00 Analytical Syllabus - Languages - English - Third Grade

3º GRADE
ANALYTICAL SYLLABUS – STAGE 6

TRAINING FIELD: LANGUAGES - ENGLISH
School: Grade: Third

Teacher: Shift:
Training field: Languages Subject: English Stage: 6 School year: 2023-2024
Period I Period II Period III
Context and Sequencing of Contents

Content #1
Actual problem
The lack of knowledge about the linguistic diversity of one's own country and others can lead to discrimination and
cultural exclusion of those who speak minority or less common languages, which can result in the loss of cultural and
social identity.
Contents
Synthetic program content: Learning development process:

Learners uses various types of text and media to express
The linguistic diversity and its forms of expression in
and disseminate diverse cultural and linguistic practices
Mexico and the world.
from societies in Mexico and around the world.
Characteristics of the Graduate Profile
Learners live, recognize, and value ethnic, cultural, linguistic, and social diversity.
Articulating Frameworks: Project: Time:

Appropriation of cultures through
Infographic
reading and writing 7 sessions
[Linguistic diversity]
Critical interculturality
General Didactic Guidelines
Session Aims
To identify linguistic practices in Mexico and around the world.
1
To read short texts about linguistic practices and describe their main characteristics.
2 To classify languages as tonal, non-tonal, fusional, agglutinative, intonational, accentual, etc.
3 To match titles and the descriptions.
4 To write statements to describe linguistic aspects.
5 To choose graphic and typographic elements for an infographic.
6y7 To develop and present the project.
1
3º GRADE
Assessment Recommendations
During the process For the project

Language map.
Information cards based on research.
Rubric.
Concept map.
Statements that describe linguistic aspects.
2
3º GRADE
Content #2
Actual problem
The lack of knowledge about the identity and culture of English-speaking peoples can lead to ignorance and
misunderstandings, which can result in prejudice, discrimination, and cultural conflicts.
Contents

Learners build a proposal for oral and written
communication in English, where they contrast, value, and
The identity and culture of English-speaking peoples.
promote features of an intercultural society, identified in
English-speaking communities.

Conversation
[Mutual respect and equal treatment]
Session Aims
1 To read essays and identify traditions and customs of English-speaking countries.
2 To write and answer questions about the topic.
3 To write statements to describe traditions and customs.
4 To exchange ideas and opinions to start a conversation.
5 To identify strategies to sustain and conclude conversations about features of an intercultural society.
6 and 7 To develop and present the project.

Rubric.
List of questions.
3
3º GRADE
Content #3
Actual problem
The lack of knowledge about cultural, linguistic, and artistic expressions can limit a person's ability to effectively interact
with people from different cultures and societies and hinder the promotion of interculturality.
Contents

Learners write scripts in English and perform them,
Cultural, linguistic, and artistic expressions in English in
depicting situations of conflict resolved through assertive
favor of interculturality.
and intercultural communication.

Radio drama
Critical interculturality 7 sessions
[Social conflicts]
Session Aims
1 To identify social conflicts and their causes.
2 To propose solutions to conflicts.

To analyze the plot and central argument of radio dramas.
3
To identify the relationship between the setting and time in which the actions take place.
4 To create and describe characters and define their attitudes and behaviors.
To identify the parts of the script.
5
To match rhythm, speed, intonation, and volume to the dialogues.

List of solutions to social conflicts
Character table with their characteristics
Self and peer evaluation form
Dialogues
Folder of sound effects and music
4
3º GRADE
Content #4
Actual problem
The main problem of not promoting the preservation and conservation of languages is the loss of cultural and linguistic
diversity, which can lead to homogenization and a decrease in intercultural understanding.
Contents

Learners participate in an English debate on linguistic and
Use of various English texts that promote the preservation
cultural changes in languages over time, and their impact
and conservation of languages.
on the formation of new social practices.

Brochure
Critical Interculturality 7 sessions
[Language conservation]
Session Aims
1 To recognize the current situation of languages and analyze why their preservation is important.
2 To define the concept of debate and its elements.
3 To analyze the needs and interests of the debate audience.
4 To identify different approaches to the debate.
5 To write arguments and viewpoints.

List of consulted sources
Timeline Rubric.
List of arguments
5
3º GRADE
Content #5
Actual problem
The lack of solutions to community problems can lead to a deterioration in the quality of life for its residents and an
increase in conflicts and tensions, negatively impacting the well-being and development of the community.
Contents

The use of the English language to express the needs, Learners organize a campaign in English about solutions
interests, and problems of the community. to community problems.
Learners interpret phenomena, historical, cultural, natural, and social events and situations based on various topics,
and investigate to explain them using reasoning, models, data, and scientifically grounded information, as well as
community knowledge. This enables them to consolidate their autonomy to propose and solve complex problems,
considering the context.
Critical thinking
Campaign
Gender equality 7 sessions
[Solutions to Community Problems]
Healthy lifestyle
Session Aims
1 To list needs, interests, and problems of the community.

To share experiences and express opinions about the importance of addressing these problems.
2
To classify problems into categories and determine the most significant ones.
3 To identify causes and consequences.
To describe proposed solutions.
4
To compose statements proposing solutions to community problems.
To establish goals and objectives for the campaign.
To identify the target audience and define the message and strategy.
5
To select communication channels.
To develop materials and graphic resources.

Concept map. Rubric.
Flowchart.
Cause and effect diagram.
Comparative table.
List of questions and answers to request and provide
6
3º GRADE
information.
Content #6
Actual problem
The lack of aesthetic resources in literature can make a text monotonous, devoid of emotion, and hinder the effective
transmission of complex messages.
Contents

Learners use some rhetorical figures, elements, and
aesthetic resources to create a short literary text, both in
Elements and aesthetic resources of English.
oral and written form, to disseminate it within the school
community.
Learners have mastered basic communication skills in their native language and in other languages.

Arts and aesthetic experiences
Fable 7 sessions
reading and writing
Session Aims
1 To read fables and identify the main ideas.
2 To identify the moral or lesson that the fable intends to convey.
3 To analyze the purpose of the fable and its relation to daily life.
4 To choose the message (moral) of the fable.

To create characters and the plot.
5
To illustrate to depict key events.

Character descriptions.
Illustrations. Rubric.
Draft of the fable.
7
3º GRADE
Content #7
Actual problem
The main problem of not being familiar with the fine arts is that one loses the ability to appreciate and evaluate the
quality of artworks, which can limit the capacity to enjoy and understand their cultural and historical value.
Contents

Learners write short poems using aesthetic resources of
Artistic and cultural manifestations of the English
the English language in oral and written productions, to be
language.
disseminated within the school community.
Learners develop critical thinking skills that enable them to evaluate knowledge and wisdom from the sciences and
humanities, recognizing the importance of history and culture in critically examining their own ideas and the value of
others' perspectives.
reading and writing Poems 7 sessions
Session Aims
1 To read and identify characteristics of poems.
2 To analyze the theme of poems to express emotions and thoughts.
3 To analyze types of poems (sonnet, haiku, ode, eclogue, elegy, epigram, free verse, etc.).
4 To write a draft of the poem.

To revise and edit the draft.
5 To create the final version of the fable.
To determine the presentation format of the poem.

List of consulted poems.
List of emotions.
Rubric.
Illustrations.
Draft of the poem.
8
3º GRADE
Content #8
Actual problem
The main problem with not reading literary texts is that one misses the opportunity to expand their understanding of
language, empathy towards others, and the ability to critically reflect on life and the world around us.
Contents

Learners create short texts in English to present a
Traditional and contemporary literary creations in English. situation or topic of interest using narrative, poetic, visual,
theatrical, or musical resources.

reading and writing Stage script 7 sessions
Arts and aesthetic experiences
Session Aims
1 To analyze themes of plays and their characteristics.
2 To analyze characters and their personality, motivations, and relationships with other characters.
To explain the plot of a play (introduction of characters, exposition of the problem, story development, and
3
resolution).
4 To write dialogues.
To choose actors for the play.
5 To create stage design.
To determine the presentation format of the play.

Character descriptions.
Storyboard. Rubric.
Draft of the play.
9
3º GRADE
Content #9
Actual problem
The main problem with not expressing feelings and emotions is that it can generate emotional stress, affect mental
health and interpersonal relationships, and hinder conflict resolution.
Contents

The English language to express sensations, emotions, Learners research and recover cultural and artistic
feelings, and ideas related to families, school, and the expressions from their community to disseminate them in
community. English.
Learners value their cognitive, physical, and affective potentialities, which enable them to enhance their personal
capacities and contribute to the community during different stages of their life.
Poster
[My community]
Critical thinking
Session Aims
1 To identify the most representative cultural and artistic expressions of the community.
2 To research the origin and history of the chosen cultural and artistic expressions.
3 To make appropriate questions.
4 To write statements to describe the cultural and artistic expressions.
5 To exchange opinions.

Photographs.
Information cards based on research. Rubric.
List of opinions.
10
3º GRADE
Content #10
Actual problem
The lack of communication about important events can lead to misunderstandings, lack of clarity, and conflicts, which
can have a negative impact on relationships and decision-making.
Contents

Learners retrieve a community historical event and create
Stories in English to express significant family, school,
an oral and written text in English to express their stance,
community, and social events.
using visual or auditory resources.
Learners develop their own way of thinking that they use to analyze and make reasoned judgments about their family,
school, community, national, and global reality.
Critical thinking Reflection
Cultural appropriation through [Family, school, community, and social 7 sessions
reading and writing events]
Session Aims
To identify the most representative historical events of the community.
1
To research the origin of the chosen event.
2 To narrate the story in chronological order, detailing the events and actions of the characters.
3 To establish the purpose of the announcement/video.
4 To make appropriate questions.
5 To exchange opinions.

Photographs.
Rubric.
Timeline.
List of opinions.
11
3º GRADE
Content #11
Actual problem
The main problem with not eradicating violence in families and schools is that it perpetuates a cycle of abuse and
trauma in children and young people, which can have long-term negative consequences on their physical, emotional,
and social development.
Contents

Assertive and dialogic communication in English to raise Learners design and disseminate written proposals in
awareness about the eradication of violence in families English to raise awareness in the community about the
and schools. importance of eradicating violence.
They acknowledge that they are citizens who can exercise their right to a dignified life, to make decisions about their
own bodies, to build their personal and collective identity, as well as to live with well-being and good treatment, within a
framework of freedoms and responsibilities towards themselves and their community.
They recognize that women and men are individuals who enjoy the same rights, with the capacity to act, autonomy,
and the decision to live a dignified life, free from violence and discrimination.
reading and writing Brochure
7 sessions
Critical thinking [Rejection of violence]
Gender equality
Session Aims
1 Identify situations of violence in the family and school.
2 To identify causes and consequences.
3 To write proposals for solutions.
4 To analyze the objectives and goals of the brochures.

To identify the target audience.
5 To establish the design of the brochure and content distribution.
To write statements that support the eradication of violence.
12
3º GRADE

Cause and effect diagram.
Rubric.
Graphic resources.
List of opinions.
Content #12
Actual problem
The main problem of not leading a healthy lifestyle is the risk of developing chronic diseases such as obesity, diabetes,
cardiovascular diseases, and certain types of cancer, which reduces both the quality and the life expectancy.
Contents

Learners tell stories in English about examples of a
Messages in English in mass media promoting a healthy
healthy lifestyle and disseminate them using media to
lifestyle.
raise awareness in the community.
They understand the priority of connecting the care of their nutrition, physical health, mental well-being, sexual and
reproductive health with planetary health from a sustainable and compatible perspective.
Video
Healthy lifestyle 7 sessions
[Healthy lifestyle]
Session Aims
1 To identify mass media channels to transmit messages about a healthy lifestyle and their purpose.
2 To analyze and summarize the content of messages that promote a healthy lifestyle.
3 To discuss the risks and consequences of unhealthy habits.
4 To recognize healthy lifestyles and their benefits.
5 To write messages that promote a healthy lifestyle.
Information cards based on research. Rubric.
13
3º GRADE
Content #13
Actual problem
The main problem of not practicing inclusion in society is the exclusion of marginalized groups and the perpetuation of
social, cultural, and economic inequalities that limit the progress and well-being of society.
Contents
Synthetic program content: Synthetic program content:

The use of the English language in constructing Learners build a project in English to appreciate diversity
messages in favor of inclusion. and promote social inclusion in their environment.
Learners acknowledge that women and men are individuals who enjoy the same rights, with the capacity to act,
autonomy, and the ability to make decisions to live a dignified life free from violence and discrimination.
Social project
Inclusion 7 sessions
[Diversity and Social Inclusion]
Session Aims
To contextualize the importance of inclusion in society and the need to promote it.
1
To identify examples of inclusive language in real life and share experiences.
2 To analyze and reflect on the role of language in the construction of stereotypes and prejudices.
3 To identify barriers and obstacles to inclusion in different contexts and propose solutions.
4 To create messages and write viewpoints in favor of inclusion.

To identify the need to address.
To establish objectives and goals for the social project.
5 To list actions of the social project.
To distribute the project through various channels and raise awareness in the community about the
importance of inclusion.
14
3º GRADE
List of consulted sources.

Rubric.
List of arguments.
Content #14
Actual problem
The main problem of not practicing inclusion in society is the exclusion of marginalized groups and the perpetuation of
social, cultural, and economic inequalities that limit the progress and well-being of society.
Contents

The use of the English language in cultural and artistic Learners create an artistic expression in English that
expressions that promote the construction of an inclusive addresses how alternative and augmentative systems
society. contribute to inclusive societies.
They recognize that women and men are individuals who enjoy the same rights, with the capacity for action, autonomy,
and decision-making to live a dignified life, free from violence and discrimination.
Inclusion Painting
7 sessions
Arts and aesthetic experiences [An inclusive society]
Session Aims
1 To reflect on what inclusion means to everyone.
2 To analyze artworks and their message.
3 To analyze techniques (acrylic, oil, watercolor, colored pencils) and materials.
4 To create the sketch.
5, 6 y 7 To develop and present the project.

Rubric.
Graphic resources.
15
3º GRADE
16

00 Analytical Syllabus - Languages - English - Third Grade

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

00 Analytical Syllabus - Languages - English - Third Grade

Uploaded by

Copyright:

Available Formats

3º GRADE

ANALYTICAL SYLLABUS – STAGE 6

School: Grade: Third

Period I Period II Period III

Context and Sequencing of Contents

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

3 To match titles and the descriptions.

4 To write statements to describe linguistic aspects.

5 To choose graphic and typographic elements for an infographic.

6y7 To develop and present the project.

During the process For the project

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

1 To read essays and identify traditions and customs of English-speaking countries.

2 To write and answer questions about the topic.

3 To write statements to describe traditions and customs.

4 To exchange ideas and opinions to start a conversation.

6 and 7 To develop and present the project.

During the process For the project

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

1 To identify social conflicts and their causes.

2 To propose solutions to conflicts.

During the process For the project

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

2 To define the concept of debate and its elements.

3 To analyze the needs and interests of the debate audience.

4 To identify different approaches to the debate.

5 To write arguments and viewpoints.

6y7 To develop and present the project.

During the process For the project

Synthetic program content: Learning development process:

General Didactic Guidelines

1 To list needs, interests, and problems of the community.

During the process For the project

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

1 To read fables and identify the main ideas.

2 To identify the moral or lesson that the fable intends to convey.

4 To choose the message (moral) of the fable.

During the process For the project

Synthetic program content: Learning development process:

General Didactic Guidelines

1 To read and identify characteristics of poems.

2 To analyze the theme of poems to express emotions and thoughts.

4 To write a draft of the poem.

During the process For the project

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

1 To analyze themes of plays and their characteristics.

During the process For the project

Synthetic program content: Learning development process:

General Didactic Guidelines

3 To make appropriate questions.