THIRD GRADE

ENGLISH III
UNIT 5
FROM: MAY 2 TO: MAY 30 2017
TEACHER:
Eder Duran Córdova

SECONDARY SCHOOL GRADE AND GROUPS CITY

Esc. Sec. Tec. # 4 3RD “A”, “B”, “C” & “D” San Luis Rio Colorado
SOCIAL PRACTICE Produce texts to participate in academic events
ENVIRONMENT Academic and educational
TOPIC Doing with the language
SPECIFIC Write arguments in favor or against a topic to participate in a debate
COMPETENCY
Keep communications flowing identify breakdowns and use strategic resources to repair it
PURPOSES
when necessary.
• Detects and establishes links between a personal stance and information which agrees or
disagrees with it.
ACHIEVEMENTS • Emphasizes or clarifies agreements and/or disagreements.
• Writes short texts which express agreement or disagreement.
• Solves doubts and encourages feedback in order to edit agreements and/or disagreements
• Topic, purpose, and intended audience.
• Textual and graphic components.
• Repertoire of words necessary for this social practice of the language.
• Synonyms.
• Verb form: passive.
• Connectors.
CONTENTS
• Possessive genitive (e.g., world’s diversity and human’s features).
• Pronouns: personal and reflexive.
• Contrast between British and American variants: regular and irregular verbs (e.g., burned,
burnt; spelled, spelt).
• Word endings (e.g., -y, -ie, and -e).
• Punctuation
PRODUCTION
Write short and structured texts related to familiar topics or personal interest.
Give some details to complement the text.
Use linguistic strategies to organize and highlight information
Adjust tone and style to the addressee.
Create alternative ways to express a similar meaning.
Use strategies to plan and edit written texts.

MULTIMODALITY
Infer topic and addressee of outlines through graphic or textual components.
CURRICULAR
STANDARDS
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
TO WORK
Promote constructive feedback and discussion.

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 THIRD GRADE
ENGLISH III
UNIT 5
EVALUATION OF HEADINGS PRODUCT
Endpoints by rubrics Debate
o Choose a topic of interest.
LEVEL OF Assessment Qualification o Read texts from different sources.
PERFORMANCE o Take a personal stance regarding the
4 Above the Standard A+ 10.0 information read.
3 The Standard A 9.0 o Write agreements or disagreements depending
3 The Standard B 8.0 on the personal stance each one has adopted.
o Write a short text with the agreements and/or
2 Next to Standard C 7.0
disagreements.
2 Next to Standard D 6.0 o Edit the text and make a clean version in a
1 Requires Support R 5.0 notebook or a sheet, card, etc.
o Decide the place and date for the debate of
LEVEL OF each team.
HEADING
PERFORMANCE o Choose a moderator and define times and turns
Participation with the group in the for presentation and reply.
conversation on to verify the pronunciation o Present the agreements and/or disagreements
Pronounce correctly words and phrases in the debate, using the text to support
without self-conscious in front of their peers participation
Shows interest in demonstrating acceptable
discipline class
The language is written in clear and readable
book
Is good understanding of written and spoken
dialogue
Performs tasks and activities planned by the
teacher in both team and individual

SPECIFIC ACTIVITIES WITH THE LANGUAGE

Check a topic of interest from various sources based on contextual clues, with the teacher’s supervision.

––Choose texts about a topic of interest in various sources.

––Determine purpose and intended audience.

––Identify function of graphic components.

––Predict topic from previous knowledge.

Interpret general meaning, main ideas and some details from texts about a topic of interest, upon modeled reading, with
the teacher’s supervision.
––Read texts.

––Anticipate general meaning from explicit information.

––Clarify meaning of words.

––Identify main ideas in agreement or disagreement with a personal stance.

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 THIRD GRADE
ENGLISH III
UNIT 5
Write agreeing and/or disagreeing arguments about a topic of interest to participate in a debate, with the teacher’s
coordination.

––Search information from various sources.

––Select information to write agreeing and disagreeing arguments.
––Organize information in agreement or in disagreement with a personal stance on a graph.
––Write sentences to express agreeing and/or disagreeing arguments.
––Paraphrase information to broaden, exemplify and explain sentences that express agreements and disagreements.
––Emphasize or clarify agreements and/or disagreements.
––Use words and punctuation marks to link sentences in a paragraph.
––Write a short text that expresses agreements and/or disagreements.

––Establish connections between a personal stance and information in agreement or disagreement with it.

––Recognize expressions used by the author to express opinions in agreement and/or disagreement about a topic.

––Distinguish a link between different parts of texts.

––Use strategies to point out information in agreement and/or disagreement with a personal stance.
Edit agreements and or disagreements, with the teacher’s supervision.

––Read to revise punctuation and spelling conventions.

––Solve doubts and promote feedback.

––Write a final version.

Language as a means to:

––Solve conflicts, propose foundations for collective work and promote cooperation.
––Foster understanding and respect.
––Provide constructive criticism.

Product: debate

Distribute among teams the necessary actions to participate in a debate about a topic of interest.
––Choose a topic of interest.
––Read texts from different sources.
––Take a personal stance regarding the information read.
––Write agreements or disagreements depending on the personal stance each one has adopted.
––Write a short text with the agreements and/or disagreements.
––Edit the text and make a clean version in a notebook or a sheet, card, etc.
––Decide the place and date each team’s debate will take place in.
––Choose a moderator and define times and turns for presentation and reply.

Present the agreements and/or disagreements in the debate, using the text to support the participation.

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 THIRD GRADE
ENGLISH III
UNIT 5

FROM: May 31 TO: JUNE 20 2017

TEACHER:
Eder Duran Córdova

SECONDARY SCHOOL GRADE AND GROUPS CITY

Esc. Sec. Tec. # 4 3RD “A”, “B”, “C” & “D” San Luis Rio Colorado
SOCIAL PRACTICE Interpret and express everyday life instructions
ENVIRONMENT Familiar and community
TOPIC Doing with the language
SPECIFIC Understand and give instructions to plan a field trip
COMPETENCY
PURPOSES Use grammar, spelling, and punctuation conventions
• Adjusts volume, intonation, and tone to emphasize or clarify instructions.
• Offers explanations to clarify instructions.
ACHIEVEMENTS • Rephrases instructions to confirm understanding.
• Writes instructions.
• Appraises the pertinence of following instructions or not
Listen to and explore instructions to plan a field trip.
CONTENTS • Identify place and medium.
• Distinguish volume, tone, rhythm, speed, and intonation.
COMPREHENSION
Understand main ideas in spoken texts of familiar and common matters.
Understand detailed instructions to solve problems related to familiar and common situations.

CURRICULAR PRODUCTION
STANDARDS Participate in exchanges on everyday topics and familiar environments.
TO WORK Have a range of strategies to open, keep, and close simple interactions on familiar topics or
personal interest.

ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION

Show confidence and assertiveness in oral and written interaction.
EVALUATION OF HEADINGS PRODUCT
Endpoints by rubrics Activity schedule
o Select the field trip destination.
LEVEL OF Assessment Qualification o Set dates, time and activities.
PERFORMANCE o Write instructions for activities.
4 Above the Standard A+ 10.0 o Check that instructions are understood when
3 The Standard A 9.0 said and heard.
3 The Standard B 8.0 o Organize the instructions to put together an
activity schedule.
2 Next to Standard C 7.0
o Practice the enunciation of the schedule.
2 Next to Standard D 6.0 Present the schedule.
1 Requires Support R 5.0

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 THIRD GRADE
ENGLISH III
UNIT 5

LEVEL OF
HEADING
PERFORMANCE
Participation with the group in the
conversation on to verify the pronunciation
Pronounce correctly words and phrases
without self-conscious in front of their peers
Shows interest in demonstrating acceptable
discipline class
The language is written in clear and readable
book
Is good understanding of written and spoken
dialogue
Performs tasks and activities planned by the
teacher in both team and individual

SPECIFIC ACTIVITIES WITH THE LANGUAGE

Check instructions to plan a field trip, based on context clues and with the teacher’s supervision.
––Listen to instructions to plan a field trip.
––Recognize place and medium.
––Identify intentions.
––Distinguish volume, tone, rhythm, speed and intonation.
Interpret general meaning, main ideas and some details of instructions to plan a visit or field trip, with the teacher’s
supervision.
––Listen to instructions to plan a field trip or visit.
––Infer meaning from explicit information.
––Recognize composition of sentences.
––Establish sequence of enunciation.
––Recognize general information regarding a field trip plan (e.g., when it will be?, where to?, with whom?, how?, what for?
etc.).
Offer instructions for the planning of a field trip, with the teacher’s supervision.
––Write instructions.
––Include non-verbal communication.
––Determine speech register.
––Rephrase ideas.
––Use words and expressions to link ideas.
––Use strategies to influence, establish or negotiate meaning.
––Use strategies to repair a failed conversation.
––Offer instructions.
––Give further explanations to clarify instructions.
––Rephrase instructions to confirm comprehension.
––Judge the relevance of instructions.

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 THIRD GRADE
ENGLISH III
UNIT 5

Features and types of oral and written texts.

––Topic, purpose and intended audience.
––Context clues.
Phonic, syntactic and semantic elements of texts.
––Word list suitable for this practice of language.
––Acoustic features.
––Verbs: modals (e.g., need to, ought to, may, might).
––Verb tenses: future.
––Verb forms: imperative.
––Consistency in the use of a variant.
––Syntactic differences between British and American variants: future tense verb forms (e.g., We shall leave, We will
leave).
Language as a means to:
––Foster group interaction.
––Plan and organize.
––Strengthen interpersonal connections.
––Being aware of mutual responsibility between oneself and the group.
Product: activity schedule
Distribute among teams the necessary actions to create an activity schedule meant for the organization of a field trip.
––Select the field trip destination.
––Set dates, time and activities.
––Write instructions for activities.
––Revise that instructions are understood when spoken and listened to.
––Organize the instructions to put together an activity schedule.
––Practice the enunciation of the schedule.
Present the schedule.