Autoridades

Giselle Cruz Maduro

Ministra de Educación Pública

Melania Brenes Monge

Viceministra Académica de Educación

María Alexandra Ulate Espinoza

Directora de la Dirección de Desarrollo Curricular

Rigoberto Corrales Zúñiga

Jefe del Departamento de Tercer Ciclo y Educación Diversificada

 Comisión redactora

Mag. Marianella Granados Sirias,

Asesora Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada

Mag. Alfredo Ortega Cordero,

Asesor Nacional de Inglés, Departamento de Tercer Ciclo y Educación Diversificada

Unidad 3

Livia Gamboa Cordero

Asesora Regional de Inglés, Dirección Regional de Educación San Carlos
Docentes de Inglés de Tercer Ciclo y Educación Diversificada, DRESC
Randall Murillo Benavides, Liceo de Boca Arenal
Karol Vega Villegas, Liceo de Boca Arenal

Juan Carlos Dodero Giusto

Asesor Regional de Inglés, Dirección Regional de Educación Turrialba
Docentes de Inglés de Tercer Ciclo y Educación Diversificada, DRET
Melinda Acuña Sánchez, Liceo Rural Pacayitas
Cristhian Brenes Sánchez, Liceo Rural Grano de Oro
Michael Mora Cordero, Liceo Rural Jak Ksari
Weekly Plans and Materials
Unit 3
Eleventh Grade
 Level 11th
Unit 3
CEF Level to be Reached B1 Basic User/Independent User
Scenario: The Earth–Our Gift and Our Responsibility

Enduring Responsible, sustainable and proactive actions have an impact and can positively transform
Understanding the environment.
Essential Question What are the consequences of our positive actions on changing the environment?
New Citizenship:
Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )

Assessment and Goals

Week 1 Week 1 Week 2 Week 2 Week 3 Week 3 Week 4 Week 4 Week 5/6
Goals Assessm Goals Assessm Goals Assessment
L.1. ent ent Goals Assessment
understand L.2. L.3. L.3.
L.1. SP.2. speak SP.2. speaks
main understand L.2. understand extracts in a in a
paraphras specific extracts
ideas/conce the gist of the gist of comprehensi comprehens Assessmen
pts and key es main details in specific TV t
TV ble and fairly ible and
points/detail ideas/ clear and details and programs.
concepts organized getting the programs fluent fairly fluent
s of clear on topics of manner manner
standard and key classroom gist.
points. personal using a large using a large
speech on talks and
familiar, presentatio interest number of number of
everyday ns provided regarding different different
subjects there is words and words and Anecdotal
natural
related to some prior expressions expressions. reports /
disasters,
natural knowledge regarding rubrics /
environme
disasters, of the natural instruments
ntal
environment topics: disasters, for self and
problems,
al problems, natural environment co-
helping
helping disasters, al problems, assessment
nature, and environme nature, and helping
nonprofit ntal nonprofit nature, and
and NGOs. problems, and NGOs nonprofit and
helping when NGOs,
R.1. nature, and people though there Suggested
summariz nonprofit speak may be Integrated
R.1. es main and NGOs. clearly. pauses for Mini project
understand idea and self-
main idea supporting correction.
and details. SI.2. start,
supporting R.2. maintain W.2. write a Environme
details in SI. 2.
understand and close persuasive ntal art and
straightforw starts,
most words simple paragraph craft
ard factual maintains
in narrative face-to- regarding supporting
texts and closes
and face environment ecology
regarding simple W.2. writes a
expository conversatio al problems project for
natural face-to- persuasive
text and n on topics and helping the high
disasters, face paragraph
that are nature and school or
extract the conversati regarding
environment familiar or check written community.
al problems, key ideas R.2. on on environmental
of personal paragraphs, A proposal
helping from those interpret interest topics that problems and
are familiar sentences, helping nature. of own
nature, and texts. s most regarding
or of and opinions nonprofit
nonprofit words in natural organizatio
personal to look for
and NGOs, narrative disasters, n and NGO
mistakes
well enough and environme interest (subject-verb (in pro of
to talk about exposito ntal regarding agreement, an
them SI.1. ry texts. problems, natural pronoun and environme
afterwards. express helping disasters, article ntal issue).
feelings nature, and environme agreement,
and explain nonprofit ntal capitalization
the reasons and NGOs. problems, , using
for them in helping commas, SP.1. makes
regard to nature, and sentence announcemen
natural nonprofit sense, word ts using simple
disasters, and NGOs. order, text words and
environme SI.1. structure, phrasing in a
ntal expresses concrete presentation.
problems, feelings ideas, etc.).
helping and
nature, and explains W.1. write
in simple SP.1. make
nonprofit the W.1. writes announceme
and NGOs reasons sentences,
an opinion in simple nts using
clearly. for them in sentences, simple words
simple on
controversi an opinion and phrasing
face-to- on about natural
face al issues
provided controversi disasters,
conversati al issues. possible
on. regarding
natural solutions,
disasters, and
environme organization
ntal s.
problems,
helping
nature, and
nonprofit
and NGOs,
related to
 the issue
under
examinatio
n.

Phonology with formative purpose

 Use of prosodic features (stress, intonation, rhythm) to support the message intended to convey.
 Teachers can reinforce it in Spoken Interaction and Spoken Production activities as well.
Theme Theme Theme Theme
1. Natural Disasters-Is 2. What´s the 3. A Helping Hand 4. Who is Doing What?
Nature Against us? Problem?

Function Function Function Function

 Talking about
natural disasters.  Describing  Initiating and closing  Talk about Nonprofit and
feelings, emotions conversations about NGOs that help
and attitudes about possible solutions to environment.
environmental help the environment.
problems
worldwide.
Discourse Markers Discourse Markers Discourse Markers Discourse Markers

Linkers: sequential – Linkers: sequential – Linkers: sequential – Linkers: sequential – past

past time (later) past time (later) past time (later) time (later)
They finished picking up They finished picking They finished picking up They finished picking up the
the garbage from the up the garbage from the garbage from the garbage from the beach
beach then they started the beach then they beach then they started then they started to classify
to classify it. Later, they started to classify it. to classify it. Later, they it. Later, they put it in big
put it in big plastic bags, Later, they put it in big put it in big plastic bags, plastic bags, to take it for
to take it for recycling. plastic bags, to take it to take it for recycling. recycling.
After that, they put all for recycling. After that, they put all the After that, they put all the
the garbage bags into a After that, they put all garbage bags into a truck. garbage bags into a truck.
truck. the garbage bags into Finally, the garbage was Finally, the garbage was
Finally, the garbage a truck. taken to a recycling place. taken to a recycling place.
was taken to a recycling Finally, the garbage
place. was taken to a Connecting words Connecting words
recycling place. expressing cause and expressing cause and
Connecting words effect, contrast, etc.: effect, contrast, etc.:
expressing cause and Connecting words Consequently, because Consequently, because of,
effect, contrast, etc.: expressing cause of, Due to, In spite of, Due to, In spite of, Despite,
Consequently, because and effect, contrast, Despite, Although Although
of, Due to, In spite of, etc.: On the other hand, we On the other hand, we
Despite, Although Consequently, could make a recycling could make a recycling
On the other hand, we because of, Due to, In campaign at school. campaign at school.
could make a recycling spite of, Despite, However, people still However, people still throw
campaign at school. Although throw garbage to the garbage to the rivers.
However, people still On the other hand, we rivers.
throw garbage to the could make a recycling Markers to structure
rivers. campaign at school. Markers to structure informal spoken
However, people still informal spoken discourse
throw garbage to the discourse Oh, I know.
rivers. Oh, I know. Yes, I supposed so.
Yes, I supposed so. I know how you feel
I know how you feel You know, I don´t like it
You know, I don´t like it either.
either.
Grammar & Sentence Grammar &Sentence Grammar & Sentence Grammar & Sentence
Frames Frames Frames Frames
Wh- in the past Wh- in the past
Wh- in the past
Wh- in the past
 What happened in What happened in What happened in What happened in
December 26 014 in December 26 014 in December 26 014 in December 26 014 in
Thailand? Thailand? Thailand? Thailand?
When did the ozone When did the ozone When did the ozone When did the ozone layer
layer problem start? layer problem start? layer problem start? problem start?
Where did hurricane Where did hurricane Where did hurricane Where did hurricane
Katrina hit the USA? Katrina hit the USA? Katrina hit the USA? Katrina hit the USA?

Past continuous Past continuous Modals: must/can’t Past continuous

Be past + gerund Be past + gerund /have to for deduction Be past + gerund
ONU was talking ONU was talking We must take care of ONU was talking about
about the importance of about the importance our environment, if we the importance of
emergency issues of emergency issues want to preserve life for emergency issues
worldwide. worldwide. the future generations. worldwide.
We can’t deny the
Simple past Simple past importance of technology Simple past
NGO’s proposed NGO’s proposed to help the environment NGO’s proposed different
different solutions to different solutions to People have to be solutions to stop animal
stop animal extinction. stop animal extinction. environmentally extinction.
responsible to save the
planet.

Past continuous
Be past + gerund
ONU was talking about
the importance of
emergency issues
worldwide.

Simple past
NGO’s proposed
different solutions to stop
animal extinction.
 Vocabulary Vocabulary Vocabulary Vocabulary

Natural Disasters -- Is What´s the Problem? A helping Hand Who is Doing What?
Nature Against us? Catastrophe (possible solutions) NGOs-Nonprofit Natural
--Atmosphere, destruction, suffering, Conservation, disasters, aid response,
Biodegradable, death, Contaminate – protection, prevent Humanitarian, economic
materials, chemicals, dirty, harmful Environmental group consequence volunteering
spoiled, destroyed, chemicals, poison, Green issues Nonprofit and NGOs
Deforestation Depletion Deforestation, Pressure group (Greenpeace, EWS-WWF,
Erosion Overcrowded cities, Recycle ocean pollution control org
Hurricane Greed, Fossil fuels Reuse
Twister exploitation Reduce
Flooding Over production of Safe
Earthquake Consumerism Environmentally aware
Drought Global warming Green energies
Land Sliding Ozone layer depletion
Acid rain
Aerosol
Animal welfare
Carbon monoxide
Sociocultural Psycho-social Psycho-social Psycho-social
Reflecting on local
environmental needs for
finding solution. Sociocultural Engaging in setting own Engaging in setting own
Propitiating social Reflecting on local goals towards healthy goals towards healthy and
participation to find environmental needs and sustainable sustainable environment.
collective solutions for for finding solution. environment. Engaging in own true
environmental problems Propitiating social Engaging in own true actions to protect the
and to respect all forms participation to find actions to protect the environment.
of life. collective solutions for environment.
environmental Sociocultural
Idioms Sociocultural
sail close to the wind problems and to Reflecting on local Propitiating social
at stake respect all forms of life. environmental needs for participation to find
Proverbs or Quotes finding solution. collective solutions for
A recipe for disaster Idioms environmental problems and
No quick fix sail close to the wind Idioms to respect all forms of life.
A race against time at stake sail close to the wind
Ripple effect Proverbs or Quotes at stake Idioms
To sweep something A recipe for disaster Proverbs or Quotes sail close to the wind
under the carpet No quick fix A recipe for disaster at stake
A race against time No quick fix
Ripple effect A race against time Proverbs / Quotes
To sweep something Ripple effect We won't have a society if
under the carpet To sweep something we destroy the environment.
under the carpet -- Margaret Mead
 Didactic Planning
Week # 1
Term: I Level: Eleventh Unit:3 Week: 1

Scenario: The Earth–Our Gift and Our Theme: Natural Disasters-Is Nature Against
Domain: Socio-Interpersonal and Academic
Responsibility us?
Enduring Understanding: Responsible, sustainable and proactive actions have an impact and can positively transform the
environment.
Essential Question: What are the consequences of our positive actions on changing the environment?
New Citizenship:
Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )
Learn to Know Learn to Do Learn to Be and Live in Community
Grammar & Sentence Frames Function Sociocultural
Reflecting on local environmental needs for
Wh- in the past Talking about natural disasters. finding solution.
- What happened on December 26 ,2014 th
Propitiating social participation to find
in Thailand? collective solutions for environmental
Discourse Markers
- When did the ozone layer problem start? problems and to respect all forms of life.
- Where did hurricane Katrina hit the USA? Linkers: sequential – past time (later)
They finished picking up the garbage from the Idioms
Past continuous beach then they started to classify it. Later, sail close to the wind
Be past + gerund at stake
- ONU was talking about the importance of they put it in big plastic bags, to take it for Proverbs or Quotes
emergency issues worldwide. recycling. A recipe for disaster
After that, they put all the garbage bags into No quick fix
Simple past a truck. A race against time
- NGO’s proposed different solutions to Finally, the garbage was taken to a recycling Ripple effect
stop animal extinction. place. To sweep something under the carpet

Vocabulary Connecting words expressing cause and

effect, contrast, etc.:
Natural Disasters -- Is Nature Against us? Consequently, because of, Due to, In spite of,
--Atmosphere, Biodegradable, materials, Despite, Although
chemicals, spoiled, destroyed, Deforestation On the other hand, we could make a
Depletion recycling campaign at school.
Erosion However, people still throw garbage to the
Hurricane rivers.
Twister
Flooding
Earthquake
Drought
Land Sliding
Assessment
Strategies & indicators Goals Pedagogical Mediation/ Didactic Sequence Time
of learning

(Diagnostic, formative,
summative)
Learner… Learner can … Pre-teaching ´
Routine: Checking attendance, checking in with Ls, teacher sticks the Essential
Question on the wall and shares Can Do’s, and class agenda, etc. 5’
 Participating: Warm up 15´
Teacher pastes on the board or shows some pictures about natural disasters,
and their definitions. Learners match them with the correct concept as it
corresponds.

a. A natural disaster is the effect of a natural hazard

(e.g., flood, tornado, hurricane, volcanic eruption,
earthquake, or landslide) that affects the environment.

b. A flood is an overflow of an expanse of water that

submerges land. taken from:
[Link]
landslides-and-road-damage-reported-in-costa-rica-
wednesday-afternoon-update

c. The wildfire is any uncontrolled fire in combustible

vegetation that occurs in the countryside or a
wilderness area.
Taken from:
[Link]

d. The landslide or landslip is a

geological phenomenon which
includes a wide range of ground
movement, such as rock falls, deep
failure of slopes and shallow debris
flows, which can occur in offshore,
coastal and onshore environments.
Taken from:
[Link]
 e. An earthquake is a sudden shake of the
Earth's crust caused by the tectonic plates
colliding. The vibrations may vary in
magnitude. The underground point of
origin of the earthquake is called the
"focus". The point directly above the focus
on the surface is called the “epicenter”.

Taken from: [Link]

historic-earthquakes

f. A volcanic eruption may in itself be a

disaster due to the explosion of the
volcano or the fall of rock.
Taken from:
[Link]
volcano/

10´
Engaging: Activation of prior knowledge
Teacher writes on the board or screen the following question: Is nature against
us? Teacher asks learners to think for one minute about some natural disasters
they remember have happened in our country, and how they affected us. Then,
the teacher brainstorms ideas on the board or on the screen to answer the
question.
 Introducing 10´

Teacher reviews the simple past tense with some questions and sentences. For
example: What happened on December 26th ,2014 in Thailand? / When did the
ozone layer problem start? When did hurricane Katrina hit USA? / . Learners get
in pairs and surf the net to find the answers to the questions.

L.1. paraphrases main L.1. understand Pre-listening: 5’

ideas/ concepts and key main
points. ideas/concepts and Learners work in groups to complete a graphic organizer related to tips on what
key points/details to do to face a natural disaster while vacationing.
of clear standard
speech on familiar,
everyday subjects
related to natural
disasters,
environmental
problems, helping
nature, and
nonprofit and
What can you
NGOs. do to face a
natural
disaster while
traveling?

Indicators of learning

L.1.2. Puts in order

important details from
conversations about
natural disasters,
possible solutions,
environmental problems,
helping nature or Listening for the first time: 15´
Nonprofit NGO's
Learners listen to a conversation about natural disasters. between a host and
Monica Taken from[Link] Teacher plays
the audio without the script.

Students are asked to put in order the sequence of the important details based
on what they heard.
 Know what your airline will do if there's a natural disaster. _________

 It's really important to get a travel insurance. _________

 To contact your family and friends at home as soon as possible

__________

 If you plan to visit a region where there are natural disasters at certain times

of the year, try not to go at that time. _________

 To stay calm and be patient. ___________

Pair/group feedback

L.1.1. Lists main ideas Teacher asks learners to work in groups of four and compare the information
and important details in they got from the audio.
conversations about
natural disasters,
possible solutions,
environmental problems,
helping nature or Listening for the second time: 20´
Nonprofit NGO's.
Students will listen to the audio again. Then, they complete a template with the
main ideas and important details from the conversation. Teacher checks it
orally. Taken from [Link]

L.1.3. Retells main ideas

and important details
from conversations Taken from
about natural disasters, [Link]
possible solutions, 27s_the_Main_Idea%[Link]
environmental problems,
10´
helping nature or
Nonprofit NGO's in Post-listening:
order.
After that, each group chooses a learner to go to the front of the class to retell
the ideas his/her group wrote in their templates to the rest of the group.
R.1. summarizes main R.1. understand Pre-reading 5’
idea and supporting main idea and
details. supporting details Teacher prepares a couple of simple discussion questions and plays the
in straightforward following video ([Link] After
factual texts
 regarding natural learners have seen the video, teacher asks learners to talk with a partner about
disasters, what they saw by using the following discussion questions:
environmental
problems, helping Discussion questions:
nature, and What can we do to protect the planet?
nonprofit and What measures can we take to avoid natural disasters?
NGOs, well enough
to talk about them
afterwards.

Indicators of learning:

R.1.1. Recognizes topic Reading for the first time 15´

in factual texts about Learners go over the text and try to decide on the best tittle for the reading.
natural disasters,
possible solutions,
environmental problems,
helping nature or
Nonprofit NGO's.
 Source: [Link]
worksheets/vocabulary/environment/saving-planet/6150

Pair/Group feedback Learners let know their partners the title chosen in
pairs/groups.

Reading for the second time

Learners read the text for the second time and underline key words that give
examples of environmental problems. Then, learners complete a chart
provided by the teacher.

R.1.2. Identifies key

words in factual texts 20´
about natural disasters,
possible solutions,
environmental problems,
helping nature or Source: [Link]
Nonprofit NGO's. worksheets/vocabulary/environment/saving-planet/6150

After that, learners complete a True/False exercise based on the text they
read before. Finally, teacher checks answers orally.
R.1.3. Finds main points
in factual texts about
natural disasters, Source: [Link]
possible solutions, worksheets/vocabulary/environment/saving-planet/6150
environmental problems,
helping nature or Learners are asked to complete a graphic organizer given by the teacher.
Nonprofit NGO's.

Acid rain Nuclear waste

main idea: main idea:
details: details:
10´
Organic wastes Dropping litter
main idea: main idea:
details: details:
Wastes

Learners organize their ideas by using the previous activity to write a summary.
R.1.4. Differentiates In order to create the summary, use ideas to write the beginning, the middle
supporting details in
and the end. Once students have finished, they complete the summary by
factual texts about
combining all the ideas with the appropriate linkers and discourse markers
natural disasters,
possible solutions, (cause-effect, contrast).
environmental problems,
helping nature or
Nonprofit NGO's.

[Link]

Post-reading
R.1.5. Summarizes main
idea and supporting Learners share their summary orally by working in pairs. Don’t forget to use
details in factual texts connecting words to express cause-effect and contrast.
about natural disasters,
possible solutions,
environmental problems,
helping nature or
Nonprofit NGO's.

10’
 Integrated Mini-Project Time
Phase 1: Participating 8´
 Teacher explains and writes on the board ALL options of projects learners have. Learners are asked to think about
each mini-project and choose their favorite.
Suggested Integrated Mini Project
 Make a brochure from two different points of view a. Things that helps the environment or b. Things that not helps the
environment.
 Environmental arts and craft supporting ecology projects for the high school or community.
 Interviewing someone who works for an NGO, asking questions about their objectives and how they help nature.
 Presenting a natural disaster or environmental problem your community has faced in a round table.
Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?

Week Plan Self-Assessment

At the end of the week, teacher guides the learners to check their progress using the checklist below. (can be translated into
Spanish if needed to ensure learners’ understanding.)
 Learner Self-Assessment

In
I can… Yes No
progress
list main ideas and important details in conversations about natural disasters, possible
solutions, environmental problems, helping nature or nonprofit NGO's.
put important details from conversations about natural disasters, possible solutions,
environmental problems, helping nature or nonprofit NGO's in order.
retell main ideas and important details from conversations about natural disasters,
possible solutions, environmental problems, helping nature or nonprofit NGO's in order.
recognize topic in factual texts about natural disasters, possible solutions, environmental
problems, helping nature or nonprofit NGO's.
identify key words in factual texts about natural disasters, possible solutions, environmental
problems, helping nature or nonprofit NGO's.
find main points in factual texts about natural disasters, possible solutions,
environmental problems, helping nature or nonprofit NGO's.
differentiate supporting details in factual texts about natural disasters, possible solutions,
environmental problems, helping nature or nonprofit NGO's.
summarize main idea and supporting details in factual texts about natural disasters,
possible solutions, environmental problems, helping nature or nonprofit NGO's.
Warm- up flashcards:
Title:

_________________________
Graphic organizers

Acid rain Nuclear waste

main idea: main idea:
details: details:

Organic wastes Dropping litter

main idea: main idea:
details: details:
Wastes

Acid rain Nuclear waste

main idea: main idea:
details: details:

Organic wastes Dropping litter

main idea: main idea:
details: details:
Wastes
Source: [Link]
worksheets/vocabulary/environment/saving-planet/6150
Source:[Link]
0iV5BH7VgN0UYrvH36rXmR&ust=1622741950094000&source=images&cd=vfe&ved=2ahUKEwj1gKD9vvnwAhVcQEIH
HbN2AeoQr4kDegUIARCpAQ
 Didactic Planning
Week # 2
Term: I Level: Eleventh Unit:3 Week: 2

Domain: Socio-Interpersonal and Scenario: The Earth–Our Gift and Our

Theme: What´s the Problem?
Academic Responsibility
Enduring Understanding: Responsible, sustainable and proactive actions have an impact and can positively transform the
environment.
Essential Question: What are the consequences of our positive actions on changing the environment?
New Citizenship:
Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )
Learn to Know Learn to Do Learn to Be and Live in Community
Grammar & Sentence Frames Function Sociocultural
Reflecting on local environmental
Wh- in the past Describing feelings, emotions and attitudes about needs for finding solution.
- What happened on December 26th, 2014 environmental problems worldwide. Propitiating social participation to find
in Thailand? collective solutions for environmental
- When did the ozone layer problem start? Discourse Markers
problems and to respect all forms of life.
- Where did hurricane Katrina hit the USA? Linkers: sequential – past time (later)
They finished picking up the garbage from the Idioms
Past continuous beach then they started to classify it. Later, they sail close to the wind
Be past + gerund put it in big plastic bags, to take it for recycling. at stake
- ONU was talking about the importance of After that, they put all the garbage bags into a Proverbs or Quotes
emergency issues worldwide. truck. A recipe for disaster
Finally, the garbage was taken to a recycling place. No quick fix
Simple past A race against time
- NGO’s proposed different solutions to Connecting words expressing cause and effect, Ripple effect
stop animal extinction. contrast, etc.: To sweep something under the carpet
Consequently, because of, Due to, In spite of,
Vocabulary Despite, Although
On the other hand, we could make a recycling
campaign at school.
What’s the Problem? However, people still throw garbage to the rivers.
Catastrophe destruction, suffering, death,
Contaminate –dirty, harmful chemicals,
poison, Deforestation, Overcrowded cities,
Greed, Fossil fuels exploitation
Over production of
Consumerism
Global warming
Ozone layer depletion
Acid rain
Aerosol
Animal welfare
Carbon monoxide
Assessment Strategies
& indicators of
learning Goals Pedagogical Mediation/ Didactic Sequence Time
(Diagnostic, formative,
summative)
Learner… Learner can … Pre-teaching 5’
Routine: Checking attendance, checking in with Ls, teacher sticks the Essential
Question on the wall and shares Can Do’s, and class agenda, etc.
Participating: Warm up
15´
The teacher gives learners a handout. Learners solve a word search about natural
disasters vocabulary.

Engaging: Activation of prior knowledge 20´

Teachers asks learners to complete a KWL chart to answer the following question:
 How much do I know about pollution?

Introducing 20´

Teacher shares a chart with past continuous information. T models how to use
this tense in all its forms by using examples in units ‘context.
 Examples
 People were sleeping when Otto hurricane hit our country.
 The National Emergency Commission was warning people about the
hurricane while hospitals were getting ready to rescue people in danger.
 The woman was asking her husband to rescue some animals at the
moment the hurricane was approaching.
 After the hurricane hit the community, some leaders were then organizing
people and sending them to a shelter.
 Was UN talking about the importance of emergency issues worldwide?
 Were authorities talking about some security measures to face the
hurricane in USA?
T asks learners to write some examples using all the forms present in the chart.
Then, learners read them out loud. T helps learners to improve intonation if
necessary.
L.2. extracts the gist and L.2. understand Pre-listening: 5’
specific details. specific details in Learners watch a presentation muted for three minutes and predict what the
clear and presentation will about. Then, they answer the following question: What kind of
organized information will the presentation show?
classroom talks [Link]
and presentations
provided there is
some prior
knowledge of the
topics: natural
disasters,
environmental
problems, helping
Indicators of learning nature, and Listening for the first time 15´
nonprofit and
L.2.1. Recognizes the NGOs. Learners watch the presentation with sound this time. Teacher asks learners to
topic in classroom talks listen to it carefully and to write a √ next to the information the presenter
and presentations about mentioned.
natural disasters,
possible solutions,
environmental problems, What of these ideas was the presenter Write a check next
helping nature or mentioning during the presentation? to the ones
Nonprofit NGO's in order. mentioned
Floods, coastal erosion, earthquakes,
tsunamis and landslides are some types of
natural disasters.
Flash floods or river floods can break down
house and structures.
A way to prevent floods is to plant as many
trees as possible.
Build houses near water ways.
Listen to the news for any warning sign.
It is a good idea to use elevators during an
emergency.

Pair/group feedback

Teacher asks learners to work in groups of four to compare the information they
got from the audio.
 Listening for the second time 15´
L.2.2 Identifies key words Learners watch the presentation again and fill in the blanks with the missing
in classroom talks and words.
presentations about
natural disasters, WORD BANK
possible solutions,
environmental problems, flood coastal earthquakes warnings
helping nature or erosion
Nonprofit NGO's in order.
tsunami landslidespreventing indoors
floods
1. _______is caused by monsoons, storms, water break rocks and
human activities.
2. If you are _________during an earthquake hide under the table or bed.
3. ________ are caused by movements within the Earth.
4. ________ must be followed during landslides.
5. Clear water ways by removing any garbage in them can be a way of
_____________.
6. ____________ is an overflow of water that covers dry land.
7. Tsunamis are caused by __________ under the ocean.
8. ___________ is a long or high ocean wave.
Learners get in groups of four to list five main ideas form the presentation.
L.2.3. Finds main points
in classroom talks and Main ideas:
presentations about
natural disasters, 1. _________________________________________________. 15’
possible solutions,
2. _________________________________________________.
environmental problems,
helping nature or 3. _________________________________________________.
Nonprofit NGO's in order.
4. _________________________________________________.
5. _________________________________________________.

L.2.4. Differentiates Teacher asks learners to work in pairs. Based on the presentation, learners
supporting details in complete a chart with actions that should be taken during and after each
classroom talks and emergency.
presentations about Disaster Action(s) during Action(s) after
natural disasters, 10´
Flood
possible solutions, Tsunami
environmental problems, Coastal erosion
helping nature or Landslides
Nonprofit NGO's in order. Earthquakes

Each group will share their ideas with the rest of the class.
Post-listening
15´
Learners work in the same groups and design a summary poster about one of the
disasters that includes the definition of the disaster and what to do during and after
it.
R.2. interprets most R.2. understand
words in narrative and most words in
expository texts. Pre-reading
narrative and 5’
expository text Learners are asked to make a circle. They are divided into two groups. Each group
and extract the get a set of set of pictures and words. Leaners put the pictures and words upside
down on the floor. Learners are told they are going to play “Memory Game” in
 key ideas from which they have have match a picture and words. They have two minutes per
those texts. group. The group which guesses more pairs wins. Once the game is over in both
groups, teacher reviews the vocabulary by showing the pictures and saying aloud
the name of that picture.
Indicators of learning

Reading for the first time

R.2.1. Identifies topic in
5´
narrative and expository Learners are asked to skim the text for thirty seconds named “The biggest
texts. forces of nature and the damage they cause” to answer the following
question: What is the text about?

Taken From:
[Link]

Pair/Group feedback: Learners share with their answers with their classmates.

R.2.2. Uses context

clues to guess meaning After that, students are given a matching, in which they have to match column B
10´
of words in narrative and that has some definitions with column A which includes the words, by writing
expository texts. letter into the space provided.
Name: ________________________________
Nature Words
Match the definitions in the column B with the corresponding word in Column A.
Use the letters.
____________ Storms The fact or process of losing something
____________ Damages Land covered with forest or reserved for
the growth of forests.
____________ The Most severely or seriously.
worst
____________ Killed Violent disturbances of the atmosphere
with strong winds and usually rain,
thunder, lightning, or snow.
____________ Loss Assign a standard or value to
(something) according to a particular
scale.
____________ Lasted Physical harm caused to something in
such a way as to impair its value,
usefulness, or normal function.
____________ Forest Continue for a specified period of time.
Lands
____________ Rated Cause the death of a (person, animal,
or other living thing).

[Link]
[Link]#
R.2.3. Recognizes
subject specific words in Reading for the second time
10´
narrative and expository Learners are asked to read again the text and highlight subject specific words for
texts. two minutes. Then, swap texts and check each other’s work or highlight the
missing ones.

10’
Learners go over the text again to underline the main idea of each paragraph to
R.2.4. Identifies main complete the following graphic organizer.
idea in narrative and
expository texts.

R.2.5. Distinguishes
supporting details in
narrative and expository
texts.

R.2.6. Explains main Learners circle the main idea of each paragraph with a color pencil, marker or
idea and supporting pen. Then, they underline with a different color any supporting details that give 5´
details in narrative and more information about the main idea.
expository texts.
Post-reading
Make a summary to retell important information of the reading. Use the main ideas
and supporting details found in the previous activities. Share your summary with 10’
your classmates.
SI.1. expresses feelings SI.1. express Task: You are asked to represent your high school in the meeting of your ´20´
and explains the reasons feelings and community local emergency committee to evaluate and propose actions to
for them in simple face- explain the mitigate flooding in your community. You want to share some ideas you have
to-face conversation. reasons for them collected by conducting a online survey in your high school.
in regard to natural
disasters,
environmental
problems, helping
nature, and
nonprofit and Planning
Indicators of learning NGOs clearly.
Learner makes an outline with the survey findings (opinions given by learners)
including his or hers.
SI.1.1. Identifies his/her
opinion about natural
disasters, possible Organizing
solutions, environmental
problems, helping nature Each learner will organize the points he/she wants to share in the meeting. He
or Nonprofit NGO's. /she needs to include the following connecting words: consequently, because of,
due to, in spite of, despite, although, on the other hand or however.

Rehearsing
Learner will practice the points he/she prepared by taking into account how to
initiate a conversation, how to give opinions and feeling and how to close the
conversation, how to agree or disagree and how to give justifications. He/she asks
other classmates to provide feedback on what he/she said.

SI.1.2. Gives opinion Interacting

about natural disasters,
possible solutions,
environmental problems, He /she shares with the local emergency committee what was prepared before
helping nature or and closes the interaction with his/her opinion.
Nonprofit NGO's.

SI.1.3. Expresses
agreement/disagreement Then, he /she listens to attentively to what the committee members say and he
about natural disasters, /she reacts to it expressing agreement or disagreement.
possible solutions,
environmental problems,
helping nature or
Nonprofit NGO's.

SI.1.4. Gives
reasoning/justification He /she reflects on the local flooding problem to finding solutions and propitiates
about natural disasters, students ‘participation to find collective solutions for the problems in his /her
possible solutions, community.
environmental problems,
helping nature or
Nonprofit NGO's.
Integrated Mini-Project Time
Phase 2: Thinking 8´
 Teacher explains and writes on the board ALL options of projects learners have. Learners are asked to think about
each mini-project and choose their favorite.
Suggested Integrated Mini Project
 Make a brochure from two different points of view a. Things that helps the environment or b. Things that not helps the
environment.
 Environmental arts and craft supporting ecology projects for the high school or community.
 Interviewing someone who works for an NGO, asking questions about their objectives and how they help nature.
 Presenting a natural disaster or environmental problem your community has faced in a round table.
 Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?
 Learner Self-Assessment
In
I can… Yes No
progress
recognize the topic in classroom talks and presentations about natural disasters, possible
solutions, environmental problems, helping nature or nonprofit NGO's in order.
identify key words in classroom talks and presentations about natural disasters, possible
solutions, environmental problems, helping nature or nonprofit NGO's in order.
find main points in classroom talks and presentations about natural disasters, possible
solutions, environmental problems, helping nature or nonprofit NGO's in order.
differentiate supporting details in classroom talks and presentations about natural disasters,
possible solutions, environmental problems, helping nature or nonprofit NGO's in order.
identify topic in narrative and expository texts.
use context clues to guess meaning of words in narrative and expository texts.
recognize subject specific words in narrative and expository texts.
identify main idea in narrative and expository texts.
distinguish supporting details in
explain main idea and supporting details in narrative and expository texts.
plan the information and visuals to make announcements using simple words and phrasing
about natural disasters, possible solutions and organizations.
organize the information and visuals to make announcements using simple words and
phrasing about natural disasters, possible solutions and organizations.
form sentences with the information to make announcements using simple words and
phrasing about natural disasters, possible solutions and organizations.
give well -organized announcements using simple words and phrasing about natural
disasters, possible solutions and organizations.
Source:[Link]
Catastrophe
destruction
death
contaminate
harmful chemicals
deforestation
overcrowded cities
greed
fossil fuels
exploitation
over production of
consumerism
global warming
acid rain
animal welfare
Name: ________________________________
Nature Words
Associate the letters given in the Column B that contains definitions related to nature by writing the letter into the space
provided in Column A.
1. ____________ Storms a. The fact or process of losing
something
2. ____________ Damages 2. Land covered with forest or reserved
for the growth of forests.
2. ____________ The 3. Most severely or seriously.
worst
3. ____________ Killed 4. Violent disturbances of the atmosphere
with strong winds and usually rain,
thunder, lightning, or snow.
4. ____________ Loss 5. Assign a standard or value to
(something) according to a particular
scale.
5. ____________ Lasted 6. Physical harm caused to something in
such a way as to impair its value,
usefulness, or normal function.
6. ____________ Forest 7. Continue for a specified period of time.
Lands
7. ____________ Rated 8. Cause the death of a (person, animal,
or other living thing).

[Link]
 Didactic Planning
Week # 3
Term: I Level: Eleventh Unit:3 Week: 3

Scenario: The Earth–Our Gift and Our

Domain: Socio-Interpersonal and Academic Theme: A Helping Hand
Responsibility
Enduring Understanding: Responsible, sustainable and proactive actions have an impact and can positively transform the
environment.
Essential Question: What are the consequences of our positive actions on changing the environment?
New Citizenship:
Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )
Learn to Know Learn to Do Learn to Be and Live in Community
Grammar & Sentence Frames Function Sociocultural
Reflecting on local environmental needs for
W-h in the past Initiating and closing conversations about finding solution.
- What happened on December 26th, possible solutions to help the environment. Propitiating social participation to find
2014 in Thailand? collective solutions for environmental
- When did the ozone layer problem Discourse Markers
problems and to respect all forms of life.
start? Linkers: sequential – past time (later)
- Where did hurricane Katrina hit the They finished picking up the garbage from the Idioms
USA? beach then they started to classify it. Later, sail close to the wind
Modals: at stake
must/can’t /have to for deduction they put it in big plastic bags, to take it for Proverbs or Quotes
-We must take care of our environment, if we recycling. A recipe for disaster
want to preserve life for the future After that, they put all the garbage bags into No quick fix
generations. a truck. A race against time
-We can’t deny the Finally, the garbage was taken to a recycling Ripple effect
importance of technology to help the place. To sweep something under the carpet
environment.
 People have to be environmentally Connecting words expressing cause and
responsible to save the planet. effect, contrast, etc.:
Consequently, because of, Due to, In spite of,
Past continuous Despite, Although
Be past + gerund On the other hand, we could make a
- ONU was talking about the importance recycling campaign at school.
of emergency issues worldwide. However, people still throw garbage to the
rivers.
Simple past
- NGO’s proposed different solutions to Markers to structure informal spoken
stop animal extinction. discourse
Vocabulary - Oh, I know.
- Yes, I supposed so.
A helping Hand (possible solutions) - I know how you feel
Conservation, - You know, I don´t like it either.
protection,
prevent
Environmental group
Green issues
Pressure
Group
Recycle
Reuse
Reduce
Safe
Environmentally aware
Green energies
Assessment
Strategies & indicators Goals Pedagogical Mediation/ Didactic Sequence Time
of learning

(Diagnostic, formative,
summative)
Learner… Learner can … Pre-teaching
Routine: Checking attendance, checking in with Ls, teacher sticks the Essential
Question on the wall and shares Can Do’s, and class agenda, etc. 5’
Participating: Warm up

The students listen to the song about The Earth’s Day, [Link]
repo.s3-us-west-
[Link]/videos/Costa+Rica+2020/SpeedUp/11/P98_Earth+Day+So
ng+++Reduce%2C+Reuse%2C+Recycle++++The+3+R’s+of+Recycling.mp4 or
[Link] . Then, they write five concrete
actions from the song that we can do regularly to protect the environment.

Engaging: Activation of prior knowledge

Learners complete the following concept map with their own ideas about 15’
Conservation of Energy.
 Introducing

20’
Teacher shares a chart with morals of obligation and prohibition information. T
models how to use them in all by using examples in units ‘context.
 MODALS OF OBLIGATION AND PROHIBITION

MUST: We use this auxiliary to express a strong obligation or necessity that comes from the
speaker. For example:

We must do something to stop pollution.

HAVE / HAS TO: It shows that the obligation comes from outside the speaker (like an
external obligation). For example:

We have to fill out this form and add some pictures to denounce the environmental problem.

Use have to for I / you / we / they or plural nouns as subjects.

Use has to for she / he / it or singular nouns as subjects.

CAN’T: We use it to talk about something that is against the rules. For example:

We can’t throw garbage into the rivers.

REMEMBER: These modal auxiliaries are always followed by the verb in the base form.

CAN’T is sometimes used as a synonym of MUSTN’T. For example:

We can’t throw our leftovers here = We mustn’t throw our leftovers here.

The students complete the following sentences with the correct auxiliary: must
– have to – has to – can’t.
 a) We ____________ recycle and protect the environment at school as
well.
b) Students ___________ discuss about green issues.
c) People ____________ be environmentally responsible to save the
planet.
d) We ____________ feed the animals in this reserve. It is against the
rules.
e) You ___________ pick up all the garbage from the camping area before
you set up the tent. It is part of the rules here.
f) Steve _________ hand in his proposal to protect the local streams next
week in his meeting with the governor.
L.3. extracts the gist ofL.3. understand Pre-Listening: ´
TV programs. the gist of TV
programs on topics Learners reflect on the following question and list possible answers in groups.
of personal interest 10’
regarding natural Is there a way to reverse all damage we have done to Earth?
disasters,
Indicators of learning environmental
problems, helping Listening for the first time:
nature, and
nonprofit and
NGOs when Learners watch the video by David Attenborough
L3.1 Recognizes topic in people speak [Link] and circle the topic from the following three
TV programs about clearly. options.
natural disasters,
possible solutions,
environmental problems, 1. Different actions to save the ocean.
helping nature or 2. Different actions to save the world.
Nonprofit NGO's. 3. Different actions to have a sustainable lifestyle.

L3.2 Identifies key

words in TV programs
about natural disasters, Learners watch the video again and look for the best definition of the following 15’
possible solutions, key words taking into account the video content.
environmental problems,
helping nature or Key words Definition
Nonprofit NGO's. reducing
anthropocene
biodiversity
domesticated animals
balance
population
wild
humans
healthy
problems
goals

Pair-group feedback:
Learners share their definitions in groups of three to find the best definition based
on the video.

L3.3 Finds main points Listening for the second time:

in TV programs about 5’
natural disasters, Learners watch the video again and take notes to list the main 4 goals to reduce
possible solutions,
our impact on Earth.
environmental problems,
helping nature or 1. ___________________________________________________.
Nonprofit NGO's. 2. ___________________________________________________.
3. ___________________________________________________.
 4. ___________________________________________________.

Learners complete the following graphic organizer with their favorite main idea 10’
L.3.4 Differentiates and its supporting details. Then, learners write 2 questions about the video and
supporting details in TV a connection they made with their own lives.
programs about natural
disasters, possible
solutions, environmental
problems, helping
nature or Nonprofit
NGO's.

Taken from: [Link]

 Post-listening 10’
By using previous the previous graphic organizer, learners share their questions
and the connections they made related to the video.

SI.2. starts, maintains SI.2. start, maintain Planning 15’

and closes simple face- and close simple
to-face conversation on face-to-face Task: Your community has faced four different natural disasters in the last
topics that are familiar or conversation on two decades: floods, an earthquake, forest fires, landslides and volcanic
of personal interest topics that are eruptions. You belong to the local emergency committee, and you are
regarding natural familiar or of having a meeting to write an emergency plan to be ready after a disaster.
disasters, environmental personal interest
problems, helping regarding natural Teacher provides some pictures and useful verbs.
nature, and nonprofit disasters,
and NGO’s. environmental
problems, helping
nature, and
nonprofit and
NGO´s.

Indicators of learning

SI2.1 Starts a face-to- took called donated cleaned worked

face conversation about built organized got made gathered
natural disasters,
environmental problems, attended had found moved gave
helping nature or
Nonprofit NGO's by collect checked visited brought bought
checking understanding *Learners can use different verbs.
from the speaker's point
Organizing 15’
of view or listener's point
of view. Learners work in groups and pretend they are having the meeting. Learners will
SI2.2 Interrupts the use the pictures and verbs to have a conversation including the following
listener in a aspects:
conversation.
Learners organize their ideas by including the linkers to give a sequence of the
SI2.3 Continues with the
events: First, then, later, and after that. They have to interrupt the other student
conversation about
natural disasters, conversation and continues with it by changing the topic.
environmental problems, Students think about how to organize the information on a poster board or sheet
helping nature or of paper. They have to plan the closure of the conversation.
Nonprofit NGO’s .
SI2.4 Changes the topic
in the conversation.
SI2.5 Closes the Rehearsing 5’
conversation about Students write down the information on the poster board or sheet of paper.
natural disasters, When the conversation is ready, the students practice their information before
environmental problems, presenting. Teacher monitors the pronunciation.
helping nature or
Interacting
Nonprofit NGO’s by
using a leave-taking. Students share their plans in groups of three.

W.1. writes in simple W.1. write in simple Task: You are invited to give your opinion in a high school blog about a
sentences, an opinion sentences, an controversial issue regarding environmental problems. You decided to
on controversial issues. opinion on focus your attention on the ecological footprint. You did some research
controversial and found an image called “Solving Global Warming: Doing Something”
issues provided to guide yourself to write your opinion.
regarding natural
 disasters,
environmental
25’
Indicators of learning: problems, helping Pre-writing
nature, and Learners look at the following brainstorming to have an idea of possible actions
W1. 1 Plans an opinion nonprofit and to take care of the environment. Learners choose one main area (global
on a controversial issue NGOs, related to
warming, water, forest, wildlife, etc) and write their own outline.
including a thesis the issue under
statement, its reasons / examination.
justifications.

Drafting 15’
W1. 2 Drafts an opinion Learners write their opinion about how to help the environment using a phrase
on a controversial issue that tells the reader that this is his / her opinion, with 5 actions using the modals
by using a phrase that should, can, can´t and must. They can show examples, opposing opinions and
tells the reader that this supporting points of view to show the relation between their ideas.
is opinion, counter
example / opposing
opinions, supporting
points and linking words
to show relations
between ideas.
Revising
W1. 3 Revises an
15’
opinion on a Learners take some time to revise their opinions individually and then in pairs.
controversial issue by They use the following checklist for the revision:
checking subject-verb
agreement, pronoun and Editing Checklist My opinion My classmate´s
article agreement, opinion
sentence sense, text The opinion… Y N Partia Y No Parti
structure, work order, e o lly e ally
content and punctuation. s s
is well- capitalized.
‘s verbs match with the
subject.
has a beginning.
has a main body of well
sequenced ideas.
has a conclusion.
is indented.
has clear sentences.
fulfills with the information
asked in the task.
has punctuation marks
correctly used.
 Editing 10’

W1. 4 Edits an opinion Learners make the corrections discussed during the revision phase before
on a controversial issue. publishing their opinions.
Integrated Mini-Project Time
Phase 3: Acting out 8´

Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to
practice English, not just those related to presentation.

Reflective Teaching
What worked well What didn’t work well How to improve

Enduring Understanding Reflection

How well did the learners progress in their understanding of the Enduring Understanding?
 Learner Self-Assessment

In
I can… Yes No
progress

recognize topic in tv programs about natural disasters, possible solutions, environmental

problems, helping nature or nonprofit NGO's.
identify key words in tv programs about natural disasters, possible solutions,
environmental problems, helping nature or nonprofit NGO's.
find main points in tv programs about natural disasters, possible solutions, environmental
problems, helping nature or nonprofit NGO's.
differentiate supporting details in tv programs about natural disasters, possible solutions,
environmental problems, helping nature or nonprofit NGO's.
start a face-to-face conversation about natural disasters, environmental problems, helping
nature or nonprofit NGO's by checking understanding from the speaker's point of view or
listener's point of view.
interrupt the listener in a conversation.
continue with the conversation about natural disasters, environmental problems, helping
nature or nonprofit NGO's .
change the topic in the conversation.
close the conversation about natural disasters, environmental problems, helping nature or
nonprofit NGO's by using a leave-taking.
plan an opinion on a controversial issue including a thesis statement, lists
reasons/justifications.
draft an opinion on a controversial issue by using a phrase that tells the reader that this is
opinion, counter example/opposing opinions, supporting points and linking words to show
relations between ideas.
revise an opinion on a controversial issue by checking subject-verb agreement, pronoun
and article agreement, sentence sense, text structure, word order, content and punctuation.
edit an opinion on a controversial issue.
 Didactic Planning
Week # 4
Term: I Level: Eleventh Unit:3 Week: 4

Scenario: The Earth–Our Gift and Our

Domain: Socio-Interpersonal and Academic 4. Theme: Who is Doing What?
Responsibility
Enduring Understanding: Responsible, sustainable and proactive actions have an impact and can positively transform the
environment.
Essential Question: What are the consequences of our positive actions on changing the environment?
New Citizenship:
Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )
Learn to Know Learn to Do Learn to Be and Live in Community
Grammar & Sentence Frames
Psycho-social
Wh- in the past Discourse Markers
- What happened on December 26th ,
2014 in Thailand? Linkers: sequential – past time (later)
They finished picking up the garbage from the Engaging in setting own goals towards
- When did the ozone layer problem
beach then they started to classify it. Later, healthy and sustainable environment.
start?
 - Where did hurricane Katrina hit the they put it in big plastic bags, to take it for Engaging in own true actions to protect the
USA? recycling. environment.
Past continuous After that, they put all the garbage bags into
Be past + gerund a truck. Sociocultural
- ONU was talking about the importance of Finally, the garbage was taken to a recycling Propitiating social participation to find
emergency issues worldwide. place. collective solutions for environmental
problems and to respect all forms of life.
Simple past Connecting words expressing cause and
- NGO’s proposed different solutions to effect, contrast, etc.: Idioms
stop animal extinction. Consequently, because of, Due to, In spite of, sail close to the wind
Despite, Although at stake
Vocabulary On the other hand, we could make a
recycling campaign at school. Proverbs / Quotes
However, people still throw garbage to the We won't have a society if we destroy the
rivers. environment. -- Margaret Mead
Who is Doing What?
NGOs-Nonprofit Natural disasters, aid
Markers to structure informal spoken
response, Humanitarian, economic
discourse
consequence volunteering
Nonprofit and NGOs (Greenpeace, EWS- - Oh, I know.
WWF, ocean pollution control org - Yes, I supposed so.
- I know how you feel
- You know, I don´t like it either.
Assessment
Strategies & indicators Goals Pedagogical Mediation/ Didactic Sequence Time
of learning

(Diagnostic, formative,
summative)
Learner… Learner can … Pre-teaching 5 min
Routine: Checking attendance, checking in with Ls, teacher sticks the
Essential Question on the wall and shares Can Do’s, and class agenda, etc.
 Participating: Warm up
15 min
Teacher presents a short video related to the Nonprofit organization
Greenpeace (The History of Greenpeace: Environmental Activists) and its
function in the world. Learners give their impression with some brief personal
opinions. Teacher uses phrases such as: This is amazing, Greenpeace is a
wonderful organization. They help a lot of people and animals around the
world.
Link: [Link]
Teacher gives learners a worksheet with some written definitions (Nonprofit,
volunteering, NGO, .org domain) and its corresponding explanation.
The worksheet can be found in .docx format at the end of this unit.

Engaging: Activation of prior knowledge

Teacher writes or shows some questions on the board/screen. (Do you know a 20 min
Costa Rican nonprofit organization? Which one/s?, Have you ever participated
in one of these organizations? When? For how long?) Have you ever donated
some money, clothing or food to one of these organizations? How did you feel
about it?
If learners do not answer any of the questions, teacher can give some
suggestions:
“I know [Link] and [Link] are
great nonprofit organizations located in our country.”
Teacher also can visit this page online in class and show learners some
information about it. If technology is not available, the page information can be
download it and print it.

Introducing

Teacher makes a PPT or PDF presentation (depending on technology access) 20 min

about different Nonprofit and ONG´s in the world as well as their functions,
location, people involved, donations, etc. Teacher also presents a video with the
 positive impact, people´s changed lives and the improvement on vulnerable
communities.
The information for the PPT can be found in .docx format at the end of this unit.

Teacher gives learners a handout with different linkers or connecting words such
as: however, because, moreover, in order to, before/after, etc. Teacher explains
their use with some sample sentences in the context of the unit.
The handout can be found in .docx format at the end of this unit.

SP.2. speaks in a SP.2. speak in a Task: You were asked to prepare a three – minute PPT with sound on
comprehensible 40 min
comprehensible and different ways to save the world to celebrate the World Environment Day at
fairly fluent manner and fairly fluent your school. Your English teacher sent you an article entitled: David
using a large number of manner using a Attenborough lays out 7 actions to save the world
different words and large number of [Link]
expressions. different words and the-world/ to be used for your presentation. You will have to work in groups
expressions (7) with an assigned section of the reading. Each group reads the section
regarding natural assigned and does extra research to expand the information.
disasters,
environmental Teacher provides learners with a set of useful expressions learners can use
to give opinions:
problems, helping
nature, and
In my opinion, ... In my eyes, ...
nonprofit and
To my mind, ... As far as I am concerned, ... ...
NGOs, though
there may be From my point of view, ... As for me / As to me, ...
pauses for self- My view / opinion / belief / impression / conviction is that ... ...
correction. I would say that ... ...
My impression is that ... ...
I have the feeling that ... ...
I have no doubt that …
Indicators of learning Planning

SP.2.1Plans the Learners create an outline with the information from the article and the
information and visuals information learners got from the extra research they did. They also select
to give a presentation the best visuals to create the presentation.
about natural disasters,
possible solutions and
organizations.

Organizing

SP.2.2 Organizes the Learners select the appropriate oral and visual forms to share the
information and visuals information they planned before in a well-organized presentation using
to give a presentation relevant sentence frames and connecting words covered in the unit.
about natural disasters,
possible solutions and
organizations.

SP2.2.3Makes
sentences with the
information and the
appropriate linkers or
connecting words to
give a presentation
about natural disasters,
possible solutions and
organizations.

Rehearsing
Learners practice with the oral and visual forms prepared before. T helps
them by giving feedback correcting mistakes like grammar, vocabulary,
 pronunciation, and intonation among others. Learner use the following
checklist

PPT with Sound Checklist

My PPT … Ye No Partiall
s y
has well- capitalized sentences.
´s verbs match with the subject.
Has well -sequenced ideas.
Has clear sentences.
Fulfills the information asked in the task
has illustrations that match the information given.
‘sound is clear and easy to understand
´length is adequate
SP.2.2.4 Gives well-
organized presentation Producing
about natural disasters,
possible solutions and Each group gives a well–organized presentation to the rest of the group. At
organizations. the end of the presentations, T asks students about the most important
challenges humans still have to save the world.

W.2. writes a persuasive W.2. write a Pre-writing 40 ‘

paragraph regarding persuasive
environmental problems paragraph Learners read the following information:
and helping nature. regarding “A persuasive paragraph tries to convince the reader that a particular point of
environmental view is worthy of consideration. It wants you to consider both sides of an issue,
problems and
but it reveals a bias in favor of one side over another.” (Taken from:
helping nature and
check written [Link]
paragraphs, ve_paragraphs.html#:~:text=A%20persuasive%20paragraph%20tries%20to,of
sentences, and %20one%20side%20over%20another .)
 opinions to look for Teacher shares with the class some tips on how to write a persuasive
mistakes (subject- paragraph: use:
verb agreement,
pronoun and article 1. Pick a topic you’re passionate concerning environmental
agreement, problems and helping nature.
capitalization, 2. Research both sides. In order to convince the reader to agree with
using commas, you, you also have to know what you’re trying to get them to disagree
sentence sense, with.
word order, text 3. Be empathetic. An effective persuasion technique is the use of
structure, concrete empathy. A reader is more inclined to believe you if they feel like you
ideas, etc.). can relate to and understand their experiences.
4. Ask rhetorical questions. Presenting questions that the reader will
be forced to answer for themselves later on is another good
persuasive strategy, especially when the information provided to help
make that decision is supportive of your point of view.
5. Emphasize your point. The use of exaggeration in order to express
urgency, exclusivity, or just to make a point is another useful
persuasive technique.
6. Repeat yourself. Strategic repetition can be an effective way to
gradually remind the reader of your message. Finding different ways to
make the same point by use of rephrasing, true stories, metaphors, or
other literary devices all serve to reinforce your point without bogging
down the reader with repetitiveness.

Indicators of learning: (Taken and adapted from: [Link]

writing-tips-and-techniques#8-tips-for-better-persuasive-writing .)
W2. 1 Plans a
persuasive paragraph Task: You are in charge of the environment section of your school digital
regarding environmental newspaper and you want to write a 150- word persuasive paragraph about
problems and helping different ways to help nature to be included in the next issue. Include a title, a
nature. thesis statement, main reasons (arguments), facts and examples (evidence) and
a conclusion.
W2. 2 Drafts a Drafting
persuasive paragraph
regarding environmental Learners start planning their persuasive paragraph with the help of the
problems and helping following template (Teacher can use other worksheet to help them planning)
nature that includes
thesis statement,
arguments, facts and Title
examples and a
conclusion. Introduction: State your position with a thesis statement

Argument 1 Argument 2
Yours

Opposite
Fact Statement Fact statement

Opposite
Yours
 Supporting evidence Supporting evidence

Yours

Opposite
Conclussion statement Conclussion statement

Yours

Opposite
W2. 3 Revises a
persuasive paragraph Revising
regarding environmental In groups, learners share their paragraphs with the rest of the group. They take
problems and helping time to revise their paragraph individually and then with a classmate using the
nature by checking checklist provided. Teacher moves around the class to give feedback.
subject-verb agreement,
pronoun and article Persuasive Paragraph Checklist
agreement, sentence The persuasive paragraph … Ye No Partiall
sense, text structure, s y
word order, content and
punctuation. is well -capitalized.
‘s verbs match with the subject.
has an introduction thesis statement (that states a
position/claim).
has main reasons (arguments).
has facts and examples (evidence).
 has a conclusion (most important details of the
argument and what you want the reader to do)
is indented.
has clear ideas.
fulfills information asked in the task.
has 150 words.
has punctuation marks correctly used.
has correct use of commas and spelling rules.
uses the correct linkers or connecting words to
connect ideas

W2. 4 Edits a Editing

persuasive paragraph
regarding environmental Considering their classmates’ feedback, learners correct and modify their
problems and helping persuasive paragraph. Teacher also monitors students and helps them in the
nature. editing process before publishing.
Integrated Mini-Project Time
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities 8´
for Ls to practice English, not just those related to presentation.

Acting out and responding: (5 or 10 minutes in week 3 or 4)

Reflective Teaching
What worked well What didn’t work well How to improve

Enduring understanding reflection

how well did the learners progress in their understanding of the enduring understanding?
 LEARNER SELF-ASSESSMENT

I can… IN
YES NO
PROGRESS
sustain a face-to-face conversation by checking understanding from the speaker's point of
view or listener's point of view in topics related to technology, safety and technological
advance.
interrupt the listener in a conversation related to technology, safety and technological
advance by using phrases such as: excuse me, may i say something? no, i'm sorry but…
continue with the conversation related to technology, safety and technological advance by
using phrases such as: really,…, right,…
change the topic in the conversation related to technology, safety and technological
advance.
close the conversation related to technology, safety and technological advance by using a
leave-taking.
plan a persuasive paragraph regarding environmental problems and helping nature.
draft a persuasive paragraph regarding environmental problems and helping nature that
includes thesis statement, arguments, facts and examples and a conclusion.
revise a persuasive paragraph regarding environmental problems and helping nature by
checking subject-verb agreement, pronoun and article agreement, sentence sense, text
structure, word order, content and punctuation.
edit a persuasive paragraph regarding environmental problems and helping nature.
plan the information and visuals to make announcements using simple words and
phrasing about natural disasters, possible solutions and organizations.
organize the information and visuals to make announcements using simple words and
phrasing about natural disasters, possible solutions and organizations.
form sentences with the information to make announcements using simple words and
phrasing about natural disasters, possible solutions and organizations.
give well organized announcements using simple words and phrasing about natural
disasters, possible solutions and organizations.
plan stretches of language to deliver an announcement that shouldn’t be any longer than
100 words for a group meeting, a social project or collaborative activities.
organize the information to include 5 w’s (who, where, when, what & why) in the
announcement.
make sentences with the information and with the appropriate linkers or connecting words
supported by illustrations.
state the reason people should listen compels them to listen and take action.
use stretches of language about with reasonable accuracy to deliver an announcement for
a group meeting, a social project or collaborative activities
 .Annexes with supplementary materials for the lessons

Unit 3. The Earth–Our Gift and Our Responsibility

Week 4. Who is Doing What?

VOCABULARY WORKSHEET

1. Nonprofit: A nonprofit organization is one that qualifies for tax-exempt status by the IRS because its mission and
purpose are to further a social cause and provide a public benefit. Nonprofit organizations include hospitals,
universities, national charities and foundations.
2. Volunteering: Volunteering is a voluntary act of an individual or group freely giving time and labour for community
service. Many volunteers are specifically trained in the areas they work, such as medicine, education, or emergency
rescue. Others serve on an as-needed basis, such as in response to a natural disaster.
3. NGO: Organizations which are independent of government involvement are known as non-governmental
organizations or non-government organizations, with NGO as an acronym. NGOs are a subgroup of organizations
founded by citizens, which include clubs and associations that provide services to their members and others. NGOs
are usually nonprofit organizations, and many of them are active in humanitarianism or the social sciences. Surveys
indicate that NGOs have a high degree of public trust, which can make them a useful proxy for the concerns of
society and stakeholders. However, NGOs can also be lobby groups for corporations, such as the World Economic
Forum.
4. .org domain: The .org domain extension stands for “organization” and is more appropriate for non-profit
organizations, but has a wide range of uses in for-profit websites. They can also be used for websites that provide
people with free resources and information
8 Simple Ways to Help the Environment

Every little thing YOU do really makes a difference!

Ashley Paskill, Student Contributor

April 08, 2020

Students are constantly learning how they can make a difference in the world. There are classes and clubs focused on
various social issues, and these places teach students how they can change these issues. One popular cause that has
been popular in recent years is the helping the environment and preserving our resources. Become a Fastweb member to
make paying for school easier! Don’t miss out on the scholarships YOU specially qualify for, important pre-college tasks
and current college student must-dos. Make paying for school easier! There are several ways that you – yes, YOU- can
help protect this planet we call Earth. What you do makes a difference!

1. Use Reusable Bags

Plastic grocery-type bags that get thrown out end up in landfills or in other parts of the environment. These can suffocate
animals who get stuck in them or may mistake them for food. Also, it takes a while for the bags to decompose.

Whether you are shopping for food, clothes or books, use a reusable bag. This cuts down on litter and prevents animals
from getting a hold of them. There are even some stores (such as Target) that offer discounts for using reusable bags!
These bags are useful for things other than shopping as well. I have heard of people using reusable bags when they move!
If you forget your bags at home, buy a new one. Better yet, keep a couple bags in your car so you never leave home without
them (just make sure you remember you put them there)! If you are in a position where you need to use the plastic bags,
reuse them the next time you go shopping, or use them for something else. Just do not be so quick to throw them out! There
are some states that are outlawing or charging extra for using plastic bags. Using reusable bags helps the environment
AND your budget!
2. Print as Little as Necessary
We have all had that teacher that wanted us to have a copy of every single reading when we come to class, or that professor
who wanted a hard copy of the ten-page paper that is due next week. These are fine but it seems as if they do not understand
that using so much paper is detrimental to the environment. What can you do? Ask your teacher if you can bring a laptop
or an e-reader to class so that you can download the reading onto that and read it from there. If not, print on both sides of
the page to reduce the amount of paper used. If you need to turn in a long paper, ask the professor if it is okay to print on
both sides of the page and explain why you’re asking. Most teachers care about the environment as well and would be
willing to allow you to do so.

3. Recycle
Recycling is such a simple thing to do, but so many people don’t do it. Many garbage disposal companies offer recycling
services, so check with the company you use to see if they can help you get started! It is as simple as getting a bin and
putting it out with your trash cans for free! Also, check with your RA to see if recycling options are offered in your dorm.
Another way to recycle is to look for recycling cans near trashcans. Instead of throwing recyclables in the trash with your
non-recyclables, make a point to take an extra step to locate recycling cans around your campus.

4. Use a Reusable Beverage Containers

Instead of buying individually-packaged drinks, consider buying a bulk container of the beverage you want and buying a
reusable water bottle. Not only will this help the environment, but it will also help you save money since you are buying a
bulk container. Many campuses offer water fountains designed for drinking as well as for refilling reusable water bottles.
Make use of these fountains throughout the day when you finish off the initial beverage. Along these lines, many restaurants
offer reusable containers for drinks. If you go to a certain place a lot, consider buying one of these containers to help
minimize waste. A lot of coffee shops even offer a discount to customers who use a reusable container for their drinks.
Starbucks, as an example, offers a small discount for customers who do this. Saving the environment and money? Win-
win.

5. Don’t Throw Your Notes Away

At the end of the semester, students are often stuck with notes they don’t need anymore, especially from GenEd classes
that had little, if anything, to do with their major. The good news is that teachers that teach GenEd classes have to keep
their material consistent with guidelines from the college/university. This means that students next semester will be learning
basically the same material you learned from a class. If you took great notes, ask your teacher to connect you with students
in a future class so that you can give them your notes. These notes will help students by being able to read what they are
learning in the words of another student. It is beneficial to read things that are worded differently than what the teacher said.
You may need to find a student on your own, depending on the teacher’s load for the semester. It will feel great to help
others taking the same class! You can list your notes on online college boards. While some may be willing to buy the notes
at a price, it will feel just as good giving them your notes for free since you are helping them out! Also, other student
organizations may appreciate notes. At the community college I attended, the Veteran’s Club had a separate building for
resources. They had an area for textbooks used by students, and they could check the books out for a semester, and many
people would bundle notes in with the books. Ask around to see if any organization has something like this. If you can’t find
anyone to give the notes to, at the very least, recycle the paper you used.

6. Save Electricity!
Use energy-efficient light bulbs instead of regular bulbs. They last longer, which will save you a bit of money (every little bit
helps on a college budget, right?). Make you turn off lights, the TV, and other appliances when you are not using them.
Lower your air conditioning or heat when it’s not necessary. This is especially true for between seasons. Open your windows
in the early fall or layering your clothes in the early fall.
7. Save Water
Water is wasted more frequently than we can see. Turn off the faucet as you are brushing your teeth. Don’t turn your shower
on until you’re ready to get in and wash your hair. Limit your water usage as you wash dishes. Changing old habits will be
good for both the environment and your wallet!

8. Avoid Taking Cars or Carpool When Possible

Cars are harmful to the environment. Taking public transportation, walking, or riding a bike to class are better options that
help the environment and your budget, as well as getting some exercise in! If you do need to use your car, compare
schedules and places of residency with those in your classes. You can split the cost of gas and have alternating schedules
for who drives when. This is cheaper than everyone driving separately and you’ll be closer with friends!

References

Paskill, A. S. C. (2021, march 15th). 8 Simple Ways to Help the Environment. Fastweb. [Link]
life/articles/eight-simple-ways-to-help-the-environment
 Advantages & Disadvantages of Nonprofit Organizations
 Small Business
 Business Models & Organizational Structure
 Advantages of Organizational Structure

By Ruth Mayhew
Updated February 13, 2019
Nonprofit organizations have many purposes and functions in society and they serve the needs and interests of millions
of people in the United States and abroad. However, nonprofits aren’t without their disadvantages, stemming from funding
issues to social pressure. Despite the challenges, nonprofits survive through generous donations of money and in-kind
donations from benefactors and supporters.

Advantage: Employee Commitment

Many employees who work for nonprofits have a personal interest in and commitment to the organization’s cause. For
example, a woman whose relative or close friend fought breast cancer may look for a career opportunity with the nonprofit
Susan G. Komen foundation. A parent whose child is active in scouting may enjoy a staff position with the Boy Scouts of
America. There is an advantage to employing workers who believe in the nonprofit’s mission, values and philosophy. In
addition, employees with a personal interest may have a better understanding of the structure and processes of a nonprofit
organization.

Disadvantage: Limited Funding

Fund development and fund-raising can be a nonprofit organization's greatest challenge, particularly during an
economic downturn and when unemployment rates are high. In fact, some nonprofits are forced to discontinue services
to populations in need when the nonprofit itself lacks funding. Fund development also requires a competent grant writer
with a relatively high success rate. Hiring the services of a grant writer can be costly and turn the fund development hurdle
into an essential gamble.
 Advantage: Intrinsic Rewards

The services that nonprofit organizations provide benefit communities and segments of the population that are often
overlooked or underserved, such as homeless children. According to the United States Interagency Council on
Homelessness, about 58,000 families in the United States experience homelessness on a given night. It’s impossible to
measure the tangible effects a nonprofit organization can have on families, but the intangible benefits far outweigh the
dollar value of their services.

Nonprofits and their employees reap intrinsic rewards from the satisfaction of helping clients and community members
who are not in a position to fend for themselves. This is a distinct advantage for nonprofits and the people associated
with nonprofit organizations.

Disadvantage: Social Pressure

Potential backlash and social fracas plague some nonprofit organizations whose missions are considered extreme,
whether they are based on fundamentalist beliefs or progressive attitudes. For example, religious-focused nonprofits
whose actions incite an emotional response to the privacy of fallen soldiers and their families receive social pressure to
cease activities. Progressive organizations whose goal is to enlighten communities and expand the concep t of diversity
through redefining family structure also encounter protests and opposition to their causes and philosophy.

Advantage: Financial Benefits

When an organization has nonprofit status, particularly when recognized at the federal level by the IRS, it can take
advantage of tax and financial benefits:

 When donations to an organization are tax-deductible, donors have an incentive to contribute.

 Nonprofit organizations may be given favorable terms and discounts by landlords, service providers and retail companies.
 IRS-recognized nonprofit 501(c)(3) public charities do not have to pay corporate income tax.
Disadvantage: Public Scrutiny

The financial statements of nonprofit organizations are subject to public scrutiny. This means that the organization
must make its financial statements available to the general public: While this type of accountability can have its benefits,
it can also, in some cases, result in unflattering press coverage, particularly if the organization is experiencing financial
or administrative challenges. Many nonprofits opt to periodically hire a third-party organization to audit the nonprofit's
books and operations to ensure compliance with tax codes and industry best practices.

Advantage: Protection from Personal Liability

Incorporation as a nonprofit can protect an organization's founders, officers and workers from personal liability for the
organization's debts, including fines and lawsuits. This protection is particularly important for charitable organizations th at
work directly with the public.

References

Mayhew, R. (2019, February 13th). Advantages & Disadvantages of Nonprofits. Small Business - [Link].

[Link]
 LINKERS AND CONNECTING WORDS

Linkers /Connecting words

PURPOSE EXAMPLES
RESULT So I was late for the conference about global
warming, so I decided to take a taxi.
Consequently / As a result /
Therefore It rained a lot. As a result, the streets were
flooded.
So / Such (a) ........... that
The storm was so terrible that the roofs were
ripped off.
He was such a great metereologist that he led
research on climate change.
CAUSE Because / Since / As Since we got late to the local emergency
AND committee meeting, all the important decisions
Because of / Due to
REASON were already made.
We were unable to go by plane because of a
terrible storm.
CONTRAST Although / Even though / But Although the bike is a slow means of
transportation, it is still one of the cleanest ways
Despite / In spite of
to reduce air pollution.
However / Nevertheless/ On the
Despite / In spite of the rain, the NGO´s
other hand
members came to the meeting.
Using plastic bags is not good for the
environment. However, many shoppers still do it.
TIME When / While / After / Before / As While I was driving home, I saw a huge twister.
soon as / Until / By the time
He went out after the storm was over.
ADDITION And I don´t feel like going out tonight. Besides, the
weather channel says there´s a huge storm
In addition / Furthermore /
coming.
Moreover / Besides
She writes articles about conservation. In
In addition to / As well as
addition, she also produces documentaries
Also / Too about the same topic.
The planet is alive. It “rewires” itself as humans
do, too.

PURPOSE In order (not) to / So as (not) to Anita phoned me in order to recommend me to

+ inf join a webinar about green issues.
So that + subject + modal verb + I left early so that I would participate in the
inf conference about green energies on time.
 Planning Worksheet Week 4

Title
Introduction: State your position with a thesis statement

Argument 1 Argument 2

Opposite
Yours

Fact Statement Fact statement

Opposite
Yours

Supporting evidence Supporting evidence

Opposite
Yours

Conclussion statement Conclussion statement

Opposite
Yours
 Weeks 5 and 6
Review and Integrated Mini-Project
Level: 11th Unit: 3
Enduring Understanding: Responsible, sustainable and proactive actions have an impact and can positively transform the
environment.
Essential Question: What are the consequences of our positive actions on changing the environment?
New Citizenship:
Dimensions
1. Ways of thinking (√ )
2. Ways of living in the world (√ )
3. Ways of relating with others (√ )
4. Tools for integrating with the world ( √ )

Learn to Know Learn to Do Learn to Be and Live in Community

Grammar & Sentence Frame Function Psychosocial
 Did Ls use all sentence frames?  Did Ls use all functions?  Did Ls show evidence of …
 Being aware and committed to
Vocabulary Discourse Markers protecting the environment
 Did Ls say aloud and write all  Did Ls practice connecting words: and,  Appreciating natural wonders
vocabulary? but, because?
Sociocultural
 Did Ls practice idioms and quotes?
Phonology
 Did Ls recognize, articulate and
produce phonological sounds?
 Assessment
Strategies & Time
indicators of Total:
learning Learner can Didactic Sequence Mediation 120 min
(Diagnostic, (3
formative, lessons)
summative)
 Did Ls  Can Ls Referencing notes from formative assessments throughout the weeks, repeat All of week
achieve all do all activities to strengthen Ls in weaker areas or select from Optional Activities that 5 or 6
learning tasks? follow these plans.
outcomes?

Options Integrated Mini-Project Time

 By allowing time for the Mini-Project each week for participating, thinking, and acting All of week
out, learners should now have a chosen project and determined content and strategies. 5 or 6 of
In the presentation week Ls focus on: unit

Responding and sharing: Participating in individual and peer assessment of

mini-project.

Integrated Mini-project Self-Assessment

Participating to Negotiate
I participated by
sharing my own ideas and interests with my family or
classmates
respecting my family or classmates’ opinions,
communicating respectfully
 making decisions

A lot A little Not at all

5 4 3 2 1
Thinking:
I planned by
looking for information and resources,
thinking of a design for brochure/environmental art and craft
supporting ecology project /interview
interacting with my classmates.
making decisions
A lot A little Not at all
5 4 3 2 1
Acting out:
I acted out by
reviewing the information
improving my app/paper /poster design
correcting the information,
rehearsing and working on pronunciation, intonation,
fluency and other aspects,
A lot A little Not at all
 5 4 3 2 1
Responding and Sharing:
I can demonstrate I was well- prepared in delivering and sharing
the information by
responsibly delivering the project during the virtual /
classroom exchange.
answering questions from the audience respectfully.
self-assessing the final product.
A lot A little Not at all
5 4 3 2 1

Teachers monitor ….
 Did Ls use English during all aspects of Integrated Mini-Project?
 How did project presentations reflect understanding and/or mastery of Can Do
statements?
 Did Ls put into practice the focus of Learn to Be and Live in Community?
 Did the Integrated Mini-Project provide answers to the Essential Question?