MONTHLY PLANNER

Group:6th grade
Date January 2014

Unit: 3a
Cycle: 3

Product: WORD GAMES

Environment: LITERARY AND LUDIC

Social practice: PARTICIPATE IN LANGUAGE GAMES

Specific competency: DISCRIMINATE STRESS IN SPECIFIC WORDS IN
LANGUAGE GAMES

Content
Period

init

Product stage

Determine the day and

3
time of the contest as
SESSION
well as the number and
S
the ages of participants.

dev

Establish which types of

words are allowed and
SESSION
which are not.
S

clo

3
Set rules of participation
SESSION and mechanics of the
S
contest.

Achievements

Can read aloud a list of words

previously selected.
Can spell words with different
numbers of syllables.

Can classify words based on

syllable number
Can divide words into syllables to
identify stress.

Can identify stress on different

types of words while listening.
Can spell pronounce and stress
words previously selected.

(DOING, KNOWING AND BEING)

Spell words with different number of

syllables.
Identify words with two, three or more
syllables.
Classify words according to the number of
syllables.

Activities

Assessment

S1 Look at the pictures and predict the names of

the games. Then number as you listen and
confirm your predictions.
S2 Read and fill in the blanks with the correct
words to complete the game definitions.
S3 In groups for four, discuss the questions. Then
share answers with your group and teacher.

Exhibition and
demonstration the
names of games in
English that Ss know
or play.

Purpose and intended audience of word

game.
Acoustic characteristics: Word stress.
Conventional writing of words.

S1 S2 Read the paragraphs. Use the words in the

box to label the photographs below.
S3 S4 Before a Spelling Bee contestants study a
specific list of words.
S5 S 6 Some contestants invent stories to help
themselves memorize the words. Read the crazy
story and underline all the misspelled words.

Exchange activities of common interest to

students.
Learn to complete with dedication and
respect.

S1 Read and complete as you listen.

S2 Read the definition and examples in activity 1
and answer the questions below.
S3 Clap along as you listen to the first tongue
twister. Clap harder on stressed syllable.

Principals Signature

Observation and go
through instruction
with Ss.

T. Will assess by
observation.

MONTHLY PLANNER
Group: 6th. grade

Unit: 3b

Product: POSTERS.

Social practice: READ AND RECORD INFORMATION TO SOLVE A

Date: February
2014

Cycle: 3

Environment: FORMATION AND ACADEMIC.

PROBLEM.

Specific competency: CHECK AND SELECT IFORMATION IN ORDER TO SOLVE

A PROBLEM OF INTEREST TO THE STUDENTS.

Content
Period

init

4
sessio
ns

dev sessio

Product stage

Achievements

Select, based on
previous information,
Can identify and name schoolphrases that inform and related problems.
help to raise awareness Can select a problem.
about a school-related

Design the posters

where spots will be
printed.

Can formulate questions.

Can use a table to record questions
and solutions to a problem.

ns

clo

4
sessio
ns

Write information on
posters.
Display posters in a
suitable place in the
school.

Can answer questions by writing.

Can read aloud questions and
answers.

(DOING, KNOWING AND BEING)

Activities

S1 Look at the pictures and predict the problem.

Select a problem in the school.
Then number the pictures as you listen. Is this a
Explore written questions such as: Why is it a common problem? Look at the problems these
problem? Who is it a problem to? What are
children have. How difficult is it to solve them?
its consequences?
S3 Underline the option that expresses your
opinion. Discuss with your partner.

Assessment

Observation and
Elicit different
problems Ss have at
school and write all
ideas on the board.

Graphics: Charts Questions words.

Verb tense: present and past.
Record in chart information that responds to
questions about solving a problem.

S1 S2 Teamwork. Highlight each part of the report

accordingly. Look at words in bold in the text in
activity 1 and find their meaning.
Interview and
Use a dictionary if necessary.
discuss the
S3 S4 Listen to the interview between a student
questions with Ss.
and her counselor. Fill in the blanks to complete
the tips in the report using the words in the box.

Respect to others participations.

Cooperation to provide solution problems.

S1 Read the poem as you listen. Underline the

problems that dont allow this person to go to
school.
S2 Look at the problem and choose one you dont
know much about.
S3 Match the columns to make questions about it.
Do all questions apply to your problem?

Essay and explain

that the questions
help them to decide
on some solution

MONTHLY PLANNER
Group: 6th. grade

Unit: 4a

Product: Invitation letter

Social practice: Read and write notes and letters

Date: March 2014

Cycle: 3

Environment: familiar and community

Specific competency: Comprehend and respond to invitations through

letters.

Content
Period

init

dev

Product stage

Select an event to
invite people to
plan the writing of
the letter by listing
3
by necessary
session components for the
s
invitations
(addressee, event
day, place, time,
additional details,
sender, etc.)
Participation in
Spelling Bee
Contest (March
10th-14th)

(DOING, KNOWING AND BEING)

4
session
s

Activities

Identify situation in wich letters are

used. Identify the parts of a letter
structure greeting, message closing.

Ask if Ss have ever received invitations

how they were invited orally or through
an invitation. Talk about different kinds
of invitations. Check an invitation letter,
read it and label its parts make sure
everybody understand them

Give information about list

of words, looking in
dictionary the meaning of
unknown words.

Learn in write the words of the list

of the contest. Write sentences.

Dictate and spelling the words of

vocabulary of spelling bee.
Write sentences to review and
reinforce.
Oral practice.
Make a mini contest in the classroom.

5
session
s

Send letters to the

intended audience.

clo

Achievements
Identifies purpose,
functions, intended
audience, and sender of
diverse invitations.
Identifies the parts of an
invitation letter.

Makes sentences to produce Check the all aspects in the writing

a written response to an
of invitations and complete and
invitation.
included in the reply.
Write on an envelope information
regarding the sender and the
addressee.

Ss are about to graduate from

elementary school, so Ss will write a
formal invitation letter and teacher will
monitor and help while Ss work.
Ss will fill in an envelope with the
complete information.
Ss send the invitations to the intended
audiences.

Principals Signature

Assessment
T- will be
assesing Ss
during the
sessions by
asking to
participate.

Participation of
pupils at the
Spelling Bee
Contest

T- will assess by
observation

MONTHLY PLANNER
Group:
Date:

Unit:
Cycle:

Product:
Environment:

Social practice:
Specific competency:

Content
Period

init

dev

clo

Product stage

Achievements

(DOING, KNOWING AND BEING)

Activities

session
s

session
s

session
s

Principals Signature

Assessment