CHRONOGRAM OF ACTIVITIES

SOCIAL LEARNING ENVIRONMENT:

EDUCATIONAL AND ACADEMIC

UNIT:

3 B

GRADE:

1ST 

CYCLE:

1

NOMBRE DE ASESOR:

RUDY EDER MARTINEZ FABIAN

PRODUCT:

ILLUSTRATED INFORMATIVE CHART

YEAR: 2016

INITIAL DATE:     05/04/2016            CLOSING DATE: 28/04/2016

ACHIEVEMENT (S): IDENTIFY WRITTEN AND ORAL QUESTIONS

FIRST WEEK

Actividades de aprendizaje necesarias para elaborar el producto de lenguaje

Día/sesión

DAY 1

DAY 2

Activity “Play at the zoo”, encourage children to clap along. Divide the class into four groups, according to the animals mentioned in each verse of the song. Play the song again, children stand up and turn around twice when they hear their animals.

https://www.youtube.com/watch?v=oV_idfKcCdQ 

25

Activate book page 56, prior knowledge about animals and living things, ask children to look at the photos and think about each of these living beings. Tell children to look at the photos and think about each of these living beings. Tell children to picture these beings in one place and to think of their sizes. Have children number the living beings according to their size from small to big. Check with the group.

10

Hand out cards with the names of the five objects in the picture to the children, and tell them to line up at the front of the class according to their size. You can vary the activity by having them stand in line from tall to short or vice versa.

15

Show card 1 to 20 and count them. Put to strengthen the song of colors and sing with them.

https://www.youtube.com/watch?v=qRyLH_X0dnI 

20

Ask children where they can find this color (for example: classroom, in the school, in the house). Listen to the ideas of children and write them on the board.  Hold up activity book at the front of the class, and ask children to open their activity book to page 56. Monitor and check.

40

ACHIEVEMENT(S): LOOK UP WORDS IN A PICTURE DICTIONARY

SECOND WEEK

Actividades de aprendizaje necesarias para elaborar el producto de lenguaje

Día/sesión

DAY 1

DAY 2

Children open activity book to page 57. Say the words. Say the words in groups aloud: gray, brown, white, black, and Ask: what do these words have in common? Elicit answers and have children label the group of words with the correct word. Now say: tusk, tail, legs, arms, trunk, ears, and ask: what do these words have in common? Elicit answer and ask children to label the group of words. Do the same for the size words.

30

Remind children of the categories in the previous activity and write them on the board. Ask them to go to the picture dictionary on page 112-113 in their book, find words for each category and add them to the corresponding group.

20

Mime the action from last class for tails, arms legs, and fins. Tell children to say the names of these body parts after each mime. Ask children to give you an example of an animal with a tail (mime tail) ask children to give an example of an animal with fins (mime fins).

25

Say the children open their book page 57. Have children look at the first box and ask them to point to the dog, the monkey, and the little boy and ask: which living beings have a tail?

25

ACHIEVEMENT(S): RESPOND QUESTIONS ABOUT THE NAMES OF SEVERAL LIVING BEINGS

THIRD WEEK

Actividades de aprendizaje necesarias para elaborar el producto de lenguaje

Día/sesión

DAY 1

DAY 2

Have children participate in a game of Simon says. Tell them to only follow the instructions that include the words Simon says. Model the word “do how a monkey”. Have children follow the instruction. Then say, touch your eyes. Tell children not to follow the instruction because it did not include the phrase Simon says. Play the game and review: mouse, monkey, parrot, dolphin and whale.

25

Help the children respond to question about the names of living beings base do  a series of options, have children answer the question in the quiz. Children open their book page 58. Say the names of some of the animals in the picture and ask children to point to them: Say: hippo and have. Children point to the picture. Say: giraffe and have…. Tell children to listen to the question and choose the best option. Do the first question, say: it has long arms. What is it? A zebra or a monkey? Elicit answer and ask children to circle monkey in the quiz. Now say: it has big ears. What is it? An elephant or an octopus? Continue to do the same for the six questions.

25

To help children identify words that are used to make questions, ask them to go back to the quiz in activity 6 on the page 58 and ask them to underline the questions. Elicit answer and ask children to say how they knew these were questions.

25

Ask children to close their eyes and think of an animal they like and would like to describe. Tell them to think about the animal’s body parts, color and size.

25

ACHIEVEMENT(S): IDENTIFY WORDS THAT FORM QUESTIONS

FOURTH WEEK

Actividades de aprendizaje necesarias para elaborar el producto de lenguaje

Día/sesión

DAY 1

DAY 2

Explain the children the WH-Question: what, where and why. Say the children look these words in your books.  Tell children to open their book and circle in blue the question marks and question words in their book. Elicit ways in which questions in English are different from questions in Spanish, for example: there is no opening question mark (¿).

25

Write the question halves on the board. On the left side write the beginning of the questions and on the right side write the remaining part of the questions. Point to the board and say: what color… read aloud the four options and have children tell you which one completes the questions. Choose a volunteer to read out the complete question. Have children go to the page 62 and ask them to match to make questions. Check answers.

25

Write What, Where and Why on the board. Point to What and ask students to find a question in their book that starts with this word. Elicit the question from a volunteer and say “What” asks about color or characteristics. Then point to Where and ask students to find questions in their books. Elicit an example and students to find examples. Say “Why” asks about reason. Copy this information on the board:

What --------------- color, characteristics

Where -------------- places

Why ------------------ reason

Then tell children to open their book to page 62. Have children complete the questions using the words on the board.

30

Play the song at the zoo; children clap each time they hear the word zoo. Play again, children sing alone

20