Literatura Inglesa

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  To master basic cognitive skills when listening, reading, speaking and writing.
  
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  To improve communicative skills in order to succeed in a global society.
  
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  To demonstrate knowledge of the writing process: researching, organizing, writing, rewriting, and referencing.
  
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  To improve vocabulary size and accuracy.
  
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  To become familiar with mayor works of English Literature of the United Sates and the world.
  
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  To identify the purposes and characteristics of the major literary genres.
  
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  To apply an in-depth understanding of genre as an aid to reading comprehension
  

1. 
   Literary Analysis: The Moral of a Story
   

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  “The Cat Who Thought She Was a Dog and the Dog who Thought He Was a Cat” by Isaac Bashevis Singer (Short Story)
  

2. 
   Literary Analysis: Character’s Motives
   

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  “Two Kinds” from “The Joy Luck Club” by Amy tan (Short Story)
  

3. 
   Reading Informational Material: Magazine Article
   

• 
  “Golden Girls” by Johnette Howard (Magazine Article)
  

1. 
   Literary Analysis: Tribute
   
2. 
   from “In Search of Our Mathers’ Gardens” by Alice Walker (Nonfiction)
   
3. 
   Identifying Idioms
   
4. 
   “Seventh Grade” by Gary Soto (Short Story)
   
5. 
   Reading Informational Material: Memorandum
   
6. 
   Memorandum (memo)
   

1. 
   Literary Analysis: Modern Fairy Tale
   
2. 
   “The Third Wish” by Joan Aiken (Short Story)
   
3. 
   Literary Analysis: Repetition
   
4. 
   “”The Charge of the Light Brigade” by Alfred, Lord Tennyson (Poem)
   
5. 
   Reading Informational Materials: Cause-and-Effect Essay
   
6. 
   How do Rainmakers Make Rain? (Cause-and-Effect Essay)
   

1. 
   Literary analysis: Humorous
   
2. 
   “The Night the Bell Fell” by James Thurber (Humorous Essay)
   
3. 
   Literary analysis: Suspense
   
4. 
   “The Highwayman” by Alfred Noyes (Poem)
   
5. 
   Reading Informational Material:Signs
   
6. 
   “The National Oregon Trail center” (Sign)
   

1. 
   Literary Analysis: Character Traits
   
2. 
   “Cat on the Go” by James Herrriot (Autobiography)
   
3. 
   Reading Informational Materials: Government Publications
   
4. 
   “Walking for Exercise and Pleasure” by The President’s Council of Physical Fitness and Sports (Government Publications)
   
5. 
   “The Iceman” by Don Lessem (Primary Research Article)
   

1. 
   Literary Analysis: Plot
   
2. 
   “Rikki-tikki-tavi” by Rudyard Kipling (Plot)
   
3. 
   Literary analysis: Theme
   
4. 
   “Ribbons” by Laurence Yep (Theme)
   
5. 
   Reading Informational Materials
   
6. 
   “New Exhibit: Let the Good Times Roll: A Tribute to Rhythm and Blues (Press Release)
   

1. 
   Literary analysis: Reflective Essay
   
2. 
   “I am a Native of North America by Chief Dan George (Reflective Essay)
   
3. 
   Reading Informational Materials
   
4. 
   “The Bill of Rights” (Public Document)
   
5. 
   “Pandas” (Research Article)
   

1. 
   “A Christmas Carol: Scrooge and Marley” by Charles Dickens
   
2. 
   Reading Informational Materials
   
3. 
   “Reviews of a Christmas Carol” (literary Criticism)
   
4. 
   “Making Fantasy Real” (Response to Literature)
   

1. 
   Literary Analysis: Rhythm and Rhyme
   
2. 
   “Annabel Lee” by Edgar Allan Poe (Rhythm And Rhyme)
   
3. 
   Literary Analysis: Sound Devuces
   
4. 
   “Maestro” by Pat Mora
   
5. 
   “Fog” by Carl Sandburg (Figurative Language)
   
6. 
   Reading Informational Materials
   
7. 
   “Bat Attacks? By Laura Allen ( Comparison-and-Contrast Essay)
   

1. 
   Literary Analysis: Legends
   
2. 
   “Popocatepeth and Ixtlaccihuatl” by Juliet Piggott (Mexican Legend)
   
3. 
   Reading Informational Material :
   
4. 
   Tenochtitlan: Inside the Aztec Capital
   
5. 
   Literary Analysis:Myth
   
6. 
   “Demeter and Persephone”ll”
   

Tema

5. 
   Objetivo de cada tema
   

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  Have students free write about activities that would be difficult to perform if people did not have access to mirror.
  
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  Follow with a class discussion in which students share their observations.
  

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  How clearly is the sequence or order of events
  
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  How interesting is the conflict, problem, or change
  
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  How strong and precise is the language
  

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  Ask students write a brief tribute to an important person in their life.
  
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  Ask students share their composition to the class
  

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  The ability to summarize
  
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  The helpfulness in making the ideas clear
  
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  The understanding of the bigger picture of the topic
  

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  Ask students to investigate a fairy tale, beginning with the origin of the tale and then finding different versions. Invite students to present their findings to the class.
  

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  The ability of creating written descriptions and analyses
  

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  Ask students to work in groups of four and dramatize, “The Bed Fell”, the confusion in the story at the point when all characters are involved
  

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  Depth of understanding
  
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  Clarity
  
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  Coherence
  
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  Monitoring of their listener´s understanding
  

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  Working in groups ask students to create a small poster describing an idiom using cartoons
  
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  Share cartoons with the rest of the class
  

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  Creativity
  
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  Use of good examples and explanations
  

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  Ask students to create a colorful map giving a visual illustrations of a short story plot
  

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  The ability to organize ideas to establish visual criteria
  

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  Write a persuasive essay about attacks on natures
  

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  The ability to incorporate material learned in class into a coherent, well-argued, and analytical piece of writing that uses a variety of sources, including readings, discussions, and lectures.
  

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  Ask the students to work in groups and present a scene of
  
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  “ A Christmas Carol” as a radio drama
  
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  Tape –record and make adjustments after listening to the tape
  
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  Write commercials for sponsors of your broadcast
  

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  Pronunciation
  
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  Tone of voice appropriate for the character and the situation
  

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  Ask students to work in pairs and compare literary works
  
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  Share with the group the features of two contrasting poems (Narrative and Lyric)
  

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  The ability to use figurative language.
  

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  Ask students to write their own version of a legend using structures and themes identified in reading.
  

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  Reflect the objective of the lesson
  
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  Reflect what has been taught
  

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  Material audiovisual (videos, CD, otros)
  
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  Programas computacionales
  
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  Equipo para laboratorio
  
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  Materiales para laboratorio
  
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  Pruebas psicométricas
  
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  Pruebas proyectivas
  
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  Otros
  

1. 
   Overhead Projector, literary Works, CD. markers
   

2. 
   Internet
   

3. 
   Visuals, markers
   

4. 
   Literary Works
   

5. 
   Overhead Projector, literary Works, CD, markers
   

6. 
   Overhead Projector, literary Works, CD, markers
   

7. 
   Internet
   

8. 
   Movie “A Christsmas Carol”, TV, DVD Player
   

9. 
   Overhead Projector, literary Works, CD, markers
   

10. 
    Internet