DIDACTIC SEQUENCE
TITLE OF THE DIDACTIC SEQUENCE: Narrating past and present events
Teacher’s name:
Subject: English III
Subject Aim: Students give an account of sequences of life past and present events by
describing people and places.
Unit: 4
Unit Objective: By the end of the unit, the students should be able to interact upon the
practice of written and spoken narratives.
Learning Outcomes: Reading to reach organizational comprehension
Contents:
Conceptual contents
● Simple Present
Procedural contents
● Skimming
● Scanning
● Search reading
Attitudinal contents
Self-monitoring reading strategies
Estimated time: 4 hours
OPENING PHASE
Activity: How do we perceive civilizations?
Purpose of the activity: Making meaning through reflection and negotiating meaning through
interaction about the way we arrive at representations and descriptions of pre-Columbian
civilizations
Description:
– Organize students in small teams and make them collect data from web sources and
on-site interviews.
– Ask students to make two free lists of the data collected: one list from the crawling of
web content; the other, from the partner consultation
Evaluation: Ask students to debate in small groups over the advantages and
disadvantages to make quantitative and qualitative comparisons
Activity: Salient characteristics
Purpose of the activity: Reaching agreements on criteria
Description:
– Organize students in pairs and make them analyze the collected information to pick
up the elements that are most characteristic.
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DIDACTIC SEQUENCE
Evaluation: Get students answer two questions in pairs: 1) is it right for a certain civilization to
be referred to by means of one salient characteristic or a set of salient characteristics? 2)
Why?
DEVELOPING PHASE
Activity: The Choco Family (Reading)
Purpose of the activity: Understand the organizational structure of information
Description:
– Explain that Skimming is a reading technique to 1) grasp the main idea, 2) identify
the framework of the ideas, and 3) understand the basic organization of the ideas.
There are three procedures to get main ideas. In Preview skimming you read
introductory information: headings, subheadings, summaries. In Overview skimming
you look for clues to understand the purpose of the text. In Survey skimming, you
read to identify the main idea and the secondary ideas.
– Explain that Scanning is a type of inspectional reading technique to taste and
swallow superficial information. When you decide that the pivotal arguments are
worthwhile, you start digging up relevant information.
– Explain that Search Reading is a type of technique which you use to chew and
digest information.
– Pre-Reading: Guessing from the title - Guessing from the picture / Brainstorm
– Reading: Get students read the text and solve the reading exercises. See Activities
1and 2.
– Post-Reading: Get students make an Outline of the text
Evaluation: Get students answer two questions in pairs: 1) How accurate is it for a
certain civilization to be referred to by means of one salient characteristic? 2) Why?
CLOSING PHASE (Evaluation and feedback)
Activity: Writing main and secondary ideas
Purpose of the activity: Check if students can identify the difference between main and
secondary ideas.
Evaluation: Get students write a paragraph including a main idea and one or two secondary
ideas.
Students can evaluate themselves using a Self-Assessment Checklist.
Learning evidence
Paragraphs written by the students with one main idea and
one or two secondary ideas underlined with different colors.
References
Azeez, M. & Fuad M. (2016). A Short Way to Short Story. Qaziwuara-Hapur, India: Ahad
Publication.
Goonen, B. (2019). Key Ideas and Details. Fort Pierce, FL: Institute for the Professional
Development of Adult Educators.
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DIDACTIC SEQUENCE
Hadi, A. (2019). The Use of Skimming and Scanning Techniques in Reading Comprehension
for TOEFL. Jakarta, Indonesia: Fakultas Tarbiyah Dan Keguruan.
Koschorke, A. (2018). Fact and Fiction: Elements of a General Theory of Narrative
(Paradigms). Boston, MA: De Gruyter.
Langan, J. (2019). The Advanced Reading-Writing Connection. Pohang, South Korea:
Hangdong University.
Murillo, J. & Skopeteas, S. (2016). “Choco family”. En J. Quesada & F. Verhoeven, (eds.)
Handbook of Central American Languages. Cambridge: Cambridge University Press.
Zemach, D. & Rumisek, L. (2015). Academic Writing: From Paragraph to Essay. Oxford:
Macmillan.
Reading
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DIDACTIC SEQUENCE
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Activity 1. Skimming. Underline the correct answer.
1. What is the text about?
a. Peoples
b. Languages
c. Foods
d. Cultures
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DIDACTIC SEQUENCE
2. What type of text is it?
a. Descriptive
b. Narrative
c. Interactive
d. Argumentative
3. What is the pattern of organization of the text?
a. Cause-Effect
b. Problem-Solution
c. Advantage-Disadvantage
d. Compare-Contrast
4. This text comes from
a. A newspaper
b. A magazine (opinion-based entertaining articles)
c. A journal (research articles)
d. A book
5. The setting (place) of the text is on
a. A country of Southeast Asia
b. Two countries of South America
c. The Pacific Coast of Colombia
d. Several communities in Oceania
Tip: Skimming (LECTURA DE OJEADA) is a reading technique to 1) grasp the main
idea, 2) identify the framework of the ideas, and 3) understand the basic organization of
the ideas. There are three procedures to get main ideas. In Preview skimming you
read introductory information: headings, subheadings, summaries. In Overview
skimming you look for clues to understand the purpose of the text. In Survey
skimming, you read to identify the main idea and the secondary ideas.
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DIDACTIC SEQUENCE
Activity 2. Search Reading. Underline the correct answer.
6.. It can be inferred from the text that the degree of diversity is:
a. High
b. Medium
c. Low
d. Null
7. It can be inferred from the text that the number of languages is a(n) ________ of diversity.
a. Mirror image
b. Indication
c. Evidence
d. Show
8. It can be inferred from the text that the dialects of the Choco Family are:
a. Unknown
b. Hardly known
c. Misknown
d. Unknown
9. It can be inferred from the text that the dialects of Choco Family are very similar in:
a. Pronunciation
b. Syntax
c. Morphology
d. Vocabulary
10. It can be inferred from the text that Wuonaan and Embera are
a. Disconnected
b. Scarcely connected
c. Closely connected
d. Indissoluble
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DIDACTIC SEQUENCE
Tip: Skimming and Scanning are a type of inspectional reading technique to
taste and swallow superficial information. When you decide that the pivotal
arguments are worthwhile, you start digging up relevant information. Search
Reading is a type of technique, which you use to chew and digest information.
General Self-Assessment Checklist
Yes No
1. Can you identify a main idea?
2. Can you identify secondary ideas?
3. Can you identify details?
Can you write a sentence with a capital letter at the beginning and a
6.
period at the end?
7. Can you write a main idea?
