Compartida por: Diana Schreckenberger
0 votos
| 1093 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 10a |
| Tema | Participar en eventos comunicativos formales | ||||||||
| Competencia a desarrollar | Clasificar e interpretar información sobre un tema de interés para presentar un informe | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Utiliza índices, títulos y palabras clave en fuentes de consulta para encontrar información | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 1. 1. T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. Ask Ss if they brought any books related to the theme is been researched, if they did then allow time for Ss to put together the information on the Websites and the books they brought. 3. Remind them, they need to finish working on their idea or concept map. 4. T, remember the group is divided in teams. Each team finishes putting their map together with the result of their research. 5. Write the questions from the last session on the board to help them focus. • Who are they going to research? • Why? • What did they learn? Tell Ss this question will be answered at the end of the research. • Where do foxes live? • Is there more than one kind of foxes in the world? • Do they mate? • Are they being raised in large families? • Is the litter been taken care of by both parents? • Are the puppies being fed by the mom and dad? • Are they placed in a list of endangered species? • Is a protected habitat being designated for them? 6. Remind Ss they will have to form a glossary with the words related to this theme. 7. Tell Ss, they can use the information in the Word document or in the piece of paper from the previous session to finish their idea map. 25’ 8. When the 25’ have past review the concept map. 9. Remind Ss of the passive voice structure, so they can use it to write their report. T, you have to emphasize that cut and paste the information to create their report is unacceptable. 10. T, let Ss know as part of their report they will have to provide you with the information regarding the sources they used to obtain information. To be able to provide that information they’ll learn how to create an index / bibliographic card. 11. T, present the information regarding the creation of an index card, there are two links in the recursos column; you’ll have to review them before showing them to your Ss. One is a PDF document from where you can choose the information you want to teach your Ss. The other is a YouTube instructional video about Bibliography cards. The YouTube video to create BB cards; is about 6’, at this point you have about 15 minutes left; after the first video you’ll have less than 10’ so choose the how to information to create BB cards carefully. This will have to continue in the next session. |
Basic facts about artic foxes 
How to write a bibliography for kids
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| Cierre | 00:05 | 12. Explore Ss achievements and difficulties 13. T, say good bye following your regular routine. . |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1094 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 10b |
| Tema | Participar en eventos comunicativos formales | ||||||||
| Competencia a desarrollar | Clasificar e interpretar información sobre un tema de interés para presentar un informe | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Utiliza índices, títulos y palabras clave en fuentes de consulta para encontrar información | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 2. 1. T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. Ss must have put together the information on the Websites and the books they brought by now. T, remember the group is divided in teams. 3. Write the questions from the last session on the board to help them focus. • Who are they going to research? • Why? • What did they learn? Tell Ss this question will be answered at the end of the research. • Where do foxes live? • Is there more than one kind of foxes in the world? • Do they mate? • Are they being raised in large families? • Is the litter being taken care of by both parents? • Are the puppies being fed by the mom and dad? • Are they placed in a list of endangered species? • Is a protected habitat been designated for them? 4. Ask Ss to show you the glossary with the words related to this theme. 5. T, you will prepare a memory game using the information in this glossary in one card you write the word and on the other, the meaning. Remember you can use the previous sessions links to a dictionary: http://www.wordsmyth.net/?level=3&ent_l=barrow&rid=3356 MED “Dictionary” http://www.redmagisterial.com/med/3182-dictionary/ As well as a link to a blank cards template http://donnayoung.org/homeschooling/games/game-cards.htm MED “Game cards” http://www.redmagisterial.com/med/3189-game-cards/ and to a: https://www.text2mindmap.com/# MED “Mind map” http://www.redmagisterial.com/med/3183-mind-map/ 6. When they have past review the concept map. 7. Remind Ss of the passive voice structure and review they used it to write some of their report. Cut and paste the information to create their report is unacceptable. 8. T, let Ss know to be able to provide the index / bibliographic card we are going to finish reviewing the information on how to create an index/ bibliographic card. 9. T, present the information regarding the creation of an index card, this information presentation continues from the last session 15 to 20 minutes depending on the information you have chosen to give to your Ss. 10. Let Ss know some of the answers to the questions listed above will have to be reported the next session. 5’ |
Mammal artic fox
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| Cierre | 00:05 | 11. Explore Ss achievements and difficulties. 12. T, say good bye following your regular routine. |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1095 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 10c |
| Tema | Participar en eventos comunicativos formales | ||||||||
| Competencia a desarrollar | Clasificar e interpretar información sobre un tema de interés para presentar un informe | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Utiliza índices, títulos y palabras clave en fuentes de consulta para encontrar información | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 3. 1. T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. T, remember the group is divided in teams. Read the questions from the last session to help them focus and to find some of the answers. • Who are they going to research? • Why? • Where do foxes live? • Is more than one kind of foxes found in the world? • Do they mate? • Are they being raised in large families? • Is the litter being taken care of by both parents? • Are the puppies being fed by the mom and dad? • Are they placed in a list of endangered species? • Is a protected habitat being designated for them? 3. Ask Ss to show you the glossary with the words related to this theme so we can finish reviewing them. 4. What did they learn? Tell Ss this is the time to answer this question. 5. T, take about 15’ to listen to their answers to this question. 6. T, let Ss know the index / bibliographic cards we worked on should be ready by the next session 5 to 10’ |
Mind mup
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| Cierre | 00:05 | 7. Explore Ss achievements and difficulties. 8. T, say good bye following your regular routine. |
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| Evaluación | |||||||||
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