4to Grado Octubre - Ingl S (2023-2024)

Planeación Didáctica Educación Primaria 2023-2024
Fase 4 Grado 4° Campo Inglés

Ejes articuladores
Secuencia I am legend! Escenario Aula
Los alumnos leerán leyendas en inglés para comparar con las de su idioma y realizarán una
representación teatral.
CONTENIDOS DE INGLÉS (Programa de estudio 2017)
Ambiente social de
Campo Actividad comunicativa
aprendizaje
Lúdico y literario. Comprensión del yo y del otro.
Practica social de
Aprendizajes esperados
lenguajes
Lee leyendas breves de  Explorar leyendas infantiles.
distintas culturas para  Participa en la lectura de leyendas.
comparar semejanzas y  Compara los componentes de la escritura
diferencias. de leyendas.
VINCULACIÓN CON OTROS CAMPOS (Programa de estudio 2022)
Campo Contenido PDA
Realiza, en colectivo, una lectura dramatizada o
teatro atril de un texto dramático, jugando con
Lectura dramatizada y
combinaciones de secuencias de sonidos rápidos,
lentos, agudos, graves, fuertes, débiles con pausa
y con acentos variados.
Vocabulario
Verbs in past: lived, stood, invited, went, was, saw, etc.
Tiempo de
Metodología Secuencia didáctica
aplicación
Semana 1
DESARROLLO DE LA SECUENCIA DIDÁCTICA
Recursos e
Actividades
implicaciones
INICIO:
 Hacer una lista de nombres de leyendas en su lengua materna y
escribirlos en el pizarrón.
 Explicar que van a leer leyendas en inglés, preguntar qué saben
sobre las leyendas y qué diferencia hay con otro tipo de
literatura.
DESARROLLO: -Diccionario
 Escribir una lista de verbos (de las leyendas que van a leer) en el bilingüe.
pizarrón, preguntar a los NN cuáles conocen, los que no
conozcan buscar su significado con la ayuda del diccionario.
Ejemplo: rule, live, want, choose, know, take, say, sweep, go,
invite etc.
 Identificar verbos regulares e irregulares. -Libreta.
 Agregar el tiempo pasado de los verbos en la lista de la libreta.
Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

 Escribir oraciones en tiempo pasado en la libreta. Ejemplo:

1. My mom went to Cancún last weekend.
2. The bear lived in the forest.
3. I invited my friends to my birthday party yesterday.
4. My cousin saw a big lion in the zoo yesterday.
 Hacer una línea del tiempo para indicar el pasado. Ejemplo:
today
yesterday tomorrow
 Explicar las oraciones en tiempo pasado, con la ayuda de la línea.

CIERRE:
 Identificar los verbos en cada oración y distinguir los regulares
de los irregulares.
 Repasar los verbos en presente y pasado.
INICIO:
 Escribir en el pizarrón la lista de verbos en tiempo presente.
 Preguntar a los NN el significado en español y escribirlo a un
lado.
 Recordar el tiempo pasado de los verbos y escribirlos en el
pizarrón.
DESARROLLO: -Imágenes de la
 Mostrar imágenes con vocabulario de la leyenda que van a leer, leyenda “The Sword
aclarar el significado de las palabras. (Se sugiere el uso de las in the Stone”.
imágenes que se encuentran al final del documento) -Internet.
 Leer el cuento y preguntar si conocen la leyenda y qué -Copias con la
entendieron de ella. (Se sugiere el uso del enlace de internet leyenda “The Sword
para hacer la lectura o el texto al final del documento) in the Stone”.
https://www.storiestogrowby.org/story/king-arthur-and-the-
legend-of-the-sword-in-the-stone-stories-for-kids/
 Identificar la introducción, el desarrollo, el problema y el cierre
de la leyenda.
 Escribir en el pizarrón oraciones de la leyenda en tiempo pasado
e identificar palabras del vocabulario y verbos. Ejemplo:
a. A wise and just king ruled the land.
b. The people lived well.
c. King Uther wanted a magician at court.
d. He chose the famous Merlin the Magician.
 Explicar que la leyenda está narrada en tiempo pasado. -Libreta.
 Copiar las oraciones en la libreta y subrayar los verbos.
CIERRE: -Libreta.
 Hacer un dibujo de la leyenda en la libreta.
INICIO:
 Pegar en el pizarrón imágenes del vocabulario de la leyenda de la -Imágenes de la
sesión anterior y relacionar con el vocabulario correspondiente, leyenda “The Sword
mismo que se escribirá en el pizarrón. (Se sugiere el uso de las in the Stone”.

imágenes que se encuentran al final del documento)

 Preguntar a los educandos lo que recuerden sobre la leyenda
leída la sesión anterior.
DESARROLLO:
 Entregar copias de la leyenda para que los NN busquen y -Copias de la
subrayen el vocabulario conocido, como los verbos en tiempo leyenda.
pasado. (Se sugiere usar el texto al final del documento)
 Hacer preguntas sobre la leyenda. Ejemplo: Where does the
story take place?, Who is Merlin?, What is the name of the king?,
etc.
 Completar una tabla en la libreta con verbos regulares e
irregulares que aparecen en la leyenda. Ejemplo: -Libreta.
Regular Irregular
Ruled Were
Lived Had
Wanted Chose
 Identificar la terminación -ed en los verbos regulares.

CIERRE:
 Explicar la diferencia entre verbos regulares e irregulares.
Productos y evidencias de aprendizaje
Lista de verbos en inglés y español.
Verbos subrayados en oraciones en tiempo pasado.
Tabla con verbos regulares e irregulares.
Aspectos a evaluar
Identificación de verbos en presente y pasado.
Identificación de oraciones en tiempo pasado.
Ajustes razonables
Observaciones
Los contenidos de Inglés corresponden a los del programa de estudio 2017 (Aprendizajes
Clave), pero están vinculados con los contenidos y PDA de otros campos del programa de
estudio 2022 (Nueva Escuela Mexicana), esto con la finalidad de que tanto el docente de
Inglés como el docente titular trabajen temáticas similares.


Ejes articuladores
Ambiente social de
aprendizaje
Practica social de
lenguajes
Campo Contenido PDA
Vocabulario
Tiempo de
aplicación
Semana 2
Recursos e
Actividades
implicaciones
INICIO:
 Escribir en el pizarrón los nombres de los personajes principales
de la leyenda “The Sword in the Stone”.
DESARROLLO:
 Leer la primera hoja de la leyenda, pedir a los alumnos que
identifiquen los diálogos que aparecen y los subrayen. (Se -Copias con la
sugiere usar el texto al final del documento) leyenda “The Sword
 Pedir a los estudiantes que identifiquen a los personajes que in the Stone”.
intervienen en los diálogos, así como también lo que el narrador

describe.
 En una hoja blanca, escribir los nombres de los personajes y sus
diálogos. Ejemplo: -Hojas blancas.
Merlin: “Sire, there is something you must know. Soon a great
darkness will fall over this land. Your child is in great danger. Let
me take the baby far away. I will be sure he stays safe.”
King Uther: “Merlin!” “You are a great magician. And you are my
friend. But there is no way we would let anyone take our child
away!”
 En binas, practicar los diálogos de los personajes.
CIERRE:
 Pasar al frente a leer los diálogos.
INICIO:
 Escribir una lista de verbos en el pizarrón y solicitar a los NN, que
de manera voluntaria pasen a ordenarlos por categoría (regular e
irregular).
DESARROLLO:
 Escribir en el pizarrón vocabulario de la leyenda que van a leer.
Ejemplo: flower, romance, town, delicate, adventure, etc.
 Practicar pronunciación y escribir el significado de las palabras.
 Leer la leyenda “The Legend of the Cempasuchil Flower”. (Se
sugiere el siguiente enlace para su lectura):
https://www.inside-mexico.com/the-legend-of-the-cempasuchil- -Internet.
flower/
 Preguntar qué fue lo que entendieron de la leyenda.
 Identificar las partes de la leyenda, introducción, desarrollo y
cierre.
 Identificar verbos regulares en tiempo pasado, recordar la
terminación –ed.
 Identificar los verbos irregulares en tiempo pasado, hacer una -Libreta.
lista de ambos tipos de verbos y escribir su significado en la
libreta.
 Escribir los verbos en la libreta, agregar a cada categoría de
verbo los que recuerden.
 Practicar la pronunciación de los verbos.
CIERRE: -Libreta.
 Hacer un dibujo de la leyenda en la libreta.
INICIO:
 Escribir en el pizarrón vocabulario incompleto sobre la leyenda de
la clase anterior.
 Solicitar a alumnos voluntarios que pasen a completar las
palabras con las letras correctas. Ejemplo: fl_wer, princ_ss, t_wn,
mo_ntain, _ztecs, etc.
DESARROLLO:
 Completar información en el pizarrón sobre la leyenda leída en la
clase anterior. Ejemplo:
 The legend is about… how cempasuchil flower

was born.
 The characters of the legend are… the love of two young
Aztecs.
 The narrator wants to explain… Xóchitl and Huitzilin.
 Leer las oraciones completas.
 Hablar sobre la flor de cempasúchil, y su uso en el día de
muertos.
 Leer la leyenda nuevamente, hacer preguntas como: Where does
the legend take place? Who died in the legend?, What animal
appears in the legend?
CIERRE:
 Pedir a los NN que ordenen oraciones sobre la leyenda en su -Libreta.
libreta. Ejemplo:
1. girl. / was / Xochitl / delicate / a (Xochitl was a delicate girl.)
2. mountain. / hiking / They / enjoyed / the (They enjoyed
hiking the mountain.)
3. King Uther. / was / name / His (His name was King Uther.)
4. had / Queen Guinevere / child. / a (Queen Guinevere had a
child.)
Diálogos escritos en hojas blancas, que le servirán de guía para la presentación de teatro.
Ilustración de la leyenda “The Legend of the Cempasuchil Flower”.
Oraciones ordenadas de la leyenda.
Aspectos a evaluar
Identificación de personajes y diálogos en una leyenda.
Identificación de verbos regulares e irregulares en tiempo pasado.
Ajustes razonables
Observaciones


Ejes articuladores
Ambiente social de
aprendizaje
Practica social de
lenguajes
Campo Contenido PDA
Vocabulario
Tiempo de
aplicación
Semana 3
Recursos e
Actividades
implicaciones
INICIO:
 Hacer un dictado de palabras (verbos y/o vocabulario) de las -Libreta.
leyendas que han leído (“The Sword in the Stone” y “The Legend
of the Cempasuchil Flower”).
 Escribir las respuestas en el pizarrón.
 Intercambiar libretas y revisar las respuestas.
DESARROLLO:
 Mostrar imágenes de diferentes acciones, cada imagen tiene una -Imágenes de

expresión de tiempo como, yesterday, last week, last month, two diferentes
days ago, etc. (Se sugiere el uso de las imágenes al final del actividades.
documento)
 Escribir en el pizarrón las expresiones de tiempo con sus
significados.
 En el pizarrón, completar oraciones en tiempo pasado con la
ayuda de las imágenes. Ejemplo:
 I went to the zoo yesterday.
 My mom visited my grandparents last weekend.
 My sister listened to music last night.
 We played soccer yesterday. -Libreta con las
 Identificar sujetos y verbos en cada oración. oraciones
 Leer las oraciones que ordenaron en la libreta la clase anterior. ordenadas sobre la
 Pedir a los NN que subrayen los verbos en cada oración, decir su leyenda del
significado y qué tipo de verbo es (regular o irregular). cempasúchil.
CIERRE:
 Escribir una C (cempasúchil) o una K (King) para identificar a qué
leyenda pertenece cada oración de la libreta.
INICIO:
 Escribir en el pizarrón palabras del nuevo vocabulario de la -Diccionario bilin
leyenda que van a leer y con la ayuda del diccionario buscar sus güe.
significados. Ejemplo: Fish, land, sea, fishing, fishermen, canoe,
hook, etc.
DESARROLLO:
 Preguntar de qué creen que se va a tratar la leyenda. Leyenda -Internet.
sugerida: Maui pulls up the islands. (Se sugiere hacer la lectura
con la ayuda del enlace siguiente)
https://www.storiestogrowby.org/story/tales-of-moanas-maui-
the-demi-god-legend-stories-for-kids/
 Escribir el nombre de la leyenda en el pizarrón.
 Leer la leyenda y preguntar qué entendieron.
 Responder preguntas como: What is the title?, How many
paragraphs are there?, Where does the legend take place?
 Identificar verbos en la leyenda que se encuentren en tiempo
pasado, preguntar qué tienen en común y si saben sus
significados.
 Escribir la lista de verbos identificados en el pizarrón. -Actividad #1
 Reescribir oraciones de la leyenda corrigiendo puntuación y
algunas convenciones ortográficas. (Activity #1 al final del
documento)
CIERRE: -Actividad #1
 Colorear imágenes del cuento. (Activity #1)
INICIO:
 Jugar ahorcado en el pizarrón para adivinar vocabulario de la
leyenda que leyeron en la clase anterior.
 Preguntar a los NN qué recuerdan de la leyenda.
DESARROLLO:

 Leer nuevamente la leyenda de la clase anterior. Leyenda -Internet.

 Identificar los diálogos en la leyenda y copiarlos en la libreta. -Libreta.
 Identificar los personajes de la leyenda y escribir sus nombres
junto al diálogo correspondiente.
 Practicar el diálogo. Ejemplo:
Maui: “Come fishing with me today! Let’s go far out to sea. The
fish are much bigger and better there, than they are close to
land.”
Brothers: Ok!
Maui: “See that tug? I must have hooked a giant fish!”
Brother 1: “Wow, I see that!”
Brother 2: “That is some fish you caught!”
Maui: “My brothers!” “Paddle hard so we can bring up this great
fish!”
 Oralmente, todo el grupo, practicar la lectura en voz alta de los
diálogos.
CIERRE:
 En equipos, practicar los diálogos de la leyenda.
Escritura correcta de oraciones en tiempo pasado.
Escritura de diálogos en la libreta, que le servirá para la presentación de una breve obra de
teatro.
Aspectos a evaluar
Dictado de vocabulario y verbos.
Identificación de verbos en tiempo pasado.
Ajustes razonables
Observaciones


Ejes articuladores
Ambiente social de
aprendizaje
Practica social de
lenguajes
Campo Contenido PDA
Vocabulario
Tiempo de
aplicación
Semana 4
Recursos e
Actividades
implicaciones
INICIO:
 Escribir en el pizarrón vocabulario de la leyenda que van a leer.
Ejemplo: sun, volcano, lasso, hair, mountain, island, etc.
 Buscar el significado de las palabras desconocidas en un -Diccionario
diccionario bilingüe. bilingüe.
DESARROLLO:
 Leer la leyenda “Maui catches the sun”. (Se sugiere hacer la -Internet.
lectura con la ayuda del enlace siguiente)

 Identificar las palabras del nuevo vocabulario en la lectura.
 Identificar verbos en tiempo pasado (regulares e irregulares).
 Recordar la terminación –ed en verbos regulares, aclarar el
significado de los verbos y de las oraciones en las que se
encuentran.
 En la libreta, responder oraciones de verdadero o falso sobre la -Libreta.
leyenda. Ejemplo:
1. The days were too long. F
2. Maui made a giant lasso from his sister’s hair. T
3. Maui caught the moon. F
4. Maui and the sun worked out a deal. T
CIERRE:
 Intercambiar las libretas y revisar las respuestas que estarán -Libreta.
anotadas en el pizarrón.
INICIO:
 Buscar el vocabulario de las leyendas leídas en las últimas dos -Libreta.
sesiones en la libreta y repasar.
DESARROLLO:
 Leer nuevamente la leyenda de la clase anterior. Leyenda -Internet.
 Identificar los diálogos en la leyenda y copiarlos en la libreta. -Libreta.
 Identificar los personajes de la leyenda y escribir sus nombres
junto al diálogo correspondiente.
 Practicar el diálogo. Ejemplo:
Maui: “It is that Sun!” “He is racing too fast across the sky! He is
not thinking about the people who live down below, on the
islands.”
Person 1: “Who do you think you are, Maui?” “No one can catch
the Sun!”
Person 2: “Even if you are a demi-god,” “you know very well the
Sun is too big and bright for anyone to stop.”
Sun: “Get me out of here”
Maui: “Not yet!” “You are moving too fast across the sky. It
makes the days too short for the humans who live down below.”
Sun: “So I like to go fast!” “Who cares? Let me out of here!”
Maui: No!” “I care! You have to stay here, in this crater!”
Sun: Oh! Very well! “I suppose I could slow down a little," "But
only for part of the year.”
 Oralmente, todo el grupo, practicar la lectura en voz alta de los
diálogos.
CIERRE:
 En equipos, practicar los diálogos de la leyenda.

INICIO:
 Hacer una votación para elegir la leyenda que deseen interpretar
en una obra.
DESARROLLO:
 En equipos, elegir el personaje que van a representar en la obra. -Libreta con los
 Practicar los diálogos que anotaron en la libreta de la leyenda diálogos de la
elegida. leyenda elegida.
 Respetar el turno de participación en los diálogos.
 Revisar la pronunciación de los NN.
CIERRE:
 Por turnos, presentar la obra a sus compañeros.
Actividad de verdadero y falso.
Escritura de diálogos en la libreta, que le servirá para la presentación de una breve obra de
teatro.
Aspectos a evaluar
Representación de una obra de teatro.
Ajustes razonables
Observaciones

Date: __________________________
Score: ____________
English Assessment 4th Grade

October
Name:_______________________________________________________
1. Match the items to the legend they correspond.
Maui pulls up King Arthur and

the islands. the legend of the
sword …
2. Write T (true) or F (false) next to the sentence.
a. King Arthur was born in England. __________

b. Maui fished a big fish. ___________
c. Arthur was a thin boy. ___________
d. Maui and his brother pulled up the islands. ____________
3. Read and answer the questions.
a. What is the title? _____ Maui.
b. Who is the main character? _____ Maui pulls up the islands.
c. Where does the legend take place? _____ In the sea.
Maui pulls up the islands.
One day Maui said to his four brothers, “Come fishing with me today! Let’s go far out to sea.
The fish are much bigger and better there, than they are close to land.”
“Okay!” said his brothers. They were good fishermen and wanted those big fish. The four
brothers and Maui jumped into their canoe and started to row. When they got far out to sea
and could no longer see land, Maui jumped onto the end of the canoe.

Answer key
English Assessment 4th Grade
October
Name:_______________________________________________________
1. Match the items to the legend they correspond.
Maui pulls up King Arthur and

the islands. the legend of the
sword …
2. Write T (true) or F (false) next to the sentence.
a. King Arthur was born in England. T

b. Maui fished a big fish. F
c. Arthur was a thin boy. T
d. Maui and his brother pulled up the islands. T
3. Read and answer the questions.
a. What is the title? __B__ Maui.
b. Who is the main character? __A__ Maui pulls up the islands.
c. Where does the legend take place? __C__ In the
Maui pulls up the islands.
One day Maui said to his four brothers, “Come fishing with me today! Let’s go far out to sea.
The fish are much bigger and better there, than they are close to land.”
“Okay!” said his brothers. They were good fishermen and wanted those big fish. The four
brothers and Maui jumped into their canoe and started to row. When they got far out to sea
and could no longer see land, Maui jumped onto the end of the canoe.
Legends
Semana 1 – Día 2

Legends
Semana 1 – Día 3
The Sword in the Stone

Long ago in England, a wise and just king ruled the land. His name was King Uther. Times were
good and the people lived well. King Uther wanted a magician at court. And so he chose the
famous Merlin the Magician. Merlin could see into the future. And he knew those good days
were not going to last.
King Uther and the Queen Guinevere had a child, a baby son.
At a castle party for the royal birth, Merlin the Magician took the King aside. He said, “Sire,
there is something you must know. Soon a great darkness will fall over this land. Your child is
in great danger. Let me take the baby far away. I will be sure he stays safe.”
“Merlin!” said the King in surprise. “You are a great magician. And you are my friend. But there
is no way we would let anyone take our child away!”
Sadly, soon after the child’s birth the Queen died. Not long after, King Uther was killed in
battle. That very night, Merlin swept into the castle and took the child.
The next morning, the royal nurse went into the nursery. Alas, an empty crib! In fear, the nurse,
the nobles and servants looked everywhere. But the baby was gone!
For years, there was no king to sit on the throne. No king to set the laws. Men of high rank
fought each other to be king. Darkness fell over the land. Robbers and bands of wild men ruled
the streets of London. Evil men broke into houses and took what they wanted. Travelers on the
roads were jumped and robbed. The people of England lived in fear.
Yet far away, there was a quiet place. A good knight, Sir Ector, lived in peace with his two
sons. His first son was named Kay. His younger son Arthur had been adopted as a baby. Years
before, a stranger had come to Sir Ector with a baby. He asked if Sir Ector would raise the child.
The old knight took the baby in his arms, glad for a second child. He named the baby Arthur,
and raised the child as his own.

When Arthur was ten years old, the same stranger returned to Sir Ector’s home. He could read
and write, and so Sir Ector hired him to teach his two sons. Kay could not sit still for lessons and
he stopped coming. But Arthur listened with wide eyes. He learned everything. I bet you have
guessed by now who that stranger was – none other than Merlin the Magician!
At the end of each day when Arthur finished his chores, that was time for the lessons. Merlin
would sit with Arthur for hours and teach him about the world. Arthur was a thin lad, not strong
like his big brother Kay. Merlin said not to worry about that. He said what mattered most was
to have a heart that was big and strong. Merlin saw how the birds, foxes and deer followed
Arthur. He could see that the boy had a very big and strong heart.
By the time Arthur was 16, his brother Kay had become a knight. He was now called Sir Kay.
Arthur loved nothing more than to serve his brother as a squire. He kept great care of his
brother’s tunic and helmet, his spears and lances.
One day at lesson time, Merlin looked away. He stood up.
“What is it?” said Arthur.
“The people need hope,” said Merlin. “Arthur, there is something I must do. I must go now.”
That night, when the nighttime was at its most dark, Merlin the Magician came to London’s
market square. He stood in the middle of the square. He held both his arms high. And pointed
his wand to the stars.
The next morning at dawn, people started to arrive at the market. There in front of them was
something most odd. A block of white marble stood in the middle of the town square. Resting
on the block was a giant stone the size of a very large rock. At the very top of the stone there
was a golden sword handle and a few inches of the blade, shining in the sun. Yet – this was
most odd – the rest of the blade was buried deep into the stone. None of this was there the day
before!

What’s more, these words could be seen on the top of the blade:
“Whoever pulls out this sword from this stone is the true king of
England!”
As soon as the crowd knew about the message, men jumped up to that white marble block. One
after another, they gave the sword a yank. Each tried and tried, but the sword stuck fast. It
would not move.
One said in gloom, “There is no man alive who could pull out that sword!”
“We’ll see about that!” said a voice in the crowd. The Duke of Cornwall, dressed in silks and
ribbons, stepped up to the white marble block. “Hear ye, hear ye!” he said. “I call for a
tournament to be held, one month from today. Knights from anywhere and everywhere in
England are invited to come. There will be contests and prizes. And a grand feast for all!” The
Duke said to his wife, the Duchess, “If I know men, this tournament will draw the strongest,
finest knights in all of England!”
Said the Duchess, “Good idea, my dear. All we need is one knight who is so strong he can pull
that sword from the stone. Then we will have a king again, at last!”
The people danced and cheered. At last there was something to feel happy about! News of the
tournament traveled fast. From castle to village, to every far corner of the land. At last, word
got to the far-away home of Sir Ector. Sir Kay heard the news when he was polishing his
helmet.
“Arthur!” he called out. Arthur was once again by the woods, feeding birds from his hand. He
set down a pile of seeds for the birds, and a pile for the squirrels. Then he ran fast to see his
brother.
“There you are!” said Kay. “There will be a tournament in London. We must set out at once!”

What great news! Arthur had never been more than a few miles from home. He would be the
best squire ever for his brother! Arthur ran back to the house. In the courtyard his father was
getting the horses ready.
Sir Ector and his two sons rode through London on their way to the tournament. Riding through
the market square, something shiny glinted in the sun. “That sword looks like it goes right into
that stone,” said Arthur. “But how can that be? That’s impossible.” But why were guards
standing all around it?
The father and his two sons reached the tournament. Sir Kay ran off to get in line to register.
Sir Ector greeted many old friends – dukes, earls, barons, counts and countesses. Arthur sat in
their tent, polishing his brother’s helmet till it shone bright.
A bugle sounded. The tournament was about to begin! “Get my sword, demanded Kay”
“Right away,” said Arthur. But where was it? Arthur looked around in panic. Kay’s spear,
battle-axe, and dagger were right where they should be. But no sword. “Kay…” he said, “how
about a battle-axe?”
“Where is my sword?!”
“I'll have it in a moment!” said Arthur.
“Be quick about it!” said Kay.
Arthur ran back into the tent. Maybe he had left Kay’s sword there? He searched through the
bag of armor and weapons. How could he let such a thing happen? Then he had an idea.
Very fast, Arthur rode back to the market square. The guards were not there anymore – they
must have all gone to the tournament.
Arthur stepped up on the marble block. “Let’s see if that sword can get unstuck.” He took hold
of the handle of the sword. He moved the sword a bit. “Hey!” he said. “It’s looser than I
thought.”

With one big tug, the sword slid out.
Arthur was thrown back, but the sword was safe in his hands. “I will be sure to bring it right
back.” He raced to the where his brother was waiting.
“Here it is,” he said, handing the sword to his brother.
Kay took one look. “Oh!” he said in surprise.
“What is it?” said Arthur. But his brother was gone. Soon after, he heard his brother’s voice
outside the tent. “Father, I have something to show you.” Kay and his father stepped inside the
tent.
“Look!” said Kay. He pointed to the sword.
Sir Ector stared. His face turned white. “Kay,” said the father, facing his older son, “where did
you get this sword?”
“It is mine!” said Kay, holding it close to him. “I have it now.”
“Kay!” said the Father again in a stern voice. “I will ask you one more time. Where did you get
this sword?”
The young knight’s head dropped down.
“From Arthur,” he said. “He lost my sword! Somehow he got this one.”
“Arthur?” The father turned to his younger son. “How is it that you came by this sword?”
“I’m sorry!” said Arthur. “Father, I will put it back right away. I only meant to borrow it when I
pulled it from the stone.”
“You must take us to where you found this sword. At once!” The three of them rushed over to
the market square.
Arthur climbed up onto the marble block. “It came from here,” he said. He lifted the sword over
his head.
Then he dropped the blade back into the stone. “Now it’s back.”

“Hey,” said Sir Kay. “I still need a sword!” He jumped up onto the marble block. Grabbing the
hilt of the sword, he pulled and pulled. But it did not move.
Kay shouted to Arthur, “What did you do to it?”
“Nothing!” said the lad.
“You must have done something!” yelled Sir Kay.
“Hush! Both of you!” said the father. “It is better if no one sees or hears us.”
But it was too late. A crowd had already started to form.
“Hey! Did you pull that sword out of the stone?” called one.
“Yes,” said Arthur. “I did.”
“Do it again!” called another from the crowd.
“Yes, let’s see it!”
Arthur put his hands around the golden handle. With one tug, the blade slid out.
“Who are you?” called another voice. “What’s your name?”
“Arthur,” said the lad.
“Wait a minute, put that sword back!” A tall knight pushed forward from the crowd. “Anyone
can pull it out, once it’s been pulled!”
“Go ahead. Put it back, son,” said a voice. It was the Duke of Cornwall, the one who had called
for the tournament.
“All right,” said Arthur. He slipped the blade back into the stone, with ease.
“Let me at that now!” said the tall knight. He jumped up and grabbed the handle of the sword.
But pull and tug as he might, the sword would not move. Not even a bit.
Another knight tried. Then another. But no one could move the sword. Some waited, thinking
the longer they pulled the sword, the looser it would get. But when each man took their turn,
the sword did not move for them.

“Let the lad try now,” said the Duke of Cornwall. “Arthur, go ahead.”
Arthur stepped up to the stone again. In one motion he freed the sword.
This time, he held it high above his head. The blade flashed in the sun.
Amazed, the crowd did not know what to think.
One called out at last. “He must be our new king!”
“We have a king!” called another. “At last!”
“Stop!” shouted the tall knight. “Do you really think this skinny boy should rule over all of us?”
“Yes!” said a voice. All eyes turned around. It was Merlin the Magician.
“I know this boy. I know his heart. There is no one in England who has a heart that is bigger
and stronger than his. The sword has told us this young man is to be the next king of England.
And there is something else!”
“The lad,” said Merlin, pointing to Arthur, “is the true child of King Uther. He is the missing
baby!”
Cheers began to ring out. “Hail, King Arthur!” called someone from the crowd.
Sir Ector fell to his knees. Then Sir Kay. One person after another fell to their knees, too. All
cheered. At last, a king had been chosen. A fresh young king, and a new day for England!
The End

Legends
Semana 3 – Día 1
Yesterday
Last weekend
Last night Yesterday

Activity #1
Stories
Instructions: Read and write the sentences correctly.
1. one day maui said to his four brothers, come fishing with me today!”
_________________________________________________________________________
_________________________________________________________________________
2. they were good fishermen and wanted those big fish
_________________________________________________________________________
_________________________________________________________________________
3. maui pulled the fishing line tight He called out, “See that tug I must have hooked a giant
fish!
_________________________________________________________________________
_________________________________________________________________________
4. “that is some fish you caught" said another
_________________________________________________________________________
_________________________________________________________________________
5. legend says that is how maui made the islands, where the people now live
_________________________________________________________________________
_________________________________________________________________________


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Planeación Didáctica Educación Primaria 2023-2024

Fase 4 Grado 4° Campo Inglés

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 Escribir oraciones en tiempo pasado en la libreta. Ejemplo:

 Explicar las oraciones en tiempo pasado, con la ayuda de la línea.

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imágenes que se encuentran al final del documento)

 Identificar la terminación -ed en los verbos regulares.

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Fase 4 Grado 4° Campo Inglés

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Fase 4 Grado 4° Campo Inglés

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 Leer nuevamente la leyenda de la clase anterior. Leyenda -Internet.

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Fase 4 Grado 4° Campo Inglés

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English Assessment 4th Grade

Maui pulls up King Arthur and

2. Write T (true) or F (false) next to the sentence.

a. King Arthur was born in England. __________

3. Read and answer the questions.

a. What is the title? _____ Maui.

b. Who is the main character? _____ Maui pulls up the islands.

c. Where does the legend take place? _____ In the sea.

Maui pulls up the islands.

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Maui pulls up King Arthur and

2. Write T (true) or F (false) next to the sentence.

a. King Arthur was born in England. T

3. Read and answer the questions.

a. What is the title? __B__ Maui.

b. Who is the main character? __A__ Maui pulls up the islands.

c. Where does the legend take place? __C__ In the

Maui pulls up the islands.

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

were not going to last.

is no way we would let anyone take our child away!”

and raised the child as his own.

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brother’s tunic and helmet, his spears and lances.

One day at lesson time, Merlin looked away. He stood up.

“What is it?” said Arthur.

his wand to the stars.

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would not move.

finest knights in all of England!”

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getting the horses ready.

standing all around it?

their tent, polishing his brother’s helmet till it shone bright.

“I'll have it in a moment!” said Arthur.

“Be quick about it!” said Kay.

must have all gone to the tournament.

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With one big tug, the sword slid out.

back.” He raced to the where his brother was waiting.

a. What is the title? B Maui.

b. Who is the main character? A Maui pulls up the islands.

c. Where does the legend take place? C In the