English 4 Unit 1 Term 1 Week 2, 2025
Instrucciones:
• Los bloques sombreados en color gris se pueden ocultar en la impresión final.
• Para ello haga clic sobre cada uno de los bloques que desea ocultar.
• Para encenderlo nuevamente, pulse el bloque otra vez.
• Solamente los bloques encendidos serán impresos.
• Pulse el botón «Imprimir» cuando se encuentre listo.
• Para un mayor aprovechamiento del espacio, recomendamos eliminar los márgenes al imprimir.
¿Cómo guardar PDF?
Recomendamos utilizar el navegador Google Chrome.
Si no lo tiene instalado en su dispositivo puede descargarlo aquí.
El diálogo de impresión iniciará en cuanto cierre estas instrucciones.
En el cuadro de diálogo, cambie el destino de la impresión:
En las opciones, seleccione «Guardar como PDF»:
Para aprovechar todo el espacio de su hoja, recomendamos desactivar los márgenes:
Por último pulse el botón «Guardar»:
¿Cómo imprimir en color?
Recomendamos utilizar el navegador Google Chrome.
Si no lo tiene instalado en su dispositivo puede descargarlo aquí.
El diálogo de impresión iniciará en cuanto cierre estas instrucciones.
En el cuadro de diálogo de la impresión siga las siguientes instrucciones:
Si desea imprimir el planeamiento a color, asegúrese de activar la opción «Color»:
En la sección «Más configuraciones»:
Active la opción «Gráficos de fondo»:
Finalmente pulse el botón «Imprimir»:
School year: 2025
Period:
Term: I
Level: Forth Grade
Unit:1
Week: 2
Domain: Socio-interpersonal
Scenario: Weather Wise
Theme: Sunshine and Rainbows–my Feelings
Enduring Understanding: Depending on the weather, we can decide what we would like to wear, the kind of activities we would like to perform, and the way we feel.
Essential Question: How does weather affect the way we live?
General Competences:
Responsible Citizenship ( X )
Life Competences ( )
Competences for Employability ( )
Learn to Know
Grammar & Sentence Frames
Simple past -ed, past tense regular and irregular verbs
- It ________ (rained) yesterday.
- Yesterday, it ________ (was) rainy.
- Last week, it __________ (was) sunny, so I ________ (played soccer outside).
Information questions with past tense:
- How was the weather yesterday?
Vocabulary
- Sunshine and Rainbows – My Feelings
Feelings:
- Happy, excited, sad.
Verbs forms:
- Feel, Play, Go, visit.
Learn to Do
Function
- Expressing past events and activities according to weather and feelings
Discourse Markers
Linkers: Sequential – past tense.
First, then, after that, finally.
First
- Then, the people were nice.
- The weather in Costa Rica was beautiful.
- After that, the food was delicious.
Finally, the places I visited were wonderfu
Learn to Be and Live in Community
Psycho-social
- Developing skills to work cooperatively.
Sociocultural
- Identifying cultural and regional differences in terms of weather and behavior at local, national and global level.
Idioms/phrases
Expressions
- Put on your_______
Idioms
- I am on cloud nine. (A person is extremely happy.)
Assessment Strategies & Evidences of learning
Learner…
Goals
Learner can…
Pedagogical Mediation/ Didactic Sequence
Pre-teaching
Teacher asks students:
How is the weather today?
Students answer with simple sentences.
Teacher asks students:
What kind of clothes do we wear in this kind of weather?
Warm up
Students observe page 24 on the book. Teacher gives them a handout with the vocabulary.
Students label each piece of clothing.
(It also can be written down on the board and students write the labels on the book).
- Bathing suit
- Boot
- Coat
- Mittens
- Sandals
- Scarf
- Shorts
- Socks
- T-shirt
- Wool hat
Complete the instructions on page 24 coloring the sunny weather clothes.
Activation of Prior Knowledge
Students observe page 16 in the book and brainstorm about the type of clothing they need o wear in each illustration.
Time
L.2. Recognizes familiar phrases and high frequency vocabulary in graphic organizers or word banks.
Indicator of learning
Recognizes words and familiar phrases related to past events and activities, if help is provided with a word bank.
R.3. Recognizes most of what occurs in a well-structured short story and main characters.
Indicators of leaning
Recognizes the sequence of events in a short story.
Identifies the main characters of a short story.
SI.3. Asks for clarification of unknown words and expressions during dialogues and conversations.
Asks for clarification of unknown words and expressions orally.
Asks for clarification of unknown words and expressions orally.
L.2. Understand phrases and high frequency vocabulary that is familiar.
R.3. Understand most of what occurs in a well-structured short story and can identify the story’s main characters.
SI.3. Ask for clarification of unknown words and expressions.
Modeling
Teacher adds less common vocabulary such as light jacket, wool hat, and long sleeve shirt.
Clarifying
Teacher explains the difference between long and short sleeves.
Pre-task
Teacher presents the chart and explains it to the students.
Task rehearsal
Students complete the chart cutting the pieces of clothes and pasting them in the correct space depending on the weather conditions.
.
Task completion
Students listen to the teacher reading a story about the quadruplet’s trips and write the clothes they need to wear in the correct box of each child.
Listen to the teacher tell the story of the quadruplets’ trip and write in each box the different clothes they need to wear.
The quadruplets’ trip
Today the quadruplets are going out for a trip. Each of them is going to a different part of the country, so they need a different outfit. Help them get ready for their trip.
Josh is going with his father to Cartago. His father told him that Cartago is a little windy and cold. Josh needs pants, socks, tennis shoes, a long sleeve shirt, a wool hat and a sweater.
Anna is going with her aunt to Puntarenas. She told her that it is a port and it is very hot. Maybe they can go swimming. Anna needs sandals, shorts, a t-shirt, and a hat. She needs to pack a swimming suit and a towel in case they have time to swim.
Charlie is going with his grandmother to Guápiles. She told him that Guápiles can be hot, but also it is humid and during the trip it might rain. Charlie needs pants, a t-shirt, sneakers, socks, an umbrella, and a raincoat.
Samantha is going to Heredia with her grandfather. They are visiting some friends in Santa Bárbara. Her father told her that it is sunny, but fresh. Samantha is going to wear a dress, shoes and a purse for her trip. She is taking a light sweater in case they come back late.
Task assessment
Students share their answers with a partner and compare them. If they have questions about the clothes they may ask their partner about it.
The teacher reads the story one more time to check if their vocabulary is correct.
Some students write the answers on the board to check the spelling.