THIRD GRADE

ENGLISH III
UNIT 3
FROM JANUARY 7TH TO JANUARY 24TH
TEACHER:
PABLO GARZA RAMÍREZ

SECONDARY SCHOOL GRADE AND GROUPS CITY

“JOSÉ S. VIVANCO” 3RD “A”, “B”, “C” LINARES
SOCIAL PRACTICE Participate in language games to work with specific linguistic aspects
ENVIRONMENT Literary and ludic
TOPIC Doing with the language
SPECIFIC Participate in language games to comprehend and write irregular verb forms
COMPETENCY
Master linguistic resources to understand the relationship between the parts of a statement or
PURPOSES
text.
• Compares sentences with and without irregular verb forms.
• Classifies sentences according to their verb tense.
ACHIEVEMENTS
• Uses perfect tenses and simple past in sentences and texts.
• Writes and dictates sentences with irregular verb tenses.
Understand the characteristics of irregular verb forms.
• Locate sentences with irregular verb forms.
• Compare sentences with and without irregular verb forms.
• Determine simple past, present perfect, past perfect and future perfect in sentences.
CONTENTS • Classify sentences in simple past, present perfect, past perfect, and future perfect.
• Complete sentences with irregular verb forms.
• Compare differences and similarities in the composition of irregular verb forms.
• Organize families of irregular verb forms.
• Write sentences with irregular verb forms.
COMPREHENSION
Understand detailed instructions to solve problems related to familiar and common situations.
Use strategies such as skimming and scanning to interpret texts.

PRODUCTION
Use strategies to plan and edit written texts.
Show conventional use of common punctuation marks.

MULTIMODALITY
Associate body and visual language with oral language.

ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION

CURRICULAR
Act ethically, respect, kindness and courtesy in daily coexistence.
STANDARDS
TO WORK

3
 THIRD GRADE
ENGLISH III
UNIT 3
EVALUATION OF HEADINGS PRODUCT
Endpoints by rubrics Memory game
o Make a memory game.
LEVEL OF Assessment Qualification o Identify irregular verbs in past simple, present
PERFORMANCE o perfect, past perfect, and future perfect.
4 Above the Standard A+ 10.0 o Suggest and select sentences based on the
3 The Standard A 9.0 o chosen verbs.
3 The Standard B 8.0 o Write down irregular verbs on a set of cards
and sentences on another set.
2 Next to Standard C 7.0
o Check that verbs and sentences comply with
2 Next to Standard D 6.0
o grammar, spelling, and punctuation
1 Requires Support R 5.0 conventions.
o Determine number of players in each team and
LEVEL OF o their turns of participation.
HEADING
PERFORMANCE o Establish rules for the memory game.
Participation with the group in the o Play the memory game.
conversation on to verify the pronunciation o Read verbs and sentences aloud each time a
Pronounce correctly words and phrases pair is found.
without self-conscious in front of their peers
Shows interest in demonstrating acceptable
discipline class
The language is written in clear and readable
book
Is good understanding of written and spoken
dialogue
Performs tasks and activities planned by the
teacher in both team and individual

SPECIFIC ACTIVITIES WITH THE LANGUAGE

Understand the characteristics of irregular verb forms, with the teacher’s coordination.

––Locate sentences with irregular verb forms in diverse texts.

––Compare sentences with and without irregular verb forms.
––Determine simple past, present perfect, past perfect and future perfect in sentences.
––Classify sentences in simple past, present perfect, past perfect and future perfect.
––Complete sentences with irregular verb forms.
––Compare differences and similarities in the composition of irregular verb forms.

––Organize irregular verb form groups.

––Write sentences with irregular verb forms
.
Write sentences with irregular verb forms to create a language game, with the teacher’s coordination.

––Dictate and enlist sentences with irregular verb forms.

––Complete irregular verb forms based on one of their parts (e.g., first or last letter).
––Order letters and words to write irregular forms.

3
 THIRD GRADE
ENGLISH III
UNIT 3
Features and types of oral and written texts.

––Topic, purpose and intended audience.

––Graphic and text components.

Phonic, syntactic and semantic elements of texts.

––Verb tenses: perfect present, past and future; simple past.
––Verb forms: past, participle.
––Similarities between words.

Mechanics of writing.
––Differences between letters and sounds (e.g., bite, bit; ride, ridden).
––Digraphs (e.g., tw, lt).
––Verbs in past and past participle

Language and language games as means to:

––Promote recreational activities.
––Foster patience in tasks performance.
––Develop an environment that fosters participation in ludic activities.

Product: memory game

Distribute among teams, the necessary actions to elaborate a memory game.

––Recognize irregular verbs in simple past, present perfect, past perfect and future perfect.
––Propose and select sentences based on the chosen verbs.
––Write down irregular verbs on a set of cards and sentences on another set.
––Revise that verbs and sentences comply with grammar, spelling and punctuation conventions.
––Determine number of players in each team and their participation turns.
––Establish rules for the memory game.
Play the memory game.
––Read verbs and sentences out loud each time a pair is found.

COMMENTS:

FROM JANUARY 27TH TO FEBRUARY 14TH

3
 THIRD GRADE
ENGLISH III
UNIT 3
TEACHER:
PABLO GARZA RAMÍREZ
SECONDARY SCHOOL GRADE AND GROUPS CITY
“JOSÉ S. VIVANCO” 3RD “A”, “B”, “C” LINARES
SOCIAL PRACTICE Read and rewrite informative texts from a particular field
ENVIRONMENT Academic and educational
TOPIC Doing with the language
SPECIFIC Write a short report about a historical event
COMPETENCY
Produce short, conventional texts that respond to personal, creative, social, and academic
PURPOSES
purposes.
• Formulates questions in order to distinguish between main and secondary ideas.
• Writes simple and complex sentences.
• Links sentences together in order to make paragraphs.
ACHIEVEMENTS
• Writes a short report, based on a model.
• Checks spelling conventions and adjusts language according to intended audience and
purpose, to edit reports.
Select and explore descriptions of historical events.
• Activate previous knowledge.
CONTENTS • Predict content.
• Identify textual organization.
• Identify topic and intended audience.
COMPREHENSION
Understand some expressions and words related to specialized areas of knowledge.
Use linguistic strategies to organize and highlight information

PRODUCTION
Manage a repertoire of words and structures with canonical composition and conventional
writing.

MULTIMODALITY
Use visual resources to complement the general meaning of oral and written texts.

CURRICULAR
STANDARDS
TO WORK

EVALUATION OF HEADINGS PRODUCT

3
 THIRD GRADE
ENGLISH III
UNIT 3
Endpoints by rubrics Report anthology of
LEVEL OF Assessment Qualification historical events
PERFORMANCE o Choose a historical event.
4 Above the Standard A+ 10.0 o Read the texts and select the information.
3 The Standard A 9.0 o Choose a graphic resource to organize
information.
3 The Standard B 8.0
o Write the report.
2 Next to Standard C 7.0
o Edit the report to create a final version.
2 Next to Standard D 6.0 o Agree on a design for the anthology.
1 Requires Support R 5.0 o Create an index.
o Integrate the reports to the anthology and
donate it to the school library.
LEVEL OF
HEADING
PERFORMANCE
Participation with the group in the
conversation on to verify the pronunciation
Pronounce correctly words and phrases
without self-conscious in front of their peers
Shows interest in demonstrating acceptable
discipline class
The language is written in clear and readable
book
Is good understanding of written and spoken
dialogue
Performs tasks and activities planned by the
teacher in both team and individual

SPECIFIC ACTIVITIES WITH THE LANGUAGE

Check descriptions of historic events, with the teacher’s coordination.
––Select descriptions of historic events.
––Activate previous knowledge.
––Predict content based on graphic and text components.
––Recognize text organization.
––Identify topic and intended audience.

Understand the content of a historic text, based on independent reading, with the teacher’s coordination.
––Read history texts.
––Identify new terms to broaden vocabulary.
––Anticipate topic from familiar words or phrases.
––Point out information about key events.
––Ask questions to distinguish main ideas from secondary ideas.
––Recognize order and meaning of a text.
––Identify chronological order.

Understand the content of a historic text, based on independent reading, with the teacher’s coordination.
––Read history texts.
––Identify new terms to broaden vocabulary.
––Anticipate topic from familiar words or phrases.
––Point out information about key events.
––Ask questions to distinguish main ideas from secondary ideas.
––Recognize order and meaning of a text.
––Identify chronological order.

Edit report, with the teacher’s supervision.

3
 THIRD GRADE
ENGLISH III
UNIT 3
––Read to revise punctuation and spelling conventions.
––Add, remove, change and/or reorganize information.
––Adjust language in accordance to the intended audience and purpose.
––Write final version.

Features and types of oral and written texts.

––Topic and intended audience.
––Graphic and text components.
––Patterns of text arrangement.

Phonic, syntactic and semantic elements of texts.

––Word list suitable for this practice of language.
––Syntactic features of the English language: Use of auxiliaries in declarative, negative and interrogative sentences (e.g., That did not
happen, Does he take a hard decision?).
––Double genitive (e.g., an employee ofhers).
––Verb tenses: simple past, past progressive, past perfect, past perfect progressive.
––Adverbs: of time, sequence, frequency.
––Connectives (e.g., when, while, etc.).

Mechanics of writing.
––Abbreviations.
––Conventional writing of words.
––Verbs in simple past tense and past participle.

Language as a means to:

––Know about history and appreciate it.
––Generate unity, harmony and reject prejudice.
––Promote respect for other’s work by using information sources.

Product: anthology of historic event reports

Distribute among teams the necessary actions to create an anthology of historic event reports.
––Choose a historic event.
––Read the texts and select the information.
––Choose a scheme to organize information.
––Write the report.
––Edit the report to create the final version.
––Agree on the design for an anthology.

Create an index. Integrate the reports to the anthology and donate it to the school library.

COMMENTS: