MONTHLY PLANNING PERIOD – PRIMARY EDUCATION

GENERAL INFORMATION:

School name: __________________________________________ Department: Chontales. Level: Sixth Grade. Month Period: April 11th – May 26th.

School year: 2023. Subject: Foreign Language (English). Teacher: _________________________________.

Social,
Unit
Emotional, Learning Evaluation Start Finish
Name Performance Indicators Contents Resources Remarks
Learning Activities Activities Date Date
Number
and Values
 The student uses the vocabulary V: Home: (curtains, fence, grass,  Flashcards  Flyswatter  Pictures 6 H/C
relating to the inside and outside roof, glass, rugs, garage furniture,  Pictures game  Flashcards
of the home through etc.  Videos  Role-plays  Tape
communicative activities.  Songs  Dictation  Overhead
G: Be going to (negative)  Slides  Listen and projector
 The student describes future  Charades circle  Laptop
plans using “be going to” in oral L: Listen, and say the words. Listen  Phone call  Listen and  Speaker
and written affirmatives/ negative and put a check. Listen and circle.  Memory read  Cellphone
statements. Listen and write. game  Listen and put  Tracks
 Brainstorming a check  Student’s
 The student expresses someone S: Talking about what someone is  Word search  Written quiz Book
else´s future plans using the third going to do.  Crossword  Oral quiz  Teacher’s
Unit III Personal, person singular and orally written. Telling about his/her plans for next puzzle  Reading aloud book
Home Social and week.  Reading  Photocopies
 Roulette April April
project emotional  Dice comprehension  Flipchart
W: Writing future plans statements in 11th 21st
(15 H/C) identity  Completing  Flyswatters
affirmatives and negative forms. sentences.  Assessment
 Roulette pack
 Dice

Unit III Personal, 6 H/C On April 28th

  The student asks and answers  Maps  Role-paly  Student’s teachers will
information questions of famous V: Adjectives: Famous, Cool, Skinny,  Drawings  Expositions book have the Next
people in oral and written form. short, tall, fat, quiet, talkative.  Flashcards  Reading aloud  Teacher’s EPI.
 Slides  Reading guide
 The student writes about his/ her G: Be going to (negative)  Videos comprehension  Tracks On May 1st is
plans and favorite TV characters Wh- questions (Who is)  Songs  Written quiz  Flashcards International
using going to.  Hangman  Read and  Drawings labors day.
L: Listen, and say the words. Listen  Crossword circle  Maps
 The student expresses his/ her and put a check. Listen and circle. puzzle  Reading aloud  Tape
Home Social and future plans in short  Competitions  Reading  Speaker
conversations. S: Talking about what someone is April
project emotional  Brainstorming comprehension  Cellphone May 5th
going to do. 24th
(15 H/C) identity  Memory  Writing  Laptop
 The student understands Telling about his/her plans for next game descriptions.  Overhead
schedules when reading text week. projector
 Flipchart
about future plans.  Photocopies
R: Reading about TV characters.
 Assessment
Reading timetables.
pack
 Flipchart
W: Writing about favorite TV
 Activity
characters.
resource
book
 The student writes about his/ her V: Vocabulary review: Home /  Cards  Count the  Pictures 3 H/C
plans and favorite TV characters Adjectives  Pictures numbers  Flashcards
using going to.  Flashcards  Read and  Cards
G: He is /She is ..  Videos solve the math  Tape
Wh- questions (Who is)  Slides problem  Speaker
 Songs  Listen and  Cellphone
L: Listen, point and say. Listen and  Flipchart complete  Tracks
circle. Listen and complete. Listen  Memory  Listen and  Overhead
and write. game circle projector
 Crossword  Describing  Laptop
Unit III Personal, S: Telling about his/her plans for next puzzle future plans.  Student’s
Home Social and week.  Competitions  Listen and book
project emotional write. May 8th May 12th
 Word search  Teacher’s
(15 H/C) identity R: Reading timetables book
 Flipchart
W: Writing future plans statements in  Dice
affirmatives and negative forms.  Roulette
Writing about favorite TV characters.
 Social,
Unit
Emotional, Learning Evaluation Start Finish
Name Performance Indicators Contents Resources Remarks
Learning Activities Activities Date Date
Number
and Values
 The student identifies vocabulary V: Trips: museum, questionnaire,  Charades  Board game  Overhead 6 H/C On May 26th
related to museum trips. parents, fill out, day trip, guide, leave.  Sentence  Writing a letter projector teachers will
starters  Role-play  Laptop have the next
 The student asks and answers G: What…? Who…? Where…?  The phone  Expositions  Speaker EPI.
Wh-questions with pictures in call  Written Quiz  Cellphone
affirmative and negative L: Listen, and say. Listen and put a  Flashcards  Interviews  Tracks
statements. check. Listen and write. Listen and  Drawings  Error  Flashcards
circle.  Videos corrections  Drawings
 The student asks questions  Slides  Listen and  Tape
through dialogues when talking S: Asking information questions  Flipchart complete  Flipchart
about future plans. about future.  Songs  Reading  Word
Unit IV Answer information questions.  Memory comprehension search
National Look at the pictures and answer
Excursio game  Unscrambling copies
and cultural questions.
n time  Word search sentences  Activity May 15th May 25th
identity.
(15 H/C)  Rumor  Reading aloud resource
R:. Reading stories for main ideas.  Dictation book
 Projects
 Grammar  Handicrafts  Student’s
W: Fill the gap with missing cards  Singing songs Book
information.  Teacher’s
Guide
 Grammar
cards
Grade: Sixth Unit: III
N
Performance Indicators Criteria
o
1. Write the vocabulary relating to the inside and outside of the home in a correct way.
The student uses the vocabulary relating to the inside and outside of the home through 2. Pronounce and recognize the vocabulary relating to the inside and outside of the home
1
communicative activities. correctly.
3. Show respect when participate in the different communicative activities.
1. Structure affirmative and negative sentences in a correct way using “be going to.”
The student describes future plans using “be going to” in oral and written affirmative or negative
2 2. Identify mistakes in short texts and rewrite them correctly.
statements.
3. Show confidence when structuring and identifying mistakes.
1. State orally someone’s else future plans using “Be going to” correctly.
The student expresses someone else’s future plans using the third person singular orally and
3 2. State in a written form someone’s else future plans using “Be going to” correctly
written.
3. Show management of the target language and confidence when participating in class.
1. Interview people by asking questions using “who is…?” with correct pronunciation and
intonation.
4 The student asks and answers information questions of famous people in oral and written forms.
2. Answer to the questions with “Who is…?” using adjectives in a correct way.
3. Show respect when asking and answering questions to people.
1. Structure short paragraphs using “be going to” to describe his/her plans in an appropriate way.
2. Structure a short paragraph describing his/her favorite TV characters in an appropriate way.
5 The student writes about his/her plans and favorite TV characters using “going to.”
3. Show confidence and pair work when writing paragraphs about his/her plans and favorite TV
characters.
1. Express his/her future plans using “Be going to” in short conversations.
6 The student expresses his/her future plans in short conversations. 2. Roleplay a conversation in which they express appropriately their future plans.
3. Show respect each other when expressing their future plans.
1. Identify by reading texts specific dates and times correctly.
7 The student understands schedules when reading texts about future plans. 2. Circle the correct answer by reading a text about future plans.
3. Show confidence when circling the correct answer.
Grade: Sixth Unit: IV
N
Performance Indicators Criteria
o
1. Write the vocabulary related to museum trips in a correct way.
1 The student identifies vocabulary related to museum trips. 2. Pronounce and recognize the vocabulary related to museum trips correctly.
3. Show respect when participate in different activities.
1. Ask questions using “What…?”, “Who…?” and “Where…?” with correct pronunciation and
intonation.
2 The student asks and answers WH-questions with pictures in affirmative and negative statements.
2. Answer the questions asked with “What…?”, “Who…?” and “Where…?” using correct grammar.
3. Be respectful with classmates and teacher when asking and answering questions.
1. Structure written questions using “What…?”, “Who…?” and “Where…?” correctly.
2. Write the answers to the questions using appropriate grammar.
3 The student writes interviews about famous people.
3. Show management of the target language and confidence when writing and answering
questions.