English 1 Unit 3 Term 1 Week 1, 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: First Grade
Unit: 3
Week:1
Domain: Socio-interpersonal
Scenario: We are all different
Theme: Meet my family
Enduring Understanding: Families come in all shapes and sizes with different likes and dislikes. All families are special.
Essential Question: What makes families special?
General Competences:
Responsible Citizenship ( )
Life Competences ( X )
Competences for Employability ( )
Learn to Know
Grammar & Sentence Frames
How are you? I am fine. (verb to be)
(S-V-C) Sentences with verb (to be)
- This/she is my mother/sister.
- This/he is my father/brother.
Vocabulary
Meet my family
Family members: Father, mother, sister, brother
Phonemic Awareness
d/ /i/ (dad, dog, dinosaur) ( iguana, Indian, igloo)
Learn to Do
Function
Identifying family members
Discourse Markers
And
Learn to Be and Live in Community
Psycho-social
- Respecting others in my family
Socio-cultural
- Introducing family members in celebrations and family reunions (Mother’s day, Father’s day, family birthday celebrations, leisure activities)
Idioms/phrases
Mommy, mom
Daddy, dad
Assessment Strategies & Evidences of learning
Learner…
L.1. Identifies nuclear family members from aural stimuli when it is spoken slowly and clearly.
Goals
Learner can…
L.1.Recognize the words for people around them (e.g. father, mother, brother, sister, baby).
Pedagogical Mediation/ Didactic Sequence
Pre-teaching
Warm up
Students observe page 60 in the book.
Teacher reads the texts and students repeat out loud.
Activation of Prior Knowledge
Teacher asks some students:
- Who do you live with?
One by one students answer.
Time
SI.3. Responds in a predictable pattern to simple questions.
W.1. Represents an event or character from a picture story or one main idea.
SI.1. Responds in a predictable pattern to simple questions.
SI.3. Understand and respond in a predictable pattern to simple questions about familiar things if the other person speaks slowly and clearly.
W.1. Draw pictures of an event or character from a picture story or one main idea.
SI.1. Understand and respond in a predictable pattern to simple questions.
Modeling
Students repeat out loud.
Clarifying
The teacher explains the pattern She is / He is
She for girls or women and he for boys or men.
Students observe page 63.
The teacher reads the text.
The students repeat out loud.
Pre-task
he teacher shows the pre-assembled silhouette family puppets (front-facing) and explains how to make them.
Students receive the sheet with the silhouette puppets:
Grandfather, Grandmother, Father, Mother, Brother, Sister.
Task rehearsal
Each student presents their puppets in pairs.
They take turns saying:
- This is my ____. (grandfather, mother, etc.)
- Who is this? – This is my ____.
The teacher shows a puppet, and students respond in chorus:
- Who is this?
- This is the ____!
Task completion
The teacher narrates «Mark’s Picnic», using pictures or gestures to reinforce comprehension.
Every time the teacher mentions a family member, students raise the correct puppet.
At the end of the story, students make short comments using structures like:
- The mother takes pictures!
- The grandfather plays with the ball!
- The sister sings!
Mark’s picnic
Mark’s family loves picnics. The father prepares some nice sandwiches with ham and cheese. The grandfather takes the ball to play with everybody. The mother likes to take pictures, so she takes her camera. The sister plays the guitar and everybody sings. The brother prepares juice for the family. The grandmother brings a book to read. They love picnics in the park.
Students make a picture in their notebooks of Mark`s family picnic.
Task assessment
Students complete page 73 in the book.