CYCLE 4, THIRD GRADE

SCHOOL TERM 2014-2015

GRADE:

SOCIAL PRACTICE:
LEARNING
ENVIRONMENT:
SPECIFIC COMPETENCY:

UNIT:

Third grade

4B

Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries
Literary and Ludic

Read plays in order to compare attitudes and patterns of behavior adopted by people from English-speaking countries and Mexico
CONTENTS
ACHIEVEMENTS
PRODUCT
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
BEING THROUGH THE
LANGUAGE
LANGUAGE
PERFORMANCE OF A
Select and explore short plays suitable for a
Uses various
Genre, topic, purpose, and
Value drama as a
SHORT PLAY
young audience.
comprehension strategies.
audience.
reflection of attitudes
Identify textual arrangement.
and behavior.
Text and graphic
Formulates and answers
Identify author(s).
components.
Participate in communal Stage 1
Select a short play for a
questions about the
cultural expressions.
Determine topic, purpose, and intended audience.
Text arrangement: stage
young audience
attitude and behavior of
directions, dialogues, etc.
Become aware of the

Stage 2
characters.
ideas and emotions of
Read a short play and understand general sense, Colophon.
Read the selected play
one self and others.
main ideas, and details.
Acoustic features.
aloud.
Links non-verbal
Identify stage directions.
Repertoire of words
Stage 3
communication to the
Use various comprehension strategies.
necessary for this social
Determine who will
dialogues sense.
practice of the language.
Identify leading, secondary and/or incidental
interpret leading,
character(s).
Adverbs of time and place.
secondary, and/or
Reads short plays.
Point out details (e.g., attitudes and behaviors, and
Verb form: imperative.
incidental characters.
time and setting in which the actions occur).
Verb tenses: present
Stage 4
(simple, progressive, and
Point out genre (e.g.: tragedy, comedy, and
Identify stage directions
melodrama).
perfect) and past.
in each case
Clarify meaning of words.
Punctuation: dash,
Stage 5
parentheses, squared
Determine current actions which are still taking
Determine date and time
brackets, etc.
place in the present and/or begin in the past and
for the performance of
conclude in the present.
each team.
Identify general sense.
Stage 6
Formulate and answer questions to explain and
Rehearse the reading of
describe attitudes and behaviors.
dialogues.

Stage 7
Participate in a dramatized reading of a short
Have a general
play.
rehearsal.
Read dialogues to practice pronunciation.
Stage 8
Relate rhythm, speed, intonation, and volume.
Perform the play on the
Link non-verbal language with the meaning of
previously chosen date
dialogues.
and time.
Perform a dramatized reading of a short play.
SEP. Programa Nacional de ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 2. Fase de expansin. Mxico, 2011

Fomento a los procesos de estudio de una segunda lengua (ingls)

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PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stage 2

Stages
3 and 4

Stages
5 and 6

Stage 7

Stage 8

Bring the billboard to the class. Draw a chart on the board and have your Ss classify what activities are related to movies, plays and
concerts. (http://www.broadticket.com/?gclid=CIjOlKCmzrgCFShp7AodOkgAfQ)
Once they have identified different plays ask them what kinds of plays they like: humorous, sad, dramatic, etc. Find out if Ss have performed
a play for their Spanish class, summer course, etc., at school. Ask Ss to socialize their experiences at the theater.
Write the word PLAY in the center of the board and elicit from Ss all information they can think of related to plays.
Have Ss explore the web site http://esldrama.weebly.com/sample-materials.html or other sites to find plays of their interest.
Ask Ss to search for places where plays are performed in their neighborhoods. If possible they can see one and share with the class.
Another possibility is to assign every team authors of plays, Ss can explore http://www.youthplays.com/authors to research and find the
plays scripts. The web site http://www.dramatix.org.nz/archive/Linkpages/Alphabetical.html provides an alphabetical list of plays.
If Ss already know a play the like from their Spanish class they can work with it and help to write the script.
Ask your Ss what plays they liked and why. Arrange teams so your Ss get to work with peers that like the same play.
Have your Ss share what made that play interesting/funny/scary, etc. (the plot, the characters, the ending, etc.)
Encourage SS to infer from context the meaning of unfamiliar words and/ or use their dictionaries. Provide help if needed.
Determine topic, purpose and intended audience of the chosen play.
Have every team read their play and switch roles to find out which student would be the most suitable to performs each role considering their
physical aspect, tone of voice and personality.
Tell students that when they are given a script (the text of a play that tells you what to say), they must add emotion to it. The emotion is not
written in the words. The emotion in your voice and movements, it tells the audience what you feel and the meaning of words.
Have teams read the selected play out loud encouraging self and peer correction. Help Ss with verb forms, accuracy, pronunciation &
intonation
Elicit from Ss examples of leading, secondary and/or incidental characters. While observing their peers, ask your Ss to write in their
notebooks who the leading, secondary and /or incidental characters are. Have Ss go around the classroom and compare their answers.
Have Ss decide within their teams who the leading, secondary, and/or incidental characters will be.
Ask Ss to rehearse the play paying attention to the all the elements they would need to make it a good play.
Ask your Ss to Identify the stage directions required in each scene. Who enters the stage through the right /left. What places each character
will take. If the space allows include lightening and sound effects. Encourage creativity and the use of resources available at school.
Ss might design a Program for the plays to be performed. http://www.ehow.com/how_2139992_design-programs-play.html provides
instructions for this purpose. Ss can search on the internet templates for the programs and chose one they like to take it as a model.
Have your Ss make a list of the materials they will use as well as what task each student will perform. Who is going to be in charge of
making the reservation of the space when the play will take place, who will help with the programs, their distribution, music, etc.
Determine date and time for the performance of each team. Take turns for rehearsals and assign work or specific jobs for the other teams.
Have a general rehearsal aiming at correcting and improving all the features of the plays. Provide feedback and make all the needed
changes to make each play a successful, meaningful and memorable experience.
Perform the play on the previously chosen date and time. If at all possible, conduct the organization bit in English. Encourage Ss to speak
English at all times. Welcome and usher those invited in English. Prepare a short introduction to the play with inviting comments.
On a later date, T may provide a check-list or a self-evaluation to guide reflection and/or assess Ss performance. Encourage Ss reflection.

Fomento a los procesos de estudio de una segunda lengua (ingls)

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BOOKS
Teachers
Book

Activity
Book

Readers
Book

pp.114-126

pp. 112-125

Reader
pp. 98-107

Brilliant! Teens
Santillana

pp. 150-168

pp. 142-157

Crossover
University of Dayton
Teens Club
Castillo
Yes we can!
Richmond

pp.163.182

pp.79-88

Stories
pp. 43-56
Narrative
pp-103-116

pp.106-131

pp.116.148

pp.74-83

pp.74-83

Publishing house
All Ready!
Macmillan

Other resources
http://www.exploreandmore.org/world/default.htm
http://www.topics-mag.com/edition11/games-jump-rope.htm
http://library.thinkquest.org/CR0212302/mexico.html

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antes PNIEB

Narrative
pp.57-65
Fiction
pp.39-50