MY PROJECT

Expected Learning outcomes

Talk about a famous person’s biography.
 PAGE 30
My famous person’s My project
biography
1. Ask students to bring the My famous person’s biography*
materials needed for this
project in advance. Avoid Goal
asking them for materials Talk about a famous person’s biography.
one session before. Also
prepare your own materials, Materials
and some extra materials
 Recycled items  Scissors
keeping in mind that  Pictures  Coloured pencil
sometimes students forget  Glue  Coloured markers
to bring their own.
Procedure
2. Model the project step
by step. Since this project 1 Think about a famous person and
involves 5 steps, model write his or her biography. ✍✎✏✑✒✓✔✕✖

step 1 and have students 2 Write down the ideas in your

 Oral Expression

work on it after watching notebook.

your example. Circulate and
3 Draw or paste your pictures on the
provide help as needed. Do paper. ✤ ✁✂ ✄✙☎✆☎ ✝✞ ✟✟ ✟☎✘ ✤ ✠✙✂ ✡☎✟☛ ✁☛ ☞✁✌✙✘✘

the same for the remaining

4 Write the ideas under the pictures.
steps.
5 Show your class the collage with
3. Once students have inished the famous person’s biography.
their projects, ask them
to keep their posters and
Evaluation
put away their materials. EXcELLEnT GOOd POOR
Then, model an example
Express ideas All ideas in the collage are Some of the ideas in the Some of the ideas in the collage
for the class, and check clearly accurate. collage are accurate. are accurate (under 60%).
understanding by inviting
Use language
2 other students to speak There are no grammar There are 1-2 grammar There are several grammar
structure
mistakes in the collage. mistakes in the collage.
about their projects from correctly mistakes in the collage.
their seats. Then, give The collage has exceptionally The collage has attractive The formatting of the collage
show
students time to practice attractive formatting and formatting and and organization of the material
creativity
well-organized information. well-organized information. are confusing to the reader.
before they start presenting.
Circulate and help students
* It promotes inquiry, research or creative production.
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if necessary. English 6 | Corefo

4. Evaluate students’ work

using the evaluation rubrics
on page 30.

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English 6 | Corefo
 SHARE YOUR VALUES
Expected Learning outcomes
Identify a value from a reading.
 PAGE 31
Share your values Being perseverant and
tolerant
1. Before students open their
Being perseverant and tolerant* TO WRITE IN
YOUR NOTEBOOK  books to page 31, pre-teach key
vocabulary from the reading by
presenting the case of a famous
athlete (for example: Kobe
Think Bryant or Paolo Guerrero) or
1. Answer the following questions. Free answer musician (for example: Pedro
a. Are you a perseverant person? b. Are you a tolerant person? Suarez Vertiz or Gianmarco)
Observe and read Tell students how the used
discipline and perseverance
David and his friend Ralph are in the music class:
in order to be very successful
David: I would like to play the guitar.
Ralph: You can do it. It is easy. players or singers. Allow
David: Really? students to participate by
Ralph: Yes of course. asking them questions, so
David: I think that is diicult. I am afraid I won’t be able the presentation is more
to do it.
Ralph: No. You have to be positive, conident, patient,
interactive. Take advantage of

 Written Comprehension
tolerant, and hard working. this interaction to pre-teach
David: I will try. vocabulary that might be new
Music Teacher: That’s good! If you know it is diicult to do, it`s better to think of possible for your students.
solutions, trying to do it again and again. You have to persist and be constant in
that purpose, idea or task, regardless of obstacles or discouragement. I think that 2. Have students open their
you are going to achieve it because of your incredible tenacity. Your perseverance books at page 31, and draw
to do something that you know is important is an example to everyone.
their attention to activity 1.
David: Thank you for your words, Mr. Garcia. Tomorrow I am going to be here for my irst class.
Ralph: Friend. You are the best! Ask a volunteer to read the
instruction and the questions.
nEW WORds Then, have students discuss
Start learning* their answers in pairs. Then,
Perseverance  to try to do or continue doing
2. say if it is True or False. something in a determined way,
have students read the
despite having problems.
a. David would like to play the piano. False
Conidence  certainty.
conversations individually.
b. Ralph plays the guitar. True Patience  the ability to wait, or to continue 3. Prepare some lashcards
c. David feels conident, tolerant and patient. False doing something despite
that represent some of the
diiculties.
d. Perseverance is to get something easily. False recommendations presented
Tolerance  acceptance / ability to deal with.
e. David’s attitude is an example to everyone. True not being afected by something.
Regardless 
in the reading. Also, include
f. David is going to take guitar lessons. True Discouragement  the state of having lost your
conidence or enthusiasm for
some pictures that are not
something. mentioned. Ask the class to look
*It promotes reflexive attitude and critical judgment.
at the pictures one by one and
31 tell you which piece of advice
English 6 | Corefo
they refer to. If it is not relevant,
have them tell you that it has
not been mentioned. Do this in
order to check understanding
are true or false. Alternatively, you can ask them to correct the false sentences. of key ideas (reading for gist.)
Then, check answers by asking volunteers to read the sentences and share the
4. Draw students’ attention to
correct answers with the class.
activity 2. Ask them to take
5. As a follow up, have students role play a simple conversation in pairs. In the turns reading the sentences in
conversation, student A wants to learn a new skill (for example, play the drums.) pairs and say if the sentences
Student B ofers help by mentioning 2 of the ideas presented in the reading.
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English 6 | Corefo