Purpose Focus

To use extensive vocabulary in a common situation.

Interchange actual information. The curricular proposal

of the English as a
Reasonable aspects
Foreign Language
adopts an action
approach focused on
social practices of
Based on the diagnostic test, take these reasonable language. These are
adjustments by group, and also take into account the oriented to the process
documentation by the parent, about students who have and the integration of
a diagnosis with different abilities. learning and offer
students opportunities to
participate in various
communicative
exchanges that demand
the appropriate use of
knowledge, skills,
attitudes and strategies,
and to reflect on different
aspects of language,
language and culture.

FOR SUPPORTING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS, WE ARE

GOING APPOINT ANOTHER STUDENT LIKE A MONITOR FOR HELPING WITH THEIR
ACTIVITIES, OR HELPING TO STUDENTS INDIVIDUALLY AND GIVE TO STUDENTS
ANOHTERS ACTIVITIES FOR HELP THEM.

LIKE FIRST ACTIVITY FOR STARTING A GOOD DAY, WE ARE GOING TO READ SOME
REFLECTION PHRASES, OR VALUES; WE ARE GOING TO WRITING, TALKING AND
READING.

EVALUATION:

The evaluation it will be through disposition class, participations, and foldable the all of
these it will be register in my checklist.

We must talk constantly about their evaluation form, without forget every day task.
Making to notice their classroom task that is missing

Other strategy is talk every day with the students and tell them that they can exempt to in
their trimestral test, if they have the all task, projects, and homework.

Global improvement strategy: In the classroom the teacher give to students with
special needs adequate activities for them.

Activity T E R
i va e
m lu s
e ati o
o ur
n c
e
s

Achievement: Review genres of monologues. 1 Pr P

0 ev ro
Start: 0 io je
m us ct
- Teacher asks to students the following questions:
i kn or
● Have you ever seen stand-up comedies? n o
● What is a monologue? wl C
● Do you know any stand-up comedian? F ed o
● Is stand-up comedy formal or informal? e ge m
● What are the skills of a professional stand-up comedian? b p
● Would you like to be a stand-up comedian? Why or why not? r ut
u er
- Teacher tells students that unit is about monologues. a
r B
y o
1 ar
I 8 d
th
N N
t
ot
T o
e
2
b
R 1
st
o
O o
k

Development: W C
or o
- Teacher hands out a worksheet for each student and asks ks p
them to complete the information. Paste the copy in the he y
notebook. et
P
- Teacher checks answers with the entire class, explaining Tr ro
where necessary. ue je
an ct
- Teacher invites to students to check the characteristic of
d or
monologues. Students copy this on their notebook and answer
fal
T for true and F for false. Teacher checks answer with the
se C
entire class, and explaining where necessary.
qu o
1. A monologue is a speech by two persons. es m
2. “Mono” means one. tio p
3. It expresses character’s thoughts. ns ut
4. It can be funny or serious. er
5. Stand-up comedy makes people cry.
6. There is no dialogue. B
o
ar
d

N
ot
e
b
o
o
k

Closing A N
na ot
- Teacher asks Students what they have learned today.
ly e
Then, Teacher reads aloud to the class the achievements for this unit ze b
and encourages Students to share their ideas about the meaning of each w o
achievement. Students say their expectations they have of the unit. ha o
t k
 th
ey
kn
o
w

B Achievement: Plan a monologue. 1 G

C
0 en
E - T sets the lesson context by starting a discussion about the best drama and o
0 re
comedy movies which Ss have watched. Then, Ss ranks the list of movies. pi
m s
G Finally, T encourage Ss list the characteristic of each genre. e
i of
s
I n m
on Pr
N F ol
oj
e og
I e
b ue
ct
r s
N or
u
G a C
r o
y m
2 p
4t ut
h
er
t
o
2
7t
h
 G N
- Ss identify the characteristics of the following types of monologues: interior,
en ot
D dramatic and comedic. re e
s b
E
INTERIOR: The character reveals his/her inner thoughts. It’s about fictional of o
V or real stories. m o
on k
E DRAMATIC: This monologue has theatrical qualities. It expresses tragic and ol
painful situations. It’s frequently used in poetry. C
og
L o
COMEDIC: The character recalls stories and events from his life in a funny ue
s. pi
O way. It used to tell jokes.
e
P s
- Ss read excerpts from different monologues and classify them into each
M type. B
o
E ar
d
N Consolidation (20 mins.)
Pr
T Ss complete the excerpts from different monologues.
oj
e
Answers: 1. house 2. do 3. like 4. much 5. star 6. foot 7. thinking 8. crazy 9. ct
nose 10. Bad or

C
A. Dramatic B. Interior C. Dramatic D. Dramatic E. Comedic F. Dramatic o
m
p
ut
er

C Or B
al o
L - Ss speak about their favorite monologue from the previous activity and pa ar
discuss about it.
rti d
O
ci
pa C
S
tio o
n m
p
I ut
N er
G
Pr
oj
e
ct
or

B Achievement: Present a monologue. 1 To

N
0 pi
E - T elicits from the Ss a list of topics that they like to talk about. Then, T asks ot
0 cs
Ss to rank them according to their interests. e
m
G b
i
- Here are some interesting topics: family life, free time/hobbies, shopping, o
I travel, parties, fashion, fears, relationships, dreams, friends, movies, music, n
o
sports, food, pets, internet, neighborhood, talents and skills, habits, childhood
N stories, hypothetical situations, and things that bother you. F k
e
I B
b
o
r
N ar
u
d
G a
r Pr
y oj
2 e
8t ct
h
or
t
o C
M o
a m
r p
c ut
h er
3
rd
 Tit N
- Ss complete some excerpts of monologues and identify the topic of each
le ot
D (parties, relationships, family and things that bother you). for e
ex b
E - Then, Ss identify the who are involved in each monologue (Christ and her
girlfriend, Julie and her friend, Two sisters, and Dad and daughter). ce o
V rpt o
s k
E of
m C
L Consolidation (15 mins.) o
on
ol pi
O - T invites some Ss to come to the front of the class a read aloud the
monologues. T encourages Ss to use their body language (body movement og e
P and posture) and facial expressions. ue s
s.
M B
o
E ar
d
N
Pr
T oj
e
ct
or

C
o
m
p
ut
er
C Tit N
le ot
L - T asks Ss which body language and facial expression are used to transmit for e
some emotions: happy, sad, angry, etc.
ex b
O
ce o
S rpt o
- Time filler: “Topics for monologues 2” - Ss complete some excerpts of
s k
monologue and identify the topic of each.
I of
N m C
G on o
ol pi
og e
ue s
s.
B
o
ar
d

Pr
oj
e
ct
or

C
o
m
p
ut
er
B Achievement: Encourage feedback 100 Topics
Noteb
min
E - Ss play a quick round of hangman to elicit vocabulary about ook
family members. Mar
G Board
ch
4th Projec
I
to tor
N 6th
Comp
I uter

Title for Noteb

- T asks Ss to make a family tree on their notebooks.
excerpts ook
D of
monolog Copie
E Consolidation (20 mins.)
ues. s
V - Ss write three types of monologues about their family by Board
completing a fill-in activity.
E Projec
tor
L
Comp
O
uter
P

T
C Present Noteb
a ook
L - T asks volunteers to come to the front of the class and read monolog
their monologues aloud.
ue Copie
O s
S Board
I Projec
tor
N
Comp
G
uter

EVALUATION OUTSTANDING GOOD REGULAR POOR

RUBRIC
(10) (8-9) (6-7) (5)
PRODUCT 6:
Improvising a
monologue
1. – Identify
different types of
monologues.

2. – Identify the
definition of
monologues.

3. – Identify
purpose of
monologues.

4. – Use family
members´
vocabulary.

5. - Recognize
family member’s
physical
descriptions.

6.- Present in the

correct date, with
representative
picture about a
monologue,
using family
members,
personal
descriptions,
prepositions,
verbs and
adjectives.