Compartida por: Denise Salazar
2 votos
| 7783 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 32a |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer obras de teatro para comparar actitudes y conductas asumidas por personas en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Lee obras de teatro breves | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the website “Reader’s Theater Scripts and Plays” suggested in the “Recursos” section ready to project it to students. 2. Tell students that for the following three sessions, they will work in teams and develop a project called “Performance of a Short Play”. |
Reader’s Theater Scripts and Plays
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| Desarrollo | 00:20 | 4. Tell students that for them to achieve this project, they will present a short play. 5. Show students the suggested website and go over it to show them they will have enough material to choose from. 6. Click on any of the titles and help students identify the characters, the narrator, the setting and other elements they know. 7. Ask students to organize themselves in teams of 6 or 7. |
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| Cierre | 00:30 | 8. Share the link to the website with them so they can choose a play to perform. Advise them to print it and make photocopies for each member of the team 9. Have students work for the last 30 minutes in class organizing themselves and deciding on how they will complete their work for the project. Walk around and help them if necessary. |
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| Evaluación | Assess students' level in oral and writing expression: • Students are able to communicate with their classmates in a clear and fluent way and decide on how to build a project. • Students are able to understand different elements of a play. • Students are able to recognize different situations and use the appropriate structures to express opinions • Students have enough vocabulary that allows them to communicate with their classmates and organize their work to build a project. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7784 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 32b |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer obras de teatro para comparar actitudes y conductas asumidas por personas en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Formula y responde preguntas sobre actitudes y conductas de los personajes | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Comprehension Narrative Text Structure – Retell Review” worksheets suggested in the “Recursos” to your computer or tablet and choose the most suitable template for your students. 2. Make photocopies of the template you previously chose for each student. 3. Tell students that in order to understand the play they are going to present, it is important to analyze it. |
Comprehension Narrative Text Structure – Retell Review
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| Desarrollo | 00:25 | 4. Give students the photocopies of the template and ask them to complete the worksheet individually. Make sure students understand each part and clarify any doubts if necessary. 5. Give students enough time to answer the information in their worksheets. 6. Advise them to take into consideration each of these stages and elements of the play as well as the characters. 7. Once students finish completing their worksheet, ask them to share and compare their work with their teammates and have them complement any element they are missing and correct their mistakes. |
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| Cierre | 00:30 | 8. Give students the last 30 minutes in class to continue working on their project and rehearsing their play. Walk around monitoring their work and help them if necessary. |
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526 | |||||
| Evaluación | Assess students' level in oral and writing expression: • Students are able to recognize the different stages in a play and to write about each of them. • Students are able to organize and support their ideas. • Students are able to work in a team and agree on the presentation of their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences, to describe a play and its elements. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7785 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 32c |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer obras de teatro para comparar actitudes y conductas asumidas por personas en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Vincula el lenguaje no verbal con el sentido de los diálogos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Download the “iRubric: Creative Drama 6 Performance Rubric” suggested in the “Recursos” section to your computer or tablet and make photocopies for each team and have it ready to project it on the board. 2. Before students present their play to their classmates, show them the rubric on the board using the beam projector for everyone to see it clearly. |
iRubric: Creative Drama 6 Performance Rubric
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| Desarrollo | 00:35 | 3. Ask some volunteers read every one of the descriptors and categories and clarify any possible doubts. 4. Remember to act only as a monitor and help them with the organization only if it is really necessary. |
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| Cierre | 00:15 | 5. Use the rubrics as a way to give feedback to your students’ work and performance the day of the presentations. 6. After students have presented their plays, have them share their individual and team experiences with the rest of the class. |
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526 | |||||
| Evaluación | Assess students' level in oral and writing expression: • Students are able to perform in a play using props, costumes and decorations. • Students are able to act in a play listening and responding to other characters on stage. • Students are able to work in a team and select a play to perform in front of their classmates. • Students are able to read a short play, understand its general sense and participate in it. | ||||||||
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