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CYCLE 3, FIFTH GRADE

SCHOOL TERM 2013-2014


GRADE:

UNIT:

Fifth Grade

SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
Identifies plot, climax, body,
and ending.
Uses contextual clues and
bilingual dictionary to find
the meaning of words and
phrases.
Associates elements of
legends to personal
experiences.
Completes and writes
sentences to describe the
properties and
characteristics of an
imaginary object.
Reinforces knowledge of
spelling and punctuation.

Read stories and legends aloud


Literary and Ludic
Read legends of interest to students and stimulate creativity
CONTENTS
DOING WITH THE LANGUAGE
KNOWING ABOUT THE
LANGUAGE
Explore childrens legends.
Topic, purpose, and
intended audience.
Activate previous knowledge.
Identify topic, purpose and intended
Graphic components:
audience.
images, typography,
etc.
Predict the content of legends based on
images and titles.
Textual components:
text, figures, and
Associate legends to personal
typographic symbols.
experiences.
Read legends aloud.
Repertoire of words
necessary for this
Select legends.
social practice of the
Identify and define new words and
language.
phrases.
Differences in letter Mention settings.
sound
Compare differences and similarities of
correspondences
specific patterns of behavior, values, and
between the mother
settings in English-speaking countries.
tongue and English.
Contrast the setting of a legend with
Adjectives: qualitative.
familiar settings.
Conventional writing
Read names of magical objects.
of words.
Identify properties, uses, functions and
Punctuation: uppercharacteristics of magical
case letters,
Objects.
exclamation marks,
Make a written description of magical
period, comma, and
objects in a legend.
hyphen.
Write names of magical objects.
Abbreviations.
Complete and write sentences to describe
properties and characteristics of magical
objects

BEING THROUGH THE


LANGUAGE
Understand legends as a
reflection of the emotions
and experiences of people
and their cultures.
Appreciate oral tradition in
ones culture and in Englishspeaking countries.
Show Interest in the reading
aloud of childrens legends.

1B

PRODUCT
COLLAGE OF MAGICAL OBJECTS
Stage 1
Select a magical object from the read
legends or suggest one.
Stage 2
Point out the characteristics of the
magical object and its owner.
Stage 3
Describe the magical object orally and
in writing, based on a model.
Stage 4
Check that the writing is complete and
complies with spelling and punctuation
conventions
Stage 5
Illustrate magical objects and write
their description.
Stage 6
Read the description of the magical
object aloud to other classmates.
Stage 7
Display the descriptions in a visible
place in the classroom.

SEP. Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Programas de estudio 2010. Ciclo 3. Fase de expansin. Mxico, 2011

PRODUCT
STAGES

SUGGESTED ACTIVITIES

Stage 1

Stage 2

Stage 3

Stage 4
Stage 5
Stage 6

Stage 7

Ask Ss to mention what a legend is, its characteristics and structure (setting, narrator, plot, climax, body and ending). Elicit different popular legends, and
have Ss remember if they know different versions of the same legend.
Have Ss explore the Readers book or other sources, and make predictions about the first chapter by looking at the title and images. Ss may express their
ideas in Spanish because they are not able to use the structures. Provide any necessary help to motivate Ss to express their ideas in English.
Ss work in groups so they can talk about legends and have them share their versions. On the board have some examples of local legends for Ss to use as
reference (Excalibur, La Llorona, The Popo volcano, etc.). Have Ss tell the characteristics of the magic objects mentioned in the legends they have explored;
then, look at the visuals in their books and identify the legends mentioned. Brainstorm new vocabulary and have Ss copy it for further use when talking about
legends.
Have Ss brainstorm well-known fairy tales, popular comic strips, or legends (The Pied Piper of Hamelin, Nahuala legend, Harry Potter, Ninjago). Then, ask
them to think of objects related to them, e.g. magic spheres, a flying carpet, enchanted mirrors, different potions, magic pendants, bracelets, rings, etc. In
teams Ss list different adjectives to be used in the description of magical objects. They may use a dictionary if necessary.
In teams Ss choose a fairy tale or fantastic story and relate it to the main character and the object he or she has. Then, they think of all the possible
adjectives and effects the object can have when using it.
Have Ss choose from various options a magical object they can talk about. You can use a lottery pad including different magical objects.
Do a multiple-choice exercise to describe the magic objects seen in previous lessons, e.g. The magic wand can: a) help the prince to convert animals into
humans, b) help the prince to make him invisible, c) help the prince to be stronger.
Give Ss a matching exercise handout to relate drawings of magic objects with a word or have them draw the object and add notes to make sure all the
information is included, e.g. Name of object ____________ Material___________ Magic powers__________ Drawing__________.

Organize groups and ask each of them to choose one legend or fairy tale they want to work with for the final product. In their teams Ss find the common
elements (main characters, plot, climax, body, and ending) in the legend or fairy tale they have chosen.
Ask Ss to design their own magic object. Ask them to reflect why they would like to have it and how they would use it. Ask Ss to write the characteristics and
the description of their magical object, based on the model previously worked in stage 3. Make sure Ss mention name, material and aim.

Ask Ss to illustrate the magic object they have designed and write its description. Ss exchange their texts to do peer correction.

Have a competition so that the group chooses the most ingenious magic object. Have Ss read in groups somebody else's description of their magic object.
Have Ss guess who the object belongs to and why. Correct mistakes in any respect when Ss read their descriptions of objects: pronunciation, correctness of
vocabulary, structure and how attractive and convincing their objects seem to be.
Wrap up this activity with the fact that cultures are expressed through legends according to their origin.

Display the descriptions around the classroom and if time allows, Ss may make the object out of reusable materials.
Invite other groups to see their magic objects collection.

BOOKS
Publishing House

Teachers Book

Activity Book

Readers Book

Brilliant! five
Santillana
Do it! 5
University of Dayton
"Play and Play 5
Nuevo Mxico
Sunshine 5
Pearson
Think! in English 5
Ediciones SM
Yes, we can! 5
Richmond

pp. 18-27

pp. 18-27

pp. 26-36

pp. 10-15

pp. 22-33

pp. 16-23

pp. 12-21

pp. 12-20

pp. 25-34

pp. 12-17

pp. 12-19

pp. 12-19

Stories
pp. 5-17
Fiction
pp. 60-71
Narrative
pp. 5-16
Story
pp. 32-37
Narrative
pp. 19-32
Fiction
pp. 3-12

Other resources
http://www.teachchildrenesl.com,
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
Legends: http://www.inside-mexico.com/legends/legends.htm
http://www.worldoftales.com/folktales.html
http://www.legendsofamerica.com/ah-legends.html
http://www.robinhood.ltd.uk/robinhood/index.html
http://www.mythencyclopedia.com/index.html

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