4to Grado Octubre - Inglés (2023-2024)
4to Grado Octubre - Inglés (2023-2024)
4to Grado Octubre - Inglés (2023-2024)
today
yesterday tomorrow
Observaciones
Los contenidos de Inglés corresponden a los del programa de estudio 2017 (Aprendizajes
Clave), pero están vinculados con los contenidos y PDA de otros campos del programa de
estudio 2022 (Nueva Escuela Mexicana), esto con la finalidad de que tanto el docente de
Inglés como el docente titular trabajen temáticas similares.
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describe.
En una hoja blanca, escribir los nombres de los personajes y sus
diálogos. Ejemplo: -Hojas blancas.
Merlin: “Sire, there is something you must know. Soon a great
darkness will fall over this land. Your child is in great danger. Let
me take the baby far away. I will be sure he stays safe.”
King Uther: “Merlin!” “You are a great magician. And you are my
friend. But there is no way we would let anyone take our child
away!”
En binas, practicar los diálogos de los personajes.
CIERRE:
Pasar al frente a leer los diálogos.
INICIO:
Escribir una lista de verbos en el pizarrón y solicitar a los NN, que
de manera voluntaria pasen a ordenarlos por categoría (regular e
irregular).
DESARROLLO:
Escribir en el pizarrón vocabulario de la leyenda que van a leer.
Ejemplo: flower, romance, town, delicate, adventure, etc.
Practicar pronunciación y escribir el significado de las palabras.
Leer la leyenda “The Legend of the Cempasuchil Flower”. (Se
sugiere el siguiente enlace para su lectura):
https://www.inside-mexico.com/the-legend-of-the-cempasuchil- -Internet.
flower/
Preguntar qué fue lo que entendieron de la leyenda.
Identificar las partes de la leyenda, introducción, desarrollo y
cierre.
Identificar verbos regulares en tiempo pasado, recordar la
terminación –ed.
Identificar los verbos irregulares en tiempo pasado, hacer una -Libreta.
lista de ambos tipos de verbos y escribir su significado en la
libreta.
Escribir los verbos en la libreta, agregar a cada categoría de
verbo los que recuerden.
Practicar la pronunciación de los verbos.
CIERRE: -Libreta.
Hacer un dibujo de la leyenda en la libreta.
INICIO:
Escribir en el pizarrón vocabulario incompleto sobre la leyenda de
la clase anterior.
Solicitar a alumnos voluntarios que pasen a completar las
palabras con las letras correctas. Ejemplo: fl_wer, princ_ss, t_wn,
mo_ntain, _ztecs, etc.
DESARROLLO:
Completar información en el pizarrón sobre la leyenda leída en la
clase anterior. Ejemplo:
The legend is about… how cempasuchil flower
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was born.
The characters of the legend are… the love of two young
Aztecs.
The narrator wants to explain… Xóchitl and Huitzilin.
Leer las oraciones completas.
Hablar sobre la flor de cempasúchil, y su uso en el día de
muertos.
Leer la leyenda nuevamente, hacer preguntas como: Where does
the legend take place? Who died in the legend?, What animal
appears in the legend?
CIERRE:
Pedir a los NN que ordenen oraciones sobre la leyenda en su -Libreta.
libreta. Ejemplo:
1. girl. / was / Xochitl / delicate / a (Xochitl was a delicate girl.)
2. mountain. / hiking / They / enjoyed / the (They enjoyed
hiking the mountain.)
3. King Uther. / was / name / His (His name was King Uther.)
4. had / Queen Guinevere / child. / a (Queen Guinevere had a
child.)
Productos y evidencias de aprendizaje
Diálogos escritos en hojas blancas, que le servirán de guía para la presentación de teatro.
Ilustración de la leyenda “The Legend of the Cempasuchil Flower”.
Oraciones ordenadas de la leyenda.
Aspectos a evaluar
Identificación de personajes y diálogos en una leyenda.
Identificación de verbos regulares e irregulares en tiempo pasado.
Ajustes razonables
Observaciones
Los contenidos de Inglés corresponden a los del programa de estudio 2017 (Aprendizajes
Clave), pero están vinculados con los contenidos y PDA de otros campos del programa de
estudio 2022 (Nueva Escuela Mexicana), esto con la finalidad de que tanto el docente de
Inglés como el docente titular trabajen temáticas similares.
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expresión de tiempo como, yesterday, last week, last month, two diferentes
days ago, etc. (Se sugiere el uso de las imágenes al final del actividades.
documento)
Escribir en el pizarrón las expresiones de tiempo con sus
significados.
En el pizarrón, completar oraciones en tiempo pasado con la
ayuda de las imágenes. Ejemplo:
I went to the zoo yesterday.
My mom visited my grandparents last weekend.
My sister listened to music last night.
We played soccer yesterday. -Libreta con las
Identificar sujetos y verbos en cada oración. oraciones
Leer las oraciones que ordenaron en la libreta la clase anterior. ordenadas sobre la
Pedir a los NN que subrayen los verbos en cada oración, decir su leyenda del
significado y qué tipo de verbo es (regular o irregular). cempasúchil.
CIERRE:
Escribir una C (cempasúchil) o una K (King) para identificar a qué
leyenda pertenece cada oración de la libreta.
INICIO:
Escribir en el pizarrón palabras del nuevo vocabulario de la -Diccionario bilin
leyenda que van a leer y con la ayuda del diccionario buscar sus güe.
significados. Ejemplo: Fish, land, sea, fishing, fishermen, canoe,
hook, etc.
DESARROLLO:
Preguntar de qué creen que se va a tratar la leyenda. Leyenda -Internet.
sugerida: Maui pulls up the islands. (Se sugiere hacer la lectura
con la ayuda del enlace siguiente)
https://www.storiestogrowby.org/story/tales-of-moanas-maui-
the-demi-god-legend-stories-for-kids/
Escribir el nombre de la leyenda en el pizarrón.
Leer la leyenda y preguntar qué entendieron.
Responder preguntas como: What is the title?, How many
paragraphs are there?, Where does the legend take place?
Identificar verbos en la leyenda que se encuentren en tiempo
pasado, preguntar qué tienen en común y si saben sus
significados.
Escribir la lista de verbos identificados en el pizarrón. -Actividad #1
Reescribir oraciones de la leyenda corrigiendo puntuación y
algunas convenciones ortográficas. (Activity #1 al final del
documento)
CIERRE: -Actividad #1
Colorear imágenes del cuento. (Activity #1)
INICIO:
Jugar ahorcado en el pizarrón para adivinar vocabulario de la
leyenda que leyeron en la clase anterior.
Preguntar a los NN qué recuerdan de la leyenda.
DESARROLLO:
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Observaciones
Los contenidos de Inglés corresponden a los del programa de estudio 2017 (Aprendizajes
Clave), pero están vinculados con los contenidos y PDA de otros campos del programa de
estudio 2022 (Nueva Escuela Mexicana), esto con la finalidad de que tanto el docente de
Inglés como el docente titular trabajen temáticas similares.
Planeación Didáctica Educación Primaria 2023-2024
https://www.storiestogrowby.org/story/tales-of-moanas-maui-
the-demi-god-legend-stories-for-kids/
Identificar las palabras del nuevo vocabulario en la lectura.
Identificar verbos en tiempo pasado (regulares e irregulares).
Recordar la terminación –ed en verbos regulares, aclarar el
significado de los verbos y de las oraciones en las que se
encuentran.
En la libreta, responder oraciones de verdadero o falso sobre la -Libreta.
leyenda. Ejemplo:
1. The days were too long. F
2. Maui made a giant lasso from his sister’s hair. T
3. Maui caught the moon. F
4. Maui and the sun worked out a deal. T
CIERRE:
Intercambiar las libretas y revisar las respuestas que estarán -Libreta.
anotadas en el pizarrón.
INICIO:
Buscar el vocabulario de las leyendas leídas en las últimas dos -Libreta.
sesiones en la libreta y repasar.
DESARROLLO:
Leer nuevamente la leyenda de la clase anterior. Leyenda -Internet.
sugerida: Maui pulls up the islands. (Se sugiere hacer la lectura
con la ayuda del enlace siguiente)
https://www.storiestogrowby.org/story/tales-of-moanas-maui-
the-demi-god-legend-stories-for-kids/
Identificar los diálogos en la leyenda y copiarlos en la libreta. -Libreta.
Identificar los personajes de la leyenda y escribir sus nombres
junto al diálogo correspondiente.
Practicar el diálogo. Ejemplo:
Maui: “It is that Sun!” “He is racing too fast across the sky! He is
not thinking about the people who live down below, on the
islands.”
Person 1: “Who do you think you are, Maui?” “No one can catch
the Sun!”
Person 2: “Even if you are a demi-god,” “you know very well the
Sun is too big and bright for anyone to stop.”
Sun: “Get me out of here”
Maui: “Not yet!” “You are moving too fast across the sky. It
makes the days too short for the humans who live down below.”
Sun: “So I like to go fast!” “Who cares? Let me out of here!”
Maui: No!” “I care! You have to stay here, in this crater!”
Sun: Oh! Very well! “I suppose I could slow down a little," "But
only for part of the year.”
Oralmente, todo el grupo, practicar la lectura en voz alta de los
diálogos.
CIERRE:
En equipos, practicar los diálogos de la leyenda.
Planeación Didáctica Educación Primaria 2023-2024
INICIO:
Hacer una votación para elegir la leyenda que deseen interpretar
en una obra.
DESARROLLO:
En equipos, elegir el personaje que van a representar en la obra. -Libreta con los
Practicar los diálogos que anotaron en la libreta de la leyenda diálogos de la
elegida. leyenda elegida.
Respetar el turno de participación en los diálogos.
Revisar la pronunciación de los NN.
CIERRE:
Por turnos, presentar la obra a sus compañeros.
Productos y evidencias de aprendizaje
Actividad de verdadero y falso.
Escritura de diálogos en la libreta, que le servirá para la presentación de una breve obra de
teatro.
Aspectos a evaluar
Representación de una obra de teatro.
Ajustes razonables
Observaciones
Los contenidos de Inglés corresponden a los del programa de estudio 2017 (Aprendizajes
Clave), pero están vinculados con los contenidos y PDA de otros campos del programa de
estudio 2022 (Nueva Escuela Mexicana), esto con la finalidad de que tanto el docente de
Inglés como el docente titular trabajen temáticas similares.
Planeación Didáctica Educación Primaria 2023-2024
Date: __________________________
Score: ____________
Name:_______________________________________________________
1. Match the items to the legend they correspond.
One day Maui said to his four brothers, “Come fishing with me today! Let’s go far out to sea.
The fish are much bigger and better there, than they are close to land.”
“Okay!” said his brothers. They were good fishermen and wanted those big fish. The four
brothers and Maui jumped into their canoe and started to row. When they got far out to sea
and could no longer see land, Maui jumped onto the end of the canoe.
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Answer key
English Assessment 4th Grade
October
Name:_______________________________________________________
1. Match the items to the legend they correspond.
One day Maui said to his four brothers, “Come fishing with me today! Let’s go far out to sea.
The fish are much bigger and better there, than they are close to land.”
“Okay!” said his brothers. They were good fishermen and wanted those big fish. The four
brothers and Maui jumped into their canoe and started to row. When they got far out to sea
and could no longer see land, Maui jumped onto the end of the canoe.
Legends
Semana 1 – Día 2
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Legends
Semana 1 – Día 3
The Sword in the Stone
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Long ago in England, a wise and just king ruled the land. His name was King Uther. Times were
good and the people lived well. King Uther wanted a magician at court. And so he chose the
famous Merlin the Magician. Merlin could see into the future. And he knew those good days
King Uther and the Queen Guinevere had a child, a baby son.
At a castle party for the royal birth, Merlin the Magician took the King aside. He said, “Sire,
there is something you must know. Soon a great darkness will fall over this land. Your child is
in great danger. Let me take the baby far away. I will be sure he stays safe.”
“Merlin!” said the King in surprise. “You are a great magician. And you are my friend. But there
Sadly, soon after the child’s birth the Queen died. Not long after, King Uther was killed in
battle. That very night, Merlin swept into the castle and took the child.
The next morning, the royal nurse went into the nursery. Alas, an empty crib! In fear, the nurse,
the nobles and servants looked everywhere. But the baby was gone!
For years, there was no king to sit on the throne. No king to set the laws. Men of high rank
fought each other to be king. Darkness fell over the land. Robbers and bands of wild men ruled
the streets of London. Evil men broke into houses and took what they wanted. Travelers on the
roads were jumped and robbed. The people of England lived in fear.
Yet far away, there was a quiet place. A good knight, Sir Ector, lived in peace with his two
sons. His first son was named Kay. His younger son Arthur had been adopted as a baby. Years
before, a stranger had come to Sir Ector with a baby. He asked if Sir Ector would raise the child.
The old knight took the baby in his arms, glad for a second child. He named the baby Arthur,
When Arthur was ten years old, the same stranger returned to Sir Ector’s home. He could read
and write, and so Sir Ector hired him to teach his two sons. Kay could not sit still for lessons and
he stopped coming. But Arthur listened with wide eyes. He learned everything. I bet you have
guessed by now who that stranger was – none other than Merlin the Magician!
At the end of each day when Arthur finished his chores, that was time for the lessons. Merlin
would sit with Arthur for hours and teach him about the world. Arthur was a thin lad, not strong
like his big brother Kay. Merlin said not to worry about that. He said what mattered most was
to have a heart that was big and strong. Merlin saw how the birds, foxes and deer followed
Arthur. He could see that the boy had a very big and strong heart.
By the time Arthur was 16, his brother Kay had become a knight. He was now called Sir Kay.
Arthur loved nothing more than to serve his brother as a squire. He kept great care of his
“The people need hope,” said Merlin. “Arthur, there is something I must do. I must go now.”
That night, when the nighttime was at its most dark, Merlin the Magician came to London’s
market square. He stood in the middle of the square. He held both his arms high. And pointed
The next morning at dawn, people started to arrive at the market. There in front of them was
something most odd. A block of white marble stood in the middle of the town square. Resting
on the block was a giant stone the size of a very large rock. At the very top of the stone there
was a golden sword handle and a few inches of the blade, shining in the sun. Yet – this was
most odd – the rest of the blade was buried deep into the stone. None of this was there the day
before!
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What’s more, these words could be seen on the top of the blade:
“Whoever pulls out this sword from this stone is the true king of
England!”
As soon as the crowd knew about the message, men jumped up to that white marble block. One
after another, they gave the sword a yank. Each tried and tried, but the sword stuck fast. It
One said in gloom, “There is no man alive who could pull out that sword!”
“We’ll see about that!” said a voice in the crowd. The Duke of Cornwall, dressed in silks and
ribbons, stepped up to the white marble block. “Hear ye, hear ye!” he said. “I call for a
tournament to be held, one month from today. Knights from anywhere and everywhere in
England are invited to come. There will be contests and prizes. And a grand feast for all!” The
Duke said to his wife, the Duchess, “If I know men, this tournament will draw the strongest,
Said the Duchess, “Good idea, my dear. All we need is one knight who is so strong he can pull
that sword from the stone. Then we will have a king again, at last!”
The people danced and cheered. At last there was something to feel happy about! News of the
tournament traveled fast. From castle to village, to every far corner of the land. At last, word
got to the far-away home of Sir Ector. Sir Kay heard the news when he was polishing his
helmet.
“Arthur!” he called out. Arthur was once again by the woods, feeding birds from his hand. He
set down a pile of seeds for the birds, and a pile for the squirrels. Then he ran fast to see his
brother.
“There you are!” said Kay. “There will be a tournament in London. We must set out at once!”
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What great news! Arthur had never been more than a few miles from home. He would be the
best squire ever for his brother! Arthur ran back to the house. In the courtyard his father was
Sir Ector and his two sons rode through London on their way to the tournament. Riding through
the market square, something shiny glinted in the sun. “That sword looks like it goes right into
that stone,” said Arthur. “But how can that be? That’s impossible.” But why were guards
The father and his two sons reached the tournament. Sir Kay ran off to get in line to register.
Sir Ector greeted many old friends – dukes, earls, barons, counts and countesses. Arthur sat in
A bugle sounded. The tournament was about to begin! “Get my sword, demanded Kay”
“Right away,” said Arthur. But where was it? Arthur looked around in panic. Kay’s spear,
battle-axe, and dagger were right where they should be. But no sword. “Kay…” he said, “how
about a battle-axe?”
“Where is my sword?!”
Arthur ran back into the tent. Maybe he had left Kay’s sword there? He searched through the
bag of armor and weapons. How could he let such a thing happen? Then he had an idea.
Very fast, Arthur rode back to the market square. The guards were not there anymore – they
Arthur stepped up on the marble block. “Let’s see if that sword can get unstuck.” He took hold
of the handle of the sword. He moved the sword a bit. “Hey!” he said. “It’s looser than I
thought.”
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Arthur was thrown back, but the sword was safe in his hands. “I will be sure to bring it right
“What is it?” said Arthur. But his brother was gone. Soon after, he heard his brother’s voice
outside the tent. “Father, I have something to show you.” Kay and his father stepped inside the
tent.
Sir Ector stared. His face turned white. “Kay,” said the father, facing his older son, “where did
“Kay!” said the Father again in a stern voice. “I will ask you one more time. Where did you get
this sword?”
“From Arthur,” he said. “He lost my sword! Somehow he got this one.”
“Arthur?” The father turned to his younger son. “How is it that you came by this sword?”
“I’m sorry!” said Arthur. “Father, I will put it back right away. I only meant to borrow it when I
“You must take us to where you found this sword. At once!” The three of them rushed over to
Arthur climbed up onto the marble block. “It came from here,” he said. He lifted the sword over
his head.
Then he dropped the blade back into the stone. “Now it’s back.”
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“Hey,” said Sir Kay. “I still need a sword!” He jumped up onto the marble block. Grabbing the
hilt of the sword, he pulled and pulled. But it did not move.
“Hush! Both of you!” said the father. “It is better if no one sees or hears us.”
“Hey! Did you pull that sword out of the stone?” called one.
Arthur put his hands around the golden handle. With one tug, the blade slid out.
“Wait a minute, put that sword back!” A tall knight pushed forward from the crowd. “Anyone
“Go ahead. Put it back, son,” said a voice. It was the Duke of Cornwall, the one who had called
“All right,” said Arthur. He slipped the blade back into the stone, with ease.
“Let me at that now!” said the tall knight. He jumped up and grabbed the handle of the sword.
But pull and tug as he might, the sword would not move. Not even a bit.
Another knight tried. Then another. But no one could move the sword. Some waited, thinking
the longer they pulled the sword, the looser it would get. But when each man took their turn,
“Let the lad try now,” said the Duke of Cornwall. “Arthur, go ahead.”
Arthur stepped up to the stone again. In one motion he freed the sword.
This time, he held it high above his head. The blade flashed in the sun.
“Stop!” shouted the tall knight. “Do you really think this skinny boy should rule over all of us?”
“Yes!” said a voice. All eyes turned around. It was Merlin the Magician.
“I know this boy. I know his heart. There is no one in England who has a heart that is bigger
and stronger than his. The sword has told us this young man is to be the next king of England.
“The lad,” said Merlin, pointing to Arthur, “is the true child of King Uther. He is the missing
baby!”
Cheers began to ring out. “Hail, King Arthur!” called someone from the crowd.
Sir Ector fell to his knees. Then Sir Kay. One person after another fell to their knees, too. All
cheered. At last, a king had been chosen. A fresh young king, and a new day for England!
The End
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Legends
Semana 3 – Día 1
Yesterday
Last weekend
Activity #1
Stories
1. one day maui said to his four brothers, come fishing with me today!”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. maui pulled the fishing line tight He called out, “See that tug I must have hooked a giant
fish!
_________________________________________________________________________
_________________________________________________________________________
4. “that is some fish you caught" said another
_________________________________________________________________________
_________________________________________________________________________
5. legend says that is how maui made the islands, where the people now live
_________________________________________________________________________
_________________________________________________________________________
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