Monthly Plan 2011 2012 Ilse

8/2/2019 Monthly Plan 2011 2012 Ilse

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Monthly Plan

Teacher (Write full name) Ilse Patricia Berrueta Zrate Month March

School: Juan Escutia Grade (Do a planner per grade) _3rd___ Unit __2/B__

SocialPractice(Use it, as it appears in the Syllabus): Offer and receive information about

oneself and acquaintances.

Specific Competency (Use it, as it appears in the Syllabus):Understand information about ones

own and others daily routines

Achievement ( Its outcomes cannot be modified, replaced or deleted):

Identifies in oral and written form words that describe daily routines.

Understands and expresses schedules. Follows and gives instructions to carry out daily

routines. Identifies differences and similarities in the writing of daily routines. Dictates words.

Environment:(Familiar and community, educational and academic, or literary and ludic)

Familiar and community

Product (Use the Syllabus' products. Distribute its stages, week by week, until accomplish them):

List of activities:

- State daily routines to be describe: have breakfast, shower, etc.

- Plan the writing of statements to make the list, considering the number of statements

and the order in a chronological sequence.

- Enlist in written form the statements that correspond to the activities, according to the

planed sequence.

- Include illustrations that represent the activities stated in the sentences.

- Check that the writing of statements is complete and complies with spelling

conventions, in pairs first and then with help from the teacher.

- Compare the list and decide the format in which they shall be presented (sign, card,

etc).- Show the list to an audience chosen by the group and the T.

Class Types of Contents. Didactic sequence. Purpose of the class.

Doing Knowing Being

1

Material: Ss book, flashcards, memory game cards, Ss

book.

Process:

1.-Ss will be asked about the thing they normally do

during the day.

2.-T will stick on the board some images mentioned by

Ss.

3.-Ss will then be asked for the order of the images in

the board and order them.

4.-T will teach the activities (take a shower, brush my

teeth, etc) and have Ss repeat aloud.

5.-Ss will answer page 36 Ss book;

- Ss will listen to the recording and number the images

as they are mentioned. (assessment)

- Ss will look for daily activities in a word soup/.

Objective: Ss will be

introduced to daily

activities by predicting

meaning thru images and

playing

2

Material: Ss notebook, Ss book, colors memory game.

Process:

1.-Ss in pairs will cut out a memory game and match

the images with the corresponding sentences.

(Assessment, check list).

2.-T will teach a couple of more daily activities using

Ss will review daily

activities and be introduce

to some more by playing

and drawing.


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images and labeling them.

3.-Ss and T will repeat aloud, chorally and individually.

4.-Ss will make drawings of the activities and will label

them.

5.-Ss in pairs will repeat and point to the activities in

their notebook.

3

Material: Ss book, readers.

Process:1.-T will stick on the board some images of daily

activities; a couple of Ss will be given strips of paper

with the written routine and will come to the board

and paste it with its corresponding image.

2.-T will pre-teach vocabulary of the text the ant and

the squirell. (watch out, hurry, of course, etc.)

3.-T and Ss will repeat aloud chorally and individually.

4.-Ss will write the words in their notebook and

explain/review meaning with their classmate.

(assessment)

5.-Ss and T will read the text. Some paragraphs T and

then a S.

Homework: Ss will read text.


activities by playing and

reading a narrative text.

4

Material: Ss book, readers book.

Process:

1.-Writing competition, teams by lines, a S of each line

will pass to the board and write the activity mentioned

by a S.

2.-Ss will read in pairs (twice) the text from prev. class.

3.-Ss will then answer page 37 Ss book.

- Ss will identify the activities done by the characters in

the text and check what was done by one of them.

- Ss will then write the missing letters in the activities

read.

4.-Answers will be checked in pairs then with the

whole group.


activities by reading a

narrative text.

5

Material: Ss book, notebook, colors, flashcards.

Process:

1.-T will paste on the board some images of the

different moment of the days and on one side will

paste paper strips that say morning, afternoon,

night/evening.

2.-A couple of Ss will be asked to pass and put a paper

strip where they thing it belongs (image). T will correct

if necessary.

3.-T will explain aprox from what time to what time is

each moment.

4.- T and Ss choral and individual repetition.

5.-Ss will be asked to make a drawing of each moment

and label it.

6.-Ss will then be asked to write 2 daily routines they

do under each moment of the day.

Ss will be introduced to the

moments of the day by

looking at images, playing

and drawing.

6

Material: ball, paragraph, Cd, Cd player, Ss book, Ss

notebook.

Process:

1.-A ball will be thrown around the classroom and who

Ss will review time of the

day and daily activities by

listening to a recording,

completing and writing

routines.


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ever catch the ball, when the T stops the music, will say

a daily activity and the time of the day it is done.

2.-T will paste a brief paragraph of her daily activities

on the board (I wake up at 8 am. In the morning I eat

breakfast then I take a shower, etc)

3.-T with a couple of Ss help will read it aloud.

4.-Ss will listen to a recording (track 20) and complete a

paragraph according to what they listen to.

5.-Ss will be asked to write a brief paragraph in pairs

using their own information. (assessment, check list).

7

Material: Ss book, colors, readers book.

Process:

1.-Ss will be asked to read the text the ant and the

squirrel and focus on the activities done by each

characters.

2.-Ss will answer ex. 1 Ss book pge 40. Ss will identify

the activities and make a drawing of the character that

does the specific activities written.

3.-Ss will then analyze the activities of each character

and will write the similar and different ones done by

each character. Ex. 2 Ss book.

4.-Ss will be asked to check the answers in pairs and

correct if necessary.

5.-T will ask the group the differences and similarities

and write them on the board, Ss will correct any error.

6.- A couple of Ss will be asked to pass to the front and

perform an activity done by one character. (repeat

with different activities and S) (assessment)


routines by identifying

similarities and

differences.

8

Material: Ss book.

Process:

1.-T will elicit from Ss the daily activities and moments

of the day.

2.-Ss will be asked to open their Ss book to pge 40; Ss

will complete the phrasal verbs by matching.

3.-T will ask a couple of Ss what they do and at what

moment of the day.

4.-Ss will answer page 41 ex. 4; they will draw some of

their daily activity.

5.- Ss will answer page 41 ex.5 and 6; Ss will write the

sentences of the daily activities according to the

drawing made.

6.-Ss will then share orally with a classmate their

activities.

Ss will complete phrasal

verbs by matching and will

write and draw about their

personal daily activities.

9

Material: Ss notebook, examples.

Process:

1.-Ss will randomly be asked what they do and when

they do a certain activity.

2.-T will ask randomly how did she asked the questions

expecting Ss to answer with the wh questions.

3.-T will write example questions and answers on the

board and have a S read it aloud.

4.-T will explain the use and give them a couple of

more examples and elicit examples from Ss.

5.-Ss will write examples in their notebook and will be

asked to write 5 more questions on their own.

(assessment)

Ss will be introduced to wh

qs (what do you, when

do you) by writing and

asking classmates.


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6.-Ss will then ask 2 classmates the questions and write

the answers given. (assessment)

10

Material: Ss notebook

Assessment: checklist.

Process:

1.-Ss will be divided in teams of 5 or 6 Ss.

2.-Ss will stick 3 images of the different moments ofthe day and will give a couple of paper strips with

activities to each team.

3.-a S of each team will go to the board and stick the

daily activity in the moment of the day it belongs.

4.-T will stick a couple of questions with answer about

daily routines on the board and will model a brief role

play with a S using those examples.

5.-Ss in their own team will write a brief role play using

the wh question learnt and the answers using the daily

routines and moments of the day.

Ss will review questions

and answers about daily

activities by role playing.

11

Material: Ss notebook, T example, Ss qs and answers.

Assessment: observation check list.

Process:

1.-The teams will role play in front of the class the work

done previous class.

2.-After role playing Ss will be explained about the

product that will be done (daily routine report).

3.-The Ss will be divided in different teams and will

then be explained the material needed and write down

to bring as homework.

4.-Ss in their teams will have to write and illustrate

what and when do they do certain daily routines.

5.-Each Ss will have to speak min twice.

6.-Ss will get together and start writing their report of

their daily routine and ordering them in chronological

order. (notebook)

Ss will present a role play

practicing questions and

answers about daily

routines and will began the

report product.

12

Material: markers, cardboard, colors, glue, scissors,

white sheets. Ss notebook.

Assessment: observation, checklist.

Process:

1.-Ss will get together in their teams and start writing

their routines.

2.-Ss will make drawings of their daily activities written.

3.-Ss will paste the drawing with the corresponding

activities in their cardboard.

4.-Ss will study the activities to present next class to

their classmates.

5.-During the whole class T will monitor and check Ss

work.

Objective: Ss will keep on

working on their report.

Assessment Instruments:

Notes:(If you didn't accomplish the Unit's aims, continue the following month. Add a brief explanation in notes).

Hello Ilse, You're catching on, Teacher! Missing: 1 Achievement's outcome, and you've skipped


5/5

1 product's stage. Super work, Teacher! =)

Documents

Monthly Plan 2011 2012 Ilse