CYCLE 4, FIRST GRADE

SCHOOL TERM 2014-2015

GRADE:

UNIT:

First grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:

5A

Produce texts to participate in academic events

Academic and educational
Re-write information to explain a graphic exhibition
CONTENTS

ACHIEVEMENTS
Identifies and distinguishes
types of sentences that
express main ideas within
paragraphs, using
previously established
goals.

DOING WITH THE LANGUAGE

KNOWING ABOUT THE

LANGUAGE
Text organization
patterns.
Repertoire of words
necessary for this
social practice of the
language.
Composition of
expressions.
Relative pronouns
(e.g., because, as for,
despite).
Verbs: modals
phrasal.
Verb forms: passive.
Differences between
British and American
variants: -l-/-ll- (e.g.,
canceled,
cancelled, etc.).

BEING THROUGH
THE LANGUAGE
Show willingness to
learn to learn.
Make efforts and
dialogue to reach
common goals.
Take action and
favorable decisions
about our
environment.

PRODUCT

EXHIBITION ABOUT A
Check a Science topic in diverse sources
SCIENCE TOPIC
Select illustrated texts about a scientific topic.
Activate previous knowledge.
Stage 1
Identify topic, purpose and intended audience.
Choose a scientific topic to
Examine graphic and text components.
present a graphic
Recognize textual organization.
exhibition.
Understand the general meaning and main ideas in diverse
Stage 2
Uses various strategies in
texts.
Read texts and classify the
order to point out relevant
Read texts from diverse sources. Anticipate the general meaning.
information.
information.
Detect new words.
Stage 3
Identify key ideas in paragraphs.
Re-write the classified
Selects information in order
Distinguish the types of sentences used to express key ideas and
information to make notes
to re-write and paraphrase
back-up information.
for the presentation.
sentences.
Use diverse strategies to point out relevant information.
Stage 4
Classify information based on purpose.
Produce posters with
Organizes sentences to
Re-write information
illustrations (photographs,
make a paragraph.
Select previously classified information.
maps, drawings, charts,
Complete sentences with key ideas from a text.
etc.) to support the notes
Points out and clarifies
Add information to key ideas of sentences to exemplify, support or
contents.
doubts in order to edit
enrich them.
Stage 5
notes.
Formulate and write questions concerning the information in a
Edit the notes and re-write
text.
them on a card taking into
Order words to construct sentences that answer questions.
account the font size so
Paraphrase sentence in order to rewrite them.
the content can be easily
read.
Rewrite sentences.
Stage 6
Order re-written sentences to articulate them and form
Decide the order in which
paragraphs.
every chart will be
Choose paragraphs to construct notes.
presented with its
Write notes to fill-in cards.
respective informative
Check cards to present a graphic exhibition.
card.
Edit notes with the teachers guidance.
Stage 7
Check the use of punctuation and spelling conventions.
Display the exhibition to a
Mark and clarify doubts.
selected audience in a
Detect mistakes and correct them.
previously agreed place.
Write final version.
SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011
Fomento a los procesos de estudio de una segunda lengua (ingls)
antes PNIEB

PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stage 2

Stage 3

Stages
4 and 5

Stage 6

Stage 7

Have Ss brainstorm different scientific topics of interest. These topics may be taken from the Junior High school syllabi or topics Ss may have seen before or
are about to see in school months to come in their science subject, such as biology (biodiversity, global warming, photosynthesis, evolution, etc.).
Have the topics exhibited on the board or pieces of folding paper to cast votes on them for an exhibition. You can make this a communicative situation in
itself by having Ss at the front counting votes and representing these in charts or graphs of some kind. Ss may report the results in utterance like these: 10
Ss out of 30 preferred environmental issues. 2 Ss out of 30 wanted nutrition, etc.
Introduce Ss to the K-W-L technique (What I Know, What I Want to know, What I Learned) so that Ss identify their prior knowledge about the topic they
chose, what they want to know, and at the end of the social practice, highlight what they learnt. Keep a record of these on pieces of folding papers to be
retaken at the end of the month. Ss may resort to their mother tongue in order to do this.
Hand out a short science text without a heading. Read it aloud with Ss and ask them to identify key words. Provide them with options about possible
headings in order to recognize the main idea of the text. Then, ask Ss to answer questions about it (what, where, when, etc.) to identify supporting details.
This information can be incorporated into a graphic organizer or mind map for Ss better understanding.
Organize Ss into teams. Provide each team with a short text of different science topics. Stick different titles on the board in order for Ss to match them to
their texts. Ask Ss to underline the sentence they consider contains this information (main idea), which is usually located at the beginning of the paragraph.
Have Ss look for short texts about their chosen topic (suggest websites to do so, especially educational). Ask Ss to bring their texts to class in order to select
and classify the information they will later use in their presentations. Monitor and refer Ss to the use of a bilingual dictionary as necessary.
Once the information has been selected, ask Ss to rewrite the information to start making notes for their presentation. Ideally, they should give this
information the right sequence. Make sure Ss include relevant information as well as necessary examples to support the main ideas.
Introduce Ss to the idea of cohesive devices to start, continue, and bring the presentation to an end, for example: first, then, next, finally. Connectors such
as: to begin with, in addition, and to sum up, may be useful to know before they attempt their notes.
Have Ss explore different visuals about the same topic (drawings, pictures, photographs, cartoons, etc.). Have them discuss on their appropriateness,
formality and clarity.
Give Ss the freedom to choose among visuals from authentic sources to go with their notes. Make sure they get the right balance between images and
information at the same time they make it catchy and attractive.
After Ss have chosen the images, make them think of the written part of their poster. Ask Ss to edit their notes from their original information in pencil to allow
corrections, enrichment, and changes as necessary. Monitor all the time to avoid mistakes of any kind.
Then, ask them to rewrite the notes on cards to be presented along with the illustrations. Encourage Ss to produce the text properly typed out with a size font
that is easy and inviting to read. Make sure their notes are legible and accessible for their classmates. Insist on neatness and a logical order of information.
Have the cards exhibited for everyone in the group to look at in order to give opinions on the best and most logical order of the information. At this point in
time Ss should have no trouble identifying what should come first, next and last. Monitor all the time, pointing out elements seen so far, rather than direct
correction. The idea is to make Ss reflect upon their processes to find out how they got to the expected learning outcomes. Have Ss combine textual
components with images and start reading this information out of the cards themselves in preparation for the exhibition.
Make previous arrangements to have the exhibition displayed in the classroom or a bigger space (auditorium, library, multi-purpose room, etc.), if bigger
audiences are being invited. Have Ss produce nice, attractive invitations to be exhibited at the school entrance, on the bulletin board, along the corridors, or
in common areas. Alternatively, Ss may also produce their own invitations to be addressed to different members of the school community stating what the
purpose and the topic of the exhibition are and having them distributed personally to those invited. On the day of the exhibition have Ss ad and complement
their cards with interesting facts and figures. Make sure all the members of teams have an active role in this exhibition.
As a follow up, have Ss attempt a self-evaluation or co-evaluation sheet that they should have been introduced to beforehand to assess themselves or one
another with a clear idea of the expected achievements for this social practice.
Ask Ss to complement the K-W-L chart with ideas about what they learned about the topic they developed in this Social Practice. Have a plenary session to
comment on new knowledge and facts shared about the different topics studied.

Fomento a los procesos de estudio de una segunda lengua (ingls)

antes PNIEB

BOOKS
Publishing house

Teachers Book

Activity Book

Readers Books

All Ready! 1
Macmillan

pp. 127-152

pp. 126-141

Reader
pp.111-123

Brilliant! Teens 1
Santillana

pp. 170-187

pp. 162-179

Facts
pp.129-142

Crossover 1
University of Dayton

pp. 182-201

pp. 89-98

Informative
pp.53-66

Teens Club 1
Castillo

pp. 126-135

pp. 146-161

Informative
pp.28-38

Yes, we can! 1
Richmond

pp. T84-T93

pp. 84-93

Nonfiction
pp.51-60

Other resources
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
Science topics for teenagers: http://kids.usa.gov/teens-home/science/
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/keepinghealthy/
http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/classification_inheritance/evolutionrev1.shtml
http://www.neok12.com/Genetics.htm

Fomento a los procesos de estudio de una segunda lengua (ingls)

antes PNIEB