UNA PROPUESTA PEDAGÓGICA QUE CONDUCE A LA EXCELENCIA

FIRST PERIOD Date:

Topics:
Unit 4: A School  Describing past
Newspaper. Future plans  Show students new vocabulary  Book
Performance:
Dangerous events  Using “The Reader”, read a story about A Dangerous Hike And encourage students to make  Notebook
 By the end of the
Hike period the
 Talking aboutstudents will be able to develop
predictions aboutbasic
theskills
story(vocabulary
and identifyand pronunciation)
characters, andand
keywords life settings.
skills (cultural information). Also,  Flashcards
will be able to describe about
indefinite timethe
in school newspaper routines,
 Discuss basic Firstfuture arrangements,
Aid procedures and fashion andfor
how to ask past events.
help  Poster Board
 Past the past  Make two teams and stand one S from each team in front of the board, facing away from it. Write  Tree house
Grade:Events
FIFTH  Vocabulary:
Teacher: FABIAN MENDOZA a word or draw a picture on the board (e.g. "hamburger") and the Ss have to explain that word to
Dangerous their team member (e.g. you can buy it in McDonalds, it's got cheese and ketchup in it). The first S
Stage warnings injuries
Stage objectives out of the two standing in front of the board toActivity
guess the word wins a point for his/her team. Resources
Unit 1: A School  New Vocabulary  Book
Newspaper  Describing Routines  Exchange personal information with classmates  Notebook
 Describing Past events  Write about your routines  Flashcards
 Routines  Vocabulary:  Make a newsarticle  Poster Board
Newspapers,  Have all Ss sit in a circle. Use a fake apple and toss it to one S. But you must say one English  Tree house
 Past Events reporting, and events word as you pass. The S then throws to another S and says a different English word. If the  Platform
student you threw it to drops it, he/she is out. And the game keeps going until you have one  Nursey Rhymes
winner.
Unit 2: Wake up  Show students new vocabulary  Book
 Vocabulary:  Using “The Reader”, read the story Wake up while students read, they have to identify the  Notebook
 Future Plans/arrangements main character, what is she doing, identify other characters and keywords.  Flashcards
Arrangement Camping activities  Write about your weeks arrangements  Poster Board
s  Talking about future  Call out commands such as: Attention, salute, march in place...stop, sit down, stand up, walk  Tree house
arrangements in a circle, clap your hands...stop, run in place...stop, jumping jacks...stop, swim in  Platform
 Telephone  Telephone place....stop, etc. At first students will copy you but later they should be able to do the  Nursey Rhymes
languages Language commands without you.
Unit 3: Fads and  Discussing about  Show students new vocabulary  Book
Fashion Fashion  Make a poster about games in the past vs games now  Notebook
 Fashion  Contrasting the past  Talk about your favorite game  Flashcards
 Past and and the present  Divide and line up the class into two teams. The first student from each team comes to the  Poster Board
Present  Vocabulary: front. The teacher whispers a word or shows a flashcard to the two students and they act it  Tree house
Fad/fashion toys and out. The first team to call out the correct word gets a point.  Platform
clothes
 UNA PROPUESTA PEDAGÓGICA QUE CONDUCE A LA EXCELENCIA

SECOND PERIOD Date:

Topics: Present and future, Comparatives and superlatives, directions
 UNA PROPUESTA PEDAGÓGICA QUE CONDUCE A LA EXCELENCIA
Unit 8: Journey to the  Use relative clauses  Using “The Reader”, read a story about Journey to the West and encourage students to make  Book
Performance:
west to give extra predictions about the story and identify characters, keywords and settings.  Notebook
1. By the end of the period the students will be able to develop basic skills (vocabulary and pronunciation) and Life (cultural Information). Also,
information  Complete interactive activities on the platform  Flashcards
identify Present and future, Comparatives and superlatives, directions
 Clauses  Use the Passive  Discuss about Daily Routines and occupations  Online games
Grade: Fifth Grade Teacher:
voice  Create your own Journey  Park field trip
 Past Passive  Describe Historical  Make an obstacle course in your classroom (use desks, chairs, etc.), put a blindfold on a student  Platform
Stage Facts Stage objectives and help guide him/her through the course byActivity
giving instructions (e.g. walk forward 2 steps, turn Resources
Unit5: Everyday
Facts  Vocabulary: Timelines  Vocabulary introduction
left, take on small step, etc.)  Book
Technology  Vocabulary:
Historical events Technology
and  Make a poster timeline about how technology has changes throughout the years  Notebook
Inventions abilities
figures  Discuss about how technology has changed life  Flashcards
 Present  Actions that began in the  Have Ss sit down in a circle. Place a mat on the floor with numbers and a flashcard  Online
 Future pasta and still continue (target vocabulary) on each number. Taking turns, each S gets blindfolded and tosses games
 Predicting future ability a beanbag so as to hit a number. S/he must call out that word the same number of  Park field trip
times as the number indicates.  Platform
 Nursey
Rhymes

Unit 6: The look alikes  Talking about recent
events
 Recent Events  Buying an item at a store
 Comparatives  Vocabulary: Clothes
 Superlatives shopping
Comparatives/superlative
s
 Vocabulary introduction  Book
 Using “The Reader”, read a story about “The Look alikes” tell them to focus on general  Notebook
understanding and review student’s predictions, after reading again ask students if  Flashcards
they want to change any of the predictions.  Online
 Role play a situation where you have to buy something games
 Make a campaign about Recycle and reuse old clothes  Park field trip

Unit 7: Don’t Get Lost  Ask and give Directions  Vocabulary Introduction  Book
 Use embedded questions  Make a poster about your dream town  Notebook
 Directions  Poster presentation, students prepare a presentation of their posters, each kid show  Flashcards
 Embedded  Vocabulary: Directions the class about their dream town  Online
Questions amusement parks games
 Park field trip
UNA PROPUESTA PEDAGÓGICA QUE CONDUCE A LA EXCELENCIA
 UNA PROPUESTA PEDAGÓGICA QUE CONDUCE A LA EXCELENCIA

THIRD PERIOD Date:

Topics: Reports obligations, past events, passive voice and superlatives
Performance:
By the end of the period the students will be able to develop basic skills (vocabulary and pronunciation) and Life skills (cultural information). Also, ask and answer about
ongoing activities, Reports obligations, past events, passive voice and superlatives
Grade: Fifth Teacher:

Stage Stage objectives Activity

Unit 9: Community  Introduce New Vocabulary  Book
Helpers  Reporting what was  Describe how you help the community.  Notebook
said  Complete poster number 5  Flashcards
 Reports  Talking about  Find Volunteering opportunities in the country of their choice and present to the class  Online games
 Obligations obligations  Choose a category (e.g. food, weather, transportation, etc.). Ss run around the room and  Park field trip
 Vocabulary: Duties the T chases them. When the T tags a S s/he must name a word from the category (e.g.  Platform
Volunteer activities food: cheese, fish, bread, etc.). Give a time limit to answer (e.g. 5 seconds). If the S
cannot answer or says a word that has already been used s/he sits out until the next
round.
Unit 10: The Earths  Hypothetical  Introduce new vocabulary  Book
Ecosystem situations  Using “The Reader”, read a story about The Earths Ecosystem And encourage students to  Notebook
 Vocabulary: make predictions about the story and identify characters, keywords and settings.  Flashcards
 Situations Ecosystems  Write about how is the ecosystem made  Online games
 Events in past conversation  Make a poster about places you have visited and write suggestions.  Park field trip
 Describe events that  Platform
happened at an
unspecified time in
the past
Unit 11: Moon  Expressing past  Introduce new vocabulary  Book
Missions events using the  Brainstorm Missions to the moon  Notebook
passive voice  Make a moon phase mobile  Flashcards
 Events in the  Opinions  This can be done with the whole class or in two teams. The first player on team one is  Online games
past using  Vocabulary: Space given a word to spell orally. The teacher writes the letters on the board as they are spelled  Park field trip
passive voice exploration facts and out loud. If correct, the team gets a point. If you do a class competition, line the students  Platform
myths the moon up and give them words one by one. When they make a mistake they must sit down. The
 Stating facts last student standing is the winner.
 UNA PROPUESTA PEDAGÓGICA QUE CONDUCE A LA EXCELENCIA

Unit 12: Life in the Desert  Comparing two or  Introduce new vocabulary
more things  Using “The Reader”, read a story about Life in the Desert Program And encourage
 Comparatives students to make predictions about the story and identify characters, keywords and  Book
 Talk about settings.  Notebook
 Superlatives hypothetical  Make comparisons about the animals that live in the desert and other animals  Flashcards
situations  Do the platform activities  Online games
 Situations  Make a model desert and present to the class  Park field trip
 Vocabulary: Desert,  Lay the flashcards in a straight line on the floor. Assign two teams and have them line  Platform
desert life up at each end of the flashcard line. When you say 'Go' the first member from each
Comparatives team starts to walk from their end of the line, straddling the flashcards, reading the
superlatives vocabulary out loud as they walk. When the two students meet they have to Rock,
Scissors, Paper, the losing student goes to the back of his/her line and the winning
student continues along the flashcard line. The second student from the losing team
 UNA PROPUESTA PEDAGÓGICA QUE CONDUCE A LA EXCELENCIA

starts walking and reading the vocabulary until the two students meet and Rock,
FOURTH PERIOD Date: Scissors, Paper, and so on. Give points for reaching the opposite end of the line.
Topics: History, descriptions, experiences
Performance:
By the end of the period the students will be able to develop basic skills (vocabulary and pronunciation) and Life skills (cultural information). Also, ask and answer about
describing Historical facts, describing people and past experiences.
Grade: Third Teacher: Fabian Mendoza

Stage Stage objectives Activity

 UNA PROPUESTA PEDAGÓGICA QUE CONDUCE A LA EXCELENCIA

Unit 13: Life in ancient  Introduce new vocabulary  Book

Rome  Expressing historical  Poster about Ancient Rome  Notebook
facts  Activities on the platform  Flashcards
 Historical Facts  Historical facts using  Make an Ancient Rome Mosaic  Online games
 Past events the passive voice  Park field trip
 Vocabulary:  Platform
Ancient Rome
Roman Society
Landmarks
Unit 14: Paul Brayan  Describing people  Introduce new vocabulary  Book
goes down the river using –so and that  Using “The Reader”, read a story about Paul Bunyan goes down the river And encourage  Notebook
 Describing actions students to make predictions about the story and identify characters, keywords and  Flashcards
 Describing that interrupt other settings.  Online games
people actions  Make a puppet show  Park field trip
 Describing  Vocabulary: Physical  Platform
actions characteristics folk
tales
Unit 15: Tourist spots  Asking and  Introduce new vocabulary  Book
answering about  Describe Places and discuss in the classroom  Notebook
 Past Experience experiences  Complete the interactive activities  Flashcards
 When/where  Give additional  Make the frame  Online games
clauses information  Make a scrap book about your last vacation  Park field trip
 Vocabulary:  Platform
Traditions costumes