CYCLE 4, SECOND GRADE SCHOOL TERM 2014-2015 GRADE:
Second Grade
SOCIAL PRACTICE: LEARNING ENVIRONMENT: SPECIFIC COMPETENCY: ACHIEVEMENTS
Uses strategies to support the understanding of narratives.
Anticipates the general meaning and main ideas from details.
UNIT: Read and understand different types of literary texts from English-speaking countrie Literary And ludic Read fantasy literature and describe characters. CONTENTS KNOWING ABOUT BEING THROUGH DOING WITH THE LANGUAGE THE LANGUAGE THE LANGUAGE Select and explore fantasy narratives.
Identify textual arrangement. Identify publishing data. Activate previous knowledge to determine topic, purpose, and intended audience.
Topic, purpose and intended audience. Colophon: publishing house, year, location, etc. Elements: characters, events, narrator, etc. Patterns of textual arrangement. Repertoire of words necessary for this social practice of the language. Adjectives and adverbs of time. Verb tenses: present and past perfect. Verb forms: gerund and past participle. Conditionals. Direct and indirect speech Homophones: (e.g. peace/ piece, and bear/bare) Differences between British and American variants.
Distinguishes explicit from implicit information.
Formulates and answers questions to distinguish and verify specific information.
Read fantasy narratives and understand the general meaning, main ideas, and some details.
Use different comprehension strategies (e.g., re reading, self-questioning, vocabulary, text arrangement. Clarify meaning of words. Identify actions used as names or as characteristic/qualities (e.g. flying on a broomstick was wonderful; He carries a lighted candle). Distinguish implicit form explicit information. Recognize events in paragraphs. Detect words and expressions used to describe physical features of characters. Formulate and answer questions to determine characters´ actions and abilities.
Describes characteristics and abilities.
Describe characters.
Express personal reactions to a text (e.g., I didn´t like…). Listen to others´ opinions to identify different interpretations. Complete sentences based on character´s actions and abilities Write sentences based on one or more abilities of characters. Complete sentences with verb forms used as names or as characteristics/qualities, using conventional writing Put sentences into paragraphs. Describe physical characteristics, abilities, and actions to discover characters.
Acknowledge creativity and imagination in the perception of reality. Enjoy reading
1B
PRODUCT
COMIC STRIP Stage 1 Select and read a fantasy narrative. Stage 2 Determine the episode/s to be included in the comic strip. Stage 3 Design the format of the comic strip, defining spaces for dialogues and descriptions Stage 4 Adjust the information to write the dialogues. Stage 5 Write brief descriptions for the character and the events. Stage 6 Check that the writing of dialogues and descriptions comply Stage 7 Incorporate the dialogues and descriptions in the corresponding spaces of the comic book and illustrate them. Stage 8 Rehearse the dramatized reading of comic books to check understanding Stage 9. 9. Perform a dramatized reading of the comic book.
PRODUCT STAGES
SUGGESTED ACTIVITIES Have Ss bring fantasy narratives that they like or have read. Alternatively, Ss can be asked to use their Readers. Cast a vote on the stories that seem the most popular. To make this stage more significant, the different stories may be presented to the group together with some visual support and, ideally, a brief summary of what the story is going to be about. Use different reading strategies such as skimming and scanning, as well as different types of comprehension questions to guarantee that the Ss are following the narration aloud or in silence. While Ss are doing the reading, monitor SS and ask them to briefly describe the story and also to anticipate what may be happening next. Also, ask Ss to identify the main ideas and details.
Stage 1
In order to create more variety, encourage group work and ask Ss to choose their own story. In case some of the teams choose the same story, divide it in episodes to decide which team takes which chapter. If the team decides to work on its own, ask SS to divide the story as they feel it is more convenient, as long as the different members have equal participations in terms of length and resources.
Stage 2
Have Ss decide what they want to express and how they are going to illustrate their comic strip. If necessary, encourage Ss to use different resources to clarify meaning; promote peer assistance and the use of the target language in case they need help. As a team Ss should make decisions on the type of font to be used and they should also plan the type and size of images to accompany the comic strip in order to make this more attractive and balanced. Ss should be taught how to distinguish explicit from implicit information. Ss should make a draft of their work and be given guidance as necessary. To make this easier, ask Ss to do their draft in pencil to have it checked and validated. When the comic strip comes to its final version, make sure there are no mistakes of any kind and that SS count with the information and the elements to give the comic strip a good reading with efficiency as well as the appropriate emotion tone, the right stress and intonation.
Stages 3 and 4
After all the revision and editing work, Ss should be well-prepared to write out the descriptions of the characters and the narrations to go with the comic strip chosen. Monitor as necessary, both in terms of language but also in terms of presentation and attractiveness. Should there be mistakes the Ss will have to rewrite the version until it comes out perfect. Keep an eye on the actual presentation so that it is catchy and memorable. Have stronger Ss revise the final versions of their work in order to promote peer assistance and correction, as well as the use of the target language in case they require help. Ask Ss to revise grammar, spelling, punctuation and contents.
Stages 5 and 6
Ss should put together dialogues and descriptions. Again, a good deal of revision work is expected so that this activity does not become manual work but a lot of linguistic practice. Make sure Ss rehearse the presentation of their comic strip and that production is well-structured and fluent. Each round of rehearsals should have a definite aim: first for accuracy, then for fluency; then, add the emotion to make it dramatic and effective as a comic strip. Invite all Ss to pose questions and make sure all questions get an answer, however simple.
Stages 7 and 8
On an agreed date have different groups come to the reading of the comic strips: raffle the order in which the different teams should take turns to read their comic strips to the group and then to different groups and in general the school community. It might be worth closing the present social practice by having Ss react and give an opinion on their work and the process they went through to achieve the expected learning outcomes, both in terms of language but also in terms of the awareness that Ss have to develop upon what they have learned and the attitudes expected.
Stage 9
BOOKS Publishing house
Teacher´s Book
Activity Book
Readers
“All Ready! 2” Macmillan
pp. 35-48
pp. 21-35
Chapter pp. 20-32
“Brilliant! Teens 2” Santillana
pp. 37-53
pp. 29-47
Facts pp. 76-86
“Crossover 2” University of Dayton
pp. 43-61
pp. 20-28
Narrative pp. 65-77
“Teens Club 2” Castillo
pp. 47-57
pp. 24-37
Narrative pp. 42-48
“Yes, we can! 2” Richmond
pp. 14-23
pp. 14-23
Fiction pp. 5-17
Other resources http://genkienglish.net/juniorhigh.htm http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB¤tSubjectID=2325607 http://www.learn-english-today.com/fun/fun_activities.html http://a4esl.org/ http://www.onestopenglish.com/teenagers/skills/warmers/
