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CYCLE 4, THIRD GRADE

SCHOOL TERM 2014-2015


GRADE:

UNIT:

Third Grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS

Read and understand different types of literary texts from English-speaking countries
Literary and ludic
Read suspense literature and describe moods.
CONTENTS
KNOWING ABOUT
BEING THROUGH
DOING WITH THE LANGUAGE
THE LANGUAGE
THE LANGUAGE

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.
Organizes paragraphs in order
to create texts.

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 or narrative.
Read and re-read narratives.
Use diverse comprehension strategies.
Detect frequently used words.
Make links within texts using explicit and implicit
information.
Infer main ideas from details.
Answer questions to infer characters- moods from
explicit information.
Relate moods to specific moments in a narrative.

Elements in narratives
Repertoire of words
necessary for this
social practice of the
language.
Types of sentences.
Adjectives:
comparative and
superlative.
Pronouns: reflexive
and relative.
Conditionals.
Homophones (e.g., too
and two)
Upper and lower-case
letters.

Foster respect
towards the opinions
of others.
Stimulate an
aesthetic pleasure
for literature.
Develop empathy
towards different
moods.

Describe characters moods in a suspense


narrative.
Express and justify personal impressions towards a
text.
Relate moods to characters.
Make sentences from words that express moods.
Complete sentences to express moods.
Describe characters moods.

PRODUCT

EMOTIONARY
(INVENTORY OF EMOTIONS)
Stage 1
Select, from a number of
sources, a suspense narrative.
Stage 2
Read the selected narrative in
silence.
Stage 3
Choose and make a list of
emotions that the narrative
presents or provokes.
Stage 4
Propose and write examples of
the situations that describe the
emotions
Stage 5
Check that the examples comply
with grammar, spelling, and
punctuation conventions.
Stage 6
Organize an event to present
and read the emotionary

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 4. Fase de expansin. Mxico, 2011

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1B

PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Have SS bring books they have read from previous school years or get well-known stories from libraries, private collections, the internet, web-sites, etc. Remind Ss
that the literary genre under study is a suspense narrative. If Ss have a clue as to where to look for this type of books, give suggestions on well-known writers:
Agatha Christie, Edgar Allan Poe, etc. There are abridged versions for different levels of English.
Present these books to the group, Focus Ss attention on the cover, the illustrations, the authors, and any other information that may help with the understanding
and enjoyment of the reading. Ask Ss to choose one story to read.

Stage 2

Once Ss have made their choices, prepare a dramatized reading for the whole group in a plenary session. Have Ss exposed to the reading for enjoyment. Give the
reading the right tone and highlight the bits where the different emotions are clear. Add background music to make this even more dramatic and emotional.
Have Ss do the same reading, now individually and in silence. This is a good time to ask Ss questions to skim the passage verbally about the main characters,
place and time when the story takes. If Ss seem to be in trouble because of the concept of question words, insert an activity where these meanings are clear to Ss.
before they attempt asking questions.
Prepare a series of comprehension questions to get Ss to full understanding of the story in order to be able to extract explicit information, moving gradually to
inference and deeper meaning of key words.

Stage 3

Have Ss classify a list of emotions as: positive, negative, neutral. Ss may resort to a dictionary if necessary. Try expressing the emotions within a context, e.g. The
girl is happy because dad is back home. The boy is furious because he cant go out.
To make this more memorable, Ss may work in teams to go through the list and try to express that particular emotion with facial expressions or body language.
Back in a plenary session, ask Ss to identify the emotions that the reading of this story provokes.

Stage 4

Have Ss give examples, verbally first. If this proves too difficult, leave an example on the board: The mother feels proud because her children help poor people.
The main character feels bored because he lives in a small town.
Have Ss work in pairs to start attempting the writing of similar ideas. Monitor and help as necessary. Have Ss exchange their sentences for peer-correction.
Towards the end of the session, Ss may read out their examples and everyone in the class should be listening in order to get more ideas.

Stage 5

Raffle the different chapters of stages of the story and ask Ss to write examples that are relevant to that particular piece of the story. Once this has been thoroughly
revised, Ss may write out their emotionary on strips of color paper or cardboard.
Have Ss organized to give these pieces a sequence depending on the original story. Read the product with the whole group and make any final additions,
modifications, corrections, etc. Let Ss add their suggestions, ideas and contributions to further improve their work.

Stage 6

Get Ss organized to set up a presentation for other groups and the school community so that their emotionaries can be shown and exhibited. Ss. may want to do
this properly by having written invitations on posters or individual invitations for parents, the directors, coordinators and other school authorities.
Given the topic of this social practice, have a final session where Ss express how they felt identifying their emotions and sharing it with their peers .

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BOOKS
Publishing house

Teachers Book

Activity Book

Readers

All Ready! 3
Macmillan

pp. 36-48

pp. 22-35

Reader
pp. 20-32

Brilliant! Teens 3
Santillana

pp. 36-54

pp. 24-47

Stories
pp. 7-18

Crossover 3
University of Dayton

pp. 42-61

pp. 19-28

Narrative
pp. 67-80

Teens Club 3
Castillo

pp. 44-55

pp. 26-37

Narrative
pp. 40-43

Yes, we can! 3
Richmond

pp. 14-23

pp. 14 to 23

Fiction
pp. 5 to 16

Other resources
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
Suspense stories:
http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teaching-Learning-sequences/Archived-English-Online-units/English-Units-Years-7-8/Tales-ofmystery-and-suspense
http://www.teachit.co.uk/ks4skills?T=1811
http://absolutenglish-972.pagesperso-orange.fr/notes/mysteries/page1.htm

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