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{{Recurso educativo AEIF
|Autor=Ministerio de Educación de Guatemala;
|Área=Comunicación y Lenguaje Idioma Extranjero
|Grado=Básico 1er grado
|Competencia=3. Reads aloud and silently: syllables, common words and phrases in English.;
4. Writes words and simple phrases and sentences in the new language with the right spelling and grammar structure to be applied in daily life situations.
|Indicador=3.1. Pronounces common words and phrases when reading.;
4.2. Writes phrases with the right grammar structure.
|Saber declarativo=3.1.4. Readings and extraction of information from a chat dialogue.;
4.2.1. Descriptions: personal pronouns, possessive adjectives, nouns as a complement, me, my classroom and my community.
|Tipo de licencia=Derechos reservados con copia libre
|Formato=HTML; PDF
|Responsable de curación=Editor;
|Última actualización=2020/09/11
}}
{{Calificación de recurso}}
<div style="border:solid 1px; border-radius:8px; padding:8px; width:25%; margin-bottom:10px">
<center>'''Suggested time'''</center>
<center>3 periods</center>
</div>
=== Introduction ===
During this learning lesson, student will be able to talk about, read about and write a simple blog entry about his childhood using specific verbs in the past.
=== Didactic resources ===
* board, markers, pen, notebook, sheets of paper, big sheet of brown paper, English-Spanish/Spanish-English dictionary
=== {{SUBPAGENAME}}, Period 1 ===
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Write a list of words related to the word “childhood.” Some examples: parents, toys, milk.
<div style="clear:both"></div>
{{Plantilla:Icono guía docente Básico|nombre=trabajo en tríos}}Students complete the list up to 12 words.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Walk around and become available to help out when a student requests your help.
</div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Refer students to ''section a. memories from my childhood''. Explain to the students that we are referring to activities that happen in the past. Model with the students information from your own life. For example, “I remember a friend I had. Her name was Laura”. “I don’t remember a toy”.
{{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Students individually should fill out the information requested in their workbook. They should complete the columns using real information.
<div style="clear:both"></div>
{{Plantilla:Icono guía docente Básico|nombre=trabajo en tríos}}Each student should find two other students and use the information to make sentences built as the model.
Refer the students to the verbs in ''section b. Grammar Reference Using the Past Tense to talk about events from my life''. Explain that in order to make a complete sentence you need the following pattern:
: I liked Incaparina.
: I didn't like coffee.
: Did you like Incaparina?
<div style="clear:both"></div>
{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Students should talk about things done in the past using the grammar reference.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Verify that students are on the task.
</div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Ask the students to go over what they have learned with you. This is an excellent opportunity for students to ask questions about how to begin using the past tense with the verbs presented in this learning session.
{{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Ask students to make sentences with the verbs presented using ''section b'' as reference.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 2 ===
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Ask students if they've heard of a timeline, or a series of events in order of time.
Talk about what a timeline is and how it is used. Ask students how they think a timeline may be useful.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Model your own timeline.
</div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Refer student to ''section c. Make a timeline''. Ask students to complete the timeline.
Ask students to be prepared to present their timeline. They should include at least 10 moments from childhood that they remember. The verbs to be used are was/were, had, liked, watched. Students should present a poster to the class where they talk about their childhood in the next class.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Refer students to ''section d. Reading comprehension''. See the answer key.
These are the answers:<ref>''Editor's note:'' Correct answers are missing in the original.</ref>
# My best friend is Carlos (a. True / b. False)
# We were in the same class (a. True / b. False)
# Her pet was a cat (a. True / b. False)
# We watched TV programs during the rainy season (a. True / b. False)
# We didn’t play together in school (a. True / b. False)
</div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Go over the activities students did in this period. Explain that they will present their timeline in the next period. Explain the assessment rubric.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 3 ===
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Check that everyone is ready for the presentation and that they understand how they will be evaluated.
Ask students to present one at a time. They should use their timeline as a support.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Make sure each student participates and is evaluated using the scoring rubric presented in the workbook. Take notes to give feedback individually.
</div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo individual}}Give feedback to each student individually. Make positive comments as well as point out things to improve. Keep it in a positive tone.
Have students review the can-do statements based on the feedback given.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
{{Título y superior}}
==== Notes ====
<references />
[[Categoría:Recursos]]