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Monthly Plan Teacher (Write full name) Gabriela Elizabeth Ayala Gonzlez School: Urbana 936 Ruben Dario

Month March Unit __4/A__

Grade (Do a planner per grade) _5th___

Social Practice (Use it, as it appears in the Syllabus): Read and write notes and letters. Specific Competency (Use it, as it appears in the Syllabus): Interpret and write notes about everyday life. Achievement ( Its outcomes cannot be modified, replaced or deleted): At the end of unit 4A, Ss will identify the purpose, function, sender and parts of messages. Also Ss will be able to read and interpret the content of notes, write dates and times and finally writes a complete message. Environment: (Familiar and community, educational and academic, or literary and ludic) Familiar and community Product (Use the Syllabus' products. Distribute its stages, week by week, until accomplish them): Message mailbox. Class Types of Contents. Didactic sequence. Purpose of the class. Doing Knowing Being Material: Ss notebook, whiteboard, markers, strips of paper with the wh-words, tack, exercise in a wallchart Process: 1. T will ask Ss if they have any idea of what is a wh-word. 2. T will write Ss answers on the board. 3. T will show to Ss wh-words in strips of paper. 4. T will write examples with each wh word on the board. 5. T will ask Ss to explain the meaning of each wh word. 6. T will conduct choral and individual repetition. 7. T will provide to Ss with an exercise in a wall chart. 8. T will ask Ss to copy the exercise and answer it. 9. T and Ss will check answers by playing hot potato. Material: Board, markers, Ss notebook, wh words Process: 1. T will ask Ss if they remember Wh-words (seen yesterday). 2. T will ask Ss for the wh words they remember. 3. T will organize the group into teams. 4. T will ask Ss to go out of the classroom. 5. Ss have to find their set of wh words (who, what, why, how, when, etc). 6. Ss have to come back to the classroom. 7. T will give to Ss markers and a wall chart. 8. T will ask Ss to create questions by using the wh questions they collected (questions must be related to a problem set by the teacher).

Ss will be introduced to wh- words in order to help them create questions related to a school- related problem.

Ss will practice whquestions by a competition.

9. T and Ss will check what they wrote. 10. The team that have more and correct questions will be the winners. Material: Ss book, whiteboard, markers, CD, CD Player Process: 1. T will ask Ss what they do if (T will say some problems Ss might have at home). 2. T will ask Ss to open their books on page 64. 3. Ss will listen and underline the solution people choose for each problem and the best place to find it. 4. T will check Ss answers by playing hot potato. 5. After that, T will ask Ss to go down stairs. 6. Ss will be organize into two circles (inner and outer circles). 7. T will say a problem. 8. Ss have to talk with the person in front of them how to solve it or what to do. 9. Ss have to walk to steps and will have another person in front of them. 10. T will repeat steps 7, 8, and 9 three times. Material: Saving reading, Ss notebook, whiteboard, tack, CD, CD Player Process: 1. T will ask Ss what is saving? 2. T will draw a piggy bank on the board. 3. T will write Ss answers on the board. 4. T will paste a wallchart with a short reading (saving). 5. T will ask for volunteers to read it aloud. 6. At the end, T will conduct choral repetition of the mispronounced words. 7. T will ask questions to Ss about the reading in order to check comprehension. 8. T will paste a wall chart with instructions to make a piggy bank in disorder. 9. T will play the track. 10. Ss have to listen and order the steps. Material: Wallcharts, markers, adds, masking tape, cardboard box, sheets of paper, crayons, etc (this depends on what Ss decide to use) Process: 1. T will organize the group into teams. 2. T will collect and distribute the material to each team. 3. T will help Ss to distribute the actions to make the posters such as searching for solutions to a school problem in the sources they select. 4. T will ask Ss to include title, to write the solutions, and illustrate the poster. Material: Wallcharts, markers, adds, masking tape, cardboard box, sheets of paper, crayons, etc (this depends on

Ss will be introduced to some problems people have in order to make them find a solution for each problem.

Ss will be introduced to the topic Saving in order to make them reflect on the advantages and disadvantages, Ss have to provide a solution to save money.

To review and select information in order to solve a problem of interest to the students, and to elaborate posters about it.

To review and select information, in order to solve a problem of interest

what Ss decide to use) Process: 1. T will distribute Ss material. 2. Ss will create their poster. 3. Ss will go to some classrooms to present their poster. 4. Ss will display the posters in the patio of the school. Material: Wallcharts with different messages, tack, whiteboard, markers, Ss notebooks Process: 1. T will paste on the board a message. 2. T will ask for a volunteer to read it aloud. 3. T will read it again. 4. T will ask Ss what is it? What is it about? 5. T will explain if necessary. 6. T will paste another message. 7. T will ask for a volunteer to read it aloud. 8. T will read it again. 9. T will repeat point 4. 10. T will ask Ss if they know the parts of the message. 11. T will write the parts of the message in disorder on the board. 12. T will ask for volunteers to put the name in the correct place. 13. T will check Ss answers. 14. T will correct if necessary. 15. T will ask Ss to copy the example on their notebooks. Material: Wall charts with messages (used yesterday), tack, board, markers, Ss notebooks, new message Process: 1. T will ask Ss what are the parts of a message they saw yesterday. 2. T will organize the group into teams. 3. T will give to each team a shit of paper. 4. T will paste on the board a message. 5. Ss have to write the parts of the message on the piece of paper given by the teacher. 6. The first team that finishes will be the winner. 7. T will paste another message on the board. 8. T will ask Ss to read the message. 9. T will ask Ss for the purpose of the message. 10. T will write Ss answers on the board. 11. T will explain what is intended audience and what is the sender. 12. T will ask Ss to check the message and say who is the intended audience and the sender. Material: Wall chart with a scramble message, tack, board, markers, Ss notebooks, greetings, courtesy expressions

to the students, and to elaborate posters about it. Display the posters in the school.

Ss will be introduced to parts of a message and will predict topic based on previous knowledge and familiar words.

Ss will identify purpose, function, sender and intended audience in a message.

Ss will be introduced to appropriate greetings, farewell and courtesy expressions.

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Process: 1. T will organize the group into pairs. 2. T will paste on the board a scramble message. 3. T will ask Ss to organize the message on their notebooks. 4. T will ask Ss to indicate the parts of the message they already unscramble. 5. T will paste on the board some greetings and courtesy expressions. 6. T will read them aloud. 7. T will ask Ss what are they and when to use them. 8. T will write Ss answers on the board. 9. T will conduct choral and individual repetition. 10. T will ask Ss to copy the expressions on Ss notebooks. Material: Ss notebooks, messages in wallcharts, tack, board, markers, Process: 1. T will paste some messages on the board. 2. T will ask Ss to identify the parts of the message. 3. Ss will work on their notebooks. 4. T will ask Ss if they remember how to write dates and hours. 5. T will conduct a dictation about hours and dates in a competition. Material: Ss will decide what they need, if T has it at the school T will provide the material Process: 1. T will explain to Ss what they are going to do. 2. Ss have to develop a message directed to the teacher. 3. Ss have to develop a message directed to somebody from their families. 4. Ss have to use appropriate greetings and courtesy expressions. 5. Ss are going to create their drafts on their notebooks. 6. Ss are going to check their classmates messages. 7. Ss will help their classmates to correct the messages if necessary. Material: Ss will decide what they need Process: 1. T will deliver material on the desk (Ss can use what they need). 2. T will ask Ss to make a final version of their messages. 3. T will monitor. 4. T will correct and help if necessary. 5. T will have a box on the desk. 6. Ss have to send their messages through the

Ss will practice the writing of hours and/or dates and determine their adequacy in a message.

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Ss will develop their products for unit 4a.

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Ss will develop their product for unit 4a.

box. Assessment Instruments: Chart of activities and participation. Notes:


(If you didn't accomplish the Unit's aims, continue the following month. Add a brief explanation in notes).

Hello Vero! classes 7 to 12 are part from unit 3b, I was incapacitated for 9 days, therefore I couldnt finish on time the last unit and as I noticed that unit 4a is easier for my Ss I decided to finish with unit 3b and then continue with 4a. thank you! best wishes Gabriela Ayala/