ANNEX 3 - YEAR PLAN 2010-2011
SUBJECT: LANGUAGE B
GRADE: Third
TEACHER: Renata Lleras, Luz Aida Fonseca.
BIMESTER/
UNIT
Making
decisions
CONTENT
Subject and verb
agreement
Third person in simple
present, phonics, basic
prepositions, relative
clauses.
SKILL LEVELS
OL-L: Ss listen for a specific purpose
in a variety of situations.
Ss recognize different forms of
grammar.
OL-S: Ss work in pairs and groups to
develop oral presentations.
Ss organize thoughts and feelings
before they verbalize their thinking.
Ss use oral language appropriately
and confidently.
Ss begin to paraphrase and
summarize.
VL-V: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss realize that visual information
reflects and contributes to the
understanding of purposes.
Ss identify aspects of body language
in dramatic presentations.
Ss relate personal experiences to the
meaning of a selected movie, text or
picture.
VL-P: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss design posters and charts using
shapes and colors.
Ss prepare visual presentations.
Ss relate personal experiences to the
meaning of a selected movie, text or
picture.
WL-R: Ss read a variety of books of
their choice, rented at school’s
library.
Ss use reference books, and
dictionaries.
Ss know when and how to use the
internet in order to inquiry.
WL-W: Ss write summaries and
essays of one paragraph with main
idea and three supporting details.
Ss organize ideas in a logical
sequence.
Ss review and correct their texts to
improve their own writing with
teacher’s guidance.
RESOURCES
Role plays
Reading plan book
BEATTY, Ken.
Theseus and the
Minotaur, Penguin
active reading level
1, Pearson
Longman.
Reading book
Imagine that. Scott
Foresman. Addison
Wesley, 2000.
The following
stories.
1. TEAGUE,
Mark. How I
spent my
summer
vacation.
P.17
2. DEWEY,
Ariane.
Pecos Bill.
P.39
3. COOPER,
Martha.
Born to
rope. P.73
Movies: Finding
Nemo, and Shrek
third listening
exercises, posters,
markers.
Reading
messages
2nd bim.
Reading
Realistic vs, fantastic,
like + ing, to +purpose
(in order to).
Simple past, phonics,
numbers and positions.
OL-L: Ss listen for a specific purpose
in a variety of situations.
Ss recognize the use of language for
a variety of personal purposes.
Ss appreciate figurative language of
their own culture.
OL-S: Ss use the vocabulary listed at
the beginning of each story in the
summaries and essays written in
class.
Ss work in pairs and groups to
develop oral presentations.
Ss defend a point of view.
Ss organize thoughts and feelings
before they verbalize their thinking.
Ss use oral language appropriately
and confidently.
Ss begin to paraphrase and
summarize.
VL-V: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss reflect on why others may
perceive the images differently.
Ss analyze and make inferences
about the intention of the message.
Ss recognize and name familiar visual
texts and explain why they are or are
not effective, for example, logos,
signs, advertising, etc.
VL-P: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss recognize and name familiar visual
texts and explain why they are or are
not effective, for example, logos,
signs, advertising, etc.
Ss analyze and make inferences
about the intention of the message
WL-R: Ss read a variety of books for
pleasure, instruction or information.
Ss use reference books, and
dictionaries.
Ss know when and how to use the
internet in order to inquiry.
Ss distinguish between fiction and
non-fiction.
WL-W: Ss write using different types
of structures and styles according to
the purpose of the writing.
Ss organize ideas in a logical
sequence.
Ss review and correct their texts to
improve their own writing with
teacher’s guidance.
OL–L: Ss listen appreciatively and
responsively, presenting their own
Worksheets
Role plays
Reading plan book
The Crown, Reading
book Imagine that,
Movie (Titanic),
Videos about old
and new commercial
advertisements.
listening exercises,
posters, markers.
Worksheets
Role plays
messages
point of view and respecting the
views of others.
Ss recognize the use of language for
a variety of personal purposes.
Ss recognize different forms of
grammar.
Ss appreciate figurative language of
their own culture.
OL-S: Ss use a range of specific
vocabulary in different situations.
Ss recognize and apply the use of
language for a variety of personal
purposes.
Ss work in pairs and groups to
develop oral presentations.
Ss defend a point of view.
Ss organize thoughts and feelings
before they verbalize their thinking.
Ss use oral language appropriately
and confidently.
Ss begin to paraphrase and
summarize.
VL-V: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss reflect on why others may
perceive the images differently.
Ss analyze and make inferences
about the intention of the message.
Ss recognize and name familiar visual
texts and explain why they are or are
not effective, for example, logos,
signs, advertising, etc.
VL-P: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss realize that visual information
reflects and contributes to the
understanding of purposes.
Ss recognize and name familiar visual
texts and explain why they are or are
not effective, for example, logos,
signs, advertising, etc.
WL-R: Ss read a variety of books for
pleasure, instruction or information.
Ss use reference books, and
dictionaries.
Ss know when and how to use the
internet in order to inquiry.
WL-W: Ss write using different types
of structures and styles according to
the purpose of the writing.
Ss organize ideas in a logical
sequence.
Ss review and correct their texts to
improve their own writing with
teacher’s guidance.
Reading plan book
The Crown, Reading
book Imagine that,
Movie Sharkslayer
listening exercises,
posters, markers.
Working
together
Simple past (negative
and interrogative),
irregular verbs, cause
and effect, sequence of
events.
Ss select vocabulary and supporting
details to achieve desired effects.
Ss realize that writers ask questions
of themselves and identify ways to
improve their writing, for example,
“Is this what I meant to say?”, “is it
interesting/relevant?”
OL–L: Ss listen appreciatively and
responsively, presenting their own
point of view and respecting the
views of others.
Ss recognize different forms of
grammar.
OL-S: Ss use a range of specific
vocabulary in different situations.
Ss work in pairs and groups to
develop oral presentations.
Ss defend a point of view.
Ss organize thoughts and feelings
before they verbalize their thinking.
Ss use oral language appropriately
and confidently.
Ss begin to paraphrase and
summarize.
VL-V: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss reflect on why others may
perceive the images differently.
Ss realize that visual information
reflects and contributes to the
understanding of purposes.
VL-P: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss create visual texts and explain
why they are or are not effective, for
example, logos, signs, advertising,
etc.
WL-R: Ss read a variety of books for
pleasure, instruction or information.
Ss use reference books, and
dictionaries.
Ss know when and how to use the
internet in order to inquiry.
Ss understand that stories have a
plot, identify the main idea, discuss
and outline the sequence of events
leading to the final outcome.
WL-W: Ss write using different types
of structures and styles according to
the purpose of the writing.
Ss organize ideas in a logical
sequence.
Ss review and correct their texts to
improve their own writing with
teacher’s guidance.
Worksheets
Role plays
Reading plan book
Anne of Green
Gables, Reading
book Imagine that,
Movie Pursuit of
Happiness, listening
exercises, posters,
markers.
Working
together,
Technology,
before and
now
Describing facts, authors
purpose, modal verbs,
phonics
Writing an essay (2 parr)
Description in writing
with facts of past and
present events
Ss create graphic organizers.
OL-L: Ss listen for a specific purpose
in a variety of situations.
Ss use language to explain, inquire
and compare.
OL-S: Ss use a range of specific
vocabulary in different situations. Ss
work in pairs and groups to develop
oral presentations.
Ss defend a point of view.
Ss use language to explain, inquire
and compare.
Ss use oral language appropriately
and confidently.
Ss paraphrase and summarize.
VL-V: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss reflect on why others may
perceive the images differently.
Ss realize that visual information
reflects and contributes to the
understanding of purposes.
Ss identify aspects of body language
in dramatic presentations.
VL-P: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss realize that visual information
reflects and contributes to the
understanding of purposes.
Ss create visual texts and explain
why they are or are not effective, for
example, logos, signs, advertising,
etc.
WL-R: Ss read a variety of books for
pleasure, instruction or information.
Ss use reference books, and
dictionaries.
Ss know when and how to use the
internet in order to inquiry.
Ss recognize the author’s purpose, for
example, to inform, entertain,
persuade, instruct, etc.
WL-W: Ss write using different types
of structures and styles according to
the purpose of the writing.
Ss organize ideas in a logical
sequence.
Ss review and correct their texts to
improve their own writing with
teacher’s guidance.
Ss create graphic organizers and Mind
Maps (R).
Ss use appropriate punctuation to
support meaning.
Ss use appropriate punctuation to
Worksheets
Role plays
Reading plan book
Anne of Green
Gables, Reading
book Imagine that,
Movie Number Nine,
listening exercises,
posters, markers.
Energy in
movement
Story elements, plot,
character setting,
comparatives and
superlatives, phonics
Writing an essay (4 parr)
support meaning.
Ss work independently to produce
written work that is legible and well
presented, written either by hand or
in digital format.
OL-L: Ss listen for a specific purpose
in a variety of situations.
Ss use language to explain, inquire
and compare.
OL-S: Ss use a range of specific
vocabulary in different situations. Ss
work in pairs and groups to develop
oral presentations.
Ss defend a point of view.
Ss use language to explain, inquire
and compare.
Ss use oral language appropriately
and confidently.
Ss paraphrase and summarize.
VL-V: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss reflect on why others may
perceive the images differently.
Ss identify aspects of body language
in dramatic presentations.
Ss relate personal experiences to the
meaning of a selected movie, text or
picture.
VL-P: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss design posters and charts using
shapes and colors.
Ss prepare visual presentations.
Ss relate personal experiences to the
meaning of a selected movie, text or
picture.
WL-R: Ss read a variety of books for
pleasure, instruction or information.
Ss use reference books, and
dictionaries.
Ss know when and how to use the
internet in order to inquiry.
Ss understand that stories have a
plot, identify the main idea, discuss
and outline the sequence of events
leading to the final outcome.
Ss identify relevant and useful
information.
Ss show empathy for characters and
recognize author’s purpose.
WL-W: Ss write using different types
of structures and styles according to
the purpose of the writing.
Ss organize ideas in a logical
sequence.
Worksheets
Role plays
Reading plan book
Call of the Wild,
Reading book
Imagine that, Movie
Earth, listening
exercises, posters,
markers.
Life sphere
Future (will)
Reported speech
Six parragraph essay
Ss review and correct their texts to
improve their own writing with
teacher’s guidance.
Ss use appropriate punctuation to
support meaning.
Ss work independently to produce
written work that is legible and well
presented, written either by hand or
in digital format.
OL-L: Ss listen for a specific purpose
in a variety of situations.
Ss use language to explain, inquire
and compare.
Ss recognize different forms of
grammar.
OL-S: Ss use a range of specific
vocabulary in different situations. Ss
work in pairs and groups to develop
oral presentations.
Ss defend a point of view.
Ss use language to explain, inquire
and compare.
Ss use oral language appropriately
and confidently.
Ss paraphrase and summarize.
VL-V: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss identify aspects of body language
in dramatic presentations.
Ss relate personal experiences to the
meaning of a selected movie, text or
picture.
VL-P: Ss view, respond to and
describe visual information,
communicating understanding in oral,
written and visual form.
Ss design posters and charts using
shapes and colors.
Ss prepare visual presentations.
Ss relate personal experiences to the
meaning of a selected movie, text or
picture.
WL-R: Ss read a variety of books for
pleasure, instruction or information.
Ss use reference books, and
dictionaries.
Ss know when and how to use the
internet in order to inquiry.
Ss identify relevant and useful
information.
Ss show empathy for characters and
recognize author’s purpose.
WL-W: Ss write using different types
of structures and styles according to
the purpose of the writing.
Ss organize ideas in a logical
sequence.
Worksheets
Role plays
Reading plan book
Call of the Wild,
Reading book
Imagine that, Movie
Genesis, listening
exercises, posters,
markers.
Ss review and correct their texts to
improve their own writing with
teacher’s guidance.
Ss use appropriate punctuation to
support meaning.
Ss work independently to produce
written work that is legible and well
presented, written either by hand or
in digital format.
GENERAL OBJECTIVE OF THE AREA: (Copy from OCC Language Scope and sequence)