Compartida por: Denise Salazar
1 voto
| 6681 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 16a |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Ejemplifica ideas principales en un intercambio oral | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the short film suggested in the “recursos” section ready to show it to the students as well as the PowerPoint presentation “Dialog writing”. 2. Tell students that for the following three sessions, they will work in teams and develop a project called: “Script for the dubbing of a silent short film”. 3. Organize students in small groups of three or four. |
Dialogue writing
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512 | |||||
| Desarrollo | 00:25 | 4. Show students the PowerPoint presentation “Dialog writing” on the board using the projector and go over the slides one by one. Ask some volunteers to read the slides and clarify any doubts if necessary. 5. As students read the slides on the presentation, have them copy the most important points and rules in their notebooks. |
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512 | |||||
| Cierre | 00:30 | 6. Share with students the website link “Silent Films” and ask them to select a scene of one of the films to start working on their project. 7. Ask students to take into account the presentation they just saw to start writing their dialogs. |
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512 | |||||
| Evaluación | Assess students' oral and written expression level: • Students are able to select a scene of a silent movie and write a dialog for it. • Students are able to organize ideas to write a dialog that represents the scene of a silent movie. • Students are able to use simple rules for writing a dialog. • Students have enough vocabulary to build complete and meaningful sentences, as well as dialogs for a scene of a silent movie. | ||||||||
Compartida por: Denise Salazar
1 voto
| 6682 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 16b |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Reformula expresiones producidas en un intercambio oral | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the website suggested in the “recursos” section ready to show to students. |
Editing Checklist
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512 | |||||
| Desarrollo | 00:20 | 2. Remind students about the important things to consider when writing a dialog from the previous lesson. 3. Show students the “Editing Checklist” on the board using the projector. 4. Go over each of the sections and have the students copy it in their notebooks. Remind them that as a team they should all review their final work following the checklist. |
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512 | |||||
| Cierre | 00:35 | 5. Remind students to bring their work for the following session. 6. Give students the rest of the class to work on their project. |
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512 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to understand the importance of reviewing their work according to a checklist. • Students are able to identify errors in their work and correct them according to a checklist. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6683 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 16c |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Ejemplifica ideas principales en un intercambio oral | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “C3 Rubric for Script” suggested in the “recursos” section ready to show it to students as well as photocopies of the document for each team. 2. Verify that all students have brought their scripts and materials. |
C3 Rubric for Script
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512 | |||||
| Desarrollo | 00:40 | 3. Before students start their presentations, use the projector and show the “C3 Rubric for script” and go over it explaining students every aspect. 4. Ask students to take note of the things you will assess. 5. Assign turns to every team and ask them to present their work to the rest of the class. |
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512 | |||||
| Cierre | 00:15 | 6. Give students their results and feedback once all teams have presented their work. |
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512 | |||||
| Evaluación | Assess students' oral and expression levels: • Students are able to organize and associate dialogs with a silent short film. • Students are able to check that the structure of the dialogs they wrote, comply with grammar, spelling and punctuation conventions. • Students are able to write the script for dubbing a scene of a silent film. • Students are able to understand the evaluation criteria for the project. | ||||||||
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