. • Use of language to propose and invite. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2824 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 25b |
| Tema | Leer y escribir recados y cartas | ||||||||
| Competencia a desarrollar | Comprender y responder invitaciones mediante cartas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica propósito, función, destinatario y remitente de distintas invitaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Remind Ss of your question from last session. What they would say to their friends if they wrote letters like that one to them. |
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| Desarrollo | 00:40 | Listen to what Ss have to say. 5’ Tell Ss it is part of social etiquette to write a Thank you note. Review the site presented in the “recursos” column. Use text from the site or variations of the same to write a letter on the board for Ss to see, as you write ask Ss to give you the names of the various parts of a letter. 10’ Have Ss work in teams or in pairs and ask them to write a letter so you can use them as inspiration for your own Thank you notes. 10’ I’m including a link to a resource for you in the “recursos” column that refers to Thank you note writing etiquette. I hope you find it helpful. Bridge the conversation mentioning some friends of mine Introduce/ review Possessive pronouns 10’ Give possessive pronoun worksheet for them to solve 5’ |
Possessive Pronoun/Deductive Reasoning: A Trip to the Store 
Proper Etiquette: How to write Thank you notes. 
Pet grieving thank you notes
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| Cierre | 00:05 | T, say goodbye with your regular routine. Remind Ss there are other letters you need to write and need their help to do so. |
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| Evaluación | Explore different kinds of invitations. • Infer purpose. • Distinguish parts of the invitation. • Find the right order of a letter. • Identify receiver. • Recognize situations when letters are used. • Interpret invitations in letters. • Recognize register. • Determine the nature of the invitation: sad, happy, family, community, public, private, free or not, etc. • Classify invitations from the formality or informality of them. • Write sentences about date, time and place of the event. • Identify elements of what is expected to respond e.g. bring something; confirm assistance etc. • Make sure all elements of an invitation are complete and answered. • Write information of sender and receiver. • Recognize structure; greeting, message, goodbye. • Textual components: place, date, signature, addressee, etc. • Vocabulary necessary for the social use of the practice. • Verbal tense: Future. • Modal verbs. • Possessive pronouns. • Countable and uncountable nouns. • Punctuation. • Abbreviations. • Show courtesy. • Use of language to propose and invite. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2825 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 25c |
| Tema | Leer y escribir recados y cartas | ||||||||
| Competencia a desarrollar | Comprender y responder invitaciones mediante cartas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica propósito, función, destinatario y remitente de distintas invitaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Remind Ss you need to write your birthday invitation. |
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| Desarrollo | 00:40 | Before the BD invitation, talk about different kinds of invitations. There is a link in the “recursos” column for you to visit with your Ss. Make sure you highlight the fact that your BD is coming Read the page and have Ss work in pairs and practice having a dialogue like the one in the page or a dialogue related to accepting or denying invitations. This is an opportunity to review modals Would and Could. 15’ T, there is also a link to a resource page for you which talks about English language Ss learning to invite people. I hope you find it helpful. Using the link to the images of birthday invitations ask Ss to pay attention to a few facts about them. Write on the board. All of them point at: • Date • Time • Place • What the invitation is about Very important facts when writing invitations. 10’ There is a link in the “recursos” column to a site where Ss can create BD invitations. Visit the site and have Ss create an invitation making sure they answer the questions: • When • What time • Where • What 10’ Work in pairs asking and answering each other: T, write on the board 5’ • What is the invitation about? • When is the party? • At what time? • Where is the party? |
To create BD invitations. Greetings island 
Images BD invitation 
Making invitations.My English Pages
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
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| Evaluación | • Explore different kinds of invitations. • Infer purpose. • Distinguish parts of the invitation. • Find the right order of a letter. • Identify receiver. • Recognize situations when letters are used. • Interpret invitations in letters. • Recognize register. • Determine the nature of the invitation: sad, happy, family, community, public, private, free or not, etc. • Classify invitations from the formality or informality of them. • Write sentences about date, time and place of the event. • Identify elements of what is expected to respond e.g. bring something; confirm assistance etc. • Make sure all elements of an invitation are complete and answered. • Write information of sender and receiver. • Recognize structure; greeting, message, goodbye. • Textual components: place, date, signature, addressee, etc. • Vocabulary necessary for the social use of the practice. • Verbal tense: Future. • Modal verbs. • Possessive pronouns. • Countable and uncountable nouns. • Punctuation. • Abbreviations. • Show courtesy. • Use of language to propose and invite. | ||||||||
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