scope & sequence para las guías de aprendizaje base de ... · and seasons and distinguish its...
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Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Scope & Sequence para las Guías de Aprendizaje
Base de Cuarto Año
Ronald Vargas Chavarría
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
PRESENTACIÓN
Este documento es un apoyo a las Guías de Aprendizaje Base (GAB) de inglés de primaria. No corresponde a un cambio en la
plantilla, la cual se mantiene de 4 columnas que son: aprendizaje esperado base, aprendizaje esperado, indicador del aprendizaje
esperado y algunas actividades sugeridas.
Esta es la plantilla oficial de las GAB:
El propósito de este documento es relacionar los aprendizajes esperados e indicadores del aprendizaje esperado con los temas
(themes) y funciones lingüísticas (functions) del programa de estudios. Esto le permitirá al docente contextualizar mejor las
actividades que diseñará en las Guías de Trabajo Autónomo (GTA).
Para lo anterior se incluyó la columna Scope & Sequence, en la cual se puede ver de manera horizontal la concordancia entre los
“goals” u “objetivos lingüísticos” y los correspondientes temas o cognitive targets y funciones lingüísticas establecidas en el
programa de estudios para dicho nivel.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
a. Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 1
Aprendizaje esperado base
(Fundamental)
Scope & Sequence
Aprendizaje esperado
(Componente del programa de
estudio)
Indicador del aprendizaje
esperado
Algunas actividades sugeridas
Unit 1 Weather Wise Themes: 3. What to Wear? 4. “Walking in the Rain”- .Indoor and Outdoor Activities
THEMES AND FUNCTIONS
Oral comprehension Listening
Written comprehension Reading
Theme: 3. What to wear? Function:
Describing activities and clothing during varying weather conditions and seasons
R.2. follow a set of clear-cut instructions, especially if there are pictures or diagrams to illustrate the most important steps. R.1. understand much of what is written in
R.1. Recognizes much of what is written in short, simple texts. R.2. Follows a set of clear-cut instructions.
Students brainstorm information about seasons and type of clothes with the teacher´s support. They participate in choral reading of a short text related with clothing and seasons. Students identify key words and main details in a short
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
short, simple texts on subjects with which they are familiar and/or in which they are interested.
descriptive text about clothes and seasons and distinguish its main features (e.g. capitalization, ending punctuation, beginning, middle and end) Students transfer the information read into a chart/ graphic organizer or arrange a set of pictures from a story. Students read a text about the type of clothes a person likes to wear according to season and weather and the types of activities they can practice. Students elaborate a handcraft related with the clothes this person wears according to weather following the information in the text. Students in pairs show their handcraft to their partner and explain what the person wears according to season based on the text.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
R.PA.1. decode English graphemes and phonemes using knowledge of word parts, syllabification and phonemic awareness
R.PA.1. Reads words by decoding English graphemes and phonemes.
Students listen to the teacher explaining what an onset is and examples of word families with the –ot word family ending Students play games where they have to combine onsets and rhymes to create new words that belong to the –ot family. Students identify in a series or three words one word that does not belong to the –ot family
Oral production Spoken Interaction
Theme: 3. What to wear? Function:
Describing activities and clothing during varying weather conditions and seasons
SI.2. provide one-word answers to basic questions.
SI.2. provide one-word answers to basic questions during a dialogue, exchange, interview, or survey.
Students with the support of the teacher brainstorm learned key vocabulary phrases and sentence frames related to weather, seasons, type of clothes and activities they can practice. Teacher sets the goal of the task goal of the task. Students create a chart with the days of the week; they draw the type of weather of each day of the week and the type of clothes they wore.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Students in pairs participate in a role-playing, an information exchange or survey about how the weather was like each day of the week and the type of clothes they were wearing. They use expressions like: How as the weather like last Monday? It was… What did you wear? I wore… Using key words and learned expressions. Students continue exchanging information with other group members or family members.
Spoken Production Theme:
4. “Walking in the Rain”- Indoor and Outdoor Activities
Function:
Expressing likes and dislikes
SP.1. talk about a familiar topic in a short presentation, prepared in advance.
SP.1. Talks about a familiar topic in a short presentation.
Students with the support of the teacher brainstorm learned key vocabulary phrases and sentence frames related to weather, seasons, type of clothes and activities they can practice. Teacher sets the goal of the task goal of the task. Students identify their favorite type of weather, the clothing they like to wear and the activities they can practice. It can be related with Costa Rica´s
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
weather or weather and seasons in other countries. They make a short oral presentation describing their preferences using drawings, photographs or cut out from magazines. They can also create a video instead and share it with their family and friend. Students participate in self-assessment at the end of the task.
Written production Writing
Theme:
4. “Walking in the Rain”- Indoor and Outdoor Activities
Function:
Expressing likes and dislikes
W.1. label charts, diagrams, and maps. W.2. Applies conventions of standard English when writing sentences and paragraphs.
W.1. Labels charts, diagrams, and maps. W.2. apply conventions of standard English.
Students brainstorm key words and phrases related to weather Teacher shares the task goals. Students classify key vocabulary and sentences related to weather, seasons and clothes into a graphic organizer or chart. Students describe their favorite season and the type of clothes they like to wear using correct capitalization of the pronoun “I” and period at the end of each of the sentences. Students participate in self-assessment.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 2
Aprendizaje esperado base (Fundamental)
Aprendizaje esperado
(Componente del programa de
estudio)
Indicador del aprendizaje
esperado
Algunas actividades sugeridas
Unit 2 Natural Treasures
Places and People at the Park
Wildlife at the Park
A Trip to a National Park
Protecting our National Parks
THEMES AND FUNCTIONS
Oral comprehension Listening
Theme: 1. Places and People
at the Park Function:
Describing people, places, and things
L.1. understand short and clear, explanations when delivered slowly (e.g. The description of a national park).
L.1. Recognizes short and clear, explanations when delivered slowly.
Students with the support of the teacher brainstorm key words and phrases for identifying flora, fauna and people in a national park and describing it using graphic organizers/videos/photos/illustrated books.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Theme: 2. Wildlife at the
Park Function: Asking for and giving information about places and things
L.2. understand the main points in short, simple stories and reports when there is some previous understanding of the topic and if they are read slowly, clearly and possibly repeated and accompanied with drawings and/or diagrams.
L.2. Recognizes the main points in short, simple stories and reports.
Teacher shares the goals of the lesson. Students Identify key words related to the national parks after a first read aloud or listening to real-life conversations/ videos.
https://www.youtube.com/wat
ch?v=qTnTlECDO6w In a second listening the students can fill out a series of sentences with the things they can see and hear in the video or the conversation about a national park using a word bank. In a third listening students circle from a set of sentences the ones that represent the main ideas presented in the video or the conversation heard. Students solve a multiple choice activity based on the information heard. Students’ self-assess their work at the end of the task with the teacher´s supports.
Written comprehension Reading
Theme: 1. Places and People
at the Park Function:
R.1. understand much of what is written in short, simple texts on subjects with which they are familiar and/or
R.1. Recognizes much of what is written in short, simple texts on subjects with which they are
Teacher shares the goal of the lesson with the students. Teacher uses a poster/video/ pictures about a national park in order to
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Describing people, places, and things
Theme: 2. Wildlife at the
Park Function: Asking for and giving information about places and things
in which they are interested. R.2. comprehend readings and enjoy texts. R.3. Follow a set of clear-cut instructions.
familiar and/or in which they are interested. R.2. Comprehends a reading by analyzing it and enjoy texts. R.3. Follows a set of clear-cut instructions.
review/clarify vocabulary and structures before reading. Students match new vocabulary and sentence frames with pictures. Students guess which is the national park they are going to read about based on pictures. Students after first reading answer a set of questions about the reading. After second reading students show comprehension of the reading by deciding from a set of sentences which ones are true or false. Students express their understanding of the text by drawing the main ideas in a mind map. Students match pictures with messages to show comprehension of a set of instructions when visiting a national park. Students participate in peer and self-assessment with instruments provided by the teacher.
R.PA.1. distinguish short vowel sounds in medial positions of words. R.PA.2. decode English graphemes and
R.PA.1. Distinguishes short vowel sounds in medial positions of words.
Teacher activates prior knowledge of students by reviewing the sounds of short vowels using pictures and set of words that contain those sounds. Teacher shares the goals.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
phonemes using knowledge of phonemic awareness.
R.PA.2. Reads words decoding English graphemes and phonemes using knowledge of phonemic awareness.
Students watch some videos like:
https://www.youtube.com/wat
ch?v=RUSCz41aDug https://www.youtube.com/wat
ch?v=jh11mx9tF9o Students identify short vowel sounds in medial position of words by circling them when heard. Students write the letter of the sound heard to complete a word in proper order. Students listen to a short story that contains the words studied and read it along with the teacher and then on their own. Students review the –at and –ot ending word family. Students play a game to create new words with the –ot and –at ending. In groups, students are given sets of onsets and rhymes. The groups that create the most words in a minute wins two points.
Oral production Speaking Spoken Interaction
Theme: 3. A Trip to a National Park
SI.1. ask straightforward questions in familiar situations and
SI.1. Asks straightforward questions in familiar situations and understands the
Students brainstorming learned key vocabulary phrases and sentence frames in past tense. Teacher shares the goal of the lesson.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Function: Describing past experiences Theme:
4. Protecting our National Parks
Function: Making suggestions
understand the responses.
responses in an info-gap activity.
Teacher presents Wh-Qs by using pictures of the different places someone visited. (Where did he go? What did he see?) Teacher gives learners pictures from different places so they ask and answer simple questions to their partners/ family members using the information in the pictures. Students select three pictures and generate questions about it like? What place is this? When did you go? What did you see?) Students participate in self-assessment.
Spoken production Theme: 3. A Trip to a National Park Function: Describing past experiences Theme:
4. Protecting our National Parks
Function:
SP.1. express common feelings.
SP.1. Expresses common feelings during an oral presentation.
Students brainstorming learned key vocabulary phrases and sentence frames in past tense. Teacher shares the goal of the lesson. Students receive two pictures and they have to tell a story in past tense about a visit to a national park/ natural place including some feelings about the experience. (e.g., “I was cold”; “I was excited”, “I was happy”) Students using pictures tell an experience in past tense about an experience visiting a national park or
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Making suggestions
natural place and make suggestions when visiting a place like this. Students participate in self-assessment
Written production Writing
Theme: 3. A Trip to a National Park Function: Describing past experiences Theme:
4. Protecting our National Parks
Function: Making suggestions
W.2. use simple sentences and expressions to describe such things as their surroundings, their daily activities, and the people around them. W.1. engage in the writing process: pre-drafting, drafting.
W.2. Uses simple sentences and expressions to describe people and things. W.1. Engages in the writing process: pre-drafting, drafting when writing sentences.
Teacher shares the goal with the students. Students are expected to write a short text/paragraph within a patterned sentence structure given by the teacher to describe a visit they did to a natural place or a national park. First, students brainstorm ideas and organize them in a graphic organizer or mind map provided by the teacher. Students write the story under pictures or images they choose using a sentence/patterned text frame. Students revise that they use correct punctuation and capitalization in each sentence using a rubric provided by the teacher as a guide. Students report their texts virtually or using a wall mural.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 3
Aprendizaje esperado base
(Fundamental)
Aprendizaje esperado
(Componente del programa de
estudio)
Indicador del aprendizaje
esperado
Algunas actividades sugeridas
Unit 3 Farm to Table At the Farm Let´s Go to the Farmers’ Market Let´s Make a Meal May I Have your Order?
THEMES AND FUNCTIONS
Oral comprehension Listening
Theme: 1.At the farm Function:
Describing farm activities, habits and routines
L.1. understand the main points in simple, clear, and short audio announcements and messages. L.2. understand the most important points in a straightforward talk or presentation, accompanied with
L.1. Recognizes the main points in simple, clear, and short audio announcements and messages. L.2. Recognizes the most important points in a straightforward talk or presentation.
Students with the help of the teacher are introduced or brainstormed to key words and sentence frames about the farm and farming using videos/photos/illustrated books or a power point. Teacher shares the goal of the task. Students listen to a video and identify some farming activities or they identify farming activities from
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Theme: 2. Let´s Go to the Farmers’ Market Function:
Describing things and places
drawings and/or diagrams, provided there was some previous familiarity with the topic.
pictures as they are said by the teacher.
https://www.youtube.com/wa
tch?v=WtH7hNKyOD8 Students make a list of things/ activities and people heard in a conversation/ description/ video or read aloud during second listening. Teacher activates students´ prior knowledge using visuals. Teacher shares the goal of the task. Students identify key vocabulary words and phrases after first listening to a video or teacher´s description.
https://www.youtube.com/wa
tch?v=GlNbzAGZC2M Students find the answer to specific information questions in present simple or present continuous (what-where-when-how) after second listening. Students participate in self-assessment of tasks.
Written comprehension Reading
Theme: 2. Let´s Go to the Farmers’ Market
R.1. understand much of what is written in short, simple texts on subjects
R.1.Recognizes much of what is written in short, simple texts.
Students activate their background knowledge about the farm and farm activities by using videos, pictures,
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Function:
Describing things and places
Theme: 3. Let´s Make a Meal Function:
Giving and following directions
with which they are familiar and/or in which they are interested. R.2. locate important information in simple text (e.g., greetings on the bulletin board, or times and dates on a class notice).
R.2. Locates important information in simple text.
films, power points, graphic organizers before reading. Teacher shares the goal of the lesson. Teacher clarifies the use of discourse markers in sequencing a text. Students read short recipes about how to prepare healthy food using fresh vegetables from the farmer´s market. Students identify signal words that indicate sequential/ chronological order (i.e., first, next, finally) by pointing to or circling the words in a text. Students identify the main ingredients from the recipe by circling them. Students unscramble the recipe by ordering it or by matching pictures with short descriptions. Students participate in self-assessment.
R.PA.3. decode English graphemes and phonemes using
R.PA.1. Reads words and sentences blending
Students activate their background knowledge about sounds and letters (A, H, L, J) using a power points or pictures.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
knowledge of word parts, syllabification and phonemic awareness.
English graphemes and phonemes.
Teacher shares the goal of the lesson. Students pronounce and Identify specific words with the letter and sounds (A, H, L, J) in short texts after choral reading. Students circle the words and sounds (A, H, L, J) in sentences after they are pronounced by the teacher. Students play games like bingo to identify words that contain the sound and letters (A, H, L, J). Teacher introduces pronunciation of contractions in English in present and past tense for affirmative and negative sentences using a power point. Students practice with the help of the teacher the pronunciation of contractions in English. Students identify contraction forms in short texts as it is read aloud by the teacher. Students participate in reading aloud with the teacher focusing on contractions (e.g., doesn’t, didn’t aren't, it's...) and the sounds of the graphemes (A, H, L, J)
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Teacher introduces pronunciation and examples of spelled two-syllable words including consonant blends. (pl, st, and tr). Students identify and circle two syllable words including consonant blends. (pl, st, and tr) in a text read by the teacher. Students practice the regular reading of spelled two-syllable words including consonant blends. (pl, st, and tr). Students participate in reading aloud. Students self-assess their performance.
Oral production Speaking
Theme: 3. Let´s Make a Meal Function:
Giving and following directions
SI.1. ask others about what they like to eat or drink. SI.2 exchange information about everyday matters
SI.1. Asks others about what they like to eat or drink. SI.2 Exchanges information about
Students activate prior knowledge of key vocabulary and sentence frames related with farming, buying food and cooking food. Teacher shares the goal of the lesson. Students following a guide for the task prepare an information exchange at the restaurant / at home using information questions. (May I have your order? Can I have a menu? What do you want to drink? What do you want to eat?)
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Theme: 4. May I Have your Order? Function:
Expressing
preferecences for
ordering food
using simple vocabulary (e.g., favorite food, recipe).
everyday matters using simple vocabulary (e.g., favorite food, recipe).
Students rehearse at home and perform or video type the conversation. Students activate prior knowledge of key vocabulary and sentence frames related with farming, buying food and cooking food. With a task guide, students prepare an information exchange using pictures or a video about their favorite recipe. Students rehearse and perform the conversation at home or in class. Students participate in self-assessment.
Theme: 1.At the farm Function:
Describing farm activities, habits and routines
SP.1. talk briefly about familiar topics, such as food growing and harvesting. SP.2. describe basic aspects of their day-to-day life, such as favorite foods and daily activities.
SP.1. Talks briefly about familiar topics. SP.2. Describes basic aspects of their day-to-day life.
Students review learned key vocabulary and sentence frames related to farming and personal routines. Students guided by the teacher plan an oral presentation related to farming and another one related with personal routines. Students prepare it following a pattern or model provided by the teacher. Teacher helps with the pronunciation of new words.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Theme: 2. Let´s Go to the Farmers’ Market Function: Describing things and places
By video or using pictures, students rehearse and act out the presentation using notes as support. Students self-assess their work using an instrument.
Written production Writing
Theme: 1.At the farm Function:
Describing farm activities, habits and routines
Theme: 2. Let´s Go to the Farmers’ Market Function: Describing things and places
W.1. use simple sentences and expressions to describe such things as their surroundings, their daily activities, and the people around them. W2. copy dates and facts from short, simple text.
W.1. Uses simple sentences and expressions to describe things. W.2. Composes short sentences and notes for describing activities at the farm and food preferences.
Students activate prior knowledge of key vocabulary and sentence frames related with unit themes. The teacher introduces a model of a descriptive paragraph and the process to elaborate it. Students are given a task where they have to write a short text/paragraph within a patterned sentence structure given by the teacher about activities people do at the farm and another about their food preferences. Students revise the punctuation marks, capitalization, spelling and structure of sentence frames in the text. Students report the text in a classroom book or mural. Students participate in self-assessment and co-assessment using technically designed instruments.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 4
Aprendizaje esperado base (Fundamental)
Aprendizaje esperado
(Componente del programa
de estudio)
Indicador del aprendizaje esperado
Algunas actividades sugeridas
Unit 4 Take Care Not Feeling Well! Doctor, Doctor! Pharmacy: Injections, Pills, and Creams… Oh, My! I Went to the Doctor Yesterday
THEMES AND FUNCTIONS
Oral comprehension Listening
Theme: 1. Not Feeling Well! Function:
Describing common diseases, symptoms and treatments
L1. understand short, clear, and simple instructions and explanations when delivered slowly (e.g., getting a prescription and some medical advice)
L1. Recognizes short, clear, and simple instructions and explanations.
Students with the help of the teacher are introduced or brainstormed to key words and sentence frames about diseases and symptoms using videos/photos/illustrated books or a power point. Teacher shares the goal of the task. Students listen to a video and identify some common diseases and symptoms or they identify them from pictures as they are said by the teacher. ( first listening)
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Students identify key phrases related to the theme by performing two-step instructions, arranging pictures or filling in a graphic organizer or chart during second listening. Students participate in self-assessment by filling out a self-assessment instrument.
Written comprehension Reading
Theme: 1. Not Feeling Well! Function:
Describing common diseases, symptoms and treatments
R1. Recognizes and enjoys different types of texts. R2. understand much of what is written in short, simple texts on subjects with which they are familiar and/or in which they are interested.
R.1. Recognizes and enjoys different types of texts. R.2. Recognizes much of what is written in short simple texts by identifying main points.
Students activate prior knowledge of key vocabulary and sentence frames related with unit theme using videos, films, pictures, graphic organizers or Power point. Teacher shares the goal of the lesson. Teacher reviews the use of discourse markers in sequencing a text, conversation or story. Students read short descriptions or conversations of diseases, symptoms an types of treatments Students identify signal words that indicate sequential/ chronological order (i.e., first, next, finally) by pointing to or circling the words in a text. Students identify key vocabulary or main details by circling them. Students complete a graphic organizer or conceptual map with the information in the text.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Students participate in self-assessment by filling out a self-assessment instrument.
R.PA.3. decode English graphemes and phonemes that sound different in Spanish using knowledge of phonemic awareness.
R.PA.1. Reads words by decoding English graphemes and phonemes.
Students activate their background knowledge about sounds and letters (V, SH, U, Z) using a power points or pictures. Teacher shares the goal of the lesson. Students pronounce and Identify specific words with the letter and sounds (V, SH, U, Z) in short texts after choral reading. Students circle the words and sounds (V, SH, U, Z) in sentences after they are pronounced by the teacher. Students play games like bingo to identify words that contain the sound and letters (V, SH, U, Z) Students participate in reading aloud with the teacher focusing on the sounds of the graphemes (V, SH, U, Z). -Students participate in self-assessment by filling out a self-assessment instrument.
Oral production Speaking
Theme: 2. Doctor, Doctor! Function:
SI.1. state single directions, advice / commands using words and phrases. SI.2. provide and accept advice.
SI.1. States single directions, advice / commands. SI.2. Provides and accepts advice.
Students activate prior knowledge of key vocabulary and sentence frames related with what to do when being sick. Teacher shares the goal of the lesson and introduces sentences frames about how to give advice when being sick using a video or a power point.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Describing actions that you can do to stay healthy
Students following a guide for the task, prepare an information exchange at the clinic or hospital. One person is the doctor and the other the patient. The doctor gives some advices to the patient to get healthy again. Students rehearse at home and get ready for performance. They can videotape the performance if possible. Students participate in self-assessment by filling out a self-assessment instrument.
Theme: 3. Pharmacy: Injections, Pills, and Creams… Oh, My! Function: Giving advice
SP.1. present with a group, a topic sentence and two to three details SP.2. describe common diseases, symptoms and treatments.
SP.1. Presents with a group, topic sentence and two to three details related to being healthy. SP.2. Describes common diseases, symptoms and treatments.
Students activate prior knowledge of key vocabulary and sentence frames related with two or three advices about how to be healthy if gotten a disease. Teacher shares the goal of the lesson. Students guided by the teacher plan an oral presentation related to providing advice to someone who is sick about how to get healthier. Students using pictures or a video rehearse and act out the presentation using notes as support. Students self-assess their work using an instrument. Students activate prior knowledge of key vocabulary and sentence frames related with diseases, symptoms and treatments
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
using videos/photos/illustrated books or a power point. Teacher shares the goal of the lesson. Students review discourse markers for sequencing text specifically when recommending a treatment. Students guided by the teacher plan an oral presentation related with explaining a common disease, its symptoms and the possible treatments. Students using pictures or a video rehearse and act out the presentation using notes as support. Students self-assess their work using an instrument.
Written production Writing
Theme: 4. I Went to the Doctor Yesterday Function: Retelling/relating past events
W1. prepare simple reminders or notes for personal use (e.g., diary, journal, homework book).
W.1. Prepares simple reminders or notes for personal use.
Students activate prior knowledge of key vocabulary and sentence frames related with diseases, symptoms and treatments using videos/photos/illustrated books or a power point. Teacher shares the goal of the lesson. Teacher introduces ways write a short note and reminder to someone about a medicine or doctor´s appointment. Students follow a pattern given by the teacher and write simple notes and reminders. Students edit their notes by revising sentence word order, punctuation and capitalization.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
The notes are reported in a book or class mural. Students self-assess their work using an instrument.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Plantilla priorizada de aprendizajes esperados, curso lectivo 2020.
UNIT 5
Aprendizaje esperado base
(Fundamental)
Aprendizaje esperado
(Componente del programa de
estudio)
Indicador del aprendizaje esperado
Unit 5 What a
Disaster!
1. Was that an
Earthquake?
2. It was Raining Cats
and Dogs
3. Calling 911
4. Getting Ready for
a Natural Disaster
THEMES AND
FUNCTIONS
Oral comprehension
Listening
Theme: 1. Was that an
Earthquake? Function:
L.2. understand
others’ expression of
feelings (e.g.,
whether they are
indicating they are
happy/scared,
L.2. recognizes others’
expression of feelings.
Students with the help of
the teacher are
introduced or
brainstormed to key words
and sentence frames
about natural disasters
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Describing natural disasters and feelings
relaxed, and
well/ill).
L.1. recognize basic
phrases that denote
position (under,
over, beside) and
can understand
simple instructions
including directions
(e.g., on the second
floor, near the
window, after the
next person).
L.1. recognizes basic
phrases that denote
position and can
understand simple
instructions including
directions.
common feelings. related
with it using
videos/photos/illustrated
books or a power point.
Teacher shares the goal of
the task.
Students listen to a video or
the teacher describe some
feelings that people
commonly experience
when there is a natural
disaster like an earthquake
or hurricane and match
them with actions or
pictures.
Students listen to people´s
stories about how they felt
during a natural disaster
and they identify their
feelings in a chart.
Students participate in self-
assessment by filling out a
self-assessment instrument.
Students with the help of
the teacher are
introduced or
brainstormed to key words
and sentence frames
about what to do and
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
where to go when there is
a natural disaster using
videos/photos/illustrated
books or a power point.
Teacher shares the goal of
the task.
Students listen to a video or
to the teacher general
instructions about what to
do or where to go when
there is an earthquake or
hurricane ( first listening)
Students identify key words
and phrases related to the
theme by performing two-
step instructions, arranging
pictures or filling in a
graphic organizer or chart
during second listening.
Students participate in self-
assessment by filling out a
self-assessment instrument.
Written comprehension
Reading
Theme: 2. It was Raining
Cats and Dogs Function:
R.1. recognize short
text messages as
well as short
greetings (e.g.,
“make a plan”,
R.1. recognizes short
text messages as well
as short greetings.
Students activate prior
knowledge of key
vocabulary and sentence
frames related with how to
get ready when there is a
natural disaster using
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Describing past events
“build an
emergency kit”).
videos, films, pictures,
graphic organizers or
power point.
Teacher shares the goal of
the lesson.
Teacher reviews the
structure of short texts and
messages for people when
there is a natural disaster.
Students identify the
characteristics of short texts
like announcements,
warnings, descriptions, and
dialogues from other types
of texts.
Students match short texts
or diagrams with
words/concepts.
Students participate in self-
assessment by filling out a
self-assessment instrument.
R.PA.3 produce
English sounds /ed/
/-ing/ /s / /θ/ with
verbal modeling
and visual cues.
R.PA.1 produces and
reads English sounds
/-ed/ /-ing/
/ s/ / θ/
Teacher introduces the
endings and sounds of/-
ed/ /-ing/ and / s/ / θ/.
using a power point with
examples.
Teacher shares the goal of
the lesson.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Students pronounce and
Identify specific words with
the endings and sounds /-
ed/ /-ing/ and / s/ / θ/ in
short texts after choral
reading.
Students circle the word
endings and sounds/-ed/
/-ing// s/ / θ/ in sentences
after they are pronounced
by the teacher.
Students play games like
domino to match the word
ending with the sound.
Students participate in
reading aloud with the
teacher focusing on the
ending sounds of past
tense verbs in English.
-Students participate in
self-assessment by filling
out a self-assessment
instrument.
Oral production
Speaking
Theme: 3. Calling 911
SI.1. ask others
simple questions
concerning their
SI.1. aks others simple
questions concerning
Students brainstorm
learned key vocabulary
and sentence frames to
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Function: Asking for help
homes
(village/town) or
personal information
(e.g., what is your
name? Where do
you live?).
SI.3. express
common feelings
personal opinions or
their interests.
SI.3. expresses
common feelings
during an event.
.
ask for personal opinions
and interests.
Teacher shares the goal
of the lesson.
Teacher reviews and
introduces a series of
questions needed to ask
for personal information
and opinions.
Students take roles, one
person has been affected
by a natural disaster and
the other comes to help.
The one that comes with
help asks a series of
personal information
questions to the person
affected. The participants
change roles.
Students participate in self-
assessment.
Teacher activates students
prior Knowledge about
common feelings people
experience when there is
a natural disaster.
Students look at three
pictures of natural disasters
and pictures of different
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
feelings. They match
feelings they experience
and the natural disaster
that cause it.
They practice sentence
frames like: How do you
feel when there is an
earthquake? I feel …
Students make a family
survey or a survey in the
classroom to practice the
sentence frames.
Students report their
findings using a sentence
pattern provided by the
teacher.
Students participate in self-
assessment by filling out a
self-assessment instrument.
Theme: 4. Getting Ready
for a Natural Disaster
Function:
SP.1. talk about a
familiar topic in a
short presentation,
prepared in
advance.
SP.2. state single
step directions/
SP.1. talks about a
familiar topic in a
short presentation.
SP.2. states single step
directions/
commands using
words and phrases in
conversations,
Students activate prior
knowledge of key
vocabulary and sentence
frames related common
natural disasters in Costa
Rica and some
recommendations about
what to do.
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
Giving and following safety procedures
commands using
words and phrases
dialogues or oral
presentations.
Teacher shares the goal of
the lesson.
Students guided by the
teacher plan an oral
presentation related to
what to do in natural
disaster.
They describe five steps to
follow to be safe.
Students using pictures or a
video rehearse and act out
the presentation using
notes as support.
Students self-assess their
work using an instrument.
Written production
Writing
Theme: 4.Getting Ready for a Natural Disaster Function: Giving and following safety procedures
W2. compose short
messages like
instructions, signs
and warnings.
W.2. composes short
messages like
instructions, signs and
warnings.
Students activate prior
knowledge of key
vocabulary and sentence
frames related with natural
disasters and what to do in
an emergency using
videos/photos/illustrated
books or a power point.
Teacher shares the goal of
the lesson.
Teacher reviews ways write
short messages, warning
Año 2020: Transformación curricular, una apuesta por la calidad educativa.
signs and instructions in the
case of a natural disaster.
Students follow a pattern
given by the teacher and
create small brochures
and warning signs to
provide to people in the
school.
Students edit their
messages and signs by
revising sentence word
order, punctuation and
capitalization
.
Students make a brochure
a display for the class.
Students self-assess their
work using an instrument.
La unidad 6 completa será retomada en quinto grado y articulada con otros escenarios del Programa
de quinto grado.