Compartida por: Diana Schreckenberger
1 voto
| 2387 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 19a |
| Tema | Jugar con las palabras y leer y escribir con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Recrear juegos de lenguaje para decir y escribir trabalenguas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Lee trabalenguas en voz alta | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T,sayhello as you do following your regular routine. Ask Ssto bring out the pages, cover and back of the book we started last session. |
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| Desarrollo | 00:40 | 2. T. Make sure the cover and back of the book are illustrated. I’m including a link to a paper for Ssto create their own tongue-twister. They can use a dictionary to look up words to create their tongue-twister. T, when you get to the page make sure you point on the top right area where it says: Similar Worksheets. Under that heading you’ll see the word "Download". Place your cursor there to make sure you are in the right place and click to download Silly tongue-twister. Give Ss up to 20 minutes to do this activity. Mare sure SS add the Silly tongue-twister page to the book they are creating. Visit the page to read She sells seashells …., and give this activity about 5minutes maximum. 3. After Ss read the tongue-twister on the web turn their attention to the page where they need to fill in the information about themselves. Tell Sswe’ll pretend the local newspaper wants information about them as they are tongue-twister prize winners and book writers. They can take up to 15 minutes to write and color. During the last 5 minutes of your class have Ss review all the pages they need to integrate in their book remember we also have tongue-twisters with the letters “p”, “b”, “l”from our very first sessions. 4. For our next session we are going to need: • Simple paper plates, no color, to create a tongue-twister frog. • Green acrylic paint • Red board paper sheet (one per S) to create the frog’s tongue • Green board paper for the legsT, for the legs you’ll have to come up with a template so Ss can draw, cut and glue. • White piece of paper to create the eyes of the frog. • Black color marker to draw on the eyes of the frog. •Paint brushes •Glue It is up to you to ask Ss for these materials or to get them yourself. There is a link to the craft we are going to produce in our next session, please take a look at it because you’ll have to draw the frog legs for this craft and it will be or great help if you see the plate we’ll need |
Paper plate picture of frog craft 
All about me 
Reading. She sells seashells 
Creating tongue twisters
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| Cierre | 00:05 | 5. T, say goodbye with your regular routine. Let Ss know we have not finished our books. Ask Ss how they feel as tongue-twisters book creators. |
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| Evaluación | • Recognizes words included in a tongue-twister. • Identifies components in a text. • Listens to the reading of tongue-twisters. • Determine the number of words in a tongue-twister. • Identify the correspondence between reading and writing of words. • Clarifies the meaning of new words. • Reads tongue-twisters aloud. • Repeats new sounds a couple of times. • Spells words contained in a tongue-twister. • Fill in blanks to complete missing words in tongue-twisters. • Able to distinguish where one word begins and another one starts in a written test. • Learn the purpose of practicing tongue-twisters. • Able to recognize acoustic characteristics. • Able to recognize the division of words into syllables. • Recognizes musical elements in literary language; rime and repeated sounds. • Use language as entertainment. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2388 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 19b |
| Tema | Jugar con las palabras y leer y escribir con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Recrear juegos de lenguaje para decir y escribir trabalenguas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Lee trabalenguas en voz alta | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T,sayhello as you do following your regular routine. Remind Ss that as we’ve talked about tongue-twisters for the last couple of weeks, we are going to create a little tongue-twister frog to show our favorite tongue-twister. |
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| Desarrollo | 00:40 | 2. T, ask Ss to take out their material or give it to them and start bypainting the paper plate on both sides green. They’ll have to: • cut little circles to create the eyes and once the green paint is dry, don’t forget to draw the black part of the eyes; • glue them on the top part of the folded plate which becomes the body of our frog. • using the red board paper, cut a long piece so it becomes the tongue • they’ll write their favorite tongue-twisteron the tongue and then will • glue the tongue to the inside of the body Give Ssthe template to draw and cut the legs while they wait for the body to dry so they can glue them to the body as the last step. The link is in the "recursos" column. This activity will take about 30 minutes more or less depending on the size of your group. Frogs need to have the name of the Ss written on a leg for example and should be left in the classroom. We’ll showcase this and other activities on the last session corresponding to this theme. 3. If time allows, divide the group in teams and have Ssplay a game of hang man using the words from the tongue-twistersthey have learn so far. |
Paper plate picture of frog craft
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| Cierre | 00:05 | 4. T, say goodbye with your regular routine. Ask Ss how they feel astongue-twistersfrog creators. |
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| Evaluación | • Recognizes words included in a tongue-twister. • Identifies components in a text. • Listens to the reading of tongue-twisters. • Determine the number of words in a tongue-twister. • Identify the correspondence between reading and writing of words. • Clarifies the meaning of new words. • Reads tongue-twisters aloud. • Repeats new sounds a couple of times. • Spells words contained in a tongue-twister. • Fill in blanks to complete missing words in tongue-twisters. • Able to distinguish where one word begins and another one starts in a written test. • Learn the purpose of practicing tongue-twisters. • Able to recognize acoustic characteristics. • Able to recognize the division of words into syllables. • Recognizes musical elements in literary language; rime and repeated sounds. • Use language as entertainment. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2389 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 19c |
| Tema | Jugar con las palabras y leer y escribir con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Recrear juegos de lenguaje para decir y escribir trabalenguas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Lee trabalenguas en voz alta | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1.T, say hello as you do following your regular routine. Tell Ss we are going to work with our tongue-twisters book by adding to it. |
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| Desarrollo | 00:40 | 2. T,you’ll need to print copies of the page which link I’m adding in the "recursos" column. Make sure you print three per S. When you click on the link you’ll get to a blank page which says you cannot download the worksheet and almost immediately you’ll be taken to education.com where you’ll have to sing up to be able to download the worksheet. This is a fun page where Ss can fill in the blanks to from full sentences choosing from nouns and adjectives. The sentences form a full text. The only rule is to write a noun on the blank mark with an N and write an adjective on the blank mark with an A. Ss will randomly choose the adjectives and nouns and have fun with the final text, it is convenient for Ss to do it more than one time hence the three copies per S. You’ll need about 20 to 25 minutes depending on the size and abilities of your group. I recommend you look at the page beforehand so you can present the vocabulary to your Ss before they start their writing. There are 27 words all starting with the letter “s”. This will take about 20 minutes depending on how familiar your Ss are with these words. A good way of presenting these words is with images of each word using your computer. For example the word “slug”. |
Slug images 
Alliteration tongue twister
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| Cierre | 00:05 | 3. T, say goodbye with your regular routine. Ask Ss how they feel astongue-twistersbook writers and frog creators. T, use this long sentence and ask Ss to repeat the full answer for example “I like being a tongue-twisters book writer and frog creator” This is one more practice so they practice their pronunciation. |
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| Evaluación | • Recognizes words included in a tongue-twister. • Identifies components in a text. • Listens to the reading of tongue-twisters. • Determine the number of words in a tongue-twister. • Identify the correspondence between reading and writing of words. • Clarifies the meaning of new words. • Reads tongue-twisters aloud. • Repeats new sounds a couple of times. • Spells words contained in a tongue-twister. • Fill in blanks to complete missing words in tongue-twisters. • Able to distinguish where one word begins and another one starts in a written test. • Learn the purpose of practicing tongue-twisters. • Able to recognize acoustic characteristics. • Able to recognize the division of words into syllables. • Recognizes musical elements in literary language; rime and repeated sounds. • Use language as entertainment. | ||||||||
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