INGLES UNIT3 9NO Ingles 2024 PDF

Teacher: Marco Abarca MINISTERIO DE EDUCACIÓN PÚBLICA DIRECCIÓN REGIONAL DE PÉREZ ZELEDÓN/CIRCUITO 01 English Department LICEO NOCTURNO DE PÉRZ ZELEDÓN...

Teacher: Marco Abarca MINISTERIO DE EDUCACIÓN PÚBLICA DIRECCIÓN REGIONAL DE PÉREZ ZELEDÓN/CIRCUITO 01 English Department LICEO NOCTURNO DE PÉRZ ZELEDÓN Ninth Grade July 15 to September 13 Year: 2024 Level 9th Unit 3 CEF Level to be Reached A2/B1 Basic User/Independent User Scenario: Lights, Camera & Action Enduring Understanding Television programs and documentaries may impact people´s lives, positively or negatively. Essential Question What impact does television/documentaries have on our lives? GENERAL COMPETENCES Responsible Citizenship ( ) Life Competences ( X ) Competences for Employability ( ) Assessment and Goals Goals Assessment Goals Assessment Goals Assessment Goals Assessment Week 5/6 Week 1 Strategies Week 2 Strategies Week 3 Strategies Week 4 Strategies Week 1 Week 2 Week 3 Week 4 L.3. distinguishes Assessment L.1. L.1. get the gist L.2. L.2. recognizes L.3. the main idea in W.2. write W.2. write personal understand of a dialogue in a understand the the main idea of understand media personal reactions to a piece Anecdotal reports / rubrics / instruments the gist of movie, a trailer main idea of an an age media presentations on reactions to film of age-appropriate for self and co-assessment dialogue from for a film, or the age appropriate presentations familiar events or reviews, literature. a movie, a events in a news appropriate audio-visual on familiar places delivered checking written Suggested Integrated Mini project trailer for a story when the audio-visual presentation. events or clearly, and at a sentences to look  Literary Talent Show: “Let the show film, or the visuals provide presentation. places slow pace. for mistakes begin” events in a contextual delivered (e.g., subject-  A digital commercial based on a news story support. clearly and at a verb agreement, marketing survey. when the slow pace. capitalization, visuals provide spelling, basic contextual punctuation etc.) support. R.3. R.3. extracts R.1. R.1. identifies the R.4. R.4. SP.2. give a short SP.2. give a short understand subject specific understand the important understand the discriminates the prepared prepared subject words when important information in main idea and main idea and presentation presentation specific words encountered in information in simple, clearly supporting supporting dramatizing a TV dramatizing a TV when text. simple, clearly drafted print details in details in show/news. show/news. encountered in drafted print materials such as straightforward straightforward text. materials such T.V. guides, physical or letters and as T.V. guides, newspapers electronic physical or newspapers, provided. letters and electronic and messages. messages. documentary SI.1. starts, reports. SP.1. describes SI.1. start, sustains and SP.1. describe what is occurring W.1. write W.1. writes sustain and closes simple what is in a film or book, simple, short simple, short close simple face to face or occurring in a and indicates descriptions of descriptions of face to face or telephone film or book, his/her personal TV programs, personal telephone conversations and indicate opinion about it. the best show, experiences conversations with peers his/her documentaries without using an with peers though there may personal and news aid, such as a about what´s be some difficulty opinion about without using dictionary. on TV, the best in understanding it. an aid such as show, and being a dictionary. documentaries understood from and news, time to time. though there may be some difficulty in understanding and being understood from time to time. Phonology Goal for Each Week Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts. R.2. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts. Theme Theme Theme Theme What´s on TV? The Best Show Ever… Through the Lens of the Daily News Documentary Function Function Function Function - Describing what’s on TV, - Expressing agreement or - Initiating, maintaining and - Describing feelings, and emotions favorite TV programs, disagreement with closing conversations about about daily news. documentary and news. information from TV programs, documentaries and news. documentaries and news.  Discourse Markers Discourse Markers Discourse Markers Discourse Markers Linkers: sequential – past time Linkers: sequential – past time Linkers: sequential – past time Linkers: sequential – past time (later) (later) (later) (later) - She saw a documentary and then - She saw a documentary - She saw a documentary and - She saw a documentary and thought it over for a while. Later, and then thought it over for then thought it over for a then thought it over for a she watched it again, to see if she a while. Later, she watched while. Later, she watched it while. Later, she watched it had missed anything important. it again, to see if she had again, to see if she had again, to see if she had After that, she shared the missed anything important. missed anything important. missed anything important. information with her mom. After that, she shared the After that, she shared the After that, she shared the Finally, she wrote a paper about information with her mom. information with her mom. information with her mom. it. Finally, she wrote a paper Finally, she wrote a paper Finally, she wrote a paper about it. about it. about it. Grammar & Sentence Frames Grammar &Sentence Frames Grammar & Sentence Frames Grammar & Sentence Frames Simple Present Tense Simple Past Form: Present Perfect: Present Perfect:  The special effects are  I saw/watched __. Form: Form: fantastic/ terrible.  In the movie there was a … have/has + past participle (+, -,?) have/has + past participle (+, -,?)  The best scene / the worst  You did not watch that  Have you seen the film  Have you seen the film before? scene is when… movie. before?  I have seen the film before.  When I see a show about  I thought the film was  I have seen the film before. __, I wonder… great/OK/ fantastic… The actors/ costumes /are/ is … Regular Verbs:  accept, announce, balance, change, list, among others. Irregular Verbs:  become, get, learn, make, sell, sit, win, among others. Phonology Phonology Phonology Phonology  Decoding English  Minimal pair sounds:  Minimal pair sounds:  Review of decoding English graphemes that sound s/z s/θ graphemes that sound different different in Spanish: A, H, I, sip / zip sin / thin in Spanish, Minimal pair J, Q, R, U, Z. sue /zoo sum / thumb sounds: place /plays sank / thank s/z & minimal pair sounds: rice / rise sink / think s/θ ice/eyes saw / thaw Vocabulary Vocabulary Vocabulary Vocabulary  comedy/sitcoms, soap - prime time, showcase, - film crew, premiere, real Daily News operas, westerns, weather episode, trailer, full-length world screenwriter,  Newsreader, journal, press, forecast, news, talk show, film, short-length film, host screenplay, role, supporting headlines, to cover a story, to game show, sport actor/cast/ filmmaker, real verify, eyewitness reports, programs, cartoons  people, feature films, breaking news, rolling news.  series, film documentaries, box office, hit,  documentaries, voice-  overs, narrator, title screens, host, outstanding roles models. Psycho-social Psycho-social Sociocultural Sociocultural - Demonstrating ethical and  Assuming a critical thinking  Demonstrating respect for  Demonstrating respect for other moral values when position towards issues other people´s preferences people´s preferences in choosing programs for presented in documentaries, in documentaries, TV documentaries, TV programs, personal enjoyment/ TV programs, shows and programs, shows and news. shows and news. growth. news. Social Language Idioms Quotes Idioms  Mind blowing  Come rain or shine No news is good news. --  It´s a wrap.  I give it two thumps up! Italian proverb  It´s in the can.  Breaking news Social Language   Get the show on the road  Live up to my expectations  Didactic Planning Theme 1: July 15 to 26 Level: 9th Unit: 3 Domain: Scenario: Lights, Camera & Action Theme: What´s on TV? Enduring Understanding: Television programs and documentaries may impact people´s lives, positively or negatively. Essential Question: What impact does television/documentaries have on our lives? GENERAL COMPETENCES Responsible Citizenship ( ) Life Competences ( X ) Competences for Employability ( ) Learn to Know Learn to Do Learn to Be and Live in Community Grammar & Sentence Frames Function Psychosocial Describing what´s on TV, favorite TV programs, Simple Present Tense documentary and news. - Demonstrating ethical and moral values when  The special effects are fantastic/ terrible. choosing programs for personal enjoyment/  The best scene / the worst scene is when… Discourse Markers growth.  When I see a show about __, I wonder… Linkers: sequential – past time (later) Proverbs / Quotes Vocabulary She saw a documentary and then thought it over Quotes for a while. Later, she watched it again, to see if  comedy/sitcoms, dramas, soap operas, she had missed anything important. After that, No news is good news. -- Italian proverb westerns, weather forecast, news, talk show, she shared the information with her mom. game show, sport programs, cartoons Finally, she wrote a paper about it. Social Language Phonology Live up to my expectations  Decoding English graphemes that sound different in Spanish: A, H, I, J, Q, R, U, Z.  Assessment Time Strategies & Pedagogical Mediation/Didactic Sequence Total: indicators of Learner can 120 min learning (3 lessons) Pre-teaching Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can Do’s, and class agenda, etc. Participating Warm -up Brainstorm Race: Find out what your group knows about a topic before you begin a new lesson. Divide them into teams of four and present the topic. Ask them to brainstorm and list as many ideas or questions as they can come up within a given amount of time. Here is the kicker---they cannot speak. Each student must write his or her ideas on the board or paper you have provided. Engaging Activation of prior knowledge Multimedia Activity: teacher activates student´s prior knowledge by presenting them a TV guide online. Introducing  T shows Ss different TV clips in order to engage learners in the topic.  T asks Ss What´s their favorite TV show, TV program, movie, documentary, news program. He uses a graphic organizer.  Also, T shows images of different TV shows, TV program, movies. This way T introduces vocabulary and different sentence frames in order to describe what´s on TV, favorite TV programs, documentary and news. L.1. gets the gist of L.1. understand Pre-listening a dialogue in a the gist of movie, a trailer for a dialogue from a film, or the events in movie, a trailer  Teacher introduces key vocabulary words related to the media such as comedy/sitcoms, a news story when for a film, or the soap operas, westerns, weather forecast, news, talk show, game show, sport programs, the visuals provide events in a news cartoons. contextual support. story when the visuals provide  Teacher also presents a sample description of different comedy programs, TV shows, soap contextual operas, talk shows, sport programs, and some more. For this teacher uses specific sentence support. frames in the simple present tense such as: The special effects are fantastic/ terrible, The best scene / the worst scene is when…, When I see a show about __, I wonder… Listening for the first time  Teacher explains task #1 by giving specific instructions to Ls.  Teacher plays a clip where the latest 2019 movies are presented. https://youtu.be/KDxQkTQhmRE  Based on the clip learners are expected to complete a chart Pair/group feedback  Teacher asks Ls to work in pairs and compare with their classmates the answers. Ls follow teacher´s instructions. Listening for the second time  Teacher explains task #2 and asks learners to listen again and answer some questions: what movies will be released in 2019? What is your favorite movie? Why? Post-listening Have Ls to pick their favorite TV show, soap opera, talk show, or sport program in order to describe it in an oral presentation. R.3. extracts R.3. understand Pre-reading subject-specific subject-specific  Teacher introduces key vocabulary words related to the reading text named “Television words when words when Program Categories”. encountered in text. encountered in text.  Teacher also presents useful sentence frames necessary to comprehend the text. Reading for the first time  Have Ls read the text “Television Program Categories”. Ls read the passage scanning for information. Ls complete a chart. Pair/group feedback  Teacher asks Ls to work in pairs and compare with their classmates the answers. Ls follow teacher´s instructions. Reading for the second time  Have Ls read the passage for the second time. This time Ls have to skim for information in order to answer some questions: ________? Post- reading  Have Ls to work in pairs to create a television program based on the different categories presented in the passage. Planning/Organizing  Teacher models two conversations: one face to face and another on the phone. SI.1. starts, SI.1. start,  Based on the given models Ls will plan and organize their own conversations. These are sustains and closes sustain and about what´s on TV, the best show, documentaries and news. simple face-to-face close simple or telephone face to face or Rehearsal conversations with telephone peers though there conversations  Ls are given time to practice their conversations in order to improve their pronunciation. may be some with peers difficulty in about what´s Using understanding and on TV, the best being understood show,  Teacher asks Ls to present their conversations. from time to time. documentaries and news, though there may be some difficulty in understanding and being understood from time to time. Phonology Recognition Ls recognize/decode English graphemes that sound different in Spanish (A, H, I, J, Q, R, U, Z) through the presentation vocabulary words. R.2. identify R.2. L identifies and manipulate Articulation English language English sounds using language Ls practice the new graphemes A, H, I, J, Q, R, U, Z in a memory word game. knowledge in sounds using phonics, knowledge in Production syllabification and phonics, word parts. syllabification Ls use the words they learned in dialogues and conversations. and word parts.  Integrated Mini-Project Time Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice Adjust previous English, not just those related to presentation. times listed above to allow 5 min Participating to negotiate: (5 or 10 minutes in week 1 or 2) each week. Reflective Teaching What worked well What didn’t work well How to improve Enduring Understanding Reflection How well did the learners progress in their understanding of the Enduring Understanding? Week Plan Self-Assessment At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’ understanding.) Learner Self-Assessment In I can… Yes No progress get the gist of a dialogue in a movie, a trailer for a film, or the events in a news story when the visuals provide contextual support extract subject specific words when encountered in text. starts, sustains and closes simple face-to-face or telephone conversations with peers though there may be some difficulty in understanding and being understood from time to time identify English language sounds using knowledge in phonics, syllabification and word parts.  Didactic Planning Theme 2: August 5 to 16 Level: 9th Unit: 2 Domain: Scenario: Lights, Camera & Action Theme: The best show ever … Enduring Understanding: Television programs and documentaries may impact people´s lives, positively or negatively. Essential Question: What impact does television/documentaries have on our lives? GENERAL COMPETENCES Responsible Citizenship ( ) Life Competences ( X ) Competences for Employability ( ) Learn to Know Learn to Do Learn to Be and Live in Community Grammar & Sentence Frames Function Psychosocial Simple Past Form: Expressing agreement or disagreement with  Assuming a critical thinking position towards information from documentaries and news. issues presented in documentaries, TV  I saw/watched __. programs, shows and news.  In the movie there was a … Discourse Markers  You did not watch that movie.  I thought the film was great/OK/ fantastic… Linkers: sequential – past time (later)  The actors/ costumes /are/ is … Proverbs / Quotes She saw a documentary and then thought it over Regular Verbs: for a while. Later, she watched it again, to see if  It´s a wrap.  Accept, announce, balance, change, list, she had missed anything important. After that,  It´s in the can. among others. she shared the information with her mom. Finally, she wrote a paper about it. Irregular Verbs: Become, get, learn, make, sell, sit, and win, among others. Vocabulary - prime time, showcase, episode, trailer, full- length film, short-length film, host  Phonology  Minimal pair sounds: s/z sip / zip sue /zoo place /plays rice / rise ice/eyes Assessment Time Strategies & Learner can Pedagogical Mediation/Didactic Sequence Total: indicators of 120 min learning (3 lessons) Pre-teaching Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, The best Can Do’s, and class agenda, etc. show ever … Participating Warm- up Charades: players take turns acting out titles of famous movies and TV series with no talking or sound effects. Other players try to guess the title and the team or player who guesses the most wins. Engaging Activation of prior knowledge Teacher has Ss work in an “anticipation guide” as a way to activate their previous knowledge about the topic. See appendix. Introducing   T shows Ss a news report about Venezuela: https://youtu.be/sMN1BlZBKM0 and a short documentary https://youtu.be/1wkPMUZ9vX4  T elicits from Ss ideas they observed from both, the news and the documentary. T writes the ideas on the board.  Also, T presents the essential question, the enduring understanding and Can Do so that Ss can see the value importance of the topic. Pre-listening L.2. recognizes the L.2. understand  Teacher introduces key vocabulary words related to news and documentaries. For example, main idea of an age the main idea of prime time, showcase, episode, trailer, full-length film, short-length film, host, reporter, appropriate audio- an age source, journalist, story, slander. visual presentation. appropriate audio-visual  Teacher also presents a sample sentences based on news and documentaries. For this presentation. teacher uses specific sentence frames in the simple past tense such as:  I saw/watched __.  In the documentary there was a …  You did not watch the news.  I thought the documentary was great/OK/ fantastic…  The actors/ costumes /are/ is …  I agree/disagree with the reporter when he/she says ….  I agree/disagree with one of the ideas in the documentary about …. Listening for the first time  T has Ss watch a short documentary named “Be Yourself” https://youtu.be/oQ7IV4N2k5o  Ss watch and listen carefully to the documentary in order to discuss in general what the clip is all about. Ss will relate the title of the film and the content ideas in the film. Pair/group feedback   Teacher asks Ls to work in pairs and compare with their classmates the answers. Ls follow teacher´s instructions. Listening for the second time  T explains Ss they will watch the film for a second time. But in this time they will pay a more close attention in order to gather some ideas.  I watched a documentary ______________________.  In the documentary there was a/an _________________.  I thought the documentary was great/OK/ fantastic/boring because __________.  The speakers were ___________________.  I agree/disagree with the speakers when he/she said ….  I agree/disagree with one of the ideas in the documentary about …. Post- listening Have Ss use the sentence frames in order to write a paragraph about the documentary they have just watched. Pre-reading  T poses the following questions in order to engage Ss in a brainstorming section: In your opinion, do you think TV news is dying? R.1. identifies the R.1. understand important the important information in information in  Teacher introduces key vocabulary words related to the reading text named “Why Television simple, clearly- simple, clearly- News is Dying a Slow Death” drafted print drafted print materials such as materials such  Teacher also presents useful sentence frames necessary to comprehend the text. T.V. guides, as T.V. guides, newspapers newspapers, provided. and Reading for the first time documentary reports.  Have Ls read the text “Why Television News is Dying a Slow Death” Ls read the passage skimming for information in order to fill in a graphic organizer. Pair/group Feedback  Teacher asks Ls to work in pairs and compare with their classmates the graphic organizer. Ls follow teacher´s instructions. Reading for the second time  Have Ls read the passage for a second time. This time in pairs Ls have to scan for information in order to prepare a collage with important details. Post-reading  Have Ls to work in pairs to prepare an oral presentation using the collage. Planning/Organizing  Teacher has Ss to watch a short documentary named “Where do superstitions come from?” https://youtu.be/quOdF1CAPXs  Based on the video Ls will plan and organize their ideas based on the content of it. Rehearsal  Ls are given time to check and practice their ideas in order to improve their pronunciation and check their grammar. Using  Teacher asks Ls to present their ideas.  Phonology Recognition SP.1. describes SP.1. describe  Have Ss identify the following Minimal pair sounds using flashcards: what is occurring in what is occurring s/z a film or book, and in a film or book, sip / zip indicates his/her and indicate sue /zoo personal opinion his/her personal place /plays about it. opinion about it. rice / rise ice/eyes Articulation  Teacher has Ss to practice and notice the articulation of the introduced minimal pairs. Production  Have Ss practice more about minimal pairs at https://www.englishclub.com/esl- worksheets/pronunciation/minimal-pairs.htm R.2. manipulates R.2 manipulate English language English sounds using language knowledge in sounds using phonics, knowledge in syllabification and phonics, word parts. syllabification and word parts. Integrated Mini-Project Time Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice Adjust previous English, not just those related to presentation. times listed above to Participating to negotiate: (5 or 10 minutes in week 1 or 2) allow 5 min each week. Reflective Teaching What worked well What didn’t work well How to improve Enduring Understanding Reflection How well did the learners progress in their understanding of the Enduring Understanding? Week Plan Self-Assessment At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’ understanding.) Learner Self-Assessment In I can… Yes No progress recognize the main idea of an age appropriate audio-visual presentation identifies the important information in simple, clearly drafted print materials such as T.V. guides, newspapers provided. describe what is occurring in a film or book, and indicates his/her personal opinion about it. identify English language sounds using knowledge in phonics, syllabification and word parts. show how I have worked with others this week.  Didactic Planning Week # 3 : August 19 to 23 Level: 9th Unit: 3 Theme: Through the Lens of the Domain: Scenario: Lights, Camera & Action Documentary Enduring Understanding: Television programs and documentaries may impact people´s lives, positively or negatively. Essential Question: What impact does television/documentaries have on our lives? GENERAL COMPETENCES Responsible Citizenship ( ) Life Competences ( X ) Competences for Employability ( ) Learn to Know Learn to Do Learn to Be and Live in Community Grammar & Sentence Frames Function Psychosocial Present Perfect: Initiating, maintaining and closing conversations  Demonstrating respect for other people´s Form: about TV programs, documentaries and news. preferences in documentaries, TV programs, have/has + past participle (+, -,?) shows and news.  Have you seen the film before? Discourse Markers  I have seen the film before. Linkers: sequential – past time (later) Proverbs / Quotes Vocabulary She saw a documentary and then thought it over Social Language film crew, premiere, real world screenwriter, for a while. Later, she watched it again, to see if  Mind blowing screenplay, role, supporting actor/cast/ she had missed anything important. After that,  I give it two thumbs up! filmmaker, real people, feature films, series, she shared the information with her mom.  Breaking news film documentaries, box office, hit, Finally, she wrote a paper about it. documentaries, voice-overs, narrator, title screens, host, outstanding role models. Phonology Minimal pair sounds: s/θ sin / thin sum / thumb sank / thank sink / think saw / thaw Assessment Time Strategies & Learner can Pedagogical Mediation/Didactic Sequence Total: indicators of 120 min learning (3 lessons) Pre-teaching Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can Do’s, and class agenda, etc. Participating Warm- up T writes a list of two or three questions on the board which introduce the theme of the lesson. For example, What’s your favorite documentary? What was the last documentary you watched? What kind of documentaries do you prefer? Etc. Give the students 5-10 minutes to discuss the questions and then have students report back to the class. Engaging Activation of prior knowledge Activate your 5 senses  Teacher creates a five senses chart for an identified topic that corresponds to the documentary that Ss will be watching “A Plastic Ocean”. https://youtu.be/lHlq788F7Cg  Ss brainstorm what they know about the topic referring to their 5 senses. Teacher records student´s responses. I see I hear I feel I smell I taste Initiating, maintaining and closing conversations about TV programs, documentaries and news.  Introducing  T uses the 5 senses chart and the documentary to introduce the structure of a L.3. distinguishes L.3. understand conversation: introduction, development and conclusion. For this will use linkers such as: the main idea in media first, then, later, after that, finally. As well, T presents sentence frames and vocabulary of media presentations the unit. presentations on on familiar familiar events or events or  T elicits from Ss ideas they observed from the documentary. T writes the ideas on the places delivered places board. clearly and at a delivered slow pace. clearly and at a  T presents the essential question, the enduring understanding and Can Do so that Ss can slow pace. see the value importance of the topic. Listening for the first time  T has Ss to watch a short documentary named “Miss Representation” https://youtu.be/keVhWR9esmA or “He Named me Malala” https://youtu.be/9F5yeW6XFZk  Ss watch and listen carefully to the documentary in order to discuss in general what the clip is all about. Ss will relate the title of the film and the content ideas in the film. Pair/group Feedback  Teacher asks Ls to work in pairs and compare with their classmates the answers. Ls follow teacher´s instructions. Listening for the second time  T explains Ss they will watch the film for a second time. This time they will pay closer attention in order to gather some ideas.  Initial ideas Development ideas Closing ideas Post -listening Have Ss use the gathered ideas in order to prepare a short conversation about the documentary they have just watched using linkers and the function from this unit. R.4. discriminates the main idea and Pre- reading supporting details in R.4. understand straightforward the main idea letters and physical and supporting  T presents a documentary trailer about the reading named “Bully”. or electronic details in messages. straightforward  Teacher introduces key vocabulary words related to the reading text named “Bully” physical or electronic letters  Teacher also presents useful sentence frames necessary to comprehend the text. and messages. Reading for the first time T has Ss read the whole text and asks them, "What is the author´s main idea?" Write your answer in the summary box.  Main Idea: Pair/Group Feedback The teacher request students to work in groups of 3 so that they can compare their answers. Teacher also asks Ss to check spelling and grammar. Reading for the second time  Teacher has Ss read the text.  Ss will work in groups of three.  Ss will create an infographic in order to represent the content ideas of the reading text. Post -reading W.1. writes simple,  Once the infographic is done, then Ss will present their art works. This will be an opportunity for students to Initiate, maintain and close conversations about documentaries. short descriptions of personal W.1. write experiences without simple, short using an aid, such descriptions of Pre -writing as a dictionary. TV programs,  So far, Ss have watched several documentaries. Based on these Ss will pick one to the best show, brainstorm ideas, then they will write a descriptive paragraph where they express their documentaries point of views on the topic. Learners will include an introduction, a development and a and news conclusion.  without using an aid such as a Drafting dictionary.  Ss will write the paragraph based on the instructions given above. Revising  Once the paragraph has been written, Ss will revise it with the help of the teacher. Editing  Now, it is time for Ss to correct their mistakes and/or errors. Once corrected, Ss will share with the teacher for final approval. Publishing  Teacher will give Ss newsprint paper so that Ss write their paragraphs in order to be shared with the whole class in a “Gallery Walk” activity. R.2.: identifies English language Phonology sounds using knowledge in R.2. identify phonics, and manipulate Recognition syllabification and English word parts. language  The teacher introduces the following minimal pairs by means of a power point sounds using knowledge in presentation. phonics, s/θ syllabification and word parts. sin / thin sum / thumb sank / thank sink / think saw / thaw  Articulation  Students pronounce the presented words as well as other such as sick thick, sigh thigh, symbol thimble, etc.; the objective for Ss is to develop awareness in the pronunciation of both sounds. Practice  Ss practice these sounds in the following website: https://www.englishclub.com/pronunciation/minimal-pairs-s-th.htm Production  Have Ss write sentences with the vocabulary words. Then Ss have dictate the sentences to a partner. Integrated Mini-Project Time Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice Group English, not just those related to presentation. presentations can be week 5 or 6. Thinking for planning: (5 or 10 minutes in week 3 or 4) Reflective Teaching What worked well What didn’t work well How to improve Enduring Understanding Reflection How well did the learners progress in their understanding of the Enduring Understanding? Week Plan Self-Assessment At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’ understanding.) Learner Self-Assessment  In I can… Yes No progress distinguish the main idea in media presentations on familiar events or places delivered clearly and at a slow pace. discriminate the main idea and supporting details in straightforward letters and physical or electronic messages. write simple, short descriptions of personal experiences without using an aid, such as a dictionary. Show how I have worked with others this week.  Didactic Planning Week # 4 : August 26 to 30 Level: 9th Unit: 4 Domain: Scenario: Lights, Camera & Action Theme: Daily News Enduring Understanding: Television programs and documentaries may impact people´s lives, positively or negatively. Essential Question: What impact does television/documentaries have on our lives? GENERAL COMPETENCES Responsible Citizenship ( ) Life Competences ( X ) Competences for Employability ( ) Learn to Know Learn to Do Learn to Be and Live in Community Grammar & Sentence Frames Function Psychosocial Present Perfect: - Describing feelings, and emotions about daily  Demonstrating respect for other people´s Form: news. preferences in documentaries, TV programs, have/has + past participle (+, -,?) shows and news.  Have you seen the film before? Discourse Markers  I have seen the film before. Linkers: sequential – past time (later) Proverbs / Quotes Vocabulary - She saw a documentary and then thought it over for a while. Later, she watched it again,  Newsreader, journal, press, headlines, to to see if she had missed anything important. Idioms cover a story, to verify, eyewitness reports, After that, she shared the information with breaking news, rolling news. her mom. Finally, she wrote a paper about it.  Come rain or shine Phonology  Review of decoding English graphemes that sound different in Spanish, Minimal pair sounds: s/z & minimal pair sounds: s / θ  Assessment Time Strategies & Pedagogical Mediation/Didactic Sequence Total: indicators of Learner can 120 min learning (3 lessons) Pre-teaching Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can Do’s, and class agenda, etc. Warm -up  Have Ss play the game “Two truths and a Lie” using daily news. W.2. writes W.2. write Pre writing personal reactions personal to a piece of age- reactions to film  Clustering: Have students work with a cluster in order to generate ideas to begin appropriate reviews, writing a personal reaction where Ss describe feelings, and emotions about daily literature. checking written news. sentences to look for mistakes (e.g., subject- verb agreement, capitalization, Drafting spelling, basic  Once Ss have clustered ideas about how news make them feel, it is time for Ss to punctuation etc.) write their first draft. The paragraph must following the required outline. For example: Revising  Have Ss check their paragraph composition with the teacher in order to edit it and finally publish it. Teacher and students can follow these aspects: Grammar and Spelling 1. Check your spelling. 2. Check your grammar. 3. Read your paragraph again. 4. Make sure each sentence has a subject. 5. See if your subjects and verbs agree with each other.  6. Check the verb tenses of each sentence. 7. Make sure that each sentence makes sense. Style and Organization 1. Make sure your paragraph has a topic sentence. 2. Make sure your supporting sentences focus on the main idea. 3. Make sure you have a closing sentence. 4. Check that all your sentences focus on the main idea. 5. See if your paragraph is interesting. Editing  Ss correct their paragraphs. Publishing  Based on the paragraph Ss will be prepared to present a speech. Planning  Teacher gives instructions to students in order to prepare a “Talk Show” based on SP.2. give a daily news. Ss watch a short clip as a model. https://youtu.be/ZqRvYVgKnSQ SP.2. gives a short short prepared prepared presentation presentation dramatizing a Organizing dramatizing a TV TV show/news.  Have Ss work in pairs so that they can plan a News Show. Ss will use a news-script show/news. format as follows:  Rehearsing  Ss will now have the chance to practice their presentation based on the different news they will report. Producing  It is now time to present the News Show to the rest of the class. R.2. identify R.2: L identifies and manipulate Phonology English language English sounds using language Recognition knowledge in sounds using phonics, knowledge in  Teacher reviews English graphemes that sound different in Spanish, Minimal pair sounds: syllabification and phonics, s/z & minimal pair sounds: s / θ word parts. syllabification and word parts.  Articulation  Teacher prepares a set of minimal pairs practice with the graphemes s/z and s/ θ Practice  Have Ss pronounce the pair of words. They will work in pairs. Production  Have Ss pick different words, as much as they can, in order to create a conversation to be presented to the class. Integrated Mini-Project Time Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice Adjust previous English, not just those related to presentation. times listed above to allow 5 min Thinking for planning: (5 or 10 minutes in week 3 or 4 each week. Group presentations  can be week 5 or 6. Reflective Teaching What worked well What didn’t work well How to improve Enduring Understanding Reflection How well did the learners progress in their understanding of the Enduring Understanding? Week Plan Self-Assessment At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’ understanding.) Learner Self-Assessment In I can… Yes No progress write personal reactions to a piece of age-appropriate literature. give a short prepared presentation dramatizing a TV show/news. identify English language sounds using knowledge in phonics, syllabification and word parts. show how I have worked with others this week.  Didactic Planning Weeks 5 and 6 September 2 to 13 Review and Integrated Mini-Project Level: 9th Unit: 1-4 Scenario: Lights, Camera & Action Enduring Understanding: Television programs and documentaries may impact people´s lives, positively or negatively. Essential Question: How well did the learners progress in their understanding of the Enduring Understanding? GENERAL COMPETENCES Responsible Citizenship ( ) Life Competences ( X ) Competences for Employability ( ) Learn to Know Learn to Do Learn to Be and Live in Community Grammar & Sentence Frame Function Psychosocial  Did Ls use all sentence frames?  Did Ls use all functions? Did Ls show evidence of …  Being aware and committed to protecting the Vocabulary Discourse Markers environment  Did Ls say aloud and write all vocabulary?  Did Ls practice connecting words: and, but,  Appreciating natural wonders because? Sociocultural Phonology  Did Ls practice idioms and quotes?  Did Ls recognize, articulate and produce phonological sounds? Assessment Time Strategies & Pedagogical Mediation/Didactic Sequence Total: indicators of Learner can 120 min learning (3 lessons)  Did Ls achieve  Can Ls do all Suggested Integrated Mini project All of week all learning tasks?  Literary Talent Show: “Let the show begin” 5 or 6 outcomes? A digital commercial based on a marketing survey. Options Integrated Mini-Project Time  By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners All of week should now have a chosen project and determined content and strategies. In the presentation 5 or 6 of week Ls focus on: unit Responding and sharing: Participating in individual and peer assessment of mini-project. Teachers monitor ….  Did Ls use English during all aspects of Integrated Mini-Project?  How did project presentations reflect understanding and/or mastery of Can Do statements?  Did Ls put into practice the focus of Learn to Be and Live in Community?  Did the Integrated Mini-Project provide answers to the Essential Question?