1ST Grade Bim 2 Lesson Plan MD

Lesson Planning
Cycle 1
1St Grade Elementary School
Bimester II
Cycle: Grade: Block: Date:
1 1o A 2-A
Social Practice: Learning Environment:
Follow steps in a set of instructions in order to Educational and
make a product academic
Specific Competency Read illustrated sets of instructions in order to assemble an object
Illustrated instruction manual to make an object (kite, origami,
Product mask)
Choose an instruction
manual to put
Stage of the product together an object Time 5 Sessions
COMMUNICATIVE SITUATIONS:
LEARNING OUTCOME (PRODUCT):

Identify topic, purpose, and intended audience.
Doing with the language Knowing about the language Being through the language
Explore instruction manuals -Topic, purpose and intended Identify the social use of instruction
audience. manuals.
Recognize topic, purpose and intended
audience. - Graphic and textual components.
Find graphic and textual components
Reading Skills: Writing Skills:

Participate in the reading aloud of an instruction manual. Identify writing of the cardinal numbers.
Listening Skills: Speaking Skills:

Talk about the use of an instruction manual.
Identify pronunciation of the cardinal numbers.
CLASS SEQUENCE
Session 1
Time Group Material Activity
organization
5:00 Whole group Number’s T greets SS and starts counting until tenth
cards
15:00 Whole group Board T asks SS to count again and explain the difference between one and first (ordinal and
notebooks cardinal numbers) T writes ordinals number on the board until tenth and SS listen and
repeat pronunciation.
20:00 Individual Handout T gives a Handout sheet with instructions for children “How to tie a tie” they have to follow
sheet instructions in order to tie their own tie (follow graphic directions) T makes sure SS
understand and follow the directions so they cannot have problems with the exercise
10:00 Individual Board Let’s make a monster. First check the material’s list and then follow the steps in order to
whole class notebooks complete the task
5:00 Individual notebooks T check SS work and correct it if it’s necessary
Homework No hw
Assessment
criteria
Elementary School
Programa Nacional de inglés en Educación Básica
Secretaria de Educación
Teacher:
Session 2
organization
5:00 Whole group Audio T greets SS listen and exercise “Let’s stretch!”
10:00 Individual Flash cards
T ask SS to count cardinal and ordinal numbers using cards and without them
20:00 Individual Board T asks SS to copy from the board and name the objects (classroom materials) from
notebooks one to five SS have to copy and then name the objects
10:00 Individual Audio Listen to the audio and show the numbers with your fingers, then draw what the audio
asks you to do “In my schoolbag”
5:00 Individual Audio Name aloud the objects in your school bag (one book, two pencils, etc)
Homework Draw what’s in your school bag for tomorrow’s class
Assessment
criteria
Session 3
organization
10:00 Whole group Audio T greets SS listen do the rhyme “Five little fishes”
10:00 Individual Schoolbag, T checks homework and have students to name what’s in their school bag for today’s
notebooks class
10:00 Individual Colored paper, T read to SS list of material (SS have to identify each of them) then T read instructions
scissors, glue to the whole class and asks them to read along with him T makes sure that SS
understand they have to follow steps
10:00 Individual Colored paper, T guides SS in every step of the instructions to make a fish craft first: fold the sheet in
scissors, glue half, second: cut out a fish shape, etc. T makes his own fish in order to show step by
step how they are going to do the fish craft
10:00 Individual Colored paper, Decorate and glue to a sheet of a different color and name your little fish
scissors, glue
Homework Show to your family your fish and make one together.
Assessment
criteria
Elementary School
Teacher:

1 1o A 2-A 25-29 August
Follow steps in a set of instructions in order to make a Educational and
product. academic.
Read illustrated sets of instructions in order to assamble an
Specific Competency object.
Iillustraded instruction manual to make an object (kite, origami,
Product masks)
Identify the
instructions and the
Stage of the product list of materials Time 3 Sessions

Recognize names and figures that represent cardinal numbers
Explore the written form of words -graphic and textual components Identify the social use of instructions
manuals
Repertoire of words necessary for this
Find graphic and textual components
differentiate instructions or steps from a list social practice of the language
of materials.

Read and follow instructions Write the materials vocabulary

Be able of give orders in order to make an object
Identify step by step the teacher´s instructions
CLASS SEQUENCE
Session 1
organization
05:00 Whole group T greets SS and talk about a the activity they are about to do.
10:00 Whole group Flash cards T shows cards of the materials that he is going to use in the activity, has ss
to recognize and identify by name it and point at them. (let´s make a tag
name)
15:00 Individual Board, paper, crayons, T writes on the board the material list and the instructions, ss read after
scissors, safety pin and the teacher who makes sure that ss understand each step of the
tape. instruction.
20:00 Individual whole Board, paper, crayons, After this teacher guides the ss trough the activity giving examples of each
class scissors, safety pin and step T makes sure that all the ss do the activity.
tape.
5:00 Individual T check their work and make sure they have done the tag name and helps
ss to put the safety pin on their shirt.(ss already have decorated their work)
Homework No hw
Assessment
criteria
Elementary School
Teacher:
Session 2
organization
5:00 Whole group Yesterday´s T greets SS and have them to name the materials from yesterday´s activity
activity
10:00 Whole group Hand out T gives to ss a hand out with a chant, ss read and repeat after the teacher several
”chant” times, T asks ss about the chant in order to identify material or instruction
25: Individual Hand out Ss read aloud one by one and at the same time they are completing the table from
00 the hand out sheet: instructions / materials
15:00 individual, whole Handout T checks the work while they are working, help SS when it’s needed and have them
class correct their spelling
5:00 Individual Handout Ss listen and repeat the chant one more time first after the T, then by themselves
and teacher just guides the reading.
Homework Draw the materials from the chant.
Assessment
criteria
Session 3
organization
5:00 Whole group Flash cards with T greets SS and have ss repeat the numbers, 1st, 2nd 3rd 4th etc.
numbers
10:00 Whole group Board and T gives examples of the cardinal numbers by drawing on the board a pyramid, ss copy
notebooks from the board to their notebooks.
25: Individual Hand out T gives a hand out to ss where they have to look and trace the cardinal numbers with
00 its names, T has ss to write the names and checks spelling
15:00 individual, Hand out Ss read after the T the activity instructions: step 1 put a happy face on the second
whole class player, step 2:put a sod face on the first player. Step 3: put an angry face on the third
player, and then ss do the activity.
5:00 Individual Hand out In the same sheet ss look and match the player number with their place in the line. T
checks the activity and corrects if necessary.
Homework No hw.
Assessment
criteria

1 1o A 2-A
product. academic.
Read illustrated sets of instructions in order to assamble an
Specific Competency object.
Product masks)
Stage of the product Follow the steps in The instruction manual to make an object Time 3 Sessions
Elementary School
Teacher:

Select words to complete instructions
Explore the written form of words -graphic and textual components -Identify the social use of instructions
manuals
-Repertoire of words necessary for this
* Find graphic and textual components
differentiateinstructions or steps from a list social practice of the language -show attention to reading
of materials.
Participate in the reading aloud of an -names and figures that represents
instruction manual cardinal and ordinal numbers
*find out the meaning of words
*recognize names of cardinal numbers
* count steps or instructions
*distinguish the order of instructions or steps
in a sequence.

Read and follow instructions Write the materials vocabulary

Identify step by step the teacher´s instructions
CLASS SEQUENCE
Session 1
organization
5:00 Whole group Flash cards T greets SS and asks about instruction words (fold, cut, draw, glue, show)
10:00 Whole class Hand out, T gives the hand outs to ss to show what they are going to do with the material, ss
scissors paper listen read and repeat after the teacher, “let´s make a toy”, T makes sure students
and crayons understand each step of the activity and also that they identify all the materials
20:00 Individual Hand out, Teacher guides the activity making his own toy, has ss to read step by step the
scissors paper instructions (in each step ss are following the instructions and the T´s example)
and crayons
5:00 Individual Hand out, Finally at the last step ss decorate the snake and show how the snake grows up and
scissors paper gets back to the same size that it was.
and crayons
10:00 Individual Hand out, toy
Ss show their toy and go to the front and explain step by step how do they make it,
they can use their copy in order to say the instructions correctly.
Homework Show your toy to your family and explain them how did you do it.
Assessment
criteria
Elementary School
Teacher:
Session 2
organization
5:00 Whole group Poster T greets SS and talks about yesterday class
10:00 Whole class Board T asks ss about instructions words and materials from yesterday
class
20:00 Individual Notebook T writes on the board the following activity, read sort and complete
they are going to write in their notebooks the instructions from
yesterday activity in order step by step
10:00 Individual Notebook T checks ss work while they are working T checks spelling and helps
them to complete the activity
15:00 Individual Hand out scissors and Read aloud the words from the hand out then cut and paste them in
glue the correct chart instructions/material
Homework If SS did not finish exercise do it at home
Assessment
criteria
Session 3
organization
5:00 Whole group CD T greets SS and plays a song “five little fishes“
10:00 Whole class CD and copies T gives ss a copy with the lyrics of the song and has them to read
and repeat after him
30:00 Individual CD and copies Ss listen and act out the song following the teacher´s actions then
listen again and complete the lyrics, after that students sing again
the song.
15:00 Individual Colored paper scissors Students follow instructions in order to make a fish craft T guides the
glue activity step by step giving the example of each one at the end ss
decorate the fish and glue it to their notebooks
Homework No hw.
Assessment
criteria

1 1o A 2-A
product. academic.
Specific Competency Read illustrated sets of instructions in order to assamble an object.
Product masks)
Stage of the product Use the object Time 3 Sessions
Elementary School
Teacher:

Establish correspondences between the writing and reading of words
Explore the written form of words -topic, purpose and intended audience -Identify the social use of instructions
manuals
-graphic and textual components
* Find graphic and textual components
differentiate instructions or steps from a list -show attention to reading
of materials. -Repertoire of words necessary for this
Participate in the reading aloud of an social practice of the language
instruction manual
*find out the meaning of words -names and figures that represents
*recognize names of cardinal numbers cardinal and ordinal numbers
* count steps or instructions
*distinguish the order of instructions or steps
in a sequence.
Participate in the writing of instructions
manuals
*compare the writing of words
*find familiar letters
*choose words to complete instructions
*order the instructions or steps in a sequence
*find correspondences between the writing
and reading of words

Read and follow instructions aloud in order to complete an activity Write the instructions of a manual

Identify step by step the teacher´s instructions to make an object
CLASS SEQUENCE
Session 1
organization
5:00 Whole group CD T greets ss and sings and plays a song
10:00 Whole class poster T displays a poster on the board ss have to name the pictures
and match the drawings with its name
10:00 Individual CD and poster T plays a song ss read and sings a long with the T the song
“swimmers”
15:00 Individual White paper red and black Let’s make a picture ss follow instructions in order to draw an
pencils orca picture, T guides the activity and gives example of each
step
10:00 Individual Notebook T asks questions about the activity: what’s the title of the
activity? How many steps are there in the instructions? What
are the instructions? What are the materials?
Homework If SS did not finish exercise do it at home
Assessment
criteria
Elementary School
Teacher:
Session 2
organization
5:00 Whole group CD T greets SS and sings “five betta fishes”
10:00 Whole class CD Ss listen and act out the T actions they sing with him (touch your friends toes)
15:00 Individual CD and T gives to ss a copy with the lyric of the song they have to read and matchs the lines with
copies the numbers
15:00 Pairs Copies In the same copy ss read instructions aloud and match them to the pictures T makes sure
ss understand each step of the manual so ss can be able to do the task
10:00 Individual Copies Write the numbers next to each drawing of the copy (1st 2nd 3rd 4th 5th ) also write the
writing names of numbers T checks spelling and corrects if necessary
Homework No homework
Assessment
criteria
Session 3
organization
5:00 Whole group Board and flash cards T greets ss and talk about numbers and instruction words
05:00 Whole class 3D fish craft T shows to ss a 3D fish craft already done and decorated an d talks about how to
make one in class
20:00 Individual Colored paper white Let’s make a 3D fish instructions (they are on a white paper on the board) T reads
paper string scissors the instructions and invites to ss to read aloud with him (on each step ss follow
glue the instructions until they finish)
15:00 individual Colored paper white T helps ss with their craft makes sure that everybody is working when all the ss
paper string scissors have finished with the fish now they decorate the fish and finally hand the fish
glue from the string
10:00 Individual 3D fish craft T asks questions about the craft what’s the title of the activity? How many steps
are there in the instructions? What are the instructions? What are the materials?
Assessment
criteria

1 1o A 2-B
Follow and give instructions in everyday settings Familiar and community
Understand and follow instructions to carry out everyday home
SpecificCompetency activities.
Product Labeled model of a house
Write on the labels
instructions and names of
areas at home based on a
Stage of the product model Time 3 Sessions
Elementary School
Teacher:

Understand and follow instructions to carry out everyday home activities
Doingwiththelanguage Knowing about the language Beingthroughthelanguage

Explore instructions in every day home
activities
Identify purpose sender and intended

audience
listen to instructions
Reading Skills: WritingSkills:

Explore instructions in every day home activities Match names of areas to their images
ListeningSkills: SpeakingSkills:
Name places at home
Listen to instructions
CLASS SEQUENCE
Session 1
organization
5:00 Whole group Poster T greets ss and presents a poster of the house
15:00 Whole class poster T names each part of the house and has ss to repeat with him also T acts out the
individual activities that you can do in each place of the house
10:00 Whole class Copy SS get a copy with different drawings of the house and activities they have to look and
individual guess what are they doing.
15:00 individual Copy SS in the same copy write down the name of the room and the activities thata each
person is doing T checks spelling
10:00 Whole class notebooo T asks ss to draw their own house and name each part of it
individual k
Homework Color your house.
Assessment
criteria
Session 2
organization
5:00 Whole group Flash cardsT greets ss and show them some flash cards about the house
10:00 Whole group Flash cardsUsing the flash cards T has ss name the part of the house also he acts out the
activities for each room example: “in the living room I watch TV.”, etc.
25:00 Individual Handout sheet glue T gives to ss a cut out sheet with the part of the house and the name of the
scissors notebooks activities that you can do on each room ss have to cut them out, and glue them on
their notebooks with its correct activity.
10:00 Individual Notebooks Teacher makes sure that ss are doing a good job help them if necessary, when
whole class they finish the whole class read aloud each one of the pictures
10:00 Individual Notebooks T draws on the board 5 objects and its name ss have to match them correctly and
they have to copy them in their notebooks too ss read aloud the words t checks
pronunciation
Homework Draw yourself saying goodbye and hello to your friends
Assessment
criteria
Elementary School
Teacher:
Session 3
organization
10:00 Whole group CD T greets ss and plays a chant “bear chant”
10:00 Whole group Flash cards Using flash cards the T shows to ss different activities that they do trough the day then
together act them out
10:00 Individual Handout In a hand out given by the T ss write the order in which they do the following activities: wake
up, get up, get dressed, eat breakfast, get ready for school, take a shower, etc. T checks out
the activity and asks ss to name the different activities from the copy.
10:00 Individual CD In the same activity ss listen and point to Frankie’s actions while they listen a CD
whole class
10:00 Individual Notebooks T plays “Simon says” with the actions from the hand out
Homework Name the part of your house at home
Assessment
criteria

1 1o A 2-B
Put together a model with
Stage of the product places and objects at home Time 3 Sessions
Elementary School
Teacher:

Understand and follow instructions.
Doingwiththelanguage Knowing about the language Beingthroughthelanguage

Explore instructions in every day home
-purpose - Follow oral directions when
activities
necessary
- Non-verbal language - Attention to the sender
audience
listen to instructions
-Correspondence between written and
Follow the reading aloud of instructions. oral parts of the language.
*Point at specific words while listening
*distinguish intonation
*indentify new vocabulary and find out its
meaning.
Name places at home
CLASS SEQUENCE
Session 1
organization
5:00 Whole group T greets ss and asks them to name the parts of the house
5:00 Whole group Video T plays a video where ss see what does Peter do in a day, (Morning, afternoon, evening,
night)
15:00 Individual Video T plays the video one more time and asks ss to identify what activities does Peter do? T
plays the video again and asks ss to specify which activities does he do in each time in the
morning /afternoon/evening/night
10:00 Individual Notebook T writes on the board some sentences about the video ss have to copy to their notebooks
whole class s then read and circle the correct answer
15:00 Individual Notebooks Teacher checks answers and the whole class read the sentences along with the T then T has
ss to read by themselves one by one T checks pronunciation and helps them when necessary
Homework No hw
Assessment
criteria
Session 2
organization
5:00 Whole group T greets ss and asks them about yesterday class
5:00 Whole group Copies t gives a cut out to ss then T read each word of the copy ss read alñoud with him
10:00 Individual Copies Ss cut out the words and read them in order to identify them
20:00 Individual T gives ss cuts outs in order to unscramble some sentences for example: do/
whole class you/when/dinner/?/have then T reads the sentence one by one while ss identify the words
and put them in the correct order
15:00 Individual Notebook Once ss have finished and they have the correct sentences T asks them to read them then
they write at what time does the sentence happened example: when do you have dinner? At
night
Homework If ss did not finish the activity finish it at home
Assessment
criteria
Elementary School
Teacher:
Session 3
organization
5:00 Whole group Board T greets ss and acts out some actions verbs (gets up, get dressed, go to school etc.)
10:00 Whole group Board T writes on the board and have ss to read along with him the sentences he just wrote, E
checks pronunciation and has ss to read by themselves
15:00 Individual Notebooks Ss copy the sentences in their notebooks and read, match and say them example: I go to
school… … in the morning, etc.
15:00 Individual CD T plays the song this is the way I wash my face, ss listen and watch to the T while hi is
whole class performing the song, after one time T encourage ss to sing and perform the song with him
repeats the song several times
15:00 Individual Notebook T shows a poster of the lyrics and images that illustrated the song ss copy the lyrics to their
notebooks T plays the song while they are working and checks the spelling, when ss finish
they sing once again the song
Homework Sing the song at home
Assessment
criteria

1 1o A 2-B
Check the model and verify
that labels are placed
Stage of the product correctly Time 3 Sessions
Elementary School
Teacher:

Recognize names of specific places at home .
Doing with the language Knowing about the language Beingthroughthelanguage

Explore instructions in every day home -purpose - Follow oral directions when
activities
necessary
audience - Willingness and
listen to instructions understanding instruction in
the English language.
*distinguish intonation - Repertoire of words necessary for this
*indentify new vocabulary and find out its social practice of the language.
meaning.
* Match name of areas of specific places at
home (bedroom, bathroom, dinning room,
etc) to their image.
* classify illustrated instructions according to
the area or specific p0lace at home where they
are performed.
Name places at home
CLASS SEQUENCE
Session 1
organization
5:00 Whole group Flash cards T greets SS and using flash cards has ss to named them (bed, bath, living, dinning,
etc)
7:00 Whole group Hand out puzzle T gives a hand out puzzle and have ss to identify and name what they see
13:00 Individual Hand out puzzle Ss cuts out the puzzle and then glue the parts in order to unscramble the puzzle and
glue scissors find out the picture
notebooks
10:00 Individual Puzzle Once ss have finished the puzzle then they label the parts of the house where is
whole class specified
15:00 Individual Card T shows a poster of a house and asks questions, where is the bed? It’s in the
bedroom. T makes sure that ss answer in a correct and complete way ss asks each
other questions about the house like the T example T guides the activity
Homework No hw
Assessment
criteria
Session 2
Elementary School
Teacher:
organization
5:00 Whole group Board T greets ss and writes some words that ss have to read T checks pronunciation
10:00 Whole group Board T has s to dictate him some sentences that he writes on the board incorrectly then asks to ss
if the sentences are correct
20:00 Individual notebook T dictates some sentences to ss, ss have to write them on their notebooks T quickly checks
trough the lines the activity then has ss to dictate him while he is writing on the board the
correct sentences
15:00 Individual whole Handout Ss correct their dictation and T checks spelling and have them to correct if necessary then T
class asks to ss to draw the sentences they just wrote.
Homework Color the drawing
Assessment
criteria
Session 3
organization
5:00 Whole group Board T greets ss and shows them a big chart where they have to read through images
15:00 Whole group Flash cards T using flash cards explain preposition of place (in, on, under) the pencil is in the box, the TV
poster is on the table, the teddy bear is under the bed) ss copy the examples to their notebooks T
shows another poster and asks them about the position of some objects.
20:00 Individual Hand out In a hand out given by the T ss choose a house say the place and point to their friends the
room they are talking about T gives an example and guides the activity, then ss write 5
sentences where they use the prepositions, they just learn (the soda is in the refrigerator, etc)
T gives them an example.
15:00 Individual Handout Ss complete the sentences that are in the same hand out (the st_v_ is in the k_tch_n) then
whole class the whole class check the answers and correct them if necessary after that ss read aloud the
sentences T checks pronunciation.
Homework No hw
Assessment
criteria

1 1o A 2-B
Show the model to the
class or the school
Stage of the product community Time 3 Sessions
Elementary School
Teacher:

Recognize number and type of letters used to write the names of places at home
Doing with the language Knowing about the language Beingthroughthelanguage

Explore instructions in every day home -purpose - Follow oral directions when
activities
necessary
audience - Willingness and
listen to instructions understanding instruction in
the English language.
*distinguish intonation - Repertoire of words necessary for this
*indentify new vocabulary and find out its social practice of the language.
meaning.
* Match name of areas of specific places at Text and image correspondence
home (bedroom, bathroom, dining room, etc)
to their image.
* classify illustrated instructions according to
the area or specific p0lace at home where they
are performed.
Participate in the writing of names of places
at home and instructions.
*compare similarities and differences in the
written form of words (how many and what
letters they have).
*complete the writing of words.
Explore instructions in every day home activities Write names of areas to their images
Name places at home
CLASS SEQUENCE
Session 1
organization
5:00 Whole group CD T greets ss and sing a song “This is the way I wash my face”
5:00 Whole group Model house T shows to ss a model of a room and has ss to tell him the materials he use to do the
model house
15:00 Individual Hand out sheet, T gives a hand out sheet to ss with some instructions and material in order to make a
a box, plasticine model room, first the whole class read the materials and identify them, then they read
the instructions and T makes sure ss understand it well.
15:00 Individual Handout, a box, After that ss follow instructions given by the T in order to make a model of the room
whole class plasticine that they choose to do (living room/bathroom/bedroom,etc)
10:00 Individual Notebook Ss decorate their room and put them in a place to show their works to the school
community.
Homework No hw.
Assessment
criteria
Session 2
Elementary School
Teacher:

organization
5:00 Whole group CD T greets ss and plays a song
10:00 Whole group Scissors, a marker, Let’s make a house T previously asked some materials needed for this activity T
paints, two paint shows ss a house in parts that he assembles and encourages ss to make one as
brushes, a box beautiful as that one.
30:00 Individual Scissors, a marker, T read the instructions step by step, draw a house on the box, cut the box, cut the
paints, two paint door, fold the roof, draw the windows, paint the house, T guides the activity and
brushes, a box helps ss to get done each step.(ss let the paint to get dry)
15:00 Individual Scissors, a marker, Once they have all the parts cut from the box, they design the interior of the
whole class paints, two paint house and decorated.
brushes, a box
Assessment
criteria
Session 3

organization
5:00 Whole group CD T greets ss and plays a song
10:00 Whole group Scissors, a marker, T continues the activity from yesterday class. Once they have all the parts cut
paints, two paint from the box, they design the interior of the house and decorated.
brushes, a box
30:00 Individual Scissors, a marker, Ss make rooms to the house and assemble to the box (house that is already
paints, two paint painted and decorated from the interior) ss make the roof and paint it let it dry.
brushes, a box
15:00 Individual Scissors, a marker, While the paint is getting dry ss make labels to each part of the house then place
whole class paints, two paint them in the correct room then put the roof and finally the house is done, ss show
brushes, a box the project to the class and to the school community.
Assessment
criteria

1ST Grade Bim 2 Lesson Plan MD

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Lesson Planning

1St Grade Elementary School

LEARNING OUTCOME (PRODUCT):

Reading Skills: Writing Skills:

Listening Skills: Speaking Skills:

Cycle: Grade: Block: Date:

LEARNING OUTCOME (PRODUCT):

Reading Skills: Writing Skills:

Listening Skills: Speaking Skills:

Cycle: Grade: Block: Date:

LEARNING OUTCOME (PRODUCT):

Reading Skills: Writing Skills:

Listening Skills: Speaking Skills:

Cycle: Grade: Block: Date:

LEARNING OUTCOME (PRODUCT):

Reading Skills: Writing Skills:

Listening Skills: Speaking Skills:

Cycle: Grade: Block: Date:

LEARNING OUTCOME (PRODUCT):

Doingwiththelanguage Knowing about the language Beingthroughthelanguage

Identify purpose sender and intended

Reading Skills: WritingSkills:

Cycle: Grade: Block: Date:

LEARNING OUTCOME (PRODUCT):

Doingwiththelanguage Knowing about the language Beingthroughthelanguage

Cycle: Grade: Block: Date:

LEARNING OUTCOME (PRODUCT):

Doing with the language Knowing about the language Beingthroughthelanguage

Cycle: Grade: Block: Date:

LEARNING OUTCOME (PRODUCT):

Doing with the language Knowing about the language Beingthroughthelanguage

Time Group Material Activity

Time Group Material Activity

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