MONTHLY PLANNER

GROUP: 3rd UNIT: 2 PRODUCT: Instructional text SOCIAL PRACTICE: Give and receive instructions to elaborate objects and record information

DATE: November 2014 CYCLE 2 ENVIRONMENT: Formation and academic SPECIFIC COMPETENCY: Follow the steps of a set of instructions to make an object

CONTENT: ACTIVITIES: ASSESSMENT:

PERIOD: PRODUCT STAGE: ACHIEVEMENTS:
(DOING, KNOWING AND BEING)
Can recognize Listen to and understand instructions to S1-2: Present the list of verbs (fold, paint, draw, make) using flashcards. Students will name the vocabulary. Ss
Plan the writing of the purpose and make a simple object (rattle, drum, etc.). will clarify the meaning of words based on prior knowledge. T introduces instructions and texts with Participation and
instruction manual intended • Identify topic, purpose, and intended instructions. Ss will learn the structure and sequence. observation.
based on its structure: audience. Can audience.• Observe the distribution of SUGGESTED ACTIVITIES: Group work
title, subtitle, list of identify graphic and textual components of a set of Focus Ss’ attention on an instructional manual (use real manuals or the Reader’s book). Have Ss identify
INITIAL

3 Sessions materials, sequence of components of an instructions. • Associate an instruction with the topic, the headings, textual and graphic components. Encourage Ss to use English; if they have to resort to
steps or instructions and instructional anual. an image.• Clarify meaning of words. Spanish, help them along by providing the word in English and asking them to repeat their idea with the
graphics • Identify cardinal and ordinal numbers• insertion of the new word.
Structure of a set of instructions. Using elicitation techniques, ask Ss to put together the most common actions that accompany a manual
• Topic, purpose, and intended audience. (such as: draw, design, color, cut, glue, assemble, etc.) and the materials needed (scissors, ruler, markers,
etc.).

Participate in the writing of a set of S1-2: T will present an instruction manual, students will practice grammatical structure previously seen. T will
––Check the set of instructions. • Determine the number of introduce new words (corner, edge, turn over). S3-4-5: T Participation and
instructions with the Can complete instructions or steps. • Distinguish introduces the ordinals numbers (steps). Ss will determinate the number of instructions and detect the order of class work
members of the team instructions. Can instructions from list of materials. instructions. T present instructions and Ss write words to complete the instructions
DEVELOPMENT

and then with the recognize the • Write ordinal and cardinal numbers. SUGGESTED ACTIVITIES:
3 Sessions teacher to make sure it order of • Dictate words to complete instructions. Have Ss match images with pictures in order to reinforce the instructions and go over the relevant verbs:
is complete, instructions in a • Identify differences and similarities in the draw, cut, glue, paste, fold, etc. Set up a matching game with ordinal and cardinal numbers. Each team puts
instructions are in the sequence. writing of words. • Type of sentences. together the steps in the right order and proceeds to follow them in order to make the mobile.
correct order, Completes • Semantic fields. • Consonant clusters Dictate important vocabulary for purposes of good spelling, identification of beginning and final letter,
and its writing complies instructions. absent or nonfrequent in the mother syllables, fluent and correct reading.
with spelling tongue• Use language as a means of On a subsequent occasion, have Ss write the instructions in their notebooks, neatly and orderly to serve as
conventions. sharing and the final version of the instruction manual to proceed to making the product chosen.
learning about cultural expressions Ss match visuals to the instructions. Once the content is done, a volunteer glues the title of the manual on
the cover, e.g.: How to create and use a decoration mobile. .

Read aloud a set of instructions. S1-2: Ss. Write an instruction manual including graphics that explain the steps to make the simple object thay
––Use the set of Can find choose. Ss exchange their instructions with another team and share the object with the class.
instructions to make the similarities and • Identify stress and intonation in words. S4-5-6: Activities related to christmas festival.
object. differences among SUGGESTED ACTIVITIES: Participation and
CLOSING

3 Sessions words. Can write • Identify consonant sounds. Ss prepare the material needed to make the manual catchy and attractive (glue, shapes, magazine cutouts, product.
––Use and share the the names of etc.). Ss may go over the vocabulary, the steps and the sequence of steps while preparing material.
object with other ordinal and • Identify actions in instructions or steps. Ss elaborate their product. Make sure everyone in the team gets a responsibility with different tasks and
group members. cardinal numbers. steps, e.g. a couple of Ss prepare cutouts, while others have the glue ready or tie strings to sticks, others can
• Practice reading of instructions or steps. help decorating the pieces. At a team level, ask Ss to go over the vocabulary learned, asking questions like:
“What are you doing?, What materials are you using?, What is this object for?, How many steps do you identify
in your instruction manual?,” etc. Encourage Ss to communicate in English and help only if needed. Make sure
Ss manage to put together at least two pieces of

Teacher’s name: ___Isaí Estolano Blake________________ School’sname: ___Emiliano Zapata____________ Principal’sSignature:_________________________________