Compartida por: Diana Schreckenberger
0 votos
| 3662 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 33a |
| Tema | Registrar e interpretar información en un gráfico | ||||||||
| Competencia a desarrollar | Recopilar e interpretar información en un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. Have the charts & graphs poster pack sheets printed and ready. |
Charts & Graphs Poster Pack
|
||||||
| Desarrollo | 00:40 | 2. T, ask Ss if they know about graphs. Listen for their answers. 5’ 3. Show posters and point at the text and the images so Ss get the full meaning of the new vocabulary, in the poster set you’ll find that There are: - Picture Graph - Line Plot - Line Graph - Pie Graph - Chart - Tally Mark Chart - Bar Graph (vertical) - Bar Graph (horizontal) 4. Give Ss the worksheet from Types of graphs in the “recursos” column. They can take notes there. 5. Go over vocabulary modeling the pronunciation of each word. Ss repeat. 10’ On the Types of graphs worksheet you’ll find an example of each one of the graphs presented and their purpose. Explain the graphs to Ss 5’ 6. Go now to tally marks and explain the use of a tally. Ss solve the worksheet 10’ Practice: Ask Ss to tally on a piece of paper who likes ice cream and who doesn’t. 5’ Talk about the results with Ss 5’ |
Types of graphs 
Tally marks
|
||||||
| Cierre | 00:05 | 7. Ask Ss to give you the Ice cream tally before they leave the classroom. T, say goodbye with your regular routine. |
|
||||||
| Evaluación | Explore illustrated diagrams for children related to different study subjects (water cycle, metamorphosis, etc) . • Interpret written information in diagrams. • Recognizes visual information. • Listen to the reading of written information and match it with the corresponding visual information. • Write simple sentences to describe the information provided in a diagram. • Recognize sentences. • Dictate words to complete sentences. • Find word order in sentences. • Complete sentences with the information found in a diagram. • Order words to form sentences. • Declarative sentences. • Verbal tense: present. • Lower and upper caps. • Punctuation. • Participate when reviewing work done. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3663 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 33b |
| Tema | Registrar e interpretar información en un gráfico | ||||||||
| Competencia a desarrollar | Recopilar e interpretar información en un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. Have Types of Graphs mini posters ready. |
|
||||||
| Desarrollo | 00:40 | 2. Ask Ss if they have any questions about the vocabulary from last session. 5’ 3. Show and explain the Types of Graphs mini posters to Ss. Link in the “recursos” column 5’ 4. Give Ss the worksheets from Let’s graph printables and remind them of the ice cream tally from last session. T; give Ss one worksheet to make a graph; choose one of them for all Ss. 5’ 5. Project on the board or explain the objective of Line Graphs in the “recursos”column. Ss work in pairs to solve the task. 10’ Teams show their graphs to the whole class. 10’ T, ask if Ss have any questions / go over vocabulary. 5’ |
Line Graphs worksheet 
Let’s graph printables 
Types of Graphs posters.
|
||||||
| Cierre | 00:05 | 6. T, give Ss the ice cream tally from last session.Ask Ss to choose 1 type of graph to represent the results from the Ice cream tally. T, say goodbye with your regular routine. |
|
||||||
| Evaluación | Explore illustrated diagrams for children related to different study subjects (water cycle, metamorphosis, etc) . • Interpret written information in diagrams. • Recognizes visual information. • Listen to the reading of written information and match it with the corresponding visual information. • Write simple sentences to describe the information provided in a diagram. • Recognize sentences. • Dictate words to complete sentences. • Find word order in sentences. • Complete sentences with the information found in a diagram. • Order words to form sentences. • Declarative sentences. • Verbal tense: present. • Lower and upper caps. • Punctuation. • Participate when reviewing work done. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3664 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 33c |
| Tema | Registrar e interpretar información en un gráfico | ||||||||
| Competencia a desarrollar | Recopilar e interpretar información en un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. Ask Ss to have their home made graphs ready to show them to you |
|
||||||
| Desarrollo | 00:40 | 2. T, ask Ss to show you their graphing work from the ice cream tally. 5’ T, I’m including a review of bar graphs to help you remember the bar graphs vocabulary. Link in the “recursos” column. 3. T, Ss work in pairs. Give each team a card from the Graphic Task Card and a grid page. Link in the “recursos” column. 5’ Before Ss begin their work make sure to explain T.I.C.A.L.S. to your Ss. Take some time to explain the vocabulary.10’ The cards call for manila paper but regular paper is fine. Give each pair of Ss 10’ for this assignment. Each pair of Ss shares their work with another pair of Ss to have a mini conversation about their work. T, start a conversation about recycling; steer the conversation towards graphing. 5’ 4. Give Ss the Recyclie-It-Tally worksheet to solve. Link in the “recursos” column. 5’ |
. Recycle-It-Tally activity 
Graphic Task Card
|
||||||
| Cierre | 00:05 | 5. Ask Ss to bring a regular size bag of M&Ms to the next session. T, say goodbye with your regular routine |
|
||||||
| Evaluación | Explore illustrated diagrams for children related to different study subjects (water cycle, metamorphosis, etc) . • Interpret written information in diagrams. • Recognizes visual information. • Listen to the reading of written information and match it with the corresponding visual information. • Write simple sentences to describe the information provided in a diagram. • Recognize sentences. • Dictate words to complete sentences. • Find word order in sentences. • Complete sentences with the information found in a diagram. • Order words to form sentences. • Declarative sentences. • Verbal tense: present. • Lower and upper caps. • Punctuation. • Participate when reviewing work done. | ||||||||
Para dejar un comentario debes iniciar sesión.
Regístrate y accede a todos los beneficios
