Compartida por: Diana Schreckenberger
1 voto
| 3659 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 40a |
| Tema | Describir y compartir información del lugar donde se vive | ||||||||
| Competencia a desarrollar | Entender y registrar información sobre localidades que hay en el lugar donde se vive | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce localidades por su nombre | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T, say hello as you do following your regular routine. Have Ss town maps ready. |
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| Desarrollo | 00:40 | 2. T, ask Ss 5 questions about characteristics of natural spaces and human constructions. Listen to Ss answers Write them on the board and ask Ss to write them too.10’ 3. Ask Ss to think on a new town configuration in which they add natural spaces to their map. Have Ss move houses and buildings around to show the new spaces. 10’ Using their Lego dolls, Ss practice again following directions in the new surroundings. 5’ 4. Tell Ss you are going to read a story about a kid who traveled from one place to another. Project the story on the board or if you printed the book, show it to Ss as you read. 5’ 5. T, begin reading Flat Stanley. 10’ 6. T, I’m including a Flat Stanley template for you so it is ready for next session. Ss will have to cut and color. |
Flat Stanley template
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| Cierre | 00:05 | 7. T, tell Ss you’ll finish reading Flat Stanley next session. T, say goodbye with your regular routine. |
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| Evaluación | • Recognize the purpose of maps. • Understand the difference between graphs and text. • Recognize locations by name; ranch, borough and county, etc. • Point at names from reading. • Complete questions. • Respond to questions to offer information about the community following a model. • Classify words according to semantics. • Locate names of cities in maps. • Sentence composition. • Differences between mother tongue and English. • Value and preserve the natural areas of the place we live in. • Appreciate team work. | ||||||||
Compartida por: Diana Schreckenberger
1 voto
| 3660 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 40b |
| Tema | Describir y compartir información del lugar donde se vive | ||||||||
| Competencia a desarrollar | Entender y registrar información sobre localidades que hay en el lugar donde se vive | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce localidades por su nombre | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T, say hello as you do following your regular routine. Today Ss finish reading Flat Stanley. Continue with the reading 10’ |
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| Desarrollo | 00:40 | 2. Explain Ss how they are going to use the cut out Flat Stanley. Ss cut and color. While Ss cut and color write on the board model sentences they can use in their letters. 15’ For example: • I’m visiting ________________. I enjoy the view and the ____________________. • My favorite building is _______________. • I love visiting __________________. 3. Show Ss the Flat Stanley family adventures gallery as to give them a better idea of how they need to work with Flat Stanley. When you scroll down you’ll find Flat Stanley in Mexico, which is just as an example in this plan designated as the Ss country. 5’ Ask Ss to think and comment where they are going to take their Flat Stanley. Remind them of the pictures or drawings they’ll have to include with Flat Stanley when putting him in an envelope. 10’ When choosing pictures, they can send them through an email to their teacher or they can print one to include it inside the envelope. Very important to remind Ss to include a drawing if they don’t have access to photographs. T, in the letter to parents set; there is a Flat Stanley template included if you think this image is better for your Ss please feel free to print and give to Ss. There is a page with small size figures you’ll have to print as well. The small size Flat Stanley dolls are for Ss to place in their Town Map to show the places they visited. For example if they visit the Ss home they’ll have to be placed next to a house. Make sure not to send the letter included in the set to parents but an adaptation of that letter explaining what Ss are doing and requesting their help. There is a link to a Flat Stanley envelope. The envelope needs to be requested from a website however, since you don’t have time to do so, I suggest you save the image; cut only the image of the envelope and print on a letter size piece of pager. If time does not allow for this, please use a regular envelope and have Ss draw a Flat Stanley stamp on it. Fold and place Flat Stanley, photos / drawings and written letter inside. Address to be sent to Ss seating next to each other. There is a link to Flat Stacie if you think girls would be more comfortable working with a female doll than with a regular Flat Stanley. There is a link to a template for mini Flat Stanley and Ella if you think it will be easier for your Ss to work with a smaller version of the dolls. |
. Flat Stanley small templates 
Flat Stanley family adventures gallery 
Flat Stacie 
Flat Stanley envelope
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| Cierre | 00:05 | 4. T, say goodbye with your regular routine. Remind Ss they’ll have to bring their letter for the following session. |
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| Evaluación | • Recognize the purpose of maps. • Understand the difference between graphs and text. • Recognize locations by name; ranch, borough and county, etc. • Point at names from reading. • Complete questions. • Respond to questions to offer information about the community following a model. • Classify words according to semantics. • Locate names of cities in maps. • Sentence composition. • Differences between mother tongue and English. • Value and preserve the natural areas of the place we live in. • Appreciate team work. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3661 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 40c |
| Tema | Describir y compartir información del lugar donde se vive | ||||||||
| Competencia a desarrollar | Entender y registrar información sobre localidades que hay en el lugar donde se vive | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce localidades por su nombre | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T, say hello as you do following your regular routine. Make sure all the town maps are out and ready for Ss to show the places Flat Stanley visited. |
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| Desarrollo | 00:40 | 2. Start by showing Google Earth and locating your school. 5’ 3. Have Ss write their name on a little piece of paper. Place papers inside a little bag so you can take one at a time. Choose 3 names. Remind Ss of their “Where in the world am I?” project. The chosen Ss give you their addresses and you locate them in Google Earth. 10’ 4. Divide the group in teams, the same teams that have worked together through these sessions. Give Ss their town map and ask them to give each other the Flat Stanley letter. 5’ 5. Ss read the letters 5’ 6. Give Ss the mini Flat Stanley dolls so they show in the town maps where Flat Stanley visited yesterday. 15’ |
Google Earth
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| Cierre | 00:05 | 7. Place Town Maps and Flat Stanley letters in a special place in the classroom for to see. T, say goodbye with your regular routine. |
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| Evaluación | • Recognize the purpose of maps. • Understand the difference between graphs and text. • Recognize locations by name; ranch, borough and county, etc. • Point at names from reading. • Complete questions. • Respond to questions to offer information about the community following a model. • Classify words according to semantics. • Locate names of cities in maps. • Sentence composition. • Differences between mother tongue and English. • Value and preserve the natural areas of the place we live in. • Appreciate team work. | ||||||||
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