Secuencia

DIRECCIÓN DE EDUCACIÓN SECUNDARIA Y SERVICIOS DE APOYO SUBDIRECCIÓN DE EDUCACIÓN SECUNDARIA

DEPARTAMENTO DE EDUCACIÓN SECUNDARIA TÉCNICA EN EL VALLE DE TOLUCA “2015, AÑO DEL BICENTENARIO LUCTUOSO DE JOSÉ MARÍA MORELOS Y PAVÓN”

DIDACTIC SEQUENCE

TECHNICAL SECONDARY

SCHOOL No. 183

REVOLUCIÓN MEXICANA DE 1910 CCT: 15DST0193P

TEACHERS NAME FABIAN CRUZ TAPIA SCHOOL ZONE XXVI SCHOOL SECTOR III

SUBJECT SECOND LANGUAGE ENGLISH GRADO : 2° GRUPO(S): A, B C .ESCOLAR 2015-2016

BLOQUE : 2 SOCIAL PRACTICE OF THE LANGUAGE: UNDERSTAND AND WRITE INSTRUCTIONS ENVIROMENT: ACADEMIC AND EDUCATIONAL

SPECIFIC COMPETENCY UNDERSTAND AND WRITE INSTRUCTIONS TO FACE AN ENVIRONMENT EMERGENCY

LEARNING OUTCOMES

Clarif ies the meaning of unknow n terms in order to broaden and refine vocabulary. Understands and points out the order of components, useful information and main ideas of an

emergency manual. Writes and classif ies sentences in order to create sequences of instructions. Removes, add and/or changes information to edit an instruction manual.

PERIOD

OCTOBER 19TH- NOVEMBER 27TH NUMBER SESIONS:18 PRODUCT: INSTRUCTION MANUAL TO FACE AN ENVIRONMENTAL EMERGENCY

SE

SIÓ

N

DA

TE

CONTENTS

STRATEGIES AND LEARNING ACTIVITIES

EDUCATIONAL

RESOURCES

PRODUCTOS THAT INCLUDES THE EVIDENCES

STRATEGIES, TÉCHNIQUES AND

EVALUATION TOOLS

NOTES

T shows a video about an environmental

catastrophe for example: an earthquake, a

tsunami or a fire.

What to do in the event of an earthquake.wmv

- Ss watch the video.

-T asks some questions about what they would do

if they were in a similar situation.

VIDEOS

TEST ABOUT THE VIDEO

SEIEM

-Ss give some personal opinions.

-T asks if there is a manual of instructions of an

environmental emergency into the school in case

of a fire or an earthquake.

-Then T. explains that the first product of the

second unit is going to be an Instruction Manual to

Face an earthquake.

-Ss learn some vocabulary about warning signs

trough out some images showed by the teacher

for example: ANEXO 1

-T asks to ss to draw a warning sign on a sheet of

paper, emphasizing that sts mustn’t write any

letters but images.

-At the end, some ss explain the meaning of their

signs to their classmates.

-Ss paste their signs drawing on the wall.

-T shows some warning signs but this time the

warnings signs have a word or short instructions

using negative forms like NO and DON’T and

verbs in infinitive and with endings - ing, for

example: DON’T SMOKE, NO SMOKING, or some

abbreviations S.O.S, HELP

-T explains the use of Negative words in

instructions and also the main verbs ending in –

ing.

WARNING SINGS

SHEETS,COLORS

WARNING SINGS

COPIES

INFORMATION ABOUT THE PRODUCT

IDENTIFY THE DIFFERENT WARNINGS SINGS

SHOW AT THE SCHOOL WARNING SINGS

SPEAKING RUBRIC

KNOWING TO USE DON´T AND NO IN INSTRUCTIONS

LISTENING RUBRIC

- Ss answer some exercises about how give an

instruction in two different ways.

-T dictates some instructions used into the

classroom like: SIT DOWN, RAISE YOUR HAND

and others to five students in order to they

remember them and they act them.

-Then Ss review the structure of an instruction:

The verb in infinitive is written at the beginning of

the instruction.

-T shows a list of verbs in infinitive related to

instructions and practice pronunciation.

-Ss answer an exercise of matching verbs in

infinitive to the complement of those instructions.

-T explains the parts and characteristics of an

Instruction Manual: use of cardinal and ordinal

numbers, use of images, punctuation marks, use

of cognates and verbs in infinitive form by showing

and reading them a real example of an instruction

manual, for example of an electronic item: TV,

computer setting

-Ss take some notes.

-T and ss remember and share opinions about the

topics as a review. (cardinal and ordinal numbers,

punctuation marks and cognates)

-Ss answer some exercises.

POWER POINT PRESENTATION

LIST OF VERBS

COPIES

INSTRUCTION MANUAL

NOTEBOOK

EMERGENCY MANUAL

REMEMBER THE INSTRUCTIONS OF THE CLASSROOM

CHECK LIST OF PRONUNCIATION VERBS

MATCH VERBS WITH INSTRUCTIONS

KNOW THE CHARACTERISTICS ABOUT THE INSTRUCTION MANUAL

-Ss scan and skim an emergency manual

individually.

-Ss try to answer in an oral form the next

comprehension questions:

What is the purpose of the text?

What graphics are used? And Why?

What is the text about?

What abbreviations are used?

What words do they know?

-T asks to ss to draw some instructions from the

manual to confirm that they understood.

-Ss make teams of four people with the game

“jigsaw puzzle contest” (action games book).

-T asks ss to start to write some instructions to

make a manual for an environmental emergency

giving a short text with some examples.

-Ss notice the use of the sequence words like:

first, second, third, and others.

-T asks ss to use two drawings to give an

instruction in a very clear and explicit way in their

works.

- Ss write a draft.

NOTEBOOK

SHEETS OF PAPER, COLORS

PAPERS OF DIFFERENT COLORS

BOARD

PICTURES

SHEETS OF PAPER

READING RUBRIC

PARTICIPATION RUBRIC

PARTICIPATION

ELABORÓ REVISÓ VALIDÓ

DOCENTE SUBDIRECTOR -COORDINADOR DIRECTOR

NOTA: CONSIDERAR ANEXOS (INSTRUMENTOS DE EVALUACIÓN)

-Ss interchange their drafts with other teams in

order to they check punctuation and spelling

mistakes.

-T helps to ss to correct their drafts.

- Ss write a final version.

- Ss agree on a design to display the instruction

manuals in a bulletin board.

-Ss present their manuals of an environmental

emergency to the group and set up a bulletin

board to disseminate the manuals among the

school community.

WORKS THEIR STUDENTS

SHEETS OF PAPER, PICTURES, COLORS

MANUALS

RUBRIC WRITING

4 3 2 1

Preparation for

Class

You always bring all materials to class (book, notebook, paper, pencil, eraser). Your materials are well- organized. You begin the warm-up immediately.

You usually bring all materials to class. You begin the warm-up immediately.

You frequently “forget” to bring required materials to class. (And/Or) You are often not ready or have not begun the warm-up when the bell rings.

You frequently have to ask to borrow materials. You are rarely ready to begin when the bell rings. You cannot find materials because your binder is not organized.

Frequency of

Participation

Your hand is always raised and you attempt longer, more difficult responses.

Your hand is often raised to participate during class activities.

Your hand is seldom raised to participate in class; you only try the “easy ones.”

You do not volunteer to contribute to the class.

Independence

You are always on task during pair and group activities the entire time. When you finish early, you review your work, ask questions, or work on other Spanish activities.

You complete most group and pair activities in the allotted time and are almost always on task. When you finish early, you use your time wisely.

You sometimes need to be reminded to start or to stay on task during group or pair activities. (And/Or) You carelessly rush through activities.

You give minimum effort during pair and group activities and are often off task.

Quality of

Participation

You are consistently able to respond in multiple complete Spanish sentences. Your responses are often personalized and attempt creativity or humor.

You consistently respond in single complete Spanish sentences. You attempt to elaborate when prompted.

You usually respond with single words or memorized phrases. (And/Or) You respond so infrequently that it’s difficult to judge your abilities.

Your responses are often incomprehensible or inappropriate to the situation.

Listening

You actively listen (not talking, eye contact) when the teacher and fellow students speak in Spanish. You are consistently able to follow complex directions or respond to questions given in Spanish without having them repeated.

You actively listen when the teacher speaks in Spanish. You can accurately follow most directions or respond to questions given in Spanish.

You sometimes listen when the teacher speaks. You sometimes are able to follow directions given in Spanish, but often have to check to see what other students are doing.

You “tune out” when the teacher or fellow students begin speaking in Spanish. You rely on other students to tell you what to do in English.

Use of Spanish in

Class

You stay in Spanish the entire class period. You respond in Spanish with the teacher and classmates during all activities and informal conversations.

You use Spanish almost exclusively, but may use a few words in English for clarification or for informal discussions.

You use Spanish in structured class, group, and pair activities but may break into English as well. You initiate most other conversations or make responses and requests in English.

You almost exclusively use English when talking with the teacher and classmates. You speak a lot of English during class, pair, and group activities.

Rubric

Score

24 10 A

23 10 A

22 9 B

21 9 B

20 9 B

19 9 B

18 8 B

17 8 B

16 8 B

15 7 C

14 7 C

13 7 C

12 6 C

11 6 C

10 5 D

9 5 D

8 5 D

7 5 D

6 5 D

Teacher Total

Student Proposed Total:_______

Participation ASSESMENT

Reading

ASSESMENT

4 3 2 1 Reading short texts and

understand the information.

He understands all the information in the

text.

He understands almost all the information in the

text.

He presents some difficulties trying to understand the

information in the text, but he understands bits of it.

He does not understand at all the information in the text

or he just understands the minimum aspects of it.

Filling the gaps the information

missing.

He fills in the gaps all the information

correctly.

He fills in the gaps almost all the

information correctly.

He fills in the gaps the information but most of the

answers are incorrect.

None or almost none of the answers are correct.

Identifying specific information within

the text.

He identifies all the information he is asked to and in the

correct way.

He identifies almost all the information correctly.

He makes some mistakes when identifying the information asked, although he

identifies some of what he is asked.

He does not identify anything at all, or just a minimal part of what he is

asked.

12 10 11 9

10 8 9 7

8 7

7 6 6 6

5 5 4 5

3 5

12 10 A 11 9 B

10 8 B 9 7 C

8 7 C

7 6 C 6 6 C

5 5 D 4 5 D

3 5 D

Teacher Total

Student Proposed Total:_______

LISTENING

Lo

okin

g f

or

sp

ecif

ic i

nfo

rmati

on

4 S understands what he listens to (general idea) and he gets specif ic info.

3 S is able to understand the major part of w hat he listens to (general idea) and he can get specif ic info.

2 S understands a little of w hat he listens to (just phrases) and because of that he cannot get much specif ic info.

1 S cannot understand w hat he listens to at all, (w ords) and he doesn’t get specif ic info.

Antic

ipate

s the g

enera

l

meanin

g a

nd m

ain

ideas

by li

ste

nin

g to fam

iliar

expre

ssio

ns. 4 S is sable to identify the structures he listens to and f illing the gaps according to w hat is missing

3 S is able to identify some structures and complete the task he is asked to do.

2 2 S can identify just a few structures he listens to, and obviously accomplish the task hardly.

1 S doesn’t understand w hat he listens to; he is not able to identify any structure, so he cannot accomplish the task at all.

8 10 A

7 9 B

6 8 B 5 7 C

4 6 C

3 5 D 2 5 D

1 5 D

SPEAKING ASSESMENT

DE

TE

CT

S S

PE

EC

H

RE

GIS

TE

R

4 Students are able to understand and answer basic questions about personal details. He understands all the words and also is

able to link all ideas in the text

3 Students understand questions but answer them slow. He understands almost all the words but it is hard to link ideas in the

text.

2 Students hav e dif f iculty understanding questions and answer them slow. He presents some dif f iculties trying to understand

the words in the text, but he understands bits of it

1 Students hav e poor understanding and cannot answer most basic questions. He does not understand at all the words in the text or he just understands the minimum aspects of it

SE

NT

EN

CE

ST

RU

CT

UR

E

4 Students are able to correctly construct basic sentences to introduce themselv es.

3 Students hav e slow sentence construction.

2 Students hav e dif f iculty structuring basic sentences.

1 Students’ ability to structure basic sentences is really poor.

VO

CA

BU

LA

RY

4 Students are able to use common basic v ocabulary to their adv antage in the constructions of basic sentences to giv e

personal details.

3 Students understand basic v ocabulary but usually need time to think about it when they giv e personal details.

2 Students hav e dif f iculty to understand and use basic v ocabulary giv ing personal details.

1 Students’ ability to understand and use basic v ocabulary is really poor.

FL

UE

NC

Y

4 Students show ease of command to speak when answering basic questions.

3 Students’ ability to speak is slow but clear.

2 Students’ ability to speak is slow and limited.

1 Students’ ability to speak is poor.

16 10 A

15 9 B 14 9 B

13 8 B

12 8 B 11 7 C

10 6 C

9 6 C

8 5 D 7 5 D

6 5 D

5 5 D 4 5 D

Student Proposed Total

_______

Teacher Total

WRITING ASSESMENT

LEARNING OUTCOM ES CONTENTS

• Writes expressions to produce opinions.

1 He identif ies all the information he is able to w rite every expressions and produce the correct opinions.

2 He identif ies almost all the information correctly, but it is kind of hard to w rite correctly, he has some mistakes

in grammar but gets the opinions he w an

3 He makes mistakes w hile he w rites and expression, he do noty realizes w hen his w riting is w rong and he do

not get the opinios.

4 He does not identify anything at all, or just a minimal part of w hat he is asked, he is not careful with grammar

he w rite like he speaks or at the same w ay he listen the information, is not able to connect and get information

• ReWrites information from a short text.

1 Five or more punctuation errors in the paragraph

2 Three or four punctuation errors in the paragraph

3 One or tw o punctuation error(s) in the paragraph

4 No punctuation errors in the paragraph

Connect ideas w hile he reads

a text

1 Impossible to read, it has a complete disorder in a text

2 Unclear, he do not have the ideas.

3 adequate but should not be used as a model, it is hard to connect the main ideas.

4 neat, orderly, and easy to read, connect all the w ords and the ideas

16 10 A 15 9 B

14 9 B

13 8 B 12 8 B

11 7 C

10 6 C 9 6 C

8 5 D

7 5 D

6 5 D 5 5 D

4 5 D

12 10

11 9

10 8

9 7

8 7

7 6

6 6

5 5

4 5

3 5

Student Proposed Total:_______

Student Proposed Total

_______

Teacher Total

CHECK LIST PRONUNCIATION

STUDENTS NAME:__________________________________________________________________ GRADE:____________________ GROUP:______________________

TEACHERS NAME:___________________________________________________________________________________________________________________________________

STUDENT SHOWS INTEREST IN THE ACTIVITY PRONUNCIATION ALWAYS

(2)

SOMETIMES

(1)

NEVER

(0)

SS DO A CORRECT PRONUNCIATION ABOUT VERBS

SS ACCEPT SUGGESTIONS MADE BY THE TEACHER

SS TRY TO CHANGE THEIR PRONUNCIATIONS

SS SHOW BETTER PRONUNCIATIONS