English Program - Planning Grid

MINISTERIO DE EDUCACIN
DIRECCIN NACIONAL DE CURRCULO Y TECNOLOGA EDUCATIVA
SECUENCIA DIDCTICA SEMANAL
DIRECCIN REGIONAL DE VERAGUAS
ENGLISH
TRIMESTER III
Name: Yulieth Zambrano, Francisco Javier Castillo Chen Level: 8th Unit / Lesson Topic: Dollars and Cents
.
Time Frame: 4 periods. Date: From October 16th, to October 20th.
Objectives Content (what are they learning by Language Objectives: (how are they learning? /doing and includes the four skill areas:
the end of the lesson?): R, W, L, S):
SWBAT: Distinguish the different use of Identify the new vocabulary dollars and cents in different sentences.
money and amounts of money. List different use of money in their life.
Practice a short dialogue expressing different amounts of money.
Name different amounts of money in correct form.
Key Vocabulary: Materials / Resources
Groceries nickel Student book
Rent dime Notebook
Cash quarter Flash card
Penny dollar copies

Higher Order Question (s): How much do you spend on groceries? Can you change a twenty?
Warm Up(s)/Ice-Breaker(s) (relevant to the unit) Songs, Games, Activities that warm-up the students for that days activities. Can be a
review activity from a prior day.
Activity 1: Ss classify the new vocabulary in the color vowel organizer.
Activities Check ( ) the ones to be used

1
 English Program - Planning Grid
Building Background Differentiation Strategies ____ Gallery Walk
Links to experience ___ Tiered assignments ___ Turn-N-Talks
Activity 2: Ss review some groceries __ Flexible grouping ___ Roundtable
___ Learning centers ___ Jigsaw
and name in different sentences.
__ Varying questions ___ Pairs Check/Review
Links to learning
___ Independent Projects ___ Independent/Group Project
Activity 3: Ss learn the different ___ Brain Compatible Instruction ___ Integration of Technology
amounts of money. ___ Learning Styles ___ Print alternatives, i.e., E-text
Lesson Delivery (main focus of the class) ___Cultural Contexts ___ Use of Audio Clip/Music
***Presentation: (Language and content ___ Interactive Student Notebook
objectives, comprehensible input, strategies, Teaching Strategies ___ Formal Writing
interaction feedback) ___Scaffolded Questioning ___ Informal Writing
Objectives are presented after background is ___ Independent Reading/Reading in ___ Graphic/Visual Organizers
built and content words and process words are groups, pairs ___ Modeling/Demonstration
introduced. All prior is vocabulary reviewed. ___Interpretation of Graphics ___Think Aloud
Activity 4: Ss ask to their classmates (Maps, graphs, cartoons, tables) ___ Reciprocal Teaching
and respond about the use of money. ___ Cooperative Learning ___ Group Activities
Teacher says the following: (This section is to ___ Think-Pair-Shares ___ Simulation
remind the teacher where they are going I ___ Wait time
begin here, next I.., then I, finally, I. ___ Different purposes for
Activity 5: Ss get in groups of two to viewing/reading
develop a short dialogue using ___ Cross-Curricular Connections
different amounts of money.

Assessment Suggested Assessments:

**Formative Assessment (s) (Can I move on? ___ Collect and Grade ___ Check for Completion
Who needs remediation? Grouping ___ In-Class Check ___ Rubric
strategies/who can work together to support ___ Checklist ___ Peer/Self-Assessment
learning?) ___ Journal/Learning Log ___ Portfolio
___ Constructed Response ___ Quiz
Activity 6: Ss solve oral and written ___ Test ___ Presentation
practice with dollar and cents like ___ Performance Assessment ___ Informal Assessments
completing some sentences. ___ Ticket Out (after review of the objectives, end of day)
2
 English Program - Planning Grid
___ Teacher mental/physical checklist during group activities (teachers
observation while students are working)
Summative Assessment (s) (Final test, grade,
decision based on multiple assessments):
Activity 7: Ss book pages 36, 37
sections 2, 3 and 4. And pages 38, 39
sections 2, 4.
Other practices.

Out of Class Assignment (homework):

Teacher Reflection: (Reflect about lesson presented.) Write or check ()

Instructional Expectations Checklist

Use of target language by instructor
Activating background knowledge
Learning is framed
Students demonstrate understanding of tasks/language
Manipulatives/ Learning Styles are considered
Formative assessments/ immediate feedback
Productive use of target language by students (speaking, writing, group activities)
Demonstration of receptive skills in target language by students (listening/reading)
Use of differentiated strategies
Wrap up objectives of class

____________________________________ _______________________________________
Teacher Francisco Castillo Teacher Daniel Mudarra (Coordinator)

3
English Program - Planning Grid
___________________________________________
Magister Ada Cornejo de Osses (Principal)