2018 - LAURA'S TEACHING SEQUENCE

 CONTEXTO de ENSEÑANZA: La secuencia didáctica que presento a continuación está prevista para un grupo de 36 alumnos de 5to grado de una
escuela privada de jornada completa de la zona de Berisso. Los alumnos tienen inglés desde Nivel Inicial y la mayoría de los niños provienen de la
misma institución. La escuela brinda tres estímulos semanales de Inglés, uno por la mañana y dos por la tarde.
 PRODUCTO FINAL: The final product is a video of a TV programme called ´The Sky at Night´ (task 4). Students will record different segments of the
programme in which the spectators post questions about the solar system and the sun on a blog. Each question will be related to the content of
the different classes. Students will choose the segment in which they will work.
 INSTANCIAS DE EVALUACIÓN: Se evaluará a través de la observación durante las clases teniendo en cuenta la participación oral y las
producciones de los niños a partir de los indicadores de avance. También se favorecerá la evaluación entre pares y la propia. Entre pares se dará
en forma colaborativa con sugerencias y comentarios acerca de las producciones de los otros niños. La evaluación propia se llevará a cabo con
preguntas y reflexiones acerca de lo que aprendieron y la escritura de un poster entre todos.

Objectives 1. To present the content of the project

Content: Context: The Sun and the places where it shines

 The Solar Linguistic Solar System: the Sun, Mercury, Venus, the Earth, the Moon, Mars, Jupiter, Saturn, Uranus, Neptune, moon, star,
System exponents galaxy, black hole, dwarf planets
 Big Numbers Ordinal numbers
 Ordinal Big Numbers
Numbers Imperatives for games and instructions
 Light Simple Present for descriptions
Pollution Simple Past
Pronombres y adverbios interrogativos: what?, how far?
Discursive modes and genres:
Description of the Solar System, planets and moons in an encyclopedic article, books, leaflets.
Instructions for games, indications against light pollution.
Functions:

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 Aims Procedure
(Bloom´s Hots
and Lots) What
students will do
Task 1 Pre-task -Students read the word Solar System written on the board.
Content -The teacher asks ‘What is the Solar System? What is a system? Why do we call it
Culture the SOLAR System? What can we find in the Solar System?
Comm. -T presents the board game ‘Race to the Sun’. SS Play the game

Core task -SS are challenged to remember the order in which the planets orbit around the
Content Sun. They look at the board game for 30’’ and then try to remember and say the
Cognition order. T has flashcards with the ordinal numbers and SS have to place the planet
Communic by the number.
-T says that the distance between the Sun and the first planet, Mercury is 58
million km, approximately. SS listen to a song to obtain information (use the
language) about the distance that exists from planet to planet.
- Then, they sing the song.

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 -In groups, SS are asked to analyze the information obtained from the song in
order to make a scale so that we can place the planets in a poster according to the
real distance in scale. They will consider the following reference: 100 million km =
1 cm (3)
- SS try to solve the problem and we check (evaluate) the answers.
Follow-up -SS consider all the information obtained up to now and then they make a poster.

Task 2 Pre-task - SS look at the images of the planets and the Sun and try to describe them by
Content using adjectives. T writes all the answers. She asks SS about where we can obtain
Communic information about the Solar System from. If the encyclopedia is not mentioned, T
will tell SS about it and she will ask questions about the genre: ‘what
encyclopedias do you know? What information can we find in an encyclopedic
entrance? T takes notes on the board.
- She will present SS with different texts about the Solar System and they will
decide which ones were taken from an encyclopedia and which one weren’t.
-In groups, they will read the information from the encyclopedic texts and will say
what information is always present in an encyclopedia (description, function,
pictures)
Core task -T will show SS the cover of the book ‘The Sun and the Places Where IT Shines’.
Content She will inquiry about the type of text they think they will find. She also shows the
Communic pictures inside the book and asks again about the genre (anticipate).
Cognition -T reads first part of the book (from pages 5 to 11 with information about the Sun)

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 in interaction with the SS. She uses flashcards.
T goes back to the question about the genre and about the kind of information
they have just read (Is there a description of the Sun in the text? Is there
information about its functions? Are there pictures of the Sun? Can we say that
this is an encyclopedia? Why? Why not?
-T sticks two copies of the text she has just read on the wall. (This serves a double
purpose: it serves as a visual organizer and it will be used later, in the follow up)
-T reads the rest of the book interactively, when she reads about a planet and
finishes with it, she makes a pause and hangs the text on the wall. She does the
same with all the planets.
-T asks SS to form groups. Each group is asked to draw all the information about
the Sun that they can find in the texts. They can use their textbooks and the
copies on the wall.
- SS try to relate all the pictures they have drawn like in a CMap.
Follow-up -They write an explanation to complete the C map collaboratively. SS complete
Content the Cmap with descriptive information about the Sun and with its functions.
Comm -SS draw pictures about the effects the Sun has on us and draw a picture about
Culture what the Earth would it be like without the Sun (evaluate, create)
Task 3 Pre-task -Ss play a Guessing game. T sticks on the board the picture and information of
Content four planets (5). One of the SS takes a card at random and reads it aloud: ‘It’s
Communic smaller than the Earth but bigger than Mars’. They guess the answer.
Culture

Core task -SS form groups and choose one planet. They are told that other SS at school are
Content reading stories about the space but they need some factual information to
Communic understand what the Solar System is.

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 Cognition -SS pick the information from the texts on the wall. They can also use their
Culture textbooks. They read and analyze the texts and discuss on how they will organize
all the information.

Follow-up -Each group make a model of the planet and write a short description of it.
Cognition -SS locate the planets in a bigger model of the Solar System. One member of the
Culture group reads aloud the description they wrote as another child places the planet.
- As the turn of Planet Earth comes, T will read the last pages of the book ‘The Sun
and the places where it shines’. She reads page 25 aloud: (...) there’s only one
planet that we know has life.’ ...The Earth. T continues reading the following pages
until the end:’We are all unique in the universe’.

Task 4 Pre-task -T tells Ss that there is a TV programme that is called ‘The Sky at Night’. You can
Communic write to ask questions about the space and the planets. They also broadcast
Content videos.
-T says that one of the questions for the TV programme was: Is there any new
element? What are the differences of the sky at night and during the day?
- T projects the video ‘The sky at night’ (*I will upload this video) and asks SS to
take notes from what they listen in the video to write a possible answer for the
audience.
- They comment on the most salient aspects.
Core task -SS read the following question from a spectator on the blog: What is light
Content pollution? Can we help fight against light pollution?
Cognition - T asks this question to SS and writes all the answers on the board.
Culture - Then she projects the video taken from the website
[Link] taken from
[Link]
- SS draw pictures to answer the two questions. Then they watch the video again
to consider some piece of text to write under the picture.
- T asks SS to draw or to take a picture of the sky at night and to try to determine
if our city is light polluted or not.
Follow-up SS film a TV programme with all the information they have about the Space. They
Communic work in groups and each group has to answer one question for each of the
Content segments of the TV programme.