ESCUELA

LOCALIDAD
Period

st

C.C.T.
MUNICIPIO
nd

th

September 29 October 24 , 2014.

Grade and Group
nd
2

TURNO
ZONA ESCOLAR

Subject
Unit

II

III

IV

S013

Second Language: English III

V

REAL LEGENDS

Project

rd

3
A B C D

Educational Fields for Basic Education

Language and communication
Mathematical thinking

SOCIAL PRACTICE OF THE LANGUAGE

ENVIRONMENT

SPECIFIC COMPETENCY

Read and understand different types of literary

texts from English-speaking countries.

LITERARY AND LUDIC

READ SUSPENSE LITERATURE AND DESCRIBE

MOODS.

ACHIEVEMENTS

Exploring and understanding the natural and social world

Personal development and development for coexistence

Life Competences
Permanent learning
Handling of information
Handling of situations
Living together
Life in society
Standards for English
Comprehension (Listening Reading)
Production (Speaking - Writing)
Multimodality
Attitudes toward language and communication

English Teaching Approach

Capacity to reflect on the language related to the
communicative functions and competencies of
students.

Uses various
strategies to
understand
narratives.
Infers the
general meaning
and main ideas
from details.
Formulates and
answers
questions in order
to infer
information.
Writes opinions
regarding moods.

CONTENTS
DOING WITH THE LANGUAGE
Select and explore suspense narratives.
Identify textual arrangement.
Determine topic and purpose.
Detect intended audience from explicit information.
Understand general sense, main ideas, and some details of a
suspense narrative.
Read and re-read narratives.
Use diverse comprehension strategies.
Infer main ideas from details.
Answer questions to infer characters moods from explicit
information.
Relate moods to specific moments in a narrative.
Describe characters moods in a suspense narrative.
Express and justify personal impressions towards a text.
Relate moods to characters.
Make and complete sentences from words that express moods.
Describe characters moods.
KNOWING ABOUT THE LANGUAGE
Elements in narratives.
Adjectives: comparative and superlative.
Pronouns: reflexive and relative.
Conditionals.
BEING THROUGH THE LANGUAGE
Stimulate an aesthetic pleasure for literature.
Develop empathy towards different moods.

PRODUCT

EMOTIONARY
(INVENTORY OF
EMOTIONS)
Select, from a number
of sources, a suspense
narrative.
Choose and make a
list of emotions that the
narrative presents or
provokes.
Propose and write
examples of the
situations that describe
the emotions.
Check that the
examples comply with
grammar, spelling, and
punctuation conventions.
Organize an event to
present and read the
emotionary.

Resources

Class Sequence of Activities

Activity book

Dictionary

Reader book

CD

Notebook

Computer

Photocopies

Flash Cards

Interaction
Whole class
Team work
Pair work
Individually
Assessment
Teacher assessment
Self assessment
Peer assessment
Transversality
Attention to diversity

WEEK 1
ST
1 DAY. 1. T and Ss will play sit down, stand up.
2. T will introduce the project. (name, achievements and
product)
3. T will show to Ss a video or pictures about horror films, so as
to contextualize Ss with the topic urban stories.
4. Ss will listen to the most popular urban story from the Ss
town.
5. T will ask to Ss how they feel and theyll try to look up in
their dictionary the name of their feelings. They will compare
their answers. T will check.
ND

RD

Sex education
Environmental education
Financial education
Prevention of bullying
Education for peace and human rights

TH

5 DAY. 1. Ss will work in teams, like they worked in the last

class.
2. Ss will work the handout Comparatives. (Appendix 6) They
will compare their answers. T will check.
TH

2 DAY. 1. T will ask to Ss: what are urban legends? Do they

believe in urban legends?
2. Ss will read the text La llorona. (Appendix 1)
3. Ss will underline at least five words they unknown from the
text then they try to infer the meaning of that concepts. T and Ss
will compare and review.
4. Ss will answer some comprehension questions. T and Ss will
compare the answers.
5. Ss will write the feelings they think the main characters show
in the story.

Gender equity
Health education

WEEK 2
TH
4 DAY. 1. T says tree[1], bridge[2], fountain[3], square[4] and
star[5] to form teams.
2. Ss will work with a jigsaw reading activity with the text of
Violet. (Appendix 4)
3. Ss will answer the activities of Violet. (Appendix 5) They will
compare their answers. T will check.

3 DAY. 1. T says tree[1], bridge[2], fountain[3], square[4] and

star[5] to form teams.
2. T will show some flashcards about feelings and elicits a
Student to participate and define what are their names (happy,
afraid, furious, so on).
3. Ss will review the handout feelings. (Appendix 2)
4. Ss will complete the photocopy about feeling. (Appendix 3)
They will compare their answers. T will check.

Driver education

6 DAY. 1. Ss will number 1 to 10 and integrate teams.

2. Ss will choose any legend that they want to be performed.
3. Ss create their own dialogues so as to be check by the T.
4. Ss will make a list about the materials they will use in their
performance.
5. Ss will use their bilingual dictionaries to know the words. T will
check.
WEEK 3
TH
7 DAY. 1. Ss will work in teams.
2. Ss will practice their performance.
3. Ss will practice the pronunciation and intonation.
4. T will check.
8TH DAY. 1. Ss will work in teams.
2. Ss will act their performance.
3. T and Ss will assess.
TH

9 DAY. 1. T and Ss will play sit down, stand up.

2. Ss will answer a test. (Appendix 7) T and Ss will assess the
test.
3. Ss will peer assess the achievements of this project.

Values education and citizenship

Observations

Teacher

Revised Vice-Principal

Approval Principal

_________________________________
Profr(a). Florina Cruz Rodriguez

_________________________________
Profr(a). M. de la Luz Talonia L.

_________________________________
Profr(a). Leticia Jurez Bravo

ESCUELA
LOCALIDAD
Period

st

C.C.T.
MUNICIPIO
nd

th

September 29 October 24 , 2014.

Grade and Group
nd
2
A B C D

TURNO
ZONA ESCOLAR

Subject
Unit

II

III

IV

S013

Second Language: English II

V

Project

WHO IS HE/SHE? CAN HE/SHE FLY?

rd

Educational Fields for Basic Education

Language and communication
Mathematical thinking

SOCIAL PRACTICE OF THE LANGUAGE

ENVIRONMENT

SPECIFIC COMPETENCY

Read and understand different types of literary

texts from English-speaking countries.

LITERARY AND LUDIC

READ FANTASY LITERATURE AND DESCRIBE

CHARACTERS.

ACHIEVEMENTS

CONTENTS

DOING WITH THE LANGUAGE

Select and explore fantasy narratives.
Activate previous knowledge to determine topic, purpose, and intended audience.

Exploring and understanding the natural and social world

Personal development and development for coexistence

Life Competences
Permanent learning
Handling of information
Handling of situations
Living together
Life in society
Standards for English
Comprehension (Listening Reading)
Production (Speaking - Writing)
Multimodality
Attitudes toward language and communication

English Teaching Approach

Capacity to reflect on the language related to the
communicative functions and competencies of
students.

Uses strategies to
support the
understanding of
narratives.
Anticipates the
general meaning
and main ideas from
details.
Formulates and
answers questions
to distinguish and
verify specific
information.
Describes
characteristics and
abilities.

Read fantasy narratives and understand the general meaning, main ideas, and some
details.
Use different comprehension strategies (e.g., re-reading, self-questioning,
vocabulary, text arrangement, etc.).
Clarify meaning of words.
Distinguish implicit from explicit information.
Recognize events in paragraphs.
Detect words and expressions used to describe physical features of characters.
Formulate and answer questions to determine characters actions and abilities.
Describe characters.
Express personal reactions to a text (e.g., I didnt like).
Listen to others opinions to identify different interpretations.
Complete and write sentences based on characters actions and abilities.
Complete sentences with verb forms used as names or as characteristics/qualities,
using conventional writing.
Describe physical characteristics, abilities, and actions to discover characters.
KNOWING ABOUT THE LANGUAGE
Topic, purpose, and intended audience.
Colophon: publishing house, year, location, etc.
Elements: characters, events, narrator, etc.
Adjectives and adverbs of time.
Verb tenses: present and past perfect.
Verb forms: gerund and past participle.
Conditionals.
BEING THROUGH THE LANGUAGE
Acknowledge creativity and imagination in the perception of reality.

PRODUCT

COMIC STRIP
Select and read a fantasy
narrative.
Determine the episode/s
to be included in the comic
strip.
Design the format for the
comic strip, defining spaces
for dialogues and
descriptions.
Adjust the information to
write the dialogues.
Check that the writing of
dialogues and descriptions
comply with grammar,
spelling and punctuation
conventions.
Incorporate the dialogues
and descriptions in the
corresponding spaces of the
comic book and illustrate
them.
Perform a dramatized
reading of the comic book.

Resources

Class Sequence of Activities

Activity book

Dictionary

Reader book

CD

Notebook

Computer

Photocopies

Flash Cards

Interaction
Whole class
Team work
Pair work
Individually
Assessment
Teacher assessment
Self assessment
Peer assessment

WEEK 1
1ST DAY. 1. T and Ss will play Simon say.
2. T will introduce the project:
a) Name, achievements and product.
b) Characteristics (Its about imaginary, fictional characters, It has a
story to tell, which requires a plot).
c) Requirements (It must have a cover, It must be in color, the
characters must have original names, theres is not limit to the
number of pages, the minimum woulb be 2 pages).
d) Sound effects (Bam, bash, blurp, Ka-powl, pow, crunch, pam, etc.).
e) Remember use sentences like these (What happened?, I went, I
have already I did, I havent yet, I didnt). (Appendix 1)
3. Ss will take notes and they are going to ask for some questions about
project.
2ND DAY. 1. T and Ss will play Simon say. Superman can fly, see
through solid objects, lift heavy objects, etc.
2. T will introduce fantasy characters (T will explain with some words
fantasy characters, talk about Superman, Spiderman, Iron-man...).
3. Ss will find fantasy characters. (Appendix 2). They will compare their
answers and use a bilingual dictionary. T will check.
3RD DAY. 1. Ss will walk while the T says mingle. SS will form teams
according to the word they listen: tree[1], bench[2], elephant[3],
Train[4].They are going to say some words (vocabulary) of the last class.
2. T will explain the personalities with flash cards. Ss will practice it.
3. Ss will answer a photocopy about personalities. (Appendix 3) They will
compare their answers. T will check.

Transversality
Attention to diversity
Gender equity
Health education
Sex education
Environmental education
Financial education
Prevention of bullying
Education for peace and human rights
Driver education

WEEK 2
4TH DAY. 1. Ss will play hangman. T will introduce time sequences
(first, second, then...) and Ss will guess the word.
2. T will practice a listen exercise The Loch Ness Monster, in
photocopy. (Appendix 4)
3. Ss will practice the sequence words according the reading and
pictures.
4. Make pyramid using the sequence words and the sentences of The
Loch Ness Monster. T will check.

5TH DAY. 1. Ss will play with this chart and write

the sequence words in one minute.
2. T. will show flash Cards with Can and Could.
Ss will practice with some questions using can
and could.
4. Ss will answer the photocopy with activities.
(Appendix 5) They will compare their answers. T
will check.
6TH DAY. 1. Ss will play Hot potato, who lost will say a sentence with
can or could.
2. Ss will answer the photocopy The super fun five. (Appendix 6) They
will compare their answer. T will check.
3. In teams, Ss will begin with their product. They will choose a fantastic
or magical person and describe it.
WEEK 3
7TH DAY. 1. Ss will work in teams.
2. Ss will continue with their product.
3. Ss will color their comic.
4. T will check.
8TH DAY. 1. Ss will work in teams.
2. Ss will finish their comic.
3. Ss will exhibit their comics.
4. Ss will do a peer-assess. T will check.
9TH DAY. 1. T and Ss will play sit down, stand up.
2. Ss will answer a test. (Appendix 7) T and Ss will assess the test.
3. Ss will peer assess the achievements of this project.

Values education and citizenship

Observations

Teacher

Revised Vice-Principal

Approval Principal

_________________________________
Profr(a). Florina Cruz Rodriguez

_________________________________
Profr(a). M. de la Luz Talonia L.

_________________________________
Profr(a). Leticia Jurez Bravo

ESCUELA
LOCALIDAD
Period

st

1
A B C D

C.C.T.
MUNICIPIO
nd

th

September 29 October 24 , 2014.

Grade and Group
nd
2

TURNO
ZONA ESCOLAR

Subject
Unit

II

III

IV

S013

Second Language: English I

V

ALADDIN

Project

rd

Educational Fields for Basic Education

Language and communication
Mathematical thinking

SOCIAL PRACTICE OF THE LANGUAGE

ENVIRONMENT

SPECIFIC COMPETENCY

Read and understand different types of literary

texts from English-speaking countries.

LITERARY AND LUDIC

READ CLASSIC TALES AND WRITE A SHORT

STORY BASED ON THEM.

ACHIEVEMENTS

Exploring and understanding the natural and social world

Personal development and development for coexistence

Life Competences
Permanent learning
Handling of information
Handling of situations
Living together
Life in society
Standards for English
Comprehension (Listening Reading)
Production (Speaking - Writing)
Multimodality
Attitudes toward language and communication

English Teaching Approach

Capacity to reflect on the language related to the
communicative functions and competencies of
students.

Uses known
comprehension
strategies.
Recognizes the
general meaning
from some details.
Formulates and
answers
questions in order
to locate specific
information.
Expresses
personal reactions
to literary texts,
using known oral
expressions.

CONTENTS

PRODUCT

DOING WITH THE LANGUAGE

Select and check classic tales
Identify the author(s).
Determine topic, purpose and intended audience.
Read and understand the general meaning and main ideas of a
classic tale.
Predict contents based on graphic and text components.
Establish forms that express continuous and past actions.
Identify key events.
Determine number and order of key events.
Speak about and rewrite key events of a classic tale.
Speak about personal reactions and opinions of an event.
Retell events from illustrations.
Rewrite sentences of key events.
Complete sentences that express continuous and past actions.
Rewrite key events.
KNOWING ABOUT THE LANGUAGE
Topic, purpose and intended audience.
Narrative elements.
Verb tenses: past.
Verb forms: progressive.
Adverbs of time and pronouns.
BEING THROUGH THE LANGUAGE
Acknowledge reading as a recreational activity.
Understand and appropriately contribute in discussions.

PERSONAL
ANNOTATION
Select and read a
classic story.
Determine which the
key events are.
Write and arrange the
sentences of the story.
Check that the
sentences comply with
grammar, spelling and
punctuation conventions.
Rehearse the oral
reading out loud of the
text and practice
pronunciation.

Resources

Class Sequence of Activities

Activity book

Dictionary

Reader book

CD

Notebook

Computer

Photocopies

Flash Cards

TH

Interaction
Whole class
Team work
Pair work
Individually

5 DAY. 1. T and Ss will play sit down, stand up.

2. Ss will look some pictures, identify an adjective according to
the pictures and find them in a word search. (Aladdin activities)
3. Ss will complete some sentences using the adjectives found
before. They will compare their answers. T will check.

WEEK 1
ST
1 DAY. 1. T and Ss will play sit down, stand up.
2. T will introduce the project (name, achievements and
product).
3. Ss will learn some adjectives, finding the words in a word
search and complete their names. They will compare their
answers. T will check.
4. Ss will answer the adjectives cross words as homework.

TH

6 DAY. 1. Ss will play hangman using words to the tail

Aladdin.
2. Ss will complete the sentences offered matching the columns.
(Aladdin activities)
3. Ss will match sentences to the pictures.
4. Ss will read some sentences and identify the character who
said it.
5. T and SS will compare answers. T will check.

ND

Assessment
Teacher assessment
Self assessment
Peer assessment
Transversality
Attention to diversity
Gender equity
Health education
Sex education
Environmental education
Financial education
Prevention of bullying
Education for peace and human rights

2 DAY. 1. T and Ss will check homework.

2. Ss will know some verbs in simple form and past form.
(success 2, pages 123 127)
3. Ss will find the words in the word search. (Success 2, page
21) T will check.
4. Ss will answer the verbs cross words as homework.
RD

3 DAY. 1. T. and Ss will check homework.

2. T will explain the structure of simple past and past
progressive.
3. SS will write some sentences in past. T and Ss will compare
it.
4. T will share to students some disordered sentences in past for
structuring them in the right form. They will compare their
answers. T will check.
WEEK 2
TH
4 DAY. 1. T and Ss will check homework.
2. T will read a classical tail Aladdin.
3. Ss will identify the known words, select possible cognates and
choose unknown words in order to get the meaning in the
dictionary. T will answer doubts.
5. Ss will recognize main ideas in whole group.

Driver education

WEEK 3
TH
7 DAY. 1. T will organize the group in teams.
2. Ss will make notes about the story. Using the guide (Think,
page 16).
3. Ss will try to write a comment of the Aladdins tail. T and Ss
will check grammar and punctuation.
TH

8 DAY. 1. Ss will realize the instructions when T will say:

Forward and back.
2. Ss will write the correction of their comments in color paper
and paste/draw a picture to illustrate the tail and comment. T will
check.
3. Ss will paste their comments in a wall. T and Ss will selfassess.
TH

9 DAY. 1. T and Ss will play sit down, stand up.

2. Ss will answer a test. (Appendix #) T and Ss will assess the
test.
3. Ss will peer assess the achievements of this project.

Values education and citizenship

Observations

Teacher

Revised Vice-Principal

Approval Principal

_________________________________
Profr(a). Florina Cruz Rodriguez

_________________________________
Profr(a). M. de la Luz Talonia L.

_________________________________
Profr(a). Leticia Jurez Bravo