CYCLE 4, THIRD GRADE

SCHOOL TERM 2014-2015

GRADE:

UNIT:

Third Grade

SOCIAL PRACTICE:
LEARNING
ENVIRONMENT:
SPECIFIC COMPETENCY:

3B

Read and rewrite informative texts from a particular field

Academic and educational
Write a short report about a historical event
CONTENTS

ACHIEVEMENTS

DOING WITH THE LANGUAGE

KNOWING ABOUT
THE LANGUAGE

Formulates questions in
order to distinguish
between main and
secondary ideas.

BEING
THROUGH THE
LANGUAGE
Use language
to learn about
history and to
appreciate it.
Create a
sense of unity
and harmony,
and avoid
prejudice.
Promote
respect for
the work of
others by
using
information
resources.

PRODUCT

REPORT ANTHOLOGY OF
Select and explore descriptions of historical events.
Topic and intended
audience.
HISTORICAL EVENTS
Activate previous knowledge.
Graphic and textual
Predict content.
components.
Identify textual organization.
Stage 1
Patterns of text
Identify topic and intended audience.
Choose a historical event.
Writes simple and
arrangement.
Understand the content of a historical text.
Stage 2
complex sentences.
Repertoire of words
Read historical texts.
Read the texts and select
necessary for this
Identify new terms.
the information.
Links sentences together
social practice of the
Point out information about key events.
in order to make
Stage 3
language.
Make questions to distinguish between main ideas and
paragraphs.
Syntactic features of
Choose a graphic resource
secondary ideas.
the English language:
to organize information.

Recognize
order
and
meaning
of
a
text.
Writes a short report,
presence of auxiliaries
Stage 4
Identify chronological order.
based on a model.
in declarative, negative
Write the report.
Write a short report.
& interrogative
Stage 5
Write simple and complex sentences paraphrasing main ideas.
sentences (e.g., That
Checks spelling
Edit the report to create a
Complete flow charts with information that broadens main ideas.
conventions and adjusts
did not happen; Does
Rewrite sentences to include information that broadens main
final version.
language according to
he take a hard
ideas.
intended audience and
decision?
Stage 6
Emphasize and clarify ideas in a text.
purpose, to edit reports.
Double genitive (e.g.,
Agree on a design to the
Determine the order of key events in a timeline.
an employee of hers).
anthology.
Group sentences which give similar information to form
Verb tenses.
Stage 7
paragraphs.
Adverbs.
Create an index.
Write a short report
Connectors.
Stage 8
Edit reports
Abbreviations.
Integrate the reports to the
Read to check punctuation and spelling conventions.
anthology and donate it to
Add, remove, change and/or reorganize information.
the school library.
Adjust language in accordance to intended audience and
purpose.
Write final version.
SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011

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PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stages
2 and 3

Stages
4 and 5

Stage 6

Stages
7 and 8

Ask Ss to form teams using any grouping technique that is well known to the teacher. It may be through a Find someone who activity or forming
groups of: farm animals, zoo animals, wild animals, by colors, vegetables, fruits, etc.
Once the teams are formed ask Ss to give ideas (one per team) on the historical events they are more interested in such as: the invention of computers,
the invention of internet, moon landing, the fall of the berlin wall, etc. Have Ss cast votes and choose the most popular or best known to Ss.
Alternatively this theme may be chosen from historical periods already studied in the History subject from the present or previous school years.
Propose cultures that are particularly fascinating, e.g. the Egyptians, the Greeks, The Mayans, the Aztecs, the Romans, etc.
Have Ss look up information in encyclopedias, on the internet, previous course books, etc. and bring the information preferably in English. Select those
bits of the text that are particularly interesting for the task.
Prepare a good set of questions to find out the information needed for the task such as dates, places, important personalities, background, reasons for
the event to have happened, etc. Gradually Ss should be in charge of asking and answering the questions themselves. Example questions: What
happened in .? Who was the responsible for? What was the solution? What has happened since then?.
Offer a nice variety of graphic organizers for the Ss to choose from, so that each team opts for one, such as: mind maps, concept maps, summary
tables, etc. Even though the topic is common for everyone, each team would contribute to the theme by using different graphic resources.
Given the nature of the subject, suggest time lines, maps, comic strips, where the chronological order of events is evident. Alternatively, Ss may choose
an event in the continuity of that historical period to make the anthology more attractive.
In the same teams Ss would go back to the text chosen and highlight, underline, circle the relevant information for that particular team. Have Ss re-write
that particular bit of information in their own words.
Have Ss make drafts to facilitate correction and enrichment. Expect simple sentences from Ss. When Ss have attempted their first draft have a session
on the use of linkers for the purpose of enumeration of a series of events, or the right sequence of a given historical episode. Possibilities range from
First, next, then, after that, finally to At the beginning, some time later, soon, a few years later, in the end, etc.
Make sure Ss attempt their second draft with the insertion of these devices to make their language production more complex.
Monitor as necessary, always promoting the use of English and different types of correction such as self and peer correction.
Have Ss edit their report first in pencil to make all the necessary corrections and adaptations. Once given a final check to Ss work, they may type it out
or write it out in a font that is legible even for younger Ss.
Have Ss agree on the design chosen for their anthology. As far as possible have an assortment of graphic resources. If Ss do not seem to agree on
one, raffle the possibilities in an effort to give the reports a more professional presentation. Ahead of time decide on the types of font used if it is decided
that all reports should be typed. If Ss use their handwriting, make sure it is legible, standardized and correct. When they have finished the design of the
anthology, ask them to show their work to other Ss.
Have the anthologies edited and exhibited. From this have Ss analyze the information and decide on which section of the index they want to work on,
reminding that an index is a list of contents indicating where the contents appear. Ss may decide on the number of pages and a separate index of
illustrations.
Towards the end of the month have Ss exhibit their anthologies in the classroom. To give this social practice an added element of communication, ask
Ss to prepare a short oral presentation of what their section of the anthology is all about.
If time allows, have Ss check the quality and presentation, the contents, the level of English and the use of linking devices to join ideas through a short
rubric prepared ahead of time by Ss in conjunction with the T.

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BOOKS
Publishing house

Teachers Book

Activity Book

Readers Book

All Ready
Macmillan

pp. 88-100

pp. 82-95

Reader
pp. 72 84

"Brilliant! Teens"
Santillana

pp.112-130

pp. 104-123

Stories
pp.31-42

"Crossover 3
University of Dayton
Teens Club
Castillo
"Yes We Can!"
Richmond

pp. 122-141

pp. 59-78

pp. 95-105

pp. 94-107

Narrative
pp. 93-102
Narrative
pp. 48-56

pp. 54-63

pp. 54-63

Other resources
http://www.bbc.co.uk/history/forkids/
http://www.spacekids.co.uk/spacehistory/
http://kids.nationalgeographic.com/kids/stories/history/
http://www.kidinfo.com/american_history/historical_events.html
http://www.socialstudiesforkids.com/

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Fiction
pp. 27-38