Compartida por: Diana Schreckenberger
0 votos
| 1180 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 15a |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Cambiar versos en un poema infantil | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 3 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 2. T plays the song "Five little monkeys jumping on the bed" one time and "There was an old Lady who swallowed a fly" one time. 5’. 3. Take 10’ to review the books from the previous session and to let Ss finish writing the words needed on the books if they haven’t finish yet. They can finish coloring at home. 4. Ask Ss to take out their pipe cleaners and have them do the craft. This shouldn’t take more than 15 to 20’depending on the size of your class. 5. Remember we want to stress the rhymes found in these songs, while having fun. It rhymes! words that rhyme: bed, head, said, fly, why, die, spider, inside her, wriggled and jiggled, absurd, bird, dog, hog, goat, throat, how, cow, horse, of course. 6. We have by practicing these two songs 24 words new or to review and among those we have two sight words. Make sure you stress this when having friends and family over in our last session. |
Monkey craft 
There was an old Lady who swallowed a fly song 
Five little monkeys
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| Cierre | 00:00 | 7. Say good bye with your regular routine and remind Ss to sing the "Five little monkeys" and "The Lady who swallowed a fly songs". 8. T tells Ss: When you get home today you will say, “mom, dad today I finished my Lady who swallowed a fly book and made a monkey to keep by my bed.” |
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| Evaluación | Evaluate Ss according to: - S uses previous knowledge to predict theme and purpose. - S recognizes text and graphic components. - Discovers the meaning of words. - Identifies strophe and verse. - Distinguish words that rhyme. - Recognizes changes in intonation. - Practices spelling and pronunciation of rhyming words. - Completes written verses by verbally filling in the blanks. - Able to distinguish and compare the writing of verses from the number of words, rhyme, etc. - Understands theme and purpose. - Acoustic characteristics of rhymes. - Understands the relation between written and the verbal expressions. - Use of the necessary words for this social practice. - Shows attention to the playful purpose of the poems. - Able to use language as a mean of creation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1181 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 15b |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Cambiar versos en un poema infantil | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 4. 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 2. Remember we want to stress the rhymes found in these songs, while having fun. It rhymes! Words that rhyme: bed, head, said, fly, why, die, spider, inside her, wriggled and jiggled, absurd, bird, dog, hog, goat, throat, how, cow, horse, of course. 3. We have by practicing these two songs 24 new words or words you may want to review (always according to the level of your group) two of these words are sight words –and/of-. Make sure you stress this fact when having friends and family over in our last session. We’ll use these words to make a WORD WHEEL in following sessions. I’m including the link to the word wheel page for "http://www.enchantedlearning.com/Home.html". MED “Enchanted learning”. "http://www.redmagisterial.com/med/3107-enchanted-learning/". Remember this page is full of examples however you will need to subscribe if you want to be able to print the materials or to have access to their PDFs, in spite of this, the images shown are good enough for you to have a very good idea of what to do. For this particular case I’ve chosen the EN word wheel. T please feel free to adjust the word wheel to the theme you are working with your group e.g. rhymes. 4. T, have readymade images which represent the rhyming words we’ll be working with words that rhyme: bed, head, said, fly, why, die, spider, inside her, wriggled and jiggled, absurd, bird, dog, hog, goat, throat, how, cow, horse, of course. 5. You can use the images from the book made for" The Lady who swallowed a fly" or visit the page I’m including in the resources column. The words for "the Five little monkeys" song -five, little monkeys jumping, bed, fell off, bump his head, call the doctor, no more- can be found in the link to coloring pages I’m including. 6. When I say images I’m talking about the images of the words themselves, for example, for bed the corresponding image will be the bed by itself. T, you will have a lot of cut and paste after making copies of the images we’ve already worked with. It would be great if the images were laminated but is not necessary; this is according to your possibilities. 7. T randomly gives Ss one of the images he/she has prepared. T sings the song(s) an every time he/she mentions the rhyming word Ss have to hold the image up high to show to the T and the rest of the class. Doing this with both songs should not take more than 10’. 8. Then Ss give back the cards with the images to the T. 9. T sings the song(s) and holds up high the corresponding image for the rhyming word without singing the actual word. Ss need to sing the word they “see” the T holding in front of the class. 10’. 10. Using scotch tape, T adheres the image of the Lady, monkeys, bed, doctor, bird, etc. to the board while Ss say aloud the name of the image she puts on the board. When finished T asks Ss to spell the word. T, remember we are not writing the words we are only using images so Ss read what they see. It will take15 to 20’ depending on the size of your group and the number of words/images you decide is convenient to adhere to the board. |
Monkeys 1-5 
Numbers 1-5 
Templates "Five little monkey" 
Word Wheel
Monkey craft
There was an old Lady who swallowed a fly song
Five little monkeys
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| Cierre | 00:00 | 11. Say good bye with your regular routine and remind Ss to sing "the Five little monkeys" and "The Lady who swallowed a fly" songs. 12. T tells Ss: When you get home today you say, “mom, dad today I worked with rhyming words”. |
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| Evaluación | Evaluate Ss according to: - S uses previous knowledge to predict theme and purpose. - S recognizes text and graphic components. - Discovers the meaning of words. - Identifies strophe and verse. - Distinguish words that rhyme. - Recognizes changes in intonation. - Practices spelling and pronunciation of rhyming words. - Completes written verses by verbally filling in the blanks. - Able to distinguish and compare the writing of verses from the number of words, rhyme, etc. - Understands theme and purpose. - Acoustic characteristics of rhymes. - Understands the relation between written and the verbal expressions. - Use of the necessary words for this social practice. - Shows attention to the playful purpose of the poems. - Able to use language as a mean of creation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1182 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 15c |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Cambiar versos en un poema infantil | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 5 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 2. Today we’ll create the Word Wheels. 3. T has ready printed pages for each S with the two parts of the Word Wheel we have chosen for this activity. If you prefer I’m including a link to a simple image of a segmented circle that can be printed and cut to be used as the two parts of our wheel. 4. We have 24 words to work with so it is convenient to divide the group in teams and designate each team to work with a few words. The Word Wheel has room for six words so we could work with four teams and give six words to each one of them: bed, head, said, fly, why, die, for the first wheel. Spider, inside her, wriggled and jiggled for the second wheel. Absurd, bird, dog, hog, goat, throat, for the third wheel and how, a cow, horse, of course. For the fourth wheel. 5. Here we are using the sight words, a and for. When creating the wheel have Ss match these words as if they rhymed. 6. T, write a word on the top part of each segment of the bottom circle. For the top circle you are going to have to make a little cut so the word written on the bottom circle can be seen when both are pinned together by placing a metal brad in the middle of them. I’m including the link to an image of the metal brad. 7. On the top circle we write the segment of the rhyme where the word is supposed to go as to complement the whole verse with the correct word when placing the bottom wheel so it matches the verse. Remember is just the verse not the whole strophe unless your group has the level required to write it all. |
Metal brad 
Segmented circle
Word Wheel
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| Cierre | 00:00 | 8. Say good bye with your regular routine and remind Ss to color their Word Wheels if they want to. 9. T tells Ss: When you get home today you will say, “mom, dad today I made a Word Wheel with rhyming words”. |
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| Evaluación | Evaluate Ss according to: - S uses previous knowledge to predict theme and purpose. - S recognizes text and graphic components. - Discovers the meaning of words. - Identifies strophe and verse. - Distinguish words that rhyme. - Recognizes changes in intonation. - Practices spelling and pronunciation of rhyming words. - Completes written verses by verbally filling in the blanks. - Able to distinguish and compare the writing of verses from the number of words, rhyme, etc. - Understands theme and purpose. - Acoustic characteristics of rhymes. - Understands the relation between written and the verbal expressions. - Use of the necessary words for this social practice. - Shows attention to the playful purpose of the poems. - Able to use language as a mean of creation. | ||||||||
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