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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.
Assessment tool: check list
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.
Assessment tool: check list
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.
Assessment tool: check list
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.
Assessment tool: check list
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.
Assessment tool: check list
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! =)