Guide.8th

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Autoridades

Sonia Marta Mora Escalante

Ministra de Educación Pública

Alicia E. Vargas Porras

Viceministra Académica de Educación

Anabelle Venegas Fernández

Directora de la Dirección de Desarrollo Curricular

Rigoberto Corrales Zúñiga

Jefe del Departamento de Tercer Ciclo y Educación

Comisión redactora

Marianella Granados Sirias,

Asesora Nacional de Inglés

Departamento de Tercer Ciclo y Educación Diversificada

Alfredo Ortega Cordero,

Asesor Nacional de Inglés

Departamento de Tercer Ciclo y Educación Diversificada

Docentes de Inglés de Tercer Ciclo y Educación Diversificada

Erika Barrantes Villalobos,

Docente Colegio Tecnico Profesional Invu Las Cañas

Christian Corrales Solórzano,

Docente Colegio Tecnico Profesional Invu Las Cañas

María José Espinoza Castro,

Docente Instituto de Alajuela

Gretchen Rojas Alvarado,

Docente Colegio Tecnico Profesional Jesús Ocaña

Cindy Saborío Rodríguez,

Docente Colegio Tecnico Profesional Santa Eulalia

Eder Zamora Lizano,

Docente Liceo Pacto del Jocote

Peace Corps Volunteers

Joan Nelson

Zora Middleton

Dominique Crisden

U.S. English Language Fellows Program

Chelsy Albertson, Philological Revision

Forward letter to the teachers

Dear Teacher,

This module focuses on supporting you as facilitators as you help your colleagues in the process of understanding and

implementing the new English syllabus. Thank you for your commitment to the goal of transforming English Classrooms

across Costa Rica through Action-Oriented Teaching and Learning.

This document contains a range of resources and key elements to assist you in collaborative environments as you make

your way through the four following stages (proposed by Patrick Moran, a respected authority in language teacher

education):

* Knowing about--by understanding the concepts and principles of the curricular English teaching and learning

reform.

* Knowing why--by internalizing the purpose of the English reform as a response to contributing to the formation of

the new citizen the country requires.

* Knowing how--by developing and implementing the action-oriented learning tasks when designing lesson plans,

assessment instruments and follow up actions to best serve learners.

* Knowing oneself--by reflecting upon and reviewing your personal beliefs and teaching practices.

In conjunction with the materials in this module, we are encouraging you to build partnerships with other colleagues and to

contextualize the material and ideas given according to your students needs and context.

Furthermore, we invite you to develop your knowledge and skills as lifelong learners to improve mediation practices and to

build confidence and motivation to teach. To assist you with this ongoing process, we will continue to develop and provide

online digital resources and professional development opportunities.

Asesoría Nacional de Inglés Departamento de Tercer Ciclo y Educación Diversificada

Table of Contents

Forward letter to the teachers......................................................................................................................................................................................................................................... 5

Summary of the Syllabus Theoretical Framework ........................................................................................................................................................................................................... 7

The Learner as a New Citizen ........................................................................................................................................................................................................................................... 8

What are the legal underpinnings and how are they related to language teaching and learning? .......................................................................................................................... 10

Which pedagogical trends influence the teaching practices? ................................................................................................................................................................................... 11

Costa Rican general descriptors according to CEFR English proficiency bands .................................................................................................................................................... 13

The Action-Oriented Approach ............................................................................................................................................................................................................................ 16

Competence ......................................................................................................................................................................................................................................................... 17

General competences .......................................................................................................................................................................................................................................... 17

Basic Principles of the Action-Oriented Approach ............................................................................................................................................................................................... 17

Communicative competence .................................................................................................................................................................................................................................... 18

How are lessons planned? ................................................................................................................................................................................................................................... 20

Didactic Planning for Secondary ............................................................................................................................................................................................................................... 21

Third Cycle and Diversified Education ....................................................................................................................................................................................................................... 24

Classroom Setting in the Action Oriented Approach ................................................................................................................................................................................................... 26

Phonological Competence and the Use of RAP ............................................................................................................................................................................................................ 27

How is learning assessed? ............................................................................................................................................................................................................................................. 29

What is the teacher’s profile to implement this new curriculum? ................................................................................................................................................................ 35

Distribution of Scenarios Acedemic and Technical Diversified Education ............................................................................................................................................... 37

Sequence of Scenarios and themes in Third Cycle and Diversified Education ........................................................................................................................................ 38

Eighth Grade Exit Profile .......................................................................................................................................................................................................................................... 41

Eighth Grade Distribution of Domains and Scenarios by Term .................................................................................................................................................................... 43

Sample Weekly Plans and Materials for ....................................................................................................................................................................................................................... 44

Units 1-6 for Eighth Grade ............................................................................................................................................................................................................................................ 44

Summary of the Syllabus Theoretical Framework

Introduction: Why a new English Curriculum?

1. Learners need an updated curriculum that reflects the knowledge, skills, and abilities needed to succeed in the information age as 21st century learners.

2. Pre-school, elementary, and secondary school´s curriculum required an update in order to have more pertinent target content.

3. Learners who receive English lessons in elementary and high schools are not reaching the expected English proficiency levels after eleven or twelve years of

instruction.

4. Citizens need to possess a number of competences to communicate effectively in the global context and to face the challenges of an interconnected world.

Purpura (2016) summarized these competences as follows:

Over the years, the geopolitical and technological forces in the workplace have increased the knowledge, skills, and abilities (KSAs) that people need to

perform their jobs. We are now asked to read, listen, and synthesize large amounts of information from several sources via multiple modalities; search

for information, judge its accuracy, and evaluate its applicability; and use communication technologies to collaborate in teams whose members

represent a diverse global community (National Research Council, 1999, 2001). Importantly, many of us are asked to do this in a second, foreign, or

heritage language (L2), requiring competencies for communicating ideas and establishing relationships in culturally respectful ways (p. 190).

In addition, he stated that:

To succeed in this environment, L2 users must demonstrate that they have the skills needed to process information, reason from evidence, make

decisions, solve problems, self-regulate, collaborate, and learn – and they need to do this in their L2 (p. 190).

Education for a new citizenship reinforces the need of 21st century learners who integrate proactively in a

globalized world while strengthening their national and global identity.

Source: http://web.tech4learning.com/blog-0/bid/45149/The-21st-century-classroom-where-the-3-R-s-meet-the-4-C-

The Learner as a New Citizen

Education for a new citizenship envisions learners as active agents of change able to:

 Use knowledge, skills, and abilities beyond school contexts.

 Express their own points of view.

 Practice peaceful conflict resolution and search for democratic solutions.

 Harmonize social and economic development and environmental sustainability.

 Take action in favor of sustainability of local, national, and global resources.

 Be aware of a global world where national borders have become more diffused.

 Use ICTs and access to knowledge networks as tools for communication, innovation, and proactive social service.

 Be compassionate national and global citizens.

 Practice democratic principles such as freedom of expression and religion, respect for plurality and cultural diversity (sexual, linguistic, and ethnic) as

stated in the Costa Rican Constitution.

 Defend and protect Human Rights and be against all forms of discrimination.

Figure 2. Dimension for Educating for a New Citizenship

What are the legal underpinnings and how are they related to language teaching and learning?

Policy for the 21th Century highlights three philosophical trends:

Rationalism

Humanism

Constructivism

Understanding

Development of complex,

challenging, creative and

critical thinking skills,

Full realization of the

human being, as a

person with rights and

responsibilities.

Construction and

reconstruction of

understandings and learnings

Implications for

teaching

Cooperative learning and

pedagogical scaffolding

Sensitivity to and

awareness of learning

styles and affective

variables

Problem solving, inductive and

deductive teaching, and

experiential learning

The policy “The School as the Core of the Quality of Costa Rican Education” recognizes three dimensions of learning:

Language Learning Considerations

Considerations

Understanding

Implications for

Language Learning

Philosophical

It focuses on the learner as a social agent who is active,

independent, critical, reflective, creative, innovative, inquisitive,

and respectful of human rights.

Learning environments and experiences should

promote dialogue and creative responses to solve

real-life problems.

Psychological

It seeks the whole development of the person and is associated

with the person´s affective dispositions.

Pedagogic mediation is flexible, inclusive, and

culturally relevant, respecting the individual

differences.

Neurological

It is related to the brain’s architecture and how maturational

processes influence language development.

Underscores the importance of starting the

learning of foreign languages early in life.

Socio-cognitive

It is related to the brain’s architecture (attention, short-,

working- and long-term memory) and how it functions to

process information (metacognition) related to learning and

communication.

Connects to the complexity and cognitive load of

tasks presented to students.

Socio-cultural

It includes the notions of diversity, interdependence, and

interconnection among others.

Addresses learning new behaviors, values, and

social skills in line with a human rights approach

and through democratic participation.

Which pedagogical trends influence the teaching practices?

The Common European Framework of Reference (CEFR)

CEFR describes proficiency levels based on

accumulated evidence gathered over time

from learner activities, tasks, or projects.

Implications:

 Standard Terminology

 Track student progress

 Descriptors – teaching, learning, and assessment

 Students monitor and take responsibility

 Transferability across settings

 Parent communication

Costa Rican general descriptors according to CEFR English proficiency bands

Basic User

 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a

concrete type.

 Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she

lives, people he/she knows and things he/she has.

 Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

 Can show limited ability to use simple grammatical structures and conventions, such as punctuation and capitalization.

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

 Can use A1 level, grade level and age appropriate linguistic (e.g. present verb forms), socio-cognitive (e.g., associating

strategies) and socio-affective (e.g., cooperating or coping strategies) resources to integrate topical content from oral

and written text to perform a goal-oriented product (mini-project) based on an integrated sequence of activities within a

domain, scenario, and theme. Linguistic resources include grammatical forms and meanings; socio-cognitive resources

include a range of meta-cognitive strategies (planning) and cognitive strategies (revising); and socio-affective resources

consist of strategies such as cooperating and coping.

 Can use A1 level, grade level and age appropriate digital and telecommunication resources to research, plan, and

implement the mini-project.

 Can give, receive, and respond to feedback at critical stages of the creative process.

 Can use level and age appropriate linguistic resources to integrate information from a reading or a listening or other inputs

to perform from one skill modality to another (e.g., listening to speak, read to write) to achieve the goal of the scenario.

 Can display awareness and development of non-cognitive dispositions (such as effort, perseverance, engagement,

empathy, and focus).

 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g., very basic

personal and family information, shopping, local geography, employment).

 Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and

routine matters.

 Can describe in simple terms aspects of his/her background, immediate environment, and matters in areas of immediate

need.

 Can use some simple structures accurately but continues to systematically exhibit basic errors (such as verbs tenses, use

of prepositions, articles).

Basic User

EXTENSION OF THE CEFR STANDARDS- INTEGRATION OF LANGUAGE ABILITIES

 Can use A2 level, grade level and age appropriate linguistic (e.g. past verb forms), socio-cognitive (e.g., grouping strategies)

and socio-affective (e.g., cooperating or questioning for clarification strategies) resources to integrate topical content

from oral and written text to perform a goal-oriented product (mini-project) based on an integrated sequence of

activities within a domain, scenario and theme. Linguistic resources include grammatical forms and meanings; socio-

cognitive resources include a range of meta-cognitive strategies (monitoring) and cognitive strategies (resourcing); and

socio-affective resources consist of strategies such as cooperating and coping.

 Can use A2 level, grade level and age appropriate digital and telecommunication resources to research, plan, and

implement the mini-project.

 Can give, receive, and respond to feedback at critical stages of the creative process.

 Can use level and age appropriate linguistic resources to integrate information from a reading or a listening input or other

inputs to perform from one skill modality to another (e.g., listening to speak, read to write) to achieve the goal of the

scenario.

 Can display awareness and development of non-cognitive dispositions (such as effort, perseverance, engagement,

empathy, and focus).

Independent User

 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, and

leisure like a radio or TV program when the delivery is relatively slow and clear.

 Can understand texts that consist mainly of high frequency everyday or job-related language.

 Can understand the description of events, feelings, and wishes in personal letters.

 Can deal with most situations likely to arise while travelling in an area where the language is spoken.

 Can enter unprepared into conversation on topics that are familiar, of personal interest, or pertinent to everyday life (e.g.,

family, hobbies, work, travel and current events).

 Can produce simple connected text on topics, which are familiar, or of personal interest.

 Can narrate a story from a book or film and describe personal reaction.

 Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions

and plans.

 Can express self reasonably accurately in familiar, predictable situations and know enough vocabulary to talk about my

family, hobbies and interests, work, travel, and news and current events.

Independent User

EXTENSION OF THE CEFR STANDARDS - INTEGRATION OF LANGUAGE ABILITIES

 Can use B1 level, grade level and age appropriate linguistic (e.g., complex verb forms), socio-cognitive (e.g.,

deduction/induction, inference strategies) and socio-affective (e.g., cooperating or questioning for clarification

strategies) resources to integrate topical content from oral and written text to perform a goal-oriented product (mini-

project) based on an integrated sequence of activities within a domain, scenario and theme. Linguistic resources include

grammatical forms and meanings; socio-cognitive resources include a range of meta-cognitive strategies (evaluating) and

cognitive strategies (resourcing); and socio-affective resources consist of strategies such as cooperating and coping.

 Can use B1 level, grade level and age appropriate digital and telecommunication resources to research, plan, and

implement the mini-project.

 Can give, receive, and respond to feedback at critical stages of the creative process.

 Can use level and age appropriate linguistic resources to integrate information from a reading or a listening input or other

inputs to perform from one skill modality to another (e.g., listening to speak, read to write) to achieve the goal of the

scenario.

 Can display awareness and development of non-cognitive dispositions (such as effort, perseverance, engagement,

empathy, and focus).

The Action-Oriented Approach

Learner

 An agent/performer with intercultural awareness skills.

 Autonomous, works cooperatively, interacts with others,

investigates and solves problems using the tools at his/her

disposal (general and specific competences).

 Develops metacognitive, reflective and critical thinking

strategies for successful completion of the task.

Teacher

 Facilitator, coach, resource person, guide, advisor, and

observer.

 Helps the learner become autonomous and be successful in

the completion of the task.

 Provides effective feedback in the process of learning.

 Shows expert role but shares this responsibility with the

learner.

Learning Resources

 Oral or written authentic texts: business cards, bus tickets,

newspaper articles, book excerpts, wikis, bus schedules,

city maps, bulletin boards, voice messages, and

announcements.

 Appropriate to the learner´s needs and competence level.

 Intercultural perspective

Aims of communicative activities/tasks

 Communicative activities become actions that the

learner/social agent performs in order to build up general

competences and communicative language competences.

 The goal is successful action and accomplishment of tasks in

a particular scenario and domain aligned to the learner’s

life experience and personality.

Learning Environment

 Real-world contexts (personal, public, educational and

vocational domain) collaborative, stimulating, mediated by

ICTs.

Assessment

 Assessment is based on what the social agent is able to do

in real-life situations or scenarios and the process he/she

requires to develop the competences. Authentic

assessment is favored.

 The acquisition and refinement of general and

communicative competences is a continuous process, both

at school and in the world beyond the school.

Basic Principles of the Action-Oriented Approach

1. The students are social agents that use the target language to perform specific actions in real life

contexts meaningfully.

2. Language performances, in oral or written form, respond to language functions and are carried out

in specific scenarios.

3. Enabling and communicative activities are task-based and real-life.

4. Learners use authentic materials as comprehensible input, as much as possible.

5. The ICT become an important tool to create meaningful learning experiences.

6. A great degree of autonomy is placed on the learner; therefore, the teacher works in the

development of learners’ meta-cognitive, meta-affective, and meta-social strategies.

7. Intercultural awareness plays an important role for getting meaning across and facilitating

communication among cultures.

8. Vocabulary, syntax, cohesive forms, and phonology are taught with the purpose of facilitating

communication

Competence

The CEFR defines competences as “the sum of knowledge, skills and

characteristics that allow a person to perform actions in society.”

General competences

Consist of knowledge, skills, and abilities to learn an existential competence that are not

language-specific but learners use them when performing all kinds of actions including

language activities.

Communicative competence

The communicative language competences involve knowledge, skills, and know-how for each of the

following three components:

 Linguistic Component: Deals with the knowledge of phonology, morphology, lexicon and

syntax.

 Sociolinguistic Component: Refers to the socio-cultural conditions of language use such as

social group repertoires or politeness rules.

 Pragmatic Component: Covers, among others, speaker´s and receptor´s attitudes and beliefs,

their understanding of the context of an utterance and the functional use of language; for

example, the use in specific scenarios of how to act in a given social event or how to

participate in a job interview.

Communication

The CEFR defines communication as a social act, where learners are social agents, developing a

range of general and specific communicative language competences, moving from learning about the

language to learning to communicate in the language in active, spontaneous, and authentic language

interaction.

Tasks

Tasks are defined as any purposeful action considered by an individual as necessary in order to

achieve a given result in the context of a problem to be solved, an obligation to fulfill, or an objective to

be achieved. This product may be a brochure for tourists, a blog entry, or a fundraising project for a

humanitarian cause.

Task accomplishment by an individual involves the strategic activation of specific linguistic

competences (linguistic, pragmatic and socio-linguistic) along with a range of socio-cognitive

competences in order to carry out a set of purposeful actions in a particular domain (interpersonal,

transactional, academic and professional) with a clearly defined goal and a specific outcome.

How are lessons planned?

Lesson planning will be developed based on scenarios that focus on one or more of four different domains.

A unit is six weeks. Lesson plans are created weekly based on themes. Here is an example of how it can be

done.

Week 1

Domain

Scenario

Enduring

understanding

Essential question

Theme 1

Language function 1

Goals

Three learning pillars

Assessment indicators

Week 2

Domain

Scenario

Theme 2

Language function 2

Goals

Three learning

pillars

Assessment

indicators

Week 3

Domain

Scenario

Theme 3

Language function

Goals

Three learning

pillars

Assessment

indicators

Week 4

Domain

Scenario

Theme 4

Language function 4

Goals

Three learning pillars

Assessment

indicators

Week 5&6

Sharing and responding

Integrated mini-project

Week 5

Feedback, reinforcement and

assessment

Didactic Planning for Secondary

Term:_

Level: __th

Unit:___

Week:__

Domain:

Scenario:

Theme:

Enduring Understanding:

Essential Question:

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

Vocabulary

Phonology

Function

Discourse Markers

Psycho-social

Sociocultural

Assessment &

Evidences of

Learning

Learner can

Didactic Sequence

Time

Learner…

Assessment indicator,

instruments and

evidence of learning

Options

Integrated Mini-Project

Time

Participating

Thinking

Acting out

Responding and sharing

Reflective Teaching

What worked well

What didn’t work well

How to improve

Template Elements

Level

Grade level of the unit

Unit

1 of 6 in a year, includes Scenario, 4 themes, Enduring Understanding, Essential Question, Goals, pillars

of learning, mediation strategies, assessment, and Integrated Mini Project

Domain

Refers to the broad sectors of social life in which social agents (learners) operate

Scenario

A real-life context referenced for an entire unit

Themes

The focus of attention for each week that refers back to the real life scenario (Context rather than

content.)

Enduring Understanding

Big ideas to guide the teacher that give importance and meaning to a set of curriculum expectations

and have a lasting value for learners, beyond the classroom. (1 per unit)

Essential Question

A question which fosters understanding and critical thinking in learners (Can be adapted to theme.)

Linguistic

Competencies

Oral and Written Comprehension (listening and reading); Oral and Written Production (spoken

interaction, spoken production, writing)

Goals

Can-do performance descriptors

Oral and Written Comprehension

What a learner can understand or can do when listening and/or reading

Oral

and Written Production

What a learner can speak and write

Learn to Know

Learning pillar that includes Grammar and sentence frames, Vocabulary, and Phonetic

Awareness/Phonology

Grammar & Sentence Frame

The grammatical components that will be covered in the unit

Phonemic Awareness/

Phonology

The part of the lesson that addresses the Learner’s ability to hear, identify, and manipulate sounds

Vocabulary

Words learners need to know to communicate effectively within a domain, scenario, and theme

Learn to Do

Learning pillar that includes Functions and Discourse Markers

Function

The use of spoken discourse and/or written texts in communication for a particular purpose (e.g.

asking and giving information, describing)

Discourse Markers

Linking words or phrases that connect one piece of discourse with another one (e.g., and, because)

Learn to Be and Live in

Community

Learning pillar that includes Psycho-social, Sociocultural, Social Language, Idioms, and Quotes

Template Elements

Psycho-social

Attitudes, motivations, values, beliefs, cognitive styles, and personality factors

Sociocultural

Politeness conventions, expressions of folk wisdoms, register differences, dialects and accents

Suggested Mediation Strategies

Organized, purposeful and scaffolded learning experiences

Assessment Strategies

Required evidence of student´s learning

Integrated Mini Project

A more complex task which includes a four-phase process (participating, thinking, acting out,

responding and sharing) that integrates skills and unit’s goals and leads to a final product.

Third Cycle and Diversified Education

English teaching places priority on the fine-tuning of learners’ communicative competence involving oral comprehension and oral and written communication

so that they become independent users of English and can reach level B1 or A2+ based on the descriptors of the CEFR.

 Teachers can select three or four goals per week from the units. They can combine oral or written comprehension with oral and written production,

depending on the pedagogical purpose of the lesson.

 Teachers start each theme of a unit’s scenario and lesson with a warm-up activity. Then, they share with the learners the essential question and the

learning goals/expected outcome for that day or week.

 The enduring understanding is shared by the teacher at the beginning of each unit to connect students with the core ideas that have lasting value

beyond the classroom.

 Lessons follow a task-based approach combined with the action-oriented approach.

 Grammar is developed by combining both inductive and deductive instruction within a meaningful context.

 The teacher follows a set of integrated sequence procedures as presented below to develop the different linguistic competences:

Mediation Sequence

Comprehension

Production

Oral

Written

Oral

Written

 Planning

 pre-listening

 motivating

 contextualizing

 explaining task goal

 Listening for the first time (general

understanding);

 Pair/group feedback

 Listening for the second time (more

detailed understanding)

 Self/co- assessment

 Planning

 pre-reading

 explaining task goal

 use typographical clues

 list difficulties and strategies on how to cope

 Reading for the first time

 Pair/group feedback

 Reading for the second time, post–reading (for

reacting to the content or focusing on

features/language forms)

 Self/co-assessment

 Spoken interaction

 Planning

 Organizing

 Rehearsing

 interacting

 Spoken production

 Planning

 Organizing

 Rehearsing

 Producing

 Pre-writing

 Drafting

 Revising

 Editing

 Publishing

 Teacher makes sure that all learners understand task instructions.

 Teachers should ensure learners know how to use strategies through teacher scaffolding and modeling, peer collaboration and individual practice.

 Learners have at their disposition useful words, phrases and idioms that they need to perform the task. It could be an audio recording with the

instructions and the pronunciation of the words and phrases needed.

 The task could involve the integration of listening and speaking or reading and writing and is given to students individually, in pairs, or teams.

 The learners complete the task together using all resources they have. They rehearse their presentation, revise their written report, present their spoken

reports or publish their written reports.

 Teacher monitors the learners’ performance and encourages them when necessary.

 The learners consciously assess their language performances (using rubrics, checklists and other technically designed instruments that are provided

and explained to them in advance). Teachers assess performance, provide feedback in the form of assistance, bring back useful words and phrases

to learners’ attention, and provide additional pedagogical resources to learners who need more practice.

 At the end of each unit, the learners develop and present Integrated Mini-Projects to demonstrate mastery of the unit goals.

 The enduring understanding and essential question are central to articulate the three learnings: learn to know, learn to do and learn to be and live in

community. The Integrated Mini-Project is an opportunity for students to integrate these three learnings in a single task.

 Teach and plan English lessons in English to engage learners socially and cognitively.

Classroom Setting in the Action Oriented Approach

When implementing the action oriented lessons in your English class; remember to:

a) Consider learners’ interests and needs.

b) Offer opportunities to work in pairs, in small groups, and as a whole class.

c) Create a context for learning and reflecting.

d) Provide multiple opportunities to develop communicative competence.

e) Use different classroom layouts: the horseshoe, chairs in a circle, traditional rows and nested tables in groups.

Phonological Competence and the Use of RAP

Phonological competence is the ability to recognize and produce the

distinctive meaningful sounds, of a language, including: consonants.

vowels. tone patterns. intonation patterns, stress and rhythm.

What to do to learn and teach phonological competence

And you can also use

• Recognition (aural and cognitive)

• Articulation

• Productive Practice

• They are not linear.. But can be.. But don’t have to be

R.A.P.P.P.P.P.P.

Source: Ramirez, R., Scholl, M. Zalazar, L., Cárdenas, N., Rossi, A. Centro

Espiral Maná (2017)

How is learning assessed?

Assessment is a purposeful, continuous, contextualized, authentic, reflective, investigative, systematic and multi-phase process, which responds to these four

fundamental questions: Why assessing learning? What to assess? How to assess it? Which are the pedagogical implications?

The purpose of assessment is to serve each learner’s learning and growth. To prevent student’s failure and allow timely intervention, assessment allows

teachers to detect learning gaps, so that learners can receive the support needed to be successful. The “what” of assessment involves having clarity about the

knowledge, skills, abilities, and attitudes (learn to know, learn to do, learn to be and live in community) that learners have to develop as established in the

curriculum goals or “can do performance descriptors”. This implies that assessment will mainly be performance-based. Learners are required to demonstrate

through integrated-skills tasks within a domain, scenario and theme, specified knowledge, skills and abilities using the target language. Assessment can also

be a discrete point, which means the use of selected response tasks to isolate and measure discrete units of grammatical knowledge, which encompasses

grammatical, semantic and pragmatic knowledge -- form, meaning and use (Purpura, 2014, p 9). Assessment will also be authentic which means that the

assessment task will simulate real-life situations within domains and scenarios beyond the classroom setting, and the socio-cognitive, socio-affective, socio-

cultural and linguistic demands upon the learner will be similar to the one of a speaker in a target language setting.

Classroom assessment mirrors the learning goals, content of instruction and instructional practices; therefore, curriculum, teaching, and assessment must be

coherent for learning goals to be achieved and learners’ communicative competence to be developed.

Task design, task performance, and assessment become a fundamental unit of instructed learning; tools such as analytic and/or holistic scales, rubrics,

progress indicators and checklists play an important role for obtaining valid and reliable qualitative and quantitative data about students´ learning and

performance.

Integrated Mini- Project

A more complex “learn to do” classroom task for each

unit.

 Learners (as social agents) integrate knowledge,

skills and abilities (KSA), within the domain,

scenario, themes, the enduring understanding and

essential questions of the unit.

 Proactive (not reactive)

 Interconnected with classroom activities

 Formative, skill-integrated performance

 Collective actions (social dimension)

 Promotes the democratic citizenship. (CEFR p.12)

 Integrates skills and unit’s goals and leads to a final

product.

AOA Task Oriented to a Product

Keep the end in mind!

Phases for the Integrated Mini-Project

1. Participating/Negotiating (Week 1 or 2)

Brainstorming, discussing, negotiating, making decisions to form the different groups according to their interest.

2. Thinking/planning (Week 3 or 4)

Planning, negotiating and finding information collaboratively about the language content and strategies, resources and organizing the work to distribute

assignments among the group members.

3. Acting out/Completing MP (oral/written) (Week 5)

Completing the product, rehearsing, practicing the mini-project presentation.

4. Responding and Sharing (Week 6)

Groups creatively deliver the mini-project, answer questions from the audience and in pairs, or groups self or co-assess it.

7th - Unit 3 – Example

Promoting local tourism

Integrated Mini-Project: Tourist Brochure to support local tourism

Task description:

You want to show the most important tourist attractions to support local tourism.

Design a brochure to promote local touristic attractions. Keep in mind the following

questions to guide your product: Is this an authentic communication action? Is it

useful for everyday life?

Phase 1: Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Choose your mini project and get in groups of 3-4 participants and negotiate in order

to plan next phase.

Phase 2: Thinking for planning: (5 or 10 minutes in week 3 or 4)

Plan your brochure. Think what to do (the information you need to find, the time and

organization of the the work (what to write and distribute what each member is going

to do).

Phase 3: Acting out to complete the MP –oral & written: (week 5)

In your group, complete the brochure in class, rehearse and organize the

presentation.

Phase 4: Responding and sharing (week 6)

Present creatively the brochure to the class, respond questions from the audience

and using the instruments self or co assess it.

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Introducing

Scenario

Some tasks can

relate to Integrated

Mini-Project

Some tasks can relate

to Integrated Mini-

Project

Some tasks can

relate to

Integrated Mini-

Project

Completion of

Integrated

Mini-Project

Presentatio

n of MP

Participating/neg

otiating

Selecting

Integrated Mini-

Project

(5-10 min)

Participating/negotia

ting

Planning

Integrated Mini-

Project

(5-10 min)

Thinking/planning

Planning

Integrated Mini-Project

(5-10 min)

Thinking/planning

Planning

Integrated Mini-

Project

(5-10 min)

Acting

out/completing MP

Completion of

Integrated Mini-

Project

Responding

and sharing

Presenting

the IMP

What is the teacher’s profile to implement this new curriculum?

Teacher’s Profile

What is expected from learners?

Learner´s Exit Profile

Distribution of Scenarios Acedemic and Technical Diversified Education

Academic Diversified Education

Technical Diversified Education

10th Level Scenarios

11th Level Scenarios

10th Level Scenarios

11th Level Scenarios

12th Level Scenarios

 Love What We Do!

 Stories Come in All

Shapes and Sizes

 A World of

Differences

 Caution: Fragile

World.

 Handle with Care

 What Comes Next

 Recipes for

Success

 From the Wheel to

the Drone

 The Earth–Our Gift

and Our

Responsibility

 Get Ready. Get

set. Go!

 Really?

(Controversial

issues)

 Love What We Do!

 Stories Come in All

Shapes and Sizes

 A World of

Differences

 Caution: Fragile

World.

 Handle with Care

 What Comes Next

 Recipes for

success

 From the Wheel to

the Drone

 The Earth–Our Gift

and Our

Responsibility

 Get Ready. Get

set. Go!

 Really?

(Controversial

issues)

Sequence of Scenarios and themes in Third Cycle and Diversified Education

Scope and Sequence Third Cycle

Level

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Seventh Grade

Scenario: Here I Am!

Themes:

 Hello, Hi there, Hey,

Bye

 Building Community

 Let´s Get Personal

 Meet My Family

Scenario: Enjoying Life

Themes:

 My Daily Routine

 Eating Habits

 Hanging out

 Things I Like to Do

Scenario: Getting Back

to Nature

Themes:

 Natural Wonders in

My Backyard

 Marvels in Costa

Rica

 A World of Wonders

 Where can I go next?

Scenario: Checking

Things off a Shopping

List

Themes:

 My Family´s Grocery

List

 Going Shopping

 Does This Fit Me?

 How Much Does It

Cost?

Scenario: Let’s

Celebrate Costa Rican

Culture!

Themes:

 How my family and I

celebrate “Tico”

culture

 How my community

celebrates “Tico”

culture

 How other Costa

Rican communities

celebrate “Tico”

culture

 How Costa Ricans

celebrate national

“Tico” culture

Scenario: Getting from

Here to There

Themes:

 Knowing where I

want to go

 Knowing where It is

 Knowing how to get

there

 Knowing what I need

and when

Eighth Grade

Scenario:

My High School…Our

place

Themes:

 High School -- Bring

it on!

 A Day in the Life of

My High School.

 What is Your Next

Class?

 High School Through

the Eyes of my

Friends.

Scenario:

Let the Good Times Roll

Themes:

 Fun times: Inside and

Out

 What´s your favorite

____?

 Ready to Play: Tell

Me the Rules

 Up Close and

Personal

Scenario:

Something to Celebrate!

Themes:

 Let’s Celebrate:

Holidays with My

Family

 Let’s Celebrate: Latin

American Holidays

and Festivals

 Let’s Celebrate:

Holidays and

Festivals around

the World

 A Holiday to

Remember: One of

my favorites

Scenario:

Going Shopping!

Themes:

 Welcome to My Town

 Getting what I need

at the right place

 Where is it?

 How can I get there?

Scenario: Unforgettable

Events

Themes:

 A Day I’ll Never

Forget: in my

Personal Life

 An Event I’ll Never

Forget: with my

Family

 An Event I’ll Never

Forget: in Costa

Rica

 An Event I’ll Never

Forget: in the World

Scenario:

Amazing Costa Rica

Themes:

 Beautiful Costa Rica

 Hiking, Biking and

Walking Around

Costa Rica

 Traveling Necessities

 Planning My Perfect

Vacation

Ninth Grade

Scenario:

Time to Have Fun!

Themes:

 Let’s Workout

 Once Upon a Time I

Enjoyed...

 Try it!

 The Most Fun I've

Ever had!

Scenario:

Online & Connected

Themes:

 Yesterday, Today

and Future Media

 Virtual Communities

and Networks

 New Media and

Public Safety

 The Magical World of

Apps

Scenario:

Lights, Camera & Action

Themes:

 What´s on TV?

 The Best Show

Ever…

 Through the Lens of

the Documentary

 Daily News

Scenario:

In the Public Eye

Themes:

 Success vs. Fame

 National Role Models

 Contributions of

Outstanding

Figures to Society

 Breaking News: Read

All About It

Scenario:

Unexpected Situations

Themes:

 Home Emergencies

 Emergency Traveling

Situations

 Unanticipated

Appointments

 Making a Complaint

at a Restaurant

Scenario:

Open a Book, Open Your

Mind

Themes:

 Keep it simple

 Show me: Comic

Strips

 Biographies of

Writers

 The Moral of the

Costa Rican

Legend is …

Tenth

Scenario:

Love What We Do!

Themes:

 Help wanted

 Jobs

 Interviewing

 Working to Live or

Living to Work?

Scenario:

Stories Come in All

Shapes and Sizes

Themes:

 Tell me a Story

 Thumbs Up/Thumbs

Down

 The Reviews Are In

 You Should Read

This

Scenario:

A World of Differences

Themes:

 These Are My People

 Cultures, Subcultures

and Cliques

 Cultural Norms and

Cultural Storms

 I Am Not My Hair

Scenario:

Caution: Fragile World -

Handle with Care

Themes:

 What Makes

Something

Sustainable

 Products and

Practices around

the World.

 Products and

Practices in Costa

Rica

 Am I Environmentally

friendly?

Scenario:

#HighTech HighTouch

Themes:

 Hot Apps

 Danger Zones in a

Digital World

 Tech Tools for

Positive Change

 My Future Is in My

Hands

Scenario:

What Comes Next?

Themes:

 Pass or Fail?

 College or Career?

 Study Here or

Abroad?

 Getting by or Getting

ahead?

Eleventh

Scenario:

Recipes for Success

Themes:

 Ingredients for

Healthy Living

 Add a Pinch of a

Positive Attitude

 Follow the recipe: a

Plan for success

 Give me a Taste:

Stories of

Successful People

Scenario:

From the Wheel to the

Drone

Themes:

 Inventions that have

Changed our Lives

 Living in a Tech

World

 Safety First

 The Next Wave of

Innovations

Scenario:

The Earth–Our Gift and

Our Responsibility

Themes:

 Natural Disasters-Is

Nature Against us?

 What´s the Problem?

 A Helping Hand

(possible solutions)

 Who is Doing What?

(Nonprofit and

NGOs)

Scenario:

Get Ready. Get set. Go!

Themes:

 Get ready: Take a

Look at Your

Dreams and Fears

 Get Set: College or

Career?

 Surviving or Thriving?

(Developing Your

Soft Skills)

 Go! The Future is

Now

Scenario: Really??? (Controversial issues)

Themes:

 You gotta be kidding…World facts

 Shut up…Issues from Health and Medicine

 No way…Controversies and the Law

 OMG… Stereotypes and Cultural Differences

Eighth Grade Exit Profile

Level

A2 Grade 8

Integral Development and Communicative Competence

At this stage, the learner can...

Learn to know

have a level-appropriate language (words, phrases, formulaic expressions) and topical knowledge related to

domains, scenarios and themes.

Learn to do

use level-appropriate linguistic and topical resources in order to listen, read, speak and write in response to level

and age-appropriate tasks, integrating language and topical knowledge, skills and abilities (KSAs) within domains,

scenarios and themes.

Learn to be and live in

community

use personal and social dispositions (e.g., engagement, attitudes, cooperation, turn taking, empathy, and other

universal values) when interacting and producing in the target language and taking time to search for words using

oral and body language for transferable learning beyond the classroom setting (enduring understanding).

Listening

Reading

Speaking

(spoken interaction & production)

Writing

CEFR STANDARDS

 Can understand sentences

and take note of basic

information relevant to

personal needs and family

activities.

INTEGRATION OF

LANGUAGE SKILLS

 Can discriminate key words

and information to report

orally (listening to speak).

CEFR STANDARDS

 Can read and comprehend longer

texts using high-frequency

vocabulary, and predictable

patterns within messages,

narratives, and expository text.

INTEGRATION OF LANGUAGE

SKILLS

 Can read short stories to react to

content (reading to speak/write).

 Can get specific information from

CEFR STANDARDS

 Can interact by asking and

answering simple questions on

familiar topics.

 Can communicate about simple,

routine tasks, information on

familiar or everyday topics to

audiences.

INTEGRATION OF LANGUAGE

SKILLS

 Can produce words, short

CEFR STANDARDS

 Can begin to independently

write single words and phrases

in English; relay short

messages supported by

drawing, use inventive spelling

within highly supported

structures such as patterned

sentences. Are starting to vary

their sentence.

INTEGRATION OF

LANGUAGE SKILLS

 Can recognize pieces of

information to complete

sentences frames (listening to

write).

 Can recognize basic simple

information to support reading

comprehension (listening to

read).

simple reading pieces to respond

in oral exchanges (reading to

speak).

 Can follow simple model

sentence frames and

expressions in narratives,

reminders by taking notes to

write responses and reporting

(reading to write/speak).

phrases and simple sentences

with linguistic support such as

framed sentences with lists of

familiar words to choose from

(reading to speak/write).

 Can elaborate from modeled

sentence frames and familiar

dialogues to interact (writing to

speak).

 Can interact exchanging

information using sentence

frames to report to audiences

(listening to speak).

 Can write cards, simple

messages, brochures and

invitations for others to read

(writing to read).

 Can write simple directions for

others to follow (writing to

listen).

 Can plan; organize written

information to deliver an oral

presentation (writing to speak).

Eighth Grade Distribution of Domains and Scenarios by Term

Domain

Scenario

Unit

Term 1

Socio-Interpersonal

My High School…Our place.

Socio-Interpersonal and Transactional

Let the Good Times Roll!

Term 2

Socio-Interpersonal and Transactional

Something to Celebrate!

Socio-Interpersonal and Transactional

Going Shopping!

Term 3

Socio-Interpersonal and Transactional

Unforgettable Events

Socio-Interpersonal and Transactional

Amazing Costa Rica!

Sample Weekly Plans and Materials for

Units 1-6 for Eighth Grade

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Level 8th Unit 1

CEF level to be reached: A2

Scenario: My High School…Our place

Enduring Understanding

School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.

Essential Question

What makes our high school a special place?

Assessment and Goals

Week 1

Assessment: L recognizes short,

clear and simple instructions and

explanations when delivered slowly.

L.2. understand short, clear and

simple instructions and

explanations when delivered

slowly.

Assessment: L expresses

common interests about school life.

SI.1. express common interests

about school life such as, “My

favorite subject is English”, “I don’t

like math”.

Assessment: L writes simple

notices expressing interests, wants

and preferences, either by hand or

electronically.

W.1. write, either by hand or

electronically, simple notices of

interests, wants or preferences

(e.g. school activities subjects,

schedules, and English festivals).

Week 2

Assessment: L recognizes the main

points in short, simple stories.

L.3. understand the main points in

short, simple stories, reports short

audio announcements and

messages when there is some

previous understanding of school

activities.

Assessment: L extracts the gist of

short articles and ads in age-

appropriate magazines (print and/or

electronic).

R.3. understand the gist of short

articles and ads in age-

appropriate magazines (print

and/or electronic) provided the

subjects are familiar.

Assessment: L writes an

explanation of what they do every

day at school, with the help of

illustrations.

W.2. write, with the help of

illustrations, an explanation of

what they do every day at school,

checking written sentences to look

for mistakes (e.g. subject-verb

Week 3

Assessment: L discriminates

important information in simple texts.

R.2. find important information in

simple text (e.g., schedules, times

and dates).

Assessment: L asks and answers

straightforward questions in familiar

situations.

SI.3. ask straightforward

questions in familiar situations

(e.g., asking for times, schedules,

favorite subjects, favorite

activities) and understand the

responses, using short dialogues

with some preparation in advance.

Assessment: L says what exactly

he/she does not understand and

asks simply for clarification.

SI.2. say what exactly he/she

does not understand and ask

simply for clarification.

Assessment: L describes common

interests about school activities, the

subjects and schedule he /she has

at school.

Week 4

Assessment: L identifies others’

expressions of interests regarding school

activities (e.g. likes and dislikes, indicating

preferences about subjects and school

activities).

L.1. understand others’ expressions of

interests regarding school activities

(e.g., likes and dislikes, indicating

preferences about subjects and school

activities).

Assessment: L explains high school

through his/her friends/ peers briefly.

SP.2 explain high school through

his/her friend/ peers briefly.

Week 5/6

Assessment

Anecdotal reports / rubrics / instruments for

self and co-assessment

Suggested Integrated Mini project

 Achievable weekly/monthly study

schedule, including information about

school activities, study periods and

leisure activities.

 Survey report on findings about a typical

school day in national / international

school, describing subjects, schedules,

and extra-curricular activities.

 High school survey and report back

findings about favorite school subjects,

teachers, best things about high school,

lead into a class discussion to debrief

activity.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

agreement, capitalization,

spelling, basic punctuation etc.

SP.1. describe common

interests about school activities,

the subjects and schedule

he/she has at school.

Phonology Goal for Each Week

Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.

R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.

Theme

High School -- Bring it on!

Theme

A Day in the Life of My High School

Theme

What is Your Next Class?

Theme

High School Through my Friend´s Eyes

Function

- Naming school activities

Function

- Describing a high school day

Function

- Exchanging information about

my high school schedule

Function

- Reporting information about my

classmates´ school activities

Discourse Markers

Linkers: Sequential

First, we have a science lesson.

Then, we go to a language lab.

Discourse Markers

Linkers: Sequential

After that, we take a math test.

Discourse Markers

Linkers: Sequential

Finally, our last class ends at 4:00/

ended at 4:00.

Discourse Markers

Linkers: Sequential pastime

First, we have a science lesson. Then,

we go to a language lab.

After that, we take a math test.

Finally, our last class ends at 4:00/

ended at 4:00.

Grammar & Sentence Frames

Subject Pronouns

- I study every day.

- They attend classes on Saturday.

Prepositions of time

- I study in the morning, afternoon,

evening.

- I attend science classes on

Monday

- I study at noon, night.

Phrasal Verbs:

-look for

-look forward to

- attend classes

Grammar &Sentence Frames

Present Continuous

- What are you doing now?

- I´m studying for the math exam.

- Are you studying science?

Frequency Adverbs

- How often do you read?

- I usually read at night.

Grammar & Sentence Frames

Information questions

- What classes do you have in the

morning?

- When do you have English

classes?

- What time does he study math?

Simple Present Tense

- I start classes at 7:00 am

- I don’t have classes on Friday

afternoon.

- She goes to French class at 8:40

Future Tense (using present

progressive)

Grammar & Sentence Frames

Simple Present Tense

yes/no Questions

- Do you like math?

- Does she like English?

- Is he in your French class?

Possessive Pronouns

- My favorite subject is English.

- His favorite teacher is Juan.

- Her favorite class is math.

Possessives ´s / s´

- Daniel´s favorite subject is English.

- Ana´s favorite teacher is Luis.

- My classmates´ favorite subject is

Spanish.

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

-go to high school

-do homework

- We are going to make a pizza this

evening.

- Are you going to study this

weekend?

Phonology

 Long vowels (eat, oat)

Phonology

 Long vowels (eat, oat)

Phonology

 Reading two-syllable and

compound words, using letter-

sound knowledge. (fireball)

Phonology

 Reading two-syllable and compound

words, using letter-sound knowledge.

(fireball)

Vocabulary

High school. Bring it on!

 Hall, playground, gym, sports

field, corridor, lab, teacher’s

lounge, school, school

uniforms.

Vocabulary

A day in the life of my high school.

 Teachers, Teaching staff,

parents, classmates, librarian,

principal, janitor, security guard,

games equipment, food,

audiovisual equipment,

blackboard, whiteboard,

computers, school bags

Vocabulary

What is your next class?

 First, second, last, my first class

 What’s your schedule?

 What classes do you have?

 When do you have lunch? It

starts at...

 What time does it end?

(Timetable)

 What’s your favorite class?

 recess/break time

Vocabulary

High School Through my Friend´s Eyes

 Return to school, visits and

exchanges, parents’ day,

sports/dance competitions, English

day, matches, festivals, fairs,

parades, lessons, games, playtime,

school clubs and open house.

Psycho-social

 Discovering my strengths and

areas for improvement.

Quotes

 Tell me and I'll forget. Show me,

and I may not remember.

Involve me, and I'll understand.

--Unknown Author

Social Language

 Pop quiz- an unannounced quiz

(very common in the US)

 Straight A’s- perfect grades.

Psycho-social

 Making right decisions about

school responsibilities and

rights.

Idioms

 Learn something by heart

Psycho-social

 Willingness to cooperate in

teamwork.

Sociocultural

 Respecting his/her school,

classmates and teachers.

Social Language

 Cut class- to not attend class

 Pull an all-nighter- to stay up

very late studying

Sociocultural

 Respecting his/her school, classmates

and teachers.

Idioms

 To be a copycat

 Teacher's pet

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Didactic Planning

Week # 1

Level: 8th

Unit: 1

Domain: Socio-Interpersonal

Scenario: My High School…Our Place

Theme: High School- Bring it on!

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.

Essential Question: What makes our high school a special place?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Subject Pronouns

- I study every day.

- They attend classes on Saturday.

Prepositions of time

- I study in the morning, afternoon, evening.

- I attend science classes on Monday

- I study at noon, night.

Phrasal Verbs:

-look for

-look forward to Vocabulary

High school. Bring it on!

 Hall, playground, gym, sports field, corridor,

computer lab, teacher’s lounge, classroom,

school uniforms.

Phonology

 Long vowels (eat, oat)

Function

Naming school activities

Discourse Markers

Linkers: Sequential

First, we have a science lesson.

Then, we go to a language lab.

Psychosocial

 Discovering my strengths and areas for

improvement.

Proverbs / Quotes

 Tell me and I'll forget. Show me, and I may not

remember. Involve me, and I'll understand. --

Unknown Author

MINISTERIO DE EDUCACIÓN PÚBLICA

Dirección de Desarrollo Curricular

Departamento de Tercer Ciclo y Educación Diversificada

Asesoría Nacional de Inglés

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Participating

Warm up: T asks Ls to brainstorm about school subjects. Ls will give examples of school subjects.

T will write the Ls’ examples on the board.

Engaging

Activation of Prior Knowledge: Once finished with brainstorming, T will give Ls an image related

to the school subjects (see Resource Section). The Ls must go to the board and place the image

next to the appropriate school subject. Ls need to state the subject using appropriate sentence

structures, Ex. This is Math. This is English.

Introducing

- T will show a blank schedule template. The schedule has the five days of the week and it is

divided by lessons with specific times and breaks.

- Then, T asks Ls to give her /him their group schedule.

- After that, he/she models the new vocabulary by filling out a schedule template with the subjects

Ls have in their own schedule.

- T shows images of different places in school on the board. As each word is introduced, T writes

the word next to the image. Words are: Hall/corridor, playground, gym, sports field, computer

lab, teacher’s lounge, and classroom. T uses the sentence frame: This is the____. You take

__________ classes there. (We suggest to work with ten words at the most).

- T asks Ls to work in pairs to describe the schedule from the board and say where they take

each subject. Then, T says a word and points to incorrect image indicating that Ls should say

yes, this is the____ or no, this is the______(insert word or image selected) if the word does not

5 min

15min

5 min

15min

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L.2. recognizes

short, clear and

simple instructions

and explanations

when delivered

slowly.

L.2. understand

short, clear and

simple

instructions and

explanations

when delivered

slowly.

identify the image. If the answer is no, Ls must point to the correct image and say This is

the_________.

- T shows pictures chosen at random and asks Ls to name either the subject or the place.

Pre-listening What class do you attend? Where do you attend…?

T will write an example weekly schedule on the board. T writes the following sentence frames:

What class do you attend on _______? On ________, I attend__________ or I attend______

on ________. T will model the activity with Ls chosen earlier who understand the purpose of the

activity. T throws a ball or stuffed animal to different Ls. T will ask Ls the question about the

example prompting the Ls to respond giving the proper sentence structure. Ex. What class do

you attend on Wednesday? I attend Spanish on Wednesday. After practicing, T can ask about

classes in plural for specific days of the week.

T asks students where they attend certain classes. Ex. Where do you attend P.E.? I

attend P.E. in the gym. (see Resource Section for examples)

Listening for the first time

- Teacher explains task #1 by giving specific instructions to Ls.

- Teacher describes the schedule and asks Ls to answer the following questions.

Mario’s Schedule

Monday

Tuesday

Wednesday

Thursday

Friday

Morning

Math

Biology

P.E.

Math

Biology

Spanish

P.E.

Spanish

History

Computer (lab)

Afternoon

English

Spanish

History

Computer

Science

Geography

English

Geography

P.E. (Gym)

Science

Math

40min

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1. What is the teacher talking about?

a. Time and places at school

b. A student’s schedule

c. Teacher’s schedule

2. Does the teacher mention French Psychology classes?

Yes ________ No ________

Pair/group Feedback

T asks Ls to work in pairs and compare with their classmates’ answers. Ls follow teacher’s

instructions.

Listening for the second time

- Teacher explains task # 2 and asks Ls to answer questions related to the schedule he/she

will describe again.

1. What classes does Mario attend on Monday morning?

2. Where does Mario attend P.E.?

3. What time of the day does Mario attend Math on Tuesdays and Mondays?

Post – listening

- Ls use their own schedule to write 5 or 6 questions about it. They can use these frames:

1. What classes do you attend on__________?

2. Where do you attend __________?

3. What time of the day do you attend ________?

4. What is your favorite subject?

- Then, they mingle to interview other classmates about their schedule.

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SI.1. expresses

common interests

about school life

W.1. L writes

simple notices

expressing

interests, wants

and preferences,

either by hand or

electronically.

SI.1. express

common interests

about school life

such as, “My

favorite subject is

English”, “I don’t

like math”.

W.1. write,

either by hand

or electronically,

simple notices

of interests,

wants or

preferences

(e.g. school

activities

subjects,

schedules, and

English

festivals).

1. Planning/Organizing

Ls are given paper and markers and create their own weekly schedule.

2. Rehearsal

After finishing illustrating their schedules they will do a walk and talk in pairs. T plays a

song/video and pauses the sound. When the sound stops, pairs ask about each other’s

schedules and show their schedules to their pair. After 30 seconds the music starts again

for the Ls to find a new partner.

3. Using: T asks three pairs to present the conversation they had during the previous activity.

1. Pre writing

T shows some examples of different notices. Teacher asks students to see the main parts

of a notice. heading (eye catcher), body (brief information with short sentences) contact

person (person name, phone and email) . T asks Ls to think of notice they would like to

write in class.

2. Drafting

L start to write their notice.

3. Revising

Learners help each other to read and revise the notices written in pairs.

4. Editing/ Publishing

After revising, Ls edit and publish their notices.

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R.1 L identifies

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

R.1. identify

and manipulate

English

language

sounds using

knowledge in

phonics,

syllabification

and word parts.

Phonology

Recognition: T shows video about long vowel sounds.

https://www.youtube.com/watch?v=Q75UboJujKo Use only half of the video where long

vowels are presented.

T gives examples of long vowel sounds (eat, oat, island, acorn, etc.)

Articulation

T shows Ls how to articulate long vowel sounds

Production:

Ls do the ice cream cone activity (see Resource Section)

Exit ticket – Ls tell the T which class they will attend next and what their favorite class is as they

exit the classroom. Ex. What is your next class? Next, I attend Math.

What is your favorite subject? My favorite subject is English

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Adjust

times listed

above to

allow 5 min

each week.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

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Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

Identify places at my high school

Read a weekly schedule

Recognize short, clear and simple instructions and

explanations when delivered slowly.

Identify, pronounce, and indicate the meaning of all the

vocabulary (including social language) for the week.

Give information about my schedule

Show how I have worked with others this week.

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School Subjects

Art

Biology

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Chemistry

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Computer Science

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Math English

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P.E. Music

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History Spanish

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Places at School

Hall/Corridor Gym Classroom

Computer Lab Sports field

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Examples for: What class/classes do you attend on _______?

and Where is your _______class?

What class do you attend on Wednesday? I attend Spanish on Wednesday.

What classes do you attend on Tuesday? On Tuesday, I attend Math,

Biology, History and Computer Science.

Where is your P.E. class? My P.E. class is in the gym.

Where is your Math class? My Math class is in the math classroom.

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Worksheet

1. Pair/Group feedback

Using a coin, students will ask each other questions about the weekly schedule.

Heads will be: What class/classes do you attend on__?

Tails will be: Where is your _____class?

2. Reading for the second time

Individually, Ls answer questions about the given schedule.

1. What classes do you attend on Tuesday?

_________________________________________________________________________________________

2. Where is your Biology class?

_________________________________________________________________________________________

3. When do you attend Math?

_________________________________________________________________________________________

4. Where is your Computer Science class?

_________________________________________________________________________________________

5. What classes do you attend on Friday?

_________________________________________________________________________________________

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Phonology Task

T shows the video. T goes over the difference between short and long vowel sounds. T will review the

images for the Ice Cream task to make sure Ls understand all of the vocabulary. Ls will work in groups of

3-4. Each group will have the cones and the scoops with images. Ls will place long vowel sound scoops

on the correct cone. If the scoop has a short vowel sound, the Ls will leave that image on the side.

Ex.

Long vowel

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Short vowel

Long vowel

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Words in bold have long vowel sounds

Acorn Ape Apple Alligator

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Eagle Eel Elephant Eggs

Ice Cream Bike Witch King

Oval Owl Octopus Orange

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Didactic Planning

Week # 2

Level: 8th

Unit: 1

Domain: Socio-Interpersonal

Scenario: My High School…Our place

Theme: A Day in the Life of My High School

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.

Essential Question: What makes our high school a special place?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Grammar &Sentence Frames

Present Continuous

- What are you doing now?

- I´m studying for the math exam.

- Are you studying science?

Frequency Adverbs

- How often do you read?

- I usually read at night.

Vocabulary

A day in the life of my high school.

 Teachers. Teaching staff, parents,

classmates, librarian, principal, janitor,

security guard, games equipment, food,

audiovisual equipment, blackboard,

whiteboard, computers, school bags

Phonology

 Long vowels (eat, oat)

Function

- Describing a high school day

Discourse Markers

Linkers: Sequential

After that, we take a math test.

Psychosocial

 Making right decisions about school

responsibilities and rights.

Proverbs / Quotes

 Learn something by heart

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Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

L recognizes the

main points in short,

simple stories.

L.3. understand

the main points in

short, simple

stories, reports

short audio

announcements

and messages

when there is

some previous

understanding of

school activities.

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Participating

Warm up Ls will brainstorm ideas to answer the EQ: What makes our high school a special

place? Ls should save to use later for Mini Project.

Engaging

Activation of prior knowledge: T will ask or write the following question: “What do you know

about schools in other countries?” Ls will respond. T will follow up with a second question:

“Where did you see this on TV or in movies?” Ls will respond.

Pre-listening

T will list some key words before students listen to and read the short passages. T will go over

vocabulary that is in the passages by using some pictures.

Listening for the first time

Ls will listen to a short passage from a movie or TV show. Ls will listen to the clip to see what

meaning they can get from it. If not access teachers can read the excerpt aloud.

Pair/group feedback

After listening to each clip from the teacher or the video (if possible), Ls work together to check

for understanding.

Listening for the second time

5min

25min

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L extracts the gist of

short articles and ads

in age-appropriate

magazines (print

and/or electronic).

L writes an

explanation of what

they do every day at

school, with the help

of illustrations.

R.3. understand

the gist of short

articles and ads in

age-appropriate

magazines (print

and/or electronic)

provided the

subjects are

familiar.

W.2. write, with

the help of

illustrations, an

explanation of

what they do

every day at

school, checking

written

sentences to

look for mistakes

(e.g. subject-

verb

Ls will discuss what they think is happening, if this situation could apply to their high school,

and what would they do if it was them?

Then, they will write three main points from the excerpt after listening for a second time.

If available, Ls can watch the clip that they listened to.

Feel free to change or add different passages

Breakfast club (stop at the 1:57 mark for language) –Theme: Social Circles

Post- listening

T asks Ls to work in pairs and gives them the excerpts from both movies. Ls read them

carefully. Then, they will write a three-sentence paragraph that shows what the text is about.

Finally, Ls switch pairs to report to others what they wrote about each excerpt.

Pre-writing:

T shows Ls video (https://www.youtube.com/watch?v=dcIEUK85b4w) of someone’s day at

school. Ls say what the person is doing at school. Introduce Adverbs of frequency by

writing some sentences to describe the video. For example, she always goes to school.

She never practices sports. She usually reads books.

T then asks the Ls what else they do in a typical high school day. (ex: talking with friends,

studying for a class). T and Ls brainstorm ideas together. T asks Ls how often they do the

brainstorming activities. T writes some examples on the board.

Drafting

T will give the Ls a checklist (see Resource section) of typical activities in school and

they will be able to check off what activities they do to organize their thoughts and begin

writing about their school day.

Revising/Editing

70min

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R.1 L identifies and

manipulates English

language sounds

using knowledge in

phonics,

syllabification and

word parts.

R.1 L identify

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

In pairs, Ls will exchange papers and read their partner’s paper. Ls will provide

constructive feedback to their partner. Ls may use dictionaries or translators (words or

phrases only) T can be used as a reference after the partner.

Ls will make the changes suggested by Ls and T and be prepared to share.

Phonology

Practice/Production:

Practice

Circle each word in the row that has the same vowel sound.

Production

Create a four-line rhyme by using some of the words from the chart. If Ls have cellphones

available, they can record the sentences as homework.

Instructions: Circle each word in the row that has the same vowel sound.

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Long vowel practice

Exit ticket: What is your typical day at high school like?

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Adjust

times listed

above to

allow 5 min

each week.

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Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

Understand the in points of a listening excerpt.

Write about a typical day at school

Identify, pronounce, and indicate the meaning of all the

vocabulary (including social language) for the week.

Give information about my school activities.

Show how I have worked with others this week.

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RESOURCES

Activity checklist

My school activities

Always

⁒100

Usually

⁒90

Often

⁒70

Seldom

⁒10

Never

⁒0

Band practice

Cheerleading at school games

Go to the Wood Shop

Participate in School Assemblies

Dances

Go to field Trips

Participate in the Choir

Talk to teachers

Talk to my parents while I’m at school

Spend time with my classmates

Talk to the librarian

Visit the principal’s office

Help the janitor to pick up my own garbage

Greet the security guard when I arrive to school

Play different games

Have some food in the school cafeteria

Help teacher to connect audiovisual equipment

Work with my own computer

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Adverbs

A day at school

https://www.youtube.com/watch?v=dcIEUK85b4w

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Movie Passage

Breakfast Club-1985

ANDREW: You know, Bender...you don't even

count. I mean if you disappeared

forever it wouldn't make any

difference. You may as well not

even exist at this school.

BENDER: Well...I'll just run right out and

join the wrestling team.

BENDER: Maybe the prep club too! Student

council...

ANDREW: No, they wouldn't take you.

BENDER: I'm hurt.

CLAIRE: You know why guys like you knock

everything?...

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BENDER: Oh, this should be stunning...

CLAIRE: It's 'cause you're afraid.

BENDER: Oh, God! You richies are so smart,

that's exactly why I'm not heavy in

activities!

CLAIRE: You're a big coward!

BRIAN: I'm in the math club...

CLAIRE: See you're afraid that they won't

take you. You don't belong so you

just have to dump all over it...

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Didactic Planning

Week #3

Level: 8th

Unit: 1

Domain: Socio-Interpersonal

Scenario: My High School…Our Place

Theme: What is your next

class?

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.

Essential Question: What makes our high school a special place?

Learn to Know

Learn to Do

Learn to Be and Live in

Community

Grammar & Sentence Frames

Information questions

- What classes do you have in the morning?

- When do you have English classes?

- What time does he study math?

Simple Present Tense

- I start classes at 7:00 am

- I don’t have classes on Friday afternoon.

- She goes to French class at 8:40 am

Future Tense

- We are going to make a pizza this evening.

- Are you going to study this weekend?

Vocabulary

What is your next class?

 First, second, last, my first class

 What’s your schedule?

 What classes do you have?

 When do you have lunch? It starts at...

Function

Exchanging information about my high school schedule

Discourse Markers

Linkers: Sequential

Finally, our last class ends at 4:00/

ended at 4:00.

Psychosocial

Willingness to

cooperate in teamwork.

Proverbs / Quotes

Cut class- to not attend

class

Pull an all-nighter- to

stay up very late

studying

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 What time does it end? (timetable)

 What’s your favorite class?

 recess/break time

Phonology

 Reading two-syllable and compound words,

using letter-sound knowledge. (fireball)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

SI.2 L says what

exactly he/she does

SI.2. say what

exactly he/she

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Participating

Warm up: T explains and sets up the ¨And, then¨ warm up.

¨And Then¨ Warm Up

T may want to reorganize classroom for this warm up. Ls stand in the middle of the

classroom. T has taped the different subjects around the room. T explains that they will

listen to sequencing word and will move to the different subjects around the room based

on their schedule. When Ls reach their subject, one L from each subject must use the

sequencing word in a sentence related to their subject. For each sequencing word, a new

L will form a sentence. If the class is large, have two or three Ls participate from each

subject.

T asks students to say what they didn’t understand before starting the activities. She models an

example to clarify Ls questions.

10’

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not understand and

asks simply for

clarification.

R.2 L discriminates

important

information in

simple texts.

does not

understand

and ask simply

for clarification

R.2. find

important

information in

simple text (e.g.,

schedules, times

and dates).

Ex. First, I attend English. Then, I attend Biology. Next, I attend Math. Finally, I

attend P.E.

-First (Used at the beginning)

-Then, Next, After that (These can be used multiple times)

-Finally, (Used at the end)

(see Resource Section).

Pre-reading

Ls look at a schedule provided by the teacher. (use one of the resource section) they have to use

typographical clues such as numbers, figures, pictures to start getting meaning across in the text.

Reading for the first time

Ls read the schedule and answer the following questions:

What is the picture about?

What subjects do Ls take?

Pair/group feedback

Ls work in pairs to compare the answer they write for the previous questions.

Reading for the second time

Read the schedule again and answer the following questions

1. What classes do Ls attend on Tuesday?

2. What class do Ls attend on Friday after lunch?

3. On Wednesday, what time do Ls cut class?

15”

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SI.3 L asks and

answers

straightforward

SI.3. ask

straightforward

questions in

4. On Friday, what classes do Ls have in the morning?

5. On Wednesday, what classes do Ls have in the afternoon?

6. What class do Ls have before Monday lunch?

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00am-

9:15am

Biology

P.E.

Art

Chemistry

Spanish

9:30am-

10:45am

Biology

Chemistry

Math

Compter

Science

P.E

11:00am-

11:50am

English

Free

Math

Spanish

Free

12:00pm-

12:45pm

Lunch

1:00pm-

2:20pm

Geography

English

Music

Geography

Music

2:30pm-

3:10pm

Geography

Spanish

English

Free

3:20pm-

4:00pm

Art

Computer

Science

Free

English

Free

Post reading

 Ls create a schedule on a piece of paper.

 T asks the class: On ________what time do you have ________?, On_____ what

classes do you have in the morning/afternoon?, and When do you have______ class?

 By looking at their own schedule Ls answer the questions they heard from the teacher

while playing popcorn.

Checking

T explains the task to Ls. T starts by saying this: On ______when is Billy´s______ class?

What classes does he have on _____ morning?

10[

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questions in familiar

situations.

SP.1 L describes

common interests

about school

activities, the

subjects and

familiar

situations

(e.g., asking

for times,

schedules,

favorite

subjects,

favorite

activities) and

understand the

responses,

using short

dialogues with

some

preparation in

advance.

SP.1. describe

common

interests about

school

activities, the

T asks Ls questions related to the Schedule using third person singular. Subjects on the

schedule should be switched around.

Examples:

On Monday, what classes does Billy have in the morning?

Billy has Biology and English in the morning.

-When does Billy have English class?

Billy has English class on Monday, Tuesday and Thursday.

After delivering the information, T will model the practice with Ls chosen earlier who understand

the purpose of the activity.

Planning/Elaborating

Once finished, Ls create a new weekly schedule including the times for each class. They can

refer to the example schedule.

Interacting

Ls get in groups of three and put their schedules on a table. Peers will ask questions about the

schedule by using the models the teacher gave.

Extra activity

T will introduce Double Sided Hot Potato (see Resource section)

After practice, T goes over the meaning of ¨cut class¨. T should use a personal story and then

ask Ls if they would like to share a time they cut class and why.

Planning/Organizing

In groups of six people, Ls interview each other using the prompts on the What´s your

schedule like? (see Resource Section)

15[

15’

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schedule he /she

has at school.

subjects and

schedule

he/she has at

school

Rehearsal

After the interview, Ls exchange schedules to help with the presentation of their

partner’s schedule.

Describe

Ls deliver information about their partners schedule, likes and dislikes to the class.

Phonology

Recognition/Articulation/Production:

 Ls will go over list of words with T to find the meaning using images

 T and Ls will count out the syllables for each word as well

 Then T will explain compound words

-Combine two one-syllable words to make a new word: a compound word.

 T will ask for examples of compound words Ls already know

 Example: Hotdog, popcorn, underwear, etc.

 T will create compound words with Ls on the board using images (see Resource

section)

Exit ticket: Answer two teacher questions about a schedule.

10’

Phonology Goal for Each Week

Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.

R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Thinking for planning: (5 or 10 minutes in week 3 or 4)

Acting out to complete the MP –oral & written (week 5)

Adjust

times listed

above to

allow 5 min

each week.

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Responding and sharing (week 6)

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

Find important information in a text

Describe common interest about school schedules

Describe other schedule

Ask appropriate questions to gain information

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Resource Section

¨That´s the Way We Roll¨

In pairs, Ls will ask each other questions about the schedule. L will roll the die twice. First for the day of the week and then

second for the question to ask their peer. Questions are based on the number on the die.

Days of the week

1. Monday

2. Tuesday

3. Wednesday

4. Thursday

5. Friday

6. Players Choice

Questions

7. What class do you attend on _______?

8. What classes do you attend on________?

9. On _________, what time do you have ___________?

10. On ________, what classes do you have in the morning?

11. On ________, what classes do you have in the afternoon?

12. When do you have__________ class?

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Create school schedule to go over on board using the images or words from Week 1

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00am-9:15am

9:30am-10:45am

11:00am-

11:50am

Free

12:00pm-

12:45pm

Lunch

1:00pm-2:20pm

2:30pm-3:10pm

Free

3:20pm-4:00pm

Free

Example for Student Updated Weekly Schedule

Time

Monday

Tuesday

Wednesday

Thursday

Friday

8:00am-9:15am

Biology

P.E.

Art

Chemistry

Spanish

9:30am-10:45am

Biology

Chemistry

Math

Compter Science

P.E

11:00am-11:50am

English

Free

Math

Spanish

Free

12:00pm-12:45pm

Lunch

1:00pm-2:20pm

Geography

English

Music

Geography

Music

2:30pm-3:10pm

Geography

Spanish

English

Free

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3:20pm-4:00pm

Art

Computer Science

Free

English

Free

Double Sided Hot Potato

 Ls will be in two groups in a circle.

 While the music plays, two balls, stuffed animals, etc. will be passed around. One ball per group.

 When the music stops, the L from Group A will ask the L from Group B a question related to the

schedule. Once answered, it will begin again.

 When the music stops the roles will switch. Group B questions Group A and so on.

Example:

Group A: On Tuesday, what classes does Billy have in the afternoon?

Group B: He has Math, Chemistry and Music in the afternoon.

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“What´s your schedule like” interview?

In pairs, use the following questions to interview your partner about their weekly schedule,

likes and dislikes. For each day of the week, you will choose two questions to ask your

partner. You can only use the same question twice. For instance, if you ask “On_____,

what classes do you have in the morning?” for Tuesday and Thursday, then you can´t ask it

again for Monday, Wednesday or Friday.

Information questions

 -What is your least favorite class?

 What’s your favorite class?

 What class do you attend on _______?

 What classes do you attend on________?

 On _________, what time do you have ___________?

 On ________, what classes do you have in the morning?

 On ________, what classes do you have in the afternoon?

 When do you have__________ class?

 Have you ever cut class? If so, why? If not, why not?

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Phonology

A compound word is made up of two words that each have their own meaning (for example, rain + bow = rainbow).

The compound word has a whole new meaning from the two words that are used to create it. For example, a rainbow is

not the same thing as rain or a bow.

T will create compound words with the class using the equation: word + word = compound word

Example: + =

Ham + Burger = Hamburger

T will fill in the answer but will have Ls find the two words that create the compound word. Watch the video for a clearer

example. https://youtu.be/9AJfvvuyc9w

To start, use at least 8 compound words to practice with. You may add more once Ls are able.

+ =

Rain + Bow = Rainbow

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+ =

Cup + Cake = Cupcake

+ =

Hot + Dog = Hotdog

+ =

Tea + Cup = Teacup

+ =

Pop + Corn = Popcorn

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+ =

Milk + Shake = Milkshake

+ =

Pan + Cake = Pancake

+ =

Book + Bag = Bookbag

List of additional compound words

http://www.sightwords.com/pdfs/phonemic/compound-

words/making_compound_words.pdf

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Didactic Planning

Week # 4

Level: 8th

Unit: 1

Domain: Sociocultural

Scenario: My High School…Our place

Theme: High School Through my Friend’s eyes.

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.

Essential Question: What makes our high school a special place?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Simple Present Tense

yes/no Questions

- Do you like math?

- Does she like English?

- Is he in your French class?

Possessive Pronouns

- My favorite subject is English.

- His favorite teacher is Juan.

- Her favorite class is math.

Possessives ´s / s´

- Daniel´s favorite subject is English.

- Ana´s favorite teacher is Luis.

- My classmates´ favorite subject is Spanish.

Vocabulary

High School Through my Friend´s Eyes

 Return to school, visits and exchanges,

Parents’ Day, sports/dance competitions,

Function

- Reporting information about my classmates´

school activities

Discourse Markers

Linkers: Sequential past time

First, we have a science lesson. Then, we go

to a language lab.

After that, we take a math test.

Finally, our last class ends at 4:00.

Sociocultural

 Respecting his/her school, classmates and

teachers.

Proverbs / Quotes

 To be a copycat

 Teacher’s pet

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English day, matches, festivals, fairs,

parades, lessons, games, playtime, school

clubs and open house.

Phonology

 Reading two-syllable and compound words,

using letter-sound knowledge. (fireball)

ssessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in

with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

Participating

Warm up: T will introduce flashcards (from week 1) to show different subjects and school

activities. Engaging

Activation of prior knowledge: Ls are then told to respond with a thumb up or down to signal if they

like a subject or activity. Introducing

T asks Ls ¨What is your favorite subject/activity¨ based on the vocabulary for the unit. T

reviews how to use possessive pronouns and the possessive ´s´ to discuss what other Ls like

or dislike.

T models some examples by using the following schedule.

Robert’s Schedule for Monday

Period

Time

Subject

8:30-9:45

Band (ⱱ)

5’

10’

30’

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L identifies others’

expressions of interest

regarding school activities

L.1. understand

others’ expressions

of interest regarding

school activities (e.g.,

Finally, T asks students to provide more examples based on the schedule.

Pre-listening

https://www.youtube.com/watch?v=eR9HUMJKSwE

Create a chart to compare Japanese High Schools with Costa Rican High Schools What

differences and similarities can you write? After watching the video provide more ideas

Similarities between Costa Rican High Schools and Japanese High Schools

Differences between Costa Rican High Schools and Japanese High Schools

Listening for the first time

T plays a video about an exchange student in a Japanese High-school. Ls task is to identify the

student’s favorite activities.

https://www.youtube.com/watch?v=VwNhCjyfOTw

10:05 -11:00

History (☺)

11:00-12:00

Lunch ♥

12:00-12:55

French (ⱱ)

1:00-1:55

Biology (X)

2:00-3:00

Dance (☺)

4:00-5:00

Math (ⱱ)

15’

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(e.g. likes and dislikes,

indicating preferences

about subjects and school

activities).

likes and dislikes,

indicating

preferences about

subjects and school

activities).

Pair/group feedback

Ls share what they wrote and compare the information in groups of three.

Listening for the second time

Ls watch the video again. T explains the task. Ls have to write a check (ⱱ) next to each activity

if the student likes it/ If the student doesn’t like an activity, then write an (X)

Activity

(ⱱ)

(X)

Stay in the same classroom

Go from the 1st to the 4th floor in 5 minutes

Stay in the same club all the years

Archery

Baseball team

Soccer team

Cultural festivals

Convenience store at school

Hot fresh bread

https://www.youtube.com/watch?v=VwNhCjyfOTw

Post-listening

Ls write a short note to the principal in order to include the activities they like the most from

Japan and Costa Rica in their high school schedules.

Or T will give the following prompt: “If I could make my own schedule…” Ls will be given a

blank schedule (see Resource section) to organize their ideas. The Ls will create their ideal

schedule with vocabulary from the unit.

Ls will use the schedule they created as a guide to orally present using linkers (ex. first, then,

20’

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L explains high school

through his/her friends/

peers briefly.

SP.2 explain high

school through his/her

friend/ peers briefly.

after that) to explain their schedule.

Planning/organizing

Ls receive a blank template (see Resource section) and ask other Ls questions to fill out the

sheet.

Rehearsing

Ls will use the information they gathered to fill out sentences on the worksheet.

Interacting

T will give instructions on how to play “Guess Who”. T may assign Ls the person they are

describing to prevent repeats. Ls may describe their person using words related to the subject

only. (ex: This person likes math. /This person is in the band.) The Ls listening must guess who

they are.

Exit ticket: What school activities do my classmates like? Provide complete sentences.

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Acting out to complete the MP –oral & written (week 5)

Responding and sharing (week 6)

Group

presentations

can be week

5 or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

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Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

Ask others about preferences regarding subjects and

school activities.

Express preferences regarding subjects and school

activities.

Identify, pronounce, and indicate the meaning of all the

vocabulary for the week.

Use possessive pronouns and possessive ‘s’ to describe

what my classmates like.

Show how I have worked with others this week.

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RESOURCE SECTION

Activity: Do you like…

Instructions:

Ask three (3) students about their likes and dislikes of the subjects listed (ex: What is your favorite subject?) and record their

answers in the chart below using the markings below. Then fill in the answers to the sentences below.

 Put a check  in the boxes of the subjects they like and put an ‘X’ in subjects they do not like.

 Draw a star in the box of their favortie subject.

 Write yes/no in the box labeled teacher’s pet.

1. has the same favorite subject as me.

2. is/is not a teacher’s pet.

3. favorite school activity is .

Name

Math

Science

English

Spanish

Favorite school

activity

Teacher’s

pet

(name)

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100

Schedule Template

Period

Time

Subject

Period

Time

Subject

(subject)

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Didactic Planning

Weeks 5 and 6

Review and Integrated Mini-Project

Level: 8th

Unit 1: My High School…Our place.

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.

Essential Question: What makes our high school a special place?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

 Did Ls use all sentence frames?

Vocabulary

 Did Ls say aloud and write all vocabulary?

Phonology

 Did Ls recognize, articulate, practice and

produce phonological sounds?

Function

 Did Ls use all functions?

Discourse Markers

 Did Ls practice connecting words: and, but,

because?

Psychosocial

Did Ls show evidence of …

 Willingness to cooperate in teamwork.

Sociocultural

 Respecting his/her school, classmates and teachers

 Did Ls practice idioms and quotes?

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening

Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading

Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing

Written Production: Pre-writing; Drafting; Revising; Editing

Time

Total:

120 min

(3 lessons)

 Did Ls achieve

all learning

outcomes?

 Can Ls do all

tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to

strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

All of week

5 or 6

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Options

Integrated Mini-Project

Time

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation

week Ls focus on:

Responding and sharing: Participating in individual and peer assessment of mini-project.

Teachers monitor ….

 Did Ls use English during all aspects of Integrated Mini-Project?

 How did project presentations reflect understanding and/or mastery of Can Do statements?

 Did Ls put into practice the focus of Learn to Be and Live in Community?

 Did the Integrated Mini-Project provide answers to the Essential Question?

All of week

5 or 6 of

unit

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Level 8th Unit 2

CEF level to be reached: A2

Scenario: Let the Good Times Roll!

Enduring Understanding

Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.

Essential Question

How can sports provide a wide range of lifelong benefits and enjoyment?

Assessment and Goals

Week 1

Assessment: L discriminates some

key terminology from subject areas

(e.g., labels on sports equipment).

R.2. recognize some key

terminology from subject areas

(e.g., labels on sports equipment).

Assessment: L recognizes

isolated, familiar words and phrases

when listening to clear, slow, and

basic text read aloud.

L.1. understand isolated, familiar

words and phrases when

listening to clear, slow, and basic

text read aloud.

Assessment: L exchanges

information about everyday matters

using simple vocabulary.

SI.2. exchange information about

everyday matters using simple

vocabulary (e.g., weekend

activities, sports, hobbies, interest

and entertainment).

Week 2

Assessment: L asks and answers

questions about favorite sports,

places to practice them, equipment

needed, outstanding players and

achievements.

SI.3. ask and answer questions

about favorite sports, places to

practice, equipment needed,

outstanding players and

achievements.

Assessment: L invites others to

practice or attend different sports.

SI.1. invite others to practice or

attend different sports.

Assessment: L extracts the most

important points in a straightforward

conversation, story, account or

presentation accompanied by

drawings and/or diagrams.

L.3. understand the most

important points in a

straightforward conversation,

story, account or presentation

Week 3

Assessment: L recognizes the main

idea and two or three specific

details.

R.3. understand the main idea

and two or three details in texts

written in simple language using

high frequency words and/or

words recognized from other

known languages.

Assessment: L prepares simple

reminders or notes regarding sports

or videogames for personal use.

W.2. prepare simple reminders or

notes regarding sports or

videogames for personal use

(e.g., notes, agendas, calendars).

Assessment: L explains briefly a

sport, a sports team, or a videogame

he/she knows well.

SP.2. explain briefly a sport, a

sports team, a videogame he/she

knows well.

Week 4

Assessment: L recognizes most of what

occurs in a well-structured short story and

the story’s main characters

R.4. understand most of what occurs in

a well-structured short story and the

story’s main characters

Assessment: L recognizes important

information from audio texts (e.g., sports

announcements, sports scores) provided

the message is delivered clearly.

L.2. extract important information from

audio texts (e.g., sports

announcements, sports scores)

provided the message is delivered

clearly.

Assessment: L writes an introduction or

conclusion to a story with the help of a

dictionary.

W.3. write an introduction or conclusion

to a story with the help of a dictionary,

checking written sentences to look for

mistakes (e.g., subject-verb agreement,

capitalization, spelling, basic

Week 5/6

Assessment

Anecdotal reports / rubrics / instruments for

self and co-assessment

Suggested Integrated Mini project

 A glog (digital poster) on a favorite

sport/star

 A podcast relating an event of a team or

game

 A sport and game guide/note

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Assessment: uses simple

sentences and expressions to

describe sports, videogames and

leisure activities.

W.1. use simple sentences and

expressions to describe sports,

videogames and leisure activities.

accompanied by drawings and/or

diagrams provided, if it is told

slowly and clearly.

Assessment: L uses simple

sentences and expressions to

describe sports, videogames and

leisure activities.

W.1. use simple sentences and

expressions to describe sports,

videogames and leisure activities.

punctuation etc.).

Assessment: L describes a day he/she

will never forget in sports.

SP.1. describe a day in sports he/she

will never forget.

Phonology Goal for Each Week

Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.

R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.

Theme

Fun times: Inside and Out

Theme

What´s your favorite?

Theme

Ready to play: Tell me the rules

Theme

Up Close and Personal

Function

Describing different sports,

their rules, indoor and outdoor

activities.

Function

Expressing likes and dislikes

regarding entertainment and

sports.

Function

Describing different sports, their

rules, indoor and outdoor

activities.

Function

- Describing sports unforgettable

experiences.

Discourse Markers

Linkers: Sequential past time

There are certain rules in soccer.

First, you cannot use your hands.

Then, you have to kick the ball with

your feet. After that, the player tries

to pass the ball to other player.

Finally, the winner team is the one

that scores a goal.

Discourse Markers

Linkers: Sequential past time

- First, then, after that, finally

Discourse Markers

Linkers: Sequential past time

- First, then, after that, finally

Discourse Markers

Linkers: Sequential past time

- First, then, after that, finally

Grammar & Sentence Frames

yes/no Questions

 Do you like playing soccer?

 Does she like dancing?

 Would you like to___?

Gerunds

Grammar &Sentence Frames

Verb + ing / infinitive: like / want /

would like

 I (don’t) like going swimming.

 I (don’t) want to play soccer

 I would like to go to the match.

Grammar & Sentence Frames

Gerunds

 Dancing is a great way to keep

in shape.

 Camping on the beach is a

wonderful experience.

Grammar & Sentence Frames

Can/Could

 Can you play soccer with me on the

weekend?

 Could you play with me at 3:00 pm?

 Yes, I can.

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 Dancing is a great way to keep

in shape.

 Camping on the beach is a

wonderful experience.

Information questions

 What does she like to do on

Sunday?

 When do you play soccer?

What videogame would you like

to play today?

Can

 Can you play soccer?

 Yes, I can

 Can she swim?

Verb + ing / infinitive: like / want / would

 I (don’t) like going swimming.

 I (don’t) want to play soccer

 I would like to go to the match.

Phonology

 Two-syllable and compound

words including consonant

blends. (bl, st, and tr)

Phonology

 Two-syllable and compound

words including consonant

blends. (bl, st, and tr)

Phonology

 Two-syllable and compound

words including consonant

blends. (bl, st, and tr)

Phonology

Review

Vocabulary

Fun times: Inside and out./ What´s your

favorite?:

- running, walking, cycling, skate-

boarding, karate, gymnastics,

boxing, work out, baseball, soccer,

basketball, volleyball, sports,

equipment, sailing, kayaking, white

water rafting, swimming, snorkeling,

scuba diving surfing, windsurfing,

fishing, hit, throw, catch, pass,

serve, shoot, hop, jump push,

exercise, games

Vocabulary

Fun times: Inside and out./ What´s your

favorite?:

- running, walking, cycling, skate-

boarding, karate, gymnastics,

boxing, work out, baseball, soccer,

basketball, volleyball, sports,

equipment, sailing, kayaking, white

water rafting, swimming, snorkeling,

scuba diving surfing, windsurfing,

fishing, hit, throw, catch, pass,

serve, shoot, hop, jump push,

exercise, games

Vocabulary

Ready to play: Tell me the rules.

 Rules to play sports and videogames

Vocabulary

Up close and personal: A day I´ll never forget

 Participating at national games and

competitions

 Winning a competition.

 Winning a game

 Participating at a championship

 Winning a medal

Psycho-social

 Communicating clearly about

oneself.

Social Language Samples

 Shoot some hoops (play

basketball)

 Hang out (to join somebody to

spend time together)

Psycho-social

 Showing interest in each

person’s life.

Proverbs / Quotes

True enjoyment comes from activity

of the mind and exercise of the

body; the two are united. --

Alexander von Humboldt

Psycho-social

 Being aware of one’s strengths

and weaknesses regarding

sports and activities.

Sociocultural

 Recognizing importance of

sports to have a sense of

belonging within a group.

Idioms

 at this stage in the game

 ball is in your court

Psycho-social

 Respecting everyone’s opinions.

Sociocultural

 Identifying people´s behavior in

different sports contexts.

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Didactic Planning

Week # 1

Level: 8th

Unit: 2

Domain: Socio-Interpersonal

Scenario: Let the Good Times Roll!

Theme: Fun times: Inside and Out

Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.

Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

yes/no Questions

 Do you like playing soccer?

 Does she like dancing?

 Would you like to___?

Gerunds

 Dancing is a great way to keep in shape.

 Camping on the beach is a wonderful experience.

Vocabulary

Fun times: Inside and out./ What´s your favorite?:

 running, walking, cycling, skate-boarding, karate, gymnastics,

boxing, work out, baseball, soccer, basketball, volleyball,

sports, equipment, sailing, kayaking, white water rafting,

swimming, snorkeling, scuba diving surfing, windsurfing,

fishing, hit, throw, catch, pass, serve, shoot, hop, jump push,

exercise, games

Phonology

 Two-syllable and compound words including consonant blends.

(bl, st, and tr)

Function

Describing different sports, their rules, indoor and outdoor

activities.

Discourse Markers

Linkers: Sequential past time

There are certain rules in soccer. First, you cannot use your

hands. Then, you have to kick the ball with your feet. After that,

the player tries to pass the ball to other player. Finally, the winner

team is the one that scores a goal.

Psychosocial

 Communicating clearly about oneself.

 Shoot some hoops (play basketball)

 Hang out (to join somebody to spend time together)

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

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Participating

Warm up: T asks Ls to get in groups of four. Each group has to create a brainstorm about the type

of sports or activities to enjoy that were assigned to them. Ls give examples of sports. T writes

the Ls´ examples on the board. Then, Ls write two or three types of equipment for the sports or

activities , for example: videogames: (joystick, screen), swimming (googles, cap), cycling(helmet ,

bike), running (tennis shoes, t-shirt)

Sport / Activities

Example

Equipment

Rule

Water sports

Indoor activities

Extreme sports

Outdoor activities

Group Sports

Individual sports

Winter sports

5 minutes

10 minutes

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Engaging

Activation of Prior Knowledge: Once finished brainstorming , T shows Ls an image related to a

sport that is practiced in Costa Rica. Ls look at the picture and answer T questions.

https://www.google.com/search?q=triathlon+in+costa+rica+triathlon+2017&tbm=isch&source=lnms&sa=X&ved=0ahUKEwj8t9fN5bLZAhXiqFkKHS_TAG0Q_AUICigB&biw=1600&bi

h=794&dpr=1#imgrc=mScJ9cilE8hKvM:

What sports do you see in the pictures?/ What sports do these people like? What sport

do they refer to? What equipment do you need to practice this sport? What are some of

the rules for practicing Triathlon?

Introducing

T asks Ls to see the chart and provide some sentences by reading the information from the

5 minutes

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Assessment: L

discriminates some key

terminology from subject

areas (e.g., labels on

sports equipment).

R.2. recognize some

key terminology from

subject areas (e.g.,

labels on sports

equipment).

chart. T lets Ls say the sentences without correcting the incorrect ones. Then, T asks Ls to see

what the sentences have in common and finally T makes Ls see the differences and the correct

sentences.

People

Sport/Activity

Like / dislike

Alfredo and Nella

Go to the movies

Hannia

Run and Swim

Angel

Play with drones

Marvin and Laura

Listen to music

Dennis

Walk the dog

Ruth

Play basketball

Gina and Natalia

Ride a bike

After that, T corrects the sentences and T labels the parts of the sentences.

Examples: Ruth likes to play basketball. / Carlos doesn’t like to walk the dog.

Provide a handout to practice likes/don´t like /doesn´t like. If Ls make a mistake at this stage

correct it immediately.

Pre-reading

T shows some flashcards about sports and activities to review equipment and two rules per

sport.

Reading for the first time

10 minutes

20 minutes

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Assessment: uses simple

sentences and expressions

to describe sports,

videogames and leisure

activities.

W.1. use simple

sentences and

expressions to

describe sports,

videogames and

Ls recognize the sports by looking at the pictures and say equipment and rules to practice the

sports. Pair/group feedback

T asks Ls for their help to complete the charts related to equipment and rules. T asks Ls to

work in pairs to discuss the chart and help each other.

Sport / Activities

Equipment

Rules

Swimming

white water rafting

Playing video games

Flying drones

Hiking

Cycling

walking

Running

Skate-boarding

Snorkeling

Post-reading

Ls work in pairs to write a short description of a sport or activity which includes sport/activity

name, where it is practiced, equipment required to practice it and two rules.

10 minutes

5 minutes

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Assessment: L

recognizes isolated,

familiar words and phrases

when listening to clear,

slow, and basic text read

aloud.

leisure activities.

L.1. understand

isolated, familiar

words and phrases

when listening to

clear, slow, and

basic text read

aloud.

Pre-listening

T shows this picture and asks Ls the following question:

What do you need to prepare to participate in an

ironman competition?

Listening for the first time

T plays the video and asks Ls to answer the following questions after watching the

video. https://www.youtube.com/watch?v=mnFW2RI8GxI

What is the video about?

What is the athlete’s name?

Is he suggesting five types of equipment?

Pair/group feedback

T asks learners to work in pairs to compare their answers to the three questions.

Listening for the second time

Ls listen to and watch the video again. Then, Ls will check the ways to train for the

Ironman competition by using a checklist.(Check chart at the resource section)

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Assessment: L exchanges

information about everyday

matters using simple

vocabulary.

SI.2. exchange

information about

everyday matters

using simple

vocabulary (e.g.,

weekend activities,

sports, hobbies,

interest and

entertainment).

Post listening

Ls see the video https://www.youtube.com/watch?v=RJ-NBzp13m4. Then, they work in pairs

to describe the sports the athlete is practicing and the moral of the video.

Checking

T gives Ls a task to interview each other about the activities and sports they like to

practice. Ls will pretend they are reporters and have the chance to interview a famous

person.

Planning

Ls plan the interview and the topics they want to know about.

Elaborating

Ls write a set of questions to interview the famous person. Ls can use the following

questions:

What sports do you like?

What equipment do you need to practice this sport?

What are some of the rules for practicing your favorite sport?

When do you practice sports?

What sports do you love to practice more?

What activities do you do on your day off?

Ls are asked to write three more questions using Can, Where , Which

Using

Once the questions are ready, Ls interview each other using them.

Time

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Integrated Mini-Project

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Adjust previous

times listed

above to allow 5

min each week.

Group

presentations

can be week 5

or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

discriminate some key terminology from subject on sports

equipment).

use simple sentences and expressions to describe sports,

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videogames and leisure activities.

recognize isolated, familiar words and phrases when

listening to clear, slow, and basic text read aloud.

exchange information about everyday matters using simple

vocabulary.

show how I have worked with others this week.

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Didactic Planning

Week # 2

Level: 8th

Unit: 2

Domain: Socio-Interpersonal

Scenario: Let the Good Times Roll!

Theme: What´s your favorite?

Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.

Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Verb + ing / infinitive: like / want / would like

 I (don’t) like going swimming.

 I (don’t) want to play soccer

 I would like to go to the match.

Information questions

 What does she like to do on Sunday?

 When do you play soccer?

 What videogame would you like to play today?

Vocabulary

Fun times: Inside and out. / What´s your favorite?:

- running, walking, cycling, skate-boarding, karate, gymnastics,

boxing, work out, baseball, soccer, basketball, volleyball,

sports, equipment, sailing, kayaking, white water rafting,

swimming, snorkeling, scuba diving surfing, windsurfing,

fishing, hit, throw, catch, pass, serve, shoot, hop, jump push,

exercise, games

Phonology

 Two-syllable and compound words including consonant blends.

(bl, st, and tr)

Function

- Expressing likes and dislikes regarding entertainment and

sports.

Discourse Markers

Linkers: Sequential past time

- First, then, after that, finally

Psychosocial

 Showing interest in each person’s life.

Proverbs / Quotes

 True enjoyment comes from activity of the mind and exercise of

the body; the two are united. -- Alexander von Humboldt

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Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Warm -up

What can you tell about these photos or drawings?

5 minutes

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Assessment: L asks and

answers questions about

favorite sports, places to

practice them, equipment

needed, outstanding

players and achievements.

SI.3. ask and

answer questions

about favorite

sports, places to

practice, equipment

needed, outstanding

players and

achievements.

Activation of prior knowledge

Ls will answer the following questions teachers write on the board.

Do you practice sports?

What sport does your family practice?

Do you have a friend, a family member or a person you know who practices a sport?

Introducing

T reviews yes/no questions and information questions with do /does before doing the

activity.

Checking

T gives Ls a task to interview a classmate about a family member/ a friend / a person they

know. Ls have to ask about the activities and sports he/she likes to practice and the activities

he/she likes to do in his/her free time.

Planning

Ls plan the interview and the topics they want to know about.

Elaborating

Ls write a set of questions to interview a classmate.

5 minutes

15 minutes

20 minutes

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Assessment: L invites

others to practice or attend

different sports.

SI.1. invite others to

practice or attend

different sports.

What sports does he/she like?

Where does he/she practice the sport?

What equipment doe he/she need to practice this sport?

What are some of the rules for practicing his/her favorite sport?

When does he/she practice sports?

What sports/activities does he /she love to practice more?

What activities does she/he do on his/her day off?

Can you mention some players he/she admire the most?

Using

Once, Ls have written the questions, they answer them in their notebook. Finally, Ls work in

pairs to interview each other. Ls can use the answers they wrote before.

Checking

T provides the following task to Ls “The World Physical Activity Day will be celebrated”. Invite

your classmates to celebrate it.”T and Ls can change the celebration or activity.

Planning

Ls design the invitation and the activities they want to include in the invitation. Ls need to make

sure their invitation has the following aspects: requesting for the company, name of the event,

date, hour, place, attire instructions, and directions.

Elaborating

Ls write the invitation with the aspects mentioned above.

Using/Interacting

Once, Ls have written the invitation, they invite each other orally to the activity mentioned

before by using the appropriate sentence frames.

20 minutes

25 minutes

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Assessment: L extracts

the most important points

in a straightforward

conversation, story,

account or presentation

accompanied by drawings

and/or diagrams.

L.3. understand the

most important

points in a

straightforward

conversation, story,

account or

presentation

accompanied by

drawings and/or

diagrams provided,

if it is told slowly and

clearly.

Pre-listening

Ls look at the picture .T asks Ls the following question: What do you think the conversation you

will listen will be about? Write some ideas on your notebook.

http://www.elllo.org/english/0701/T740-Keren-Healthy.htm (See the script in the

resource section)

Listening for the first time

T plays the conversation for the first time but before sets the task presented below.

What is the conversation about?

What sport does she practice?

When is the best time to practice the sport?

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Pair/group feedback

T asks learners to work in pairs to compare their answers to the three questions.

Listening for the second time

Students listen to the conversation again and fill in the next graphic organizer.

20 minutes

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Assessment: L uses

simple sentences and

expressions to describe

sports, videogames and

leisure activities.

W.1. use simple

sentences and

expressions to

describe sports,

videogames and

leisure activities

Post- listening

After listening to the conversation for the second time, write four sentences about

Keren. Use the information from the graphic organizer.

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Pre-writing

T provides a guided writing for Ls to write about a sport or a leisure activity. Ls need to answer

to the questions.

Drafting

Before Ls answer the questions, T will discuss them orally with the whole group and write the

answers on the board. T makes sure he/she writes complete answers on the board. Then, T will

ask Ls to work individually.

Guided writing

What sports/ leisure activity do you like?

Where do you practice the sport/ leisure activity?

What equipment do you need to practice this sport/ leisure activity?

What are some of the rules for practicing your favorite sport/ leisure activity?

When do you practice this sport/ leisure activity?

What sports/ leisure activity do you love to practice more?

What activities do you do during your days off?

Can you mention some players he/she admire the most?

Revising

Ls work in pairs to revise the answers they wrote and hep each other to correct the answers if

necessary.

Editing and Publishing

Each learner makes the corrections suggested by the peers and publish the answers on the

bulletin board.

Exit ticket: T asks Ls two questions from the guided writing and tells them to provide complete

answers.

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Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Adjust previous

times listed

above to allow 5

min each week.

Group

presentations

can be week 5

or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

ask and answer questions about favorite sports, places to

practice them, equipment needed, outstanding players and

achievements.

invite others to practice or attend different sports.

extract the most important points in a straightforward

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conversation, story, account or presentation accompanied

by drawings and/or diagrams.

use simple sentences and expressions to describe sports,

videogames and leisure activities.

use simple sentences and expressions to describe sports,

videogames and leisure activities

show how I have worked with others this week.

Resource Section

https://www.google.com/search?biw=1600&bih=794&tbm=isch&sa=1&ei=7TiLWpKVBqaE5wKFsre4BA&q=sports+pictures&oq=sports+pictures&gs_

l=psy- b.1.0.0j0i30k1l9.1805230.1811094.0.1816699.52.27.0.2.2.0.124.2482.1j22

http://www.elllo.org/english/0701/T740-Keren-Healthy.htm

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Didactic Planning

Week # 3

Level: 8th

Unit: 2

Domain: Socio-Interpersonal

Scenario: Let the Good Times Roll!

Theme: Ready to play: Tell me the rules

Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.

Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Gerunds

 Dancing is a great way to keep in shape.

 Camping on the beach is a wonderful experience.

Can

 Can you play soccer?

 Yes, I can

 Can she swim?

Vocabulary

Ready to play: Tell me the rules.

 Rules to play sports and videogames

Phonology

 Two-syllable and compound words including consonant blends.

Function

- Describing different sports, their rules, indoor

and outdoor activities.

Discourse Markers

Linkers: Sequential past time

First, then, after that, finally

Psychosocial

 Being aware of one’s strengths and weaknesses regarding sports

and activities.

 Recognizing importance of sports to have a sense of belonging

within a group.

Proverbs / Quotes

 at this stage in the game

 ball is in your court

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(bl, st, and tr)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Participating Warm- up

T asks Ls to get in groups of three or four to complete a survey in the groups. Ls will ask each other

questions related to their likes and dislikes to complete a chart using questions such as: Who likes

dancing/playing video games? / Do you play X-Box 360 games/ any sports? / Do you like sports? / What

kind of sports /videogames do you like?. T will draw the chart on the board and will elicit some information

from the Ls in the groups to complete it.

Classmate´s name

Like(s) dancing

Like(s) videogames

Like(s) sports

Favorite

sports/

videogames

5 minutes

10 minutes

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Engaging

Activation of prior knowledge

In this activity, several Ls will be asked to sit in the "Hot Seat" and answer questions. T will paste some

sticky notes underneath studentchairs so that they are hidden from view. Then,T will tell Ls that several

of them are sitting on "Hot Seats" and will be asked to answer questions related to sports and leisure

activities . T will also tell sts to check their chairs for the strategically placed sticky notes. Sts who have

questions on sticky notes will then take turns reading the question and attempting to provide an answer.

Due to the nature of this motivational activity, these should be questions that students are able to answer.

Some sample questions are : Do you like playing soccer?/ Can you play soccer?/ Can you swim?/

Introducing

T introduces the new grammar and sentence frames related to the use of gerunds (same function as a

noun) as the subject of a sentence with some pictures and examples on the board :

Dancing is a great way to keep in shape.

Camping on the beach is a wonderful experience

10 minutes

15 minutes

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Besides, T introduces the use of

can to talk about abilily with some

pictures and examples on the

board:

Can you play soccer?

Yes, I can/ No , I can´t

Can she swim?

Yes, she can / No, she can´t

Vocabulary

Teacher introduces new vocabulary words related to rules to play sports and videogames using the

board and a video to illustrate. T writes the phrases on the board. See link below:

https://youtu.be/c1LrqpzEqO0

 Follow the rules

 It´s my turn

 My turn is over.

 To handle complaints

 Fair play

 Play by the rules

5 minutes

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Assessment: L

recognizes the main idea

and two or three specific

details.

R.3. understand the

main idea and two or

three details in texts

written in simple

language using high

frequency words

and/or words

recognized from other

known languages.

Phonology

T introduces the two-syllable and compound words including consonant blends (bl, st, and tr).

Recognition

T writes the following sentences on the board and models their pronunciation putting special emphasis

on the initial sounds

blow, street, Travis , Tracy

Articulation

Students take turns saying sentences containing consonant blends.

Travis is playing ball on the market street.

Tracy likes blowing and flying balloons

Practice/ Production

Students look up words in an online dictionary (with their cellphones). Words are new two-syllable and

compound words including consonant blends (bl,st and tr). Then, repeat them in pairs.

Reading for the first time

T passes out the reading about 2017 Pan American Slalom Championship. Ls read the passage in

groups of four.

Pair/Group feedback

Ls asks each other in the groups what they understood about the reading.

Reading for the second time

Ls re-read passage and answer comprehension questions such as: What is the main idea of the

passage?/ Where will be the competition held? / When will be the competition held?/ How many

countries will participate?/ What is the sport mentioned in the reading?

10 minutes

15 minutes

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Assessment: L prepares

simple reminders or notes

regarding sports

,videogames and leisure

activities

W.2. prepare simple

reminders or notes

regarding sports or

videogames for

personal use (e.g.,

notes, agendas,

calendars).

Post-reading

T reviews and checks comprehension questions with students

Written production

T introduces linkers: for sequential past time ( First, then, after that, finally).

Pre-writing

Sts interview some classmates asking questions about a video game they used to play when they

were little)

Drafting

Sts choose one video game they most have in common and then write an set of instructions to

play it using the linkers introduced by the teacher.

Revising

T monitors and checks to make sure that Ls' set instructions are correct and complete.

Editing

Ls exchange their papers with a classmate, and check each other's sets of instructions for

comprehension and correctness.

Publishing (Post -task)

Ls make up a drawing of the videogame and write the set of instructions to play it using linkers.

25 minutes

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Assessment: L explains

briefly a sport, a sports

team, or a videogame

he/she knows well.

SP.2. explain briefly a

sport, a sports team, a

videogame he/she

knows well.

Planning / Organizing

Ls briefly explain in groups a sport they know well . Ls must include information about:

Numbers of players, type of sport, outfit, and implements to play/practice it , place to play /practice it, etc

Rehearsing

Sts get in groups and present each other ´s work for group interaction and practice.

Producing

T asks two or three groups to present their work for the whole class.

Post- task

T reviews the pronunciation of some words and specific words to refer to sports

25 minutes

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Thinking for planning: (5 or 10 minutes in week 3 or 4

Adjust previous

times listed

above to allow 5

min each week.

Group

presentations

can be week 5

or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

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Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

recognize the main idea and two or three specific details.

prepare simple reminders or notes regarding sports or

videogames for personal use (e.g., notes, agendas,

calendars).

explain briefly a sport, a sports team, or a videogame

he/she knows well.

Resource Section

2017 Pan American Slalom Championship

Place: Río Pejibaye, Jiménez de Cartago

Costa Rica will host the 2017 Pan American Slalom Championship. The Costa Rican Kayak and Canoe Federation (La Federación Costarricense de Kayak y

Canotaje, Fecokac in Spanish) announced that from October 16th to the 22nd, more than 15 countries will be represented in our country to compete in the

championship. This championship also marks the beginning of the 2020 Olympic Games.

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The Pejibaye River in Jiménez, Cartago will be the setting of the event. Competitors will compete individually with departures every two minutes, and the

athlete with the best time, wins.

These types of activities promote the country as a sports and tourist destination in the region. At the moment, Canada, United States, Mexico, Guatemala,

Venezuela, Colombia, Peru, Chile, Argentina, Brazil, Paraguay, Bolivia, Uruguay, Ecuador, and Costa Rica are the countries confirmed for this Pan American

championship.

Source: https://www.visitcostarica.com/es/node/33662

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Didactic Planning

Week # 4

Level: 8th

Unit: 2

Domain: Socio-Interpersonal

Scenario: Let the Good Times Roll!

Theme: Up Close and Personal

Enduring Understanding: Sports provide opportunities for personal enjoyment, challenge, self-expression and social interaction.

Essential Question: How can sports provide a wide range of lifelong benefits and enjoyment?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Can/Could

 Can you play soccer with me on the weekend?

 Could you play with me at 3:00 pm?

 Yes, I can.

Verb + ing / infinitive: like / want / would like

 I (don’t) like going swimming.

 I (don’t) want to play soccer

 I would like to go to the match.

Vocabulary

Up close and personal: A day I´ll never forget

 Participating at national games and competitions

 Winning a competition.

 Winning a game

 Participating at a championship

 Winning a medal

Phonology

 Review

Function

- Describing sports´ unforgettable experiences.

Discourse Markers

Linkers: Sequential past time

There are certain rules in soccer. First, you cannot use your

hands. Then, you have to kick the ball with your feet. After that,

the player tries to pass the ball to other player. Finally, the winner

team is the one that scores a goal.

Psychosocial

 Respecting everyone’s opinions.

 Identifying people´s behavior in different sports contexts.

Proverbs / Quotes

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Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Participating

Warm – up

T moves around the classroom asking questions to some Ls. For example, Can you play soccer

?/ Can you swim/ play volleyball? and completes a chart on the board as follows:

Student´s name

Can

Can´t

Then T asks some Ls to report on some of their classmates´ information orally

Engaging

Activation of prior knowledge

T asks Ls to think about an unforgettable experience related to sports. Then, Ls complete the

chart below with information of their own in their notebooks .

5 minutes

10 minutes

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Student´s name

Name of

sport

Year it

happened

Who was with

me ?

Why

unforgettable

T asks for some volunteer students to share their information by eliciting information from

them.

Introducing

T introduces the structure: Verb + ing / infinitive for like / want / would like to talk

about likes and dislikes and possibilities. T writes some examples on the board such as:

I (don’t) like going swimming.

I (don’t) want to play soccer

I would like to go to the match.

*T can also use images with the sample sentences. T also models the pronunciation of

the auxiliary “would”

Vocabulary

T introduces the following vocabulary words on the board:

- Win

- Lose

- Participate

- Compete

- Championship

- Medal

15 minutes

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Assessment: L

recognizes most of what

occurs in a well-structured

short story and the story’s

main characters

R.4. understand

most of what occurs

in a well-structured

short story and the

story’s main

characters

- Prize

- Game

- Competition

After that, T models the pronunciation of the words.

Phonology

Review

Ls take turns saying sentences with consonant blends. For example:

Travis is playing ball on the market street.

Tracy likes blowing and flying balloons

Reading for the first time

T projects on the board or make copies of the story “the Big Match” by Pedro Pablo

Sacristán . https://freestoriesforkids.com/children/stories-and-tales/big-match. Ls read

the passage in groups of three.

Pair/Group feedback

Ls asks each other in the groups what they understood about short story and what the

liked the most about the story.

Reading for the second time

Ls re-read story and answer comprehension questions such as: What happened in the

5 minutes

20 minutes

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Assessment: L

recognizes important

information from audio

texts (e.g., sports

announcements, sports

scores) provided the

message is delivered

clearly.

L.2. extract

important

information from

audio texts (e.g.,

sports

announcements,

sports scores)

provided the

message is

delivered clearly.

beginning of the story?/ Who are the characters ? What happened in the end?

Post-reading

T and students talk about the main events of the short story and the characters.

Pre –listening

T introduces words related to sports announcements for students enrolled in a high

school in the UK:

-sign- up -upcoming

-limited spots

-postpone

-date set

-venue

-bring a change

-upcoming trials

-trial registration

15 minutes

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Assessment: L writes an

introduction or conclusion

to a story with the help of a

dictionary.

W.3. write an

introduction or

conclusion to a story

with the help of a

dictionary, checking

written sentences to

look for mistakes

(e.g., subject-verb

agreement,

capitalization,

spelling, basic

punctuation etc.).

Listening for the first time

Ls listen to the sports announcements. See link below:

https://www.youtube.com/watch?v=frmT3QO6_cU

Pair/Group feedback

Ls asks each other what they understood from the announcement.

Listening for the second time

Ls listen for the second time and answer the following questions:

What sports are mentioned in the announcements?/ When do term 2 sport registration close?/

What event was cancelled? / Where can we get information of upcoming events?

Post-listening

T checks answers with students orally. Then T asks students about the sports they would like to

Written production

T introduces linkers: for sequential past time ( First, then, after that, finally).

Pre-writing

Sts interview some classmates asking questions about a unforgettable sports story. Name of

sport / Year it happened / Who was with you ? Why unforgettable?

Drafting

20 minutes

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Assessment: L describes

a day he/she will never

forget in sports.

SP.1. describe a

day in sports

he/she will never

forget.

Sts in groups choose a sport unforgettable sports story they most have in common and

then write an introduction or conclusion with the help of a dictionary.

Revising

T monitors and checks to make sure that Ls' sentences are correct and complete ; e. g.,

subject-verb agreement, capitalization, spelling, basic punctuation etc.

Editing

Ls exchange their papers with other groups, and check each other's stories for completion

and correctness.

Publishing (Post -task)

Each group draws a picture sequence of the story and present it in front of the class.

Planning / Organizing

Ls describe in groups a day in sports they will never forget. Ls must include information

related to:

Name of sport, day/year it happened, participants, a sequence of events( beginning, middle and

end)

Rehearsing

Sts practice in the groups paying attention to the whole structure of the presentation.

Producing

T asks the groups to present their descriptions in front of the class.

25 minutes

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Post- task

T reviews the pronunciation of some verbs and the use of some phrases and structures

to refer to past events

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Thinking for planning: (5 or 10 minutes in week 3 or 4)

Adjust previous

times listed

above to allow

5 min each

week.

Group

presentations

can be week 5

or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

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Learner Self-Assessment

I can…

Yes

progress

recognize most of what occurs in a well-structured short

story and the story’s main characters

recognize important information from audio texts (e.g.,

sports announcements, sports scores) provided the

message is delivered clearly.

write an introduction or conclusion to a story with the help

of a dictionary.

describe a day I will never forget in sports.

Didactic Planning

Weeks 5 and 6

Review and Integrated Mini-Project

Level: 8th

Unit 2: Let the Good Times Roll!.

Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.

Essential Question: What makes our high school a special place?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

 Did Ls use all sentence frames?

Vocabulary

Function

 Did Ls use all functions?

Discourse Markers

Psychosocial

Did Ls show evidence of …

 Willingness to cooperate in teamwork.

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 Did Ls say aloud and write all vocabulary?

Phonology

 Did Ls recognize, articulate, practice and

produce phonological sounds?

 Did Ls practice connecting words: and, but,

because?

Sociocultural

 Respecting his/her school, classmates and teachers

 Did Ls practice idioms and quotes?

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening

Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading

Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing

Written Production: Pre-writing; Drafting; Revising; Editing

Time

Total:

120 min

(3 lessons)

 Did Ls achieve

all learning

outcomes?

 Can Ls do all

tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to

strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

All of week

5 or 6

Options

Integrated Mini-Project

Time

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation

week Ls focus on:

Responding and sharing: Participating in individual and peer assessment of mini-project.

Teachers monitor ….

 Did Ls use English during all aspects of Integrated Mini-Project?

 How did project presentations reflect understanding and/or mastery of Can Do statements?

 Did Ls put into practice the focus of Learn to Be and Live in Community?

 Did the Integrated Mini-Project provide answers to the Essential Question?

All of week

5 or 6 of

unit

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Level 8th Unit 3

CEF level to be reached: A2

Scenario: Something to Celebrate!

Enduring Understanding

Celebrations, festivals and traditions reflect people’s cultural identity.

Essential Question

Why is it important to celebrate special dates?

Assessment and Goals

Week 1

Assessment: L recognizes main

information in short,

straightforward audio.

L.1. understand main

information in short,

straightforward audio messages

if these messages are delivered

slowly and clearly (e.g., holidays

and celebrations).

Assessment: L asks and

answers about local holidays,

celebrations and festivals.

SI.1. ask and answer about local

holidays, celebrations and

festivals.

Assessment: L describes what

he/she did on his/her last holiday.

SP.2. describe what he/she did

on his/her last holiday,

individually.

Week 2

Assessment: L recognizes

main information in short,

straightforward audio.

L.1. understand main

information in short,

straightforward audio

messages if these messages

are delivered slowly and

clearly (e.g., holidays and

celebrations).

Assessment: L asks and

answers about holidays and

festivals in Latin America and

around the World.

SI.2. ask and answer about

holidays and festivals in

Costa Rica, Latin America

and around the World.

Assessment: L accepts or

refuses invitations politely.

SI.3. accept or refuse

invitations politely.

Assessment: L …

Week 3

Assessment: L discriminates a set

of clear-cut instructions (e.g., what

to do if you attend a festival or

celebration), especially if there are

pictures.

R.2. follow a set of clear-cut

instructions (e.g., what to do if you

attend a festival or celebration),

especially if there are pictures.

Assessment: L distinguishes

chronological order within special

sentence structures.

R.3. understand chronological

order within special sentence

structures using linkers:

sequential past time.

Assessment: L asks and answers

about holidays and festivals in Latin

America and around the world.

SI.2. ask and answer about

holidays and festivals in Costa

Rica, Latin America and around

the World.

Week 4

Assessment: L distinguishes specific

details in an audio advertisement if it is

delivered clearly and concerns a

product and/or service of interest to the

student.

L.2. understand specific details in an

audio advertisement if it is delivered

clearly and related to his/her interest.

Assessment: L recognizes the gist of

overheard conversations generally.

L.3. understand the gist of

overheard conversations generally.

Assessment: L …

W.2. write a text message or a

postcard/e-postcard to friends to

give news about holidays, festivals

or celebrations, checking written

sentences to look for mistakes (e.g.

subject-verb agreement,

capitalization, spelling, basic

punctuation etc.).

Assessment: L describes holidays,

Weeks 5/6

Assessment

Anecdotal reports/rubrics/ instruments for self and co-

assessment

Suggested Integrated Mini project

- A holiday fair (a selected Costa Rica, Latin

America or the rest of the world

holiday/festival/celebration, including where it is

celebrated, when it is celebrated, history,

activities people do and traditions, food).

- A storytelling of the most memorable holiday

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W.1. write short messages,

for example to make or

change an invitation or an

appointment to meet on a

holiday, a festival, or a

celebration.

Assessment: L describes holidays,

celebrations and festivals in

general.

SP.1. describe a holiday,

celebration and festival in a short

presentation, prepared in advance

but not read, in pair-share or

small group.

celebrations and festivals in general.

SP.1. describe a holiday, celebration

and festival in a short presentation,

prepared in advance but not read, in

pair-share or small group.

Phonology Goal for Each Week

Assessment: L identifies English language sounds using knowledge in phonics, syllabification and word parts.

R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification, and word parts.

Theme

Let’s celebrate:

Holidays with My Family

Theme

Let’s celebrate:

Latin American Holidays and

Festivals

Theme

Let’s celebrate:

Holidays and Festivals around the

World

Theme

A holiday to remember:

One of my favorites

Function

- Describing different ways of

celebrating holidays in my

family.

Function

- Describing what people do

in order to celebrate

different holidays in Latin

America.

Function

- Describing the most important

celebrations and festivals all

around the world.

Function

- Describing my favorite holiday

celebration or festival.

Discourse Markers

Linkers: Sequential past time

Yesterday we celebrated

Independence Day. First, we

attended a school ceremony and

sang the national anthem. Then,

we went to see the parades. After

that, we went back home. Finally,

we went to bed.

Discourse Markers

Linkers: Sequential past time

- First, Then, After, Finally

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Grammar & Sentence Frames

Simple Present

Information-Yes/no questions

 People gather to celebrate.

 Do you like Easter week?

 How do people celebrate

Christmas?

Grammar &Sentence Frames

Past Continuous

Yes/no and Information

Questions

 What were they doing at the

festival?

 People were drinking and

Grammar & Sentence Frames

Simple Present

Information-Yes/no questions

 People gather to celebrate.

 Do you like Easter week?

 How do people celebrate

Christmas?

Grammar & Sentence Frames

Simple Past Yes/No and Information

Questions

 What did you do on your last

holiday celebration?

 I gathered with my family.

 Did you enjoy it?

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Simple Past (was-were)

 Who was at the festival?

 Were you at the festival?

 Yes, I was.

having fun.

 What was she doing?

Zero Conditional

 If you go to a parade, bring

comfortable clothes.

 If you go to the festival, try new

food.

 If you go to the carnival, bring

your camera.

 Yes, I did.

Simple Past (was-were)

 Who was at the festival?

 Were you at the festival?

 Yes, I was.

Phonology

 Practicing digraphs (th, sh, ph)

Phonology

 Practicing digraphs (th, sh,

ph)

Phonology

 Practicing digraphs (th, sh, ph)

Phonology

Review

Vocabulary

Let’s Celebrate:

Holiday with my family

- Bullfights, live music, folk

dancing, carnival with rides,

games, parade, concerts,

fireworks,

ox-cart parade and

procession, hand carved

masks, traditional costumes

rodeo, street fairs, traditional

food, beauty contest, live

music and sporting events.

Vocabulary

Let´s celebrate:

Latin American holidays.

- party, flatbed trucks, bands,

parade of floats, the

crowning of Miss Carnival,

African-inspired dances,

music, dance, costumes,

masks, fireworks, concerts,

religious ceremonies,

barbecues, traditional

dances, and bonfires.

Vocabulary

Let´s celebrate:

Holidays around the world

- Carnival in Rio de Janeiro,

Brazil, parade, samba,

costumes, dance decorations,

Chinese New Year, China,

play, costumes, fireworks.Yi

Peng Lantern Festival,

Thailand. Buddhist merit,

floating lights, The Carnival of

Venice, Italy, Venetian masks,

carnival, theaters troupes. La

Tomatina, Throw tomatoes,

Christmas, New Year,

Thanksgiving, Easter,

Halloween.

Vocabulary

 Recycle vocabulary from previous

weeks.

Psycho-social

 Valuing own local cultural

identities.

Social Language Samples

 get-together

Idioms

 social butterfly

Sociocultural

 Respecting cultural

differences.

Idioms

 carnival atmosphere

Sociocultural

 Respecting festivals, holidays

and traditions of my country

and others.

Social Language Samples

 “Enjoy the holidays!”

Quotes

 The more you praise and celebrate

your life, the more there is in life to

celebrate. – Oprah Winfrey

Social Language Samples

 “Let’s party tonight!”

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Didactic Planning

Week # 1

Level: 8th

Unit: 3

Domain: Social- interpersonal

Social- transactional

Scenario: Something to celebrate

Theme: Let’s celebrate: Holidays with My

Family

Enduring Understanding: Celebrations, festivals and traditions reflect people’s cultural identity.

Essential Question: Why is it important to celebrate special dates?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Simple Present

Information-Yes/no questions

 People gather to celebrate.

 Do you like Easter week?

 How do people celebrate Christmas?

Simple Past (was-were)

 Who was at the festival?

 Were you at the festival?

 Yes, I was

Vocabulary

Let’s Celebrate:

Holiday with my family

Bullfights, live music, folk dancing, carnival with

rides, games, parade, concerts, fireworks,

ox-cart parade and procession, hand carved

Function

Describing different ways of celebrating

holidays in my family.

Discourse Markers

Linkers: Sequential past time

Yesterday we celebrated Independence Day.

First, we attended a school ceremony and

sang the national anthem. Then, we went to

see the parades. After that, we went back

home. Finally, we went to bed.

Psychosocial

 Valuing own local cultural identities.

Proverbs/Quotes

Social Language Samples

 get-together

Idioms

 social butterfly

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masks, traditional costumes rodeo, street fairs,

traditional food, beauty contest, live music and

sporting events. Phonology

Practicing digraphs (th, sh, ph)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

L recognizes main

information in short,

straightforward audio.

L.1. understand

main

information in

short,

straightforward

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

Participating

Warm upT says “My name is María and I like ____________ (celebration)”, then, she

tosses the ball and Ls toss the ball using the same phrase with different celebration.

Engaging

Activation of prior knowledge: T divides the board in three columns (holidays, celebrations,

and festivals). T explains what a holiday is, what a celebration is, and what a festival is. T elicits

which Costa Rican holidays, celebrations, and festivals are being shown in the pictures

(flashcards).

Introducing

Using the pictures given, T introduces some information about some holidays, celebrations and

festivals. For example: There are bullfights in Zapote. People eat tamales on Christmas. On

Independence Day, we have parades.

Pre- listening

Ls are given a chart as follows.

Student’s name

Birthday

5 minutes

minutes

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L asks and answers

about local holidays,

celebrations and

festivals.

audio messages

if these

messages are

delivered slowly

and clearly

(e.g., holidays

and

celebrations).

SI.1. ask and

answer about

local holidays,

celebrations and

festivals.

T writes on board: What’s your name? /When is your birthday?

T encourages learners to walk around asking and answering the questions until the chart is

complete.

Listening for first time

Ls listen to the audio once http://www.esl-lab.com/birthday/birthdayrd1.htm; after that, T gives

the multiple-choice worksheet.

Pair/group feedback

Ls report the answers as a whole class activity.

Listen for the second time

T writes the following statements on the board.

_____ cut the cake

_____play freeze tag

_____ light the candles

_____ blow the candles

Ls listen to the audio and number the correct sequence.

Post listening

T makes random questions such as: Do you like cake? How old are you? Do make a wish

when you blow out the candle? Who do you celebrate your birthday with? Where do you go on

your birthday? Make sure all learners participate.

Checking

T asks learners to mention celebrations they commemorate with their families.

Planning

T explains the students will listen to a description of how the teacher’s family and relatives

celebrate Mother’s Day.

On our last Mother’s Day, we had different activities. First, my son woke me up early to have

minutes

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breakfast in bed. Later, he gave me a cookie jar he made at school. After that, we went to my

mother’s house to have lunch with other relatives and my grandma. We ate mashed potatoes,

vegetables, and meat. Next, we gathered together in the living room to see some photos on the

digital projector. Finally, we had a wonderful time and came back home at 9:00 pm.

Using

Ls list the verbs and the activities they hear.

Elaborating

Ls are given a handout. Ls answer the questions based on their last celebrations.

Questions

Your answers

Classmate’s answer

1. What did you do

on ___________?

2. What did you

eat?

3. Where did you

go?

4. Who did you go

with?

5. What did you

see?

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L describes what

he/she did on his/her

last holiday.

SP.2. describe

what he/she did

on his/her last

holiday,

individually.

6. What activities

did you do?

Interacting

Ls get in pairs to ask and answer questions with their classmates.

Planning

T gives the flashcards used in the warm up. Ls get in pairs to prepare a description of a

celebration/holiday/festival given.

Organizing

Using the handout from the previous task and the following template, learners write about their

last holiday/celebration/festival.

HOLIDAY, CELEBRATION OR FESTIVAL

First,

Second,

After that,

Then,

Finally,

Rehearsing

Ls rehearse the presentation in pairs. T goes around the class helping them.

Description

Ls present their celebration/holiday/festival orally in front of the class.

minutes

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Adjust

times listed

above to

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Participating to negotiate: (5 or 10 minutes in week 1 or 2)

allow 5 min

each week.

Group

presentations

can be week

5 or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

recognize main information in audios.

ask and answer questions about local holidays, celebrations and

festivals.

describe what I did on my last holiday

show how I have worked with others this week.

Resource Section

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Didactic Planning

Week # 2

Level: 8th

Unit: 3

Domain: Socio-transactional

Scenario: Something to Celebrate!

Theme: Let’s celebrate: Latin American

Holidays and Festivals

Enduring Understanding: Celebrations, festivals, and traditions reflect people’s cultural identity.

Essential Question: Why is it important to celebrate special dates?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Past Continuous

Yes/no and Information Questions

 What were they doing at the festival?

 People were drinking and having fun.

 What was she doing?

Vocabulary

Let´s celebrate:

Latin American holidays.

party, flatbed trucks, bands, parade of floats,

the crowning of Miss Carnival, African-inspired

dances, music, dance, costumes, masks,

fireworks, concerts, religious ceremonies,

barbecues, traditional dances, and bonfires.

Phonology

Practicing digraphs (th, sh, ph)

Function

Describing what people do in order to celebrate

different holidays in Latin America.

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Psychosocial

Respecting cultural differences

Proverbs/Quotes

carnival atmosphere

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Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

L recognizes main

information in short,

straightforward

audio.

L.1.

understand

main

information in

short,

straightforward

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc. Participating

Warm upLs watch the video “Merry Melodies”

https://www.youtube.com/watch?v=nQbN8TFjW9I . Then, T writes the following questions on

the board. What were they celebrating?

1. What were they drinking?

2. What were they eating?

3. What were they doing with the Christmas tree?

4. What were they wearing?

5. What other things were they doing?

Ls watch the video again to find the answers. T writes the vocabulary on the board.

Engaging

T asks learner about what other celebrations they know besides Christmas and write them on

the board.

Introducing

T presents and reads aloud the video “Top 10 celebrations around the World 2015”.

https://www.youtube.com/watch?v=e-QhQRNkxBQ

Planning

Pre- listening

Ls are given a puzzle. Ls should identify key words related to New Year’s Eve.

5 minutes

7 minutes

3 minutes

5 minutes

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audio

messages if

these

messages are

delivered

slowly and

clearly (e.g.,

holidays and

celebrations).

Eve, New Year, count down, fireworks, resolutions, plans, dinner, music, welcome, celebrate

Listening for the first time

Ls listen to the audio http://www.dailyesl.com/new-years.htm and report how many words from

the puzzle they hear in the audio.

Pair/Group feedback

T writes down the following statements on the board. Ls complete the gaps in pairs

1. New Year's Day is the day when people _____________ the beginning of a new year.

2. On New Year's Eve, family and friends often get together for ________________ or have a

______________to welcome in the new year.

3. People often ____________the hours, minutes, and seconds before the new year arrives.

4. They set off ________________

5. People often make new year's _______________to accomplish.

Listening for the second time

minutes

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L asks and answers

about holidays and

festivals in Latin

America and

around the World.

SI.2. ask and

answer about

holidays and

festivals in

Costa Rica,

Latin America

and around the

World.

Ls listen to the audio again.

Post-listening

T writes down the following questions on the board. Ls get in pairs to answer them by writing

sentences.

How do people in your country celebrate New Year’s Eve?

What foods do people prepare?

What activities do people participate in?

What meaning does this day have for them?

Checking

Ls get in groups of five people (they can work on the floor or at their tables). Ls are given a

set of cards to play memory game.

Planning

Ls watch the video “Top 10 celebrations around the World 2015.

https://www.youtube.com/watch?v=e-QhQRNkxBQ

Ls match the countries with their celebrations

Matching

Country

Celebration

Brazil

( )

Oktober Festival

Germany

( )

La Tomatina

China

( )

Halloween

Ireland

( )

Burning Man Festival

Thailand

( )

Rio de Jainero Carnival

Italy

( )

Yi Peng Lantern Festival

United States

( )

Chinese New Year

Spain

( )

Saint Patrick’s Day

minutes

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Nevada, USA

( )

Holi

India

( )

Carnival in Venice

Using

Ls are given a handout to complete. It is based on the video about the 10

celebrations.

How is it celebrated?

Oktober Festival

La Tomatina

Halloween

Burning Man Festival

Rio de Jainero Carnival

Yi Peng Lantern Festival

Chinese New Year

Saint Patrick’s Day

Holi

Carnival in Venice

Elaborating

T places some pictures around the room and outside it. Ls walk around in pairs to ask and

answer the following questions. Learners have to write down the answers.

Questions:

What were people wearing?

What were people doing?

What were people eating?

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L accepts or

refuses invitations

politely.

writes short

messages, for

example to make or

change an

invitation or an

appointment to

meet on a holiday,

a festival or a

SI.3. accept or

refuse

invitations

politely.

W.1. write short

messages, for

example to

make or change

an invitation or

an appointment

to meet on a

holiday, a

Interacting

T asks the questions orally for the learners to participate and report what they have written

about the celebrations.

Checking

T asks learners which celebrations they have been invited to.

Planning

Ls sit down in pairs and the teacher gives a dialogue (there are four different situations)

Dialogue is taken from https://www.youtube.com/watch?v=vz5bJoVFJMA

In pairs, learners read the conversation given.

Using

Ls practice the conversation as a role play.

- Pool party

- Invitation to dinner

- Invitation to an office party

- Waiting for an invitation

Elaborating

If it’s necessary, learners can improve the dialogues by changing certain information and

using their own.

Interacting

Ls present the dialogues in front of the class.

Pre- writing

Ls complete the following chart by writing celebrations from Costa Rica and the world.

January

February

March

April

July

October

November

December

Drafting

Ls are given two empty post cards which should be completed with information about a

destination they went to.

minutes

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celebration.

festival or a

celebration.

Revising

Ls get in groups of four to check their post cards

Editing

Ls correct the post cards and rewrite the information without mistakes.

minutes

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Adjust

times listed

above to

allow 5 min

each week.

Group

presentations

can be week

5 or 6.

Destination: __________________________

Address: ____________________________

Body: ____________________________

Where you are? What you are doing? Where you are staying? What you already

did? Something interesting about the event.

Closing (Sincerely)

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Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

recognize main information in short audios.

ask and answer questions about holidays and festivals in

Latin America and around the World.

accept or refuse invitations

write short messages, for example to make or change an

invitation or an appointment to meet on a holiday, a festival

or a celebration.

show how I have worked with others this week.

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Resource Section

MEMORY

GERMANY

OKTOBERFEST

BRAZIL

CARNIVAL RIO DE

JANEIRO

CHINESE NEW YEAR

CHINA

SAINT PATRICK’S DAY

IRELAND

YI PENG LANTERN

FESTIVAL

THAILAND

CARNIVAL IN VENICE

ITALY

HALLOWEEN

UNITED STATES

LA TOMATINA

SPAIN

BURNING MAN

FESTIVAL

NEVADA, UNITED

STATES

HOLI

INDIA

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PICTURES

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Didactic Planning

Week # 3

Level: 8th

Unit: 3

Domain: socio-transactional

Scenario: Something to Celebrate!

Theme: Let’s celebrate: Holidays and

Festivals around the World

Enduring Understanding: Celebrations, festivals, and traditions reflect people’s cultural identity.

Essential Question: Why is it important to celebrate special dates?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Simple Present

Information-Yes/no questions

 People gather to celebrate.

 Do you like Easter week?

 How do people celebrate Christmas?

Zero Conditional

 If you go to a parade, bring comfortable

clothes.

 If you go to the festival, try new food.

 If you go to the carnival, bring your camera

Vocabulary

Let´s celebrate:

Holidays around the world

Carnival in Rio de Janeiro, Brazil, parade,

samba, costumes, dance decorations, Chinese

Function

- Describing the most important celebrations

and festivals all around the world.

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Psychosocial

 Respecting festivals, holidays and traditions of

my country and others.

Social Language Samples

 “Enjoy the holidays!”

Proverbs/Quotes

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New Year, China, play, costumes, fireworks.Yi

Peng Lantern Festival, Thailand. Buddhist

merit, floating lights, The Carnival of Venice,

Italy, Venetian masks, carnival, theaters

troupes. La Tomatina, Throw tomatoes,

Christmas, New Year, Thanksgiving, Easter,

Halloween. Phonology

Practicing digraphs (th, sh, ph)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

L discriminates a

R.2. follow a

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

Participating

Warm upLs complete a crossword puzzle related to different festivals around the world.

Engaging

T asks learners to complete a page named “celebrations”. Ls write down examples of

celebrations around the world.

Introducing

T reviews some celebrations gotten from the pages.

Planning

Pre- reading

Ls are given a page named “pre – reading activity” to guess a country. After that, T asks

5 minutes

7 minutes

6 minutes

3 minutes

4 minutes

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set of clear-cut

instructions (e.g.,

what to do if you

attend a festival or

celebration),

especially if there

are pictures.

set of clear-cut

instructions

(e.g., what to

do if you attend

a festival or

celebration),

especially if

there are

pictures.

learners to provide the name of a famous festival that country has annually.

Look at the pictures and write down the country they belong to.

Events

This country is

____________________________

People like to celebrate

______________

minutes

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Reading first time

T reads some facts about Rio de Janeiro. After that, learners are given some pictures

they must number according to the reading sequence.

If you are going to Rio de Janeiro, you can enjoy….

Sambadrome

5 days long

Carnival

Balls

Judges

choose the

best samba

group

Pair feedback

Ls work in pairs to check their answer.

Reading for second time

Ls are given some questions they have to answer.

1. When do people celebrate the carnival?

2. What are three activities you can enjoy if you go to Rio de Janeiro?

3. Where does the Carnival Ball take place?

4. How does the Sambadrome finish?

Post reading

Ls check their answers. After that, T asks learners to describe some words: samba,

parade, balls, costumes, week-long. Also, T asks learners to describe the Rio carnival

and a Costa Rica carnival.

Pre-reading

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L distinguishes

chronological

order within

special sentence

structures.

R.3.

understand

chronological

order within

special

sentence

structures

using linkers:

sequential past

time

T projects an image about funny names based on Saint Patrick. Individually, Ls say

their new names. T asks learners to provide information about Saint Patrick’s Day.

Reading for first time

Ls are given a page about Saint Patrick’s Day. Based on that reading, learners should

match the following information by writing down the correct letter in each parenthesis.

Matching

On March 17th _____________

(

)

a. People started to dye Chicago’s

river.

The first Saint Patrick’s

parade was _____

( )

b. Residents from USA claimed

their Irish legacy.

The clover represents _____

( )

c. in New York city

Since 1962 ______

( )

d. cabbage and corn beef

Then, in 2007 _______

( )

e. are symbols of this celebration.

People usually eat _______

( )

f. People celebrate Saint Patrick’s

Day.

Finally, leprechauns

( )

g. The Trinity (Father, Son, Holy

Spirit)

Pair feedback

Ls work in pairs to check their answer.

Reading for second time

Ls read the information again. After that, they have to complete the following gaps.

First, Saint Patrick began as a ____________________________.

Saint Patrick used to have a _________________________to explain the trinity.

minutes

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L asks and

answers about

holidays and

festivals in Latin

America and

around the World.

SI.2. ask and

answer about

holidays and

festivals in

Costa Rica,

Latin America

and around the

World.

Then, in 1762 Americans started to celebrate with _____________________.

After that, in 1962, people dyed the river with a _______________color.

Later, in 2007 Americans claimed their____________________ ancestry.

Finally, people usually eat _________________________and ___________________.

Post reading

T asks learners to read aloud their answers. T asks learners about the importance of

celebrating Saint Patrick’s Day.

Checking

T asks learners to mention celebrations, holidays or festivals around the world they

would like to participate in.

Planning

Ls are given a chart they have to complete based on their preferences.

Using

Ls choose one of the options from the chart to present the following conversation.

A. Hello ___________. Where are you going this time?

B. Hi. I am going to ____(country)__ to enjoy ____(festival/celebration).

A. Why do you like it?

minutes

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: L describes

holidays,

celebrations and

festivals in general.

SP.1. describe

a holiday,

celebration and

festival in a

short

presentation,

prepared in

advance but

not read, in

pair-share or

small group.

B. It’s because ________(reason).

A. When is your travel?

B. It’s on ______(date).

A. Oh! What a nice experience.

B. Yes, I think it will be the best.

Elaborating

Ls should answer the following questions based on the previous answers.

1. Where/when does the celebration take place?

2. Why would you like to participate in it?

3. What would be your first activity?

4. What would you do after participating in the celebration/holiday/festival?

5. What would you like to do on your last day staying there?

Interacting

In pairs, learners share the answers gathered from the previous activity.

Task: Describing holidays/celebrations and festivals

Planning

T lists some festivals around the world. In pairs, learners have to choose one to investigate.

T is given a word document named “Festivals around the world” to get information about those

festivals.

Lists of festivals:

 Wakakusa Yamayaki Festival

 Sundance Film Festival

 Venice Carnival

 Mardi Grass

 Holi

 SXSW

 King Day

minutes

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 Snowbombing

 Songkran

 Stars of the White night

 Tomorrowland

 Edinburgh Fringe

 La Tomatina

 Oktoberfest

 Diwali

In pairs, learners are given the following chart. Ls have to complete it based on a

festival.

__________________________________ FESTIVAL

[Image]

When is it?

Where is it?

What do people

do?

Why is it

important?

Example:

WAKAKUSA YAMAYAKI FESTIVAL

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When is it?

Where is it?

What do people

do?

Why is it

important?

Organizing

In pairs, learners prepare a presentation to expose the information they got.

Rehearsing

Ls practice their presentation.

Producing

Ls present the information in front of the class

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Thinking for planning: (5 or 10 minutes in week 3 or 4)

Adjust

times listed

above to

allow 5 min

each week.

Group

presentations

can be week

5 or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

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improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

discriminate instructions especially if there are pictures.

distinguish chronological order within special sentence

structures.

ask and answer questions about holidays and festivals in

Latin America and around the World.

describe holidays, celebrations and festivals.

show how I have worked with others this week.

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Didactic Planning

Week # 4

Level: 8th

Unit: 3

Domain: socio-transactional

Scenario: Something to Celebrate!

Theme: A holiday to remember: One of my

favorites

Enduring Understanding: Celebrations, festivals and traditions reflect people’s cultural identity.

Essential Question: Why is it important to celebrate special dates?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Simple Past Yes/No and Information Questions

 What did you do on your last holiday

celebration?

 I gathered with my family.

 Did you enjoy it?

 Yes, I did.

Simple Past (was-were)

 Who was at the festival?

 Were you at the festival?

 Yes, I was.

Vocabulary

Recycle vocabulary from previous weeks.

Phonology

Review

Function

- Describing my favorite holiday celebration or

festival.

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Psychosocial

Proverbs/Quotes

 The more you praise and celebrate your life,

the more there is in life to celebrate. – Oprah

Winfrey

Social Language Samples

 “Let’s party tonight!”

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Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

L distinguishes

L.2. understand

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Participating

Warm upT shows the pictures to ask the Ls if they know the product or the service. Tell some

extra information. Emphasize on pronunciation and repetition of the things they see in the pictures.

Engaging

T encourages students to tell orally where they can get those products or services. For

example: the TV, at appliance store , at supermarket , etc.

Introducing

T divides the board into two columns. Then shows the pictures of goods and services to clarify

the concept of both terms. Ls guess if the product shown is a good or a service.

GOODS

SERVICES

Planning

Pre- listening

Explain to the Ls many people like to rent DVDs or videos for entertainment. Others like to buy

5 minutes

minutes

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specific details in

an audio

advertisement if it is

delivered clearly

and concerns a

product and/or

service of interest

to the student.

specific details

in an audio

if it is delivered

clearly and

related to

his/her interest

DVDs either at a store or online. Ask Ls to write down as many types of movies that you can.

Discuss your preferences for each type of movie (e.g., love, like don't like, can't stand, hate)

Listening for the first time

T gives a set of red and green cards to each student. One of each color by student. And asks Ls

to pay attention if the woman likes or dislikes the types of movies.

Ls listen to the audio http://www.esl-lab.com/like1/like1.htm

Teacher will ask while Ls show the red card for dislike and the green card for like.

Action:

A. like

B. Dislike

2. Comedies:

A. like

B. dislike

3. Horror:

A. like

B. dislike

4. Love:

A. like

B. dislike

5. Foreign:

minutes

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A. like

B. dislike

Pair/Group feedback

T writes down the following scramble statements on the board. Ls sit down in pairs and rewrite

them based on what they have heard.

1) kind/what/movies/like/you/of

2) like/comedies/you/do

3) violence/too/much

4) movies/she/about/action/is/crazy

5) foreign/like/films/I/really

Listening for the second time

Ls listen to the audio again to check.

Post-listening

T gives a copy of the script with blank to complete. Check it orally.

Man: Hey, Kathy. I'm (1) about renting a movie for tonight's party, and I want

to (2) what kind of movies you like.

Woman: Okay. What kind of movies do you have in mind?

Man: Well, what about (3) movies?

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L recognizes the

gist of overheard

conversations

generally.

L.3. understand

the gist of

overheard

conversations

generally

Woman: Ah, I don't really like action movies. Too much (4) .

Man: Okay, do you like comedies?

Woman: Now, I do (5) comedies.

Man: Fine. Well, what do you think of (6) movies or love stories?

Woman: Uh . . . I'm not really (7) about horror movies, but love stories

are (8) fun to watch. Oh, and I really like (9) films, too.

Man: Okay. I'll go to the video store and see what I can (10) . Thanks

Pre- listening

Using flashcards or a PP presentation the teacher recalls Costa Rican holidays and

celebrations making the difference between what’s a holiday and what’s a celebration.

Listening for the first time

The teacher will play the following video and tell the students it’s a video about an American

giving an opinion about Costa Rican Holidays.

https://www.youtube.com/watch?v=e4xlLXt6asQ

After the video was played, brainstorm some vocabulary they heard from the American.

Pair/Group feedback

minutes

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writes a text

message or a

postcard/e-postcard

to friends to give

news about

W.2. write a text

message or a

postcard/e-

postcard to

friends to give

T gives a sheet of paper with the following statements from the video. The statements must be

disorganized. Ask the Ls to sit in pairs and read aloud the options first and they will see the video

again to assign the correct order by using numbers from 1 to 8

Sentences (answer key):

1) At midnight they open gifts and there are fireworks.

2) For us, in the States, it’s a very quiet time.

3) Christmas Day everybody is just sleeping on or at the beaches.

4) My feeling of calm is destroyed with the noise.

5) There are many Christmas decorations.

6) New Year’s Day is like Christmas - lots of fire works.

7) On September 15, there are a lot of parades.

8) They don’t celebrate Halloween.

Listening for the second time

Ls watch the video again to correct the mistakes if they have made them

Post-listening

T checks the answers orally to let the Ls report and self-assess their answers and the order or

the opinions.

Written Production

Pre-writing

T explains what a postcard is by showing a real post card or several of them with text on them.

T writes on the board the following questions:

- The place you stayed for that holiday, celebration or festival.

- Food you ate

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holidays, festivals

or celebrations,

checking written

sentences to look

for mistakes (e.g.

subject-verb

agreement,

capitalization,

spelling, basic

punctuation etc.).

describes a holiday,

news about

holidays,

festivals or

celebrations,

checking written

sentences to

look for mistakes

(e.g. subject-

verb agreement,

capitalization,

spelling, basic

punctuation

etc.).

SP.1. describe

- Customs you experienced

- People you met

- Activities you did

- Best and worst moments

T explains by using an example of a holiday the Ls will not use. Can be by drawing a post card on

the board and complete it with the ideas or with a previously made postcard you can project.

Drafting

Ask the Ls to write on a paper a draft of their postcard following the same order of ideas written

on the board/displayed.

Revising

T will be passing one by one trying to advise and guide Ls to self-correct the mistakes.

Editing

T will distribute the postcard template to the Ls. They were previously asked to choose a holiday,

celebration or festival and looked-for images related to it. So, they can customize their own

postcard

Publishing

Ls will write their postcards with no mistakes to deliver to the teacher.

Option: if possible find people who speak English to deliver the post cards to and ask them to

write them back.

Spoken Production

Planning

T will distribute descriptions of different celebrations, holidays or festivals to each pair of students.

Organizing

minutes

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celebration and

festival in a short

presentation,

prepared in

advance but not

read, in pair-share

or small group.

a holiday,

celebration

and festival in

a short

presentation,

prepared in

advance but

not read, in

pair-share or

small group.

Ask the Ls to prepare a presentation based on the main points they can take out from the information given.

They must go home and manage the information of those points.

Rehearsing

Ls will rehearse at home to be prepared to come to school with a set of 5 flashcards.

Producing

Each group will have a moment to present the information to the whole class using or pointing to the

flashcards previously made.

minutes

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Thinking for planning: (5 or 10 minutes in week 3 or 4)

Adjust

times listed

above to

allow 5 min

each week.

Group

presentations

can be week

5 or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

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understanding.)

Learner Self-Assessment

I can…

Yes

progress

distinguish specific details in an audio advertisement if it is

delivered clearly

recognize the gist of overheard conversations generally.

write a text message or a postcard/e-postcard to friends to

give news about holidays, festivals or celebrations,

check written sentences to look for mistakes (e.g. subject-

verb agreement, capitalization, spelling, basic punctuation

etc.).

describe a holiday, celebration and festival in a short

presentation, prepared in advance but not read, in pair-

share or small group.

show how I have worked with others this week.

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Didactic Planning

Weeks 5 and 6

Review and Integrated Mini-Project

Level: 8th

Unit 3: Something to Celebrate!

Enduring Understanding: Celebrations, festivals and traditions reflect people’s cultural identity.

Essential Question: Why is it important to celebrate special dates?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

 Did Ls use all sentence frames?

Vocabulary

 Did Ls say aloud and write all vocabulary?

Phonology

 Did Ls recognize, articulate and produce

phonological sounds?

Function

 Did Ls use all functions?

Discourse Markers

 Did Ls practice connecting words: and, but,

because?

Psychosocial

Did Ls show evidence of …

 Being aware and committed to protecting the

environment

 Appreciating natural wonders

Sociocultural

 Did Ls practice idioms and quotes?

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening

Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading

Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing

Written Production: Pre-writing; Drafting; Revising; Editing

Time

Total:

120 min

(3 lessons)

 Did Ls achieve

all learning

 Can Ls do all

tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to

All of week

5 or 6

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outcomes?

strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

Options

Integrated Mini-Project

Time

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation

week Ls focus on:

Responding and sharing: Participating in individual and peer assessment of mini-project.

Teachers monitor ….

 Did Ls use English during all aspects of Integrated Mini-Project?

 How did project presentations reflect understanding and/or mastery of Can Do statements?

 Did Ls put into practice the focus of Learn to Be and Live in Community?

 Did the Integrated Mini-Project provide answers to the Essential Question?

All of week

5 or 6 of

unit

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Resource Section

Listening 1

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Listening 2

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Postcard Templates

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Holidays/Festivals/Celebrations descriptions week 4

Mardi Gras

The feast before the fast

by Holly Hartman and Chris Frantz

"Mardi Gras" means "Fat Tuesday." Traditionally, it is the last day for Catholics to indulge—and often overindulge—

before Ash Wednesday starts the sober weeks of fasting that come with Lent. Formally known as Shrove Tuesday, Mardi

Gras has long been a time of extravagant fun for European Christians. In fact, some people think Mardi Gras celebrations

have their source in the wild springtime orgies of the ancient Romans.

In the United States, Mardi Gras draws millions of fun-seekers to New Orleans every year. Mardi Gras has been celebrated

in New Orleans on a grand scale, with masked balls and colorful parades, since French settlers arrived in the early 1700s.

Hidden behind masks, people behaved so raucously that for decades in the early 19th century masks were deemed illegal

in that party-loving city.

Masks, Music, and Mayhem

French royals, feather-covered showgirls, Energizer bunnies, painted clowns, masked lions—you can find them all (and

countless others) in the streets of New Orleans at Mardi Gras. By dawn on that most famous Tuesday, people have claimed

the best spots on the streets to watch fabulous floats, outrageous performers, and visiting celebrities go by. Many travel

hundreds of miles to be a part of the excitement.

Marching bands, some of them founded more than a century ago, also take to the streets with music and festive dress.

They open the day by spreading jazz music through the city before the more than 350 floats and 15,000 costumed paraders

take over the scene. Crazy costumes and wild make-up are the order of the day for paraders and parade-watchers alike.

The most lavish get-ups can be seen at the cross-dressing beauty pageants in the French Quarter, where bawdy

costuming may reach new heights (over seven feet, in heels).

Krewes: New Orleans Royalty

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Mardi Gras has long combined wild street activities open to everyone with events organized by private clubs known as krewes.

Today, thousands of people belong to about 60 krewes that plan the parades and balls of New Orleans' Mardi Gras. The oldest

krewe, the Krewe of Comus, was founded in 1857 by men who feared the outrageous antics of Mardi Gras would lead to the holiday

being outlawed. They hoped that secret societies could keep the celebrations alive. The Krewe of Comus withdrew from the parade

schedule in 1992 when it refused to sign an ordinance prohibiting racial discrimination.

In 1872 the Russian grand duke Alexis Romanoff visited New Orleans at Mardi Gras. A group of businessmen organized the Krewe

of Rex to host a parade for the occasion, and appointed a "king for the day" so that the grand duke could have a royal reception.

Naming kings and queens at Mardi Gras balls has been a tradition of the krewes ever since. Another tradition began with that royal

visit: the Romanoff house colors—purple for justice, green for faith, and gold for power—became the official colors of Mardi Gras.

Catch as Catch Can

The millions of colorful beaded necklaces thrown from floats are the most visible symbols and souvenirs of Mardi Gras. In addition,

millions of cups and toy coins known as "doubloons" are decorated with krewe logos and thrown to parade-watchers. Some

"throws" are especially prized: only the luckiest folks manage to take home the hand-decorated coconuts from the Krewe of Zulu.

People do outrageous things to catch the most throws. Some dress as priests, hoping the many Catholics on the floats will shower

them with goodies. Others dress their children in eye-catching costumes and seat them, holding baskets to catch the loot, on

ladders that tower over the crowds. Others give up on the costume ploy altogether, finding that taking clothes off can be the quickest

attention-getter.

After Katrina

Hurricane Katrina slammed into New Orleans at the end of August 2005, but within a few months the city decided that Mardi Gras

would go on. Many of the krewes had safely stored their parade floats before the hurricane. Some of the most popular parade

routes, including St. Charles and Magazine Streets, were spared in the storm. For after-parade decadence, the French Quarter also

emerged relatively unscathed.

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Zapote Festival

Posted on March 4, 2013By AnnaFestivals

Enduring the festive mood of Christmas and New Year’s celebrations, Zapote festival follows the Festival of Lights from the 25th of

December till the New Year’s Eve. When in a mood for a matchless celebratory and flamboyant festive break, the sultry Christmas

in the tropics of Costa Rica is the recommended destination.

Las Fiesta de Zapote, the festival of Zapote is a holiday that marks the end of the year in true Costa Rican fashion. Scarcity of pine

trees does not stop its locals from decorating their city. The Festival of Lights leaves behind all the Cyprus trees with attractive

décor, flashy luminosities and Christmas portals. These portals display the birth of Jesus Christ and they are artfully dangling from

the trees or garnishing the homes of the natives.

The festival opens on the 25th around 3pm in the afternoon, and soon enough over a million people swarm into the city. True to its

expectation, Zapote transforms itself into a magnificent fiesta within minutes. It makes way for the horse parades where the largest

of the herds march down the streets of the city. This exhibition of Topes is a tradition ongoing since the colonial times and still is

regarded as an awe inspiring performance. However, the major attraction that makes this carnival one of its kinds is its bull fights.

Unlike the ones in Spain, in these bullfights the bulls are not harmed and they actually stand a chance. It’s an amusing show of

people mostly gutsy men, and a few women who get into the circle and annoy the bull, a pull of tail here and a spank on the body

there just to get the bull’s attention and then a run to avoid his furious retort.

The fairground covers a large expanse and is scattered with joyous rides and a variety of snack stalls for the folks. The rides are fit

for the fittest and they include pirate ship, bumper cars, roller coasters and a terrifying spinning ride called the Tagada. When it

comes to food, the pupusas and churros are clear favorites. Pupusas are delicious corn pouches of meat with coleslaw and cheese

melted on top, trying them is sure to become one of your memorable moments of the holiday. When craving for sweet, make sure to

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get your hands on churros, the deep fried pastry rolled in sugar and cream. And finally, the bars and the turned up sound of groovy

Latino music will create the perfect ambiance for the festival.

Other fascinating attractions include the snake shows where snakes like corals, pythons, anacondas and vipers are put for a show.

Also, the endless party rockers can go clubbing and dancing into the night.

Apart from all the festivity, the festival is monitored under an excellent security operation. Officers of public force are stationed at

entrances and exits, inspecting visitors in order to prevent any accidents. Medical aid is available during the bullfight and it

specializes in bandaging nasty cuts or broken bones that may happen during them.

A taxi ride from downtown San Jose, will take you to Zapote in a short amount of time. The festival centers itself in the main market

place and branches out into the city. So, this Christmas when you are fed up of a roasted dinner and cold environment pack your

bags and head for an exciting and unforgettable holiday in Costa Rica!

Halloween in the United States

Many Americans celebrate Halloween on October 31. Celebrations include costume parties and trick-or-treating.

What Do People Do?

Halloween is usually celebrated amongst family, friends and, sometimes, co-workers. However, some areas hold large community

events. Parties and other events may be planned on October 31 or in the weekends before and after this date. Adults may celebrate

by watching horror films, holding costume parties or creating haunted houses or graveyards.

Many children dress up in fancy costumes and visit other homes in the neighborhood. At each house, they demand sweets, snacks

or a small gift. If they do not get this, they threaten to do some harm to the inhabitants of the house. This is known as playing 'trick-

or-treat' and is supposed to happen in a friendly spirit, with no nasty or mean tricks being carried out. However, if your children take

part, it is important to accompany them and to check their 'treats' to make sure they are safe to eat or play with.

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Some families carve lanterns with 'scary' faces out of pumpkins or other vegetables or decorate their homes and gardens in

Halloween style. These were traditionally intended to ward off evil spirits. If you are at home on Halloween, it is a good idea to have

a bowl of small presents or sweets to offer to anyone who knocks on your door. This will help you to please the little spirits in your

neighborhood!

One cause that ties with Halloween is collecting donations for the United Nations International Children's Emergency Fund

(UNICEF). As children trick-or-treat on Halloween night, some of them might carry small cardboard boxes with the UNICEF logo on

them and collect coins instead of the usual candy. The money collected is then given to UNICEF and used to help needy children

worldwide.

Public Life

Halloween is not an official holiday. Government offices and businesses are open as usual and public transit services run

on regular schedules. If you drive around in late afternoon or evening, it is important to keep a careful lookout for children

who are unaccustomed to being out on the street after dark. If they are wearing dark costumes or masks, they may be less

easy to see than normal. They may also be excited and dart out unexpectedly from between vehicles or behind bushes.

Background

Halloween originated as a pagan festival in parts of Northern Europe, particularly around what is now the United Kingdom.

Many European cultural traditions hold that Halloween is a time when magic is most potent and spirits can make contact

with the physical world. In Christian times, it became a celebration of the evening before All Saints’ Day. Immigrants from

Scotland and Ireland brought the holiday to the United States.

The commercialization of Halloween started in the 1900s, when postcards and die-cut paper decorations were produced.

Halloween costumes started to appear in stores in the 1930s and the custom of 'trick-or-treat' appeared in the 1950s. The

types of products available in Halloween style increased with time. Now Halloween is a very profitable holiday for the

manufacturers of costumes, yard decorations and candy.

Symbols

There are various symbols associated with Halloween. These include the spooks, ghosts and walking skeletons that

represent the contact between the spiritual and physical world and between the living and the dead. Human figures that

are often represented on Halloween are witches and wizards, who are seen to have the power to contact the spirit world.

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Bats, black cats and spiders are often connected with this holiday. These animals are associated with the night and

darkness and often accompany witches and wizards.

There are also a range of objects associated with Halloween. These include blood, fire, gravestones, pumpkins, bones and

skulls. They all have connections with death, the spirit world or protecting property from evil spirits. Many of these objects

are now available in stores as decorations for the Halloween season.

Easter Day

Easter Sunday is one of the most festive events among Christians worldwide. It commemorates Jesus Christ’s

resurrection from death, as written in the Christian bible.

What Do People Do?

Many Christians worldwide celebrate Easter with special church services, music, candlelight, flowers and the ringing of

church bells. Easter processions are held in some countries such as the Philippines and Spain. Many Christians view

Easter as the greatest feast of the Church year. It is a day of joy and celebration to commemorate that Jesus Christ is

risen, according to Christian belief.

Many towns and villages in Italy have sacred dramas about the episodes of the Easter story – these are held in the piazzas

on Easter Day. Pastries called corona di nove are baked in the form of a crown. Other traditional foods

include capretto (lamb) and agnello (kid/goat). Easter in Poland is celebrated with family meals that include ham, sausages,

salads, babka (a Polish cake) and mazurka, or sweet cakes filled with nuts, fruit and honey.

Although Easter maintains great religious significance, many children in countries such as Australia, Canada, the United

States and the United Kingdom, think of it as a time to get new spring clothes, to decorate eggs and to participate in

Easter egg hunts where eggs are hidden by the Easter Bunny. Some children receive Easter baskets full of candy, snacks,

and presents around this time of the year.

Public Life

Easter Sunday falls on a Sunday, which is a non-working day in countries such as Australia, Canada, the United

Kingdom and the United States. Government offices and schools are closed in countries where Sunday is a non-working

day, and business activities are limited.

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In countries where Sunday is a non-working day, transport schedules may be limited or operate on a different schedule to

that of the working week, so those intending on travelling via public transport may need to check their schedules ahead of

time.

Background

Many Christians celebrate Easter Sunday as the day of Jesus Christ’s resurrection, which is written in the New Testament

of the Christian bible. According to the Gospel of John in the New Testament, Mary Magdalene came to the tomb where

Jesus was buried and found it empty. An angel told her that Jesus had risen. Christians worldwide have celebrated Easter

for centuries.

However, the roots of the Easter holiday’s traditions and activities can be traced back to pagan celebrations. The name

Easter is believed to come from Eostara, the goddess of rebirth. In early times the Feast of Eostara celebrated earth’s

resurrection and rebirth. Strict Puritans would have nothing to do with Easter – it was merely a human institution – in the

past. Charles I, king of England, declared the day as scriptural as Sunday in 1647 but Parliament contradicted him in print

and abolished it with other church festivals.

The Easter date depends on the ecclesiastical approximation of the March equinox. In 325CE the Council of Nicaea

decided that the Easter date would be the first Sunday after the first full moon occurring on or after the March equinox.

Easter is therefore delayed one week if the full moon is on Sunday, which lessens the likelihood of it falling on the same

day as the Jewish Passover. Eastern Orthodox churches in many countries such as Greece still figure their Easter

date based on the Julian calendar.

Symbols

Easter eggs and the Easter Bunny are both fertility symbols, holdovers from the feast of Eostara. Other symbolic parallels

include the pagan joy in the rising sun of spring, which coincides with Christians’ joy in the rising Son of God, and the

lighting of candles in churches, which corresponds to the pagan bonfires. The symbol of the cross and images of Jesus

Christ, through paintings or statues, are remembered on Easter Day.

Thanksgiving

What is Thanksgiving Day?

Thanksgiving Day is a day set aside each year where people in the United States and Canada give thanks to God for all the

blessings they received during the year by feasting and prayer.

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History of Thanksgiving

Thanksgiving Day first started in New England. It was for thanking God for the abundant harvest of crops. This is usually

somewhere in late fall when the crops have been harvested. People from many parts of the world have been holding some

kind of harvest festivals for thousands of years. They just called it by different names, for example :

U.K. - Harvest Festival UK

China - mid-autumn festival

Korea - Chu Suk, or also known as the Harvest Moon Festival.

India - Indian Harvest Festival (find out what it's called)

American Thanksgiving Day is probably a harvest festival at the beginning too. The first Thanksgiving Day in America was

on December 4, 1619. At that time, it was a fully religious thing. A group of 38 English settlers arrived at Berkeley

Plantation via the James river (near Charles City, Va) on December 4, 1619 and their charter required that the day of their

arrival be observed yearly as a day of thanksgiving to God.

In New England, the first Thanksgiving Day was celebrated in Plymouth in 1621 by the Pilgrims together with 91 Indians.

The Pilgrims first set foot at Plymouth Rock on December 11, 1620. The first winter in Massachusetts was really bad and

46 out of the original 102 Pilgrims died. It is believed that the Indians helped the Pilgrims through that difficult period and

without them, the Pilgrims would not have survived.

In the following Spring of 1621, Samoset of the Wampanoag Tribe and Squanto of the Patuxtet tribe, taught the survivors

how to plant corn or maize and how to catch alewives, a kind of fish to be used as a fertilizer for growing pumpkins,

beans, peas and other crops. These two braves also taught the Pilgrims the art of hunting and angling. Things got better in

1621 when the corn and pumpkin harvest was bountiful. Governor William Bradford made arrangements to celebrate the

bountiful harvest and to recognise the help given to the colonists by the indians with a feast. The feast was more of an

English Harvest festival celebration and it lasted for three days. Governmor William Bradford sent four men out "fowling"

after ducks and geese but it is not very sure if it included the turkey. The Pilgrims used to call any type of wild fowl, turkey.

Unfortunately, this celebration was not repeated for many years.

In June 20, 1676, the governing council or Charlestown and Massachusetts held a meeting and by a unanimous vote, they

instructed Edward Rawson, the clerk, to proclaim June 29 as a Thanksgiving Day. The Indians were not included this time

as the celebration was more about the Pilgrims' recent victory over the natives.

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This custom soon spread from Plymouth to other New England colonies. In October 1777, all the 13 colonies joined in a

thanksgiving celebration. This thanksgiving celebration was to commemorate the victory over the British at the Battle of

Saratoga during the Revolutionary war. Eight days of thanksgiving was observed. This celebration was not repeated.

In 1789, President George Washington issued a general proclaimation naming November 26 a day of National

Thanksgiving. Some were opposed to it as many felt it was not right to celebrate when there were hardships among some

pilgrims.

At the same time that year, the Protestant Episcopal Church announced that the first Thursday in November would be set

aside yearly for giving thanks. However, it was only in 1830 when New York had an official state Thanksgiving Day that

other Northern states soon followed. Viginia, in 1855, became the first southern state to adopt this custom.

How did Thanksgiving Day became a holiday?

During the 1800s, a famous editor of the Ladies' Magazine and Godey's Lady's Book by the name of Sarah Josepha Hale

(author of "Mary had a little lamb") worked many years to promote the idea of a National Thanksgiving Day. She was

credited for persuading President Abraham Lincoln to declare Thanksgiving a national holiday. Abraham Lincoln

proclaimed the last Thursday in November 1863 as "A day of thanksgiving and praise to our beneficent Father." However,

in 1939, President Franklin D. Roosevelt changed it to one week earlier. This was to help businesses by lengthening the

shopping period before Christmas. There was an uproar and it was changed back to its original date two years later. Then,

Congress changed it again after 1941 to the fourth Thursday of November and it would be a legal federal holiday.

Today, Thanksgiving Day is usually a family reunion dinner celebration. Roast turkey is a favorite dish on this day. The

Christians also attend church services and pray, thanking God for all the blessings for the year.

Thanksgiving Dinner

Traditional thanksgiving dinners those days usually includes turkeys cranberries, fish, dried fruit, clams, venison, plums

and lobsters. Modern times thanksgiving dinners include the pumpkin pie.

TOMORROWLAND

Tomorrowland is an electronic music festival held annually during the penultimate weekend in July in Boom, Belgium.

The 180,000 capacity festival features a line up of electronic, EDM and dubstep acts across 15 stages.

The ticket price of the festival increases every year with an average price for a weekend ticket of 250 Euros.

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Vibe

Known for its intense energy and phantasmagorical decorations, Tomorrowland has a surreal quality that sets it apart

visually from its competition in the dance music field. In the years since the festival first started (in 2004) it has become

one of the largest electronic music festivalsin the world.

Every year the festival organisers invest a lot of effort and manpower in decorating the festival site, which greatly

contributes to the total experience for the festival-goer. For example, in 2011 Tomorrowland took on an "Alice In

Wonderland" theme for its main stage that included giant oak trees, mushrooms, lasers shooting out of characters eyes

and functioning waterfalls.

With so much time put into the decoration of the festival, attendees are asked not to tamper or harm decorations, and

anyone found doing so is escorted off-site.

Constructed decoration aside, Tomorrowland is also surrounded by many of Belgium's beautiful lakes, hills and fields.

The 2014 line-up included Above & Beyond, Afrojack, Armin van Buuren, Bassnectar, Benny Benassi, Carlo Cox, Diplo,

Dmitri Vegas & Like Mike, Eric Prydz, Hardwell, Knife Party, Loco Dice, New World Punx, Nicky Romero, Steve Angelo,

Steve Aoki, Tiesto, Yves V, and many more.

Stages

There are almost 20 stages at Tomorrowland, each with their own personality and style of artists. Some appear every day,

while some stage and arenas are present for different days. The sheer quantity of stages means that there are many artists

playing simultaneously, so festivalattendees will not be able to see every performer on the line-up.

Every stage is painstakingly decorated, and the artistry of the decor is as much of an event as the music itself.

On average Tomorrowland has around 14 stages, but this can decrease of increase with each event. Purchasing a

programme is highly recommended for festival-goers.

Tickets

Tomorrowland tickets are sent to purchasers with special computerized bracelets that allow the wearer into

the festival and past festival security. Passport details are collected when festival-goers originally purchase their tickets,

and security verifies at the gate that each person is who they say they are.

These bracelets can be activated before arriving at the festival site online, although once activated, you will not be able to

sell your bracelet to anyone else. Only the person for whom a bracelet has been activated can attend the event and get

past security.

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Tomorrowland organisers are not known to be very helpful with ticket or bracelet problems.

Prices

In 2014 a three day standard full madness ticket costed $280.

Packages

Global Journey

Tomorrowland offers a range of travel packages to festival-goers that they term Global Journey. These are well organised

packages that consist of a ticket for the festival and a return flight, train and/or a hotel. A few select flights are classified as

"party flights" and have entertainment and music on them. 2 flights last year had live DJ sets with Dmitri Vegas and Yves V.

Although Global Journey packages are more expensive than buying everything individually, they are becoming

increasingly popular as a sure way to get into Tomorrowland when normal tickets run out.

Further information is available on our blog post here. There is a price simulator on the Tomorrowland website to help you

calculate how much a Global Journey ticket will cost, that can be accessed

Children

This is an 18+ event, although if you turn 18 on the year of the festival you are hoping to attend, you will still be let in.

Weather

The average minimum temperature for July in Boom, Belgium is 13C; the average high is 23C.

What to wear

Bright colours are always welcome at Tomorrowland, matching the vibe of the event, it is always best to wear something

loose to help you move around and dance more easily. Wearing denim is not recommended, as this can become quite

heavy when wet from rain or sweat, and can cause skin irritation if the day is particularly humid.

Anyone wearing clothes that "express an explicit political, social movement or group" will be asked to remove said item,

or be denied entry.

Good footwear is important. It can take 15 to 30 mins to walk from the festival campsite to the arena depending on where

you are camped. Dancing tires out your feet; if you like to dance wearing comfortable shoes is crucial.

What to bring

The weather can be very sunny at Tomorrowland. If you are camping, and won't be indoors very often, bring sunglasses.

Sun screen is also essential. Keep some water on you throughout the day too, as dehydration can sneak up on you,

making you feel tired and irritable.

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Music festivals are notoriously loud places; just because you want to sleep doesn't mean your neighbours will feel the

same way. Bring earplugs so that you can be sure that you can recharge for another day of fun.

Food and drink

Tomorrowland has received universal praise for it's choice of festival cuisine.

Food ranges from hot dogs and pizza to oyster and Belgian chips (frites), with a wide choice for vegetarians and vegans.

Those eating and drinking in the VIP area are also eligible for free massages.

According to forum discussion, the festival operates on a token system, in 2012 the prices were apparently as follows:

7 coupons for $12

Beers and Ciders cost 2 coupons

Soda/Water cost 1.5 Tokens

Alcohol

You can bring your own food and drink into the camping site, but glass bottles are not allowed. Food and drink are banned

from the festival grounds.

Performing

Like much of the festival, the organizers source the artists themselves as opposed to people applying.

The festival also uses the same team of dancers every year.

Tomorrowland began as a relatively small festival in Belgium, originally catering for 10,000 party-goers.

Started in 2004, Tomorrowland was intended as Europe’s answer to the amusement park setting of America’s incredibly

popular Electric Daisy Carnival.

the festival has grown massively since then bringing together huge crowds from all across the world each year and is now

often described as one of the biggest festivals in Europe.

In 2012, the festival welcomed 180,000 revelers all safely returned to 75 different countries, with the live stream clocking

up 7,933,661 views.

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Holy Week in Costa Rica

For Costa Ricans, religious celebrations are very important, none more so than Semana Santa or Holy Week, that

celebrates the death and resurrection of Jesus Christ. Most locals either get together with their families to participate in

religious celebrations, or head out to the beaches for a vacation.

For many Costa Ricans, Semana Santa is a time for reflection and worship with family. The Catholic Church in each town

organizes traditional masses and processions which take place on Holy Wednesday, Holy Thursday, Good Friday and

Easter Sunday. Each procession is a dramatic reenactment of Jesus’ journey through Jerusalem to his crucifixion and

resurrection.

The participants dress up and act like armies of Roman soldiers and others who took part in Jesus’ journey toward death.

Some of the common characters seen in these parades are angels, Mary Magdalene, Saint Joseph and the Virgin Mary, the

apostles and, of course, Jesus. The actors perform as a promise that they have lived their last year free of sin, following

all of the church’s teachings. The procession is a very serious event, and spectators line the streets to mourn and pray.

At family gatherings special meals are prepared. During Holy Week, the tradition is to eat seafood, complying with the

Catholic practice of not eating meat on Fridays during Lent. Delicious dishes such as rice and shrimp, ceviche and fried

fish are prepared. Various desserts such as empanadas, pudding and jelly are all made from chiverre, a big squash that

looks like a watermelon and is in season during this time. The flesh is cooked with brown sugar blocks.

Most Costa Ricans that are not at home celebrating religious traditions pack up and drive to the beach. The beach towns

become overcrowded, and hotels are completely booked months in advance. Travelers on roads leading to the coast can

sit in traffic for hours. However, San Jose and other metropolitan areas become deserted as all government institutions,

schools and banks close down from Thursday to Sunday, or for the entire week in some cases.

During Holy Week, a Dry Law is in place, meaning that at midnight on Wednesday all bars and liquor stores close.

Catholics are not supposed to drink during the mourning of Jesus, not until he has resurrected on Sunday. While the

majority of the population is Catholic, many stock up on liquor and beer for the upcoming weekend. At the beach it is

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possible to find a clandestine bar open, but no alcohol can be officially served anywhere in the city.

A stealthy drink or two aside, many locals hold strongly to religious traditions, and superstitions are alive and well. Many

don’t swim in the ocean on Holy Thursday or Friday. People say you can drown because God is angry. Some of the more

superstitious believe you will become a fish if you get in the water on Holy Friday. It is also thought that the earth gets

hot, causing more earthquakes during this time. On the positive side, it is widely agreed upon that the best sunsets of the

year happen during Holy Week.

Whether at home with family, or on vacation at the beach, Costa Ricans share a great respect and passion for the

celebration of Easter and Semana Santa.

Christmas in the United States

Christmas Day, on December 25, is one of the most festive Christian holidays in many countries around the world. It

celebrates Jesus' birth.

Celebrate Christmas Day

Christmas Day is a holiday in many, but not all, countries. Many homes have Christmas trees and other decorations in the

weeks leading to Christmas Day. Some workplaces hold Christmas parties prior to December 25. Festive activities include

exchanging presents, singing Christmas songs, going to parties.

It's a special time when children get presents from family, friends and Santa Claus, or Father Christmas. Christmas cards

are also given or sent out prior to Christmas Day.

For some, Christmas is an exclusive family affair, while others invite friends to a Christmas buffet or pot luck meal.

Churches have special services and may include a crèche or miniature Nativity scene.

What's Open or Closed?

Christmas Day is a public holiday in many countries worldwide, including Australia, Canada, the United Kingdom and the

United States. Government offices, educational institutions, many businesses and post offices are closed on this day. If

you plan to travel with public transport, check with the local transport authority on schedule changes.

About Christmas Day

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Christmas celebrates the birth of Jesus Christ, who Christians believe is the son of God. His birth date is unknown

because there is little information about his early life. There is disagreement among scholars on when Jesus was born.

Christians celebrate Jesus’ birthday on December 25. Orthodox Christians celebrate Christmas Day on or near January 7.

The word “Christmas” comes from the old English “Cristes maesse”, or the mass of Christ. It is likely that the Christmas

date of December 25 was chosen to offset the Pagan celebrations of Saturnalia and Natalis Invicti. It it also possible that

the celebration of the birth of the “true light of the world” was set at the time of the December solstice because this is

when the days in the northern hemisphere begin to grow longer. Christmas holiday customs derive from various cultures,

including Teutonic, Celtic, Roman, West Asian and Christian.

Symbols

The mistletoe is a commonly used Christmas decoration. By tradition, people who meet under a hanging mistletoe are

obliged to kiss. Mistletoe has pagan associations. For example, the druids of Gaul regarded mistletoe growing on oak

trees as sent from heaven.

Other common decorations associated with Christmas are holly and ivy – both are associated with Pagan festivals as it

was customary to decorate with greenery for these festivals.

Images of Santa Claus, also known as Father Christmas, snowmen, reindeer, and candy canes are seen in cards, posters,

signs and other printed or marketing material associated with the Christmas celebrations. Images of baby Jesus, the

Christmas star, and other symbols associated with the religious meaning of Christmas are also seen during Christmas

Eve and Christmas Day.

Christmas in Costa Rica

December marks the beginning of the Christmas traditions and holiday season in Costa Rica with its crispier air, cool

winds blowing during sunny cool days, clear and starry nights and the subtle cypress scent from street vendors.

During the holiday season almost all Costa Ricans:

crave for tamales with coffee or agua dulce, baked pork legs, and refreshing eggnog

get their deserved Christmas bonus to buy presents and Christmas decorations

bring their children to a Christmas tree lighting ceremony

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go downtown San Jose to the Central Avenue boulevard for the “Avenidazo”

set a Christmas tree and a manger in their living room

share a big Christmas Eve dinner with friends and family then head to Christmas Eve Midnight Mass

tuck baby Jesus in the Manger and place gifts under the Christmas tree at midnight on Christmas Eve

look forward to the traditional holiday festivals: El Tope, Festival de la Luz and Fiestas de Zapote

Make end meet means to pay the annual vehicle registration renewal fees before the New Year.

Traveling in Costa Rica during December is a culture rich experience indulged with the most popular holiday traditions &

Festivals:

BLACK FRIDAY: THE LAST FRIDAY OF NOVEMBER

Started in 2011

Black Friday – adopted from the U.S. – is now part of the Holiday season in Costa Rica. Retailers discount their

merchandise up to 70%. Malls host raffles for cars, cash, vacation trips and other prices, and banks reward consumers

when making purchases with credit cards to kick off the holiday shopping season. Shoppers lure the stores in an attempt

to get the best deal on a product before supplies run out.

CHRISTMAS BONUS PAY DAY: NO LATER THAN DECEMBER 5TH.

A $1.1 billion dollar Christmas bonus was paid to the 1.5 million employees in the country to boost up the 2012 holiday

season. The bonus is equal to a person’s one month salary and generally it is used to pay debts, save for the next year,

and shop for manger scenes and decorations, toys for children, presents, imported apples and green or black grapes – a

special Christmas treat for many - at street vendors.

CHILDREN MUSEUM FAÇADE LIGHTING CEREMONY: FIRST WEDNESDAY OF DECEMBER

Started in 2000

This 90-minute event inspires children to have faith in their dreams and one day their rainbow will come smiling through

with live musical and theater performances, building lighting effects, and 7,200 fireworks from 7 different points. More than

10,000 Costa Ricans attend to watch the performances and how the 4,000 bulbs decorating the museum façade are lit.

CHILDREN HOSPITAL CHRISTMAS TREE LIGHTING CEREMONY: FIRST THURSDAY OF DECEMBER

Started in 1964

The Children Hospital Christmas tree lighting ceremony is a countrywide symbol of the holidays in Costa Rica and a

meaningful moment for its more than 200 hospitalized children. The tree is decorated with more than 25,000 – 2,000 LED

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compliant – Christmas lights from 8 different colors and topped with a star. It makes San Jose brim with the Christmas

spirit. Parents bring their children to see the clowns, live theatrical and musical performance, and listen to the Children

Orchestra sing Christmas carols.

CHRISTMAS EVE

Most families have a late night dinner of pork leg and tamales on with eggnog, heavy with rum, while people visit friends

and family to give presents before midnight. Then, people head to the midnight mass. It’s a long service, and many are

often too tired to stay through the two hour mass. With the local traditions of food, family and fun, Christmas is definitely

the happiest time of the year in Costa Rica.

CHRISTMAS DAY

Christmas Day is a special day for children who receive and play with presents that they have been longing for. Children in

Costa RIca believe that baby Jesus is the one who brings Christmas presents to children. Some children write letters to

Baby Jesus “Cartas al Nino” a few weeks before Christmas Day, asking for a gift that they desire most.

Many people have the day off work and spend time with their families, friends, and loved ones. They also bring their

children to take rides and eat at Fiestas de Zapote in the morning. At night they gather with friends and share drinks

enjoying the night.

Many churches have special Christmas Day services, some of which include choirs, joyous singing, and meet-and-greet

opportunities after the church services.

NEW YEAR’S EVE (DECEMBER 31ST)

New Year’s Eve is a day of celebration. It is marked by fireworks and fire crackers. Some people invite friends and families

to share food and dance to the music until a few minutes before midnight. Some end the party an hour before midnight

and attend a public celebration at a beach, park, bar or disco.

Many people start counting down to New Year’s Day in the last minute before the last night of the year ends and the New

Year begins. Some people tune into watching televised or listening to radio broadcast countdowns. As the clock strikes

midnight into New Year’s Day, people celebrate hugging, kissing, zipping from a bottle of Champaign and wishing each

other a "Happy New Year".

NEW YEARS DAY

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New Year Day is an official holiday so many people who stayed up on New Year’s Eve to welcome the New Year have a day

off work and get a chance to sleep in and spend the remainder of the day either visiting friends or relatives, or returning

home from the beach. Others watch the Pasadena California New Year’s broadcasted on local T.V. stations.

Costa Ricans do not mark New Year’s Day as the first day to start a New Year’s resolution for the year.

STREET FAIRS & PARADES

AVENIDAZOS: SECOND WEEK OF DECEMBER

The Central Avenue Blvd. appeals to Costa Rican for its stress-free walking in a traditional, festive environment. The

building and street decorations light up the night as locals stream down Central Avenue boulevard people watching,

window shopping, and enjoying free live concerts and Christmas ceremonies.

FESTIVAL DE LA LUZ : SATURDAY OF THE SECOND WEEK OF DECEMBER

Started in 1996

Festival of Lights encourages everyone to join in the spirit of the holiday season and enjoy a host of festive experiences

along the Paseo Colon, Avenida Segunda and Plaza de la Democracia. Hundred of thousands of spectators line the parade

route each year to see more than 11 lighted floats built by volunteers and sponsoring communities, 14 marching bands,

balloons, fireworks and performing artists under twinkling lights along Paseo Colon and Avenida Segunda. The parade is

free and open to the public. The event is broadcast on multiple television networks in Costa Rica.

HORSE PARADE : EL TOPE NACIONAL – DECEMBER 26TH

More than 3,000 horses trot down the Second Avenue year after year on December 26th to celebrate the long-standing

tradition of the horse parade. Cowboys and horse breeder showcase their bond with their horses inviting people from the

public to ride with them or simply smiling and people watching.

People lined up their chairs early or simply sit on the city sidewalks to make sure they got a premium viewing spot for the

best breed horses in the country. The parade is free and open to the public. The event is broadcast on multiple television

networks in Costa Rica.

FIESTAS DE ZAPOTE: FROM CHRISTMAS DAY TO THE FIRST SUNDAY OF THE NEW YEAR

Fiestas de Zapote marks the end of the holiday season and the beginning of the New Year. Set in Zapote Farmer’s market

grounds, the Fiestas hosts food stands cotton candy, churros, loi main –chop suey- , portable bars, carnival Thrill and

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kiddieland rides and game, live musical performances, and the bloodless and dart free bullfights better known as Toros a

la Tica.

More than 100,000 Costa Ricans go to the Fiestas. Families take children during the day to the rides and bullfights.

Costa Rica’s Independence

The inhabitants of my home country love a good party, and love a good reason to have a party. One of those good reasons

is Costa Rica’s Independence Day, and I hop out to socialize with the locals and the visitors every year. It’s a great

celebration, and something that I look forward to every year. It takes me about 3 days to recover from all the celebrating,

but I eventually get back to hopping around Costa Rica, exploring the land and the people.

The History of Costa Rica’s Independence

I like to pride myself as an amateur Costa Rican historian, since I’ve been exploring and investigating the history of the

county for so long. This means that I know a few tidbits about the independence of Costa Rica that some people don’t

realize. The first fun fact is that technically, Costa Rica never really had to fight for its independence from Spain. Along

with Nicaragua, Costa Rica was declared an autonomous province according to the Spanish Constitution of 1812. This

doesn’t stop Costa Rican from celebrating the official Central American independence from Spain, though. That

independence from Spain came after a years-long war, called the Mexican War of Independence, that ended in 1821 when

Guatemala declared victory for Central America. Though the war was won in September of that year, it was a least a month

later before the official news even reached Costa Rica.

Another interesting fact is that after the war, Costa Rica didn’t actually become a sovereign state immediately. Instead, it

joined the First Mexican Empire, along with other Central American countries. This decision was one that caused a rift

between cities in Costa Rica. Some cities were in favor of joining the First Mexican Empire, including Cartago, the capital

at the time, while others were in support of full independence. There was even a civil battle fought at Ochomogo to decide

the fate of the country. The Republicans, who were not in favor of joining the First Mexican Empire, won the battle and

moved the capital of Costa Rica to San José. After that, Costa Rica became part of the Federation Republic of Central

America, and it wasn’t actually until 1838 that Costa Rica became truly independent, after the Federation Republic of

Central America disbanded and no longer existed.

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Costa Rica has a somewhat tense past with Guatemalan City, mostly due to distance between that area and Costa Rica.

The people of Costa Rica never really had a close connection to the people or government of Guatemala, so they also

didn’t feel an allegiance to that government. Costa Rica always hesitated to become politically tied to Guatemala, and this

has negatively impacted the integration of the two regions. Despite this history, Costa Rica and its people still recognize

the significance of that victory for all of Central America, and have declared September 15th as an official holiday called

Independence Day. And, boy, do we celebrate! But more on that later. After independence was declared, there was still

much to do; Costa Rica adapted the country’s first constitution, and held and celebrated elections. Those that were

elected in December of 1821 are an important part of the country’s history, and worked hard to make industrial and

commercial progress for Costa Rica and its people.

San José band in procession

Independence Day Celebrations

Like I said, Costa Rica knows how to hold a celebration, and I’m here to talk to you about some of my first-hand

experiences throughout the many years that I’ve traveled through Costa Rica. Before I talk about the celebrations, though,

I want to talk a little bit about what the day means to Costa Rica citizens. While it means dancing, drinking, and eating to

our heart's content, it also means something more. For me, and for all the living creatures in Costa Rica, Independence

Day is a time for us to reflect on our heritage, and to find patriotism in our history; this day is about our country deciding

that we had, and we were willing to explore and find, our own national identity.

That being said, if you are visiting Costa Rica at this time, you can expect to find Ticos even more jovial than usual! The

celebrations take place in all of the country’s regions, beginning on the 14th of September. There are a few great things

that happen on the 14th. The future of our great country, our children, celebrate in the most perfect way. Prior to the

celebration, they make homemade lanterns or "faroles". On the eve of the holiday, they light their lanterns and sing the

national anthem of Costa Rica through the streets as part of the Lantern Parade or "Desfile de Faroles" . This event is

reminiscent of how delegates in Guatemala celebrated their freedom so many years ago. Even before the children hold the

Lantern Parade, though, Central America begins celebrating their upcoming holiday with the Torch Run. The torch is light

on September 9th in Guatemala, then it travels through many Central American regions in celebration and reflection of the

original Independence Day. The final stop for the torch is Cartago, Costa Rica.

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Costa Rica Flag

One September 15th, Costa Rica continues to celebrate Independence Day with a number of events, including raising of

the national flag. You’ll hear me, and many other humans and creatures singing the national anthem, of course! And, there

are so many parades, so many awesome parades in the streets. Children wear costumes of traditional Costa Rica clothing,

and there are dancers, bands, and fireworks. The parades are so vibrant and colorful, that it is impossible for anyone not

to feel pride and patriotism. Of course, there is also a lot of food! There are food vendors on the streets, lining the roads to

serve all the amazing traditional Costa Rican foods like tamales, rice pudding, yucca, and fried plantains. There are also

many public places that are free to the public that welcome visitors on September 15th for celebration. There are often folk

shows, dancing, and of course, amazing music filling the streets and common areas.

Independence Day in the United States

Independence Day is annually celebrated on July 4 and is often known as "the Fourth of July". It is the anniversary of the

publication of the declaration of independence from Great Britain in 1776. Patriotic displays and family events are

organized throughout the United States.

Celebrate Independence Day

Independence Day is a day of family celebrations with picnics and barbecues, showing a great deal of emphasis on the

American tradition of political freedom. Activities associated with the day include watermelon or hotdog eating

competitions and sporting events, such as baseball games, three-legged races, swimming activities and tug-of-war

games.

Many people display the American flag outside their homes or buildings. Many communities arrange fireworks that are

often accompanied by patriotic music. The most impressive fireworks are shown on television. Some employees use one

or more of their vacation days to create a long weekend so that they can escape the heat at their favorite beach or

vacation spot.

Independence Day is a patriotic holiday for celebrating the positive aspects of the United States. Many politicians appear

at public events to show their support for the history, heritage and people of their country. Above all, people in the United

States express and give thanks for the freedom and liberties fought by the first generation of many of today's Americans.

The Statue of Liberty is a national monument that is associated with Independence Day.

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Public Life

Independence Day is a federal holiday. If July 4 is a Saturday, it is observed on Friday, July 3. If July 4 is a Sunday, it is

observed on Monday, July 5. Government offices and schools are closed. Some businesses may be closed as well. In

some years, many employees use a proportion of their vacation days to create a long weekend. This can cause

congestion in some places, particularly towards popular holiday destinations.

There are many public events, parades, shows and fireworks displays. This may cause local disruption to traffic. Public

transit systems do not usually operate on their regular timetables.

About Independence Day

In 1775, people in New England began fighting the British for their independence. On July 2, 1776, the Congress secretly

voted for independence from Great Britain. Two days later, on July 4, 1776, the final wording of the Declaration of

Independence was approved, and the document was published. The first public reading of the Declaration of

Independence was on July 8, 1776. Delegates began to sign the Declaration of Independence on August 2, 1776. In 1870,

Independence Day was made an unpaid holiday for federal employees. In 1941, it became a paid holiday for them.

The first description of how Independence Day would be celebrated was in a letter from John Adams to his wife Abigail on

July 3, 1776. He described "pomp and parade, with shows, games, sports, guns, bells, bonfires, and illuminations"

throughout the United States. However, the term "Independence Day" was not used until 1791.

Interestingly, Thomas Jefferson and John Adams, both signers of the Declaration of Independence and presidents of the

United States, died on July 4, 1826 - exactly 50 years after the adoption of the declaration. It is also important to note that

Native Americans lived in the country and each tribe had its own nation and government prior to the European settlers.

Valentine's Day

Valentine’s Day is a time when people show feelings of love, affection and friendship. It is celebrated in many ways

worldwide and falls on February 14 each year.

What Do People Do?

Many people around the world celebrate Valentine’s Day by showing appreciation for the people they love or adore. Some

people take their loved ones for a romantic dinner at a restaurant while others may choose this day to propose or get

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married. Many people give greeting cards, chocolates, jewelry or flowers, particularly roses, to their partners or admirers

on Valentine’s Day.

It is also a time to appreciate friends in some social circles and cultures. For example, Valentine's Day in Finland refers to

“Friend's day”, which is more about remembering all friends rather than focusing solely on romance. Valentine's Day in

Guatemala is known as Day of Love and Friendship). It is similar to Valentine’s Day customs and traditions countries such

as the United States but it is also a time for many to show their appreciation for their friends.

Public Life

Valentine’s Day is not a public holiday in many countries, including Australia, Canada, the United Kingdom and the United

States. However, restaurants, hotels and shopping centers may be busy around this time of the year.

Background

The origins of Valentine's Day are not clear but many sources believe that it stems from the story of St Valentine, a Roman

priest who was martyred on or around February 14 in the year 270 CE. How he became the patron saint of lovers remains a

mystery but one theory is that the church used the day of St Valentine’s martyrdom to Christianize the old Roman

Lupercalia, a pagan festival held around the middle of February.

The ancient ceremony included putting girls’ names in a box and letting the boys draw them out. Couples would then be

paired off until the following year. The Christian church substituted saints’ names for girls’ names in hope that the

participant would model his life after the saint whose name he drew. However, it was once again girls’ names that ended

up in the box by the 16th century.

Eventually the custom of sending anonymous cards or messages to those whom one admired became the accepted way

of celebrating Valentine’s Day. There was an increase in interest in Valentine's Day, first in the United States and then in

Canada, in the mid-19th century. Early versions of Valentine cards fashioned of satin and lace and ornamented with

flowers, ribbons, and images of cupids or birds appeared in England in the 1880s.

Symbols

Hearts, the colors red and pink, roses, images and statues of cupids, and cupids’ bows and arrows symbolize the feeling

of romance and love on Valentine’s Day. Cupid is usually portrayed as a small winged figure with a bow and arrow. In

mythology, he uses his arrow to strike the hearts of people. People who fall in love are sometimes said to be “struck by

Cupid's arrow”. The day focuses on love, romance, appreciation and friendship.

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Costa Rica Celebrates Virgen de los Angeles Day

August 1, 2014 by Javi the Frog

There is nothing I love more than a holiday, especially a holiday that brings the people of my home together in

celebration. Not many celebrations in Costa Rica are bigger than the national holiday on August 2nd, which

celebrates my country's patron saint, Virgen de los Angeles. OK, maybe Christmas and Easter are the biggest

religious holidays in Costa Rica, but Virgen de los Angeles day is also regarded highly among locals. Let me tell

you the story of Virgen de los Angeles, which involves mystery, natural disasters, architecture and of course, a

feast.

The History of La Negrita

It all started when a woman happened upon a statue one August day while washing clothes in a spring or gathering

wood for a fire. That encounter ended up having a profound effect on the future of Costa Rica. That small statue

was carved into dark wood and represented the Virgin Mary. Curious and likely in awe, the woman tried to take the

statue from the place she had found it, but the statue miraculously kept showing up back in that same spot. Well,

that would be enough to convince me to hop around a build a shrine for this statue, and that is exactly what the

townspeople did. The Basilica Virgen de Los Angeles in Cartago was built in 1639, but this modest structure was

hit by an earthquake and partially destroyed. A restored structure was completed in 1722 and incorporates mixes of

architectural styles like colonial and Byzantine. The Virgin was officially declared to be the patron saint of Costa

Rica in 1824.

How Costa Rica Celebrates Virgen de Los Angeles

As the month of July winds down and August 2 quickly approaches, you really can't miss the buzz of celebration in

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Costa Rica. Pilgrims can often be seen traveling along the Pan American Highway and other roads, heading to the

city of Cartago to celebrate the Virgen de Los Angeles. These people travel to Cartago in a variety of ways, from

walking barefoot to riding horses, but they are all making their way towards the Basilica Virgen de Los Angeles in

order to honor the country's patron saint, which now sits on a gold platform.

This religious holiday is a remarkable experience for visitors to Costa Rica, as it exhibits the true culture of the

country and the unique beliefs of its people. There really is no better way to immerse oneself in the local culture

than to experience a tradition like the day celebrating the Virgen de Los Angeles in Cartago. Visitors will want to

venture to the Basilica in order to check out the statue of La Negrita, which was given that name because it means

"little dark one" in Spanish.

Additionally, local legend has it that a small stream with curing powers is situated in close proximity to the

Basilica. Pilgrams following traditional beliefs also drink from the stream, splash themselves with the water and

collect some to take with them.

Upon arriving at the Basilica, many pilgrims will climb the steps of the

church on their knees as a means of thanking La Negrita for favors or even praying for help to overcome sickness

or other obstacles. Visitors can also pray by the stone where the image was originally found.

In August 2003, 1.5 million people descended upon the city of Cartago. At the time, that number was close to 40

percent of Costa Rica's entire population.

For travelers visiting Costa Rica during the end of July and early August, it should be a priority to make the trip to

Cartago to observe one of the most fascinating religious events in the world. There are also celebrations

throughout Costa Rica that include dedications to the Virgen de los Angeles Day with music, feasting and fairs.

Labor Day

Nowadays, many think of the Labor Day holiday in the U.S., which falls on the first Monday in September, as a day for

cookouts or shopping deals. But its origins date back to two gatherings of another, more politically motivated sort.

One was a “monster labor festival” featuring of a parade of unions and accompanying picnic, which took place on Sept. 5,

1882, in a New York City park. That gathering is thought to have attracted as many as 10,000 marchers, according to Linda

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Stinson, a former Department of Labor historian. They listened to speeches in support of workers’ rights, and — in

lighthearted activities more in the spirit of what goes on today — people drank beer, danced and set off fireworks.

The other event was a darker one. On May 11, 1894, in a company town outside Chicago, employees of the railway

sleeping car mastermind George Pullman went on strike when their wages didn’t go up after the economy tanked. In a

show of solidarity, the American Railway Union — said to have boasted 150,000 members at the time and led by famous

socialist Eugene Debs — refused to operate Pullman train cars, snarling mail delivery and prompting President Grover

Cleveland to send in federal troops to break up the strike. Rioting and arson broke out, and it evolved into what’s now

considered one of the bloodiest episodes in American labor history.

A national Labor Day holiday was declared within months.

Get your history fix in one place: sign up for the weekly TIME History newsletter

Some experts say Cleveland supported the idea of such a holiday, which already existed in several states, in an effort to

make peace with the unions before he ran for re-election. (He would lose anyway.) But perhaps one of the most eloquent

explanations of why the federal government saw fit to declare the holiday can be found in a Congressional committee

report on the matter.

Sen. James Henderson Kyle of South Dakota introduced a bill, S. 730, to Congress shortly after the Pullman strike,

proposing Labor Day be the first Monday in September. Here’s how Rep. Lawrence McGann (D-IL), who sat on the

Committee on Labor, argued for the holiday in a report submitted on May 15, 1894:

The use of national holidays is to emphasize some great event or principle in the minds of the people by giving them a day

of rest and recreation, a day of enjoyment, in commemoration of it. By making one day in each year a public holiday for

the benefit of workingmen the equality and dignity of labor is emphasized. Nothing is more important to the public weal

than that the nobility of labor be maintained. So long as the laboring man can feel that he holds an honorable as well as

useful place in the body politic, so long will he be a loyal and faithful citizen.

The celebration of Labor Day as a national holiday will in time naturally lead to an honorable emulation among the

different crafts beneficial to them and to the whole public. It will tend to increase the feeling of common brotherhood

among men of all crafts and callings, and at the same time kindle an honorable desire in each craft to surpass the rest.

There can be no substantial objection to making one day in the year a national holiday for the benefit of labor. The labor

organizations of the whole country, representing the great body of our artisan population, request it. They are the ones

most interested. They desire it and should have it. If the farmers, manufacturers, and professional men are indifferent to

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the measure, or even oppose it, which there is no reason to believe, that still would constitute no good objection, for their

work can be continued on holidays as well as on other days if they so desire it. Workingmen should have one day in the

year peculiarly their own. Nor will their employers lose anything by it. Workingmen are benefited by a reasonable amount

of rest and recreation. Whatever makes a workingman more of a man makes him more useful as a craftsman.

Cleveland signed the bill into law on June 28, 1894.

Now, more than a century later, Labor Day is firmly entrenched on the American calendar — but it does still come with at

least one, much smaller, controversy: the old fashion debate over whether it’s taboo to wear white after Labor Day.

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Level 8th Unit 4

CEF level to be reached: A2

Scenario: Going Shopping!

Enduring Understanding

The choices made when deciding what and where to shop may impact a family’s budget.

Essential Question

How does what and where we shop affect the country´s economy and context?

Assessment and Goals

Week 1

Assessment: L discriminates short

instructions illustrated through step-

by-step visuals (e.g., following

simple map´s directions).

R.2. understand short

instructions illustrated through

step-by-step visuals (e.g.,

following simple map´s

directions).

Assessment: L writes a summary

sentence of a text’s main points,

giving one or two details.

W.3. write a summary sentence

of a text’s main points, giving one

or two details, checking written

sentences to look for mistakes

(e.g. subject-verb agreement,

capitalization, spelling, basic

punctuation).

Assessment: L gives

recommendations about convenient

places to buy something.

Week 2

Assessment: L recognizes the main

idea of a presentation on a topic

when the subject is familiar to them

and it is delivered slowly.

L.1. understand the main idea of a

presentation on a topic when the

subject is familiar to them and it is

delivered slowly and clearly (e.g.,

another student’s report about

different services they can get in a

community).

Assessment: L asks appropriate

questions during a conversation to

ensure that the other person

understands points being made or

information being given.

SI.1. ask appropriate questions

during a conversation to ensure

the other person understands

points being made or information

being given.

Assessment: L writes

Week 3

Assessment: L discriminates simple

technical explanations if given slowly

and clearly and opportunity is given

for clarification.

L.2. understand simple technical

explanations if given slowly and

clearly and opportunity is given for

clarification (e.g., how to get to

different places).

Assessment: L asks someone to

say something more clearly, to

explain something a different way, or

to repeat what has been said.

SI.2. ask someone to say

something more clearly, to explain

something a different way, or to

repeat what has been said.

Assessment: L writes

recommendations about going

shopping wisely.

W.1. write recommendations

about going shopping wisely.

Week 4

Assessment: L discriminates directions

for getting to a place, using everyday

reference material (e.g., advertising

material and city maps, GPS gadgets).

R.3. understand directions for getting

to a place, using everyday reference

materials (e.g., advertising material,

city maps and GPS gadgets).

Assessment: L discriminates simple

technical explanations if given slowly and

clearly and opportunity is given for

clarification.

L.2. understand simple technical

explanations if given slowly and

clearly and opportunity is given for

clarification (e.g., how to get to

different places).

Assessment: L tells a simple direction

(e.g., how to get to a location) as well as

offers simple explanations to others.

SP.2. tell a simple direction (e.g., how

to get to a location) as well as offer

Week 5/6

Assessment

Anecdotal reports/rubrics/instruments for self

and co-assessment

Suggested Integrated Mini project

 Map design of own town (labeling the

names of buildings or stores) to give

locations and directions.

 Telling how to get to selected locations in

Costa Rica using digital or physical

maps.

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SP.1. make recommendations

about convenient places to buy

something.

straightforward text on topics familiar

to them.

W.2. write straightforward text on

topics familiar to them

simple explanations to others.

Phonology Goal for Each Week

Assessment: L identifies English language sounds using knowledge in phonics, syllabification, and word parts.

R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification, and word parts.

Theme

Welcome to my town

Theme

Getting what I need at the right place

Theme

Where is it?

Theme

How can I get there?

Function

- Identifying different retail shops

and services in my town.

Function

- Describing goods and services

you can you get in different

places.

Function

- Exchanging information for

shopping wisely.

Function

- Giving directions to get to retail shops

and services in town.

Discourse Markers

Linkers: Sequential past time

Rules to go shopping.

First, you have to go to the mall.

Then, have some food. After that,

buy a pair of tennis shoes. Finally,

return home.

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Grammar & Sentence Frames

Comparative and superlative

 Which store is cheaper ____

or______?

 The Outlet is cheaper than the

Shopping Mall.

There is/are

Is there/Are there

 There is a supermarket next to

Grammar &Sentence Frames

Modals should/shouldn’t

 You shouldn’t shop at that store

because it is very expensive.

 You should compare prices.

How much/How many

 How much does it cost?

 How many cookies do you

need?

Grammar & Sentence Frames

Article a/an

 There is a bank in front of the

park. The Citi Bank is next to

the church.

Imperatives +/-

 Request the warranty.

 Don’t forget to ask for a receipt.

Grammar & Sentence Frames

Modals have to

 When you go shopping you have to

look for the best price.

Prepositions

 Turn to the right and then turn to the

left.

 The supermarket is in front of the

bank.

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the bank.

 There are two stores in front of

the church.

Determiners (any-some)

 Yes, I have some.

 I don’t have any.

Count/Uncountable Nouns

 Is there any milk?

 How much rice do you need?

Demonstratives (those/these, this,

that)

 How much are these/those

shoes?

 Those are fifteen thousand

colones.

 There is a bakery behind the mall

Zero Conditional

 If you go shopping, you need to:

Phonology

 Practicing words with the final e

(-ake, -ute, -ime)

Phonology

 Practicing words with the final e

(-ake, -ute, -ime)

Phonology

 Practicing words with the final e

(-ake, -ute, -ime)

Phonology

Review

Vocabulary

Welcome to my town.

- Appliance store, bakery, bank,

bus station, clinic, clothing

store, coffee shop,

convenience store, drugstore,

flower shop, etc.

Vocabulary

Getting what I need at the right place

Goods

- Goods are things that you can

keep, eat, or use. food,

clothing, toys, furniture,

toothpaste, game, book, flower,

paint, toys, tools, books, pets,

plants, household goods

Service

- A service is something that

someone does for you.

- fix cars, get a checkup, get

haircuts, mail delivery, clean a

messy house, transport people

and goods, cut grass and

plants flowers, trees, paint

buildings, help children learn,

keeps neighborhoods safe

Vocabulary

Where is it?

- Right over there, nearby, around

the corner, down the street,

next to, about five minutes from

here, turn left/right, go across,

go down, go through, go out

of, in front of, opposite, on the

corner.

Vocabulary

How can I get there?

- Go straight on, when you come to the

crossroads, go across the

roundabout, Take the first

turn/road/street on your left/right, Go

on for about (10 minutes/200 meters).

Socio-cultural

 Showing understanding of and

supporting local goods and

services and other towns.

Idiom

 Burn a hole in my pocket

 Window shopping

Psycho-social

 Valuing making well thought out,

effective decisions (ex: where

to go in town for a certain item,

Psycho-social

 Demonstrating interest to take part in

simple social interactions when

asked.

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Proverbs/Quotes

 You are not what you have.

Psycho-social

 Valuing making well thought out,

effective decisions (ex: where

to go in town for a certain item,

using a map to get to a

destination).

using a map to get to a

destination).

 Demonstrating interest to take

part in simple social

interactions when asked.

Social Language

 Shopping mall

 I’m just looking.

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Didactic Planning

Week # 1

Level: 8th

Unit: 4

Domain: Transactional

Scenario: Going Shopping

Theme: Welcome to my town

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget.

Essential Question: How does what and where we shop affect the country´s economy and context?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Comparative and superlative

 Which store is cheaper ____ or______?

 The Outlet is cheaper than the Shopping Mall.

There is/are

Is there/Are there

 There is a supermarket next to the bank.

 There are two stores in front of the church.

Determiners (any-some)

 Yes, I have some.

 I don’t have any.

Vocabulary

Welcome to my town.

- Appliance store, bakery, bank, bus station, clinic,

clothing store, coffee shop, convenience store,

Function

Identifying different retail shops and services in my

town

Discourse Markers

Linkers: Sequential

Rules to go shopping.

First, you have to go to the mall. Then, have some

food. After that, buy a pair of tennis shoes. Finally,

return home.

Psychosocial

 Showing understanding of and supporting local

goods and services and other towns.

Proverbs/Quotes

You are not what you have.

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drugstore, flower shop, etc.

Phonology

 Practicing words with the final e (-ake, -ute, -ime)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc. Participating

Warm up T makes flashcards with pictures of items that can be purchased in an appliance store

(microwave, refrigerator), bakery (bread, cake), clothing store (blouse, pants, skirt), coffee shop

(coffee), convenience store (chips, soft drink), drugstore (medicine), flower shop (flowers), or

services that can be performed in a bank (financial transaction), bus station (catching a bus) post

office (mail letter), movie theater (watch movie), school (attend class) or hospital (physical exam,

blood pressure check). T tapes pictures of the shops on the board. Each L is given a picture of an

item that can be purchased in each of these shops. Ls come to the board and place their item in

the right shop

Engaging

Activation of prior knowledge T reviews vocabulary for items placed in shops in warm-up. Ls

use their item cards to say, “This is a _____”, “These are_______”.

Introducing

T introduces comparatives and superlatives by calling individual Ls to the front of the room.

T says, “--___is tall, ____is taller, ____is tallest

5 minutes

minutes

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Assessment: L

discriminates short

instructions illustrated

through step-by-step

visuals (e.g., following

simple map´s directions).

R.2. understand short

instructions illustrated

through step-by-step

visuals (e.g., following

simple map´s

directions).

____is taller than _____

____´s hair is long, _____’s hair is longer, ____´s hair is longest”

T introduces rules for more and most (used with words that are 2 syllables or longer except 2 syllable

words which end in y) and illustrates use of –er and more with the following examples:

More beautiful, prettier, hungrier, more anxious

See reading activity page at end of unit

Pre-reading

T introduces comparative survey and sentences activity. Give each student a copy of the worksheet

T tells the Ls to answer the four questions in the worksheet and write their answers in the second

column of the table. T instructs the Ls to interview 5 classmates using the 4 questions on the

worksheet. When the L has all the answers, he/she should write 4 comparative sentences based on

the chart

Reading for the first time

T passes out the reading about Maria and Luis

Look for a comparison in the reading

Write a comparative sentence based on the reading

Pair/Group feedback

Check a partner´s comparative sentence

Reading for the second time

Re-read passage and answer comprehension questions and some/any exercises

Write a summary sentence for the reading.

Post-reading

Review comprehension questions and some/any activities

minutes

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Assessment: L writes a

summary sentence of a

text’s main points, giving

one or two details.

Assessment: L gives

recommendations about

convenient places to buy

something.

W.3. write a summary

sentence of a text’s

main points, giving one

or two details,

checking written

sentences to look for

mistakes (e.g. subject-

verb agreement,

capitalization, spelling,

basic punctuation).

SP.1. make

recommendations

about convenient

places to buy

something

Pre-listening

T asks Ls to come to the board and place store items relative to each other using

prepositions they know. For example, they can place one picture card on another and

say, “the coffee is on the flower”.

Listening for the first time

T plays preposition song https://www.youtube.com/watch?v=byszemY8Pl8 --Ls listen to

the song on the video and write each preposition they hear

Pair/group feedback

T lists prepositions that are new to Ls on the board and explains each

Listening for the second time

Ls place 2-3 objects from their backpacks in the positions mentioned in the song as they

listen. T encourages Ls to sing along!

Post-listening

With tape, T makes enough circles on the floor for groups of 4 Ls. Ls move themselves

in the position described by the preposition relative to the circle on the floor. T calls each

of the following “In, behind, in front of, outside, within, around and back, over”. Finally,

students write a summary sentence by providing three details from the activity they did

before. They can use the discourse markers First, . Then, After that, Finally

Spoken Production/Interaction

Planning

T makes copy of goods pictures and makes decks of cards with goods/services (1 deck

for each group of 4 students)

Organizing

T organizes students into groups of 4 and passes one deck of goods cards per group

Rehearsing

Students review vocabulary for goods/services and places

minutes

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Interacting

Ls draw a card from the deck and say, “I want to buy______. Where can I go?” Other Ls

name appropriate location where that item can be found.

Describing

T reviews names of goods and locations by giving recommedations about places to buy

something by using sentence frames.

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Adjust

times listed

above to

allow 5 min

each week.

Group

presentations

can be week

5 or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

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Learner Self-Assessment

I can…

Yes

progress

discriminate short instructions illustrated through step-by-

step visuals (e.g., following simple map´s directions).

write a summary sentence of a text’s main points, giving

one or two details.

give recommendations about convenient places to buy

something.

show how I have worked with others this week.

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Didactic Planning

Week # 2

Level: 8th

Unit: 4

Domain: Transactional

Scenario: Going Shopping!

Theme: Getting what I need at the right place

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget.

Essential Question: How does what and where we shop affect the country´s economy and context?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Modals should/shouldn’t

 You shouldn’t shop at that store because it is very

expensive.

 You should compare prices.

How much/How many

 How much does it cost?

 How many cookies do you need?

Count/Uncountable Nouns

 Is there any milk?

 How much rice do you need?

Vocabulary

Getting what I need at the right place

Goods

Function

- Describing goods and services you can you

get in different places.

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Psychosocial

 Valuing making well thought out, effective

decisions (ex: where to go in town for a certain

item, using a map to get to a destination).

Proverbs/Quotes

 Burn a hole in my pocket

 Window shopping

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- Goods are things that you can keep, eat, or use.

food, clothing, toys, furniture, toothpaste, game,

book, flower, paint, toys, tools, books, pets,

plants, household goods

Service

- A service is something that someone does for you.

fix cars, get a checkup, get haircuts, mail delivery,

clean a messy house, transport people and goods,

cut grass and plants flowers, trees, paint buildings,

help children learn, keeps neighborhoods safe

Phonology

 Practicing words with the final e (-ake, -ute, -ime)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc. Participating

Warm upT passes out goods cards from week 1 and tapes shops on board. Ls come to board

and say, “I can buy __________ at the ________”

Engaging

Activation of prior knowledge T asks Ls what they can buy at the bank, bus station,

and clinic. T describes the difference between a good and a service. T asks Ls, “What

services are provided in this town?”

5 minutes

minutes

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Introducing

T uses PPT to explain the following concepts

T reviews new vocabulary (opposites) from the dialogue: More expensive/cheaper,

brighter/duller, higher/lower

T also reviews modal verbs ‘should’ and ‘shouldn´t’

T explains that we use should and shouldn't to give advice or to talk about what we think is right

or wrong.

“You should” means something like ‘I think it is a good idea for you to do it’.

“You shouldn't” means something like ‘I think it is a bad idea for you to do it’.

“Should” is used to express the opinion of a speaker and often follows I think or I don't think.

Examples

You look tired. I think you should rest.

Should you be working so much?

- I have an English test tomorrow.

- You shouldn´t worry about it. You have worked really hard.

- I never have enough money.

- I don't think you should go out so much.

T explains that modal verb goes before the verb. The modal begins a question.

Notice how the modal verb is used in the following dialogue.

minutes

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Assessment: L recognizes

the main idea of a

presentation on a topic

when the subject is familiar

to them and it is delivered

slowly.

Assessment: L asks

appropriate questions

during a conversation to

ensure that the other

person understands points

being made or information

being given.

L.1. understand the

main idea of a

presentation on a

topic when the

subject is familiar to

them and it is

delivered slowly and

clearly (e.g., another

student’s report

about different

services they can get

in a community).

SI.1. ask appropriate

questions during a

conversation to

ensure the other

person understands

points being made or

information being

give

Pre-listening

Show some pictures introduce the situation learners will listen.

Listening for the first time

Listen to the dialogue to understand the purpose of the interaction and roles of the two women.

Pair/Group feedback

1. Who are the two women in the dialogue?

2. What is the customer buying?

3. What are her concerns about the jacket?

4. What does the salesperson say to try to encourage her to buy the jacket?

5. How does she pay for the jacket?

Listening for the second time

Ls listen again and check their answers.

Post-listening

T passes out modal verb activity. Ls complete the activity and T reviews when they are finished.

Planning

T passes out dialogue handout with exercises. Ls are organized in pairs.

Organizing

Ls rewrite the dialogue substituting the first and second sets of words in the right places.

Rehearsing

Ls read the dialog alone, practicing pronunciation and ensuring they understand the vocabulary.

Interacting

Ls then practice the dialogues with a partner, substituting the new words. Ls switch roles for the

second dialogue.

Describing

T clarifies pronunciations and meanings that she has noticed have caused confusion for students

as she has walked around the room, listening to students recite dialogues. Volunteers come to

front of room to perform dialogue for class.

minutes

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Spoken Interaction

Planning

T directs Ls attention to survey activity on dialogue handout

Organizing

T explains that Ls will walk around the class and talk to other class members (quietly). Ls

compliment their classmates on something they are wearing and then ask questions about that

clothing item. Ls use the questions on the survey and create their own questions to clarify

answers. Ls complete the table on the worksheet, using answers from at least 6 classmates.

Rehearsing

T models activity, using one L from classroom. Practice questions and statements that will be

used in the interview.

“I love your ________” or “Your ________looks good on you!”

Where did you buy it?

When did you buy it?

How much did it cost?

How did you pay for it?

Were you satisfied with it?

Interacting

Ls perform activity with at least 6 classmates and complete table

Describing

T models debrief and writes the following questions on the board:

Name one student that you interviewed

What item did you discuss?

Where did he/she buy it?

When did he/she buy it?

How much did it cost?

How did he/she pay for it?

minutes

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Assessment: L writes

straightforward text on

topics familiar to them.

W.2. write

straightforward text

on topics familiar to

them

Was he/she satisfied with the item?

Written Production: Create an ad for a commercial product

Pre-writing:

T reviews ads (in this week’s PPT). What components do they all have?

Assignment: Create an ad for a product that you can buy in one of the stores

we’ve learned about. Include:

A picture

A description

Positive features

A comparison with another, similar product

Price

Where can your product be found?

Drafting

Create your ad

Revising

Have a partner review your ad and make recommendations for improvement

Editing

Ls edit ads.

minutes

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Adjust

times listed

above to

allow 5 min

each week.

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Group

presentations

can be week

5 or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

recognize the main idea of a presentation on a topic when

the subject is familiar to them and it is delivered slowl

ask appropriate questions during a conversation to ensure

that the other person understands points being made or

information being given.

write straightforward text on topics familiar to them.

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show how I have worked with others this week.

Didactic Planning

Week # 3

Level: 8th

Unit: 4

Domain: Transactional

Scenario: Going Shopping!

Theme: Where is It?

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget

Essential Question: How does what and where we shop affect the country´s economy and context?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Article a/an

 There is a bank in front of the park. The

Citi Bank is next to the church.

Imperatives +/-

 Request the warranty.

 Don’t forget to ask for a receipt.

Demonstratives (those/these, this, that)

 How much are these/those shoes?

 Those are fifteen thousand colones.

Vocabulary

Where is it?

- Right over there, nearby, around the corner,

down the street, next to, about five minutes

from here, turn left/right, go across, go down,

Function

- Exchanging information for shopping wisely.

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Psychosocial

 Valuing making well thought out, effective

decisions (ex: where to go in town for a

certain item, using a map to get to a

destination).

 Demonstrating interest to take part in simple

social interactions when asked.

Proverbs/Quotes

Social Language

 Shopping mall

 I’m just looking.

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go through, go out of, in front of, opposite, on

the corner.

Phonology

 Practicing words with the final e (-ake, -

ute, -ime)

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc. T instructs students to bring colored pencils to the next

class. Participating

Warm upT plays preposition game with mouse (this week’s PPT). Ls supply correct preposition

Engaging

Activation of prior knowledge T replays preposition video from week 1. Students manipulate

2-3 items on their desks to mimic prepositions in song.

Introducing

T review vocabulary from dialogue using PPT:

Right, left, straight, block, intersection, far, close, traffic light, middle, corner

5 minutes

minutes

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Assessment: L

discriminates simple

technical explanations if

given slowly and clearly

and opportunity is given

for clarification..

Assessment: L asks

someone to say

something more clearly,

to explain something a

different way, or to repeat

what has been said.

L.2. understand

simple technical

explanations if given

slowly and clearly

and opportunity is

given for clarification

(e.g., how to get to

different

SI.2. ask someone

to say something

more clearly, to

explain something a

different way, or to

repeat what has been

said.

places

Pre-listening

Show pictures to guide students about the conversation they are going to listen.

Listening for the first time

T plays dialog once, then passes out gap fill activity. Ls listen again and fill in the gaps

Pair/Group feedback

Review gap fill activity

Listening for the second time

Ls listen again and check all their gap fills as they listen

Post-listening

Ls practice dialogue substituting words and phrases as found on their worksheets. They write a

new dialogue by mixing and matching alternative phrases.

Spoken Interaction/Production

Planning

T makes signs for floor saying: bank, library, school, church, florist, hardware store.

Organizing

T tapes signs to represent community buildings on the floor around the classroom and moves all

student desks to the sides of the room. T asks for 3 volunteer Ls.

Rehearsing

2 Ls are called to the front of the room to model direction giving. One L volunteers to be

blindfolded.

Two other Ls give directions to the store—“Go straight two steps, turn right…” Blindfolded

student follows directions to get to destination.

Interacting/Describing

Ls mix locations of signs that represent buildings in the town and repeat the activity with 3 more

students until every group of 3 has had a chance.

Activity 2 Spoken Interaction/Production

Planning

minutes

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Assessment: L writes

recommendations about

going shopping wisely.

W.1. write

recommendations

about going shopping

wisely.

T uses same goods and services cards and community cards used during week one.

Also has cards saying: next to, behind, in front of, in, between

Organizing

T teaches rule for use of a and an with nouns. Example: an apple, a banana

Teacher explains the use of this/that, these/those using this week’s PPT

T will use goods, services and preposition cards to review vocabulary, this, that, these

and those and prepositions on the board . T models speech— T pulls a card from each

of 3 decks—the preposition, the item (goods and services) card and the community

cards and says, “This is an apple. This is a bank. (or these are bananas) “the apple is

next to the bank”. She says the final sentence as she places the apple next to the bank

on the board. Finally, teacher asks class (when standing away from the board) “What is

that?” (pointing at the apple, then at the bank) or “What are those?” (for plural items)

Rehearsing

Volunteer L is called to the front and draws one card from each of the 3 decks and

repeats teachers actions from the organizing section. This is repeated with each student

or with pairs of students. Interacting/Describing

Ls summarize rules for a/an, this/that, these/those

Pre-writing:

Discuss with classmate five good recommendations when going shopping.

Search in internet for recommedations for good shoppers. If necessary, provide a

guided writing with some sentence frames.

Drafting

Write some recommendations to your mom when going shopping to the

supermarket. Make sure you ues the sequentials first, next, then, finally.

Revising

minutes

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identifies and

manipulates English

language sounds using

knowledge in phonics,

syllabification, and word

parts.

identify and

manipulate English

language sounds

using knowledge in

phonics,

syllabification, and

word parts.

In pairs read the recommendations and revise them by using teachers

instrument.

Editing

Ls edit the recommendations and publish them on the bulletin board.

Phonology

Recognition

Students find examples of silent e words from dialogue and exercises: Excuse, office, sure,

here, come, side, welcome

Articulation

T slowly pronounces each of the words

Production:

Ls repeat pronunciation of each word and determine if the word has a long vowel sound.

The silent e should cause the earlier vowel to be pronounced with its long sound but

there are exceptions. Which of the words doesn´t follow the long vowel with silent e

rule?

(answer: office, come, welcome)

minutes

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Thinking for planning: (5 or 10 minutes in week 3 or 4)

Adjust

times listed

above to

allow 5 min

each week.

Group

presentations

can be week

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5 or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

discriminate simple technical explanations if given slowly

and clearly and opportunity is given for clarification..

asks someone to say something more clearly, to explain

something a different way, or to repeat what has been said.

write recommendations about going shopping wisely.

identify and manipulate English language sounds using

knowledge in phonics, syllabification, and word parts.

show how I have worked with others this week.

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Didactic Planning

Week # 4

Level: 8th

Unit: 4

Domain: Transactional

Scenario: Going Shopping!

Theme: How can I get there?

Enduring Understanding:

Essential Question:

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Modals have to

 When you go shopping you have to look

for the best price.

Prepositions

 Turn to the right and then turn to the left.

 The supermarket is in front of the bank.

 There is a bakery behind the mall

Zero Conditional

 If you go shopping, you need to:

Vocabulary

How can I get there?

Go straight on, when you come to the crossroads, go across the

roundabout, Take the first turn/road/street on your left/right, Go on

for about (10 minutes/200 meters).

Phonology

Function

- Giving directions to get to retail shops and

services in town.

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Psychosocial

Demonstrating interest to take part in simple

social interactions when asked.

Proverbs/Quotes

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Review

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc. Participating

Warm up: Class forms a line. T gives directions: Go straight 2 steps. Turn right. Go one step.

Turn left. Go 3 steps. Turn around. Sit down.

Engaging

Activation of prior knowledge: T pastes places in the community (from week 1 plus additional

from this week) across white board. T reviews this vocabulary and introduces zoo, park, library,

police station and supermarket. T forms 2 teams of Ls in back of class. Reads descriptions of

buildings:

Place to go when you get sick

Place to go to learn math and science

Place to buy bread

Place to see exotic animals

Place to report a crime

Place to buy many types of food

Place to watch a movie

Place to catch a bus

Place where children play

Place to save money

Place where you can borrow a book

Place to buy a refrigerator

minutes

5 minutes

minutes

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Assessment: L

discriminates directions for

getting to a place, using

everyday reference

material (e.g., advertising

material and city maps,

GPS gadgets).

R.3. understand

directions for

getting to a place,

using everyday

reference

materials (e.g.,

advertising

material, city maps

and GPS

gadgets).

Place to drink coffee

Place to buy a shirt

Place to buy gas for your car

Place where you can mail a letter

Place to buy plants and flowers

Place to buy prescription drugs

One person on each team is given a fly swatter and runs to swat the place described.

Before the team gets a point, that L must name the place.

Introducing

different text types (oral/written) using visual aids, technology, key vocabulary, graphic organizers,

sounds, grammar and sentence frames.

Pre-reading

T passes out reading activity and explains that Ls should use Map 2 to answer the questions on

the reading activity. This activity is done individually.

Reading for the first time

Ls review questions and clarify any vocabulary that is unclear with T. Ls complete activity sheet.

Pair/Group feedback

Ls compare answers with a partner.

Reading for the second time

T reviews answers with whole group.

minutes

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Assessment: L

discriminates simple

technical explanations if

given slowly and clearly

and opportunity is given for

clarification.

Assessment: L tells a

simple direction (e.g., how

to get to a location) as well

as offers simple

L.2. understand

simple technical

explanations if

given slowly and

clearly and

opportunity is

given for

clarification (e.g.,

how to get to

different places).

SP.2. tell a simple

direction (e.g.,

how to get to a

location) as well

Post-reading

T clarifies any questions that have arisen during the activity.

Pre-listening

T previously instructed Ls to bring colored pencils to class. Ls are given Map 1 on this

week´s activity page.

Listening for the first time

T describes activity by explaining that verbal instructions will be given and students must do what

they are asked on the maps. They must work efficiently to finish each instruction before the next.

Pair /group feedback

Learners clarify or repeat instructions by working in pairs.

Listening for the second time

T provides the following verbal instructions:

1. Color the map as follows: Blue-water, Red-fire station, Orange-library, Yellow-schools,

Green-parks, Pink-city hall, Purple-hospital, Brown-community center.

2. Draw a green "X" at the intersection of Oak Street and 2nd Avenue.

3. Draw a black "X" where River Street meets Cat Bridge.

4. How many blocks are in 1 mile?

Post-listening

T asks Ls to come to board to complete tasks using colored white board markers to review

activity

Planning

T gives Ls Map 2 on this week’s activity page.

minutes

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explanations to others.

as offer simple

explanations to

others.

Organizing

T explains that Ls will work in pairs, one is student A, the other is student B. Student A

begins by giving directions from the place indicated on the activity sheet and student B

traces these directions on his/her map. Then student B gives directions to the location

indicated on the activity sheet.

Rehearsing

T demonstrates by projecting map on PPT and having a Learner come and follow

directions and repeat them. T is acting as student A and volunteer L as Student B. T

directs students as follows: We will go from city hall to the library. Stand in front of city

hall and face Green River. Turn right. You are on A street. Go straight on A street 4

blocks until you arrive at 1st street. Turn left. Go across State bridge and cross River

Street and Main Street. The library is in front of you.

Interacting/Describing

Ls complete activity in pairs. T circulates to check understanding.

T models answers on PPT to review answers.

5 minutes

minutes

Integrated Mini-Project

Time

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Ideas: Shopping role play, Ls create a community map and navigate, in teams, following directions provided on audiotape by T

Adjust

times listed

above to

allow 5 min

each week.

Group

presentations

can be week

5 or 6.

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Thinking for planning: (5 or 10 minutes in week 3 or 4)

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

discriminate directions for getting to a place, using

everyday reference material (e.g., advertising material and

city maps, GPS gadgets).

discriminate simple technical explanations if given slowly

and clearly and opportunity is given for clarification.

tell a simple direction (e.g., how to get to a location) as well

as offers simple explanations to others.

show how I have worked with others this week.

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Didactic Planning

Weeks 5 and 6

Review and Integrated Mini-Project

Level: 8th

Unit 4: Going Shopping!

Enduring Understanding: The choices made when deciding what and where to shop may impact a family’s budget.

Essential Question: How does what and where we shop affect the country´s economy and context?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

 Did Ls use all sentence frames?

Vocabulary

 Did Ls say aloud and write all vocabulary?

Phonology

 Did Ls recognize, articulate and produce

phonological sounds?

Function

 Did Ls use all functions?

Discourse Markers

 Did Ls practice connecting words: and, but,

because?

Psychosocial

Did Ls show evidence of …

 Being aware and committed to protecting the

environment

 Appreciating natural wonders

Sociocultural

 Did Ls practice idioms and quotes?

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening

Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading

Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing

Written Production: Pre-writing; Drafting; Revising; Editing

Time

Total:

120 min

(3 lessons)

 Did Ls achieve

all learning

 Can Ls do all

tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to

All of week

5 or 6

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outcomes?

strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

Options

Integrated Mini-Project

Time

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation

week Ls focus on:

Responding and sharing: Participating in individual and peer assessment of mini-project.

Teachers monitor ….

 Did Ls use English during all aspects of Integrated Mini-Project?

 How did project presentations reflect understanding and/or mastery of Can Do statements?

 Did Ls put into practice the focus of Learn to Be and Live in Community?

 Did the Integrated Mini-Project provide answers to the Essential Question?

All of week

5 or 6 of

unit

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Name________________________________________

Student survey and chart:

1. Give each student a copy of the worksheet

2. Tell the students to answer the four questions in the worksheet and write their answers in the second column of the table.

3. Instruct the students to interview 5 classmates using the 4 questions

4. When the student has all the answers, he/ she should write 4 comparative sentences based on the chart

How old are you?

How expensive is your cell phone, do you think?

What size shoe do you wear?

How far is your home from the high school?

You

_______

______

_______

________

Age

Phone cost

Shoe size

Distance

from school

When you have finished your chart, use the information to write 4 comparative and superlative sentences about your classmates.

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Example: I am the oldest student in the group.

1. ______________________________________________________

2. ______________________________________________________

3. ______________________________________________________

4. ______________________________________________________

Reading

Maria and Luis like to shop carefully in order to save some money by buying ítems on sale. First, they look in the newspaper and on the internet

before they go shopping. Then, they find the best place to buy specific ítems. After that, they decide where Marie will go and where Luis will

go. Finally, they leave their house and go shopping. Today, Marie will go to Pali to buy canned and packaged goods and Luis will go to the

farmer´s market to buy some fruits and vegetables. They like to buy local fruits and vegetable to support local farmers and because these

products are fresher and healthier. Sometimes, Marie buys canned and packaged goods at Maxi Pali but today, they are cheaper at Pali. Marie

and Luis are careful to not buy more than they need. They often remind each other that, “You are not what you have”.

What are Marie and Luis doing today?

What is the first thing Marie and Luis do when they prepare for shopping?

What will Luis buy?

What kind of fruits and vegetables does Luis buy? Why?

Why is Marie going to Maxi Pali instead of Pali?

What is the significance of Marie and Luis’ statement, “You are not what you have?”

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Fill in the blank with some or any.

1. Marie wants to find __________cheap rice.

2. Does Maxi Pali have __________ coffee on sale?

3. Does the farmer´s market have ________strawberries?

4. You need to buy _________ new shoes. These are too small.

5. I saw ________shoes on sale downtown yesterday.

6. Are you going shopping? No, I don’t need ________food today.

7. Do you have _________sugar I can borrow?

8. Sorry you can´t buy the rice that is on sale. There isn’t _______more.

Goods Cards

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Places in a Community

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Modal Verbs: Should and Shouldn´t

Complete the following sentences using should and shouldn’t

You _____________ be so selfish.

I don't think you _________ smoke so much.

You ____________ exercise more.

I think you _________ try to speak to her.

You are overweight. You _________ go on a diet.

Where __________ we park our car?

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You______________ never speak to your mother like this.

The kids ______________ spend so much time in front of the TV.

______________ I tell her the truth or _______________ I say nothing?

I think we _______________ reserve our hotel in advance.

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Clerk:

I really like that jacket!

It looks good on you. You should get it.

(1)

Customer:

I don’t know.

It’s more expensive than the one at the other store.

Do you have any that are cheaper?

(2)

Clerk:

But this one is much higher quality and it looks really

good on you.

I’ll tell you what: I’ll give you a 10% discount.

(3)

(4)

Customer:

How much is it then?

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Clerk:

With tax, the total comes to $48.50.

How would you like to pay?

(5)

Customer:

I’ll put it on my credit card.

(6)

Rewrite the dialogue substituting the following phrases. Practice these new dialogues with your partner.

(1)

sweater

shirt

(2)

not as stylish as

much brighter than

(3)

it goes well with your pants

it matches your shoes

(4)

25%

15%

(5)

$38.62

$28.87

(5)

write a check

pay with cash

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Walk around the class and talk to other class members. Compliment them on something they are wearing. And then ask them questions about that clothes

item. Use the questions below and create your own questions to clarify answers. For example: “Where did you get it?” “In San Jose.” “Where in San Jose?”

Complete the following table, using answers from at least 6 classmates.

Name

Item

Shop

Date of

Purchase

Price

Payment

Method

Satisfied?

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Week 3, Unit 4 Dialogue

Listen to the following dialogue.

Person on the Street: Excuse me. Can you tell me how to get to the post office?

2nd person: I’m sorry. I don’t know. I’m from out of town.

Person on the Street: Excuse me. Do you know where the post office is?

Third Person: Sure. It´s not far from here. First, walk straight ahead until you get to Main Street then…

Person on the Street: Sorry to interrupt you. How many blocks is that?

Third Person: It´s about two or three blocks. It´s the first traffic light you´ll come to. After you get to Main Street, turn right and walk one

block to Broadway. Finally, you will turn left and go half a block.

Person on the Street: What side of the Street is it on?

Third Person: Coming from this direction, it will be on your right side. It´s in the middle of the block, next to Sweet´s Ice Cream Shop. You

can´t miss it. Do you want me to repeat any of that?

Person on the Street: No, that´s okay. I´ve got it. Thanks a lot.

Third Person: You´re welcome!

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Listen to the dialogue again and fill in the gaps

Person on the Street: __________ me. Can you tell me how to get to the _______________?

2nd person: I’m sorry. I don’t know. ________ from out of town.

Person on the Street: Excuse me. Do you know where the post office is?

Third Person: Sure. It´s not ______ from here. First, walk ___________ ahead until you get to Main Street then…

Person on the Street: Sorry to interrupt you. How ___________ blocks is that?

Third Person: It´s about two or three ___________. It´s the first traffic light you´ll come to. After you get to Main Street,

turn __________ and walk one block to Broadway. Finally, you will turn __________ and go half a block.

Person on the Street: What ________ of the street is it on?

Third Person: Coming from this direction, it will be on your _________ ____________. It´s in the

___________________ of the block, next to Sweet´s Ice Cream Shop. You can´t miss it. Do you want me to repeat any of

that?

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Person on the Street: No, that´s okay. I´ve ______it. Thanks a lot.

Third Person: You´re welcome!

Read the following dialogue with your partners three times. Take turns playing each of the characters.

Person on the Street: Excuse me. Can you tell me how to get to the post office? (1)

2nd person: I’m sorry. I don’t know. I’m from out of town. (2) (3)

Person on the Street: Excuse me. Do you know where the post office is?

Third Person: Sure. It´s not far from here. First, walk straight ahead until you get to Main Street then… (4)

Person on the Street: Sorry to interrupt you. How many blocks is that? (5)

Third Person: It´s about two or three blocks. It´s the first traffic light you´ll come to. After you get to Main Street, turn right and walk one

block to Broadway. Finally, you will turn left and go half a block. (6)

Person on the Street: What side of the Street is it on?

Third Person: Coming from this direction, it will be on your right side. It´s in the middle of the block, next to Sweet´s Ice Cream Shop. You

can´t miss it. Do you want me to repeat any of that? (7) (8)(9)

Person on the Street: No, that´s okay. I´ve got it. Thanks a lot. (10)

Third Person: You´re welcome!

Practice the dialogue again, substituting the following words at the correct places.

1. The museum, …the zoo, …the school, …the train station, …the movie theater

2. I’m afraid not.

3. I don´t live here/ I´m just visiting.

4. It´s really close to here/ It´s only about a 10 minute walk from here.

5. How far is that?

6. It´s the second intersection.

7. It´s on the corner

8. Between the pharmacy and the church/ across the Street from the park

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9. Did you catch all of that?

10. I understand

Preposition Cards

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ABOVE

UNDER

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BEHIND

NEXT TO

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BETWEEN

IN FRONT OF

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Unit 4, Week 4 Activities

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Places in the community

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Map 1

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Map 2

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Reading Activity

1. Color the map as follows: Blue-water, Red-fire station, Orange-museums, Yellow-stadium, Green-parks, Pink-city hall,

Purple-hospital, Brown-cemetery.

2. Draw a green "X" at the intersection of C Street and 6th Avenue. Draw a black "X" where River Street meets State Bridge.

3. In red, draw a short street route from the library to city hall. Write instructions for the route you drew.

4. Which bridge is closest to the Art Museum? _____________________

5. Which is farther north, River Park or City Park? _____________________

6. How far (in miles) is it from the bus station to the hospital? _____________________

7. If you cross Denny Bridge going north, turn right at River St., turn left at Grove Ave., turn right at Oak St. and walk half a

block, what building do you see on your right? _____________________

8. What park is located in A2? _____________________

9. When you look north, you see the river. When you look east, you see the High School. Where are you?

_____________________

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Spoken Production Activity

Student A

Student B

Give your partner directions from the

cemetery to the library.

Use a pencil to follow your partner’s

directions on the map. Repeat the

directions back to him/her.

Use a pencil to follow your partner’s

directions on your map. Repeat the

directions back to him/her.

Give your partner directions from the

zoo to Jones Lake.

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Level 8th Unit 5

CEF level to be reached: A2

Scenario: Unforgettable Events

Enduring Understanding

People´s personal experiences shape their lives and connect them to the world.

Essential Question

How do our life experiences shape who we are now?

Assessment and Goals

Week 1

Assessment: L extracts main

ideas from diagrams, with

accompanying text.

R.2. extract main ideas from

diagrams, with accompanying

text, and use information to

answer questions if given lead-in

phrases.

Assessment: L asks for assistance

(e.g., understanding textbook

problems, asking for clarification of

vocabulary, terminology).

SI.1. ask for assistance (e.g.,

understanding textbook

problems, asking for

clarification of vocabulary,

terminology).

Assessment: L writes short

dialogues about personal events.

W.1. use text as a stimulus to

write short dialogue about a

personal event.

Week 2

Assessment: L recognizes the gist

of a short text.

L.3. understand the gist of a

short text when read aloud

clearly and slowly.

Assessment: L asks and answers

questions about a personal, family,

national or worldwide event.

SI.2. ask and answer questions

about a personal, family, national

or worldwide event.

Assessment: L identifies learners’

contributions in class, and uses

these responses as models for their

own.

L.1. listen to other students’

contributions in class, and use

these responses as models for

their own.

Assessment: L describes events

using simple words or sentences

Week 3

Assessment: L distinguishes the

main points of an age-appropriate

audio-visual presentation.

L.2. identify the main points of an

age-appropriate audio-visual

presentation (news items

reporting events, accidents).

Assessment: L gives personal

reactions to a piece of age-

appropriate literature.

W.2. give personal reactions to a

piece of age-appropriate literature

related to personal, family,

national or worldwide event,

checking written sentences to look

for mistakes (e.g. subject-verb

agreement, capitalization,

spelling, basic punctuation etc.).

Assessment: L explains reasons for

an event briefly.

SP.3. explain reasons for an event

briefly (electronic device, pet, new

Week 4

Assessment: L recognizes the main

information and a few details in short

articles and reports.

R.3. understand the main information

and a few details in short articles and

reports (e.g., a national or world event)

if they deal with familiar subjects.

Assessment: L recognizes the gist of a

short text.

L.3. understand the gist of a short text

when read aloud clearly and slowly.

Assessment: L asks for assistance (e.g.,

understanding textbook problems, asking

for clarification of vocabulary, terminology).

SI.1. ask for assistance (e.g.,

understanding textbook problems,

asking for clarification of vocabulary,

terminology).

Assessment: L gives personal reactions

to a piece of age-appropriate literature.

W.2. give personal reactions to a

Week 5/6

Assessment

Anecdotal reports/rubrics/ instruments for self

and co-assessment

Suggested Integrated Mini project

 A newscast including reports about

national or worldwide events.

 An oral description of photomontage (or

painted/drawn mural) about national or

worldwide events.

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Assessment: L uses simple words

to give his/her opinion.

SP.1. use simple words to give

his/her opinion about a personal,

family, national or worldwide

event.

frames.

SP.2. describe events using simple

words or sentence frames about a

personal, family, national or

worldwide event.

bridge in the town, a flood, airport,

human rights).

piece of age-appropriate literature

related to personal, family, national or

worldwide event, checking written

sentences to look for mistakes (e.g.

subject-verb agreement,

capitalization, spelling, basic

punctuation etc.).

Phonology Goal for Each Week:

Assessment: L …

R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.

Theme

A Day I’ll Never Forget: in My

Personal Life

Theme

An Event I’ll Never Forget: with My

Family

Theme

An Event I’ll Never Forget: in Costa

Rica

Theme

An Event I’ll Never Forget: in the World

Function

- Identifying a personal, family,

national or worldwide event.

Function

- Describing a personal, family,

national or worldwide event.

Function

- Asking and giving information

about a personal, family,

national or worldwide event.

Function

- Sharing information about a personal,

family, national or worldwide event.

Discourse Markers

Linkers: Sequential past time.

An event I cannot forget is when the

national soccer team came back

from the World Cup in 2014. First,

people from all over the country

came to Paseo Colon wearing red

shirts. Then, the main streets from

the airport to the Sabana were

closed. After that, people were on

each side of the streets waiting to

see the soccer players. Finally, the

players celebrated with Costa

Ricans for many hours.

Discourse Markers

Linkers: Sequential past time

- First, Then, After, Finally

Discourse Markers

Linkers: Sequential past time

- First, Then, After, Finally

Discourse Markers

Linkers: Sequential past time

- First, Then, After, Finally

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Grammar & Sentence Frames

Contractions/Future Tense (will) with

past continuous tense clause

 A day I’ll never forget in my

personal life was when I was

___ing …

Phrasal Verbs

 The day I first asked my

girlfriend out was

unforgettable.

Adverbial phrases

 My trip last summer was really

memorable.

Indications of time

(Now, then, when, soon, ago, the

year before last, last year, by the

time I was)

 By the time I was 12, I had

seen all the provinces of Costa

Rica.

Comparatives and superlatives

forms of adverbs

 That was the day I enjoyed the

most.

Wh- questions in the past

 Why was the event

unforgettable?

Grammar &Sentence Frames

Contractions/Future Tense (will) with

past continuous tense clause

 A day I’ll never forget with my

family was when I was ___ing

…

Phrasal Verbs

 When my family’s car broke

down on the highway, we had

a lot of fun waiting for help.

Adverbial phrases

 My family was very happy to

spend time together when I

was young.

Indications of time

(Now, then, when, soon, ago, the

year before last, last year, by the

time I was)

 The year before last we spent

the summer on the beach.

Comparatives and superlatives

forms of adverbs

 We enjoyed this vacation to the

fullest.

Wh- questions in the past

 How did you decide to do that?

Grammar & Sentence Frames

Contractions/Future Tense (will) with

past continuous tense clause

 A day I’ll never forget in Costa

Rica was when we were

___ing

Phrasal Verbs

 When the Turrialba Volcano

erupted, the highway was shut

down.

Adverbial phrases

 Costa Ricans are extremely

proud of their World Cup

experience.

Comparatives and superlatives

forms of adverbs

 That was the moment I

remember best.

Wh- questions in the past

 What other places did you visit?

Grammar & Sentence Frames

Contractions/Future Tense (will) with past

continuous tense clause

 An event I’ll never forget in the world

was when I was _____

Phrasal Verbs

 With the picture of the Syrian child on

the beach, many people broke out

crying about receiving immigrants.

Adverbial phrases

 Immigration is a highly sensitive

matter for some people.

Comparatives and superlatives forms of

adverbs

 The news that day was filled with the

worst pictures.

Wh- questions in the past

 When did that world event happen?

Phonology

minimal pair sounds:

æ/ʌ

cat/cut

ankle/uncle

Phonology

minimal pair sounds:

æ/ʌ

cat/cut

ankle/uncle

Phonology

minimal pair sounds:

æ/ʌ

cat/cut

ankle/uncle

Phonology

Review

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ran/run

drank/drunk

match/much

ran/run

drank/drunk

match/much

ran/run

drank/drunk

match/much

Vocabulary

Personal life

 Birthday, wedding, my first

kiss/boyfriend/girlfriend, my

best cellphone, my

unforgettable Christmas

present

Vocabulary

Events with my Family

 New Year`s Eve/Day, Family

meeting/reunion

 Easter vacation/Holy week

 Soccer game match

Vocabulary

Events in Costa Rica

 A new road/bridge/highway

 Arts Festival

 Festival of the Light

 National teams and athletes’

participation in worldwide

competitions.

Vocabulary

Events in the World

 FIFA World Cup, Music Awards, Nobel

prize winner/nominee, world`s

wonders, high tech invention

– unforgettable, memorable, impact,

influence, effect, bring to mind, take

into account, event, occasion,

incident, result

Socio-cultural

 Allowing others to express

themselves and to decode their

emotions.

 Showing interest in each

person’s life and feelings.

Social Language

 A day I’ll never forget

 Remember when

Psycho-social

 Demonstrating openness

towards others experiences.

 Listening assertively to one’s

own and other people’s feelings

and emotions.

Social Language

 A blast

 We rocked it

Psycho-social

 Showing empathy: put oneself in

the shoes of others’ and listen

to their needs.

Sociocultural

Quotes

 Two heads are better than one.

 It’s never over till it’s over.

Sociocultural

 Respecting human rights principles

and inclusiveness.

Idioms

 Move up in the world

 Count your blessings

 To tie the knot

 Look the other way

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Didactic Planning

Week # 1

Level: 8th

Unit: 5

Domain: Interpersonal

Scenario: Unforgettable Events

Theme: A Day I’ll Never Forget: in My

Personal Life

Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.

Essential Question: How do our life experiences shape who we are now?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Contractions/Future Tense (will) with past

continuous tense clause

 A day I’ll never forget in my personal life was

when I was ___ing …

Phrasal Verbs

 The day I first asked my girlfriend out was

unforgettable.

Adverbial phrases

 My trip last summer was really memorable.

Indications of time

(Now, then, when, soon, ago, the year before last,

last year, by the time I was)

 By the time I was 12, I had seen all the

provinces of Costa Rica.

Comparatives and superlatives forms of adverbs

 That was the day I enjoyed the most.

Function

Identifying a personal, family, national or

worldwide event.

Discourse Markers

Linkers: Sequential past time.

Psychosocial

 Allowing others to express themselves and

to decode their emotions.

 Showing interest in each person’s life and

feelings.

Social Language

 A day I’ll never forget

 Remember when

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Wh- questions in the past

Why was the event unforgettable?

Vocabulary

Personal life

 Birthday, wedding, my first

kiss/boyfriend/girlfriend, my best cellphone,

my unforgettable Christmas present

Phonology

Minimal pair sounds: æ/ʌ

cat/cut

ankle/uncle

ran/run

drank/drunk

match/much

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Participating

Warm up:T shows some pictures about different birthday gifts (see Resources Section) and sts

raise their Yes or NO cards if they have them or not. Then, sts classify them into two categories,

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SI.1. L asks for

assistance (e.g.,

understanding

textbook problems,

asking for

clarification of

vocabulary,

terminology).

SI.1. ask for

assistance (e.g.,

understanding

textbook

problems,

asking for

clarification of

vocabulary,

terminology).

LIKE and DISLIKE by completing a chart.

Engaging

Activation of prior knowledge: As a class sts and T brainstorm different vocabulary related to

important events in their lives.

T asks the sts if their birthdays are important for them.

T asks Ls to work with partners and discuss the following questions:

 Which gifts have you gotten?

 Which one did you like the most?

 Which one did you dislike, and why?

Introducing

Sts participate in a charade activity. T divides the group in two teams. The slips of paper with

DISLIKE

IMPORTANT

EVENTS IN

MY LIFE

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R.2. L extracts main

ideas from

diagrams, with

accompanying text.

R.2. extract

main ideas

from diagrams,

with

accompanying

text, and use

information to

answer

questions if

given lead-in

phrases.

vocabulary about important events are distributed between the two teams. Pick a member for

each team to take turns acting out each phrase. Then, each team tries to guess.

T shows some flashcards to sts and asks them to repeat the phrases out loud. (See resources

section)

Pre-reading

Group discussion. T asks the given question to sts and elicits different answers.

 What activities did you do on your last birthday?

 What traditional foods do people prepare and eat at such events?

T asks sts to work in pairs, gives them two envelopes one with words and another with

sentences. Then, sts match them appropriately. (see Resources Section)

1. Reading for the first time

T and a partner read the following dialogue for sts.

Father: Hi Michael. Happy Birthday! How old are you today?

Son: Seven.

Father: Alright. Well, let's sing Happy Birthday:

Happy Birthday to you,

Happy Birthday dear Michael,

Happy Birthday to you.

Father: Alright. So what should we do first?

Son: How about cake and ice cream?

Father: Okay. Well, uh let . . . let's light the candles. Okay, and make a wish! Don't . . . don't tell me.

Son: Don't tell you?

Father: Yeah, don't tell me. Okay, and go ahead and blow out the candles. Okay, let's cut the cake, and then we can have cake and ice

cream. And what do you want to do after the cake and ice cream?

Son: Play freeze tag.

Father: Now, how do you play tag?

Son: Um . . . one person is it, and the person who is it tries to tag everyone [Alright. And then . . . ] before I tag someone and then,

another person tags me.

Father: Oh, wow. And whose coming over later today for your birthday?

Son: Well, everyone. Uh, my cousins, all my aunts and grandmas, grandpas.

Father: Alright. Well, Happy Birthday, Michael.

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2. Pair/Group feedback

Pairs solve a matching about birthday vocabulary. Then, sts write a short dialogue about a

personal event (my first kiss/boyfriend/girlfriend, my best cellphone, my unforgettable

Christmas present, family´s wedding). T asks two or three couples to present their work.

3. Reading for the second time

Sts read the dialogue by themselves paying attention to the new vocabulary presented.

Father: Hi Michael. Happy Birthday! How old are you today?

Son: Seven.

Father: Alright. Well, let's sing Happy Birthday:

Happy Birthday to you,

Happy Birthday dear Michael,

Happy Birthday to you.

Father: Alright. So what should we do first?

Son: How about cake and ice cream?

Father: Okay. Well, uh let . . . let's light the candles. Okay, and make a wish! Don't . . . don't tell me.

Son: Don't tell you?

Father: Yeah, don't tell me. Okay, and go ahead and blow out the candles. Okay, let's cut the cake, and then we can have cake and ice

cream. And what do you want to do after the cake and ice cream?

Son: Play freeze tag.

Father: Now, how do you play tag?

Son: Um . . . one person is it, and the person who is it tries to tag everyone [Alright. And then . . . ] before I tag someone and then,

another person tags me.

Father: Oh, wow. And whose coming over later today for your birthday?

Son: Well, everyone. Uh, my cousins, all my aunts and grandmas, grandpas.

Father: Alright. Well, Happy Birthday, Michael.

Sts complete the multiple choice exercise based on the dialogue

http://www.esl-lab.com/birthday/birthdayrd1.htm

4. Post-reading

Sts share a story about one of their favorite birthdays. How did they celebrate the day,

and what made it special? Did they eat any special foods? What presents did they

receive? Are there any unique birthday traditions and customs in their family or culture?

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W.1. L writes short

dialogues about

personal events.

W.1. use text

as a stimulus

to write short

dialogue about

a personal

event.

Pre-writing

T introduces indications of time.(Now, then, when, soon, ago, the year before last, last

year, by the time I was). Sts interview some classmates about a day they will never forget

in their lives by using the given words in a sentence.

Name

Now

then

when

Ago

Classmate A

Classmate B

Classmate C

Sts complete a mind map about a day they will never forget in their lives.

Drafting

Sts choose one event and complete the following diagram with sentences about

that important event and make a drawing for it.

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and then Ls write a dialogue about the event they will never forget.

Revising

T monitors and checks to make sure that Ls' dialogues are correct and complete.

Editing

Ls exchange dialogues with a classmate and check each other's for comprehension and

correctness.

Publishing

Ls publish their dialogues on the classroom board for other Ls to read them.

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L uses simple

words to give

his/her opinion.

SP.1. use simple

words to give

his/her opinion

about a

personal, family,

national or

worldwide event.

Planning/

Ls think and list happy events from their lives.

Organizing

Ls describe a happy event in their lives. Sts should include information about:

 When it happened.

 Where it happened.

 What it was.

Sts explain why it was a happy event in their lives.

Rehearsing

Sts get in pairs and present each other their work for peer interaction and practise.

Producing

T asks two or three students to present their work for the whole class.

T reviews the language for the unit by asking why the event was unforgettable.

Integrated Mini-Project

Time

Participating, thinking, acting out, responding, and sharing:

 A newscast including reports about national or worldwide

events.

 An oral description of photomontage (or painted/drawn mural)

about national or worldwide events.

Allow time for the Mini-Project each week. NOTE: All phases of the

Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Adjust

times listed

above to

allow 5 min

each week.

Group

presentations

can be week

5 or 6.

Reflective Teaching

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What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

ask for assistance (e.g., understanding textbook problems,

asking for clarification of vocabulary, terminology).

extract main ideas from diagrams, with accompanying text.

write short dialogues about personal events.

uses simple words to give his/her opinion.

show how I have worked with others this week.

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Didactic Planning

Week # 2

Level: 8th

Unit: 5

Domain: Interpersonal

Scenario: Unforgettable Events

Theme: An Event I’ll Never Forget: with My

Family

Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.

Essential Question: How do our life experiences shape who we are now?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Contractions/Future Tense (will) with past

continuous tense clause

 A day I’ll never forget with my family was

when I was ___ing …

Phrasal Verbs

 When my family’s car broke down on the

highway, we had a lot of fun waiting for help.

Adverbial phrases

 My family was very happy to spend time

together when I was young.

Indications of time

(Now, then, when, soon, ago, the year before

last, last year, by the time I was)

Function

Identifying a personal, family, national, or

worldwide event.

Discourse Markers

Linkers: Sequential past time

First, Then, After, Finally

Psychosocial

 Demonstrating openness towards others

experiences.

 Listening assertively to one’s own and other

people’s feelings and emotions.

Social Language

 A blast

 We rocked it

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 The year before last, we spent the summer

on the beach.

Comparatives and superlatives forms of adverbs

 We enjoyed this vacation to the fullest.

Wh- questions in the past

 How did you decide to do that?

Vocabulary

Events with my Family

 New Year`s Eve/Day, Family meeting/reunion

 Vacation/Holy week

 Soccer game/match

Phonology

Minimal pair sounds: æ/ʌ

cat/cut

ankle/uncle

ran/run

drank/drunk

match/much

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Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

(3 lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can

Do’s, and class agenda, etc.

Participating

Warm up: Sts watch a video about events in a family. Sts pay attention to verbs they hear. Then,

sts answer some wh-word questions based on the information from the video.

https://www.youtube.com/watch?v=fkWOqalw6pQ

Questions

 What celebration was described in the video?

 How old was the girl when her brother came?

 How did she feel?

 How was her brother described?

Engaging

Activation of prior knowledge: T says some important dates for family celebrations

and sts try to guess.

New Year`s Eve/Day: December 31st and January 1st

Family meeting/reunión: (Christmas – December 25th)

Vacation: From middle December to the beginning of February

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L.3. L recognizes

the gist of a short

text.

L.3. understand

the gist of a

short text when

read aloud

clearly and

slowly.

Holy week: First week in April

Soccer game match: national teams/each four years (World Cup)

Introduction

T pastes different pictures about family celebrations on the classrooms’ walls (New Year`s

Eve/Day, Family meeting/reunión -Easter vacation/Holy week - Soccer game match) for sts

to identify what celebration is related to each picture.

Sts walk around the class and see if they can identify the celebrations. Then, teacher asks

some questions about the celebrations to check sts understanding.

 What celebrations did you identify?

 Have you participated in any of them, which one?

 Which one did you enjoy the most?

 What did you do on it?

Pre –listening

T asks sts some questions about weddings.

 Have you ever gone to a wedding celebration?

 What do people usually do?

 Who are the most important people?

Listening for the first time

T reads the text out loud “The Wedding”, sts try to catch as much information as they can

about it. (See resources section)

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SI.2 L asks and

answers questions

about a personal,

family, national or

worldwide event.

L.1. L identifies

learners’

contributions in

class, and uses

SI.2. ask and

answer

questions about

a personal,

family, national

or worldwide

event.

L.1. listen to

other students’

contributions in

class, and use

Pair/Group feedback

Sts complete a chart with the information requested based on the previous text.

Listening for the second time

Sts read the text by themselves scanning for the gist.

Post-listening

Sts share their ideas with the class orally

Planning

Sts think about the last family celebration they had. Then, sts write them down.

Organizing

Sts put their ideas in order so that they make sense.

Rehearsing

Sts work in pairs. St A reads his/her description out loud while st B tries to guess the event.

Interacting

T asks students to switch pairs and share their descriptions.

Pre –listening

T explains to sts that Christmas, Thanksgiving, and New Year's Day are some of the major

holidays in the United States. Sts make groups of four and discuss the following question:

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these responses as

models for their

own.

these responses

as models for

their own.

From what sts understand, how are these holidays celebrated (New Year`s Eve/Day,

Family meeting/reunión - Vacation/Holy week - Soccer game match, regarding: food, family

activities, local celebrations, games and recreation, etc.)?

Sts create a poster about one of the celebrations or a combination of them, and then, they

present it to the class orally. (Previously find and select some pictures related to the

celebrations for sts to use them).

Listening for the first time

Sts listen to the conversation “Thanksgiving and Christmas: Holiday Traditions”

http://www.esl-lab.com/tradition/traditionrd1.htm.

T asks some questions about the conversation:

 What was the conversation about?

 What caught your attention?

Pair/Group feedback

Sts solve a matching based on the dialogue. (See resources section)

Listening for the second time

Sts listen to the conversation again and complete the multiple choice exercise individually.

Post-listening

Ls imagine an international exchange student is coming to live with them for a year. Ask this

student about an important event in his/her family, how this event is celebrated, its meaning and

significance, and what activities are held on that day.

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SP.2. L describes

events using simple

words or sentences

frames.

identifies and

manipulates

English language

sounds using

knowledge in

phonics,

syllabification and

word parts.

SP.2. describe

events using

simple words or

sentence

frames about a

personal, family,

national or

worldwide

event.

R.1. identify

and

manipulate

English

language

sounds using

knowledge in

phonics,

syllabification

and word

Planning

Sts work in groups to invent a festival for a specific calendar event.

Organizing

Sts should write a short description of their festival describing what happens on it such as;

processions, fireworks, music, musicians, bands, dancers, decorations, costumes…

Rehearsing

T goes around the groups providing support.

Producing

T displays the descriptions around the classroom and asks sts which festival they would

like to attend the most and why.

Phonology (Recognition – articulation – practice – production)

Number dictation

T writes the minimal pairs on the board in a table, as in the example below. Drill the

pronunciation around the class. Then, dictate four of the words, but tell the students

they only need to write the number, not the word. So, if you say "cut, but, ankle, fun"

the students should write "1,1,2,1". Then sts work in pairs - one dictates the

words, the other says which number.

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parts.

cut

cat

but

bat

uncle

ankle

fun

fan

Integrated Mini-Project

Time

Participating, thinking, acting out, responding and sharing:

 A newscast including reports about national or worldwide

events.

 An oral description of photomontage (or painted/drawn mural)

about national or worldwide events.

Allow time for the Mini-Project each week. NOTE: All phases of the

Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to negotiate: (5 or 10 minutes in week 1 or 2)

Adjust

times listed

above to

allow 5 min

each week.

Group

presentations

can be week

5 or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

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Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’

understanding.)

Learner Self-Assessment

I can…

Yes

progress

recognize the gist of a short text.

ask and answer questions about a personal, family,

national or worldwide event.

identify learners’ contributions in class and uses these

responses as models for their own.

describe events using simple words or sentences frames.

identify and manipulate English language sounds using

knowledge in phonics, syllabification and word parts.

show how I have worked with others this week.

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Didactic Planning

Week # 3

Level: 8th

Unit: 5

Domain: Interpersonal

Scenario: Unforgettable Events

Theme: An Event I’ll Never Forget: in Costa Rica

Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.

Essential Question: How do our life experiences shape who we are now?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Contractions/Future Tense (will) with past

continuous tense clause

 A day I’ll never forget in Costa Rica was

when we were ___ing

Phrasal Verbs

 When the Turrialba Volcano erupted, the

highway was shut down.

Adverbial phrases

 Costa Ricans are extremely proud of their

World Cup experience.

Comparatives and superlatives forms of adverbs

 That was the moment I remember best.

Function

- Asking and giving information about a

personal, family, national or worldwide event.

Discourse Markers

Linkers: Sequential past time

- First, Then, After, Finally

Psychosocial

 Allowing others to express themselves and to

decode their emotions.

 Showing interest in each person’s life and

feelings.

Proverbs/Quotes

 Two heads are better than one.

It’s never over till it’s over.

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Wh- questions in the past

 What other places did you visit?

Vocabulary

P Events in Costa Rica

 A new road/bridge/highway

 Arts Festival

 Lights Festival

 National teams and athletes’ participation in

worldwide competitions.

Phonology

Minimal pair sounds: æ/ʌ

cat/cut

ankle/uncle

ran/run

drank/drunk

match/much

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

lessons)

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L.2 L distinguishes

the main points of

an age-appropriate

audio-visual

presentation.

L.2. identify the

main points of an

age-appropriate

audio-visual

presentation (news

items reporting

events, accidents).

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential

Question, Can Do’s, and class agenda, etc.

Participating

Engaging

Activation of prior knowledge: Sts play a memory game. T asks sts to work in pairs. Sts

have to match different celebrations with their corresponding dates. (See resources section)

Introducing

Sts watch a video related to five events in Costa Rica. Sts try to identify them. T

gives a short description for each event.

Pre –listening

T asks the following question to sts; what information would you expect to hear in a

radio traffic report?

Listening for the first time

Sts listen to a traffic report http://www.esl-lab.com/traffic/trafficrd1.htm.

Pair/Group feedback

T pastes the vocabulary and the descriptions on the wall. Sts go around the class and

try to match the words and descriptions using some color papers given by the T with

the words on it. (See resources section) Sts work in pairs trying to match the words

and descriptions, then they check out their answers in small groups. Finally T and sts

check answers as a group.

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W.2. L gives

personal reactions

to a piece of age-

appropriate

W.2. give personal

reactions to a piece

of age-appropriate

literature related to

Listening for the second time

Sts listen to the audio http://www.esl-lab.com/traffic/trafficrd1.htm

and complete a multiple choice exercise.

Post-listening

Then, sts complete a gap fill with vocabulary from the previous listening. (See

resources section)

Sts describe the traffic conditions they faced in the morning while coming to

highschool. Sts share the information with a classmate, thenT chooses some sts to

share it with the whole group.

Was- Were

Took

Ran

Waited

Started

Arrived

Left

Pre-writing

T and sts brainstorm some vocabulary used when describing past events.

Went

Did

Ate

Drank

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literature.

S.P.3 L explains

reasons for an

personal, family,

national or

worldwide event,

checking written

sentences to look

for mistakes (e.g.

subject-verb

agreement,

capitalization,

spelling, basic

punctuation etc.)

SP.3. explain

reasons for an event

Danced

Saw

Wore

Drafting

Sts create simple past sentences using three of the verbs brainstormed previously.

(Comparatives and superlatives forms of adverbs)

Contractions/Future Tense (will) with past continuous tense clause

Sts play a game called “Story Telling”. T delivers some papers with pieces of

information at the beginning and at the end related to events carried out in Costa

Rica (Public Festival of Palmares – Carnival of Puntarenas – Saints Day of Santa

Cruz – Oxcarts Parade – Dia de la Virgen del Mar – Carnival of Limon and others).

(See resources section). Sts are asked to write activities done in each event. T claps

to let sts know they have to pass papers to their right and continue filling them with

descriptions.

Revising

T goes around the class checking for spelling and grammar mistakes.

Editing - Publishing

Sts correct the sentences they wrote and publish them on the bulletin board.

Planning

Sts get in pairs and create a role play situation about a traffic problem, a trip to a

specific event or a report about a special celebration.

 Wh- questions in the past

What other places did you visit?

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event briefly.

Assessment: L

identifies English

language sounds

using knowledge

in phonics,

syllabification and

word parts.

briefly (electronic

device, pet, new

bridge in the town, a

flood, airport, human

rights).

R.1. identify and

manipulate English

language sounds

using knowledge in

phonics,

syllabification and

word parts.

 Phrasal Verbs

When the Turrialba Volcano erupted, the highway was shut down.

Organizing

T asks sts to present their work for revising of spelling and grammar mistakes.

Rehearsing

Sts practice the role play orally.

Interacting

Sts present the role play to the rest of the class.

Sts play an activity called “Flyswatter”, using minimal pair sounds:

æ/ʌ

cat/cut

ankle/uncle

ran/run

drank/drunk

match/much

T pastes pictures for each word in a poster and then hangs it on the wall. Sts make

pairs in order to play. Then, teacher says the words out loud and sts use the fly

flatters, the one who hits the picture first wins points. This could be done as many

times as needed.

Sts complete a matching about the vocabulary used in the previous activity. (See

resources section)

Integrated Mini-Project

Time

Participating, thinking, acting out, responding and sharing:

 A newscast including reports about national or worldwide

Allow time for the Mini-Project each week. NOTE: All phases of the

Integrated Mini-Project should be opportunities for Ls to practice

Adjust

times

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events.

 An oral description of photomontage (or painted/drawn mural)

about national or worldwide events.

English, not just those related to presentation.

Thinking for planning: (5 or 10 minutes in week 3 or 4)

listed

above to

allow 5

min each

week.

Group

presentati

ons can

be week 5

or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure

Ls’ understanding.)

Learner Self-Assessment

I can…

Yes

progress

distinguish the main points of an age-appropriate audio-

visual presentation.

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give personal reactions to a piece of age-appropriate

literature.

explain reasons for an event briefly.

identify and manipulate English language sounds using

knowledge in phonics, syllabification and word parts.

show how I have worked with others this week.

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Didactic Planning

Week # 4

Level: 8th

Unit: 5

Domain: Interpersonal

Scenario: Unforgettable Events

Theme: An Event I’ll Never Forget: in the World

Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.

Essential Question: How do our life experiences shape who we are now?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frames

Contractions/Future Tense (will) with past

continuous tense clause

 An event I’ll never forget in the world was

when I was _____

Phrasal Verbs

 With the picture of the Syrian child on the

beach, many people broke out crying about

receiving immigrants.

Adverbial phrases

 Immigration is a highly sensitive matter for

some people.

Comparatives and superlatives forms of adverbs

 The news that day was filled with the worst

Function

- Sharing information about a personal, family,

national or worldwide event.

Discourse Markers

Linkers: Sequential past time

- First, Then, After, Finally

Sociocultural

 Respecting human rights, principles, and

inclusiveness.

Proverbs/Quotes

Idioms

 Move up in the world

 Count your blessings

 To tie the knot

Look the other way

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pictures.

Wh- questions in the past

 When did that world event happen?

Vocabulary

Events in the World

 FIFA World Cup, Music Awards, Nobel prize

winner/nominee, world`s wonders, high tech

invention

unforgettable, memorable, impact, influence,

effect, bring to mind, take into account, event,

occasion, incident, result

Phonology

Review

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Time

Total:

120 min

lessons)

Pre-teaching

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,

Can Do’s, and class agenda, etc.

Participating

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R.3. L recognizes

the main

information and a

few details in short

articles and reports.

R.3. understand

the main

information and

a few details in

short articles

and reports

(e.g., a national

or world event) if

they deal with

familiar subjects.

Warm up: Sts complete a word search about celebrations around the world. After that, T elicits

group discussion regarding the celebrations, which ones are known for the sts. (See resources

section)

Engaging

Activation of prior knowledge: T shows some pictures related to the celebrations and sts try

to guess the name of the celebration and where it takes place. (See resources section)

T and sts brainstorm more celebrations around the world. T suggests categories such as

sports, arts, and religious events. Introducing

T asks sts to number celebrations around the world from 1 to 10 according to popularity. (See

resources section)

Pre-reading

T asks sts what they know about each celebration. Sts come up with related information.

Reading for the first time

T reads a paragraph about New Year´s Celebration around the world.

http://learnenglishteens.britishcouncil.org/magazine/life-around-world/new-years-celebrations-

around-world

T asks sts which countries where described in the reading.

Pair/Group feedback

Sts work in pairs writing down some activities and traditions mentioned in the reading.

Reading for the second time

Sts read the paragraph individually and highlight important details per each country described.

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L.3 L recognizes

the gist of a short

text.

L.3. understand

the gist of a

short text when

read aloud

clearly and

slowly.

Post-reading

Sts complete a chart with information related to the previous reading. (See resources

section)

Pre –listening

Sts complete a matching about a celebration carried out in the UK called “Reading

Festival”.http://learnenglishteens.britishcouncil.org/sites/teens/files/live_music_-

_exercises.pdf

Listening for the first time

Sts listen to the audio and pay attention to important information.

http://learnenglishteens.britishcouncil.org/uk-now/video-uk/live-music

Pair/Group feedback

Sts complete a gap fill activity in pairs. T checks answers as a group.

http://learnenglishteens.britishcouncil.org/sites/teens/files/live_music_-_exercises.pdf

Listening for the second time

Sts listen to the audio and complete the multiple-choice exercise. T checks answers as a

group. http://learnenglishteens.britishcouncil.org/sites/teens/files/live_music_-

_exercises.pdf

Post-listening

Sts listen the audio for a third time while reading the script.

http://learnenglishteens.britishcouncil.org/uk-now/video-uk/live-music

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SI.1. L asks for

assistance (e.g.,

understanding

textbook problems,

asking for

clarification of

vocabulary,

terminology).

W.2. L gives

personal reactions

to a piece of age-

appropriate

literature.

SI.1. ask for

assistance (e.g.,

understanding

textbook

problems,

asking for

clarification of

vocabulary,

terminology).

W.2. give

personal

reactions to a

piece of age-

appropriate

literature related

to personal,

family, national

or worldwide

Planning

T asks sts if they would like to participate in a music festival abroad. Why or why not?

Organizing

Sts work in pairs and plan a role play in which they have to talk about a music festival or

concert that they would like to attend. (Use of grammar structures such as

Contractions/Future Tense (will) with past continuous tense clause).

Rehearsing

Sts practise the role play in pairs.

Interacting

Sts role play it in front of the class. T gives feedback.

Post task

Pre-writing

Sts think about two world celebrations they will never forget and write down their names.

Drafting

Sts choose one of the celebrations that they will never forget and brainstorm about it

writing down as many words as they can.

Revising

They pick the most relevant details (date, place, season, activities…) and develop them in

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event, checking

written

sentences to

look for mistakes

(e.g. subject-

verb agreement,

capitalization,

spelling, basic

punctuation

etc.).

a written way.

Editing

Ls check their peers work for spelling mistakes and feedback.

Publishing (Exit ticket)

While sts go out they deliver their written production to the T and he/she pastes them on

an information board for other sts to read. Finally, teacher asks Ls opinion about the

celebration they will never forget and why.

Integrated Mini-Project

Time

Participating, thinking, acting out, responding and sharing:

 A newscast including reports about national or worldwide

events.

 An oral description of photomontage (or painted/drawn mural)

about national or worldwide events.

Allow time for the Mini-Project each week. NOTE: All phases of the

Integrated Mini-Project should be opportunities for Ls to practice

English, not just those related to presentation.

Participating to Thinking for planning: (5 or 10 minutes in week 3

or 4)

Adjust

times

listed

above to

allow 5

min each

week.

Group

presentati

ons can

be week 5

or 6.

Reflective Teaching

What worked well

What didn’t work well

How to

improve

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Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure

Ls’ understanding.)

Learner Self-Assessment

I can…

Yes

progress

recognize the main information and a few details in short

articles and reports.

recognize the gist of a short text.

ask for assistance (e.g., understanding textbook problems,

asking for clarification of vocabulary, terminology).

give personal reactions/ opinion to a piece of age-

appropriate literature.

Show how I have worked with others this week.

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Didactic Planning

Weeks 5 and 6

Review and Integrated Mini-Project

Level: 8th

Unit 5: Unforgettable Events

Enduring Understanding: People´s personal experiences shape their lives and connect them to the world.

Essential Question: How do our life experiences shape who we are now?

Learn to Know

Learn to Do

Learn to Be and Live in Community

Grammar & Sentence Frame

 Did Ls use all sentence frames?

Vocabulary

 Did Ls say aloud and write all vocabulary?

Phonology

 Did Ls recognize, articulate and produce

phonological sounds?

Function

 Did Ls use all functions?

Discourse Markers

 Did Ls practice connecting words: and, but,

because?

Psychosocial

Did Ls show evidence of …

 Being aware and committed to protecting the

environment

 Appreciating natural wonders

Sociocultural

 Did Ls practice idioms and quotes?

Assessment

Strategies &

Evidences

Learner can

Didactic Sequence Mediation

Oral Comprehension: Pre-listening; Listening for the first time; Pair/Group feedback; Listening for the second time; Post-listening

Written Comprehension: Pre-reading; Reading for the first time; Pair/Group feedback; Reading for the second time; Post-reading

Spoken Interaction/Production: Planning; Organizing; Rehearsing; Using/Describing

Written Production: Pre-writing; Drafting; Revising; Editing

Time

Total:

120 min

(3 lessons)

 Did Ls achieve

all learning

 Can Ls do all

tasks?

Referencing notes from formative assessments throughout the weeks, repeat activities to

All of week

5 or 6

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outcomes?

strengthen Ls in weaker areas or select from Optional Activities that follow these plans.

Options

Integrated Mini-Project

Time

 Personal lapbooking, mobile,

collage.

 Self-portrait presentation using

technology or cardboard.

 Storytelling using TPR in groups

By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners

should now have a chosen project and determined content and strategies. In the presentation

week Ls focus on:

Responding and sharing: Participating in individual and peer assessment of mini-project.

Teachers monitor ….

 Did Ls use English during all aspects of Integrated Mini-Project?

 How did project presentations reflect understanding and/or mastery of Can Do statements?

 Did Ls put into practice the focus of Learn to Be and Live in Community?

 Did the Integrated Mini-Project provide answers to the Essential Question?

All of week

5 or 6 of

unit

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Resource Section

Task: Introducing Language about personal life.

1. Pre-listening

Yesterday we ________ Happy Birthday!

We _________ cake and ice cream at the party.

People in my family use to make a __________ before eating the cake.

It's time to light the _________ on the cake.

How _________ were you last year?

Old

Wish

Ate

Sang

candles

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1. Pair/Group feedback

COLUMN A

COLUMN B

1. How ______________ are you today?

( )

OLD

2. Do you want to ___________ the cake for the kids? Here's a

knife.

( )

CUT

3. Before you blow out the candles, be sure to ___________ a

wish, but don't tell anyone what you wished for.

( )

MAKE

4. My sister is having a birthday today, and she is

_________________ 16.

( )

TURNING

5. Let's ______________ the candles and then turn out the lights.

( )

LIGHT

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Events with my Family

New Year`s Eve

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New Year`s Day,

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Family meeting/reunion

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Vacation

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Holy week

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Soccer game match

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MATCHING

Column A

Column B

1- Where should we ___________ the gifts so the

children don't find them?

( )

a- Hide

2- Is there anything special or ___________ that you do

for the holidays?

( )

b- Celebrate

3- Our family loves to go _________ down snowy hills.

( )

c- Particular

4- We _____________ birthdays by eating cake and

icecream.

( )

d- Mean

5- What does this celebration _________ to you?

( )

e- Sledding

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The Wedding

On Saturday we went to my big brother´s wedding.

We got dressed on our best clothes and went to the church for the ceremony.

The bride wore a beautiful white dress and a veil. My brother wore a suit and a tie.

We listened to music and watched while their bride and groom said the vows. The bride and groom gave each other gold rings and

then they kissed.

After that we went to a big party called a reception and we ate a lovely meal. The bride and groom cut the fancy wedding cake.

Daddy made a speech and mummy cried, because she was so happy. Everybody danced and had a great celebration together.

It was a beautiful day. I loved going to my brother´s wedding.

Complete the chart

At the church we……

At the reception we…

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Post -Listening

Traffic Report Vocabulary

1. Black Ice

2. Head

3. Shift

4. Fender-Bender

5. Cattle

6. Bottleneck

7. Commute

8. Interchange

9. Sporadic

10. Frigid

1. Let's ___________________ east to avoid the traffic.

2. The _______________________ to work this morning was really slow due to bad weather.

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3. The downtown ______________________ is closed due to construction.

4. We ought to __________________ to the center lane to pass these slow-moving cars

5. There is a huge ___________________ in traffic at the intersection of Center and State Street.

6. I got in a small _____________________ with a truck on my way home from work.

7. I hit a patch of __________________ and slid off the road into a ditch.

8. Buses usually are on time, but they are quite _________________ today because of the bad weather.

9. Waiting for the bus in the _________________ weather is very unpleasant.

10. A herd of ________________crossed in front of my car.

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WORKSHEET

HEADING

FRIGID

COMMUTE

HERD

INTERCHANGE

SPORADIC

SHIFT

BLACK ICE

BOTTLENECK

FENDER-BENDER

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Public Festival of Palmares

Last year my family and I went to Palmares´ Public Festival,

there

we___________________________________________________________

_____________________________________________________________

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_____________________________________________________________

_______________________ we really enjoyed it

Carnival of Puntarenas

Last year my family and I went to carnival of Puntarenas , there

we___________________________________________________________

_____________________________________________________________

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_____________________________________________________________

_______________________ we really enjoyed it

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Carnival of Limon

Last year my family and I went to carnival of Limon , there

we___________________________________________________________

_____________________________________________________________

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_____________________________________________________________

_______________________ we really enjoyed it

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San Jose-Zapote Fair

Last year my family and I went to Zapote Fair, there

we___________________________________________________________

_____________________________________________________________

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_____________________________________________________________

_______________________ we really enjoyed it

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Light Festival - Festival de la Luz

Last year my family and I went to Light Festival, there

we___________________________________________________________

_____________________________________________________________

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_____________________________________________________________

_______________________ we really enjoyed it

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CHART

New Year's celebrations around the world

COUNTRY

ACTIVITIES

TRADITIONS

ENGLAND

SPAIN

GREECE

DENMAK

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Top 10 Celebrations Around the World

Number the following celebrations from 1 to 10, 1 being the most popular.

____ Oktoberfest, Munich, Germany.

____Chinese New Year, China.

____ Saint Patrick’s Day, Ireland.

____ Yi Peng Lantern Festival, Thailand.

____ The Carnival of Venice, Italy.

____ Halloween, USA.

____ La Tomatina, Buñol, Spain.

____ Burning Man Festival, Blackrock Desert, Nevada, USA

____ Carnival in Rio de Janeiro, Brazil

____ Holi, India.

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Level 8th Unit 6

CEF level to be reached: A2

Scenario: Amazing Costa Rica!

Enduring Understanding

Costa Rican people and places make traveling the country amazing.

Essential Question

What makes traveling in Costa Rica amazing?

Assessment and Goals

Week 1

Assessment: L distinguishes the

most important information in short

narratives with some illustrations as

support.

R.2. understand the most

important information in short

narratives with some illustrations

as support.

Assessment: L discriminates key

words related to the topic when a

text is being read aloud.

L.2. discriminate key words

Guide.8th

guide.8th

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