Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
CYCLE 3, FIFTH GRADE
SCHOOL TERM 2016-2017
GRADE:
UNIT:
Fifth Grade
SOCIAL PRACTICE:
LEARNING ENVIRONMENT:
SPECIFIC COMPETENCY:
ACHIEVEMENTS
 Identifies plot, climax, body,
and ending.
 Uses contextual clues and
bilingual dictionary to find the
meaning of words and
phrases.
 Associates elements of
legends to personal
experiences.
 Completes and writes
sentences to describe the
properties and characteristics
of an imaginary object.
 Reinforces knowledge of
spelling and punctuation.
Read stories and legends aloud
Literary and ludic
Read legends of interest to students and stimulate creativity
CONTENTS
KNOWING ABOUT THE
DOING WITH THE LANGUAGE
LANGUAGE
Explore children’s legends.
 Activate previous knowledge.
 Identify topic, purpose and intended
audience.
 Predict the content of legends based on
images and titles.
 Associate legends to personal
experiences.
Read legends aloud.
 Select legends.
 Identify and define new words and
phrases.
 Mention settings.
 Compare differences and similarities of
specific patterns of behavior, values, and
settings in English-speaking countries.
 Contrast the setting of a legend with
familiar settings.
 Read names of magical objects.
 Identify properties, uses, functions and
characteristics of magical
 Objects.
Make a written description of magical
objects in a legend.
 Write names of magical objects.
 Complete and write sentences to
describe properties and characteristics of
magical objects
 Topic, purpose, and
intended audience.
 Graphic components:
images, typography,
etc.
 Textual components:
text, figures, and
typographic symbols.
 Repertoire of words
necessary for this
social practice of the
language.
 Differences in lettersound
correspondences
between the mother
tongue and English.
 Adjectives: qualitative.
 Conventional writing of
words.
 Punctuation: uppercase letters,
exclamation marks,
period, comma, and
hyphen.
 Abbreviations.
BEING THROUGH
THE LANGUAGE
 Understand legends
as a reflection of the
emotions and
experiences of
people and their
cultures.
 Appreciate oral
tradition in one’s
culture and in
English-speaking
countries.
 Show Interest in the
reading aloud of
children’s legends
PRODUCT
COLLAGE OF MAGICAL OBJECTS
Stage 1
Select a magical object from the read legends
or suggest one.
Stage 2
Point out the characteristics of the magical
object and its owner.
Stage 3
Describe the magical object orally and in
writing, based on a model.
Stage 4
Check that the writing is complete and
complies with spelling and punctuation
conventions
Stage 5
Illustrate magical objects and write their
description.
Stage 6
Read the description of the magical object
aloud to other classmates.
Stage 7
Display the descriptions in a visible place in
the classroom.
SEP. Programa Nacional de Inglés en Educación Básica. Segunda Lengua: Inglés. Programas de estudio 2010. Ciclo 3. Fase de expansión. México, 2011
Programa de Inglés en Educación Básica en el Distrito Federal
1B
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
PRODUCT
STAGES
SUGGESTED ACTIVITIES
Stage 1
 Ask Ss to mention what a legend is, its characteristics and structure (setting, narrator, plot, climax, body and ending). Elicit different popular legends, and have Ss
remember if they know different versions of the same legend.
 Have Ss explore the Reader’s book or other sources, and make predictions about the first chapter by looking at the title and images. Ss may express their ideas in
Spanish because they are not able to use the structures. Provide any necessary help to motivate Ss to express their ideas in English.
 Ss work in groups so they can talk about legends and have them share their versions. On the board have some examples of local legends for Ss to use as
reference (Excalibur, La Llorona, The Popo volcano, etc.). Have Ss tell the characteristics of the magic objects mentioned in the legends they have explored; then,
look at the visuals in their books and identify the legends mentioned. Brainstorm new vocabulary and have Ss copy it for further use when talking about legends.

Stage 2
 Ask Ss to mention what a legend is, its characteristics and structure (setting, narrator, plot, climax, body and ending). Elicit different popular legends, and have Ss
remember if they know different versions of the same legend.
 Have Ss explore the Reader’s book or other sources, and make predictions about the first chapter by looking at the title and images. Ss may express their ideas in
Spanish because they are not able to use the structures. Provide any necessary help to motivate Ss to express their ideas in English.
 Ss work in groups so they can talk about legends and have them share their versions. On the board have some examples of local legends for Ss to use as
reference (Excalibur, La Llorona, The Popo volcano, etc.). Have Ss tell the characteristics of the magic objects mentioned in the legends they have explored; then,
look at the visuals in their books and identify the legends mentioned. Brainstorm new vocabulary and have Ss copy it for further use when talking about legends.

Stage 3
 Do a multiple-choice exercise to describe the magic objects seen in previous lessons, e.g. The magic wand can: a) help the prince to convert animals into humans,
b) help the prince to make him invisible, c) help the prince to be stronger.
 Give Ss a matching exercise handout to relate drawings of magic objects with a word or have them draw the object and add notes to make sure all the information
is included, e.g. Name of object ____________ Material___________ Magic powers__________ Drawing__________.
Stage 4
 Organize groups and ask each of them to choose one legend or fairy tale they want to work with for the final product. In their teams Ss find the common elements
(main characters, plot, climax, body, and ending) in the legend or fairy tale they have chosen.
 Ask Ss to design their own magic object. Ask them to reflect why they would like to have it and how they would use it. Ask Ss to write the characteristics and the
description of their magical object, based on the model previously worked in stage 3. Make sure Ss mention name, material and aim.
Stage 5
 Ask Ss to illustrate the magic object they have designed and write its description. Ss exchange their texts to do peer correction.
Stage 6
 Have a competition so that the group chooses the most ingenious magic object. Have Ss read in groups somebody else's description of their magic object. Have Ss
guess who the object belongs to and why. Correct mistakes in any respect when Ss read their descriptions of objects: pronunciation, correctness of vocabulary,
structure and how attractive and convincing their objects seem to be.
 Wrap up this activity with the fact that cultures are expressed through legends according to their origin.
Stage 7
 Display the descriptions around the classroom and if time allows, Ss may make the object out of reusable materials.
 Invite other groups to see their magic objects collection.
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
SUPPLEMENTAL EDUCATIONAL MATERIALS
 Readers
e.g. Experiment with Magnets
Thematic Frame
 It expresses elementary explanations of natural phenomena and physical observations as magnetism, it applies scientific knowledge in the context of various experiments and
encourages rational thought using as evidence objects from everyday life.
e.g. Recycling Race
Thematic Frame
 It promotes responsible use for items that can be recycled for environmental conservation, it promotes strategies for action in the immediate environment such as home and
school community to reduce, reuse and recycle those objects used by students in use everyday life.
 Picture Dictionary
e.g. Unit 2: My Family
e.g. Unit 5: Musical Instruments
e.g. Unit 7: Story Time 1, Story Time 2, Toys and Games, At the Fairgrounds, On the Farm, Camping
e.g. Unit 8: In the Rain Forest, In the Grasslands, In the Sea, In the Woodlands, In the Polar Lands, In the Desert, Space
Thematic Frame
 To include the description of magical objects in stories.
 To create own stories, split them according to the structure of beginning, middle and end; to mix the stories and present them to the group.
 To associate personal and fantastic experiences in a creative way from the variety of words chosen for the development of this social practice.
Programa de Inglés en Educación Básica en el Distrito Federal
Administración Federal de Servicios Educativos en el Distrito Federal
Dirección General de Innovación y Fortalecimiento Académico
Dirección de Programas de Innovación Educativa
Coordinación de Inglés en el Distrito Federal
BOOKS
Publishing house
Teacher´s Book
Activity Book
Readers
“Brilliant! five”
Santillana
pp. 18-27
pp. 18-27
Stories
pp. 5-17
“Do it! 5”
University of Dayton
pp. 26-36
pp. 10-15
Fiction
pp. 60-71
"Play and Play 5”
Nuevo México
pp. 22-33
pp. 16-23
Narrative
pp. 5-16
“Sunshine 5”
Pearson
pp. 12-21
pp. 12-20
Story
pp. 32-37
“Think! in English 5”
Ediciones SM
pp. 25-34
pp. 12-17
Narrative
pp. 19-32
“Yes, we can! 5”
Richmond
pp. 12-19
pp. 12-19
Fiction
pp. 3-12
WEBSITE RESOURCES
http://www.teachchildrenesl.com,
http://www.learnenglishkids.britishcouncil.org
http://www.teachingenglish.org.uk
http://www.teachingenglishgames.com
http://www.eslgamesworld.com
Legends:
http://www.inside-mexico.com/legends/legends.htm
http://www.worldoftales.com/folktales.html
http://www.legendsofamerica.com/ah-legends.html
http://www.robinhood.ltd.uk/robinhood/index.html
http://www.mythencyclopedia.com/index.html
N.B. Website resources and supporting materials enclosed in this chart are suggestions which require suitable adjustments and content analysis in order to include them as part of the didactic
sequence according to every particular classroom reality and student´s needs and preferences.
Programa de Inglés en Educación Básica en el Distrito Federal