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    Writing Worksheet

    Uploaded by

    Ethel Sanchez
    This document provides instructions for a 1st grade English learning experience on writing about daily routines. Students will create a poster describing their morning, afternoon, and evening routines using simple present tense sentences and including the time. The poster assignment addresses competencies in writing different English text types and managing autonomous learning. Students will brainstorm activities, outline sentences, draft, edit with a partner, and create a final poster version to demonstrate their understanding of routines and time vocabulary. Their work will be evaluated using a rubric focusing on vocabulary, grammar, punctuation, organization, and other criteria.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Writing Worksheet

    Uploaded by

    Ethel Sanchez
    26 views4 pages
    This document provides instructions for a 1st grade English learning experience on writing about daily routines. Students will create a poster describing their morning, afternoon, and evening routines using simple present tense sentences and including the time. The poster assignment addresses competencies in writing different English text types and managing autonomous learning. Students will brainstorm activities, outline sentences, draft, edit with a partner, and create a final poster version to demonstrate their understanding of routines and time vocabulary. Their work will be evaluated using a rubric focusing on vocabulary, grammar, punctuation, organization, and other criteria.

    Original Title

    WRITING WORKSHEET (1)

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    This document provides instructions for a 1st grade English learning experience on writing about daily routines. Students will create a poster describing their morning, afternoon, and evening routines using simple present tense sentences and including the time. The poster assignment addresses competencies in writing different English text types and managing autonomous learning. Students will brainstorm activities, outline sentences, draft, edit with a partner, and create a final poster version to demonstrate their understanding of routines and time vocabulary. Their work will be evaluated using a rubric focusing on vocabulary, grammar, punctuation, organization, and other criteria.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    26 views4 pages

    Writing Worksheet

    Uploaded by

    Ethel Sanchez
    This document provides instructions for a 1st grade English learning experience on writing about daily routines. Students will create a poster describing their morning, afternoon, and evening routines using simple present tense sentences and including the time. The poster assignment addresses competencies in writing different English text types and managing autonomous learning. Students will brainstorm activities, outline sentences, draft, edit with a partner, and create a final poster version to demonstrate their understanding of routines and time vocabulary. Their work will be evaluated using a rubric focusing on vocabulary, grammar, punctuation, organization, and other criteria.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    AREA: ENGLISH

    LEARNING EXPERIENCE N° 04-WEEK 3


    NAME: _____________________________________________ GRADE: 1st CLASSROOM: ___
    ROLL NUMBER: _____ DATE: _________________________ TEACHER: ________________

    COMPETENCIA:
    ESCRIBE DIVERSOS TIPOS DE TEXTOS EN INGLÉS COMO LENGUA EXTRANJERA PROPÓSITO
    CAPACIDADES: Elabora un poster sobre su rutina
    • Adecúa el texto a la situación comunicativa. diaria haciendo uso del presente
    • Organiza y desarrolla las ideas de forma coherente y cohesionada. simple y hora.
    • Utiliza convenciones del lenguaje escrito de forma pertinente.
    • Reflexiona y evalúa la forma, el contenido y el contexto del texto escrito.
    COMPETENCIAS TRANSVERSALES:
    • Se desenvuelve en entornos virtuales generados por las TICS.
    ✓ Gestiona información del entorno virtual EVIDENCIA
    • Gestiona su aprendizaje de manera autónoma. Poster sobre su rutina diaria.
    ✓ Define metas de aprendizaje

    CHALLENGE Answer the following questions.

    What do you do every day?

    ___________________________________________________
    ___________________________________________________

    LET’S OBSERVE!
    LET’S WRITE! 1. BRAINSTORMING

    Write the activities that you do.

    2. OUTLINING: Organize your previous ideas. Write simple sentences.


    3. DRAFTING Write the first version of your poster.

    IN THE
    MORNING

    IN THE
    AFTERNOON

    IN THE
    EVENING
    3. EDITING Read and analyze your drafting and check your errors.

    4. FEEDBACK Exchange your work and give feedback to your partner.

    Aspects:
    • Vocabulary.
    • Grammar.
    • Punctuation. I like your work because you You can improve on _____
    • Orthography. used good ______________ ______________________
    • Handwriting. _______________________ ______________________
    • Organization _______________________ ______________________
    _____ _________

    5. FINAL Write your final version on A3 paper. Paste pictures.


    VERSION

    RUBRIC

    N° CHARACTERISTICS OR CRITERIA AD A B C

    1 VOCABULARY: Use vocabulary about routines and time, including pictures.

    GRAMMAR: The poster has at least 3 sentences in present simple about daily routine
    2
    in the morning, in the afternoon and in the evening.

    3 GRAMMAR: The poster includes the time correctly.

    PUNCTUATION-ORTHOGRAPHY: The poster does not present orthographic mistakes,


    4
    capital letters and punctuation marks.

    5 ORGANIZATION: The poster has a logical sequence (titles, pictures, sentences).

    METACOGNITION READ THE QUESTIONS AND ANSWER INDIVIDUALLY.

    1. Is this lesson important? why?


    ________________________________________________________________

    2. How did you reach the goal?


    a. By writing b. By reading c. By listening d. By speaking

    3. When can you use this information?


    _________________________________________________________________

    YOU HAVE THE PONTENTIAL TO MAKE BEAUTIFUL THINGS.

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