GROUP: 6th grade UNIT: 1 PRODUCT: Bullet point sheet for shopping SOCIAL PRACTICE: Participate in commercial transactionsDATE: September CYCLE : 3 ENVIRONMENT: Familiar and Community SPECIFIC COMPETENCY: Comprehend and produce expressions about the purchasing of basic

need items

PERIOD: PRODUCT STAGE:

ACHIEVEMENTS:

CONTENT: ACTIVITIES: ASSESSMENT:(DOING, KNOWING AND BEING)

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3 Sessions

Select the format and learn the vocabulary.

Define questions and answers.

Predict the general sense of a transaction dialogue, based on previous knowledge and familiar words.

Identifies topic and purpose.

Listen to dialogues.• Predict general sense.• Identify speakers and the way they address each other.• Identify places where items are Purchased and sold.• Structure of dialogues.• Contextual clues.• Speech register• Show an honest behavior in commercial transactions.• Identify cultural differences in commercial transactions

Session 1-2-3: Present the list of words regarding transactions, using flashcards. Students will name the vocabulary. SS. will recognize, practice, and memorize vocabulary through association of words, meanings and pictures SUGGESTED ACTIVITIES: Bring and ask Ss to bring catalogues to explore them. Elicit information to describe catalogues e.g. size, color, content, number of pages, etc. Ss compare catalogues from department stores, groceries, electrical appliances, car accessories, and others, and talk about typography, balance between graphic and textual components, and whether the information is catchy or dull. In groups Ss put together as many vocabulary items as they can think of in connection with the object being sold. Ss glue a page from the catalogue on a sheet of paper so the back of the catalogue page is covered, then they are ready to play "Catalogue Poker". Each student will have 5 pages of catalogues. The aim is to make trios of related items, e.g. a pair of shoes, a dress, and a scarf. Ss will ask in turns for: clothes, groceries, computer accessories etc. Encourage Ss on going a little bit further for specific items, e.g. special clothes depending on the season, genre, age, etc. Have Ss practice specific questions to purchase a product. This will help them practice the use of is, are, much, etc. Brings cutouts of different products. Ss make word cards with vocabulary from the cutouts. First, in pairs they divide a sheet of paper in 16 parts. Then, they write words on each piece of paper to make questions and give answers for buying and selling e.g. How much is/are…? It is… / They are… Ss may manipulate word cards to help them build up questions and answers accuratel

T will be assessing Ss during the sessions by asking randomly to participate actively. Group work.

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6 Sessions

Determine and write fixpatterns of questions andanswers.

Check the sequence of questions and answers.

• Identifies sentences used by speakers.

• Plays the role of a speaker.

-Write expressions for a transaction dialogue.

• Perceive the differences in the tone, pause, and intonation of each speaker’s discourse.While listening, understand expressions used by speakers in dialogues.• Compare content of expressions.• Discriminate expressions to ask for or indicate prices and characteristics of items.• Distinguish questions from answers, based on intonation.• Identify products based on the description of their characteristics.• Assume the role of a speaker to practice pronunciation in dialogues. • Acoustic characteristics.• Repertoire of words necessary for this social practice of the language.• (vocatives –sir, mister, ma’am, miss, etc.–, weight and volume units, etc.). • Show an honest behavior in commercial transactions.• Identify cultural differences in commercial transactions..

Session 1-2: Have Ss gather information about making commercial transactions using the informative text ask ss to write questions about price, color and size and then practice in pairs. Session 3-4: Have Ss comprehend expressions using dialogues about purchasing commercial items.Session 5-6: Have Ss write down expressions using a dialogue about buying and selling basic need items.SUGGESTED ACTIVITIES: Using the catalogues, have some Ss perform a purchase in front of the class. Elicit from Ss forms to complement the dialogue, such as: courtesy expressions, forms to address people (vocatives), etc. Model if necessary. Provide Ss with more examples and ask them to classify the phrases according to expressions said by a seller or a customer. Ask Ss to role-play the dialogues according to different products and shops (clothing store, grocery store, etc.). Encourage them to use correct intonation in questions and answers. In pairs Ss write one of their conversations. If they have mistakes when writing, have them correct each other (use word cards as aids for correction). They may also take notes as to the stress and intonation of questions. Organize a marathon carpet to be used in different activities: grammar, vocabulary, etc. Place what needs to be practiced on the marathon squares; in this case, place the words related to the purchase and buying of the products already seen. Play an adaptation of "Hangman" using separate words of question or answers but leave gaps to be completed to form complete questions and answers. If possible, add the competition or contest element to make it more fun and memorable. When correcting, lead Ss to discover the mistakes. Have Ss dictate one another the questions practiced orally first and write them on a card. Have correction on the board in a plenary session for everyone to reflect upon the use of capital letters, question mark at the end of questions, appropriacy of grammar is/are, do/does, much, etc.

T will be assessing Ss during the sessions by asking randomly to participate actively. Written test.Check list

MONTHLY PLANNER

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3 Sessions

Make bullet point sheet, Exchange to simulate buying, and selling items.

• Reads sentences used for thepurchasing of items aloud.

Write expressions for a dialogue.• Select expressions used to ask for diverse products and theirprices.• Write questions to obtain information about the characteristicsand price of products.• Write expressions used to ask for or offer information aboutdifferent products.• Complete sentences used to close a transaction. Read sentences aloud. • Type of sentences.• Connectors.• Punctuation. • Show an honest behavior in commercial transactions.• Identify cultural differences in commercial transactions..

Project Session 1-2-3: Revise spelling. Read reports aloud to practice sentences intonation and word pronunciation, have a role-play where the Ss simulate a selling or buying transactions.

SUGGESTED ACTIVITIES:

Simulate an internet catalogue purchase. Stick the catalogue on the board. Distribute handouts or ask Ss to do this in their notebooks, and have them fill in the blanks the necessary information, e.g. Item number______ Color________ Size_______ Address_________ Zip Code________ City______ Country _________ Credit card number________. You can add or delete information. Use this information to make SS simulate a telephone purchase (they may sit back to back). The person selling should take notes on the article specifications and the buyer should have a checklist to make sure he/she’s getting all the information needed to buy the product. During the transaction, Ss may use their note cards. In the end, they can compare checklist to notes to buy the product.

T. will assess by observation.

Teacher’sname:________________________________________

School’sname: ________________________________________ Principal’sSignature:_________________________________

GROUP: 6th grade UNIT: 1 PRODUCT: Fantastic Family Tree SOCIAL PRACTICE: Read stories and legends aloud.DATE: October CYCLE : 3 ENVIRONMENT: Literary and Ludic SPECIFIC COMPETENCY: Interpret fantasy stories and exercise

Imagination

PERIOD: PRODUCT STAGE:

ACHIEVEMENTS: CONTENT: ACTIVITIES: ASSESSMENT:(DOING, KNOWING AND BEING)

INIT

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3 Sessions

Provide a written description of family and friendship relationship between the main characters of the fantasy story.

Identify topic, purpose, and intended audience.

Explore fantasy stories.• Activate previous knowledge to predict topic.• Relate a story to personal experiences.Participate in a guided reading.• Identify purpose and intended audience.• Identify and define new phrases and words.• Understand stories as a reflection of emotions, personal experiences, and cultures.• Determine the role of fantasy stories in different cultures.• Appreciate and enjoy literary expressions in English.

Session 1-2-3: Present the list of words regarding fantasy tales, using flashcards. Students will name the vocabulary. SS. will recognize, practice, and memorize vocabulary through association of words, meanings and pictures.SUGGESTED ACTIVITIES:• Divide class into groups of four. Have Ss discuss the next questions: What is a hero for you?, Do you have a favorite hero or villain? Give Ss some minutes to talk about it.• Choose a story. Ask Ss to predict and brainstorm the elements or parts of the story, such as: characters, plot, body, climax, resolution or conclusion. Have Ss infer the content of the tale based on images and, if possible, relate tale or reading to personal experiences. Give Ss roles and read story out loud. Recognize dialogues between the main character and the others based on the intonation. Make a story map with characters, setting, body and conclusion.• Have a drawing or chart of a famous family/friends relationships TV program, e.g. “The Simpsons”. Ask Ss to identify the characters and their relationship. Have the pictures of the characters on the board and ask them who they are: “Who is she? She is ‘Maggie.’ Who is he? He is ‘Homer’. He is Maggie’s father.” If necessary, briefly explain the use of the suffix ‘s’ when expressing the possessive related to people in English. Ss work in pairs to ask and answer questions about the character’s relations.• Play "Stop." Tell Ss they will listen to a name and they have to write a sentence telling the relationship with another character e.g. Marge: “She is Bart’s mother” or “She is Homer’s wife”. The first S to write a correct sentence wins a point. Ask Ss to read their answers aloud. The first S to spot a mistake also wins a point.• Play "Guess Who" with famous characters, in order to review adjectives, or make a lottery game by making cards with well-known faces. Give information about the characters while Ss spot who you are referring to: “He is Nemo’s father.” “He is Bart’s father.”

Participation and observation. Group work.

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6 Sessions

Design and illustrate an imaginary family tree.

Complete the fantasy family tree with information from the list.

Distinguish between narrator, main characters and supporting Characters.

Name the setting of a story.

Identify plot, conflict, body and ending.

• Locate parts of a story.• Identify narrator, main character, and supporting characters.• Identify dialogues between main and supporting characters.• Identify the settings of the story.• Identify the use of punctuation to indicate dialogues.• Distinguish direct from indirect speech.Repertoire of words necessary for this social practice of the language.• Verb tenses: past perfect. • Understand stories as a reflection of emotions, personal experiences, and cultures.• Determine the role of fantasy stories in different cultures.• Appreciate and enjoy literary expressions in English.

Session 1-2: Have Ss explore information about fantasy tales thought the informative text by asking questions about particular elements of the legends. Session 3-4: Have Ss compare similarities and differences in conduct, values and particular settings.Session 5-6: Have Ss identify the elements of the story.SUGGESTED ACTIVITIES:• As Ss to make a Venn diagram to compare their favorite character with themselves. Ask them to draw their favorite hero/heroine/villain on a separate sheet ofpaper.• Make a chart with a fantastic character where unusual information is stated. Add a fantastic family member, friend or pet with fantastic abilities. With thecharacters chosen, ask Ss to create a mini comic strip and share it with the class.• Using the same characters or different ones, have Ss work in groups to choose characters and personalize them e.g. “My name is Princess Aurora. My fatheris the king of Beauty Land”, etc. Ss prepare a written description of the characters and the relationship among them.• Have Ss bring a cutout or make drawings of characters for their fantastic family tree. Ss glue the images and write the relationship among characters.• Write the names and important information about characters. Check writing and spelling conventions.• Ask Ss to perform a small conversation with their chosen characters. Ss play the roles in the new tale (they can use their scripts to remember their dialogues).

Participation.Check list

MONTHLY PLANNER

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3 Sessions

––Check that writing is complete and complies withspelling conventions.

Display the fantasy family tree in a visible place in the classroom.

Answers questions about family and friendship relationship among characters.

• Establishes differencesand similarities betweenthe behavior and values of characters in the story, familiar people, and one’s own

Compare differences and similarities in behavior, values, and settings, between English-speaking countries and one’s own.• Answer questions about family and friendship relationships between characters.• Establish similarities between the behavior and values of charactersin the stories, with those of familiar people, and one’s own.• Determine differences between the settings in the story and familiar settings. • Punctuation. • Understand stories as a reflection of emotions, personal Experiences, and cultures.• Determine the role of fantasy stories in different cultures.• Appreciate and enjoy literary expressions in English.

Project Session 1-2-3: Ss will create a fantastic family tree and share with the class. Practice sentences intonation and word pronunciation.

SUGGESTED ACTIVITIES:• Have Ss read their sentences aloud and explain the relationship among them and with other teams for feedback. Ss may suggest ideas to improve the design of the family tree and the characters.

• Ss take turns to come to the front to show their family trees and explain them to the group

• Have the groups guess the characters and their relationship. Play a memory game using the same characters.

Observation and product

Teacher’sname:________________________________________

School’sname: ________________________________________ Principal’sSignature:_________________________________