Compartida por: Diana Schreckenberger
0 votos
| 2844 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 32a |
| Tema | Leer para conocer y comparar diversos aspectos propios y de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Interpretar relatos históricos para comparar aspectos culturales de México y de países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Tell Ss today they’ll continue with the reading of the Aztec story about music. |
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| Desarrollo | 00:40 | T, go back to the Mixicolore Aztecs for kids site to “How Music Came to the World” And continue reading the story. 10’ Ask Ss what they think of the story.5’ T, prepare a box to be the “basket” where Ss throw a ball. Ss work in teams. T asks a question related to the reading from the How Music Came To The World. The team who gets the correct answer gets a point and a chance to throw the ball. If they score they get an extra point. 10’ T, there are two website suggested in the “recursos” column. Both have a synopsis of the story. Choose and print the text you want to share with the Ss. Have them read it working in pairs or in teams. 5’ Have a little competition: The team who finds the most things in common between the two stories (they both mention whales for example) wins. 10’ |
Whale Rider Book Coop 
Mexicolore Aztecs for kids
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
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| Evaluación | Relay in previous knowledge to anticipate theme. • Talk about situations where historical situations are told. • Identify, define, and clarify new words and phrases. • Read aloud to practice pronunciation. • Recognize natural aspects, flora, fauna, climate, etc. • Cultural expression, schedule, music, ways to relate to each other, dress attire and food in various events among other things related with the historical era mentioned in the story. • Compare natural aspects and cultural expressions from a historical tale, with the contemporary ones in Mexico and in English speaking countries. • Recognize differences with today’s actions. • Answer with spoken and written word to questions about different aspects narrated in a historical tale. • Write questions and answers about a historical time, location, people, vegetation, climate, etc • Shared reading questions and answers to compare information. • Express and distinguish differences and similarities, of Mexican historical and cultural aspects, and those of English speaking countries. • Adapt natural, cultural and historical aspects of a historical tale to Mexican reality. • Punctuation. • Recognize stories from a trip as a reflex of emotions and experiences of people and their culture. • Identify values and conduct belonging to English speaking countries. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2845 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 32b |
| Tema | Leer para conocer y comparar diversos aspectos propios y de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Interpretar relatos históricos para comparar aspectos culturales de México y de países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Today Ss will continue talking about music |
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| Desarrollo | 00:40 | T, visit the website in the “recursos” column. It talks about folk songs and has the translation from Maori to English. Choose the text you want Ss to work with. This is a team activity. When teams finish reading their designated parts they share their knowledge with the rest of the class. 15’ T, tell Ss after all these sessions, they have a lot of information on Aztec and Maori cultures. Ask teams to work putting together the information they found both cultures have in common and what their differences are. Ss have to mention geography, flora fauna, history, cultural aspects, similitude between stories etc. They also will need to talk about the way all of these are now part of contemporary life. They’ll have to read their work to the rest of the group. 25’ |
New Zealand Folk Song
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| Cierre | 00:05 | T, say goodbye with your regular routine. Tell Ss they’ll create a comic during the next session to illustrate the information from today’s session. |
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| Evaluación | Relay in previous knowledge to anticipate theme. • Talk about situations where historical situations are told. • Identify, define, and clarify new words and phrases. • Read aloud to practice pronunciation. • Recognize natural aspects, flora, fauna, climate, etc. • Cultural expression, schedule, music, ways to relate to each other, dress attire and food in various events among other things related with the historical era mentioned in the story. • Compare natural aspects and cultural expressions from a historical tale, with the contemporary ones in Mexico and in English speaking countries. • Recognize differences with today’s actions. • Answer with spoken and written word to questions about different aspects narrated in a historical tale. • Write questions and answers about a historical time, location, people, vegetation, climate, etc • Shared reading questions and answers to compare information. • Express and distinguish differences and similarities, of Mexican historical and cultural aspects, and those of English speaking countries. • Adapt natural, cultural and historical aspects of a historical tale to Mexican reality. • Punctuation. • Recognize stories from a trip as a reflex of emotions and experiences of people and their culture. • Identify values and conduct belonging to English speaking countries. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2846 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 32c |
| Tema | Leer para conocer y comparar diversos aspectos propios y de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Interpretar relatos históricos para comparar aspectos culturales de México y de países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | No disponible | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Remind Ss today they are going to create a comic to illustrate the text they worked on during the last session. |
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| Desarrollo | 00:40 | T, during this session Ss will have to illustrate the text from the last session by creating a comic. Ss are still working in teams. T, there is a site for you to consult and decide if you want Ss to create a comic using a website or if it will be better for them to hand draw their comics. I suggest they hand draw them so they can use their imagination and create their comic faster than creating it in a website. When the comics are finish they’ll share them with the rest of the teams. |
Free tech 4 teachers. Create comics
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
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| Evaluación | Relay in previous knowledge to anticipate theme. • Talk about situations where historical situations are told. • Identify, define, and clarify new words and phrases. • Read aloud to practice pronunciation. • Recognize natural aspects, flora, fauna, climate, etc. • Cultural expression, schedule, music, ways to relate to each other, dress attire and food in various events among other things related with the historical era mentioned in the story. • Compare natural aspects and cultural expressions from a historical tale, with the contemporary ones in Mexico and in English speaking countries. • Recognize differences with today’s actions. • Answer with spoken and written word to questions about different aspects narrated in a historical tale. • Write questions and answers about a historical time, location, people, vegetation, climate, etc • Shared reading questions and answers to compare information. • Express and distinguish differences and similarities, of Mexican historical and cultural aspects, and those of English speaking countries. • Adapt natural, cultural and historical aspects of a historical tale to Mexican reality. • Punctuation. • Recognize stories from a trip as a reflex of emotions and experiences of people and their culture. • Identify values and conduct belonging to English speaking countries. | ||||||||
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