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ESL PLANNING FOR INSTRUCTION AND ASSESSMENT/ONE-YEAR QUATERLY PROGRAM MEDUCA Ileana de Vergara

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MINISTERIO DE EDUCACION
DIRECCION REGIONAL DE EDUCACION DE SAN MIGUELITO, LAS CUMBRES Y CHILIBRE
SCHOOL: C.E.B.G. REPUBLICA DE ALEMANIA
PLANNING FOR INSTRUCTION AND ASSESSMENT/ONE-YEAR QUATERLY PROGRAM
SUBJECT:
ENGLISH
LEVEL:
First and Second Grade
PERIOD:
From March 2nd through December 18th, 2015
INSTRUCTIONAL OBJECTIVES
The student:
1. Uses appropriate vocabulary to talk about family members.
2. Interacts in a conversation.
3. Expresses ideas, thoughts, emotion, opinions, creations
4. Understands messages, commands, and communication codes.
5. Answers basic personal questions in a simple form.
6. Uses the English language to interact in different environments.
Quaterly
Periods
Weeks
1st (13)
CONCEPTS
(cognitive domain)
1. Family, school,
community, and
country
 Identifying family
members.
1.1 Family
Nuclear ( extended and
others) family ‘s
members.
• Mother
• Father
• Sister
• Brother
• Baby
• Grandmother
•Grandfather
Demonstrative: This
Possessive: My
Verb be
TEACHERS: ILEANA DE VERGARA
AREAS: ORAL AND WRITTEN COMMUNICATION
CONTENTS
PROCEDURE
ATTITUDE
(psychomotor domain)
(affective domain)
1. Drawing and labeling family
members.
 Valuing the importance of
- Talking about his/her family the family
members
 Showing respect for his/her
and peers’ families.
 Being aware of the different
family members.
- Speaking about the
members of his/her family
BASIC
COMPETENCIES
PROGRESS /
ACHIEVEMENT
INDICATORS
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
 Autonomy and
personal initiative.
 Correctly identifies the
members of the family.
• Uses the correct word
to name each member of
the family
• Draws his/her family
• Recognizes the
members of the family
when describing them.
• Associates the concept
to the word.
Quaterly
Periods
Weeks
1st (13)
CONCEPTS
(cognitive domain)
- This is my mother
Maria.
2 My house
Recognizing the parts of
the house
Parts of the house
•Door, window, floor,
ceiling.
• Wh question: Where
• Prepositions of place :
In
‐Where is the father?
‐ In the kitchen
CONTENTS
PROCEDURE
(psychomotor domain)
Recognizing the parts of the
house.
Drawing and labeling the
parts of the house
• Bedroom
• Kitchen
• Bathroom
• Living room
• Dining room
1st (13)
1.3 My Classroom
Identifying vocabulary
related to classroom
objects,
• School supplies
• Demonstrative: This
• Verb be: is
• Indefinite articles: a /
an
‐This is a crayón
Drawing and labeling the
school supplies
• Pencil
• Glue
• Scissors
• Crayons
• Ruler
Pencil case
1st (13)
Identifying vocabulary
related to places in
school
Places in school:
• Classroom
Drawing and labeling places
in school
Locating places in school
ATTITUDE
(affective domain)
Cooperating to keep a clean
and healthy environment at
home.
Take care of the parts of the
house
BASIC
COMPETENCIES
PROGRESS /
ACHIEVEMENT
INDICATORS
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
 Autonomy and
personal initiative.
 Linguistic
Showing respect toward other competence.
people’s possessions
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
competence.
Demonstrates respect to
 Competence in
object belong
knowledge of and
school.
interaction with the
Identifies parts of the
house
Creates representations
of different homes (e.g.,
draw, build block
structure, use boxes,
Correctly names the
parts of the house
Asks and answers wh‐
and yes‐no questions in
the present tense with
grammatical accuracy
Identifies school supplies
Recognizes school
supplies
Names school supplies
with correct
pronunciation
Correctly
incorporates
demonstratives
adjectives in simple
present sentences
Identifies the staff of the
school.
Names places in school
2
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
• Library
• Principal’s office
• Bathroom
• Cafeteria/kiosko
• Computer lab
• Gym
• Playground
• Kitchenette
Grammar in context
• Demonstrative
• pronouns
• This/these.
• That/those.
1st (13)
1.4 People in my
School
 Identifying vocabulary
related to School’s
people
• Janitor
• Students (Boy, Girl)
• Teachers
• Administrators
• Principal
 Pronouns According
the Subject: he , she
Verb be : is
‐ She is the janitor
1st (13)
11 Recreation
School activites and
recreation
- Toys
CONTENTS
PROCEDURE
(psychomotor domain)
ATTITUDE
(affective domain)
BASIC
COMPETENCIES
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
Drawing and labeling
vocabulary related to school
staff
 Linguistic
Showing respect for the staff
of the school
Developing tolerance toward
physical differences.
Identifying vocabulary
related to sports
• Sports
Types of sport
Being aware of planning and
distribuiting time availability
Promoting a positive attitude
toward the practice of sports
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
 Autonomy and
personal initiative.
 Linguistic
competence.
 Competence in
knowledge of and
PROGRESS /
ACHIEVEMENT
INDICATORS
Demonstrates singular
and plural items by using
demonstrative
pronouns.
Associates the concept to
the word
Uses the correct word to
identify school staff
Correctly names school
personnel
Discriminates students
into boys or girls
Recognizes teachers
according the subjects
they teach
Associates the concept to
the word
Identifies different sports
Classifies sports
individual
/ collective
3
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
CONTENTS
PROCEDURE
(psychomotor domain)
Importance of sports
Grammar
 Adjetive
 Demonstrative
pronouns
ATTITUDE
(affective domain)
Valuing the practice of
recreation and school
activities to preserve physical
and mental health.
2.1. Respectfully talking about
emotional states.
2nd (14)
2. People, sentiment
and body parts
2.1 Feelings
How do you feel
today?
I feel
-Happy / sad
-Hungry /
thirsty
Subjects pronouns
I, you, he, she, it,
we, you, they
2nd (14)
5. Parts of the Body
• Face (ear, nose…)
• Hand
• Leg
• And others
• Demonstrative:
this,these
• Verb be:
• Possessive: my and
your
-Show me your nose
- This is my nose
5. Identifying vocabulary
related to the parts of the
body.
• Recognizing the parts of the
body.
• Saying the parts fo the
body.
• Associating the parts of the
body.
5. Showing interest to know
the human body.
• Showing respect for the
human body and assuming
responsability fo his!her own
body.
• Developing tolerance
toward people with
disabilities.
2nd (14)
7 Senses
7. Identifying vocabulary
7. Valuing the importance of
2.1. Describing emotional
states.
- Comparing different
emotional states.
- Asking and answering
questions to clarify and
confirm feelings.
BASIC
COMPETENCIES
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
PROGRESS /
ACHIEVEMENT
INDICATORS
States preferences for
favorite sport
Recognizes the
importance of sports for
recreation and health
2.1. The student:
Represents emotional
states
- Mimics feelings when
listening to the
description.
- Expresses feelings orally
- Associates the concept
with the feeling picture.
- Follows oral instructions
and demonstrates
different feelings.
5. Identifies the parts of
the body.
• Talks about his/her
body parts.
• Expresses each one
with others politely as
they use the target
grammatical structure.
• Correctly writes the
names of different parts
of the body that have
been taught.
7. Clearly identifies the
4
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
The five senses
Taste
Smell
Hearing
Sight
Touch
Related Actions
Wh question: what
Subject pronoun: I
Possessive: My
- What do you do with
your tongue?
I taste with my
tongue.
4.1 Environment
(Animal)
10. Domestic animals
• Pets
• Farm animals
2nd (14)
2nd (14)
9 Plants
• Parts of the plant.
• What color is the
flower?
 Parts of the plants
• Leaf
• Stem
• Root
CONTENTS
PROCEDURE
(psychomotor domain)
related to the five senses and
their functions.
- Relating the senses with the
correct (organs) part of body
(orally, picture, drawing and
others).
- Associating the five senses
with the related actions
ATTITUDE
(affective domain)
the senses.
• Being emphatic and
suportive with classmates and
acquaintances who are
undergoing health problems.
• Practicing healthy habits
related to the senses.
BASIC
COMPETENCIES
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
10. Identifying vocabulary
related to domestic animals.
• Recognizing the differences
between pet animals and
farm animals.
• Expressing opinions about
pets and farm animals.
• Relating animals to their
habitats.
9. Identifying vocabulary
related to the parts of the
plant.
• Recognizing the parts of the
plant.
•Expressing opinions about
the parts of the plant.
• Describing the parts of the
10. Shows respect for pets and
farm animals.
• Being aware of pets and
farm animals in our
community.
• Engaging with the
community to protect pets
and animals.
9. Valuing the importance of
the plants for the life.
• Being aware in protecting
the plants- life.
• Actively diffusing and
participating in reforestation
activities.
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
PROGRESS /
ACHIEVEMENT
INDICATORS
senses from diverse oral
input.
• Associates the different
senses and points their
organs.
• Relates the senses with
their organs.
• Demonstrates healthy
habits for the senses.
10. Sings animal songs.
• Classifies the
differences between pets
and farm animals.
Shows and tells his/her
pet.
• Role plays animal short
stories making their own
animal mask.
• Asks and answers
questions about his/her
pet.
4.2. Recognizes parts of
the plant
- Names parts of the
plant
• Participates in a school
garden project.
- Accurately uses
indefinite articles to
5
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
• Flower
CONTENTS
PROCEDURE
(psychomotor domain)
plant.
ATTITUDE
(affective domain)
• How many leaves does
the plant have?
2nd (14)
2nd (14)
Grammar
• Nouns
• Adjectives
• Wh questions
• Articles The/a
A leaf/ The stem
14. Means of
transportation
By air
Airplane
By land
School bus
Metro bus
Car
Bicycle
Train
By water
Ship, boat
14. Recognizing different
means of Transportation
- Classifying means of
transportation
- Discriminating
differents means of
transportation
7.1 Means of
communication
- Telephone
- Email
- Television
14. Reporting different
means of transportation of
his/her community.
- Comparing different
transportation according to
their mode.
7.1 Recognizing different
means of
communication
- Classifying means of
communications
7. Assuming responsibility
toward means of
transportation changes
- Participating actively in
activities related to means of
transportation
- Evaluating the importance of
the means of transportation
7.1 Asking and
answering questions
politely about
transportation
- Identify with the
PROGRESS /
ACHIEVEMENT
INDICATORS
describe the parts of a
 Learning-to-learn
plant.
competence.
Autonomy
and • Successfully identifies
vocabulary related to the
personal initiative.
plants.
• Names parts of the
plants.
• Explains orally what a
pland needs to grow.
BASIC
COMPETENCIES
7. The students
- Associates the concept
to the word
 Linguistic
- Identifies means of
competence.
transportation
- Correctly names means
 Competence in
knowledge of and
of transportation
interaction with the
- Classifies means of
physical world.
transportation by air,
land or water
 Social and civic
- Graphically represents
competence.
means of transportation
 Learning-to-learn
- Discriminates means of
competence.
Autonomy
and transportation
- Associates the concept
personal initiative.
to the Word
- Creates artworks or
means of transportation
 Linguistic
competence.
 Competence in
knowledge of and
- Discriminates means
of transportation
- Associates the concept
to the word
6
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
- radio
CONTENTS
PROCEDURE
(psychomotor domain)
- Communicating
using different means
of communications
indoor and outdoor-
ATTITUDE
(affective domain)
correct uses of
means of
communications
Discriminâtes the
correct uses of
means of
communications
3rd (14)
2.3 Senses
The five senses
Taste
Smell
Hearing
Sight
Touch
Related Actions
Wh question: what
Subject pronoun: I
Possessive: My
- What do you do with
your tongue?
I taste with my
tongue.
2.3. Identifying the five
senses and their
functions.
- Relating the senses
with the correct part
of body (orally,
picture, drawing and
others).
- Associating the five
senses with the
related actions.
2.3. Developing
tolerance toward
people with
disabilities
- Being aware of the
importance of the
senses for human
acting.
3rd (14)
8. Literature
Identifying different
elements of literature
Songs
Poems
Dramatizations
8. Literature
- Answering simple
questions about
literature elements
- Mimicking characters
from song and poems
8. Using his/her
imgination and
creativity to perform
specific tasks
- Listening with
enthusiasm songs
and poems
PROGRESS /
ACHIEVEMENT
INDICATORS
interaction with the
7.1 Identifies means of
physical world.
communication
- Graphically
 Social and civic
represents means of
competence.
communication
 Learning-to-learn
- Recognizes means of
competence.
Autonomy
and communication
- Discriminates between
personal initiative.
means of communication
and transportation
- Associates the image to
the word
2.3. The student
- Identifies the five
 Linguistic
senses.
competence.
- Associates senses with
body parts.
 Competence in
knowledge of and
- Names the five senses.
interaction with the
- Demonstrates tolerance
physical world.
to a variety of textures,
sounds, sights, tastes and
 Social and civic
visual stimuli presented
competence.
within the child’s
 Learning-to-learn
environment.
competence.
Autonomy
and - Asks and answers
wh- and yes-no
personal initiative.
questions using
do/does.
8.The students
 Linguistic
Participates in
competence.
nursery rhymes,
 Competence in
including rhymes from
knowledge of and
different cultures
interaction with the
- Recites short simple
physical world.
poems
7
BASIC
COMPETENCIES
Quaterly
Periods
Weeks
3rd (14)
3rd (14)
CONCEPTS
(cognitive domain)
CONTENTS
PROCEDURE
(psychomotor domain)
6.1 Color, Forms and
Sizes
Recognizing different
colors, forms and sizes
 • Short, tall, big, small
 • Shapes
- Circle,
- square,
- triangle,
- rectangle
Drawing and labeling Color,
Forms and Sizes
12 Climate
Weather
• Sunny, cloudy,
rainy, windy
 Seasons
•Rainy season
•Dry season
 Grammar
•information question
 Identifyng the vocabulary
related to the weather
 Listing and labeling indoor
and outdoor activities
PROGRESS /
ACHIEVEMENT
ATTITUDE
INDICATORS
(affective domain)
- Listens and responds to
 Social and civic
simple poems
competence.
- Recognizes and says
 Learning-to-learn
words that rhyme
competence.
Autonomy
and - Demonstrates
recognition that there
personal initiative.
are different spoken
texts, eg
‘This is a poem’ or
This is a son
- Uses words such as
‘nursery rhyme, poem,
verse, rhyme’
Being attentive at
 Recognizes different
 Linguistic
incorporating new language
colors
competence.
studied in class to classroom
 Creates artworks with
 Mathematical
use.
colors
competence.
Exploring shapes and forms
 Identifies basic shapes
 Competence in
in their environment
knowledge of and
 Names different shapes
interaction with the
in the school
physical world.
 Cultural and artistic  Identifies different sizes
competence.
 Learning-to-learn
competence.
12. Value the importance of
 Makes comparisons
 Linguistic
the weather and how it affects competence.
among objects
our health and activities
 Identifies the weather
 Competence in
• Take care of nature to
 Compares day to day
knowledge of and
preserve the ozone layer.
weather changes
interaction with the
• Being interested and
 Distinguishes the
physical world.
curious in identifying the
correct picture of
 Social and civic
weather
weather and season.
competence.
 Sings songs about
 Learning-to-learn
BASIC
COMPETENCIES
8
Quaterly
Periods
Weeks
3rd (14)
CONCEPTS
(cognitive domain)
•Adjectives
•Nouns
•How is the weather
today?
13. Days of the week.
 Ordinal numbers
 Adverbs of time
•Today
•Yesterday
•Tomorrow
 Grammar
• Wh questions
• Nouns
• What day is today?
CONTENTS
PROCEDURE
(psychomotor domain)
ATTITUDE
(affective domain)
BASIC
COMPETENCIES
competence.
 Making a calendar using
days of the week and months
of the year.
 Classifying activities
according to the time or day
of the week
 Organizing activities
according to the time (today,
yesterday, tomorrow)
 Relating common activities
Listing and labeling days of
the week
• Being aware of time and
space to perform daily,
weekly, monthly tasks.
 Linguistic
competence.
 Data processing and
digital competence.
 Learning-to-learn
competence.
 Autonomy and
personal initiative.
PROGRESS /
ACHIEVEMENT
INDICATORS
weather.
 Names days of the
week
 Identifies the current
day of the week
 Lists common activities
 Discriminates between
home and school
activities
 Associates the concept
to the word
 Creates a calenda with
monthly activities
 Sings songs about the
days of the week.
TEACHING METHODOLOGIES AND TECHNIQUES:
Direct stratagies: Memory strategies, cognitive strategies, compensation strategies. Indirect strategies: Affective and social strategies.
ASSESSMENT ACTIVITIES:
Oral speech, written practice, debates.
CORRELATED SUBJECTS: Religious and Moral Education, Artistic Expression, Social Sciences, Natural Sciences, Mathematics.
BIBLIOGRAPHY: 1) Serie: Bases Conceptuales/Hacia un Currículo por Competencias/Libro No. 0 & Libro No. 1
2) Programa de Primer Grado – MEDUCA - 2013. 3) Time for Learning – Book 1.- MEDUCA.
9
MINISTERIO DE EDUCACION
DIRECCION REGIONAL DE EDUCACION DE SAN MIGUELITO, LAS CUMBRES Y CHILIBRE
SCHOOL: C.E.B.G. REPUBLICA DE ALEMANIA
PLANNING FOR INSTRUCTION AND ASSESSMENT/ONE-YEAR QUATERLY PROGRAM
SUBJECT:
ENGLISH
LEVEL: Second Grade
nd
PERIOD:
From March 2 through December 18th, 2015
INSTRUCTIONAL OBJECTIVES
The student:
1. Uses appropriate vocabulary to talk about family members.
2. Interacts in a conversation.
3. Expresses ideas, thoughts, emotion, opinions, creations
4. Understands messages, commands, and communication codes.
5. Answers basic personal questions in a simple form.
6. Identify the weather and seasons..
Quaterly
Periods
Weeks
1st (13)
CONCEPTS
(cognitive domain)
6. Climate weather
Rainy, Windy, Snowy
Seasons,
Rainy Season, Dry
season
Grammar
Information question,
Adjectives, Nouns
Days of the week
Ordinal numbers
Adverbs of time
Today
Yesterday
Tomorrow
Time
Days of the week
Months of the year
CONTENTS
PROCEDURE
(psychomotor domain)
6. Sunny
Cloudy
Recognizes numbers from
To 30
TEACHERS: ILEANA DE VERGARA
AREAS: ORAL AND WRITTEN COMMUNICATION
ATTITUDE
(affective domain)
6. Takes care of nature to
preserve the ozone layer.
Being aware of time and
space to perform daily,
weekly, monthly tasks.
Shows respect before peers’
 Accounts on ways they
celebrate
BASIC
COMPETENCIES
PROGRESS /
ACHIEVEMENT
INDICATORS
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
 Autonomy and
personal initiative.
Respects the celebrations
In our country
Asks about
celebrations
Count the items and
write the 7.
Identifies the means of
transportation
Discusses about means
of transportation
10
Quaterly
Periods
Weeks
1st (13)
CONCEPTS
(cognitive domain)
Ordinal
Numbers
2 My house
Recognizing the parts of
the house
Parts of the house
•Door, window, floor,
ceiling.
• Wh question: Where
• Prepositions of place :
In
‐Where is the father?
‐ In the kitchen
CONTENTS
PROCEDURE
(psychomotor domain)
Recognizing the parts of the
house.
Drawing and labeling the
parts of the house
• Bedroom
• Kitchen
• Bathroom
• Living room
• Dining room
1st (13)
1.3 My Classroom
Identifying vocabulary
related to classroom
objects,
• School supplies
• Demonstrative: This
• Verb be: is
• Indefinite articles: a /
an
‐This is a crayón
Drawing and labeling the
school supplies
• Pencil
• Glue
• Scissors
• Crayons
• Ruler
Pencil case
1st (13)
Identifying vocabulary
related to places in
school
Places in school:
• Classroom
Drawing and labeling places
in school
Locating places in school
ATTITUDE
(affective domain)
Cooperating to keep a clean
and healthy environment at
home.
Take care of the parts of the
house
BASIC
COMPETENCIES
PROGRESS /
ACHIEVEMENT
INDICATORS
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
 Autonomy and
personal initiative.
 Linguistic
Showing respect toward other competence.
people’s possessions
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
competence.
Demonstrates respect to
 Competence in
object belong
knowledge of and
school.
interaction with the
Identifies parts of the
house
Creates representations
of different homes (e.g.,
draw, build block
structure, use boxes,
Correctly names the
parts of the house
Asks and answers wh‐
and yes‐no questions in
the present tense with
grammatical accuracy
Identifies school supplies
Recognizes school
supplies
Names school supplies
with correct
pronunciation
Correctly
incorporates
demonstratives
adjectives in simple
present sentences
Identifies the staff of the
school.
Names places in school
11
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
• Library
• Principal’s office
• Bathroom
• Cafeteria/kiosko
• Computer lab
• Gym
• Playground
• Kitchenette
Grammar in context
• Demonstrative
• pronouns
• This/these.
• That/those.
1st (13)
1.4 People in my
School
 Identifying vocabulary
related to School’s
people
• Janitor
• Students (Boy, Girl)
• Teachers
• Administrators
• Principal
 Pronouns According
the Subject: he , she
Verb be : is
‐ She is the janitor
1st (13)
11 Recreation
School activites and
recreation
- Toys
CONTENTS
PROCEDURE
(psychomotor domain)
ATTITUDE
(affective domain)
BASIC
COMPETENCIES
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
Drawing and labeling
vocabulary related to school
staff
 Linguistic
Showing respect for the staff
of the school
Developing tolerance toward
physical differences.
Identifying vocabulary
related to sports
• Sports
Types of sport
Being aware of planning and
distribuiting time availability
Promoting a positive attitude
toward the practice of sports
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
 Autonomy and
personal initiative.
 Linguistic
competence.
 Competence in
knowledge of and
PROGRESS /
ACHIEVEMENT
INDICATORS
Demonstrates singular
and plural items by using
demonstrative
pronouns.
Associates the concept to
the word
Uses the correct word to
identify school staff
Correctly names school
personnel
Discriminates students
into boys or girls
Recognizes teachers
according the subjects
they teach
Associates the concept to
the word
Identifies different sports
Classifies sports
individual
/ collective
12
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
CONTENTS
PROCEDURE
(psychomotor domain)
Importance of sports
Grammar
 Adjetive
 Demonstrative
pronouns
ATTITUDE
(affective domain)
Valuing the practice of
recreation and school
activities to preserve physical
and mental health.
2nd (14)
2. People, sentiment
and body parts
2.1 Feelings
How do you feel
today?
I feel
-Happy / sad
-Hungry /
thirsty
Subjects pronouns
I, you, he, she, it,
we, you, they
2nd (14)
5. Parts of the Body
• Face (ear, nose…)
• Hand
• Leg
• And others
• Demonstrative:
this,these
• Verb be:
• Possessive: my and
your
-Show me your nose
- This is my nose
5. Identifying vocabulary
related to the parts of the
body.
• Recognizing the parts of the
body.
• Saying the parts fo the
body.
• Associating the parts of the
body.
5. Showing interest to know
the human body.
• Showing respect for the
human body and assuming
responsability fo his!her own
body.
• Developing tolerance
toward people with
disabilities.
2nd (14)
7 Senses
7. Identifying vocabulary
7. Valuing the importance of
2.1. Describing emotional
states.
- Comparing different
emotional states.
- Asking and answering
questions to clarify and
confirm feelings.
2.1. Respectfully talking about
emotional states.
BASIC
COMPETENCIES
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
PROGRESS /
ACHIEVEMENT
INDICATORS
States preferences for
favorite sport
Recognizes the
importance of sports for
recreation and health
2.1. The student:
Represents emotional
states
- Mimics feelings when
listening to the
description.
- Expresses feelings orally
- Associates the concept
with the feeling picture.
- Follows oral instructions
and demonstrates
different feelings.
5. Identifies the parts of
the body.
• Talks about his/her
body parts.
• Expresses each one
with others politely as
they use the target
grammatical structure.
• Correctly writes the
names of different parts
of the body that have
been taught.
7. Clearly identifies the
13
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
The five senses
Taste
Smell
Hearing
Sight
Touch
Related Actions
Wh question: what
Subject pronoun: I
Possessive: My
- What do you do with
your tongue?
I taste with my
tongue.
CONTENTS
PROCEDURE
(psychomotor domain)
related to the five senses and
their functions.
- Relating the senses with the
correct (organs) part of body
(orally, picture, drawing and
others).
- Associating the five senses
with the related actions
ATTITUDE
(affective domain)
the senses.
• Being emphatic and
suportive with classmates and
acquaintances who are
undergoing health problems.
• Practicing healthy habits
related to the senses.
BASIC
COMPETENCIES
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
2nd (14)
4.1 Environment
(Animal)
10. Domestic animals
• Pets
• Farm animals
10. Identifying vocabulary
related to domestic animals.
• Recognizing the differences
between pet animals and
farm animals.
• Expressing opinions about
pets and farm animals.
• Relating animals to their
habitats.
2nd (14)
9 Plants
• Parts of the plant.
• What color is the
flower?
 Parts of the plants
• Leaf
• Stem
• Root
9. Identifying vocabulary
related to the parts of the
plant.
• Recognizing the parts of the
plant.
•Expressing opinions about
the parts of the plant.
• Describing the parts of the
10. Shows respect for pets and
farm animals.
• Being aware of pets and
farm animals in our
community.
• Engaging with the
community to protect pets
and animals.
9. Valuing the importance of
the plants for the life.
• Being aware in protecting
the plants- life.
• Actively diffusing and
participating in reforestation
activities.
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
 Learning-to-learn
competence.
Autonomy
and
personal initiative.
 Linguistic
competence.
 Competence in
knowledge of and
interaction with the
physical world.
 Social and civic
competence.
PROGRESS /
ACHIEVEMENT
INDICATORS
senses from diverse oral
input.
• Associates the different
senses and points their
organs.
• Relates the senses with
their organs.
• Demonstrates healthy
habits for the senses.
10. Sings animal songs.
• Classifies the
differences between pets
and farm animals.
Shows and tells his/her
pet.
• Role plays animal short
stories making their own
animal mask.
• Asks and answers
questions about his/her
pet.
4.2. Recognizes parts of
the plant
- Names parts of the
plant
• Participates in a school
garden project.
- Accurately uses
indefinite articles to
14
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
• Flower
CONTENTS
PROCEDURE
(psychomotor domain)
plant.
ATTITUDE
(affective domain)
• How many leaves does
the plant have?
2nd (14)
2nd (14)
Grammar
• Nouns
• Adjectives
• Wh questions
• Articles The/a
A leaf/ The stem
14. Means of
transportation
By air
Airplane
By land
School bus
Metro bus
Car
Bicycle
Train
By water
Ship, boat
14. Recognizing different
means of Transportation
- Classifying means of
transportation
- Discriminating
differents means of
transportation
7.1 Means of
communication
- Telephone
- Email
- Television
14. Reporting different
means of transportation of
his/her community.
- Comparing different
transportation according to
their mode.
7.1 Recognizing different
means of
communication
- Classifying means of
communications
7. Assuming responsibility
toward means of
transportation changes
- Participating actively in
activities related to means of
transportation
- Evaluating the importance of
the means of transportation
7.1 Asking and
answering questions
politely about
transportation
- Identify with the
PROGRESS /
ACHIEVEMENT
INDICATORS
describe the parts of a
 Learning-to-learn
plant.
competence.
Autonomy
and • Successfully identifies
vocabulary related to the
personal initiative.
plants.
• Names parts of the
plants.
• Explains orally what a
pland needs to grow.
BASIC
COMPETENCIES
7. The students
- Associates the concept
to the word
 Linguistic
- Identifies means of
competence.
transportation
- Correctly names means
 Competence in
knowledge of and
of transportation
interaction with the
- Classifies means of
physical world.
transportation by air,
land or water
 Social and civic
- Graphically represents
competence.
means of transportation
 Learning-to-learn
- Discriminates means of
competence.
Autonomy
and transportation
- Associates the concept
personal initiative.
to the Word
- Creates artworks or
means of transportation
 Linguistic
competence.
 Competence in
knowledge of and
- Discriminates means
of transportation
- Associates the concept
to the word
15
Quaterly
Periods
Weeks
CONCEPTS
(cognitive domain)
- radio
CONTENTS
PROCEDURE
(psychomotor domain)
- Communicating
using different means
of communications
indoor and outdoor-
ATTITUDE
(affective domain)
correct uses of
means of
communications
Discriminâtes the
correct uses of
means of
communications
3rd (14)
2.3 Senses
The five senses
Taste
Smell
Hearing
Sight
Touch
Related Actions
Wh question: what
Subject pronoun: I
Possessive: My
- What do you do with
your tongue?
I taste with my
tongue.
2.3. Identifying the five
senses and their
functions.
- Relating the senses
with the correct part
of body (orally,
picture, drawing and
others).
- Associating the five
senses with the
related actions.
2.3. Developing
tolerance toward
people with
disabilities
- Being aware of the
importance of the
senses for human
acting.
3rd (14)
8. Literature
Identifying different
elements of literature
Songs
Poems
Dramatizations
8. Literature
- Answering simple
questions about
literature elements
- Mimicking characters
from song and poems
8. Using his/her
imgination and
creativity to perform
specific tasks
- Listening with
enthusiasm songs
and poems
PROGRESS /
ACHIEVEMENT
INDICATORS
interaction with the
7.1 Identifies means of
physical world.
communication
- Graphically
 Social and civic
represents means of
competence.
communication
 Learning-to-learn
- Recognizes means of
competence.
Autonomy
and communication
- Discriminates between
personal initiative.
means of communication
and transportation
- Associates the image to
the word
2.3. The student
- Identifies the five
 Linguistic
senses.
competence.
- Associates senses with
body parts.
 Competence in
knowledge of and
- Names the five senses.
interaction with the
- Demonstrates tolerance
physical world.
to a variety of textures,
sounds, sights, tastes and
 Social and civic
visual stimuli presented
competence.
within the child’s
 Learning-to-learn
environment.
competence.
Autonomy
and - Asks and answers
wh- and yes-no
personal initiative.
questions using
do/does.
8.The students
 Linguistic
Participates in
competence.
nursery rhymes,
 Competence in
including rhymes from
knowledge of and
different cultures
interaction with the
- Recites short simple
physical world.
poems
16
BASIC
COMPETENCIES
Quaterly
Periods
Weeks
3rd (14)
3rd (14)
CONCEPTS
(cognitive domain)
CONTENTS
PROCEDURE
(psychomotor domain)
6.1 Color, Forms and
Sizes
Recognizing different
colors, forms and sizes
 • Short, tall, big, small
 • Shapes
- Circle,
- square,
- triangle,
- rectangle
Drawing and labeling Color,
Forms and Sizes
12 Climate
Weather
• Sunny, cloudy,
rainy, windy
 Seasons
•Rainy season
•Dry season
 Grammar
•information question
 Identifyng the vocabulary
related to the weather
 Listing and labeling indoor
and outdoor activities
PROGRESS /
ACHIEVEMENT
ATTITUDE
INDICATORS
(affective domain)
- Listens and responds to
 Social and civic
simple poems
competence.
- Recognizes and says
 Learning-to-learn
words that rhyme
competence.
Autonomy
and - Demonstrates
recognition that there
personal initiative.
are different spoken
texts, eg
‘This is a poem’ or
This is a son
- Uses words such as
‘nursery rhyme, poem,
verse, rhyme’
Being attentive at
 Recognizes different
 Linguistic
incorporating new language
colors
competence.
studied in class to classroom
 Creates artworks with
 Mathematical
use.
colors
competence.
Exploring shapes and forms
 Identifies basic shapes
 Competence in
in their environment
knowledge of and
 Names different shapes
interaction with the
in the school
physical world.
 Cultural and artistic  Identifies different sizes
competence.
 Learning-to-learn
competence.
12. Value the importance of
 Makes comparisons
 Linguistic
the weather and how it affects competence.
among objects
our health and activities
 Identifies the weather
 Competence in
• Take care of nature to
 Compares day to day
knowledge of and
preserve the ozone layer.
weather changes
interaction with the
• Being interested and
 Distinguishes the
physical world.
curious in identifying the
correct picture of
 Social and civic
weather
weather and season.
competence.
 Sings songs about
 Learning-to-learn
BASIC
COMPETENCIES
17
Quaterly
Periods
Weeks
3rd (14)
CONCEPTS
(cognitive domain)
•Adjectives
•Nouns
•How is the weather
today?
13. Days of the week.
 Ordinal numbers
 Adverbs of time
•Today
•Yesterday
•Tomorrow
 Grammar
• Wh questions
• Nouns
• What day is today?
CONTENTS
PROCEDURE
(psychomotor domain)
ATTITUDE
(affective domain)
BASIC
COMPETENCIES
competence.
 Making a calendar using
days of the week and months
of the year.
 Classifying activities
according to the time or day
of the week
 Organizing activities
according to the time (today,
yesterday, tomorrow)
 Relating common activities
Listing and labeling days of
the week
• Being aware of time and
space to perform daily,
weekly, monthly tasks.
 Linguistic
competence.
 Data processing and
digital competence.
 Learning-to-learn
competence.
 Autonomy and
personal initiative.
PROGRESS /
ACHIEVEMENT
INDICATORS
weather.
 Names days of the
week
 Identifies the current
day of the week
 Lists common activities
 Discriminates between
home and school
activities
 Associates the concept
to the word
 Creates a calenda with
monthly activities
 Sings songs about the
days of the week.
TEACHING METHODOLOGIES AND TECHNIQUES:
Direct stratagies: Memory strategies, cognitive strategies, compensation strategies. Indirect strategies: Affective and social strategies.
ASSESSMENT ACTIVITIES:
Oral speech, written practice, debates.
CORRELATED SUBJECTS: Religious and Moral Education, Artistic Expression, Social Sciences, Natural Sciences, Mathematics.
BIBLIOGRAPHY: 1) Serie: Bases Conceptuales/Hacia un Currículo por Competencias/Libro No. 0 & Libro No. 1
2) Programa de Primer Grado – MEDUCA - 2013. 3) Time for Learning – Book 1.- MEDUCA.
18