Monthly Plan Teacher (Write full name) Agustin Guerrero Ibarra School: Urbana 469 Month June Unit

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Grade (Do a planner per grade) _3rd___

Social Practice (Use it, as it appears in the Syllabus): Record and interpret information in a graphic resource. Specific Competency (Use it, as it appears in the Syllabus): Find and interpret information in a graphic resource. Achievement ( Its outcomes cannot be modified, replaced or deleted): Identifies different graphic types. Understands various uses of graphics. Differentiates between graphic and textual information. Discriminates the relationship between images and text. Writes words following conventions. =) Done! Environment: (Familiar and community, educational and academic, or literary and ludic) Educational and academic Product (Use the Syllabus' products. Distribute its stages, week by week, until accomplish them): Diagram Choose a topic, for example the human body. Rewrite the information to be presented in the diagram. Design a graph to present the information. Decide on the type of connectors (arrows, lines, etc.) that will be used. Write a title that relates to the visual and written information of the diagram. Check that the writing of the information is complete and without omissions, replacements or alterations in letters. Check that the diagram contains all the data or information to be presented. Place the connectors in their corresponding place and direction within the diagram. Show the diagram to other groups. Then, display it in a visible place inside the classroom. =) Done! Class Types of Contents. Didactic sequence. Purpose of the class. Doing Knowing Being Show ss a diagram of a plant(Roots, leaf, stem, flower) Have ss write them on the notebook and read them aloud along with the teacher. Teacher gives to ss a work sheet with a plant diagram for them to identify its parts and fill the blank spaces. Teacher will present to students the following words with pictures , flashcards ,or poster : spinach, cabbage ,lettuce onions ,celery, carrots, peas, tomatoes, etc. Teacher divides the board into two halves . On each half write the words from flashcards . Say a word and point it , students repeat chorally and individually. Then form two teams , and members from each team come to the front and face the group so they cant see the board . Say a word and students turn around quickly and hit the word with a previously given fly swatter the 1st student who hits the word wins a point for her/ his team. Continue until all the words have been hit. Teacher gives to ss the next reading :

Ss will be introduced to the parts of a plant through a plants diagram.

Ss will get acquainted with vocabulary related to plants we can eat.

To read and identify plants

Plants are good for you. We eat different parts of plants, for example, carrots and onions are roots because they grow in the ground. We eat the stems of some plants too like celery and asparagus. Other delicious part of a plant that we eat in salads, are the leaves like the lettuce, cabbage and spinach. We eat fruits like tomatoes and green beans and seeds like peas. Do you like peas? Mm! Theyre delicious. Explain the words (roots, stems, leaves, fruit, and seeds) have ss circle them, and then read the text aloud and work on pronunciation. Elicit from ss different habitats related to the plants in the worksheet given to students with illustrations of the following plants: tulip, pine, seaweed, palm tree, cactus, and bush. Habitats to elicit from ss : ocean, forest, desert, jungle, backyard, inside a house. Then in the same worksheet student write these habitats in the chart provided in the right way. Give to ss the following chart to be completed with the classification of the vegetables we eat, and also fill the part of the chart that asks which one you like or dislike. Parts of the plant Plants I like/ dislike Roots Carrots/onions Stems Celery/ asparagus Leaves Lettuce/ cabbage Fruit Tomatoes/ green beans Seeds peas. Teacher elicits plurals of words ss know and write them on the board for reference. Explain to them that there are regular and irregular plurals and give them some examples : Car---- cars (R) wife----- wives (I) Radio----radios( R ) foot----- feet ( I ) Then ss will write the following chart for them to find the plurals and write in blue the regular plurals, and with red the irregular plurals. With the aid of big flashcards posted on the board , teacher will explain to ss the meaning of near and far, and also review the meaning of this/ that/ those/ with objects in the classroom. Then have ss elaborate simple sentences according to the flashcards on the board e.g.: Thats a toy. Its far. Those are toys. They are near. The remaining flashcards figures are: Plants, mice, and leaves. Explain to students that a letter is a way to communicate with other people in writing. Write on board the elements that make a letter (Heading, greeting, body, closing and signature) Have students find the meaning of the words with the aid of a dictionary, have them comprehend the components of the letter .Then give to students a worksheet with a diagram of a letter, ask students what this is, and have them label the parts of the letter with the words. Ss will read an order the steps to write a letter , they would work in pairs and order the sentences in order step by step like this:

names , and its parts . To work on pronunciation.

Ss will predict words related to habitats and illustrations based on prior knowledge.

Ss will identify, classify and give the correct order to a diagram.

Ss will find the difference between regular and irregular plurals..

Ss will discriminate the difference between near and far. Also That / this/ these /those etc.

Ss will identify and order the components of a letter through a diagram.

Ss will put in the right order the sentences in a letter.

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1) First write the heading: date and place where you are. 2) Then write a greeting to the person you write the letter to. 3 ) After that write your message. 4 ) Finally, write the closing . Use nice words, a farewell and your name. Finally, ask ss if they write or receive letters. With teachers help ss will write a letter to a friend or classmate, exchange them and read them. Give ss the steps to create their own envelope and explain each step so they have clear instructions. 1 - 1 sheet of paper 2- Fold the paper in three parts. 3 Make a triangle with the top part folding its sides. 4 Stick bottom sides from their sides. Then students draw the steps of the envelope diagram. Ss will continue with the elaboration, coloring, and decoration of their envelope. And, after finish(ing) that task, they begin writing a draft of a simple letter, or a diagram of the body and its parts, or the diagram they did on previous lessons about a plan, with the proper parts or components of it . Ss will get their diagram completed (completed diagram), teacher will help with difficult words and meanings, also with the writing of it. Ss will present and explain their diagrams to the class, and then they will publish their work on the classroom walls for everybody to see. Assessment Instruments:

Ss will work in the creation of their own envelope. And review vocabulary related/related vocabulary.

Ss begin to prepare the material to create the product (Diagram of a letter , and envelope

Ss differentiate between images and text, they comprehend information in a diagram, and recognize the parts of one diagram.

( checklist, reading , speaking, participation in class) Notes:

(If you didn't accomplish the Unit's aims, continue the following month. Add a brief explanation in notes).

Tpr activities, warm ups, wake up activities, games like hangman, tic tac toe etc. Most classes if not all will include activities such as games, warm ups wrap ups/ Wow, Agustn! I knew you could do it, Teacher!