Compartida por: Sylvia Benítez
2 votos
| 5189 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er 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 cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:30 | 1. Have the groups check their texts using the following checklist: • The story is based on a classic tale and the relation between them is clear enough. • The text includes the key events of the story. • The story has the three basic elements of plot structure: beginning, middle and end. • The text is clear and the story is coherent and understandable. throughout. • The sequence of events is clear to the reader. • The use of verb tenses is correct and dependent on internal characteristics of the action. |
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| Desarrollo | 00:20 | 2. Ask the students to correct and make changes or modifications to their texts, if needed. Have the students write the final version of the story and give it to you. Check all the stories before the next class. The whole class will make a big book containing all the stories. Show the “How to Write & Self-Publish a Children's ” to the students. The video gives some ideas about how to make and illustrate a book. |
Illustrating a story book
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| Cierre | 00:10 | 1. The students discuss about the design of the book, organize the work and discuss the working process. They need to decide about: • What size will the book have? • How will be the covers? Of what material would they be made? • All the stories will have the same style? (typography, line space, alignement). What font type and size would be the best to use? • How to illustrate the book (with drawings, photographs, newspaper or magazine clippings etc.) When the students have a clear idea about how their book should look like, they make the materials list as specific as possible. They divide the required material among the students or groups of students. They must bring it to next class. |
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| Evaluación | Assess students’ learning by: • The story is clearly based on a classic tale. • The sentences are correctly written. • Words are correctly spelled. • The characters are believable • The groups works together and all members have a full commitment. • You may use the following rubric to evaluate the collaborative work and learning: https://www2.uwstout.edu/content/profdev/rubrics/secondaryteamworkrubric.html | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5190 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er 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 cuentos clásicos y componer una historia breve a partir de ellos | Duración | 0 horas, 55 minutos | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:30 | 1. Return the revised texts to the groups. Make sure all groups have the materials needed. Help the groups distribute the work between the members: some students write the text (by hand or on a computer. In the last case, maybe they need to go to the media classroom). Other students are the illustrators and others make the covers of the book. They can take some ideas from the page “40+ Illustrations for Children Book Covers”, whose link is in the “recursos” section. Monitor the students' work, make some questions and observe the progress. You may give some suggestions about the design but don't impose your opinions on the students. |
Children book covers
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| Desarrollo | 00:15 | 2. The whole class gathers the parts of the book. The students put in order the stories (maybe in alphabetical order or in the order they have finished or whatever they have decided). They place the illustrations and the covers. You will sew the parts together: about 1 cm from the edge make a vertical line of pencil marks. Use clothes pins to keep the sheets together and place them on a thick magazine or cutting board. Use a drill to make a hole through the cover, all of the sheets and the back cover at the first pencil mark. Continue making holes at all the pencil marks. Cut a long piece of thread, thread a needle and sew the book together. Start at the bottom hole in the back and go up through one hole and down through the next. At the top, run the thread around the top, then tie the two ends firmly |
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| Cierre | 00:10 | 3. The whole class organizes a reading session of the stories for the next session and invites other classes and parents to attend. Each group divides the text into sections. Taking turns, each group member will read a section. |
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| Evaluación | Asses the students’ the performance by considering these criteria: • The groups works together and all members have a full commitment. • The students work in order to ensure that all the tasks prepared for the session are completed. • The students participate in their group discussions. • The students are able to plan the reading session. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5191 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er 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 cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Make a brief presentation of the students’ work, explain what the project was about and what the groups did. |
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| Desarrollo | 00:35 | 2. Taking turns, each team reads aloud their story to the audience with the apropriate intonation, stresses, pauses and emphasis. After each reading, the audience can make comments and questions to the group. |
Sequencing worksheet
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| Cierre | 00:20 | 3. The students express their opinions and conclusions about the project: • Did they enjoy reading classic tales? • What kind of story do they like the most? • Are they able to identify the parts of the structure of a story? • Are they able to identify the sequence of events in a story? • How do they identify the key events of a story? • What did they like the most in this project? • How could they improve their work on another occasion? |
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| Evaluación | Assess the students’ learning progress by the following elements: • The groups works together and all members have a full commitment. • The students work in order to ensure that all the tasks prepared for the session are completed. • The students participate in their group discussions. • The students are able to express their opinions about the project. • The students read out loud with accuracy, fluency and comprehension. • You may use the following rubric to evaluate the students’ reading abilities: http://www.redmagisterial.com/med/9465-reading-aloud-rubric/ | ||||||||
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