SAN AGUSTÍN INTERNATIONAL SCHOOL

Didactic sequence

Head Semester: S1
Subject: English Lic. Alma Angelina Guerra Pérez
teacher: Period: P3

N. OF
N. of sequence: 1 Name: Lesson 4-12 4 Number of sessions: 16
SESSIONS

I.

Learning objective:

Transversalidad:

Week 2 (November 6th to 10th)

Beginning Development Closing

Session

Reading: Analyze Historical • Get Ready, pp. 24–26 • Quick Check

Context • Social & Emotional Learning: Self-Management, p. 24
Session 1 RI.10.1 • Read, pp. 27–33 • Assessment Practice
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

By any other • Cross-Curricular Connection, p. 28 • Analyze the Text

name Reading: Analyze Author’s
Purpose
RI.10.6 Reading: Analyze
Historical Context
RI.10.1
Reading: Analyze Author’s
Purpose
RI.10.6 Reading: Analyze
Historical Context
RI.10.1
• Notice & Note Signpost: Contrasts and Contradictions,
SE/TE p. 31 • Choices
• Connect to the Essential Question, p. 32 • Respond, • Schedule the Selection Test
pp. 34–35 using the online or Word version.
• Social & Emotional Learning: Responsible Decision-Making,
p. 35 • Respond, pp. 36–37
Assessment Options
• Quick Check, p. 33

Expand Your Vocabulary • Assessment Practice, p. 33

Reading: Analyze Author’s
Purpose p. 26
• Analyze the Text, p. 34
RI.10.6 • precarious
• insular • Choices, p. 35
Writing: Write an Argument • sedately
W.10.1 • tepid Vocabulary in Context Selection Test
• precarious, p. 27
Research: Name Changes in
History • insular, p. 28
W.10.7 • sedately, p. 30
• tepid, p. 31
Social & Emotional Learning:
Group Discussion SL.10.1.a Applying Academic Vocabulary
Vocabulary: Words p. 31
from Other Languages in
• discriminate
English
L.10.4 • diverse
• inhibit Academic Vocabulary
Grammar: Appropriate Verb p. 35
Tense • discriminate
L.10.1 • diverse
• inhibit
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

• intervene
• rational Expand Your Vocabulary
p. 36
• insular
• precarious
• sedately
• tepid

• When Students Struggle, p. 25

• Scaffolding for English Learners, p. 26
• When Students Struggle, pp. 27, 29
• Targeted Passage, pp. 28, 32
• Scaffolding for English Learners, pp. 30, 33
• To Challenge Students, p. 32 • When Students
Struggle, p. 34
• Scaffolded Support for text analysis and response •
Scaffolding for English Learners, pp. 36, 37

Session2 Reading: Analyze Setting • Get Ready, pp. 38–40

Without a RL.10.1 • Social & Emotional Learning: Self-Awareness, p. 38 • • Quick Check: Day 1
tittle Read “Without Title,” pp. 41–43 • Assessment Practice •
Analyze the Text •
• Connect to the Essential Question, p. 42 • Respond, Choices
Reading: Make Inferences p. 44 • Respond, p. 45
About Theme • Schedule the Selection Test
• Social & Emotional Learning: Self-Management, p. 45 using the online or Word version
RL.10.1, RL.10.2 Reading:
Analyze Setting
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

RL.10.1 Academic Vocabulary

p. 45

Reading: Make Inferences • discriminate

About Theme
• diverse
RL.10.1, RL.10.2 Reading:
Analyze Setting • inhibit

RL.10.1 • intervene

• rational

Reading: Make Inferences

About Theme

RL.10.1, RL.10.2 Reading:

Analyze Setting

RL.10.1

Reading: Make Inferences

About Theme

RL.10.1, RL.10.2

Writing: Write a Poem

W.10.5, W.10.10
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

Research: Research Cultural

Change

W.10.8

Media: Contrast Collage

SL.10.5

Assessment Options
• Quick Check, p. 55
Session 3 Reading: Analyze Character • Get Ready, pp. 46–48 • Assessment Practice, p. 55
Motivation • Analyze the Text, p. 56
RL.10.3 • Social & Emotional Learning: Self-Management, p. 46 •
Read “What, of This Goldfish, Would You Wish?,” pp. 49–55 • Choices, p. 57
What, of This Selection Test
Goldfish, Reading: Analyze Cultural • Close Read Screencast: Modeled Discussion, Activity, p. 49
Would You Background
Wish? RL.10.6 Reading: Analyze • Notice & Note: Memory Moment, p. 53
Character Motivation
• Notice & Note: Tough Questions, p. 54
RL.10.3
• Connect to the Essential Question, p. 54 • Respond,
Reading: Analyze Cultural pp. 56–57
Background
RL.10.6 Reading: Analyze • Social & Emotional Learning: Responsible Decision-Making,
Character Motivation p. 57 • Respond, pp. 58–59
RL.10.3
Expand Your Vocabulary

Reading: Analyze Cultural p. 48

Background
RL.10.6 • poignant
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

Social & Emotional Learning: • wizened

Media Montage
SL.10.5 • beleaguered

• fluent Vocabulary in Context

Research: Compare
Archetypes • poignant, p. 49
W.10.7
• wizened, p. 50
Writing: Write a Fable • beleaguered, p. 50
W.10.3.a–b, W.10.3.d–e
Vocabulary: Use • fluent, p. 53
Context Clues
Applying Academic Vocabulary
L.10.4.a
p. 52
Grammar: Tone
RL.10.4 • diverse

• rational Academic Vocabulary

p. 57

• discriminate

• diverse

• inhibit

• intervene

• rational Expand Your Vocabulary

p. 58

• poignant
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

• wizened

• beleaguered

• fluent

• When Students Struggle, p. 47

• Scaffolding for English Learners, p. 48 • When

Students Struggle, pp. 49, 50, 51, 54

• Summary with Targeted Passages, pp. 52, 54

• To Challenge Students, p. 53

• Scaffolding for English Learners, p. 55 • When

Students Struggle, p. 56

• Scaffolding for English Learners, p. 57

• Scaffolded Support for text analysis and response

• Scaffolding for English Learners, pp. 58, 59

 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

Head Semester: S1
Subject: English Lic. Alma Angelina Guerra Pérez
teacher: Period: P1

N. of sequence: 1 Name: ”By any other name “ N. of sessions 3 Amount of sessions: 3

Progresión o progresiones de aprendizaje:

Learning objective:

Transversalidad:
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

Week 3 (November 12th to 16th)

Beginning Development Closing

Session

Assessment Options

Session 1 Writing: Write an Argument • Quick Checks pp. 91, 93, 94,
W.10.1.a–e 96
• Write an Argument–Plan Your Argument, pp. 90–91
• Social & Emotional Learning: Self-Awareness, p. 88 • Unit Test
Write an Develop a Draft, pp. 92–93 • Revise Your
Argument Writing: Address Task, Argument, pp. 94–95
Purpose, and Audience • Edit Your Argument–Publish Your Argument, p. 96
Lesson 6
W.10.1 • Reflect & Extend, p. 97
• Social & Emotional Learning: Self-Awareness, p. 97

• When Students Struggle, pp. 89, 91

Writing: Write and Support a
Claim
W.10.1
Writing: Address Opposing
• Scaffolding for English Learners, p. 90
• To Challenge Students, p. 92
• When Students Struggle, p. 93
• Differentiated Writing Prompt
• Scaffolding for English Learners, p. 95
• Scaffolding for English Learners, p. 96
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

Claims

W.10.1

Writing: Plan, Revise, and

Edit Writing W.10.5

Grammar: Use Transitional

Words and Phrases W.10.1
Writing: Plan, Revise,
and Edit Writing W.10.5

Grammar: Use Transitional

Words and Phrases W.10.1

Writing: Plan, Revise,

and Edit Writing W.10.5

Grammar: Use Transitional

Words and Phrases W.10.1

Writing: Plan, Revise,

and Edit Writing W.10.5

Grammar: Use Transitional

Words and Phrases W.10.1
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

Writing: Write a
Short Story W.10.3

Project-Based Learning:
Create a Vlog SL.10.5

Social & Emotional Learning:

Reflect on the Essential
Question

Make a summary of the reading

Session2 SS will read on the pleasure ss have to take notes of the new words.
of reading

Ss will sove a test Ss will solve the Reading test on the pleasure of reading Feeddback students on their results

Session 3

Week 4 ( November 20th to 24th)

Beginning Development Closing

Session

Reading: Understand
Character Motivations
Session 1 -3
RL.10.3
Reading: Make Inferences
RL.10.1
Reading: Understand
Character Motivations
RL.10.3
Reading: Make Inferences
RL.10.1 Reading: Make
Inferences RL.10.1
Vocabulary: Context Clues
L.10.4.aReading: Understand
Character Motivations
RL.10.3
Reading: Make Inferences
RL.10.1
SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence
• Get Ready, pp. 102–104 • Quick Check: Day 1
• Social & Emotional Learning: Social and Emotional • Quick Check: Day 2
Considerations, p. 102 • Read, pp. 105-111
• Cross-Curricular Connection, p. 108 • Assessment Practice •
• Connect to the Essential Question, p. 110 Analyze the Text
• Social & Emotional Learning: Social Awareness, pp. 110, 111 • Choices • Schedule the
• Read, pp. 112–115 Selection Test using the online or
• Notice & Note Signpost: Tough Questions, SE/TE p. 113 Word version.
• Social & Emotional Learning: Social Awareness, p. 114 •
Respond, pp. 116–117
• Social & Emotional Learning: Self-Management, p. 117
• Social & Emotional Learning: Social Awareness, p. 117 •
Respond, pp. 118–119
Expand Your Vocabulary
p. 104
• pensive
• simultaneously
• meticulous
• frivolous
• devoid
• dissipate Vocabulary in Context
• pensive, p. 105
• simultaneously, p. 106
• meticulous, p. 108
• frivolous, p. 109
• devoid, p. 111
Applying Academic Vocabulary
p. 109
• differentiate
• incorporate
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

Writing: Compare • perspective Vocabulary in Context

Archetypes W.10.2
Research: Research Current
Events W.10.7
• dissipate, p. 112 Academic Vocabulary
p. 117
• differentiate
• incorporate
• mode
• orient
• perspective

Social & Emotional Learning:

Create a Public-Service
Announcement

SL.10.5 Vocabulary: Context

Clues L.10.4.a

Grammar: Dialect and

Dialogue L.10.3

Week November 21st to 24th

Beginning Development Closing

Session

• Get Ready, • Quick Check: Day 1

 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

Reading: Interpret Graphics pp. 156–158 • Assessment Practice•

SL.10.2 • Social & Emotional Learning: Self-Management, p. 156

• Read “The 100-Person Planet,” pp. 159–161

Reading: Analyze Motives • Reinforce Notice & Note Signpost: Numbers and Stats, TE p.
160
RI.10.6 Reading: Analyze
Session 1 -3 Motives • Connect to the Essential Question,

RI.10.6 p. 160

• Cross-Curricular Connection, p. 160

Scaffolding for English Learners, p. 158 • When Students

Struggle, p. 159

• Scaffolding for English Learners, p. 161

Assesment. Aditional resources

Learning evidences
 SAN AGUSTÍN INTERNATIONAL SCHOOL
Didactic sequence

Exam Google classroom evidences Grammar into literature grade 10th

Houghton Mifflin
Notes

Assesment practices on the platform

Adecuaciones

Assesment criteria:

Exam 30%

Daily tasks 30%

Platform 20%

Project 20%

TOTAL 100%