CENTRO EDUCATIVO DIOS ES AMOR ALTOS DE CAZUCA

UNIDAD DIDÁCTICA DE INGLÉS

Modelo Pedagógico “Escuela con Propósito”
Área: Humanidades Asignatura: Inglés Grado: Quinto
Trimestre: II Unidad Didáctica No.2 No. de clases: 18 Año:2020
Docente: Lic. Yuri Catherine Rincón Romero
Nombre estudiante: ___________________________________ Curso: ______

Class1 One: _________ Date: ________________

INICIO
Trough I speak with the tongues of men
and of angels, and have not charity, I am
become as sounding brass, or a thinkling
cymbal.

1 corinthians 13-1

CONVERSATORIO: what do you understand about the Word charity?

Write and draw three examples that you know about charity

ACHIEVEMENT: Interpreta los sucesos de su vida relacionándolos con el pasado simple en

producciones orales atravez de la construcción de un texto narrativo.

CONTENIDO:
simple past

SUBTHEMES:
 Wh words
 Culturas y tradiciones

Catedra de Afrocolombianidad

INICIO

Class: N°1 One Date: __________ 5° grade

OPA: (Organización del Proceso de Aprendizaje)
PURPOSE: To present an oral text based on the organization of ideas

DECLARATION OF THE GOLDEN RULES:1. Stay in the classroom on time and ask for permission
to leave the classroom, when it is necessary. 2. Respect my classmates and respect the instructions
of my tutors.3. Work quietly in class times and do not carry distracting elements such as cell phones,
music players, among others.4. Do not eat during classes, do not chew gum in the classes.5. Raise
my hand if I want to ask.6. Stand up "only if necessary" and work in order. 7. Ask what I need with
education and respect for the elements of my classmates. 8. Wear the uniform in class as stipulated
in the manual. 9. Take care of the facilities and what is in my classroom for good conviviality. 10.
Recycle, reduce and reuse to take care of my planet

RULES FOR THE ENGLISH CLASS

 Enjoy the class
 Actively participate in the class
 Always bring to class English dictionary, black and red pen, pencil, sharpener and eraser.
 Respect people and your partners.

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HABILIDAD: Interpretar: Proceso mediante el cual se descubren los elementos, relaciones o
razonamientos que existen en un estudio como vía para obtener el significado de la información que
el aporta. Explicar el sentido o el significado de algo de acuerdo con todos los datos o informes que
se puedan tener y que ayuden a determinarlo.
Es atribuir significado personal a los datos contenidos en la información recibida. Interpretar implica
subhabilidades como razonar, argumentar, deducir, explicar, anticipar. (Manual de habilidades del
pensamiento, pag10)

CLASE
ETAPA FASE
OPA 1
INICIO
Vinculación 2
Conocimientos previos 3y4
5,6,
Reestructuración del conocimiento 7,8,9,10,11
Aprendizaje de la habilidad /
Modelación 12
DESARROLLO
Simulación 13
Ejercitación 14,15
Cierre afectivo 16
Evaluación 17
PLAN DE MEJORA ACADEMICO 17
CIERRE Autorreflexión 18

METODOLOGIA DE EVALUACION

Pedagogía de Jesús Evaluación por acumulación durante cada clase se evaluará los procesos del
estudiante.
Se valorará la participación activa de estudiante en clase
Se evaluará la presentación y exposición de las actividades propuestas en la unidad didáctica.

DESCRIPCION DE CLASE ( donde

LA ACTIVIDAD DE CRITERIOS DE EVALUACION evalúa o recibe
EVALUACION trabajo)
LECTURA:15 %  Speedy, spotted cats 3, 8.
What is a setting
ACTITUD: 15 %  Disposición para el aprendizaje (Respeto, Todas las clases
cumplimiento reglas de oro).
Autoevaluación
Coevaluación
Heteroevaluación
EXAMEN TIPO Evaluación tipo icfes Clase 17
ICFES: 30%
NOTAS SEGÚN LA Narrative text Todas las clases
ASIGNATURA (
LIBRES )DOCENTE:
40%
PLAN DE MEJORA Clase 17
ACADEMICO

PLAN DE MEJORA

When we use the past simple?

What is the grammar structure of past simple?
Do three sentences in past simple in affirmative, negative and interrogative way.
Write something that happened in the past in three paragraphas.

Class: N°2 Two Date: __________ 5° grade

LINK-UP: Through problem solving, students will analyze a problem about a book
VINCULACIÓN
PURPOSE: understand the importance of knowing the relation between read books every day
GOAL:

Dimensión Principio Metodológico

cognitiva Trabajo individual y uso de la
cotidianidad
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ACTIVITY: tenemos una biblioteca mis 5 hermanos y yo que consta de 6 colecciones de
enciclopedias una de 8 tomos y el resto de 12 tomos. 900 libros de varias materias géneros y grados
fui a una compra y venta de libros y me ofrecieron $ 3.000 por cada uno. ¿cuántos libros hay y
cuanto nos toca a cada hermano?

ACTIVITY: Homework
answers what you do when you write about a topic you are passionate about then make a
comparative table about the classes of narrative text

Class: N°3 three Date: __________ 5° grade

LINK-UP: students will watch the following video about the oral text to child
https://www.youtube.com/watch?v=rf7ascNGbcM and then they will make a short cartoon of the tale they saw.

PREVIOUS KNOWLEDGE:
PURPOSE: Ranking ideas with a specific purpose in mind
GOAL: understand the organize your ideas to do a text
ACIVITY: Read the following text and underline with red color which is the main idea

Tomado de:https://www.superteacherworksheets.com/pinterest/pz-reading-comprehension-animal-
articles.html

DESARROLLO

Class: N°4 Four Date: __________ 5° grade

LINK-UP: students will draw the different greetings for example good morning, good night, good
afternoon and then make a drawing where two people will appear making a conversation for example.
Hello, how are you? what is your name, how old you are? Where do you live? What do you do? which
is your favorite color? which is your favorite subject and why?
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PREVIOUS KNOWLEDGE:
PURPOSE: Recognize when is the use of the greetings and do a conversation
GOAL:
ACTIVITY: will fill in the blanks with the correct word with wh question or other and translate.

a. Hello. My name is Daniel, _______is your name. nice to meet ___

b. And _____old are you?
c. _____is your address? And ____ your telephone number?
d. _____do you ____? _____do you live? ____are you? ____you practice any sport. No, I ____ a
ok is not a problem ____you want to play soccer. Yes of course.

DIMENSIÓN DEL SER PRINCIPIO METODOLÓGICO

Cognitive DBA: language, attention – concentration, perception and
memory

WHAT I SHOULD KNOW WHAT I'M GOING TO LEARN

Informal greetings introductions Countries
and nationalities Geographic features
Grammar: Singular subject pronouns,
Verb to be (singular), indefinite article a /
an.
What, who, when, where of an event
or anecdote.
Written and oral production

workshop

The pasado simple (PAST SIMPLE)

Usamos el pasado simple para hablar de una sola acción completada en el pasado.

Para cosas del pasado

He died in 1593: Él murió en 1593

Did you see the film last night: tu viste la pelicula la pasada noche?

Acciones repetidas en el pasado:

He learned several native American languages: Él aprendio varios idiomas lenguajes
americanos.

una serie de acciones cuando una pasa después de la otra:

We arrived in Romer at eleven o´clock and took a taxi to franco’s apartment: nosotros
llegamos a Roma a las once en punto y tome un taxi para ir al apartamento de franco

situaciones que finalizaron en el pasado:

He lived from 1500 to 1539: El vivió desde 1500 hasta 1539

Children didn’t have so many electronic toys when I was Young: los niños no tenian
muchos juguetes electronicos cuando yo era joven.

ADVERBS OF TIME OF PAST:

AGO: Antes : we arrived at the airport ten minutes ago

FOR: Por : the economic crisis lasted for two years

Last week,month, year : pasada semana, mes, año we had a general election last year

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 spelling rules (REGLAS DE ORTOGRAFÍA)
Reglas para el pasado simple todos los pronombres personales se escriben con el verbo regular o
irregular en pasado

regulares
Son aquellos verbos que al escribirlos solo se les
agrega la ed a su estructues por ejemplo:
worked, waited, ended.
irregulares
son aquellos verbos que al escribirlos cambian
totalmente en la forma de escribirlos por ejemplo:
presente see pasado saw, presente take pasado
took

 Grammar structure (ESTRUCTURA GRAMATICAL)

affirmative
Subject+ verb in past simple+
complement
I played tennis
You arose at 9:30
He awoke very early
She beat her problems
It became a solution
We began to learn mathematics
You bent the clothes
They blew out the cake candles
Negative
Subject + did +not + verb in
present simple+complement
I didn’t play tennis
you didn´t arise at 9:30 am
He didin’t awake very early
she didn’t beat her problems
It didn’t become a solution
we didn’t begin to learn
mathematics
You didn´t bend the clothes
they didn’t blow out the cake
candle
interrogative
Did+ subj+ verb in present
simple+ complement
Did I play tennis?
Did you arise at 9:30 am?
Did He awake very early?
Did she beat her problems?
Did It become a solution?
Did we begin to learn
mathematics?
Did you bend the clothes?
Did they blow out the cake
candle?

En el presente simple se utiliza el auxiliar o la palabra Did solo para hacer preguntas y negaciones
algo que debemos tener en cuenta:
Did I, WE, YOU, THEY, HE,SHE,IT
ACTIVITY: Complete with do and does according to the subjects or pronouns.

Tomado de: https://co.pinterest.com/pin/707768897677059348/

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 Homework: write what steps you take to write a text or what aspects you consider during
your planning? Write your answers below

CONCEPTUAL MAP

PAST SIMPLE

 Irregular verbs in past Grammar structure Regular verbs in past

What
Verbs that change verbs that end in ed
when do you write Who
When
Where
which

Class: N° 5,6 (Five, six) Date: __________ 5° grade

LINK-UP: search for personal pronouns in magazines or periodicals cut and paste in your notebook
with their names: I, you, he, she, it ,we ,you, they.
RESTRUCTURING KNOWLEDGE
PURPOSE: select a topic and begin with the text
GOAL:
ACTIVITY: read a text to understand what it takes to start writing the text and complete a chart
comparative.

Choosing a topic: The first thing to do before writing any text is to choose Objectives ORGANIZE
YOUR IDEAS ACTIVITY 1 How do you organize a written text before reading it; what steps you
follow to write it or what aspects you take into account during your planning? Write down your
answers below. the topic you are going to deal with; the choice of topic can also give you some
suggestions about the type of text you can write. For example, if you plan to write about events and
narrating them would be best to write a story; but if you want to present the characteristics of a
person, place or object, then you should write a description. When choosing a topic to write on, you
must also know the people or recipients who are going to read it, since the text you write must be
adapted to that audience; your text must also reflect a communicative intention, that is, the impact
you want to achieve on people who read it.

The topic The type of text People who are going Communicative
Narrative: to read (age, level of intention (feeling,
studies, personalities) impact)

ACTIVITY HOMEWORK: research that are primary and secondary sources of

information and provide examples of these and with a drawing represent the fonts you will use
to develop your writing and why.

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Class: N°7 (Seven ) Date: __________ 5° grade
LINK-UP: watch the following video https://www.youtube.com/watch?v=eJULQ0xBHFs and explain what
they understand about the circle map to do narrative story .
RESTRUCTURING KNOWLEDGE
PURPOSE: understand the use of past simple
GOAL:
Dimensión Principio Metodológico
cognitiva Uso de la cotidianidad y pregunta generadora de conocimiento.

MENTEFACTO PROPOSICIONAL

Grammar structure Text narrative.

Past simple Things, animals,

Interpretar places, people,
past events.

ACTIVITY: do your own circle map with the characters that they want for instance people, animals, or
creatures in your story remember in an imaginative way aren´t just a regular person like you and me
use your imagination maybe a superhero, vampire, witch, animals that talk and more.

ACTIVITY: Read the following words and pay attention about the order of adjectives underline with
red color the adjectives and with blue the subject of course translate and categorize.

Example: I like nice black tablet cover I: (yo) SUBJECT Nice: bonito(a)opinion Black: Negro(color)

b. I like that blue one in the middle c. she wants those cute little round speakers.
d. A big black wolf e. He is a nice Young guy.

REMEMBER THAT…
People usually use two or three adjectives before a noun

DO YOU KNOW THAT…..

More than 80% of the information stored on computers around the world is written in English.

Class: N° 8 (Eight) Date: __________ 5° grade

LINK-UP: watch the following slideshow https://es.slideshare.net/Ferryfadli89/narrative-paragraph and write
the generic structure of narrative
RESTRUCTURING KNOWLEDGE
PURPOSE: know the different scenarios that may exist in a narrative text
GOAL:

Dimensión Principio Metodológico

cognitiva Uso de la cotidianidad y pregunta generadora de conocimiento.

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ACTIVITY: reads the text and answer the part that say the time a story with your own answer.

Tomado de: https://clarendonlearning.org/lesson-plans/settings/

ACTIVITY HOMEWORK: search more settings and do a list in English and Spanish.

Class: N°9 (Nine) Date: __________ 5° grade

LINK-UP: students will watch a share your ideas about your text with a partner to have a good idea
RESTRUCTURING KNOWLEDGE
PURPOSE: recognize the point of view of others to do a good text
GOAL:

Dimensión Principio Metodológico

cognitiva Uso de la cotidianidad

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ACTIVITY: complete the following story map with your own ideas about your text

Tomado de: https://www.twinkl.es/resource/t-t-7390-traditional-tale-story-map-worksheet

ACTIVITY HOMEWORK: search in a book or internet what are the steps to do a narrative
text and write with an explanation about the steps.

Class: N°10 (Ten ) Date: __________ 5° grade

LINK-UP: Draw the settings, possible problems, characters that will have his story.
RESTRUCTURING KNOWLEDGE
PURPOSE: make the text and knowledge the principal parts of the text
GOAL:
ACTIVITY: with a brainstorming there will write your text in past but one step is complete the following
questions remember use the past simple.

Beginning of your text: _three years ago or last week, last month
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Middle of your text: interesting problem
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
End of your text to summarize, to conclusion.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

ACTIVITY HOMEWORK: find the sounds that appear in the cartoons draw them or cut them
out and paste them such as boom, bang, omg, poof etc also write what is the climate of your story, as
is the place where the facts will happen, the character or personality of the characters.

Dimensión Principio Metodológico

Cognitiva Uso de la cotidianidad

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Class: N°11 (Eleven) Date: __________ 5° grade
LINK-UP: students will share their homework and their peers will write which sounds characters and
places they find interesting and because.
RESTRUCTURING KNOWLEDGE
PURPOSE: explain and read with their words how is your history
GOAL:
ACTIVITY: students will introduce more information in your text for instance sound, weather etc and
read your text to their partners.

Catedra de Afrocolombianidad:

COMUNIDADES TRADICIONALES DEL PACIFICO

Los pueblos indígenas, las comunidades negras y comunidades mestizas que viven en la región
del Pacífico colombiano, durante más de 200 años, desarrollan sus formas de vida acorde a su
cosmovisión y cultura, sin embargo, se ha impuesto un modelo de desarrollo que afecta la vida y los
derechos de estos pueblos.
Alianzas estratégicas como la Coordinación Regional del Pacífico Colombiano, se hace importante
para el trabajo en red en defensa del territorio y los derechos de las comunidades. Esta alianza entre
la iglesia y las organizaciones étnicas tanto negras como indígenas, permiten visibilizar las
afectaciones producto de la intervención del Estado colombiano y de empresas extractivas que no
respetan en lo más mínimo la vida socio-cultural de estas comunidades.
Las organizaciones participantes de la red, le apuestan a formarse en su identidad étnica y política, a
consolidar una estrategia de comunicación popular, a estructurar una plataforma de observatorio que
permita hacer seguimiento temático y a impulsar agendas de incidencia política en todo orden.
Tomado de: https://pacificocolombia.org/documentos/

1. Investigar cuales son los derechos humanos universales y escribir cuales son los más
importantes para ti.
2. De los derechos anteriormente escritos por ti di cuales consideran que le están privando a los
pueblos indígenas y comunidades que viven en el pacifico y porque lo hacen.

Dimensión Principio Metodológico

Cognitiva Uso de la cotidianidad

Class: N°12 (Twelve) Date: __________ 5° grade

LINK-UP: through a shower of ideas the students will write
MODELING:
PURPOSE: Understand the procedural ideogram and identify what is the past
GOAL:
ACTIVITY: The teacher explains and deepens the steps for the student to reach the skill.

PROCEDURAL IDEOGRAM
IDENTIFICAR

Descubrir los elementos y relaciones Grammar of past simple

existentes

Atribuir el significado determinado .through exercises and do a

narrative text

Razonar, argumentar, deducir, explicar y

anticipar. With maps and opinions of your
partners

. Interpreto los
sucesos de mi
vida
relacionándolos
con el pasado
simple en
producciones
orales - 10 -
ACTIVITY HOMEWORK:
investigate which expressions or adjectives we use with the verb to be and which with have
Dimensión Principio Metodológico
cognitiva Trabajo cooperativo y uso de la pregunta
como herramienta generadora.

Class: N°13 (thirteen) Date: __________ 4° grade

LINK-UP: share and compare with your colleagues your task and analyze similarities and
congruence’s of your text.
SIMULATION
PURPOSE: To develop in the student the skill of the quarter, through an exercise proposed for the
class.
GOAL:
ACTIVITY: through practical exercises students will know the use of past simple
Complete with the verb in past and translate.

1) I ___________(not/drink) any beer last night.

2) She __________(get on) the bus in the center of the city.

3) What time _________(he/get up) yesterday?

4) Where __________(you/get off) the train?

5) I ________(not/change) trains at Victoria.

Tomado de: https://www.perfect-english-grammar.com/past-simple-exercise-8.html

Dimensión Principio Metodológico

Cognitiva Trabajo coperativo y enseñanza de
procedimientos precisos

Class: N°14 y 15 ( fourteen and fifteen ) Date: __________ 4° grade

LINK-UP: students will remember something that happened in the past and affecting him today in a
positive or negative way and they will write this experience
EXERCISE
PURPOSE: relation your reality with the topic view in class
GOAL:
ACTIVITY: think about a trip you took with your family in the past describe all the details you can,
where it went? with who you went? how you felt? what happened on the trip? what places you knew?
etc.

Dimensión Principio Metodológico

Cognitiva Trabajo cooperativo y enseñanza de
procedimientos precisos

Class: N°16 ( sixteen ) Date: __________ 4° grade

CIERRE AFECTIVO
PURPOSE: student develop the proposed activity to the class and practice with the simple past
GOAL:
ACTIVITY: translate the sentences that are in play and with a relative or friend answer them in the
past

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Tomado de:
https://www.eslprintables.com/grammar_worksheets/verbs/verb_tenses/simple_past/Simple_past_Speaking_Act
ivit_583384/

Dimensión Principio Metodológico

cognitiva Uso de la cotidianidad

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Class: N°17 (seventeen ) Date: __________ 5° grade
VALORATIVE TEXT
PURPOSE: show the knowledge that student had during this term
GOAL:
ACTIVITY: student will prepare to present the text

1. Draw you characters of the history and with your own words descriptive all abilities
physic and mental use past simple remember do two paragraph in English with the
description of your characters.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Dimensión Principio Metodológico

cognitiva Uso de la cotidianidad

CIERRE
Class: N°18 ( ) Date: __________ 4° grade

AUTOREFLEXION (Lee el Propósito del trimestre y escribe si se cumplió o no. Justifica tu

respuesta)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________

Recursos:
 Unit
 English dictionary
 Colours, pencil, pen, eraser, sharpener, ruler etc.
 interner

Cibergrafía:
https://www.eslprintables.com/grammar_worksheets/verbs/verb_tenses/simple_past/Simple_past_Speaking_Act
ivit_583384/

https://www.perfect-english-grammar.com/past-simple-exercise-8.html

https://pacificocolombia.org/documentos/

https://www.twinkl.es/resource/t-t-7390-traditional-tale-story-map-worksheet

: https://clarendonlearning.org/lesson-plans/settings/

Bibliografia

Foley,M & Hakk, D (2012) My grammamar lab.

OBSERVACIONES:

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 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TALLERES EMERGENTES:

Workshet 1

Tomado de:
https://www.eslprintables.com/grammar_worksheets/verbs/verb_tenses/simple_past/Past_simple_wordsearch_7
9216/
CUADRO DE SEGUIMIENTO DE NOTAS (OPCIONAL)
(Debe ser diligenciado por el estudiante cada vez que presenta una actividad de evaluación y recibe
por parte del maestro la nota. Este cuadro le será de gran ayuda para controlar quien
verdaderamente le entrega las actividades y que en casa el padre este informado de las notas de su
hijo)

Actividad de Fecha en NOTA Fecha en Firma del Firma del Firma del
Evaluación que se que se Maestro Estudiante Padre
presenta la informa la
actividad Nota
de
evaluación

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 ELABORO Y DISEÑO
LIC. YURI CATHERINE RINCON ROMERO
LIC LENGUA CASTELLANA E INGLÉS
AÑO: 2020

REVISO
LIC.
AÑO: 2020

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