National English Program - Nepbeh Daily Plan

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO
SUBSECRETARIA DE EDUCACIN BSICA Y NORMAL

DIRECCIN GENERAL DE EDUCACIN BSICA
NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

SCHOOL: SECUNDARIA GENERAL EMILIANO ZAPATA
GRADE: 2ND.
GROUPS: G, K, L
TEACHERS NAME:
DATE:
UNIT : ONE
SOCIAL PRACTICE OF LANGUAGE: READ AND UNDERSTAND DIFFERENT TYPES OF LITERARY TEXTS FROM ENGLISH-SPEAKING COUNTRIES.
ENVIRONMENT: LITERARY AND LUDIC
SPECIFIC COMPETENCE: READ FANTASY LITERATURE AND DESCRIBE CHARACTERS.
ACHIEVEMENTS: ANTICIPATES THE GENERAL MEANING AND MAIN IDEA OF THE NARRATIVE.
PRODUCTS: SELECT AND READ A FANTASY NARRATIVE.
SESSION: 1
BEING THROUGH THE

LANGUAGE
KNOWING ABOUT THE

LANGUAGE
DOING WITH THE

LANGUAGE
COMMUNICATIVE SITUATION ACTIVITIES
INTERACTION & TIME
RESOURCES
MATERIALS
TO WARM UP, T. ASKS SS TO SAY NAMES OF SOME FANTASY NARRATIVES.

T. ASKS SS TO READ THE BOOK, AND LOOK FOR SOME PUBLISHING DATA.
T. ASKS SS TO LOOK AT GRAPHIC ELEMENTS AND IDENTIFY THE MAIN IDEA OF THE NARRATIVE.
T SS
SS- T
INDIVIDUAL
20
BOARD
MARKERS
FANTASY NARRATIVE
T. ASKS SS SOME QUESTIONS IN ORDER TO TALK ABOUT THE TOPIC, PURPOSE AND INTENDED AUDIENCE.
T. ASKS SS TO NOTICE ELEMENTS OF PUBLISHING DATA LIKE: PUBLISHER, DESIGN, ART DIRECTION,
ILLUSTRATION, YEAR, LOCATION, ETC.
T SS
SS- T
INDIVIDUAL
20
BOARD
MARKERS
NOTEBOOK
FANTASY NARRATIVE
T-SS
SS-T
SS-SS
INDIVIDUAL
10
BOARD
MARKERS
COLORS
NOTEBOOK
FANTASY NARRATIVE
SS ACKNOWLEDGE CREATIVITY AND IMAGINATION IN THE PERCEPTION OF REALITY.

T. ASKS SS TO MAKE A DRAWING ABOUT THE MAIN IDEA OF THE STORY. ASKS THEM TO SHOW IT AND
EXPLAIN IT TO THE CLASS.
T. ASKS SS TO FOSTER RESPECT TOWARDS OTHERS OPINIONS.
SS ENJOY READING AS RECREATIONAL ACTIVITY.
HOMEWORK (OPTIONAL)
ASSESSMENT
PARTICIPATION IN CLASS
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
TALK ABOUT PURPOSE AND MAIN
IDEA, DRAWING.
OBSERVATION OR NOTES
_____________________________________________
REVIEW BY TEACHER GREGORIO LUGO


GRADE: 2ND.
GROUPS: G, K, L
TEACHERS NAME: ERICKA KARLA AGUILAR CRUZ
DATE:
UNIT : ONE
ACHIEVEMENTS: FORMULATES AND ANSWERS QUESTIONS TO DISTINGUISH AND VERIFY SPECIFIC INFORMATION.
PRODUCTS: SELECT AND READ A FANTASY NARRATIVE.
SESSION: 2
KNOWING ABOUT THE

LANGUAGE
T. ASKS SS TO COMMENT ABOUT LAST CLASS READING. WHAT DID THEY LIKE OR DIDNT LIKE OF THE
STORY.
T. ASKS TO RE-READ THE STORY IN ORDER TO IDENTIFY THE STORYS ELEMENTS AND TO LOOK FOR SOME
SPECIFIC INFORMATION.
SS NOTICE THAT THE NARRATIVE COMBINES SEVERAL ELEMENTS AND EACH ONE MUST HAVE CERTAIN
CHARACTERISTICS: THE CHARACTERS, SETTING, TIME, ATMOSPHERE, NARRATOR, PLOT, INTENSITY,
TENSION AND TONE.
T. ASKS SS TO IDENTIFY THESE ELEMENTS IN THE STORY.
T. ASKS SS TO SCAN THE STORY FOR SPECIFIC INFORMATION (COMPREHENSION QUESTIONS, DISCUSSION
QUESTIONS, ETC.)
BEING THROUGH THE

LANGUAGE
DOING WITH THE

LANGUAGE

SS ENJOY READING AS A RECREATIONAL ACTIVITY.
T. AND SS CHECK THE STORY ELEMENTS AND DISCUSS ABOUT THE STORY.
SS GIVE THEIR PERSONAL OPINION.
HOMEWORK (OPTIONAL)
INTERACTION & TIME
RESOURCES
MATERIALS
T SS
SS- T
INDIVIDUAL
15
BOARD
MARKERS
FANTASY NARRATIVE
T SS
SS- T
INDIVIDUAL
20
BOARD
MARKERS
NOTEBOOK
FANTASY NARRATIVE
T-SS
SS-T
GROUP
15
BOARD
MARKERS
NOTEBOOK
FANTASY NARRATIVE
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
READING COMPREHENSION
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: USES STRATEGIES TO SUPPORT THE UNDERSTANDING OF NARRATIVES.
PRODUCTS: READ FANTASY NARRATIVES TO DETERMINE PAST EVENTS
SESSION: 3
BEING THROUGH THE

LANGUAGE
KNOWING ABOUT THE

LANGUAGE
DOING WITH THE

LANGUAGE
T. ASKS SS TO TALK ABOUT WHAT THEY DID LAST HOLIDAY (VISITED FAMILY, WENT TO THE MOVIES,
VISITED A MUSEUM, ETC.)
T. READS SS SOME SENTENCES FROM THE NARRATIVE AND ASKS THEM TO SAY IF THEY REFER TO PRESENT
OR PAST EVENTS.
SS RECOGNIZE SIMPLE PAST TENSE TO TALK ABOUT ACTIONS THAT HAPPENED IN THE PAST AND WERE
COMPLETED IN THE PAST.
T. ASKS SS TO LOOK FOR SOME VERBS IN THE NARRATIVE. T. WRITES THEM ON THE BOARD AND ASKS SS
TO SAY WHAT THEY NOTICE ABOUT SPELLING OF REGULAR AND IRREGULAR VERBS, IF THEY ARE THE SAME
FOR ALL PERSONS, ETC.
T. HELPS SS TO IDENTIFY TIME EXPRESSIONS FOR SIMPLE PAST TENSE.
SS ENJOY READING.
T. ASKS SS TO SEARCH OTHER VERBS FROM THE STORY, AND WRITE SOME SENTENCES WITH THEM. SS
READ SOME SENTECES TO THE CLASS.
T. ASKS SS TO FOSTER RESPECT TOWARDS OTHERS OPINIONS.
HOMEWORK (OPTIONAL)
INTERACTION & TIME
RESOURCES
MATERIALS
T SS
SS- T
INDIVIDUAL
10
BOARD
MARKERS
FANTASY NARRATIVE
T SS
SS- T
INDIVIDUAL
20
BOARD
MARKERS
FANTASY NARRATIVE
NOTEBOOK
T-SS
SS-T
INDIVIDUAL
20
BOARD
MARKERS
NOTEBOOK
FANTASY NARRATIVE
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
FIXED EXPRESSIONS IN SIMPLE PAST
TENSE.
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: USES STRATEGIES TO SUPPORT THE UNDERSTANDING OF NARRATIVES
PRODUCTS: READ A FANTASY NARRATIVE AND DETERMINE PAST EVENTS.
SESSION: 4
DOING WITH THE

LANGUAGE
T. ASKS SS TO TALK ABOUT WHAT THEY DID LAST HOLIDAY (CALLED FRIENDS, PLAYED A SPORT, WATCHED
TV, ETC.)
T. ASKS SS TO READ THE FOLLOWING SENTENCES:
INTERACTION & TIME
RESOURCES
MATERIALS
T SS
SS- T
INDIVIDUAL
10
BOARD
MARKERS
FANTASY NARRATIVE
NOTEBOOK
T SS
SS- T
15
BOARD
MARKERS
FANTASY NARRATIVE
NOTEBOOK
T-SS
SS-T
INDIVIDUAL
25
BOARD
MARKERS
NOTEBOOK
FANTASY NARRATIVE
*ODYSSEUS CAME TO A SMALL ISLAND

*THE CYCLOPS PLACED A GIANT ROCK AT THE ENTRANCE TO THE CAVE.
BEING THROUGH THE

LANGUAGE
KNOWING ABOUT THE

LANGUAGE
SS RECOGNIZE REGULAR AND IRREGULAR VERBS.
T. ASKS SS TO CLASSIFY SOME VERBS (REGULAR AND IRREGULAR)

SS UNDERSTAND DIFFERENT PRONUNCIATION OF REGULAR VERBS:
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
VERB LIST AND CORRECT
PRONUNCIATION OF VERBS
D PLAYED, ORDERED, ETC.

ID VISITED, DECIDED, INVITED, ETC.
T TALKED, WALKED, HELPED, ETC.

T. AND SS. SEARCH REGULAR AND IRREGULAR VERBS ON THE FANTASY NARRATIVE ODYSSEUS AND THE
CYCLOPS.
SS WRITE A LIST ON THEIR NOTEBOOKS.
T. HELPS SS TO CLASSIFY THEM AND TO RECOGNIZE THE CORRECT PRONUNCIATION OF REGULAR VERBS.
HOMEWORK (OPTIONAL)
SS WILL ILLUSTARTE REGULAR AND IRREGULAR VERBS
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
TEACHERS NAME: ERICKA KARLA AGUILA CRUZ
DATE:
UNIT : ONE
ACHIEVEMENTS: DESCRIBES CHARACTERISTICS AND ABILITIES
PRODUCTS: BRIEF DESCRIPTIONS OF CHARACTERS.
SESSION: 5
BEING THROUGH THE

LANGUAGE
KNOWING ABOUT THE

LANGUAGE
DOING WITH THE

LANGUAGE
TO WARM UP, T .ASKS TWO SS TO PASS IN FRONT.

T. ASKS THE CLASS TO DESCRIBE THEIR CLASSMATES (HEIGHT, BUILD, EYES, HAIR. ETC.)
SS SAY THEIR ABILITIES (I CAN PLAY COMPUTER, I CAN PLAY SOCCER, ETC.)
SS. REFLECT ON THE FOLLOWING:

*ADJECTIVES TO DESCRIBE PHYSICAL APPEARANCE AND PERSONALITY:
-HEIGHT AND BUILD
-EYES, HAIR
-STRONG, PATIENT, KIND, ETC.
*MODAL VERB CAN TO EXPRESS ABILITY.
SS ENJOY READING AND ACKNOWLEDGE CREATIVITY AND IMAGINATION IN THE PERCEPTION OF REALITY.
T. ASKS SS TO COMPLETE A CHART WRITING ABOUT THE FANTASTIC CHARACTERS (ODYSSEUS AND THE
CYCLOPS) SS DESCRIBE PHYSICAL APPEARANCE, PERSONALITY AND FANTASTIC ABILITIES.
T. ASKS SS TO READ THEIR PAPERS.
HOMEWORK (OPTIONAL)
INTERACTION & TIME

T SS
SS- T
10
RESOURCES
MATERIALS
BOARD
MARKERS
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
FANTASTIC CHARACTERS
DESCRIPTION
T SS
SS- T
INDIVIDUAL
15
BOARD
MARKERS
NOTEBOOK
INDIVIDUAL
25
BOARD
MARKERS
FANTASY NARRATIVE
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
PRODUCTS: DETERMINE EPISODES AND FORMAT.
SESSION: 6
BEING THROUGH THE

LANGUAGE
KNOWING ABOUT THE

LANGUAGE
DOING WITH THE

LANGUAGE
TO WARM UP T. ASKS SS TO SAY THEIR FAVORITE COMICS.

T. AND SS. DETERMINE THE EPISODES THAT ARE GOING TO BE INCLUDED IN THE COMIC STRIP
SS DESIGN THE FORMAT AND DEFINE SPACES FOR DIALOGUES AND DESCRIPTIONS.
SS IDENTIFY THAT A COMIC STRIP IS A SEQUENCE OF DRAWINGS ARRANGED IN INTERRELATED PANELS TO

DISPLAY BRIEF HUMOR OR FORM A NARRATIVE, OFTEN SERIALIZED, WITH TEXT IN BALLOONS AND
CAPTIONS.
SS CONSIDER THE PARTS OF A COMIC STRIP FOR THEIR PROJECTS:
-PICTURES (WHAT THE CHARACTERS ARE DOING, THINKING AND FEELING)
-WORDS IN EACH FRAME TO EXPLAIN WHATS GOING ON.
-SPEECH BALLOONS (ALLOW CHARACTERS TO HAVE VOICE)
-PROTAGONIST AND ANTAGONIST.
-USE OF COLOR AND ORGANIZATION TO HELP TELL THE STORY.

SS BEGIN TO WRITE THE DIALOGUES FOR EACH EPISODE AND BRIEF DESCRIPTIONS OF THE CHARACTERS.
HOMEWORK (OPTIONAL)
INTERACTION & TIME
RESOURCES
MATERIALS
T SS
SS- T
GROUP
15
BOARD
MARKERS
FANTASTIC NARRATIVE
NOTEBOOK
T SS
SS- T
INDIVIDUAL
10
BOARD
MARKERS
FANTASTIC NARRATIVE
NOTEBOOK
INDIVIDUAL
25
BOARD
MARKERS
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
STRUCTURE OF THE COMIC STRIP
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: DESCRIBES CHARACTERS AND ABILITIES.
PRODUCTS: WRITE AND INCORPORATE DIALOGUES.
SESSION: 7
KNOWING ABOUT THE

LANGUAGE
SS CONTINUE WRITING COMIC STRIP DIALOGUES IN ORDER TO PUT THEM IN EACH FRAME.
T. HELPS SS TO CHECK THAT THE WRITING OF DIALOGUES COMPLY WITH GRAMMAR, SPELLING AND
PUNCTUATION CONVENTIONS.
BEING THROUGH THE

LANGUAGE
DOING WITH THE

LANGUAGE

SS INCORPORATE THE DIALOGUES AND DESCRIPTIONS IN THE CORRESPONDING SPACES OF THE COMIC
STRIP.
HOMEWORK (OPTIONAL)
SS WILL PREPARE ILLUSTRATIONS FOR THEIR COMIC STRIPS
INTERACTION & TIME
RESOURCES
MATERIALS
INDIVIDUAL
25
BOARD
MARKERS
FANTASY NARRATIVE
T SS
SS- T
INDIVIDUAL
10
BOARD
MARKERS
FANTASY NARRATIVE
INDIVIDUAL
15
BOARD
MARKERS
FANTASY NARRATIVE
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
DIALOGUES OF THE COMIC STRIP
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
PRODUCTS: ILLUSTRATE AND REHEARSE THE READING OF THE COMIC STRIP
SESSION: 8
RESOURCES
MATERIALS
BOARD
MARKERS
COMIC STRIP
COLORS
MARKERS
T. REMEMBERS SS THAT COLOR AND ORGANIZATION IN THE COMIC STRIP ARE IMPORTANT ELEMENTS
THAT HELP TO TELL THE STORY AND ALSO GET ATTENTION.
T-SS
INDIVIDUAL
5
BOARD
MARKERS
COMIC STRIP
SS ENJOY READING AND ACKNOWLEDGE CREATIVITY AND IMAGINATION IN THE PERCEPTION OF REALITY.
SS REHEARSE THE DRAMATIZED READING OF THE COMIC BOOKS IN ORDER TO CHECK UNDERSTANDING.
INDIVIDUAL
GROUP
20
BOARD
MARKERS
COMIC STRIP
DOING WITH THE

LANGUAGE
INDIVIDUAL
25
KNOWING ABOUT THE

LANGUAGE
INTERACTION & TIME
BEING THROUGH THE

LANGUAGE
SS FINISH THE INCORPORATION OF THE DIALOGUES AND DESCRIPTIONS ON THE CORRESPONDING FRAMES
OF THE COMIC STRIP.
T. ASKS SS TO ILLUSTRATE THE COMIC STRIP
HOMEWORK (OPTIONAL)
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
ILLUSTRATE COMIC STRIP
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: DESCRIBES CHARACTERISTICS AND ABILITIES.
PRODUCTS: PRESENTATION OF COMIC STRIP.
SESSION: 9
KNOWING ABOUT
THE LANGUAGE
DOING WITH THE

LANGUAGE
SS PRESENT THEIR COMIC STRIPS. T ASKS THEM TO BE RESPECTFUL AND TOLERANT WITH THEIR
CLASSMATES.
AT THE END T. MAKES COMMENTS IN ORDER TO FEED BACK THEIR PROJECTS.
SS CAN SHOW THEIR PROGRESS.

SS IDENTIFY STRUCTURES OR FUNCTIONS THEY NEED TO IMPROVE.
INTERACTION & TIME

T-SS
INDIVIDUAL
5
INDIVIDUAL
5
RESOURCES
MATERIALS
COMIC STRIP
COMIC STRIP
ASSESSMENT
BEHAVIOR
VALUES
CONTENTS
PRESENTATION
CREATIVITY
NEATNESS
ILLUSTRATION
PRONUNCIATION
GRAMMAR
SPELLING
BEING THROUGH THE

LANGUAGE
COMIC STRIP
SS AKNOWLEDGE READING AS A RECREATIONAL ACTIVITY AND FOSTER RESPECT TOWARDS OTHERS
OPINIONS.
SS PERFORM A DRAMATIZED READING OF THE COMIC BOOK.
HOMEWORK (OPTIONAL)
INDIVIDUAL
40
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: RECOGNIZES HIS/HER PROGRESS
PRODUCTS: WRITTEN TEST
SESSION: 10
BEING THROUGH THE

LANGUAGE
KNOWING ABOUT
THE LANGUAGE
DOING WITH THE

LANGUAGE
ICE BREAKING: T. ASKS SS TO TALK ABOUT WTHAT THEY DID LAST HOLIDAY.
T. GIVES SS SOME INSTRUCTIONS TO ANSWER THE TEST.
T. AND SS READ INSTRUCTIONS CAREFULLY AND T. SOLVES DOUBTS.
INTERACTION & TIME

T-SS
SS-T
INDIVIDUAL
5
RESOURCES
MATERIALS
WRITTEN TEST
SS ARE EVALUATED ON THE FOLLOWING FUNCTIONS:

COMPARATIVES AND SUPERLATIVES
ELEMENTS OF FANTASY NARRATIVES
READING COMPREHENSION
REGULAR AND IRREGULAR VERBS IN SIMPLE PAST TENSE
INDIVIDUAL
40
WRITTEN TEST
PENCIL
PEN
ERASER
SS IDENTIFIES AREAS THEY NEED TO IMPROVE AND AREAS THEY HAVE AN ACCEPTABLE PROGRESS.
SS RECOGNIZE THEIR EFFORTS OF KNOWLEDGE
INDIVIDUAL
5
WRITTEN TEST
HOMEWORK (OPTIONAL)
ASSESSMENT
UNIT 1
ENVIRONMENTS:
FAMILIAR AND COMMUNITY
LITERARY AND LUDIC.
_____________________________________________

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SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

SUBSECRETARIA DE EDUCACIN BSICA Y NORMAL