English 5 Unit 2 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: Fifth Grade
Unit: 2
Week: 1
Domain: Socio-interpersonal
Scenario: Pura Vida in Many Ways
Theme: What´s going on in town?
Term: I
Level: Fifth Grade
Unit: 2
Week: 1
Domain: Socio-interpersonal
Scenario: Pura Vida in Many Ways
Theme: What´s going on in town?
Enduring Understanding: Our occupations, traditions, music, the way we celebrate, the kind of food we eat, and the way we dress make us unique between provinces in Costa Rica.
Essential Question: How does the place where we live define us?
General Competences:
Responsible Citizenship ( X )
Life Competences ( )
Competences for Employability ( )
Learn to Know
Grammar & Sentence Frames
Simple Preset Tense
- Popular celebrations/ activities in my community are ________.
- In my community we _ (do, eat, wear)…
- In my __ (province) people ___ (celebrate, dance, eat, dress).
Adverbs of frequency
- We usually ______.
- In our country we sometimes ______:
- In my town we __, but in the ___ (city) they ___.
Vocabulary
(Including but not limited to)
-
- 1. What´s going on in town?Expressions and phrases
I am new in town.
I would like to go around. What do you recommend me?
What do people to for fun? We go to…
What time is it?
Music
Folk, salsa, cumbia.
Activities
Parades, horse shows, pilgrimage, dances
Occupations
Housewife, cowboy, farmer
Phonemic Awareness
Identifying inflectional ending ing and its functions (i.e., tense, comparison and parts of speech).
Learn to Do
Function
Describing my community by traditional: music, occupations, foods, celebrations, dress code
Discourse Markers
First, second, third…
Learn to Be and Live in Community
Psycho-social
- Respecting other customs and traditions
Sociocultural
- Holidays and celebrations
Idioms/phrases
- Cat nap (short sleep) I am going to have a cat nap while you are cooking dinner.
Assessment Strategies & Evidences of learning
Learner…
L1. Recognizes short, clear, and simple instructions and explanations when delivered slowly (e.g., how to dance a particular rhythm or elaborate a craft or typical dish).
L1.1. identifies short, clear, and simple instructions and explanations about town activities when delivered slowly (e.g., how to dance a particular rhythm or elaborate a craft or typical dish).
L1.2 recognizes short, clear, and simple instructions and explanations about town activities when delivered slowly.
L1.2 recognizes short, clear, and simple instructions and explanations about town activities when delivered slowly.
R1. Recognizes much of what is written in short, simple texts on subjects with which they are familiar and/or in which they are interested.
Goals
Learner can…
L1. Understand short, clear, and simple instructions and explanations when delivered slowly (e.g., how to create a mask or handcraft).
R.1. understand much of what is written in short, simple texts on subjects with which they are familiar and/or in which they are interested.
Pedagogical Mediation/ Didactic Sequence
Pre-teaching
Warm up
Teacher asks students what activities Costa Ricans enjoy across the country.
Students brainstorm some activities Costa Ricans practice.
The teacher writes them on the board.
The teacher asks students if there are specific dishes for some of those activities.
Activation of Prior Knowledge
Students read about Costa Rica on page 36.
Teacher explains any new vocabulary if needed.
Students complete page 37 in the book.
Modeling
Teacher explains Costa Ricans love to eat typical dishes across the country.
Teacher asks students for some typical dishes in the country.
Teacher writes some typical dishes on the board.
Teacher asks students the ingredients these typical dishes have.
Students brainstorm and write them on the board under each dish.
Example:
Clarifying
Teacher explains how little dinners or restaurants are called “sodas” in Costa Rica.
Time
R.2.2. gets the gist in short simple texts after first reading.
R.2.3. responds to questions completing diagrams and/or maps.
SP.1. expresses short advices and recommendations.
SP.1. express short advices and recommendations.
Pre-task
Teacher shares the following vocabulary with students:
- Menu
- Appetizers
- Main dish
- Dessert
- Side dish
- Beverages
Students look for their meanings in the dictionary if needed.
Task rehearsal
Teacher shows the Soda Pura Vida menu sheet and explains students the different parts it has.
Task completion
Students prepare a menu for “Soda Pura Vida” including appetizers, desserts, main courses and beverages.
Students must include the possible prices.
Students must include the main ingredients of each dish.
Task assessment
Students work in pairs and ask each other:
(Students must respect the choices and prices their partner has)
- What appetizers do you have in your menu?
- What main course do you recommend?
- What is the best dessert you have in your menu?
- What is the most expensive dish in your menu?
Post task
Students may write some recommendations about what dishes to choose from the menu.