Compartida por: Sylvia Benítez
0 votos
| 5213 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 8a |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | The characters of the comic 1. Once the students have chosen the story, they make a list of the characters that will appear in it and name them. |
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| Desarrollo | 00:30 | 2. Ask the students to make a table with three columns: one for the name of each character, the second for the physical description and the last for the personality features. Ask them to write a paragraph with a complete description of each character. 3. The students sketch the characters in the notebook or using a drawing program. |
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| Cierre | 00:15 | 4. The groups decide the format, design and characteristics of their comic. 4. They complete the worksheet as homework. |
Synonymous and describing characters.
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| Evaluación | Assess students’ learning by: • The student can describe the characters of the comic. • The student has a vocabulary that allows her/him to explain what he wants to say. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5214 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 8b |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Making the comic strip. 1. Once the students have the story, the characters and the structure of their comic, is time to write the texts. The pairs take the script made in the 7c session as homework (checked by the teacher). They write the texts in the frames: Narration, dialogues, thinking bubbles and sound effects. An easy option to make a super hero's comic is the Marvel tool. |
Make your own Marvel comic
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| Desarrollo | 00:25 | 2. Tell the students that is better not to write too much text in the panels. This can make the comic hard to read and enjoy. Ask them to try to limit the number of speech balloons to 2 (3 if there's a one or two word balloon), and keep the number of words in a panel below 30 and preferably below 20. The students integrate the characters and backgrounds with the text in each panel. |
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| Cierre | 00:10 | 3. The pairs make a rehearsal reading the whole strip with and make the necessary adjustments to the text or the graphic elements. Check the grammar, spelling and punctuation in the writing of dialogues, narrative texts and descriptions. |
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| Evaluación | Assess students’ learning by: • The student writes the dialogues, narrative and descriptions in a comic strip. • The comics are clear and easy to understand. • The grammar, spelling and punctuation of the comic are correct. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5215 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 8c |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Presenting the comic strips. 1. The class organize the presentation of the comics. Define the order in which the students will read them. |
Make your own Marvel comic
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| Desarrollo | 00:35 | 2. Each pair will goes to the front and read their comic while they show it. Before the reading, the teams can make an introduction explaining why they choose the title, the characters or the story, and how they made it. |
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| Cierre | 00:10 | 3. The whole class discuss about the project, guided by questions like: What did you like the most on this project? What are the most liked characters in the class? What did you learn by doing the project? What does fantastic mean? Would you like to read more fantastic literature? What did you like the most on this project? What are the most liked characters in the class? What did you learn by doing the project? |
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| Evaluación | The teacher can assess the performance of the students by the rubric: http://www.redmagisterial.com/med/10287-comic-strip-rubric/ | ||||||||
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