Teacher´s Guide 6th Grade Units 1 & 2


This sample unit is part of the Teacher´s Guide for Sixth Grade that will be in our site and is intended to provide English teachers of Sixth grade with the guidelines on how to develop effectively the knowledge, skills, abilities and competences set in the new English syllabus for Sixth graders. As a result, learners can achieve an expected level of performance in the target language according to the CEFR. We believe that you know your students best and therefore we encourage you to adapt and contextualized what you find here so that it responds to the needs and context of your learners.  Each unit will be completed within a timeline of six weeks.

The unit includes all the steps that should be followed in the pedagogical mediation which are:

A. Assessment Strategies and Evidences of Learning: Each goal has a specific assessment indicator for each linguistic competence that requires the elaboration of assessment instruments. Sample models of rubrics are provided

B. Goals: Each lesson has specific and clear learning goals connected to a domain, scenario, theme and language function.

C. Pedagogical Mediation/ Didactic Sequence: subdivided in the following stages;

Pre-Teaching: (Warm-up, Activation of Prior Knowledge, Modeling, Clarifying)

Pre-task: Introductory activity for activation of students’ prior knowledge to carry out a specific task connected to a goal. It places emphasis on the linguistic, cognitive resources needed by the leaner.

Task rehearsal: Class work where students practice the language in a meaningful way for successful task completion.

Task completion: A task that learners perform to demonstrate that the goal has been successfully achieved.

Task assessment: An activity for self and/or peer assessment and teacher feedback and/ or repair in relation to the achievement of a goal. Evaluation tools to evaluate performance tasks, of what students know and can do.

D. Time: Each phase of the didactic sequence includes a suggestion for the time that may be needed.

E. Integrated Mini-project: The project is a creative opportunity for students to integrate knowledge, abilities and skills.

F. Reflective Teaching: Suggestions for you to assess your own progress in teaching the material.

G. Enduring Understanding Reflection: Space to record how students grasped new understandings and ideas in connection with the essential question of the unit.

We hope that this effort will help you to customize your teaching in an effective, creative, engaging, and interactive way in response to your students ‘needs. This unit offers a variety of activities for each phase of the lesson plan; the teacher selects those that are appropriate for achieving the learning goals, the context and learners needs, and the numbers of lesson available for teaching English in the school.