MONTHLY PLANNER

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

PERIOD: PRODUCT ACHIEVEMENTS CONTENT: ACTIVITIES: ASSESSMENT:

STAGE: : (DOING, KNOWING AND BEING)

INITIAL

Select the Predict the Listen to dialogues. Session 1-2-3: Present the list of words regarding transactions, using flashcards. Students will name the vocabulary. SS. will T will be assessing
format and general sense of • Predict general sense. recognize, practice, and memorize vocabulary through association of words, meanings and pictures Ss during the
3 Sessions learn the a transaction • Identify speakers and the way they SUGGESTED ACTIVITIES: sessions by asking
vocabulary. dialogue, based address each other.  Bring and ask Ss to bring catalogues to explore them. Elicit information to describe catalogues e.g. size, color, content, randomly to
on previous • Identify places where items are number of pages, etc.  Ss compare catalogues from department stores, groceries, electrical appliances, car participate actively.
Define knowledge and Purchased and sold. accessories, and others, and talk about typography, balance between graphic and textual components, and whether the Group work.
questions and familiar words. • Structure of dialogues. information is catchy or dull.  In groups Ss put together as many vocabulary items as they can think of in connection with
answers. • Contextual clues. 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,
 Identifies topic • Speech register then they are ready to play "Catalogue Poker". Each student will have 5 pages of catalogues. The aim is to make trios of
and purpose. • Show an honest behavior in commercial related items, e.g. a pair of shoes, a dress, and a scarf. Ss will ask in turns for: clothes, groceries, computer accessories etc.
transactions. Encourage Ss on going a little bit further for specific items, e.g. special clothes depending on the season, genre, age, etc.
• Identify cultural differences in commercial  Have Ss practice specific questions to purchase a product. This will help them practice the use of is, are, much, etc. 
transactions 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
DEVELOPMENT

Determine and • Identifies sentences • Perceive the differences in the tone, Session 1-2: Have Ss gather information about making commercial transactions using the informative text ask ss to write T will be assessing
write fix used by speakers. pause, and intonation of each speaker’s questions about price, color and size and then practice in pairs. Ss during the
patterns of discourse. Session 3-4: Have Ss comprehend expressions using dialogues about purchasing commercial items. sessions by asking
6 Sessions questions and • Plays the role of a While listening, understand expressions Session 5-6: Have Ss write down expressions using a dialogue about buying and selling basic need items. randomly to
answers. speaker. used by speakers in dialogues. SUGGESTED ACTIVITIES: participate actively.
• Compare content of expressions.  Using the catalogues, have some Ss perform a purchase in front of the class. Elicit from Ss forms to complement the Written test.
-Write expressions for • Discriminate expressions to ask for or dialogue, such as: courtesy expressions, forms to address people (vocatives), etc. Model if necessary. Provide Ss with more Check list
Check the a transaction dialogue. indicate prices and characteristics of examples and ask them to classify the phrases according to expressions said by a seller or a customer.
sequence of items.  Ask Ss to role-play the dialogues according to different products and shops (clothing store, grocery store, etc.). Encourage
questions and • Distinguish questions from answers, them to use correct intonation in questions and answers.
answers. based on intonation.  In pairs Ss write one of their conversations. If they have mistakes when writing, have them correct each other (use word
• Identify products based on the cards as aids for correction). They may also take notes as to the stress and intonation of questions.
description of their characteristics.  Organize a marathon carpet to be used in different activities: grammar, vocabulary, etc. Place what needs to be practiced on
• Assume the role of a speaker to practice the marathon squares; in this case, place the words related to the purchase and buying of the products already seen.
pronunciation in dialogues. • Acoustic  Play an adaptation of "Hangman" using separate words of question or answers but leave gaps to be completed to form
characteristics. complete questions and answers. If possible, add the competition or contest element to make it more fun and memorable.
• Repertoire of words necessary for this When correcting, lead Ss to discover the mistakes.
social practice of the language.  Have Ss dictate one another the questions practiced orally first and write them on a card. Have correction on the board in a
• (vocatives –sir, mister, ma’am, miss, plenary session for everyone to reflect upon the use of capital letters, question mark at the end of questions, appropriacy of
etc.–, weight and volume units, etc.). grammar is/are, do/does, much, etc.
• Show an honest behavior in commercial
transactions.
• Identify cultural differences in commercial
transactions..
 CLOSING
Make bullet • Reads sentences Write expressions for a dialogue. Project Session 1-2-3: Revise spelling. Read reports aloud to practice sentences intonation and word pronunciation, have a T. will assess by
point sheet, used for the • Select expressions used to ask for role-play where the Ss simulate a selling or buying transactions. observation.
Exchange to purchasing of items diverse products and their
3 Sessions simulate aloud. prices. SUGGESTED ACTIVITIES:
buying, and • Write questions to obtain information
selling items. about the characteristics  Simulate an internet catalogue purchase. Stick the catalogue on the board. Distribute handouts or ask Ss to do this in their
and price of products. notebooks, and have them fill in the blanks the necessary information, e.g. Item number______ Color________ Size_______
• Write expressions used to ask for or offer Address_________ Zip Code________ City______ Country _________ Credit card number________. You can add or delete
information about information.
different products.  Use this information to make SS simulate a telephone purchase (they may sit back to back). The person selling should take
• Complete sentences used to close a notes on the article specifications and the buyer should have a checklist to make sure he/she’s getting all the information
transaction. Read sentences aloud. • Type needed to buy the product. During the transaction, Ss may use their note cards. In the end, they can compare checklist to
of sentences. notes to buy the product.
• Connectors.
• Punctuation. • Show an honest behavior
in commercial transactions.
• Identify cultural differences in commercial
transactions..
Teacher’sname:________________________________________

School’sname: ________________________________________ Principal’sSignature:_________________________________

 MONTHLY PLANNER
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 ACHIEVEMENTS: CONTENT: ACTIVITIES: ASSESSMENT

STAGE: (DOING, KNOWING AND BEING) :
INITIAL

Provide a written Identify topic, purpose, Explore fantasy stories. Session 1-2-3: Present the list of words regarding fantasy tales, using flashcards. Students will name the Participation and
description of and intended audience. • Activate previous knowledge to predict vocabulary. SS. will recognize, practice, and memorize vocabulary through association of words, meanings and observation. Group
3 Sessions family and topic. pictures. work.
friendship • Relate a story to personal experiences. SUGGESTED ACTIVITIES:
relationship Participate in a guided reading. • Divide class into groups of four. Have Ss discuss the next questions: What is a hero for you?, Do you have a
between the main • Identify purpose and intended audience. favorite hero or villain? Give Ss some minutes to talk about it.
characters of the • Identify and define new phrases and • Choose a story. Ask Ss to predict and brainstorm the elements or parts of the story, such as: characters, plot,
fantasy story. words. body, climax, resolution or conclusion. Have Ss infer the content of the tale based on images and, if possible,
• Understand stories as a reflection of relate tale or reading to personal experiences. Give Ss roles and read story out loud. Recognize dialogues
emotions, personal experiences, and between the main character and the others based on the intonation. Make a story map with characters, setting,
cultures. body and conclusion.
• Determine the role of fantasy stories in • Have a drawing or chart of a famous family/friends relationships TV program, e.g. “The Simpsons”. Ask Ss to
different cultures. identify the characters and their relationship. Have the pictures of the characters on the board and ask them who
• Appreciate and enjoy literary expressions they are: “Who is she? She is ‘Maggie.’ Who is he? He is ‘Homer’. He is Maggie’s father.” If necessary, briefly
in English. 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.”
DEVELOPMENT

Design and Distinguish between • Locate parts of a story. Session 1-2: Have Ss explore information about fantasy tales thought the informative text by asking questions Participation.
illustrate an narrator, main characters • Identify narrator, main character, and about particular elements of the legends. Check list
imaginary family and supporting supporting characters. Session 3-4: Have Ss compare similarities and differences in conduct, values and particular settings.
6 Sessions tree. Characters. • Identify dialogues between main and Session 5-6: Have Ss identify the elements of the story.
supporting characters. SUGGESTED ACTIVITIES:
Complete the Name the setting of a • Identify the settings of the story. • As Ss to make a Venn diagram to compare their favorite character with themselves. Ask them to draw their
fantasy family tree story. • Identify the use of punctuation to indicate favorite hero/heroine/villain on a separate sheet of
with information dialogues. paper.
from the list. Identify plot, conflict, body • Distinguish direct from indirect speech. • Make a chart with a fantastic character where unusual information is stated. Add a fantastic family member, friend
and ending. Repertoire of words necessary for this or pet with fantastic abilities. With the
social practice of the language. characters chosen, ask Ss to create a mini comic strip and share it with the class.
• Verb tenses: past perfect. • Understand • Using the same characters or different ones, have Ss work in groups to choose characters and personalize them
stories as a reflection of emotions, personal e.g. “My name is Princess Aurora. My father
experiences, and cultures. is the king of Beauty Land”, etc. Ss prepare a written description of the characters and the relationship among
• Determine the role of fantasy stories in them.
different cultures. • Have Ss bring a cutout or make drawings of characters for their fantastic family tree. Ss glue the images and
• Appreciate and enjoy literary expressions write the relationship among characters.
in English. • 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).
 CLOSING
––Check that Answers questions about Compare differences and similarities in Project Session 1-2-3: Ss will create a fantastic family tree and share with the class. Practice sentences Observation and
writing is complete family and friendship behavior, values, and settings, between intonation and word pronunciation. product
and complies with relationship among English-speaking countries and one’s own.
3 Sessions spelling characters. • Answer questions about family and SUGGESTED ACTIVITIES:
conventions. friendship relationships between • Have Ss read their sentences aloud and explain the relationship among them and with other teams for feedback.
• Establishes differences characters. Ss may suggest ideas to improve the design of the family tree and the characters.
Display the and similarities between • Establish similarities between the
fantasy family tree the behavior and values behavior and values of characters • Ss take turns to come to the front to show their family trees and explain them to the group
in a visible place in of characters in the story, in the stories, with those of familiar people,
the classroom. familiar people, and one’s and one’s own. • Have the groups guess the characters and their relationship. Play a memory game using the same characters.
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.

Teacher’sname:________________________________________

School’sname: ________________________________________ Principal’sSignature:_________________________________