Secuencia propuesta
De la activación a la evidencia
La dosificación responde a la amplitud y demanda cognitiva del OA. El docente ajusta el ritmo según la evidencia.
Clase 1 de 5
Notice purpose and activate prior knowledge: Modeled multimodal writing for real audiences
Propósito docente: Help students notice purpose and activate prior knowledge: Modeled multimodal writing for real audiences through meaningful English and evidence from the message.
Meta para estudiantes: Today I will notice purpose and activate prior knowledge: Modeled multimodal writing for real audiences; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Present fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences once. Students first respond with a choice, gesture, note or short chunk and then identify the clue they used.
Modelado · 20 min
Think aloud in accessible English to show how to notice purpose and activate prior knowledge: Modeled multimodal writing for real audiences. Combine an exact clue with context and check meaning instead of translating every word.
Práctica guiada · 25 min
Pairs work with a second version of fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences. They exchange missing information, ask for clarification and improve one part after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to notice purpose and activate prior knowledge: Modeled multimodal writing for real audiences. A word bank or planning card is available, but the student selects language, communicates meaning and checks the result.
Materiales y preparación
fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “notice purpose and activate prior knowledge: modeled multimodal writing for real audiences”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «notice purpose and activate prior knowledge: modeled multimodal writing for real audiences» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «notice purpose and activate prior knowledge: modeled multimodal writing for real audiences»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: copy a model without making audience choices.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.
02Clase 2 de 5
Locate meaning and language evidence: Modeled multimodal writing for real audiences
Propósito docente: Help students locate meaning and language evidence: Modeled multimodal writing for real audiences through meaningful English and evidence from the message.
Meta para estudiantes: Today I will locate meaning and language evidence: Modeled multimodal writing for real audiences; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Reveal only the title, format or first image from fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences. Students make a tentative prediction and choose what they will listen or read for.
Modelado · 20 min
Compare two comprehensible responses. Explain why both may communicate, then revise the one that does not yet fit purpose or audience.
Práctica guiada · 25 min
Pairs work with a second version of fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences. They exchange missing information, ask for clarification and improve one part after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to locate meaning and language evidence: Modeled multimodal writing for real audiences. A word bank or planning card is available, but the student selects language, communicates meaning and checks the result.
Materiales y preparación
fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “locate meaning and language evidence: modeled multimodal writing for real audiences”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «locate meaning and language evidence: modeled multimodal writing for real audiences» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «locate meaning and language evidence: modeled multimodal writing for real audiences»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: copy a model without making audience choices.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.
03Clase 3 de 5
Interpret relationships and unstated meaning: Modeled multimodal writing for real audiences
Propósito docente: Help students interpret relationships and unstated meaning: Modeled multimodal writing for real audiences through meaningful English and evidence from the message.
Meta para estudiantes: Today I will interpret relationships and unstated meaning: Modeled multimodal writing for real audiences; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Offer two possible meanings for fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences. Students decide which fits better and point to a word, sound, image or text feature.
Modelado · 20 min
Model a first attempt that shows this problem: copy a model without making audience choices. Ask for clarification, reread or paraphrase and repair the message openly.
Práctica guiada · 25 min
Pairs work with a second version of fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences. They exchange missing information, ask for clarification and improve one part after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to interpret relationships and unstated meaning: Modeled multimodal writing for real audiences. A word bank or planning card is available, but the student selects language, communicates meaning and checks the result.
Materiales y preparación
fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “interpret relationships and unstated meaning: modeled multimodal writing for real audiences”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «interpret relationships and unstated meaning: modeled multimodal writing for real audiences» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «interpret relationships and unstated meaning: modeled multimodal writing for real audiences»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: copy a model without making audience choices.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.
04Clase 4 de 5
Rehearse a purposeful response: Modeled multimodal writing for real audiences
Propósito docente: Help students rehearse a purposeful response: Modeled multimodal writing for real audiences through meaningful English and evidence from the message.
Meta para estudiantes: Today I will rehearse a purposeful response: Modeled multimodal writing for real audiences; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Begin with a short information gap from fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences; each partner needs the other's message to complete a practical task.
Modelado · 20 min
Build a response from useful chunks rather than a full script. Make one meaningful choice, test it with a partner and revise for clarity.
Práctica guiada · 25 min
Pairs work with a second version of fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences. They exchange missing information, ask for clarification and improve one part after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to rehearse a purposeful response: Modeled multimodal writing for real audiences. A word bank or planning card is available, but the student selects language, communicates meaning and checks the result.
Materiales y preparación
fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “rehearse a purposeful response: modeled multimodal writing for real audiences”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «rehearse a purposeful response: modeled multimodal writing for real audiences» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «rehearse a purposeful response: modeled multimodal writing for real audiences»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: copy a model without making audience choices.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.
05Clase 5 de 5
Produce for a defined audience: Modeled multimodal writing for real audiences
Propósito docente: Help students produce for a defined audience: Modeled multimodal writing for real audiences through meaningful English and evidence from the message.
Meta para estudiantes: Today I will produce for a defined audience: Modeled multimodal writing for real audiences; I will show the clue or language choice that helped me communicate.
Inicio · 10 min
Change the speaker, audience or purpose in fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences. Students predict which language and delivery choices should change.
Modelado · 20 min
Use fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences to plan, communicate and check. Keep meaning central; accent imitation, speed and instant perfection are not the goal.
Práctica guiada · 25 min
Pairs work with a second version of fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences. They exchange missing information, ask for clarification and improve one part after focused feedback.
Desempeño individual · 25 min
Each student completes a new task to produce for a defined audience: Modeled multimodal writing for real audiences. A word bank or planning card is available, but the student selects language, communicates meaning and checks the result.
Materiales y preparación
fictional writing briefs, genre models, audience cards and a meaning-first revision checklist for modeled multimodal writing for real audiences; visible word bank, picture cards and optional audio replay; no account or personal information required.
Insumo concreto y consigna
Recurso listo para usar
Three original writing briefs for a real-world purpose, each with audience, model chunks, planning grid, source notes and a revision checklist that separates meaning from accuracy.
Consigna exacta
Work on “produce for a defined audience: modeled multimodal writing for real audiences”: identify purpose and audience, use two precise language or visual clues, communicate a complete response and revise one decision after feedback or rereading.
Referencia para modelar y corregir
A successful response communicates meaning for the stated audience, supports ideas with accurate clues, uses learned language flexibly and improves content or organization before surface editing; accent imitation is not required.
Preparación docente
- Preparar el insumo concreto sin datos personales ni material sin autorización.
- Ensayar la respuesta de referencia y anticipar al menos un error plausible.
- Definir cómo recogerá evidencia individual durante el desempeño.
- Comprobar accesibilidad, seguridad y alternativa sin conectividad.
Apoyo: Keep images and chunks visible, allow choral and paired rehearsal, reduce length and provide wait time; do not penalize accent, initial language mixing or self-correction.
Profundización: Change speaker, audience, quantity, place or action and adapt the message to the new communicative purpose.
Ticket de salida · 10 min
Give one short response for today's purpose and underline, point to or name the clue or language choice that supports it.
Evidencia: Comprehensible oral, written, visual or embodied response for «produce for a defined audience: modeled multimodal writing for real audiences» linked to a word, chunk or clue in the input.
Criterios observables
- resuelve la consigna exacta de «produce for a defined audience: modeled multimodal writing for real audiences»
- usa al menos dos datos, rasgos o evidencias del insumo concreto
- explica una decisión y revisa su respuesta ante una condición nueva
Pauta de evaluación de cuatro niveles
Distribución de 45 minutos
Decisión posterior: Avanza cuando decisión, evidencia y explicación coinciden; si no, cambia el acceso o modela otro caso y vuelve a recoger evidencia sin etiquetar al estudiante.
Si dispone de 45 minutos: Conserva situación específica, modelado, práctica guiada, evidencia individual y cierre; reduce cantidad o turnos, no el criterio disciplinar.
Consolidación
Tarea breve y flexible
Observa, practica o registra una versión breve y segura con recursos disponibles. No requiere compras, internet, datos personales ni exposición familiar, corporal o cultural.
Banco opcional
Actividades complementarias
- Recuperación: aísla una decisión o pista y vuelve luego a la tarea completa.
- Análisis de error: revisa un caso ficticio que muestra esta confusión: copy a model without making audience choices.
- Transferencia: cambia contexto, material, interlocutor, espacio o fuente y explica qué debe adaptarse.
Respuesta durante la clase
Control de dificultades con acciones
Coordinación profesional: El docente modela inglés comprensible; educación diferencial facilita acceso auditivo, visual, motor o de respuesta sin sustituir la intención comunicativa.