COLEGIO MÉXICO NUEVO

CAMPUS SANTA ANITA

SCHOOL YEAR 2022 – 2023

PLANNER

DATES: Feb 20th to March 3rd TEACHER: Cyntia Maldonado Nava GRADE AND GROUP: 4° A-B

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Mon. 20 Phonology 58 book OPENING: distinguish
track Play and follow Sparks' Vocal Warm Up video. SS follow the different sound
warm up routine. patterns in words
DEVELOPMENT: reproduce words
Follow the auditory discrimination routine. SS complete the with correct
Working With Sounds page identifying the sounds specified. pronunciation
CLOSURE:
Teamwork activity. SS get in teams. Give them five minutes to
come up with a rap song. Teams take turns performing to the
class.
99 OPENING: apply knowledge
Language Refresh last class' concepts by asking SS to give examples of of grammatical
past perfect and when to use it. patterns and
rules in context
DEVELOPMENT:
by using past
SS individually answer p. 99. perfect tense
CLOSURE:
Check the answers on the board.
 Reading 66 to OPENING: comprehend and
68 Play Sparks video. Ask SS if they know why is Leonardo da identify the main
Vinci so famous. SS share their answers. Introduce the story ideas and details
of a text, to infer
with the Activate Your Brain questions and comment on the
based on
answers. previous
DEVELOPMENT: knowledge
Play the lesson's track pausing it at every page. Choose SS to
ask/answer the Check for Understanding questions. Display on
the board the last page, together identify the uncountable
nouns, SS circle them on their book page.
CLOSURE:
On the board, SS make a list of the skills they remember
Leonardo da Vinci had. Using this as reference SS compare
Leonardo's skills to their own. SS explain why Leonardo is so
famous up to today.

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Tues. 21 Language 100- book OPENING: use language -pages 72-73
101 Walk around the classroom asking SS to share activities they structures
do with frequency. T begins by giving examples and making correctly
(writing,
emphasis in the frequency adverb. As SS do it too, T writes the
speaking, etc.)
adverbs of frequency on the board. with adverbs of
Finish introducing the adverbs of frequency by ordering them frequency
from the most frequent to the least one.
DEVELOPMENT:
 Follow the Partner Work activity. SS use adverbs of frequency
to conduct an interview with their partners. Paste AMCO's
poster on the wall, for SS to use as reference.
CLOSURE:
SS individually answer pages 100 and 101. Choose SS to share
their Writing Skills work with the class. Every time an adverb
of frequency is used the class claps once.
60 book OPENING: write words
Phonology track Play track. SS listen to the word and pronounce it. Follow the correctly
Writing Our Words routine to practice the spelling words. master spelling
DEVELOPMENT: patterns
SS follow the words' path to complete the maze on p. 60.
Then, display the book page on the board and check the
answers.
CLOSURE:
Allow five minutes for SS to self-assess their performance. Use
name sticks to choose SS to share their answers.
Reading 69 to book OPENING: comprehend and
71 track Ask SS to share what they remember about Leonardo's life. (If identify the main
needed, read the story once more.) Then, SS mention facts ideas and details
of a text
that show Leonardo's difficult childhood. T makes statements
related to the story, SS clap once if true and clap twice if false.
SS individually answer p. 70.
DEVELOPMENT:
Toss the ball to give turns. SS mention a question they'd like to
ask to Leonardo if they had a chance to meet him. SS then
answer the first two activities on p. 71. Once SS have
completed their interest charts they can move on to the third
activity.
 CLOSURE:
SS pair up for five minutes to create a job that requires the
skills and interest they have. Once ready, each pair presents
their new job to the class and explains how they reached such
idea.

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Wed. 22 Phonology 61 book OPENING: relate vocabulary home schooling
Play track. SS listen to the word and pronounce it. Follow the words to their
Writing Our Words routine to practice the spelling words. definitions, use
DEVELOPMENT: words correctly
Follow the Game Zone activity from book page. Make two in context
teams. Teams prepare their paper balls and place them where
the T indicates. A player of each team will come forward and
pick a ball before the opponent.
CLOSURE:
SS individually answer p. 61. SS switch books with a partner to
check the answers.

102- book OPENING: apply knowledge

Language 103 T shows the class some pieces of candy and asks the SS to of grammatical
count them. T shows SS water in a bottle and asks SS if they patterns and
rules in context
can count the water. SS answer should be, "no." T explains
(writing,
that water is an uncountable noun. T explains what countable speaking, etc.)
and uncountable nouns are. SS give examples. using countable
DEVELOPMENT: and uncountable
 Display the chart from p. 103 (make sure SS have their books nouns
closed). Make four teams and give each team a sheet of
paper. Start the timer, teams have one minute to classify the
nouns in countable and uncountable. Together check the
answers on the board. Give candies to the teams that get
them all correct.
CLOSURE:
SS individually complete pages 102 and 103. Then, compare
their answers with a partner.
Global 132 book OPENING: comprehend and
133 track Play vocabulary Chinese Whisper! identify the main
Arrange SS into a large circle. ideas and details
of a text.
Tell SS that you will be whispering a vocabulary word into one
describe life
of their ears. That S then whispers what they heard into the S before and after
to their right’s ear. Continue this process until the word gets World War I.
around the circle. The last S shares what they heard with the
class. If it matches what you said, the class gets a point. If it
doesn't match, you get a point.
DEVELOPMENT:
The Charleston
Choose a reading strategy based on your class's reading
ability. Refer to the Reading Strategies in the Teacher's Guide.
Direct SS to read the text.
Lead SS through doing the Charleston.
Direct SS to answer the questions independently, and review
when finished.
Have SS write down a dance that they know how to do.
Direct SS to trade their instructions with a partner and teach
them to dance.
 In your digital book, view the Spark p. 132 The Charleston.
After watching the video, ask SS why they think the Charleston
was so popular.
Call on SS to share their thoughts with the class.

Before and After the War

Assessment
Read the directions to SS. Make sure SS complete the T-chart
and have three descriptions on each side of the chart.
Direct SS to write to the best of their ability.
Review suitable responses with SS.
CLOSURE:
Call on SS to share what they wrote for the question at the
bottom of the page.
Lead SS through discussing their answers with the class.
How many SS said it was a good decision? How many said it
wasn't?

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Thur. 23 Phonology 63 Dictation assess SS’
pronunciation,
spelling &
vocabulary skills
134 book OPENING: recall concepts
Global 135 Recall the concepts of the unit. Ask for volunteers to give the learned in this
information unit.
 DEVELOPMENT:
Direct SS to read through the Check for Understanding and Do
Your Best pages from this unit.
Ask SS to circle questions or activities they got incorrect.
Have SS discuss with partners how to get the correct
answers.Graphic Organizer Review
Read the directions to SS.
Have SS complete the graphic organizer.
Once SS are finished with their graphic organizer, have them
discuss it with a partner.
CLOSURE:
Direct SS to make a list of questions they still have about
World War I.
Direct SS to work with a partner to answer those questions.
If their partner cannot answer the questions, have them ask a
different pair of partners.
Listening 64 book OPENING: identify the main
65 track Introduce the topic by asking SS to share the things that they ideas and details
can do that are not school related. T gives examples like, "I of a recorded
text
can knit a scarf," or "I can repair a car engine." Toss the ball
around the class to give turns.
DEVELOPMENT:
Listen to the track 18. Display p. 64 and ask SS to select the
activities the "father" can do. T asks SS to raise their hand if
there is an activity from the list that they can also do. TH
keeps a score on the board. Point out the activity most SS
have in common.
On page 65 Remind SS about body language importance and
encourage them to use it properly. SS pair up and prepare a
 30 second presentation about something they have learned
from their parents. Each S gets a turn going to the front of the
class and talking. Grade their oral expression skills.
CLOSURE:
SS answer the Self-Assessment questions individually.

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Fri. 24
CTE

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Mon. 27 Think tank review
Think tank review

review Phonology review

Phonology

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Tues. Steam Steam review

Writing review practice

Writing

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Wed. Global Global review

Listening review
Listening

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Thurs. Language Language review

DATE SUBJECT PAGE DIDACTICAL DEVELOPMENT ABILITIES TO Autonomous Activity

AND TOPIC S RESOURCES DEVELOP
Fri. Language Language review