Compartida por: Diana Schreckenberger
1 voto
| 1183 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 16a |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Cambiar versos en un poema infantil | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 6. 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 2. Today we’ll write whole strophes of the "Five little monkeys" song. T, if your group has the skills to write longer verses then follow the same plan but use "The old Lady who swallowed a fly" rhyme. 3. T projects the lyrics on the board, if is not possible T writes the complete lyrics and Ss copy. 4. T, remember to make emphasis on each and every verse, strophe and rhyming word identifying each part by name for the Ss. T, make sure you point at each word as Ss read it. 5. Follow the singing instructions provided in the coloring page and apply them for every strophe while having Ss sing along and write them at the same time. 6. T, make copies of the coloring page with lyrics and the five pages of verses. If you choose the "old Lady" song then you’ll have to edit the page using white out so Ss have spaces to fill in instead of writing the whole lyrics unless they have the skills to do so. 7. Cut out the lyrics and photocopy again so Ss have a page with illustrations only where they can write the words of each verse. If time allows, let Ss color their pages. |
An old lady who swallowed a fly lyrics 
Five little monkeys coloring page with words and five strophes
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| Cierre | 00:00 | 8. Say good bye with your regular routine and remind Ss to color their pages if they want to. 9. T tells Ss: When you get home today you will say, “mom, dad today I wrote pages with verses to form strophes using rhyming words”. |
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| Evaluación | Evaluate Ss according to: - S uses previous knowledge to predict theme and purpose. - S recognizes text and graphic components. - Discovers the meaning of words. - Identifies strophe and verse. - Distinguish words that rhyme. - Recognizes changes in intonation. - Practices spelling and pronunciation of rhyming words. - Completes written verses by verbally filling in the blanks. - Able to distinguish and compare the writing of verses from the number of words, rhyme, etc. - Understands theme and purpose. - Acoustic characteristics of rhymes. - Understands the relation between written and the verbal expressions. - Use of the necessary words for this social practice. - Shows attention to the playful purpose of the poems. - Able to use language as a mean of creation. | ||||||||
Compartida por: Diana Schreckenberger
1 voto
| 1184 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 16b |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Cambiar versos en un poema infantil | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 7. 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 2. Today we’ll prepare our presentation for friends and family who are coming to our next session. 3. T, divide the group in teams and place the chairs accordingly. 4. The front of the classroom will be the stage. Your classroom has the bags from our bread experiment and the posters with the rules to be followed in school and classroom as well as the illustration cards the Ss made. 5. T, choose one of the songs to start with, then select a S or Ss to welcome our guests and to present the song the whole group is going to sing. T, if your group has the language skills for longer verses then follow the same plan but use "The old Lady who swallowed a fly" first. 6. T, have Ss sing "Five little monkeys" song following the singing instructions learned from the previous class. 7. After Ss have sang the song and used body language to illustrate it, T projects the lyrics on the board, if is not possible, T writes the words so Ss can read and sing the song again. T, make sure to share with friends and family the fact that Ss are reading what they sing and that they know their rhymes. Point at each word as Ss read/sing. T, make sure Ss finish completing the copies of the coloring page with the whole lyrics written on them from last session. These should be one page with the full song and five pages of verses. Ss can have 10’ to finish coloring their pages while you review them. T, take this opportunity to review our Word Wheels and make sure they move and that the spelling of the words is correct. Ss need to have all their materials colored and ready today. 8. After singing/reading Ss go to their teams to show friends and family, the illustrated pages they wrote and colored as well as their Word Wheels, monkey craft and the Old Lady book they made. 9. Ss have to read for their guest the verses written on their wheels as well as the Old Lady book. 10. T, walk around the classroom monitoring the demonstration Ss do for their guest. 11. To finish the demonstration Ss sing "The Old Lady who swallowed a fly" song, if you started with that song, Ss sing "Five little monkeys". 12. This time Ss sings only. |
Five little monkeys coloring page with words and five strophes 
There was an old Lady who swallowed a fly song 
Five little monkeys
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| Cierre | 00:00 | 13. T, make sure Ss know the order in which they are going to show their materials to their guest. After that, let them know they’ll show their guest their good bye routine. |
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| Evaluación | Evaluate Ss according to: - S uses previous knowledge to predict theme and purpose. - S recognizes text and graphic components. - Discovers the meaning of words. - Identifies strophe and verse. - Distinguish words that rhyme. - Recognizes changes in intonation. - Practices spelling and pronunciation of rhyming words. - Completes written verses by verbally filling in the blanks. - Able to distinguish and compare the writing of verses from the number of words, rhyme, etc. - Understands theme and purpose. - Acoustic characteristics of rhymes. - Understands the relation between written and the verbal expressions. - Use of the necessary words for this social practice. - Shows attention to the playful purpose of the poems. - Able to use language as a mean of creation. | ||||||||
Compartida por: Diana Schreckenberger
1 voto
| 1185 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 16c |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Cambiar versos en un poema infantil | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 8. 1. T greets friends and family and introduces S/ Ss who are going to introduce the program. |
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| Desarrollo | 00:00 | 2. S/Ss introduce our presentation for friends and family announcing the performance of the first song. 3. The group is divided in teams and the Ss chairs are placed accordingly. 4. The front of the classroom is the stage. In our classroom friends and family can see again the bags from our bread experiment and the posters with the rules to be followed in school and classroom as well as the illustration cards the Ss made. 5. Ss sing the first song. 6. After Ss have sang the song and used body language to illustrate it, T projects the lyrics on the board, if is not possible T writes the words so Ss can read and sing the song again. T, make sure to share with friends and family the fact that Ss are reading what they sing and that they know their rhymes. Point at each word as Ss read/sing. 7. After singing/reading Ss go to their teams to show friends and family, the illustrated pages they wrote and colored as well as their Word Wheels and the Old Lady book they made. 8. Ss have to read for their guest the verses written on their wheels as well as the Old Lady book. 9. T, walk around the classroom monitoring the demonstration Ss do for their guest. 10. To finish the demonstration Ss sing their second song. This time Ss sings only. |
An old lady who swallowed a fly lyrics
Five little monkeys coloring page with words and five strophes
There was an old Lady who swallowed a fly song
Five little monkeys
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| Cierre | 00:00 | 11. Ask Ss to thank their guest for attending their presentation. Say good bye with your regular routine. |
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| Evaluación | Evaluate Ss according to: - S uses previous knowledge to predict theme and purpose. - S recognizes text and graphic components. - Discovers the meaning of words. - Identifies strophe and verse. - Distinguish words that rhyme. - Recognizes changes in intonation. - Practices spelling and pronunciation of rhyming words. - Completes written verses by verbally filling in the blanks. - Able to distinguish and compare the writing of verses from the number of words, rhyme, etc. - Understands theme and purpose. - Acoustic characteristics of rhymes. - Understands the relation between written and the verbal expressions. - Use of the necessary words for this social practice. - Shows attention to the playful purpose of the poems. - Able to use language as a mean of creation. | ||||||||
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