Cycle3 5th Grade Unit 1b

Administracin Federal de Servicios Educativos en el Distrito FederalDireccin General de Innovacin y Fortalecimiento Acadmico

Direccin de Programas de Innovacin Educativa Coordinacin del Programa de Ingls en el Distrito Federal

CYCLE 3, FIFTH GRADE SCHOOL TERM 2013-2014

GRADE: Fifth Grade UNIT: 1B SOCIAL PRACTICE: Read stories and legends aloud LEARNING ENVIRONMENT: Literary and Ludic SPECIFIC COMPETENCY: Read legends of interest to students and stimulate creativity

ACHIEVEMENTS

CONTENTS PRODUCT DOING WITH THE LANGUAGE KNOWING ABOUT THE

LANGUAGE BEING THROUGH THE

LANGUAGE Identifies plot, climax, body,

and ending.

Uses contextual clues and bilingual dictionary to find the meaning of words and phrases.

Associates elements of

legends to personal experiences.

Completes and writes

sentences to describe the properties and characteristics of an imaginary object.

Reinforces knowledge of

spelling and punctuation.

Explore childrens legends. Activate previous knowledge. Identify topic, purpose and intended

audience. Predict the content of legends based on

images and titles. Associate legends to personal

experiences. Read legends aloud. Select legends. Identify and define new words and

phrases. Mention settings. Compare differences and similarities of

specific patterns of behavior, values, and settings in English-speaking countries.

Contrast the setting of a legend with familiar settings.

Read names of magical objects. Identify properties, uses, functions and

characteristics of magical Objects. Make a written description of magical objects in a legend. Write names of magical objects. Complete and write sentences to describe

properties and characteristics of magical objects

Topic, purpose, and intended audience.

Graphic components: images, typography, etc.

Textual components: text, figures, and typographic symbols.

Repertoire of words necessary for this social practice of the language.

Differences in letter-sound correspondences between the mother tongue and English.

Adjectives: qualitative. Conventional writing

of words. Punctuation: upper-

case letters, exclamation marks, period, comma, and hyphen.

Abbreviations.

Understand legends as a reflection of the emotions and experiences of people and their cultures.

Appreciate oral tradition in ones culture and in English-speaking countries.

Show Interest in the reading aloud of childrens legends.

COLLAGE OF MAGICAL OBJECTS

Stage 1 Select a magical object from the read legends or suggest one. Stage 2 Point out the characteristics of the magical object and its owner. Stage 3 Describe the magical object orally and in writing, based on a model. Stage 4 Check that the writing is complete and complies with spelling and punctuation conventions Stage 5 Illustrate magical objects and write their description. Stage 6 Read the description of the magical object aloud to other classmates. Stage 7 Display the descriptions in a visible place in the classroom.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 3. Fase de expansin. Mxico, 2011



PRODUCT STAGES SUGGESTED ACTIVITIES

Stage 1

Ask Ss to mention what a legend is, its characteristics and structure (setting, narrator, plot, climax, body and ending). Elicit different popular legends, and have Ss remember if they know different versions of the same legend.

Have Ss explore the Readers book or other sources, and make predictions about the first chapter by looking at the title and images. Ss may express their ideas in Spanish because they are not able to use the structures. Provide any necessary help to motivate Ss to express their ideas in English.

Ss work in groups so they can talk about legends and have them share their versions. On the board have some examples of local legends for Ss to use as reference (Excalibur, La Llorona, The Popo volcano, etc.). Have Ss tell the characteristics of the magic objects mentioned in the legends they have explored; then, look at the visuals in their books and identify the legends mentioned. Brainstorm new vocabulary and have Ss copy it for further use when talking about legends.

Stage 2

Have Ss brainstorm well-known fairy tales, popular comic strips, or legends (The Pied Piper of Hamelin, Nahuala legend, Harry Potter, Ninjago). Then, ask them to think of objects related to them, e.g. magic spheres, a flying carpet, enchanted mirrors, different potions, magic pendants, bracelets, rings, etc. In teams Ss list different adjectives to be used in the description of magical objects. They may use a dictionary if necessary.

In teams Ss choose a fairy tale or fantastic story and relate it to the main character and the object he or she has. Then, they think of all the possible adjectives and effects the object can have when using it.

Have Ss choose from various options a magical object they can talk about. You can use a lottery pad including different magical objects.

Stage 3

Do a multiple-choice exercise to describe the magic objects seen in previous lessons, e.g. The magic wand can: a) help the prince to convert animals into humans, b) help the prince to make him invisible, c) help the prince to be stronger.

Give Ss a matching exercise handout to relate drawings of magic objects with a word or have them draw the object and add notes to make sure all the information is included, e.g. Name of object ____________ Material___________ Magic powers__________ Drawing__________.

Stage 4

Organize groups and ask each of them to choose one legend or fairy tale they want to work with for the final product. In their teams Ss find the common elements (main characters, plot, climax, body, and ending) in the legend or fairy tale they have chosen.

Ask Ss to design their own magic object. Ask them to reflect why they would like to have it and how they would use it. Ask Ss to write the characteristics and the description of their magical object, based on the model previously worked in stage 3. Make sure Ss mention name, material and aim.

Stage 5 Ask Ss to illustrate the magic object they have designed and write its description. Ss exchange their texts to do peer correction.

Stage 6

Have a competition so that the group chooses the most ingenious magic object. Have Ss read in groups somebody else's description of their magic object. Have Ss guess who the object belongs to and why. Correct mistakes in any respect when Ss read their descriptions of objects: pronunciation, correctness of vocabulary, structure and how attractive and convincing their objects seem to be.

Wrap up this activity with the fact that cultures are expressed through legends according to their origin.

Stage 7 Display the descriptions around the classroom and if time allows, Ss may make the object out of reusable materials. Invite other groups to see their magic objects collection.



BOOKS

Publishing House Teachers Book Activity Book Readers Book Brilliant! five

Santillana pp. 18-27 pp. 18-27 Stories

pp. 5-17 Do it! 5

University of Dayton pp. 26-36 pp. 10-15 Fiction

pp. 60-71 "Play and Play 5

Nuevo Mxico pp. 22-33 pp. 16-23 Narrative

pp. 5-16 Sunshine 5

Pearson pp. 12-21 pp. 12-20 Story

pp. 32-37 Think! in English 5

Ediciones SM pp. 25-34 pp. 12-17 Narrative

pp. 19-32 Yes, we can! 5

Richmond pp. 12-19 pp. 12-19 Fiction

pp. 3-12

Other resources http://www.teachchildrenesl.com,

http://www.learnenglishkids.britishcouncil.org http://www.teachingenglish.org.uk

http://www.teachingenglishgames.com http://www.eslgamesworld.com

Legends: http://www.inside-mexico.com/legends/legends.htm

http://www.worldoftales.com/folktales.html http://www.legendsofamerica.com/ah-legends.html http://www.robinhood.ltd.uk/robinhood/index.html

http://www.mythencyclopedia.com/index.html

Documents

Cycle3 5th Grade Unit 1b