MONTHLY PLAN 2011-2012-MARÍA ELENA CALDERÓN

8/2/2019 MONTHLY PLAN 2011-2012-MARA ELENA CALDERN

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Monthly Plan

Teacher (Write full name) Mara Elena Caldern Segura Month March

School: Francisco Villa Grade(Do a planner per grade) _3rd___ Unit __4/A__

SocialPractice(Use it, as it appears in the Syllabus):Listen to and express immediate practical

needs

Specific Competency (Use it, as it appears in the Syllabus): Identify and understand expressions

to get what one wants or needs from others

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

Uses non-verbal language to identify needs or requests expressed by others.

Writes expressions and short sentences.

Reads expressions aloud.

Recognizes words that express needs or desires.

Done!

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):

Best wishes cards

Decide on the number of classmates that will receive a card.

Write sentences expressing best wishes, based on a model.

Check that the writing of the sentences is complete and does not present letter omissions,

replacements or alterations.

Write the final version of the sentences on a card, illustrate it and write the name of the

classmate that will receive it.

Read aloud the message of the card to practice pronunciation.

Deliver the card to the classmate or classmates to whom it is addressed. Done!

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

Doing Knowing Being

1

Students will present their Solar System (3rd A)and the

Dinosaum,r Worldkj (3rd B).

In pairs, students will answer questions about their

works.

Assessment Tool: rubric

2

I will show and named some flashcards about specific

situations, such as a fire, traffic, medical emergency

and an assault, this is a picture of the traffic in the

city and paste them on the board. Then I will show

them flashcards of different professions, and ask: Who

helps in a fire?

Some students will pass to the front and paste it on the

correct flashcard. Students will repeat the complete

sentence i.e. Who helps in a fire? the firefighter.

I will provide students an individual memory game,

about professions (the pair consists in a question i.e.

Who helps during traffic? And the draw of a transit

police), they will color and cut the memory game and

play with their classmates

Assessment tool: check list

Students will play Simon says, Ill say: Simon says: be


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3 a firefighter! Students will mimic what a firefighter

does, and so on with the rest of the professions.

EXAM

Assessment tool: check list/To record exam's scores?

4

I will present students an emergency situation that

involves the previous professions with differentflashcards (hospital, ambulance, doctor, patient,

firefighter, etc.,), students some students will pass to

the front to write the correct professions. In this

session the situation will be focus on the police, the

operator and the victim.

I will write on the board: What happened here? Do you

need help?

Yes please, my house is on fire!

I will call 911

Good afternoon, whats your emergency?

We need the firefighters, a house is on fire

Okay. Whats your address?

Is

Do you need anything else?

We need an ambulance too

Okay sir, the ambulance and the firefighter will arrive

soon.

After listening and reading the dialogue, students will

role play it.


5

This session will continue with previous emergency

situation, but in this will add the firefighter, the

paramedic, the traffic police and the doctor.

INSERT DIALOGUE

Ill point out a student and tell him/her that Im in an

emergency situation (acting if Im speaking on the

phone) and I need one of the professional flashcards:

Hello, there is a fire on the street, that student has to

find the flashcard with the correct profession and bring

it to me.


6

Students will work on their workbooks. From page 48

to page 51.

One of the principal reasons of using this session for

answering exercises from their workbooks is because

children want to work with them, as well as I think that

this is a good way to assess students.

Assessment tool:ACTIVITY BOOK

7

Ill show students different types of greetings cards,

and some flashcards with the following information:

Take care of your leg! Happy Birthday! Merry

Christmas! Happy Easters! Enjoy your day! Good Luck!

Thank you for your help!

Students will pass to the front and will paste the

flashcards on the greeting card. Then, Ill turn the

flashcards face off and they will play memory game.

Ill tell students to write their names in strips of paper,

ask them to fold the paper to hide the name and put

them in a bag. Each student will take a name out of the


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bag, and they will keep it in secret, but Ill take control

of it.

They are going to send a best wishes card to the

student whose name is on the piece of paper. They will

decide what kind of cards are going to send. When

they finished, will compare the cards.


8

Students will play Shark with the previous vocabulary.

Students will match messages with the type of cardi.e.

Congratulations! Birthday

Hope you are feeling better! Get well

Ill show students different rhymes, from different

types of greetings, first they will write what they think

is the correct word then; they will listen to and check

for the correct answers.

Students will continue working on their Best Wishes

Cards, Ill write on the board the following message:

This card is for a very good friend: ___________!

Students will copy and complete the message from the

board onto their cards (check to make sure they copied

the message correctly, including the name of the

recipient).

They will pass to the front, read the message, and give

the cards to the person it was written for.


9

Ill present a song; students will listen to the song and

will repeat it line by line. They will identify what kind of

greeting is the song about.

Ill explain students that it is appropriate to write a

thank you card after someone has helped you, after

you have receive a present.

Students will send a thank you card to the classmate

who sent them their card. Ill write the following model

on the board:

Dear _________, Thank you so much for your best

wishes card. I wish you the very same. Love ________.

Have students copy the model and tell them to design

their thank you card.

Students will exchange their cards.


10

Group's day out to Marinela Factory

11

Group's day out to a Farm

12

Holyday

Assessment Instruments:

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

The first session is the last class of the previous lesson plan from unit 3B/You make me happy,

Teacher! Congrats! =)

Documents

MONTHLY PLAN 2011-2012-MARÍA ELENA CALDERÓN