6to Grado Febrero - Inglés (2023-2024)

Planeación Didáctica Educación Primaria 2023-2024
Fase 5 Grado 6° Campo Inglés

Ejes articuladores
Secuencia This is my opinion! Escenario Aula
Los alumnos escucharán entrevistas para dar su opinión sobre la misma y entablar una
discusión con sus compañeros.
Ambiente social de
Campo Actividad comunicativa
aprendizaje
Intercambios asociados a medios de
Familiar y comunitario.
comunicación.
Practica social de
Aprendizajes esperados
lenguaje
 Explora entrevistas.
Analiza y discute una  Comprende información general y algunos
entrevista. detalles de entrevistas.
 Discute opiniones sobre entrevistas.
VINCULACIÓN CON OTROS CAMPOS (Programa de estudio 2022)
Campo Contenido PDA
Prepara su participación en un debate y formula
los argumentos por presentar, cuidando que la
Participación en debates exposición del tema por discutir resulte coherente
sobre temas de interés y suficiente, los argumentos claros, pertinentes y
común. fundamentados, y se expliciten las referencias
bibliográficas y citas textuales que dan soporte a
la información que se comparte.
Vocabulario
Interview, interviewer, questions, general opinions, opinions in favor and against, state
evidence, refute opinions, etc.
Tiempo de
Metodología Secuencia didáctica
aplicación
Semana 1
DESARROLLO DE LA SECUENCIA DIDÁCTICA
Recursos e
Actividades
implicaciones
INICIO:
 Jugar ahorcado para adivinar la palabra “Interview”. Aclarar
significado de la palabra.
 Preguntar a los estudiantes si han participado en alguna
entrevista.
 Escribir en el pizarrón una lista de temas que se pueden abordar
en una entrevista. Ejemplo: Sports, culture, fashion, health,
education, politics, etc.
DESARROLLO:
 Escribir en el pizarrón las palabras para hacer preguntas de tipo
abiertas “Question words”. Ejemplo: what, when, where, why,

etc. -Libreta.
 Preguntar a los estudiantes el significado de cada una y pedirles

que copien las palabras en la libreta.
 Pedir a los estudiantes que pasen al pizarrón a ordenar preguntas
abiertas y en grupo contestarlas. Ejemplo: is / your / what / story
/ favorite / ? (what is your favorite story?), do / buy / do /
where / food / ? (where do you buy food?), friend / your / is /
who / ? (who is your best friend?), you / live / what / do /
country / ? (what country do you live?) etc.
CIERRE:
 Solicitar a los estudiantes que, en binas, lean las preguntas y
respuestas al frente.
INICIO:
 Escribir en el pizarrón vocabulario de la entrevista que van a
escuchar. Ejemplo: perform, enjoy, share, classical music, come
up with, community, mentor, etc.
 Con la ayuda de un diccionario bilingüe, pedir a los estudiantes -Diccionario
que busquen sus significados. Bilingüe.
DESARROLLO:
 Leer y escuchar una breve entrevista. (Se recomienda el uso del -Internet y
link para escuchar la entrevista y el texto al final del documento dispositivo
para leerla. multimedia para
https://www.timeforkids.com/g56/service-stars-kid-of-the-week- reproducir la
emma-grace-kim/ entrevista.
 Pedir a los estudiantes que identifiquen la parte que dice el -Copias del texto
entrevistador y lo que responde el entrevistado. de la entrevista.
 Hacer preguntas de comprensión como: What is the name of the
interviewed? What did she and her sister do? What is the name of
their project? Etc.
 Aclarar el significado de la entrevista.
CIERRE:
 Solicitar a los educandos que, en binas, practiquen la lectura de
la entrevista.
INICIO:
 Preguntar a los alumnos los “Question words” y escribir la lista en
el pizarrón.
 Solicitar a los estudiantes que pasen al frente a escribir sus
significados.
DESARROLLO:
 Escribir una lista de preguntas en el pizarrón. Ejemplo:
What are your favorite moments from Christmas holidays?
What are you looking forward to this year?
Do you have any academic goals?
Who are your best friends?

What’s your favorite subject in school?
What’s your least favorite?
What do you think you’re great at?
 Preguntar a los estudiantes el significado de las preguntas y
aclarar aquellas que no conozcan.
 Pedir a los alumnos que escriban las preguntas en la libreta. -Libreta.
CIERRE:
 Pedir a los estudiantes que respondan las preguntas en la libreta.
 Revisar que las respuestas estén correctas y completas.
Productos y evidencias de aprendizaje
Lista de “Question words” escrita en la libreta.
Preguntas respondidas en la libreta.
Aspectos a evaluar
Identificación de preguntas abiertas.
Identificación del entrevistado y el entrevistador en un texto.
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.

Ejes articuladores
Ambiente social de
aprendizaje
comunicación.
Practica social de
lenguaje
Analiza y discute una  Comprende información general y
entrevista. algunos detalles de entrevistas.
Campo Contenido PDA
exposición del tema por discutir resulte
Participación en debates sobre coherente y suficiente, los argumentos claros,
temas de interés común. pertinentes y fundamentados, y se expliciten
las referencias bibliográficas y citas textuales
que dan soporte a la información que se
comparte.
Vocabulario
Tiempo de
aplicación
Semana 2
Recursos e
Actividades
implicaciones
INICIO:
 Escribir en el pizarrón las preguntas de las clases pasada.
 Pedir a los estudiantes que, coralmente, practiquen la
pronunciación de las preguntas.
DESARROLLO:
 Explicar a los alumnos los objetivos principales de una entrevista. -Libreta.
Ejemplo:
1. Gather information.
2. Seek out different perspectives.
3. Pull out as much information as possible.
4. Ask high quality questions.
5. Document the interview.
6. Practice before the interview.
 Solicitar a los estudiantes que trabajen en binas y que se
pregunten y respondan el cuestionario con la ayuda de la
información de sus libretas.
 Monitorear a los estudiantes para revisar sus preguntas y
respuestas.
CIERRE:
 Pedir a los alumnos que pasen al frente a realizar su entrevista.
INICIO:
 Mostrar diferentes crayones y preguntar a los alumnos los nombres -Crayones.
de los colores. (Llevar un crayón color piel)
 Escribir en el pizarrón el título de la entrevista que van a leer:
“Crayon activist”
 Preguntar qué entienden por ese título y aclarar su significado.
DESARROLLO:
 Escribir en el pizarrón vocabulario en inglés y español de la -Internet y
entrevista que van a leer y escuchar. Ejemplo: activist, brand, dispositivo
multicultural, published, cover, etc. multimedia para
https://www.timeforkids.com/g56/sneak-peek-more-than-peach/ reproducir la
 Pedir a los alumnos que identifiquen al entrevistador y entrevista.
entrevistado. -Copias del texto
 Solicitar a los estudiantes que señalen las preguntas en el texto, e de la entrevista.
identifiquen el tipo de preguntas. (Se recomienda el uso del texto
al final del documento)
 Pedir a los alumnos que pasen al pizarrón a relacionar preguntas y
respuestas sobre la entrevista. Ejemplo:
Who is the interviewer? Time For Kids.
What is the name of the crayon activist? Her name is Bellen
Woodard.
When will the book be published? On July 26, 2022.
CIERRE:
 Leer la entrevista nuevamente y pedir a los estudiantes que
identifiquen el inicio, desarrollo y cierre.
INICIO:
 Pedir a los alumnos que pasen al frente a identificar y encerrar las
“Question words” en una lista de palabras. Ejemplo:
arewheremorningwhattodaywhofirstinterviewwhywhenschoolcourse
 Pedir a los estudiantes que escriban las palabras en lista.
DESARROLLO:
 Pedir a los educandos que vuelvan a leer la entrevista de la clase -Copias del texto
anterior. de la entrevista.
 Solicitar a los NN que señalen las palabras conocidas.

 Escribir en el pizarrón expresiones para opinar sobre la entrevista.
Ejemplo:
I consider that it is a very interesting interview.
In my opinion to be an activist is great.
I don’t agree because it is not an important fact.
 Identificar las expresiones que están a favor, en contra, que
muestran una opinión general, etc.
 Pedir opiniones a los estudiantes para completar las mismas
expresiones con diferentes frases.
CIERRE:
 Solicitar a los estudiantes que completen oraciones de la entrevista
en la libreta. Ejemplo: -Libreta.
1. Bellen Woodard is the first crayon activist.
2. Bellen wrote a book to tell her story.
3. The name of the book is “More than peach”.
4. An activist is someone who wants to make a change.
Entrevista entre alumnos.
Oraciones completadas sobre una entrevista.
Aspectos a evaluar
Identificación de las partes de la entrevista.
Identificación de expresiones para opinar sobre una entrevista.
Ajustes razonables
Observaciones

Ejes articuladores
Ambiente social de
aprendizaje
comunicación.
Practica social de
lenguaje
Campo Contenido PDA
Vocabulario
Tiempo de
aplicación
Semana 3
Recursos e
Actividades
implicaciones
INICIO:
 Jugar “Ahorcado para descubrir la frase “Author”
 Preguntar a los alumnos ejemplos de autorías, por ejemplo, un
libro, una canción, etc.
DESARROLLO:
 Escribir en el pizarrón vocabulario de la entrevista que van a -Internet y

escuchar. Ejemplo: message, novel, goal, diversity, encourage, dispositivo
etc. multimedia para
https://www.timeforkids.com/g56/lets-talk-with-kwame-mbalia/ reproducir la
 Leer la entrevista y pedir a los alumnos que con la ayuda de un música.
diccionario busquen las palabras desconocidas y las escriban en la -Copias con el
libreta. (Se recomienda el uso del texto al final del documento) texto de la
 Pedir a los alumnos que identifiquen al entrevistador y entrevista y libreta.
entrevistado y que señalen las preguntas.
 Solicitar a los alumnos que pasen al frente a relacionar preguntas
y respuestas sobre la entrevista. Ejemplo:
Who is the interviewer? Orion Jean.
What is the name of the novel writer? His name is Kwame Mbalia.
Which character does he identify with the most? Eddie.
Why is Kwame a huge reader? Because his mother was a writer
and an English professor.
CIERRE:
 En grupo, recortar las respuestas de la entrevista para que en
binas.
 Pegar la entrevista en el cuaderno.
 Practicar la lectura de la entrevista por parejas.
INICIO:
 Jugar al ahorcado en el pizarrón para descubrir vocabulario de la
entrevista de la clase anterior.
 Preguntar a los alumnos sus significados.
DESARROLLO:
 Pedir a los estudiantes que lean nuevamente la entrevista de la -Copias con el
clase anterior y que subrayen las palabras conocidas. texto de la
 Completar oraciones de la entrevista. (Activity #1 al final del entrevista.
documento) -Actividad #1
 Pedir a los alumnos que intercambien la actividad para revisar las
respuestas.
 Solicitar a los estudiantes que, de manera voluntaria, lean las
oraciones en voz alta.
CIERRE:
 Solicitar a los estudiantes que completen en la libreta, -Libreta.
expresiones para opinar sobre la entrevista. Ejemplo:
I consider that it is a very interesting interview.
In my opinion to be a writer is awesome.
I don’t agree because it is not an important fact.
 Preguntar a los alumnos su opinión sobre la entrevista.
INICIO:
 Dividir el grupo en dos equipos para jugar tic-tac-toe (el gato) del
vocabulario de las entrevistas de las clases anteriores, con la
finalidad de hacer un repaso del glosario. Escribir el significado de
la palabra en español debajo de aquella que el alumno escoja, si
es correcto trazar la “O” o la “X”.
DESARROLLO:
 Escuchar y leer el reporte de una entrevista. (Se recomienda el -Internet y
uso del link para escuchar el reporte de la entrevista y el texto al dispositivo
final del documento para leerlo) multimedia para
https://www.timeforkids.com/g56/magical-friendship/ reproducir la
 Pedir a los estudiantes que lean oraciones sobre la noticia y entrevista.
encierren la respuesta correcta y luego que localicen en el texto
oraciones en discurso directo. (Activity #2 al final del documento) -Actividad #2
 Explicar a los estudiantes las características de las oraciones en
discurso directo.
CIERRE:
 Pedir a los estudiantes que hablen sobre la diferencia entre las
entrevistas que han trabajado.
Vocabulario de una entrevista en la libreta.
Expresiones completadas sobre su opinión de la entrevista.
Oraciones sobre una entrevista con la respuesta correcta.
Aspectos a evaluar
Práctica de lectura de una entrevista en voz alta.
Ajustes razonables
Observaciones

Ejes articuladores
Ambiente social de
aprendizaje
comunicación.
Practica social de
lenguaje
Campo Contenido PDA
Vocabulario
Tiempo de
aplicación
Semana 4
Recursos e
Actividades
implicaciones
INICIO:
 Escribir vocabulario de la entrevista que van a escuchar en inglés
y español. Ejemplo: rules, food, label, update, manufacturers,
healthy, approved, seeds, oils, etc.
 Pedir a los estudiantes que repitan las palabras para practicar
pronunciación.
DESARROLLO:
 Escuchar y leer el reporte de una entrevista. (Se recomienda el -Internet y
uso del link para escuchar el reporte de la entrevista y el texto al dispositivo
final del documento para leerlo) multimedia para
https://www.timeforkids.com/g56/new-rules-for-food-labels-2-g5- reproducir la
8plus/ entrevista y el
 Pedir a los estudiantes que pasen al pizarrón a leer oraciones texto.
sobre la noticia y encerrar la respuesta correcta. Ejemplo:
1. The text is about:
a. School b. Health c. Sport
2. Food packages have to carry:
a. Healthy label b. Pictures c. The price
3. Food has to be:
a. Sweet b. Healthy c. Unexpensive -Copias del texto
 Solicitar a los NN que localicen y subrayen oraciones en discurso con el reporte.
directo. (Se recomienda el uso del texto al final del documento)
 Identificar las características de las oraciones en discurso directo
con la ayuda del docente o un familiar.
CIERRE:
 Explicar el uso de las comillas para el discurso directo. -Libreta.
 Pedir a los estudiantes que copien en la libreta las respuestas de
la entrevista que le hicieron a sus compañeros para ponerlo en
discurso directo.
INICIO:
 Escribir en el pizarrón vocabulario de las opiniones que van a leer.
Ejemplo: species, extinction, breed, living conditions, mistreated,
etc.
 Preguntar el significado de las palabras y aclarar aquellas que no
conozcan.
DESARROLLO:
 Preguntar a los estudiantes quién ha visitado un zoológico.
 Hacer una encuesta rápida entre los alumnos para saber su
opinión sobre si deben existir los zoológicos.
 Pedir a los educandos que escuchen lean opiniones de diferentes -Copias del texto
niños sobre el tema. (Se recomienda el uso del link para escuchar sobre los
las opiniones y el texto al final del documento para leerlas) zoológicos.
https://www.timeforkids.com/g56/should-zoos-still-exist-2/
 Pedir a los alumnos que pongan atención en las expresiones para
dar una opinión a favor o en contra.
 Solicitar a los estudiantes que ordenen oraciones sobre opiniones. -Actividad #3
(Activity #3 al final del documento)
CIERRE:
 Pedir a los estudiantes que reescriban oraciones en la libreta -Libreta.
agregando más expresiones para dar su opinión. Ejemplo:
I think…
In my opinion …
I agree with…
I don’t agree …
I feel that …
INICIO:
 Jugar al “Ahorcado” para descubrir y repasar vocabulario del tema
de la clase anterior.
DESARROLLO:
 Escribir el título del tema en el pizarrón.
 Con la ayuda de las oraciones que escribieron para dar su opinión
la clase anterior, comenzar una discusión sobre la existencia de
los zoológicos.
CIERRE:
 Escribir algunas de las opiniones en el pizarrón y revisar cuál
postura es la que tiene más frases a favor.
Oraciones escritas en la libreta en discurso directo.
Oraciones escritas con opiniones sobre un tema.
Aspectos a evaluar
Identificación de oraciones en discurso directo.
Expresa opiniones sobre un tema.
Ajustes razonables
Observaciones
Date: __________________________
Score: ____________
English Assessment 6th Grade

February
Name:_______________________________________________________
1. Read the text and circle the correct answer.

Happy, an Asian elephant, lives at the Bronx Zoo, in New York City. But the Nonhuman Rights
Project (NhRP) says the zoo doesn’t provide the space and socialization that Happy needs.
The NhRP is taking the Bronx Zoo to court. Its case will be heard in 2022.
The case has restarted conversations about whether or not zoos should still exist. Some say
zoos save species from extinction and teach people about conservation. Others argue that
living in captivity is bad for an animal’s mental and physical health.
The text is about:
a. New York City b. Zoos c. Animals
Happy is:
a. A person b. A zoo c. An Asian elephant
Some people are:
a. Against zoos b. In favor of zoos c. Against and other in favor
2. Read the text and complete the sentences.

Kwame Mbalia is an author. The graphic-novel version of his book Tristan Strong Punches a
Hole in the Sky came out in August. TFK Kid Reporter Orion Jean spoke with him about
books and more.
What role did books play in your childhood?
I was a huge reader. I’m still a huge reader. My office is covered in books. My bookshelves
are stacked to the brim. That’s probably because of my mother. She was a writer and an
English professor. She was the one who really encouraged my reading.
Which character in your books do you most identify with? Which is most like you?
There’s a little bit of me in all of the characters I write. Tristan’s afraid of heights; I’m afraid
of heights. There’s a little grain of me in Granddad, as well. Just a gruff, no-nonsense type of
character.
a. Kwame Mbalia is a book ___________.
b. Kwame was a huge __________.
c. The __________ of the book is “Tristan Strong Punches a Hole in the Sky”.
d. His ___________ was a writer and an English professor.
e. He is afraid of ___________ like Tristan.
3. Complete the questions with the correct word.
________ is the text about? It is about healthy food packaging.

________ is the News from? It’s from The United States of America.
________ was interviewed? Xavier Becerra.
Answer key
English Assessment 6th Grade
February
1. Read the text and circle the correct answer.

Project (NhRP) says the zoo doesn’t provide the space and socialization that Happy needs.
The NhRP is taking the Bronx Zoo to court. Its case will be heard in 2022.
zoos save species from extinction and teach people about conservation. Others argue that
living in captivity is bad for an animal’s mental and physical health.
The text is about:
a. New York City b. Zoos c. Animals
Happy is:
a. A person b. A zoo c. An Asian elephant
Some people are:
a. Against zoos b. In favor of zoos c. Against and other in favor
2. Read the text and complete the sentences.

Kwame Mbalia is an author. The graphic-novel version of his book Tristan Strong Punches a
Hole in the Sky came out in August. TFK Kid Reporter Orion Jean spoke with him about
books and more.
I was a huge reader. I’m still a huge reader. My office is covered in books. My bookshelves
are stacked to the brim. That’s probably because of my mother. She was a writer and an
English professor. She was the one who really encouraged my reading.
There’s a little bit of me in all of the characters I write. Tristan’s afraid of heights; I’m afraid
of heights. There’s a little grain of me in Granddad, as well. Just a gruff, no-nonsense type of
character.
a. Kwame Mbalia is a book writer.
b. Kwame was a huge reader.
c. The name of the book is “Tristan Strong Punches a Hole in the Sky”.
d. His mother was a writer and an English professor.
e. He is afraid of heights like Tristan.
3. Complete the questions with the correct word.
What is the text about? It is about healthy food packaging.

Where is the News from? It’s from The United States of America.
Who was interviewed? Xavier Becerra.
Interviews
Semana 1 – Día 2
Kid of the week : Emma – Grace Kim
Interviewer: What motivated you to found ITZArt4you?

Interviewed: My sister and I were inspired after our experience performing at a local Title I
school in 2021. We enjoyed performing, and the students seemed excited about the music we
shared. This led to the idea of sharing our passion for classical music with students by offering
free music lessons.
Interviewer: Names can be hard to craft. How did you come up with ITZArt4you?
Interviewed: We came up with our name by combining our favorite K-pop group, ITZY, with
our favorite composer, Mozart. We tried to make our name catchy and relevant to today’s
culture.
Interviewer: What are some goals that ITZArt4you has?
Interviewed: A big goal is to expand to more communities that may not have access to free
music lessons, in our area and beyond. We are moving toward this by having mentors start
ITZArt at Title I schools near their high schools.
Interviews
Semana 2 – Día 2
Crayon’s activist
Bellen Woodard is known as the world’s first crayon activist. In 2019, she started a brand of
multicultural crayons called More than Peach. Last year, she was a top-five TIME Kid of the Year
honoree, and she’s a 2021 TFK Kid Reporter.
Now, Bellen has written a picture book called More than Peach, telling her story. It will be
published on July 26, 2022.
Bellen shared an exclusive first look at the cover of More than Peach with TIME For Kids readers.
She also spoke with TFK about the book and the inspiration behind it.
TIME for Kids:
What does it mean to be a crayon activist?
Bellen Woodard:
To me, an activist is someone who's active in making change. And there’s no rule book for
activism, which means you can do it your own way: There are no wrong answers. And that’s
exactly what I’m doing.
TFK:
Why did you start More than Peach?
Bellen:
When I was in third grade, I heard my classmates ask for the skin-color crayon, but I knew they
actually meant the peach crayon. And I was kind of confused, because my skin isn’t peach.
So that day, when I went home to my mom, I told her about what happened. And she was like,
“Well, our skin color is brown. So next time they ask, just hand them a brown crayon.” But I
didn't want to do that, because I knew that if I didn't like being handed the peach crayon, no
one else would like being handed the brown crayon if it didn’t match them.
So instead, I told her, “No, next time, I’m going to ask what color they actually want.” Because
there are any number of beautiful skin colors. And that’s exactly what I did.
My teacher heard me do that, and she started doing it too. And then my whole class started,
and then my whole school. And that’s when I decided I wanted to start my project.
TFK:
Can you tell us about your upcoming book?
Bellen:
I’m really excited about the book. I tell my story. It’s about youth leadership, empathy, and
creativity. I hope that when kids look at the book, they can see people who look like them.
TFK:
What do you hope readers take away from your story?
Bellen:
I hope it inspires kids to make changes—and not just in their classrooms but in the world.
Interviews
Semana 3 – Día 1
Let’s talk with Kwame Mbalia
Kwame Mbalia is an author. The graphic-novel version of his book Tristan Strong Punches a Hole
in the Sky came out in August. TFK Kid Reporter Orion Jean spoke with him about books and
more.
What message do you hope your books can get across to young, diverse readers?
When I’m writing stories, it’s not my goal to write to increase diversity. I’m just writing the
stories I love to tell. There’s always going to be a story first. There’s going to be a fun or
terrifying adventure. But I’m always going to include bits and elements of our culture within it.
And everyone is welcome to enjoy it.
I was a huge reader. I’m still a huge reader. My office is covered in books. My bookshelves are
stacked to the brim. That’s probably because of my mother. She was a writer and an English
professor. She was the one who really encouraged my reading.
What is your writing process?
For me, the first draft of my story never makes sense. You know how, when you go to a
restaurant, they give you those little mats with a maze on it? And you take a crayon and trace
your way through the maze? That’s how I write. I write like I’m trying to find my way through a
maze. So if I run into a dead end, I’m like, “Oh, that’s not going to work.” And I try another way.
There’s a little bit of me in all of the characters I write. Tristan’s afraid of heights; I’m afraid of
heights. There’s a little grain of me in Granddad, as well. Just a gruff, no-nonsense type of
character. But Eddie is probably the one I identify with the most. That’s the kid who loves his
comics and loves to write.
Activity #1
Interviews
Instructions: Read the last interview and complete the sentences.
name – heights – writer – Eddie – reader – mother – books
1. Kwame Mbalia is a book ___________.
2. Kwame was a huge __________.
3. He has a lot of ___________.
4. The __________ of the book is “Tristan Strong Punches a Hole in the Sky”.
5. His ___________ was a writer and an English professor.
6. He is afraid of ___________ like Tristan.
7. He identifies himself with ___________.

Interviews
Semana 3 – Día 3
¡¡Manu!! is a graphic novel about a class clown who’s skilled at magic. Named
Manu, the girl pulls pranks on her teachers and classmates. One day, after
pranking her class, she loses her magic. With help from her friend Josefina, she
finds a way to get her powers back—but at a cost.
Kelly Fernández is the book’s author and illustrator. She told TFK she was
influenced by urban legends from LatinX culture. “I’ve always been fascinated by
supernatural things, like witchcraft and ghost stories,” she says. “I wanted to
explore and represent that in the story.” She was also inspired by her family and
her Dominican heritage. “It was important to me to sprinkle in phrases that my
own family would use,” she says.
Activity #2
Interviews
Instructions: Read the sentences and choose the best answer. Then underline the reported
speech in the text.
1. The text is about:
b. School b. A book c. A magician
2. The book is about:
b. A teacher b. A ghost c. A student with magic powers
3. Manu is a:
a. Cartoon b. Graphic novel c. Soap opera
4. Manu has:
a. Magic b. Super powers c. Money
5. Kelly Fernández is:
a. Manu’s friend b. A singer c. The book’s author and illustrator
Kelly Fernández is the book’s author and illustrator. She told TFK she was influenced by
urban legends from LatinX culture. “I’ve always been fascinated by supernatural things,
like witchcraft and ghost stories,” she says. “I wanted to explore and represent that in
the story.” She was also inspired by her family and her Dominican heritage.
Interviews
Semana 4 – Día 1
The United States Food & Drug Administration wants to update the rules that allow food
manufacturers to use the word healthy on their packages.
If new rules are approved, certain foods will be able to carry the “healthy” label. These include
nuts and seeds, some oils, and fatty fish like salmon. The plan places stricter limits on sodium
and added sugars. So foods like highly sweetened yogurt would no longer be able to feature the
“healthy” label.
“Nutrition is key to improving our nation’s health,” Xavier Becerra said in a September 28 news
release. He leads the U.S. Department of Health & Human Services. “But too many people may
not know what constitutes healthy food,” he added. Becerra says the plan would “educate more
Americans” and “save lives.”
Interviews
Semana 4 – Día 2
Project (NhRP) says the zoo doesn’t provide the space and socialization that Happy needs. The
NhRP is taking the Bronx Zoo to court. Its case will be heard in 2022.
zoos save species from extinction and teach people about conservation. Others argue that living
in captivity is bad for an animal’s mental and physical health. Here, TIME for Kids readers weigh
in.
Grace Hipp, 8
Nashville, Tennessee
Many animal species are saved from extinction thanks to zoos. This past summer, I saw the
California condor at the San Diego Zoo and learned about the breeding program there. Several
decades ago, these vultures were almost wiped out in the wild. But the zoo has taken some of
them in and helped them breed. Now there are many more California condors.
Yanni Warrenson, 12
San Francisco, California
We should not have zoos. In zoos, animals might not be given proper living conditions. They
might also be mistreated for entertainment purposes. Animals can feel stressed by cage
restraint, an unfamiliar environment, and the presence of humans. A 2003 study of 35 species
of carnivores found that zoo enclosures were too small for some of the animals to carry out their
normal routines.
Shane Madrak, 10
Foster City, California
We should still have zoos for a few reasons. Zoos provide animals with food and a habitat that is
made to resemble their natural habitat. Zoos also breed animals to increase their population.
And most zoos have educational programs that help children learn about different animals and
conservation efforts.
Susie Slawsky, 9
Pelham, New York
Animals are kept away from their homes, where they have lots of space to roam, and put in
fenced areas or cages. If it’s a crowded day at the zoo, some animals might get overwhelmed.
When they’re in zoos, they can also lose their natural instincts. If they were released into the
wild, they wouldn’t know how to survive. An animal’s health is more important than our
entertainment.
Activity #3
Opinions
Instructions: Complete the sentences.
a. ________________ zoos save animals from extinction.
b. ____________________ there should be zoos because they don’t give proper

living conditions.
c. _______________ we should have zoos because they have educational programs

for kids.
d. ______________ there should be zoos because animal can lose their natural
instincts.
Possible answers
a. In my opinion zoos save animals from extinction.
b. I don’t agree there should be zoos because they don’t give proper living
conditions.
c. I feel that we should have zoos because they have educational programs for
kids.
d. I don’t think there should be zoos because animal can lose their natural instincts.

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Planeación Didáctica Educación Primaria 2023-2024

Fase 5 Grado 6° Campo Inglés

abiertas “Question words”. Ejemplo: what, when, where, why,

 Preguntar a los estudiantes el significado de cada una y pedirles

Who are your best friends?

Fase 5 Grado 6° Campo Inglés

 Solicitar a los NN que señalen las palabras conocidas.

Fase 5 Grado 6° Campo Inglés

 Escribir en el pizarrón vocabulario de la entrevista que van a -Internet y

Fase 5 Grado 6° Campo Inglés

English Assessment 6th Grade

1. Read the text and circle the correct answer.

2. Read the text and complete the sentences.

3. Complete the questions with the correct word.

________ is the text about? It is about healthy food packaging.

1. Read the text and circle the correct answer.

2. Read the text and complete the sentences.

3. Complete the questions with the correct word.

What is the text about? It is about healthy food packaging.

Kid of the week : Emma – Grace Kim

Interviewer: What motivated you to found ITZArt4you?

Let’s talk with Kwame Mbalia

Instructions: Read the last interview and complete the sentences.

name – heights – writer – Eddie – reader – mother – books

1. Kwame Mbalia is a book ___________.

2. Kwame was a huge __________.

3. He has a lot of ___________.

5. His ___________ was a writer and an English professor.

6. He is afraid of ___________ like Tristan.

7. He identifies himself with ___________.

1. The text is about:

b. School b. A book c. A magician

2. The book is about:

b. A teacher b. A ghost c. A student with magic powers

a. Cartoon b. Graphic novel c. Soap opera

a. Magic b. Super powers c. Money

5. Kelly Fernández is:

a. Manu’s friend b. A singer c. The book’s author and illustrator

a. ________________ zoos save animals from extinction.

b. ____________________ there should be zoos because they don’t give proper

c. _______________ we should have zoos because they have educational programs

a. In my opinion zoos save animals from extinction.

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