CINDEA Ricardo Jiménez - Satélite Juan Santamaría

Departamento de Inglés
Profesor Moisés Daniel Rodríguez Castro
Nivel II, Periodo IV, 2023

Plans to be applied from week 1 (July 17) until

week 6 (August 16)

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 Didactic Planning
Week # 1

II LEVEL

Domain: Socio-Interpersonal & Transactional Scenario: Online & Connected Theme: Yesterday, Today and Future Media
Enduring Understanding: Social media is a magical and powerful world to be handled with ethical responsibility.
Essential Question: What does social media mean to me?
General Competences

Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psychosocial
Future Tense Initiating and closing conversations about -Demonstrating self-control and ethical use of
Predictions / statements of fact today and future media. social networks.
- will, won’t.
- I will use new technologies to be more efficient Sociocultural
in the future. Discourse Markers -Willingness to share and work cooperatively in
Linkers: Sequential past time (later). team work
Vocabulary -He finished the e-mail and then went out for a
while.
Yesterday, today and future media -Later, he looked at it again, to see if he had Proverbs / Quotes
- Educaplay, Google maps, Evernote, Edmodo, missed anything important.  The human spirit must prevail over
Kindle. IBooks, Goodreads, Skype, YouTube, -After that, he changed the text a little. technology – Albert Einstein

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Wordpress study in the morning, afternoon, -Finally, he spell-checked it and sent it.
evening.

Phonology

Practicing minimal pair sounds

j / dʒ
your / jaw
yet / jet
yolk / joke
year / jeer
yob / job
Assessment Strategies Time
& indicators of Total:
learning* Learner can Pedagogical Mediation/Didactic Sequence 120 min
(Diagnostic, formative, (3
summative) lessons)
Pre-teaching
5 min
Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question,
Can Do’s, and class agenda, etc.
5 min
Participating

Warm-up: T pastes three images on the board (pictures from the media in the past, the present,
and a question mark for the future), (see Resource Section).T asks Ls if they know the media in the
images and their uses. Then T asks possible uses of new technologies of media and their impact
on people’s lives and society in the future.

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 Engaging 30 min

Activation of Prior Knowledge

T asks Ls to brainstorm the main media people use nowadays. Ls will give examples of media
and the T writes them on the board. T will write the Ls’ examples on the board. Once finished with
brainstorming, T will give Ls images related to different media (see Resource Section). The Ls must
go to the board and place the image next to the correct name of the media. Ls need to present the
media using appropriate sentence structures, Ex. This is a television. This is a mobile phone.

Introducing
10 min
L.1. identify L.1. understand -T shows drawings of different apps (see Resource Section). Ls should guess which apps they are
colloquial some colloquial and their uses.
expressions related expressions -T says and writes sentences on the board using the Future Tense to show Ls the use of the tense
to media, virtual related to media, in context (I will watch videos using You Tube. I won’t find the building using iBook’s). Then
communities, apps virtual
and media safety. communities,
apps and media Ls write sentences using future tense and vocabulary related to media. T asks Ls to read the
safety. sentences aloud. Finally, students work in pairs correcting the sentences they wrote .

Pre-listening

-T explains that they are going to watch the video “Media and Entertainment: Past, Present and
Future”. Ls should guess what the video is about using the Future Tense. T writes some key words
related to the video on the board.
10 min
Listening for the first time

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 -T plays a video called “Past, Present and Future of Mass Media”
https://www.youtube.com/watch?v=95rAfzu4EHM.

After that, Ls write a list with the vocabulary they already know and ask for clarification of words
they do not understand. Then T asks what the video is about? . T asks a few more questions about
the video.
25 min
Pair/Group feedback

-In pairs or individually, Ls compare the list of vocabulary and exchange meanings and ideas about
the video. Then they compare the answers to the three questions T asked them about the video.

Listening for the second time

-Ls extract the information and the ideas they understand from the video and present them to the
class. T writes them on the board and corrects them if necessary.
-T explains some facts and vocabulary difficult to grasp for the Ls.

Post -listening

Ls write sentences with the information and ideas they identified in the previous activity .
Sentences are written in future tense. Once they finished, Ls work in pairs to share the sentences
they wrote and help each other to correct them in necessary.

30 min

R.1. discriminates R.1. understand Pre-reading

simple instructions simple
with some visual instructions with - Ls are shown different pictures taken from the Internet article: “12 Tips for Safe Social
support (e.g., safe some visual Networking” (See Resource Section at the end of this template) T places those pictures on the board

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use of social support (e.g., safe and next to them places some strips of paper with 12 different instructions (tips / advices) Example:
networks). use of social
networks).
5 min

TIP 4 - Don't trust, just verify

- T asks Ls about the meaning of each of the simple instructions and what they think about the
picture next to them.

Reading for the first time

- T gives Ls a handout with the complete article/reading: “12 Tips for Safe Social Networking”
and asks Ls to read it in pairs or groups of three.
- Ls scan the information to answer three questions about the article . What is the article about? What is Tips4
about? What tip can you ad?

Pair/Group feedback

- Ls compare in pairs the answers given to the three questions.

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 Reading for the second time

- T asks Ls to create a graphic organizer in which they write the tip number and some key words from the tip.

Post reading
- Ls create a poster in groups to warn people about safety when using media.

Pre-writing

- T asks Ls to choose one of the 12 tips from the article/reading: “12 Tips for Safe Social
W.1. writes about W.1. write about Networking” and write about a personal event they have gone through before using simple,
an event using an event using coherent, and well – written sentences. (A maximum of five sentences can be allowed)
simple, coherent, simple, coherent,
and well-written and well-written - Ls brainstorm ideas in order to write about a personal event they have gone through. They
sentences. sentences. need to use discourse markers such first, next, then, finally.

Drafting
- Ls write 5 sentences about a personal event they have gone through.

Revising
- Ls check spelling, punctuation, capitalization and the communicative purpose in the 4
sentences they wrote. Next Ls exchange their sentences with another classmate to get
his/her feedback.

Editing & Publishing

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 - Ls correct the 5 sentences they wrote. After this, they publish them on the classroom bulletin
board.

Phonology

Practicing minimal pair sounds

T shows Ls some minimal pair sounds with the phonemes: / j / and / dz /. T models pronunciation
of each of the words. Emphasis will be given to word recognition, understanding and articulation.
j / dʒ
your / jaw
yet / jet
yolk / joke
year / jeer
yob / job
Integrated Mini-Project Time
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should include opportunities for Ls to practice Adjust
previous
English, not just those related to their presentations. times listed
above to
allow 5 min
Participating to negotiate: (5 or 10 minutes in week 1 or 2) each week.
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

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At the end of the week, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)
Learner Self-Assessment

I can… Yes In progress No

*You must include the indicators of learning from the document “Guidelines on How to Write Indicators of Learning for the Pedagogical Mediation of the English
Curriculum” under each Assessment Strategy and in the Self -Assessment chart at the end of every week.

Suggested Materials

http://nicoleanderson12.blogspot.com/2016/07/technologys-advancement-in-mass-media_10.html

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10
https://iisdenino.it/full-text-technology-advancements-in-antibody.html

https://agescimarche.it/how-much-has-toronto-changed-in-the-last-25-years.html

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https://dunuby.com/the-cmos-image-sensors-industry-is-about-to-change-with-major.html

https://www.google.com/url?sa=i&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwin7I3vkbrgAhVPs1kKHWZuAKUQjRx6BAgBEAU&url=htt
ps%3A%2F%2Fwww.imagenesmi.com%2Fim%25C3%25A1genes%2Finternet-history-08.html&psig=AOvVaw2XyRiuyBUT-
sgeRu_rKDRC&ust=1550196351558231

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https://www.pinterest.com/pin/369084131933077775/?lp=true

https://www.imagenesmi.com/im%C3%A1genes/game-console-history-0b.html

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https://www.pinterest.com/pin/727683252265067599/?lp=true

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http://alannamcardle.blogspot.com/2014/10/alannamcardle.massmedia.html

https://www.reference.com/technology/different-types-media-8855c5ffeb12da10?qo=contentSimilarQuestions

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https://www.reference.com/art-literature/five-types-mass-media-a0bab6aada50923a

https://www.sony.es/electronics/boomboxes/cfd-s70

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https://www.recode.net/2017/8/24/16197218/top-10-mobile-apps-2017-comscore-chart-facebook-google

https://www.statista.com/chart/5055/top-10-apps-in-the-world/

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http://www.marketingprofs.com/charts/2016/30196/the-10-most-popular-iphone-apps

https://www.techspot.com/news/57806-new-study-says-the-most-popular-android-apps-leave-millions-open-to-data-attacks.html

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CONVERGING ON MICROSOFT
By Mitchell Ashley, Network World | OCTOBER 13, 2008 03:29 AM PT

12 Tips for Safe Social Networking

CURRENT JOB LISTINGS

Job Search by
Facebook, MySpace, LinkedIn, Twitter, Ning, Digg, MeetUp, blogs, etc., -- the number of social networking sites and tools
is exploding. Social networking is the killer app of the Internet for everyone – not just the texting teenybopper crowd.
Such sites have breached the walls of the corporate firewall, are a part of our most important smartphone apps, are a vital
tool for any serious job search, and are the new way to connect with current and new friends. A dynamic author Clay Shirky
examines in his book Here Comes Everybody: The Power Of Organizing With Organizations examining how social
networking is about self-forming groups, But using social networking tools and sites seems to be in direct conflict with
another important principle of using the Internet – protect your identity from identity theft. Participating in online social
networking sites leaves a trail of personal information that can make stealing your identity a whole lot easier. What does a
current-day Internet user tdo? Should we go blithely along like a fish protected in a larger school of potential identity theft
victims, or maybe we should forego social networking altogether? No and no. Instead each of us should take responsibility
for protecting ourselves. On the following pages, I bring you my top 12 tips to help you practice safe social networking.

(To quickly flip through this list, check out the slideshow version, 12 tips for safe social networking.)

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TIP 1 – Beware of TMI: the five things you should never share

Social networking means opening up and sharing information online with others, but there’s some information you should
never share online. Protecting yourself from sharing Too Much Information (TMI) can save you from identity theft and even
protect your physical safety. So, let's start with the obvious … never share your social security number (including even just
the last 4 digits), your birth date, home address or home phone number (although sharing your business phone is ok). Of
course, you should protect all of your passwords, PIN numbers, bank account and credit card information.

But I advise you never share the state where you were born as this information can be used to obtain your social security
number and other identity information. Facebook, for example, allows you to restrict who can see your birthday or your
hometown (often times the same as your city of birth.) But not every site has these options. In those cases, avoid the
problem altogether by not entering information you don’t want to share. If the sites you are using don’t offer these kinds of
protections, e-mail them and request these features. If enough of us make the request, they’ll get the message.

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TIP 2 – Customize privacy options

Social networking sites increasingly give users more control over their own privacy settings. Don’t assume you have to take
whatever default settings the site gives you. Check out the settings, configuration and privacy sections to see what options
you have to limit who and what groups can see various aspects of your personal information. Facebook probably has some
of the broadest privacy options, giving you control where no one, friends, friends and networks, or everyone can see basic
info, personal info, photos, friends and postings.

Search is a new area where users are gaining control of what others are allowed to see. Some sites let you set limits on
who can see search results about you on the social networking site.

If you’ve just joined a social networking site, or even if you have been a user for some time, log onto your account and view
and adjust the privacy settings –new settings are often added over time.

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TIP 3 – Limit work history details on LinkedIn

Would you put your full resume online for everyone to see? Probably not. It would be too easy for identity thieves to use the
information to fill out a loan application, guess a password security question (like hackers did with VP candidate Sarah
Palins’ Yahoo account) or social engineer their way into your company’s network. Limit your work history details on sites like
LinkedIn. If you feel you need the added information to help in a job search, expand the details during the job-hunting process
and then cut back later after you have a position, leaving just enough information to entice recruiters to contact you with
interesting new positions.

LinkedIn also offers some capabilities to restrict information. You can close off access by others to your network of contacts,
something you don’t have to share if you don’t want. This is a common practice by sales professionals and recruiters not
wanting to expose their valuable network to others who might poach customers or prospects from them.

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TIP 4 - Don't trust, just verify

There are lots of reasons (most of them bad) why someone might impersonate or falsify an identity online. It could be as a
prank or for “fun” such as those who impersonate a celebrity as satire. Faking an identity has a legit side too – it can be used
by people who simply want to conceal who they are in order to protect their real identities. But it´s also the first step of those
who want to embarrass or defame someone else by impersonating them or stealing an identity for financial gain or other
crimes. Two security researchers demonstrated at the Defcon/Black Hat 2008 conference how easy it is to set up a Facebook
or LinkedIn site using a false or impersonated identity, including links to malicious sites.

The question becomes, how can you verify that the page belongs to who you think it does before sharing too much
information or clicking on links? Start by being on the lookout for anything unusual or out of the ordinary. If the content on
the site doesn't look like or sound like the person you know, avoid it. E-mail or call your friend to verify the site is legit. Let
them know, too, if you think someone else is faking your friend's identity online.

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TIP 5 – Control comments Blogs are beginning to use authenticated commenting systems like IntenseDebate (acquired
by Automatic, the makers of WordPress blogging software.) Anonymous blog comments (marked as anonymous) are fine
but some goofballs get their jollies leaving comments under someone else’s name. It probably happens more often than we
think. Commenting systems like IntenseDebate allow users to make anonymous or unregistered comments, or registered
users can login and leave the comment as a verified user, letting others know it really is them. Contact the site administrator
immediately if you find someone is impersonating you on a social networking site or in blog comments. Most reputable sites
will take down the impersonated content. If they won’t remove the content, ask that they note you’ve contacted them
indicating you didn’t leave the comment or personal page.

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TIP 6 – Avoid accidentally sharing personal details

You wouldn’t put a note on your front door stating, “Away for the weekend… Returning on Monday.” Micro-blogging tools
like Twitter and What are you doing right now? features in Facebook, LinkedIn and other social networking sites make it
easy to let details slip you wouldn’t otherwise tell friends or strangers. Be aware of what information you put out there which
others might use for nefarious purposes.

Micro-blogging tools are a bit like the proverbial frog in slowly warming water that’s eventually brought to a boil. Over time,
seemingly innocuous information can be pieced together, giving lurkers a much more complete and richer picture of you,
your family, your habits and other personal information. Software like Twitter is often used at conferences, parties and other
social scenes where alcohol is consumed. That makes it even easier for personal details to slip out for the world to see.

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Twitter users frequently use it to communicate and share their travel woes, giving clue to others that you aren’t at home,
leaving your family or possessions at risk for intruders. Just keep that in mind as you share tidbits of your life on micro-
blogging tools. You might want to be a little bit less specific in your tweets.

TIP 7 – Search yourself. It is a good idea to search your name on Google and check out your profile as others see it on
social networking sites. Understand where you show up and what information is available about you, and then adjust your
profile, settings and habits appropriately. Don’t worry, it’s not vain if you only search your own name once a month or so. If
you unexpectedly see your name in locations you don’t frequent, it could give you a heads up someone else is using your
identity online. Set up a Google alert with your name, which emails you when Google finds your name on sites. While some
names, like John Smith, are so common they might generate lots of false positives, you may still find out a lot about where
your information is appearing online. Even if you find there are others online with the same name, it can help you avoid
confusion, (or maybe it’s an opportunity to reach out and connect to someone with the same namesake).

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TIP 8 – Don’t violate your company's social networking policies

You’ve probably heard about an employee who was fired when playing hooky because they called in sick but blogged or
Twittered about their escapades that same day. But there are more serious reasons you might be let go from your job due
to the use of social networking tools. As blogging and social networking sites enter the workplace, so too are corporate
acceptable use policies (AUP) being updated to define boundaries for employees, contractors and the company. Data
leakage incidents (loss of corporate, confidential or customer information), making inappropriate public statements about
the company, using corporate resources for personal uses and harassing or inappropriate behavior toward another
employee can all be grounds for reprimand or dismissal. Social networking sites are another way those things can happen
and they create an easy digital paper trail to investigate.

Data leakage (or loss) prevention is currently one of the hottest areas in security. Companies are looking for ways to prevent
company confidential and proprietary information from slipping through the firewall. Most incidents probably occur via email
or file transfers but IM chat tools, blog posts, Twitter messages and even online resume content could disclose proprietary
company information. Even using social networking sites on company time or using company resources could be a violation
of the company’s acceptable use policy. Before you become the corporate poster child for some publicly humiliating episode
from using social networks at work, check your corporate AUP to make sure you aren’t violating the policy.

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TIP 9 – Learn how sites can use your information

Social network sites are typically free to use which means they are making their money by advertising to you. And that
means they are collecting information about you. Is your information shared with outside companies and partners? What
information can third-party plug-in software, such as Facebook Applications, use from your profile or content page? Review
the site’s privacy policy and closely watch the privacy settings you can control.

There is currently a lot of M&A activity in the social networking software industry. A significant part of what an acquirer buys
when acquiring a social networking company is the community of users on the site. Your account, including personal
information, trades hands from the old company to the new one as part of the transaction. Privacy statements on sites
like Digg, discuss situations like this. The new owners may have new and different plans for using the information contained
in the site. Changes in privacy policies may follow an acquisition. Watch for this when you hear about an acquisition and
always read notifications about changes to privacy terms, acceptable use policies and user agreements.

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TIP 10 – Forget the popularity contest

Put a number on something and suddenly you have a competition. The person with the most “friends” isn’t necessarily the
winner in social networking, unless of course you are running for president or you are in some type of recruiting, sales or
media business. That’s just more people, including possibly strangers, who now have access to more of your information. It
is best to only friend people who really are or have become your friends. Your personal information has less opportunity for
misuse. If you do get an unsolicited invite to connect, check them out first and try to figure out why you know them or if you
even know them at all. .

For some, blogging and social networking sites are more than casual places for casual connections. Presidential candidates
use MySpace and Facebook to reach out to constituents and hundreds of thousands of potential voters. Industry thought
leaders and influencers use blogs and twitter to build up communities of readers and followers for business purposes. That

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may also be your reason for being a part of online communities, but if your intentions are more casual in nature, massive
readership is probably less important to you. Some sites, like LinkedIn, discourage blind connections and will begin restricting
a user’s ability to connect if they receive too many, I don’t know this person responses. Keeping your network to people you
really do know helps keep the spam and other unsolicited messages to a minimum too.

TIP 11 – Create a smaller social network

Bigger isn’t always better. There’s more to social networks than MySpace, Facebook and Twitter. Self-forming communities
often form around very narrow topics, and these can easily get lost on the bigger sites. You may be better served creating
a smaller, more focused network using tools aimed to help narrow or smaller groups such as Ning or Meet Up. By narrowing
your purpose and using tools appropriate for smaller groups, you can keep unwanted solicitations, invites to connect,
applications and spam to a minimum. You'll also find you build closer relationships amongst community member.

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TIP 12 – Setup an OpenID account

OpenID is an open source standard for creating a single sign-on to multiple online services and applications. As a framework,
OpenID accounts are available from multiple providers. Companies like AOL, Microsoft, Sun, and Novell are beginning to
accept and provide OpenID’s. It is estimated that there are over 160-million OpenID enabled URIs with nearly ten-thousand
sites supporting OpenID logins.

OpenID is making inroads into the SaaS application market to better manage user accounts. We’re also likely to see OpenID
used in online social networking sites (for instance, IntenseDebate uses OpenID) to help verify users identities and reduce
impersonators and false identities. If the social networking sites you frequent don’t use OpenID or a similar technology,
e-mail the site creator and lobby for adding it.

Internet Source: https://www.networkworld.com/article/2346606/microsoft-subnet-12-tips-for-safe-social-networking.html

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 Didactic Planning
Week # 2
II LEVEL

Domain: Socio-Interpersonal & Transactional Scenario: Online & Connected Theme: Virtual Communities and Networks
Enduring Understanding:
Essential Question: How important are virtual communities nowadays?
General Competences

Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psychosocial

Describing experiences regarding virtual
Future Continuous: communities and networks.  Demonstrating self-control and ethical use of
Form: social networks.
 Will be/going to + present participle Discourse Markers
Idioms
 She will be arriving too late at the conference.
Linkers: sequential – past time (later)  Go the extra mile
Intensifiers:  He finished the e-mail and then went out for a
 too, enough, extremely, especially, while. Proverbs / Quotes
exceptionally, fantastically, fully, quite, Later, he looked at it again, to see if he had
"Individual commitment to a group effort--
terribly, totally, among others. missed anything important.
that is what makes a team work, a company
Arrangements: After that, he changed the text a little.
work, a society work, a civilization work." --
 is going to Finally, he spell-checked it and sent it.
Vince Lombardi
 I´m meeting
are visiting

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 Vocabulary
Virtual communities and Networks
 Facebook, Twitter, LinkedIn, Instagram.

Phonology

Practicing minimal pair sounds:

j / dʒ
your / jaw
yet / jet
yolk / joke
year / jeer
yob / job
Assessment Strategies Time
& indicators of Total:
learning* Learner can Pedagogical Mediation/Didactic Sequence 120 min
(Diagnostic, formative, (3
summative) lessons)
Pre-teaching 5 min

Routine: Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can Do’s,
and class agenda, etc.
5 min
Participating

Warm- up
Teacher sticks on the board or shows some virtual communityicons. After that, T questions students about
the app´s names and asks for other ones not mentioned.

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 25min
Engaging

Activation of Prior Knowledge: T asks students what social media they use the most and which one is
less used by teenagers. Ls talk about the social media and apps they use and the purpose of them.
Introducing

T describes key information about the history of the most used virtual communities including information
about: what it is about, when it started, who create it,what is it for, how many people use it? How long people
L.2. extracts the L.2. understand spend using it, etc.
main idea and key the main idea and
points/details of key points/details Pre-listening
audio text if the of audio related to Teacher asks students the following question: What do you know about virtual communities?
topic is familiar and media, virtual Learners share their prior knowledge about the topic.
the text can be communities,
Listening for the first time
replayed. apps and media Students watch the video, Virtual Communities taken from www.youtube.com/watch?v=PvZB2iz0JGo
safety.
Pair/group Feedback
Teacher writes on the board: What was the video about? In groups, students discuss the video and share
ideas with the whole class.

Listening for the second time

Students watch the video again and are required to pay attention to specific details like definition, goal,
advantages and disadvantages. In the same groups students answer some questions.
1. What is a virtual community?
2. What are the purposes of a virtual community?
3. What are some advantages and disadvantages?

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 Post – listening 5 min
Learners share their ideas with the whole class orally.

R.3. distinguishes 10 min

between factual and
fictional text. R.3. distinguish
between factual Pre-reading
and fictional text.
T discuss the terms factual and fictional. Ls brainstorm examples. T writes them on the board 5 min
. Then students classify them under factual or fictional.

Reading for the first time

Ls scan the following text for 30 seconds and answer the following questions: What is the text about? What is
fiction divided into? Do you read nonfiction texts? 15 min

Fiction versus Nonfiction

Texts are commonly classified as fiction or nonfiction. The distinction addresses whether a text discusses the
world of the imagination (fiction) or the real world (nonfiction).
Fiction: poems, stories, plays, novels

Nonfiction: newspaper stories, editorials, personal accounts, journal articles, textbooks, legal documents 5min

Fiction is commonly divided into three areas according to the general appearance of the text:

 stories and novels: prose--that is, the usual paragraph structure--forming chapters
 poetry: lines of varying length, forming stanzas
 plays: spoken lines and stage directions, arranged in scenes and acts

35
 T first reads the whole text and then asks volunteers to read it. Then T asks Ls if they grasp all of the
information in it and mostly if they have understood and are able to distinguish the difference between factual
10min
and fictional texts.
Fiction v. Nonfiction - Critical Reading , www.criticalreading.com/fictionvnonfiction.htm

Pair/Group feedback

Ls compare the answers given to the three questions in pairs.

5
Reading for the second time

Ls read the article again and underline key information and examples of both fiction and nonfiction texts. Ls
can also list several types of tests related to social media.

Post reading
Ls write a three-sentence summary of the information read in the article.
R.2Identifies R.2 Identifies
English language English language
sounds using sounds using
knowledge in knowledge in Phonology:
phonics , phonics , 20 min
syllabification, and syllabification,  Practicing minimal pair sounds:
word parts. and word parts.
T shows Ls some minimal pair sounds with the phonemes: / j / and / dz / T models pronunciation
of each of the words. Emphasis will be given to word practice:
j / dʒ
your / jaw
yet / jet
yolk / joke
year / jeer
yob / job

36
 T pronounces some words, Ls listen to the words and shows five fingers if the sound is j and Ls
show a fist if the sound is dʒ. Ls practice the sounds in pairs and look for three words in English
that have the same sounds.
SP.1.describes SP.1. describe
media, apps, virtual media, apps,
communities and virtual Spoken production
networks. communities
and networks. Planning 10 min

The class is divided into 4 groups, each group is assigned a virtual community (Facebook, Twitter,
LinkedIn and Instagram).

Organizing

Using their cell phones, students look for basic information related to each virtual community. For
example: the date it was created, the creator and who uses it. Also, they talk about an advantage and
a disadvantage of each.

Rehearsal
Students have some time to practice their ideas, and the teacher helps them by giving feedback
correcting mistakes like grammar, vocabulary, pronunciation, among others.
Producing

Each group gives its oral presentation to the rest of the group. At the end of the presentations,
teacher asks students for personal experiences using those virtual communities.
Integrated Mini-Project Time
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 Adjust
previous
those related to the presentation. times listed
above to
Participating to negotiate: (5 or 10 minutes in week 1 or 2) allow 5 min
each week.

Reflective Teaching

37
 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, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)
Learner Self-Assessment

I can… Yes In progress No

*You must include the indicators of learning from the document “Guidelines on How to Write Indicators of Learning for the Pedagogical Mediation of the English
Curriculum” under each Assessment Strategy and in the Self -Assessment chart at the end of every week.

38
 Didactic Planning
Week #3
II LEVEL

Domain: Socio- interpersonal Scenario: Online & Connected Theme: New Media and Public Safety
Enduring Understanding: Social media is a magical and powerful world to be handled with ethical responsibility.
Essential Question: What do social media mean to me?
General Competences

Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psycho-social
Suggesting safe uses of media virtual community and Respecting the intellectual propriety, production of
Intensifiers: networks others.
Too, enough, extremely, especially, fantastically,
fully, quite, terribly, totally, among others. Discourse Markers Socio-cultural
Connecting words: and, or , but Showing respect for others when using social
Complex Questions Tags: networks.
-isn´t it?/ aren´t they?
- don´t you?/ can you? Proverbs / Quotes
- doesn´t he?
- will she? The human spirit must prevail over technology. -
- Won´t you? Albert Einstein

Vocabulary
Social Networks: Facebook, twitter, LinkedIn,
Instagram and snapshot.

39
 New media and Public Safety: tabloid, yellow
journalism, print media, media bias sponsor,
mainstream, smartphones, tablets, iPad, Newspaper,
radio, advertisement, platforms, blogs, websites,
entries, blogsphere, broadcasting.

Phonology
Practicing minimal pair sounds:
/f/ - /s/
ship / sip
she / sea
sure / sore
shoot / suit
shy / sigh
Assessment Strategies & Pedagogical Mediation/Didactic Sequence
Goals
indicators of learning*
(Diagnostic, formative, summative) Pre-teaching
10 min
Routine –Checking attendance, checking in with Ls, posting and reviewing Essential
Question, Can Do’s, and class agenda, etc.

Participating 20 min
Warm -up : The teacher asks the students about their favorite social networks and
how often and why they use them. Several questions are shown in the screen about
virtual communities and social networks. Each question in a different color. Teacher
reads all questions.
1. Do you have a Facebook account?
2. Do you use Twitter?
3. Which social networks you use the most? 30 min
4. What kind of information do you post?
5. Do you know all your virtual friends?
6. How many hours do you spend on social networks per day?
SI.1. asks for and gives

40
opinions about the latest SI.1. ask for and give
media, virtual opinions about the Planning 25 min
communities, and apps. latest media, virtual Students watch the following video:
communities, and https://www.youtube.com/watch?v=hqezbib5qpQ&feature=share
apps.

Organizing
The teacher organizes the class in two groups and gives them one envelope to each
group containing different sentences about do´s and don´ts.

Using 25 min
Then the students read their works and discuss the correct and incorrect ways to use
the networks. Emphasis is placed on their own opinions.

W.2. writes an e-mail about Pre-writing

media, apps, virtual W.2. write an e-mail List information based on real or an imagined event that includes characters, plot,
communities or networks. about media, apps, and setting about popular apps used by Costa Rican citizens.
virtual communities
or networks, Drafting 5 min
checking written Teacher shows Ls a text called: “Importance and Benefits of Educational Mobile
sentences to look for Apps” (See Resource section) Ls first read the text in pairs or small groups and look
mistakes (e.g. up some unfamiliar words for them. Once they have done this, Teacher asks Ls to
subject-verb work individually creating a draft of an imagined event or a real one related to apps
agreement, used by people. For doing that, Ls can get some ideas from the same text.
capitalization,
spelling, basic Revising
punctuation etc.). Teacher checks subject-verb agreement; pronoun and article agreement;
capitalization; using commas, etc.) and spelling and basic punctuation accurately
enough to be followed most of the time.

Editing

41
 Ls correct teachers observations of their emails. 5 min

SI.2. gives information on

media, virtual communities Planning
and apps security. SI.2. express
comments about - The teacher reads an article called: Robo-caller (See Resource Section
media, virtual below) As T reads aloud, Ls read silently. Ls answer the exercises regarding
communities, apps the text individually. (See Resource Section below)
and security and
otherwise contribute, Organizing
in a small group
situation. - Ls get into small groups and start sharing their comments about media, virtual
communities, apps and security by reading their written work.
Using
- Ls interact with each other talking about the advantages and disadvantages
of using the social networks, virtual communities, popular apps and security
aspects.

R.2 Identifies English

language sounds using Phonology
knowledge in phonics, R.2 Identifies English
syllabification, and word language sounds  Practicing
parts. using knowledge in  T shows Ls some beginning words with the phonemes: / ʃ / / s/
phonics,  Ls recognize and articulate those sounds:
syllabification, and
word parts. ʃ/ s
ship / sip
she / sea
sure / sore

42
 shoot / suit
shy / sigh
Ls use their phones to see how to articulate the sounds and they can write an entry
journal for the experience.

Integrated Mini-Project Time

Thinking:Collaboratively planning creating and outlining the language content and strategies. Adjust
previous
times listed
above to
allow 5 min
each week.

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, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure Ls’
understanding.)

43
 Learner Self-Assessment
I can… Yes In progress No

*You must include the indicators of learning from the document “Guidelines on How to Write Indicators of Learning for the Pedagogical Mediation of the English
Curriculum” under each Assessment Strategy and in the Self -Assessment chart at the end of every week.

44
Suggested Materials

Importance and Benefits of Educational Mobile Apps

27 Oct 2017

I n t h i s t e c h - s a vv y e r a , t h e t r e n d y a n d co o l a p p s r u l e o ve r bo r i n g st u d y i n g a n d t a k i ng e xa m s , a n d s t u d e n t s ,
w i t h o u t a n y d o u bt , lo ve t h e r u l i n g a p p s . H o we ve r, wh e n we c o m b i n e t h e t wo , t he o u t c om e i s t r e n d y a s we l l
a s a p o we r f u l s o u r ce of eff e ct i ve l e a r n i n g . W he n we t h i n k of c o m b i n i n g t r e n d y t ec h n o l o g y wi t h b o r i n g st u d i e s,
wh a t we a c t u a l l y m e a n i s t h e e d u ca t i o n al m o b i l e a p p s. U n d ou b t e d l y, s t u d e nt s ar e m or e dr i ve n t o wa r d s u s i ng
a m o b i l e p h o n e f o r eve r y p u r p o s e , a n d i n t h i s s i t u at i o n , t h e ed u c a t i o n a l a p p s c a n b e t h e p er f e ct wa y t o a t t r ac t
t h e st u d e n t s a n d p r o vi d e m o t i va t i o n a l t o o l s t o e nc o u r ag e t h e m t o st u d y.

W it h t h e e d u c at i o n a l a p p s , t h e st u d e n t s c a n g et a c c es s t o a n y i n f o r m a t i o n f r om a n ywh e r e . T h e r ef o r e , t h e
m o b i l e a p p s ar e t he m o s t i nt e r a ct i ve a n d c o n st r uc t i v e wa y t o a t t r a ct t h e s t u d e n t s t o wa r d s st ud i e s a n d
e n h a n c e t h e i r pr o du c t i vi t y. T h e s e m o bi l e a p p l i c a t i o n s h a ve b r o ug ht a b o u t s om e c r u c i a l c h a ng e s i n t h e
e d u c a t i o n i n d u st r y, a s m o s t of t h e i n s t it u t i o n s , t ut o r i a l c e n t e r s , a n d i n d i vi d u a l e d u c a t o r s ar e g e t t i n g i n t o u c h

45
 w i t h t h e a p p d e ve l o p e r D e n m a r k , t o g et t h e m o b i l e a p p s f or im p a r t i n g k n o wl e d g e, a nd t h i s i s b eca u s e t h e
e d u c a t i o n a l a p p s off e r a l o t of b e n ef i t s . S o , wi t h o u t wa s t i n g t i m e , l e t ’ s d i s c u ss a f e w of t h e b e n ef it s of t h e
educational apps.

 I n t e r a ct i ve l e ar n i ng

G o n e ar e t h e d a ys , wh e n t h e o n l y o p t io n f or t h e s t u d e nt s t o r e a d b o ok s, wa s b y vi s i t i n g t h e l i br a r y. T h e
i n n o va t i ve g a dg e t s of t o d a y m ak e i t e asy f or st u d e nt s t o pr ac t i c e t h e i r l e s s o n s in a n eff e ct i ve a n d i n t e r a ct i ve
wa y. T h e a p p s a r e a va i l a b l e f or a l l t yp e s of sk i l l l e ve l s a n d a s s i s t l e a r n i ng u s i n g a va r i e t y of t e a c h i ng
m e t h o d s, s uc h a s vi d e o t ut o r i a l s , a n d eve n e d u c a t i o n a l g am e s . T h es e a p p s e ns u r e i n t er a c t i ve a n d eff e ct i ve
l e a r n i n g , b y t r a n sf or m i n g b o r i ng l e s s o n s a n d h e l p t h e s t u d en t s t o vi s u a l i ze e a c h a n d e ve r yt h i n g .

 2 4 / 7 Ava i l a b i l i t y

U n l i k e s c h o o l s , t h e m o b i l e a p p s ar e ava i l a b l e r o u n d t h e c l o c k . T h er ef or e , ap p l e a r n i n g i s n o t t i m e - b o u nd
l e a r n i n g , r at h e r i t i s r e l a xe d l e a r n i n g . We a l l k n o w t h at t i m e - b o u n d l e a r n i ng i s no t ve r y e ff e c t i ve , a s c h i l d r e n
g et d i st r a ct e d ve r y e a s i l y a n d a r e n ot a b l e t o c o n c e n t r a t e c o n t i n u o u s l y f or a l o n g t i m e. T h us , e du c a t i o n a l
a p p s wo r k t h e b e st r e g a r d i ng t h i s i s s u e, a s t h e y a r e a va i l a b l e 2 4 / 7 , a n d t h e students can study as per their
c o n ve n i e n c e .

 E - B o o k s a n d o nl i ne s t u d y m a t e r i al

W it h t h e a d va n c e m e n t of t e c h n o l og y an d t h e i n t r o d u ct i o n of e d u c at i o n a l a p p s , st u d e n t s a r e n ot r e q u i r e d t o
i n ve s t t h e i r t i m e a n d m o n e y t o b u y t h e r eq u i r e d st u d y m a t er i a l f r o m t h e s h o p s a n d l i b r a r i e s. T h e s e e d uc a t i o n a l
a p p s h e l p t h e s t u d en t s wh o a r e u n a b l e t o vi s i t t h e l i b r a r y o n a r eg u l a r b a s i s , b y p r o vi d i n g r eq u i r e d s t u d y
m a t er i a l i n j u st a f ew c l i c k s . E d u c at i o n a l a p p s a l s o h e l p t he r e a d e r s t o d i s c o ve r a va r i e t y of e B o ok s wi t h a
mere click.

46
 Portability

I t i s o b vi o u s t h a t no n e of u s l e a ve o u r m o b i l e p h o n e s a t h o m e wh i l e g o i n g so m e wh e r e . U s i n g ap p s h a ve
b e c o m e a p ar t of ou r d a i l y r o u t i n e , wh e t h e r yo u wa t c h a v i d e o o n t h e wa y t o wo r k o r p l a y g am e s a t l u n c h ,
yo u r p h o n e i s a l wa y s wi t h yo u . T h u s , a pp s c a n b e a c o n st a n t c o m p a n i o n f or t h e st u d e n t s, a s t h e y a r e a va i l a b l e
t o c h i l d r e n a n ywh e r e , a n yt i m e . W it h t h e h e l p of e d u c at i o n a l a p p s , l e a r n i ng i s c onf i n e d t o t h e c l a s sr oo m a l o n e,
a s t h e a p p s a l l o w p u p i l s t o p u t r l e a r n in g i n t h e i r o wn h a nd s a n d t h e y c a n st ud y a n d t e s t t h em s e l ve s a t a n y
p o i n t d u r i ng t h e d a y.

 L e i s u r e h o ur s ut i l i z a t i o n

T h e m o b i l e a p p l e a r n i n g i s o n e of t h e wi s e s t c h o i c e s of ut i l i zi n g yo u r f r e e t im e a c t i ve l y. T h e c h i l d ’ s l e i s u r e
t i m e c a n b e u t i l i ze d t o l e a r n s o m et h i n g n e w wi t h t h e h e l p of m o b i l e a p ps , a n d e n t er t a i nm e n t i s g ua r a n t e e d
w i t h o u t wa s t i n g t i m e b y wa t c h i n g t h e id i o t b o x ( T V ) . T h e m o b i l e a p p s p r o ve t h e i r wo r t h , b y u t i l i zi n g l e i s u r e
t i m e i n a n eff e ct i ve a n d c o n s t r u ct i ve wa y.

 I n d i vi d u a l l y- f o c u s e d l e a r ni n g

A t e a c h er ’ s r o l e i n t h e s t u d e n t ’ s l i f e i s no t at a l l q u e s t i o n a b le , b ut a t e a c h er c a nn o t f o c u s t o wa r d s on e s t u d e n t
o n l y. H e / s h e t yp i c a l l y h a s t o e ng ag e wi t h 2 0 - 3 0 p u p i l s d ur i n g e a c h s e s s i o n , a n d i t i s d iff i c u l t t o en su r e e a c h
o n e i s e ng ag e d a n d f o l l o wi n g wh a t i s b e i n g t a ug h t . H o we v e r, wh e n a s t u d e nt u t i l i ze s a n a p p , t h e t i m e t h e y
i n t e r a c t wi t h t h e a pp i s a l l t h e i r o wn .

 Tr a c k yo u r c h i l d r en ’ s p r o gr e s s

W it h s om e e d u c at i on a l a p p s , yo u c a n t r a ck yo u r c h i l d r e n ’ s p r og r es s , wh i c h i s o n e of t h e m o st im p o r t a n t
t h i n g s t h a t e ve r y p a r e n t wa n t s t o e xp l o r e . I t i s e as y f o r t h e p a r e n t s t o t r a ck t h e i r c h i l d ’ s o ve r a l l o r i n d i v i d u a l
s u b j e ct pr og r e s s a nd g u i d e t h em a c c o r d i n g l y, wi t h t h e h e l p of m o b i l e a p p s .

47
 I n s t a nt u p d at e s

T h er e a r e a p p s, wh i c h a r e n o t o n l y m e a n t f or l e a r n i n g bu t a l s o t o st a y u p d a t e d a b o u t c am p us e ve n t s ,
t i m e t a b l e s, a l e r t s an d o t h e r i m p or t a nt inf o r m a t i o n . T h e s e ap p s h e l p t h e c h i l d r e n a s we l l a s t h e i r p a r e n t s t o
g et i n s t a nt u p d a t e s r eg a r d i ng t h e im p o r t a n t t h i n g s, wh i c h t h e y m a y m i s s ot h e r wi s e .

L e a r n i n g i s n o m or e a p a ss i ve a c t i vi t y. T h er ef or e , u s i ng a pp s h e l p s t r a n sf o r m l e s s o n s i n t o g a m e s t h a t c an
vi r t u a l l y c h a n g e t h e f a c e of e d u c at i o n . T h e a b o ve - m e n t i o n e d b e n ef i t s a r e e n o ug h t o p r o ve t h e wo r t h of us i n g
e d u c a t i o n a l a p p s , bu t t h e a p p s h a ve a lo t m o r e t o off e r. W it h o u t a d o u b t , t e c h no l o g y h a s h e l p e d t o c r e at e a
g l o b a l p l a t f o r m f o r ed u c a t i o n a s we l l a s h e l p i n g t o i d e n t if y t h e h i d d e n sk i l l s a n d t a l e n t s of t h e st u d en t s .

T h u s, e d u c a t i o n a l ap p s c o nt r i b u t e i n t he l e a r n i ng p r o c e ss a n d c a n r e s h a p e t he f ut u r e of e d u c at i o n . E ve n
m a n y e d u c a t i o n a l i n s t i t u t i o n s n o w p r ef er t o g e t a m o b i l e a pp . I f yo u a r e a l s o l o o k i ng f o r a n e d u c at i o n a l a p p,
t h e n yo u m u s t c h o os e t h e r ig ht a p p d e ve l o p m e n t c om p a n y l i k e t h e a p p d e ve l o p e r D e n m ar k o r t h e m o b i l e a p p
d e ve l o p m e n t D e n m a r k , t o c at e r t h e b e s t a p p s o l u t io n . To h e l p yo u i n g e t t i ng t h e b e s t a p p
s o l u t i o n , FI F I UM a pp d e ve l o p m e n t i n De n m a r k i s h e r e. FI FI U M wi l l s u r e l y h e l p yo u t o c h a ng e t h e f a c e of
e d u c a t i o n f u r t h e r, wi t h a n e d u c a t i o n a l m o b i l e a p p .W e b e l i e ve t h a t m o b i l e l e ar n i n g i s t h e f u t ur e , an d we a r e
w i l l i n g t o b e t o n i t w i t h o u r a p p s o l u t i on s . C h e ck o u t t h e be s t e d u c at i o n a l a p p s t h at wi l l m e e t a l l t a s t e s a n d
p r ef er e n c e s , at FI F I U M . Yo u c a n g e t i n t o u c h wi t h o u r t e a m t o b r i ng yo u r c o n c e pt of t h e e d uc a t i o n a l a p p i n t o
r e a l i t y.

F e e l f r e e t o c o nt a ct u s a n yt i m e, a n d o u r t e am wi l l a s s i s t yo u i n f i n d i n g t h e b e s t p o ss i b l e s o l u t i o n s . .
Yo u c a n c o n t a c t F i f i u m a t : E m a i l – c o n t a c t @ f i f i u m . c o m Contact No – +45 50 89 89 89

Skype id- christoffermartini

Source: https://www.fifium.com/blog/importance-and-benefits-of-educational-mobile-apps/

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 Robo-caller fin phone calls
America's Federal Communications Commission, the FCC, has fined a man who they say placed nearly 100 million robocalls. A
robocall is a telephone call that is made by a computer programme. The software can make thousands of calls at a time. The FCC fined
the man a record $120 million because they say he posed a threat to public safety. The FCC says the man's calls were illegal because
many of them were made to "critical emergency phone lines". The FCC said many other calls went to mobile phones and residential
telephones without the person being called wanting that call. This means the call was a nuisance call - a bit like spam e-mail, which is
also unwanted and annoying.

The FCC said the man committed a serious crime and carried out, "one of the largest and most dangerous illegal robocalling campaigns
that the Commission has ever investigated". The man made 96 million robocalls during a three-month period in 2016 as a part of a
"telemarketing scheme". He used a technique called "neighbor spoofing" to get people to answer the calls. This technique tricks people
into thinking the calls are from a local telephone number. The man also tricked people into believing that the calls were from well-
known airlines, hotels and travel companies. Callers were instead passed on to call centers that tried to sell them property. The man said
he has done nothing wrong.

NUISANCES: What can we do about these nuisances? Complete this table with your partner(s). Change partners often and share what you
wrote.

Why are they annoying? What can we do?

Tablets
I-fones
Spam
Social networks
Battery
Passwords

49
Before reading / listening

1. TRUE / FALSE: Read the headline. Guess if 1-8 below are true (T) or false (F).

1. America's Contraptions Commission fined a man for making robocalls. T / F

2. The man was fined $120 million. T / F
3. A commission decided the man was a danger to the public. T / F
4. The article likened nuisance calls to spam mail. T / F
5. The commission said the robocalls were the most serious they had seen. T / F
6. The man made 96 million robocalls in just one month. T / F
7. The robocaller used a technique called neighbor spooking. T / F
8. The man has admitted that he is guilty. T / F

Multiple choice quiz

1) What makes a robocall?

a) a laptop
b) an FCC robot
c) a computer programme
d) the Internet

2) What fine did the man get?

a) $120 million
b) $96 million
c) $100 million
d) $82 million

50
3) What did the FCC say the man was a threat to?
a) public safety
b) the Internet
c) himself
d) communication

4) Where did calls go besides emergency phone lines and mobile phones?
a) 23 Acacia Avenue
b) residential homes
c) the International Space Station
d) the White House

5) What did the article say nuisance calls were like?

a) spying
b) constipation
c) a toothache
d) spam e-mail

6) What kind of crime did the FCC say the man had committed?
a) a heinous crime
b) a serious crime
c) a cybercrime
d) a lesser crime

51
7) How long did it take the man to make 96 million calls?
a) 3 months
b) 6 months
c) a year
d) 18 months

8) What kind of scheme were the calls part of?

a) a tricky scheme
b) a neighborhood scheme
c) a telemarketing scheme
d) a spoofing scheme

9) Where did the man trick people into thinking the calls were coming from?
a) their friend
b) another country
c) their ISP
d) a local number

10) What did the man say he had done?

a) nothing wrong
b) damage
c) many bad things
d) a trick

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After reading / listening

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words...

'phone'

 ________________
 ________________
 ________________
 ________________
 ________________
 ________________
 ________________
 ________________

and 'call'.

 ________________
 ________________
 ________________
 ________________
 ________________
 ________________
 ________________
 ________________

•Share your findings with your partners.

•Make questions using the words you found.

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 •Ask your questions to your partner / group.

2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

•Share your questions with other classmates / groups. •Ask your partner / group your questions.

3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity.
Were they new, interesting, worth learning…?

4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their
meanings.

5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

 serious
 three
 scheme
 local
 hotels
 nothing
 placed
 time
 threat
 lines
 without
 spam

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 Didactic Planning

Week # 4
II LEVEL

Domain: Socio-Interpersonal- Transactional Scenario: Online & Connected Theme: The Magical World of Apps
Enduring Understanding: Social media is a magical and powerful world to be handled with ethical responsibility.
Essential Question: What does social media mean to me?
General Competences

Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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

Grammar & Sentence Frames Function Psychosocial

Future continuous Form: Expressing opinions about different types of - Using conscious, self-affirmative and positive
media and the latest apps. language responsibly.
Will be /going to +present participle Discourse Markers
She will be arriving to late at the conference. Connecting words expressing cause and effect, Sociocultural
contrast, etc. -Willingness to share and work cooperatively in
Intensifiers -We can use a Power Point presentation. On the team work.
Too, enough, extremely, especially, other hand, we can also watch a new video from -Responsibility for sharing personal information
exceptionally, fantastically, fully, quietly , terribly You Tube. and others´ information on the Internet.
Arrangements - This program is the best and you can download -Showing respect for others when using social
Is going to it for free. However, it depends on the number of networks and apps.
I’m meeting megabytes you have in your compute.. Social Language Samples
Are visiting -Keep someone posted
Apps ASAP / BRB

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 Cutting edge
Vocabulary Leading edge

Use, monthly visitors, compete rank, last Proverbs / Quotes

updated, number of downloads, opinions.
"Alone we can do so little, together we
- WhatsApp, Waze, Line, Trip Advisor, Photo can do so much." --Helen Keller
Editors, Dropbox, Bitmoji, - Snapchat, Crackle.

Phonology
 Practicing minimal pair sounds: ʃ / s ship / sip
she / sea sure / sore shoot / suit shy / sigh

Assessment Strategies Time

& indicators of Total:
Pedagogical Mediation/Didactic Sequence
learning* Learner can 120 min
(Diagnostic, formative, (3
summative) lessons)
Pre-teaching
Routine
5 min
Checking attendance, checking in with Ls, posting and reviewing Essential Question, Can Do’s,
and class agenda, etc.

Participating
Warm-up 15 min
T pastes three images on the board (pictures from current communities and social networks people
use nowadays), (see Resource Section).T asks Ls if they know about those communities and
networks. Then T asks Ls to describe experiences regarding virtual communities and networks. Ls
describe their experiences orally.
10 min

Engaging

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 Activation of Prior Knowledge
Once finished with brainstorming on those experiences, T will give Ls other images related to
different apps (see Resource Section). The Ls must go to the board and place the image next to
the correct name of the app. Ls should present the apps using appropriate sentence structures, Ex.
This app is called Instagram. I know how to use Instagram.
SP.2. describes SP.2. describe Ex. This app is called Snapchat. I don’t know how to use Snapchat.
experiences with experiences with Pre- listening
20 min
media, apps, virtual media, apps, Watch the video with the sound of . Then write some notes about it.
communities and virtual
networks. communities and Listening for the first time
networks. Students watch a tutorial video "Duolingo App Tutorial" (https://www.youtube.com/watch?v=sidoa4-
GK9I) about an app to learn a language in which students must follow the instructions and set up
the app in their phones to use it.
Afterwards, Ls write a list with the vocabulary they already know and ask for clarification of words
they do not understand.

Pair/Group feedback
In pairs or individually, Ls compare the list of vocabulary and exchange meanings and ideas about
the video.

Listening for the second time

Ls listen again . after that , Ls are asked to talk about their own experience using “Duolingo” in
their cell phones. 40 min

Post-listening
Time for individual speeches or peer conversations can be allowed to describe their experiences
with Duolinguo.

SP.3. summarizes a SP.3.

simple summarize a Planning/Organizing
10 min
story/information simple story

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he/she reads about he/she reads - Learners, individually, are asked to read the text: "Social Networking Sites" (See Resource
media, apps, virtual about media, section). After reading it, students answer the following questions:
communities and apps, virtual  What is the main idea of the text?
networks relying on communities  What are the new words?
language used in and networks
 What social network do you like the most? 10 min
the story. relying on
language used
in the Rehearsal
story/information After learners have thought about their answers to those questions, they are asked to summarize
. the main ideas from that reading/text (“Social Networking Sites”) The teacher encourages learners
to use expressions such as: “The main idea (s) of this text …” , “I like _____ the most because…”
T also encourages Ls to practice their pronunciation skills while they are reading their summary.

Interacting
The teacher asks Ls to get into pairs or small groups in order to present their summary of this text.
Ls prepare a presentation in which they summarize the main ideas from the reading / text. Finally,
Ls present their summary to the rest of their classmates.

10 min

R.2 Identifies R.2 Identifies

Phonology
English language English language
sounds using sounds using
Producing a rhyme using the following words:
knowledge in knowledge in
ship / sip
phonics phonics
she / sea
,syllabification, and ,syllabification,
sure / sore
word parts. and word parts.
shoot / suit
shy / sigh

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 Integrated Mini-Project Time
Allow time for the Mini-Project each week. NOTE: All phases of the Integrated Mini-Project should be opportunities for Ls to practice Adjust
English, not just those related to presentation. previous
times
Acting out, responding and sharing: listed
A digital discussion on the benefits, importance and/or advantages of using social media. above
A video campaign against cyberbullying, using apps like Movie Maker, PowToon, Dvolver. to allow
5 min
each
week.
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, T guides the learners to check their progress using the checklist below. (Can be translated into Spanish if needed to ensure
Ls’ understanding.)
Learner Self-Assessment
In
I can… Yes No
progress

*You must include the indicators of learning from the document “Guidelines on How to Write Indicators of Learning for the Pedagogical Mediation of the English
Curriculum” under each Assessment Strategy and in the Self -Assessment chart at the end of every week.

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 Didactic Planning
Weeks 5 and 6
Review and Integrated Mini-Project
II LEVEL
Enduring Understanding: School is a special place where learners have a sense of belonging, feel cared for, like to learn, and participate.
Essential Question: What makes our high school a special place?
General Competences

Responsible Citizenship ( )
Life Competences ( )
Competences for Employability ( )

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:
 Willingness to cooperate in teamwork.

Vocabulary Discourse Markers

Sociocultural
 Did Ls say words aloud and write all  Did Ls practice connecting words: and, but,
because?  Respecting his/her school, classmates and teachers
vocabulary?
 Did Ls practice idioms and quotes?
Phonology
 Did Ls recognize, articulate, practice and
produce phonological sounds?

Assessment Strategies
Time
& indicators of
Learner can
Pedagogical Mediation/Didactic Sequence Total:
learning*
120 min
(Diagnostic, formative,
(3 lessons)
summative)

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 Did Ls achieve  Can Ls do all Referencing notes from formative assessments throughout the weeks, repeat activities to All of week
all learning tasks? strengthen Ls in weaker areas or select from Optional Activities that follow these plans. 5 or 6
outcomes?

Options Integrated Mini-Project Time

 Personal lapbooking, mobile, By allowing time for the Mini-Project each week for participating, thinking, and acting out, learners All of week
collage. should now have a chosen project and determined content and strategies. In the presentation 5 or 6 of
 Self-portrait presentation using week Ls focus on: unit
technology or cardboard.
 Storytelling using TPR in groups Responding and sharing: Participating in individual and peer assessment of mini-project.

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?

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 Suggested Materials

Do the names MySpace, Facebook, Orkut, etc. ring a bell?

They probably do because they are some of the most popular sites on the Internet today. These sites are all called 'social networking'
sites because they help people meet and discuss things online. Each of these social networking sites has its own strengths:
MySpace is especially popular among teenagers, Facebook is popular with college age people, Orkut is especially loved in Brazil, and
CyWorld is the site to visit in South Korea. The common thread between all of these social networks is that they provide a place for
people to interact, rather than a place to go to read or listen to 'content'.
Web 2.0
Social networks are considered to be web 2.0. What does this mean? To understand this, it's important to understand what the original
web did (often called web 1.0). Back in the nineties, the internet - or web - was a place to go to read articles, listen to music, get
information, etc. Most people didn't contribute to the sites. They just 'browsed' the sites and took advantage of the information or
resources provided. Of course, some people did create their own sites. However, creating a site was difficult. You needed to know basic
HTML coding (the original language the internet uses to 'code' pages). It certainly wasn't something most people wanted to do as it
could take hours to get a basic page just right. Things began to get easier when blogs (from web log) were introduced. With blogs,
many more people began writing 'posts', as well as commenting on other people's blogs.
MySpace Surprises Everybody
In 2003 a site named MySpace took the internet by storm. It was trying to mimic the most popular features of Friendster, the first social
networking site. It quickly became popular among young users and the rest was history. Soon everyone was trying to develop a social
networking site. The sites didn't provide 'content' to people, they helped people create, communicate and share what they loved
including music, images and videos. They key to the success of these sites is that they provide a platform on which users create the
content. This is very different from the beginning of the internet which focused on providing 'content' for people to enjoy.
Key to Success

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Relying on users to create content is the key to the success of web 2.0 companies. Besides the social networking sites discussed here,
other huge success stories include: Wikipedia, Digg.com and the latest success - Twitter. All of these companies rely on the desire of
users to communicate with each other, thereby creating the 'content' that others want to consume.

AN EXTRA ARTICLE ON “TEENS, SOCIAL MEDIA & TECHNOLOGY 2018” (FOR TEACHER’S USE MAINLY)
M AY 3 1 , 2018

Teens, Social Media & Technology 2018

YouTube, Instagram and Snapchat are the most popular online platforms among teens. 95% of teens
have access to a smartphone, and 45% say they are online 'almost constantly'
BY MONICA ANDERSON AND JINGJING JIANG

(Drew Angerer/Getty Images News via Getty Images)

Internet source: http://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/

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