Compartida por: Denise Salazar
1 voto
| 7121 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 23a |
| Tema | Leer y reescribir textos de divulgación propios de un área de estudio | ||||||||
| Competencia a desarrollar | Escribir un informe breve sobre un acontecimiento histórico | Duración | 1 hora | ||||||
| Aprendizaje esperado | Corrobora convenciones ortográficas y ajusta el lenguaje para el destinatario y propósito, para editar informes | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the Web site suggested in the “Recursos” section and have the article “History Timeline of the 20th Century” ready to show t to students. 2. Tell students they will read about some of the most important events within the 20th century for them to analyze the changes the world has had during this period. |
History Timeline of the 20th Century
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| Desarrollo | 00:45 | 3. Show students the article “History Timeline of the 20th Century” on the board, using the projector for every student to be able to read it. 4. Have different students read paragraphs of the article and have the rest of the class take notes. 5. Once students have read the information on the decades, choose one and click on the “timeline” link to show students specific events in it and read them. |
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| Cierre | 00:10 | 6. Have students work in teams of 4 and assign one year to each team for them to copy the events. 7. Ask them to find examples of the events they were assigned and have them make a poster illustrating these events. 8. Once students finish, have them display their work on the classroom walls. |
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| Evaluación | Assess students' oral expression and listening skills levels: • Students are able to recognize and describe the different events within the decades in the 20th century. • Students are able to recognize, describe and illustrate the different events within a decade. • Students are able to understand the general ideas about historical events in the 20th century. • Students have enough vocabulary that allows them to build complete and meaningful sentences describing historical events. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7122 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 23b |
| Tema | Leer y reescribir textos de divulgación propios de un área de estudio | ||||||||
| Competencia a desarrollar | Escribir un informe breve sobre un acontecimiento histórico | Duración | 1 hora | ||||||
| Aprendizaje esperado | Redacta un informe breve, a partir de un modelo | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the Web site suggested in the “Recursos” section open and ready to show it to students. 2. Elicit from students different ways of organizing information of historical events and talk about timelines. |
Timeline Maker
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| Desarrollo | 00:25 | 3. Show students the timeline maker and read the information and the instructions aloud. 4. Ask students to choose one event from the posters they made in the previous activity and have them read it aloud, for you to write it in the boxes. 5. Please notice that this generator only allows you to include 6 events, therefore, in order to include all the examples students provide, you may have to fill in two timelines. 6. Once you have completed the information with the events, click on the “Generate Timeline” button and have students copy the complete timeline(s) in their notebooks. |
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| Cierre | 00:30 | 7. Share with students the link of this timeline generator and ask them to get together with their teammates to create their own timeline using the information they wrote in the posters from the previous activity. 8. Ask students to share their work with the rest of the class. |
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| Evaluación | Assess students' level in oral and writing expression: • Students are able to understand the use and importance of a timeline. • Students are able to organize historic events using a timeline. • Students are able to work in a collaborative way using English as well as tools to create a timeline of specific historic events. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7123 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 23c |
| Tema | Leer y reescribir textos de divulgación propios de un área de estudio | ||||||||
| Competencia a desarrollar | Escribir un informe breve sobre un acontecimiento histórico | Duración | 1 hora | ||||||
| Aprendizaje esperado | Redacta un informe breve, a partir de un modelo | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “How do I Write a History Report?” article suggested in the “Recursos” section ready to show it to students. 2. Discuss with students about different ways and elements needed to write a history report. |
How do I Write a History Report?
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| Desarrollo | 00:35 | 3. Show students “How do I Write a History Report?” article on the board using the projector for everyone to see it. 4. Have some students read different paragraphs of the article and clarify any doubts as they read it if necessary. 5. Write down the new vocabulary words on the board and have students copy them in their notebooks and look for their meaning in their dictionaries. 6. Have students work in teams of four and ask them to summarize the steps they need to follow to write a history report. |
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| Cierre | 00:20 | 7. Ask students to make a chart or poster explaining the steps and walk around to monitor their work. 8. Once they finish, ask students to display their work on the classroom walls and have students walk around to review their classmates’ work. |
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| Evaluación | Assess students' level in oral and writing expression: • Students are able to understand, recognize and explain the necessary steps to write a history report. • Students able to make a poster or chart explaining the steps to write a history report. • Students are able to work in a collaborative way using English to create a poster or chart. • Students have enough vocabulary that allows them to build complete and meaningful sentences to explain the necessary steps to write a history report. | ||||||||
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