English 5 Unit 1 Term 1 Week 3, 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: Fifth Grade
Unit:1
Week: 3
Domain: Socio-interpersonal
Scenario: Go Green
Theme: Protecting my Planet
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
Modal Can
- I can ___ (save) money for _____ (recycling).
- I can ____ (plant) trees to enhance reforestation.
- We can use _____ (boxes) instead of using ___ (plastic) bags.
Modal “have to”
- I have to protect my environment.
- We have to separate garbage.
Phonemic Awareness
Segmenting multisyllabic words into syllables.
(/but/ter/fly/, gar/bage/)
Vocabulary
- Protecting my Planet
How can I save the planet?
Actions to help the environment
- Recycle, reuse, reduce, plant trees, go organic, walk /cycle, save water, use clean power, avoid buying plastic bags, classify garbage
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
Learn to Be and Live in Community
Psycho-social
- Developing skills to work cooperatively.
Sociocultural
- Taking care of Mother Earth
- Conserving the protected areas in our country
Idioms/ phrases
To build castles in the air (Plans that are unlikely to happen)
Assessment Strategies & Evidences of learning
Learner…
Goals
Learner can…
Pedagogical Mediation/ Didactic Sequence
Pre-teaching
Students brainstorm about harmful and helpful activities for the environment.
The teacher writes them on the board.
trress
Pre-teaching
Warm up
The teacher shows a Costa Rican flag to students and asks them if they know where that flag is from.
Warm up
Activation of Prior Knowledge
The teacher writes this vocabulary on the board to discuss. Students may look for the meaning in the dictionary.
- Litter
- Factory
- Street
- Source
- Trash
- Take care
- Wind
- Recycle
Modeling
Students write next to each word of the vocabulary if it is something harmful or helpful for the environment
Clarifying
The teacher explains any vocabulary if needed.
Time
SI.1. Indicates strengths and weaknesses of personal or human actions on the environment.
SI.1. indicate strengths and weaknesses related to the theme and language function.
Pre-task
The teacher shows the sheet and explains students they must match each of the actions with a line to its definition.
Learner can…
Task rehearsal
Students must read the definitions and match them with the correct picture.
Students must match strengths and weaknesses of human actions towards the environment.
Task completion
Students write helpful actions and harmful actions towards the environment on page 21. Write at least 5 of each.
Task assessment
Students share the actions with a classmate.
The teacher writes some of the actions on the board and discuss them with the students.