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Pacing Guide
Gia Quat
Academic Year
2026-2027
Programme
Public Secondary
Grade
6
Lessons
65
Units
30
Assigned Classes
0
Guide Information
Master academic information for this pacing guide.
Course Book
Global Success 6
Subject
English
Estimated Teaching Time
48 hr 45 min
Status
Active
Full Pacing Guide
Master lesson sequence. Week and projected dates are calculated separately for each assigned class.
65 active lessons
| Week | Lesson | Unit | Page # | Topic | Objectives | Content | Workbook Page # | Minutes | Status | Action |
|---|---|---|---|---|---|---|---|---|---|---|
| — | 1 | Welcome lesson | Page # | — | By the end of the lesson, students will be: - Familiar with the expectations of the teacher and classroom - Familiar with the teacher, their background, and common facts - Familiar with their peers | — | Workbook Page # | 45 min | Active | Edit |
| — | 2 | Unit 1 - School Life | 4-6 | Extended Vocabulary - School Subjects, emotions | By the end of the lesson, students will be able to: - Identify and memorize different school subjects, and pronounce them correctly - Ask and answer questions about school subjects - Identify and select appropriate descriptive adjectives to make sentences about school subjects | School subjects (Mathematics, Vietnamese, Information Technology (IT), History, Geography, English, Science, Art, Music, Physical Education (PE)) Descriptive adjectives (happy, confident, exciting, boring, difficult, easy, challenging) | 5 | 45 min | Active | Edit |
| — | 3 | Unit 1 - School Life | 4-6 | Grammar Practice - Present simple - Affirmative, negative and interrogative Adverbs of Frequency | By the end of the lesson, students will be able to: - Identify and use the present simple tense in affirmative, negative, and interrogative to describe habitual actions - Pronounce the final consonant sound of like, does, don't and doesn't correctly - Demonstrate an understanding of the meanings expressed by different adverbs of frequency - Use the present simple tense and adverbs of frequency to talk about how frequently they do an activity | Present simple - Affirmative, negative and interrogative Adverbs of frequency (always, usually, often, sometimes, occasionally, rarely, never) | 5 | 45 min | Active | Edit |
| — | 4 | Unit 1 - School Life | 7 | Skills Focus - Speaking about school | By the end of the lesson, students will be able to: - Discuss what activities are associated with different subjects - Ask and answer questions about what they do in each school subject - Express their preferences for different subjects | Speaking: Talking about school subjects and activities | 6 | 45 min | Active | Edit |
| — | 5 | Unit 1 - School Life | 8 | Project and Presentation - My Dream Timetable | By the end of the lesson, students will be able to: - Identify the elements of a school timetable - Design their own timetables | Project: My perfect timetable | 7 | 45 min | Active | Edit |
| — | 6 | Unit 2 - At Home | 9 | Extended Vocabulary - Types of house, rooms, furniture | By the end of the lesson, students will be able to: - Recognize different types of houses - Identify and talk about the various rooms in a house and the household objects in those rooms - Write and/or illustrate informational sentences about their homes | Types of houses (townhouse, country house, flat/apartment, mansion) Rooms in a house (living room, bathroom, dining room, basement, laundry, bedroom, kitchen, attic) Household objects (sofa, TV, lamp, dishwasher, sink, fridge, cupboard, mirror, bathtub, shower, chest of drawers) | 8 | 45 min | Active | Edit |
| — | 7 | Unit 2 - At Home | 10-12 | Grammar Practice - Posessive "s" Prepositions of place | By the end of the lesson, students will be able to: - Differentiate between possessive 's with singular and plural nouns, and pronounce possessives correctly - Make questions and sentences using Whose and possessive 's in an appropriate way - Recognize and use prepositions of place correctly when describing a picture - Apply prepositions of place to locate things around them | Whose and the possessive case with 's Prepositions of place (in, on, under, beside, in front of, between, above, next to) | 9 | 45 min | Active | Edit |
| — | 8 | Unit 2 - At Home | 13 | Skills Focus - Reading and writing about houses | By the end of the lesson, students will be able to: - Identify different types of unusual homes around the world - Develop reading micro-skills: guessing meaning in context, scanning for specific information, and passage comprehension - Design and talk about their own unusual houses | Reading and Writing: An article about unusual homes Types of unusual homes (igloo, container house, houseboat, treehouse) | 10 | 45 min | Active | Edit |
| — | 9 | Unit 2 - At Home | 14 | Exam Preparation - Cambridge KEY ENGLISH TEST - Reading practice and feedback | By the end of the lesson, students will be able to: - Have a general understanding of the task types in Cambridge KET for Schools: Reading and Writing test - Recognize the words with similar meaning - Comprehend main idea and specific information in the short passages - Identify and use prepositions in sentences correctly | Cambridge KET for Schools: Reading and Writing test Vocabulary: Words with similar meaning Grammar: Prepositions Reading: Short passages | 11 | 45 min | Active | Edit |
| — | 10 | Unit 3 - Human Bodies | 15 | Extended Vocabulary - Body Parts, activites | By the end of the lesson, students will be able to: - Identify, label, and pronounce different parts of the body correctly - Recognize which parts of the body are used to do different activities - Use the vocabulary related to body parts to describe imaginary creatures | Body parts (toe, elbow, chest, lip, finger, ear, ankle, face, knee, forehead, stomach, chin) | 12 | 45 min | Active | Edit |
| — | 11 | Mid-semester 1 Review (Unit 1-2) | 16-18 | — | — | — | 13 | 45 min | Active | Edit |
| — | 12 | Mid-Semester 1 Written Test (Unit 1-2) | — | — | — | — | — | 45 min | Active | Edit |
| — | 13 | Mid-Semester 1 Written Test (Unit 1-2) | 19 | Grammar Practice - Present continuous | By the end of the lesson, students will be able to: - Identify and understand the usage of the present continuous tense - Use the present continuous tense in affirmative, negative, and interrogative to describe activities happening at or around the time of speaking - Understand and apply the rules of spelling -ing forms to present continuous sentences | Present continuous: - Affirmative, negative and interrogative Spelling: -ing forms | 14 | 45 min | Active | Edit |
| — | 14 | Mid-Semester 1 Written Test (Unit 1-2) | 19 | Skills Focus - Listening about sports | By the end of the lesson, students will be able to: - Develop the skill of listening for gist and specific information in an article about about Paralympians with different types of athletes - Understand and identify personality adjectives and their opposites, and pronounce them correctly - Use appropriate personality adjectives to describe people they know | Listening: An article about Paralympians with different types of athletes Personality adjectives (brave, determined, successful, trusting, strong, optimistic) | 14 | 45 min | Active | Edit |
| — | 15 | Mid-Semester 1 Written Test (Unit 1-2) | 20 | Project and Presentation - My Favourite Character | By the end of the lesson, students will be able to: - Design their own characters for a game/comic using vocabulary related to body parts - Identify and select appropriate descriptive adjectives to describe their characters | Project: My favourite character Descriptive adjectives (long, short, tall, thin, strong, brave, determined, successful, trusting, strong, optimistic, creative) | 15 | 45 min | Active | Edit |
| — | 16 | Halloween Project Lesson | 21 | — | — | — | 16 | 45 min | Active | Edit |
| — | 17 | Unit 4 - Places Around Town | 22-24 | Extended Vocabulary - Places in a neighbourhood | By the end of the lesson, students will be able to: - Define and identify different places around town, and pronounce them correctly - Ask and answer questions about their neighbourhood - Use the vocabulary related to places around town and descriptive adjectives to write about places in their neighbourhood | Places around town (cinema, gym, bank, temple, cafe, art gallery, park, cathedral, railway station) Descriptive adjectives (fun, exciting, peaceful, clean, friendly, cheap, delicious, expensive, beautiful, fantastic) | 17 | 45 min | Active | Edit |
| — | 18 | Unit 4 - Places Around Town | 22-24 | Grammar Practice - Comparative adjectives | By the end of the lesson, students will be able to: - Identify the comparative adjectives and the way they are formed - Use the comparative adjectives to compare things/objects/living things - Practice making sentences using comparatives | Comparatives: Short and long adjectives, regular and irregular forms | 17 | 45 min | Active | Edit |
| — | 19 | Unit 4 - Places Around Town | 25 | Skills Focus - Writing and Speaking: Giving Directions | By the end of the lesson, students will be able to: - Memorize and use action verbs and directions in simple conversations - Understand and give directions to various places - Ask for and describe the location of places using prepositions | Action verbs and directions (go straight, turn left, turn right, make a U-turn, go past, cross) Prepositions (at/on the corner, opposite/across from) | 18 | 45 min | Active | Edit |
| — | 20 | Unit 4 - Places Around Town | 26 | Exam Preparation - Cambridge Key English Test Preparation | By the end of the lesson, students will be able to: - Identify key information from short conversations and monologues in Listening Parts 1–3 of the KET for Schools exam. - Choose correct answers for multiple-choice and gap-fill questions about travel plans, daily activities, and public places. - Use exam tips to improve listening comprehension and task performance. | Cambridge KET for Schools: Listening test (Part 1-2-3) - Listening for specific information - Listen and match or choose - Listen and tick or cross | 19 | 45 min | Active | Edit |
| — | 21 | Semester 1 Essay Test Review (Unit 1-4) | — | — | — | — | — | 45 min | Active | Edit |
| — | 22 | Semester 1 Test Review (Unit 1-4) | — | — | — | — | — | 45 min | Active | Edit |
| — | 23 | Semester 1 Written Test (Unit 1-4) | — | — | — | — | — | 45 min | Active | Edit |
| — | 24 | Semester 1 Essay Test (Unit 1-4) | — | — | — | — | — | 45 min | Active | Edit |
| — | 25 | Semester 1 Speaking Test (Unit 1-4) | — | — | — | — | — | 45 min | Active | Edit |
| — | 26 | Semester 1 Speaking Test (Unit 1-4) | — | — | — | — | — | 45 min | Active | Edit |
| — | 27 | Unit 5 - Wonders of the World | 28-30 | Extended Vocabulary - Nature, travel items | By the end of the lesson, students will be able to: - Broaden their knowledge in the field of natural wonders of the world and their geographical location - Label and memorize the travel items, and pronounce them correctly - Ask and answer questions about a natural wonder, its location, the ways of travelling and the travel items to bring | Natural wonders of the world (Grand Canyon, Great Barrier Reef, Victoria Falls, Mount Everest, Paricutin Volcano, Aurora Borealis, Amazon Rainforest, Ha Long Bay, Great Blue Hole, Serengeti Migration) Travel items (binoculars, tent, snorkel/goggles, sleeping bag, camera, life jacket) | 21 | 45 min | Active | Edit |
| — | 28 | Unit 5 - Wonders of the World | 28-30 | Grammar Practice - Countable and uncoultable nouns Must and mustn't for rules | By the end of the lesson, students will be able to: - Recognize and use countable and uncountable nouns correctly in sentences - Differentiate and apply must and mustn't appropriately in speech and writing | Countable and uncountable nouns Must / Mustn't for rules | 21 | 45 min | Active | Edit |
| — | 29 | Unit 5 - Wonders of the World | 31 | Skills Focus - Reading about natural wonders | By the end of the lesson, students will be able to: - Recognize the words with similar meaning - Develop reading micro-skills: scanning for specific ideas, skimming for general information, and guessing meaning in context - Use the information in the reading passage to discuss further with a partner | Reading: An article about Iguazu Falls Pre-teach Vocabulary (amazing, thunderous, adventurer, sight, shoots, roar, unique, jaguars) | 22 | 45 min | Active | Edit |
| — | 30 | Unit 5 - Wonders of the World | 32 | Project and Presentation - Tourist Guide | By the end of the lesson, students will be able to: - Identify the elements of a tourist guide - Develop their reading and listening skills to get general and specific information - Plan and design travel plans for a trip | Project: Tourist guide Travel items (camera, sun cream, insect spray, boots, phone, jacket) | 23 | 45 min | Active | Edit |
| — | 31 | Christmas Project Lesson | 33 | — | — | — | 24 | 45 min | Active | Edit |
| — | 32 | Unit 6 - Holidays and Celebrations | 34-36 | Extended Vocabulary - Holidays around the world | By the end of the lesson, students will be able to: - Learn and label activities associated with various holidays and celebrations around the world, and pronounce them correctly - Ask and answer questions about holidays in their countries - Discuss their favorite holidays and related activities | Holidays and Celebrations (Christmas, Hanukkah, New Year's Day, Easter, Bodhi Day, Halloween, Valentine's Day, Lunar New Year) Activities (exchanging gifts, hunting for eggs, meditating, wearing scary costumes, lighting the menorah, expressing love, setting off fireworks, getting lucky money) | 25 | 45 min | Active | Edit |
| — | 33 | Unit 6 - Holidays and Celebrations | 37 | Grammar Practice - Giving advice with should and shouldn't Using some and any | By the end of the lesson, students will be able to: - Understand the meaning and use of should/shouldn't for giving advice - Recognize and use some and any appropriately in context | Should / Shouldn't for giving advice some / any | 26 | 45 min | Active | Edit |
| — | 34 | Unit 6 - Holidays and Celebrations | 37 | Skills Focus - Listening for detail | By the end of the lesson, students will be able to: - Develop the skill of listening for specific information in the context of a speech - Broaden their knowledge about different holidays and celebrations | Listening for details: A speech about holidays and celebrations | 26 | 45 min | Active | Edit |
| — | 35 | Unit 6 - Holidays and Celebrations | 38 | Exam Preparation - Cambridge Key English Test Preparation | By the end of the lesson, students will be able to: - Have a general understanding of the task types in Cambridge KET for Schools: Speaking test (Part 1) - Answer questions related to familiar topics such as personal information, family, hobbies, free time, school subjects, weather, holiday, etc. - Apply the useful language provided to the speaking tasks and the real test | Cambridge KET for Schools: Speaking test (Part 1) Useful language for Part 1 | 27 | 45 min | Active | Edit |
| — | 36 | Unit 7 - Films and TV Programmes | 39 | Extended Vocabulary - Film genres, likes and dislikes | By the end of the lesson, students will be able to: - Recognize, label, and use vocabulary for different film genres and elements with correct pronunciation - Ask and answer questions about films and film genres - Discuss and describe films using the learnt vocabulary | Film genres (comedy, drama, musical, fantasy, science fiction (Sci-Fi), animation, horror, romance, action, western) Elements of a film (actor, character, plot, ending, scenes, script, soundtrack, special effect) | 28 | 45 min | Active | Edit |
| — | 37 | Mid-semester 2 Review (Unit 5-6) | 40-42 | — | — | — | 29 | 45 min | Active | Edit |
| — | 38 | Mid-Semester 2 Written Test (Unit 5-6) | — | — | — | — | — | 45 min | Active | Edit |
| — | 39 | Mid-Semester 2 Written Test (Unit 5-6) | 43 | Grammar Practice - "Wh-" questions Conjunctions | By the end of the lesson, students will be able to: - Identify and use Wh- question words to form questions. - Recognize and understand the meanings of conjunctions. - Construct sentences using conjunctions. | Wh- Questions (When, Who, Why, How many, What, Where, How often) Conjunctions (and, but, although, so, because) | 30 | 45 min | Active | Edit |
| — | 40 | Mid-Semester 2 Written Test (Unit 5-6) | 43 | Skills Focus - Speaking about films and movies | By the end of the lesson, students will be able to: - Identify the genres of films based on their description/introduction - Define and memorize the adjectives used to describe films - Use the adjectives with correct pronunciation to talk about the films they like or dislike | Speaking: Talk about films Descriptive adjectives (gripping, predictable, moving, entertaining, spectacular, scary, dull, violent) | 30 | 45 min | Active | Edit |
| — | 41 | Mid-Semester 2 Written Test (Unit 5-6) | 44 | Project and Presentation - Design a movie poster | By the end of the lesson, students will be able to: - Identify the elements of a film poster - Develop their scanning skill for specific information - Plan and design film posters | Project: A film poster Elements of a film poster (release date, production company logo, character, actor, director, tagline, film title) | 31 | 45 min | Active | Edit |
| — | 42 | Tet Project Lesson | 45 | — | — | — | 32 | 45 min | Active | Edit |
| — | 43 | Unit 8 - Winning and Losing | 46-48 | Extended Vocabulary - Unusal sports and competitions | By the end of the lesson, students will be able to: - Classify different sports into individual, combat, and team sports, and apply the correct use of play/do/go with sports - Ask and answer questions about sports using appropriate collocations - Use vocabulary related to sports to construct sentences about sports activities | Sports (archery, basketball, gymnastics, judo, fencing, rowing, ice hockey, surfing, boxing, wrestling) | 33 | 45 min | Active | Edit |
| — | 44 | Unit 8 - Winning and Losing | 49 | Grammar Practice - Past simple Imperatives | By the end of the lesson, students will be able to: - Understand and use the past simple tense, including regular and irregular verbs, in affirmative, negative, and interrogative forms - Identify and use imperative verbs correctly to give instructions and orders - Apply the past simple tense to discuss past activities and imperatives to provide direction | Past simple - Affirmative, negative and interrogative Imperatives - Affirmative and negative | 34 | 45 min | Active | Edit |
| — | 45 | Unit 8 - Winning and Losing | 46-48 | Skills Focus - Reading about a sports champion | By the end of the lesson, students will be able to: - Read and understand a short article about a young sports champion. - Complete a text using context clues and vocabulary support. - Reflect on and describe a personal challenge related to sports. | Reading: • Article: From Injury to Victory (about a teenage wrestling champion) • Comprehension through gap-fill and True/False tasks Vocabulary: • Words related to sport and challenge: break, face, method, move, patience, return • Definitions and contextual usage Critical thinking: • Answer reflective questions about the story (e.g., How can coaches help? Should Alex continue?) • Discuss personal experiences with physical challenges Writing: Write a short paragraph describing a personal challenge in sports using guided questions Speaking: Pair and group discussion tasks to exchange opinions and share stories | 33 | 45 min | Active | Edit |
| — | 46 | Unit 8 - Winning and Losing | 49 | Exam Preparation - Cambridge Key English Test Preparation | By the end of the lesson, students will be able to: - Have a general understanding of the task types in Cambridge KET for Schools: Reading test (Part 2-3) - Identify the paraphrasing of the same idea in the reading texts and the questions - Develop reading micro-skills: scanning for specific ideas and skimming for general information - Apply the tips provided to the reading tasks and the real test | Cambridge KET for Schools: Reading test (Part 2-3) Part 2: Read three texts on a similar topic and match sentences to the texts Part 3: Read a text and answer five multiple-choice questions | 34 | 45 min | Active | Edit |
| — | 47 | Unit 9 - Destinations Around the World | 50-51 | Extended Vocabulary - Outdoor Activities for Tourists | By the end of the lesson, students will be able to: - Label and classify different outdoor activities into in-water, in-the-air, and in-the-mountains activities - Develop reading micro-skills through a travel guide: scanning for specific ideas and skimming for general information - Use the target language to ask and answer questions about travel destinations | Outdoor activities (hiking, kayaking, snorkelling, rafting, horse riding, scuba diving, paragliding, rock climbing) Reading: A travel guide about Zion National Park | 35- 36 | 45 min | Active | Edit |
| — | 48 | Unit 9 - Destinations Around the World | 52- 53 | Grammar Practice - Posessive adjectives Posessive pronouns | By the end of the lesson, students will be able to: - Distinguish the difference between possessive adjectives and possessive pronouns - Use possessive adjectives and pronouns to demonstrate ownerships correctly | Possessive Adjectives: my, your, our, their, his, her, its Possessive Pronouns: mine, yours, ours, theirs, his, hers, its | 37- 38 | 45 min | Active | Edit |
| — | 49 | Unit 9 - Destinations Around the World | 54-56 | Skills Focus - Listening about a tourist attraction | By the end of the lesson, students will be able to: - Develop the skill of listening for main idea and specific information in the context of a speech - Broaden their knowledge about a tourist attraction in the world - Use the information in the listening passage to make questions and answers with a partner | Listening: A speech about a tourist attraction | 39 | 45 min | Active | Edit |
| — | 50 | Unit 9 - Destinations Around the World | 57 | Project and Presentation - Travel brochure | By the end of the lesson, students will be able to: - Identify the elements and information included in a travel brochure - Develop their reading skills to get general and specific information - Research and design travel brochures for places of interest | Project: A travel brochure | 40 | 45 min | Active | Edit |
| — | 51 | Unit 10 - Smart Homes | 58 | Extended Vocabulary - Gadgets, tools and Smart Technology | By the end of the lesson, students will be able to: - Identify and match vocabulary related to smart home technology with pictures. - Complete a short informational text using target vocabulary about smart devices. - Discuss and compare how smart and robot technology improve our daily lives. | Smart home devices (robot vacuum, smartphone, smart washer and dryer, smart security camera, automatic food making machine, smart fridge, smart lock, tablet, smart thermostat, smart light bulb) Action verbs (check, track, connect, change, control) | 41 | 45 min | Active | Edit |
| — | 52 | Unit 10 - Smart Homes | 59 | Grammar Practice - will/won't for future predictions and might/might not for future possibilities | By the end of the lesson, students will be able to: - Understand the meaning and use of will and won't for making future predictions - Use might and might not to express future possibilities - Discuss anticipated changes in homes using these future forms | Will / won't for future predictions Might / might not for future possibilities | 42 | 45 min | Active | Edit |
| — | 53 | Final Test Essay Review (Unit 6-9) | 60-62 | — | — | — | 43 | 45 min | Active | Edit |
| — | 54 | Final Test Review (Unit 6-9) | 63 | — | — | — | 44 | 45 min | Active | Edit |
| — | 55 | Final Written Test (Unit 6-9) | — | — | — | — | — | 45 min | Active | Edit |
| — | 56 | Final Essay Test (Unit 6-9) | — | — | — | — | — | 45 min | Active | Edit |
| — | 57 | Final Speaking Test (Unit 6-9) | — | — | — | — | — | 45 min | Active | Edit |
| — | 58 | Final Speaking Test (Unit 6-9) | — | — | — | — | — | 45 min | Active | Edit |
| — | 59 | Final Speaking Test (Unit 6-9) | 64-65 | Skills Focus - Writing: An Informal Email | By the end of the lesson, students will be able to: - Understand and extract specific information from an informal email about a smart home exhibition. - Identify and categorize useful phrases for structuring informal emails. - Plan and write their own informal email using guided questions and model language. | Writing: An informal email Useful expressions (Dear … / Hi ...; I hope you're well.; Thanks for your email.; It’s great to hear from you.; How are things with you?; I hope to see you soon.; That's all from me.; Please write soon.; Give my love to … / Say hi to …; Love / Lots of love; Best wishes; Take care) | 45 | 45 min | Active | Edit |
| — | 60 | Final Speaking Test (Unit 6-9) | 66-67 | Exam Preparation - Cambridge Key English Test Preparation | By the end of the lesson, students will be able to: - Have a general understanding of the task types in Cambridge KET for Schools: Listening test (Part 4-5) - Recall vocabulary about home (rooms and furniture) and computer - Comprehend the main idea and specific information of the conversations or monologues - Apply the tips provided to the listening tasks and the real test | Cambridge KET for Schools: Listening test (Part 4-5) Part 4: Listen to five short monologues or conversations. There is a question for each conversation. Students have to choose the best answer. Part 5: Listen to a conversation. There are five questions, plus an example at the beginning. Students have to match two lists of information. | 46 | 45 min | Active | Edit |
| — | 61 | Unit 11 - Let's Go Green! | 64-65 | Extended Vocabulary - Green Activities | By the end of the lesson, students will be able to: - Identify and label nouns related to green activities, and pronounce them correctly - Memorize action verbs associated with these activities - Use the target vocabulary to discuss green activities applicable to their school environment | Nouns related to green activities (waste disposal, organic vegetables, eco-friendly products, plastic containers, recycling bins, energy-efcient bulb) Action verbs (use, reuse, reduce, make, grow, organise, classify, install) | 45 | 45 min | Active | Edit |
| — | 62 | Unit 11 - Let's Go Green! | 66-67 | Grammar Practice - Articles First conditional | By the end of the lesson, students will be able to: - Differentiate between indefinite (a/an) and definite (the) articles - Apply the appropriate article to different nouns - Understand the meaning and use of the first conditional - Construct sentences using articles and the first conditional accurately | Articles: a, an, the First Conditional with If | 46 | 45 min | Active | Edit |
| — | 63 | Unit 11 - Let's Go Green! | 71 | Skills Focus - Speaking - Making suggestions, Agreeing and disagreeing to suggestions | By the end of the lesson, students will be able to: - Identify and understand different expressions for making suggestions and agreeing or disagreeing to suggestions - Formulate the sentences to make and accept or reject suggestions correctly - Use the target structure to construct a dialogue in the production stage | Speaking Making suggestions (Let's ...; How about ...?; Why don't we ...?; Shall we ...?) Agreeing and disagreeing to suggestions (Cool. / You’re right.; That sounds fun. / That’s perfect. ; That’s a great idea. / What a good idea!; I don’t think so.; I’m not sure about that.; I’m afraid we can’t do that.; Sorry, I’m not very keen on it.) | 48 | 45 min | Active | Edit |
| — | 64 | Unit 11 - Let's Go Green! | 73 | Project | By the end of the lesson, students will be able to: - Identify the elements and information included in a campaign poster - Develop their reading skills to get general and specific information - Design posters for Earth Day | Project: Earth Day Poster Action verbs (reduce, reuse, recycle, throw, take, use, pick up, turn off) | 50 | 45 min | Active | Edit |
| — | 65 | End of year lesson | 72 | — | — | — | 49 | 45 min | Active | Edit |
Assigned Classes
Each class progresses independently through this master guide.
| Class | School | Grade | Start Date | Status | Action |
|---|---|---|---|---|---|
| This pacing guide has not been assigned to any classes yet. | |||||