3rd Grade Unit 1: Memories

Memories

Last Saturday Valerie woke up very early because it was her birthday It said One of these is your present. Choose only one Suddenly, the balloon elevated and went out through the window quickly. When she was about to open the small box she heard her mother shouting.

and she wanted to see her parents present first thing in the morning . When she finished reading the note, she opened the big box Valerie ran behind it trying to catch it but she couldnt.

When she went to the living room she saw two present boxes and a note. and found a beautiful bright balloon inside. Then she went back where the boxes were, closed the big box and took the small one. It was then when she opened her eyes and discovered everything had been a dream.

Valerie! Valerie! Wake up!

DISEO La hoja de trabajo consta 12 imgenes que ilustran una parte de la historia que cuentan las 12 tarjetas con texto que se encuentran despus de las imgenes. Las lneas que separan las imgenes son continuas, mientras que las que separan los pequeos textos van con lneas punteadas indicando que deben ser recortadas. Debe respetarse el uso de maysculas y minsculas, tal y como aparece en este documento.

ACTIVITY: Memories Group work: speaking TIME: 30 minutes AIM: To put a story in order according to pictures. LANGUAGE: Function 1.1 Giving information about past memories. Grammar: Simple past. PROCEDURE Before class: Make one copy of the worksheet for each group of three students and cut the text cards. In class: 1. Ask students to work in groups of three. 2. Give each group a copy of the picture story but do not give them the text yet. Explain that they are going to read the story, but before they do that, they should spend a few minutes in their groups looking at the picture story and trying to work out what is happening. 3. Ask students to work in their groups and decide which verbs they expect to see in the story and as they mention a verb write it on the board. Be ready to answer any vocabulary questions from students. 4. Elicit the past tense of the verbs mentioned and pre-teach words or expressions from the story if necessary. 5. Give each group a copy of the cut-up text and ask them to match one piece of text to each picture. 6. Check that they have put the story in the correct order and make the point of how many verbs they predicted correctly.
REFLECTION ON LANGUAGE: Students notice that some verbs have irregular past forms (e.g. be was/were, go went, fall fell, get got, etc.) and that that some linking devices indicate addition (,, and) while others indicate sequence (when, first, then, after that, finally), and use such language features appropriately.

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PERFORMANCE EVIDENCE: Students can recognize and understand quotidian texts (stories) in order to use them purposefully (obtain information about memories). Students recognize and understand short literary texts (tales and fragments of stories) in order to express the feelings generated by them. Students can use language creatively and appropriately by adjusting lexis, phrases and grammatical resources in order to produce meaningful, relevant and clear texts (story) when discussing memories and when describing what people were doing at a certain moment in the past.

OPTION: Instead of using the text cards, make 12 cards containing only the verbs from each of the original text cards (e.g. wake up, want to see, go, etc.). Give students the pictures and the cards in the correct order. Ask them to try to figure out how the original story is using the verbs for each picture. They will have to write each part of the story in the verb cards. When they have finished show them the original to compare.

POSSIBLE FOLLOW UP: Group writing 1. Ask students to work in groups of five or six. 2. Get each student to tear out a sheet of paper from their notebooks. 3. Tell them that they are going to write different endings to the story. 4. Ask them all to write Then and whatever they want. 5. Have students to fold their sheets, so that they cover what they have written. 6. Have students to do steps 4 and 5 changing the linking word in 4 every time (e.g. suddenly, after that, finally). Just before they receive their original sheet, you must say Finally and get them to write the last sentence of the story. 7. Ask students to read all the stories in their group and vote for the best in within their teams. 8. Have students to correct/edit that story. 9. Read the best of each group. IDEAS FOR EVALUATION: You can use the story from the follow up to evaluate your students written performance. Focus on the use of sequencers (when, first, then, after that, finally) and irregular verbs in past.