Compartida por: Diana Schreckenberger
0 votos
| 2420 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | III | Semana | 22a |
| Tema | Leer y registrar información para resolver un problema | ||||||||
| Competencia a desarrollar | Revisar y seleccionar información con el fin de resolver un problema de interés para los alumnos | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica, al escuchar, la acentuación en distintos tipos de palabras | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 1. T say hello as you do following your regular routine. Ask Ss how do they classify information. |
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| Desarrollo | 00:40 | T, present the structure: • How do you classify information? Remember to use different color markers for the question word; the question mark and the verb. 5’ Ss will work in teams, not necessarily the same teams. They’ll classify the information obtain when answering the questions from our first session about school problems. You can work with some of the answers your Ss give and adapt them to the table I suggest if appropriate. See table 1 in MED: "Tables 1 and 2" You can use the same table to explain with a little more detail, sentence structure. 15’ See table 2 in MED: "Tables 1 and 2" Encourage Ss to look information about this/ these school problems using different media. They can use a search engine if they are in the computer room or do it at home; newspaper, magazines, etc. 10’ Have Ss practice using the link included in the “recursos” column. 10’ |
Tables 1 and 2
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| Cierre | 00:05 | Advise Ss the class will continue exploring other school problems during the following sessions. T, say goodbye with your regular routine. |
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| Evaluación | Identify school problems and look for solutions. • Identify by name school problems. • Choose a school problem. • Formulate questions about the problem such as; Why is it a problem? Whose problem it is? What are its consequences?Why talk about it? and how can it be solved? • Check the structure of interrogative sentences. • Identify questions words and the proper word order of interrogative sentences. • Look for information in various sources. • Clarify the meaning of words. • Classify information according to its purpose. • Creation of a table to register information. • Read questions and answers aloud. • Graphic and text components. • Types of sentences. • Question words. • Auxiliary verbs. • Present and Past tenses. • Punctuation. • Using language to solve problems. • Respect others turns to speak. • Cooperate to solve problems. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2421 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | III | Semana | 22b |
| Tema | Leer y registrar información para resolver un problema | ||||||||
| Competencia a desarrollar | Revisar y seleccionar información con el fin de resolver un problema de interés para los alumnos | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica, al escuchar, la acentuación en distintos tipos de palabras | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 2. T say hello as you do following your regular routine. Tell Ss we are going to start with a computer exercise. |
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| Desarrollo | 00:40 | T, choose a computer exercise from the link. 5’ Have Ss watch a video/ song about different types of sentences. 5’ Link in the Recursos column. Work with the following table and elicit some examples from Ss. Refer to what SS said in the action plan and the solutions presented to help with examples. Type of question Punctuation mark Purpose Example 10’ T,you can assess comprehension by organizing a contest. T, have previously made names of types of sentences printed on board paper e.g. Statement Question Exclamation Command Have Ss form two lines and go to the end of the classroom. Put the cards with the names of sentences on the floor. T, write a verb in past on the board. S at the front of the line shouts the present of the verb and runs to the front. S randomly picks up a card from the floor and writes the type of sentence on the board. If correct, S goes back to the back of the line. The line who finishes first wins. 10’ Have Ss, choose a second problem in school.10’ discussion to select. For the purpose of this plan I’ll work with recycling trash in school. |
Types of sentences song
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| Cierre | 00:05 | Let Ss know we’ll work with our table and the new problem in our next session. T, say goodbye with your regular routine. |
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| Evaluación | Identify school problems and look for solutions. • Identify by name school problems. • Choose a school problem. • Formulate questions about the problem such as; Why is it a problem? Whose problem it is? What are its consequences?Why talk about it? and how can it be solved? • Check the structure of interrogative sentences. • Identify questions words and the proper word order of interrogative sentences. • Look for information in various sources. • Clarify the meaning of words. • Classify information according to its purpose. • Creation of a table to register information. • Read questions and answers aloud. • Graphic and text components. • Types of sentences. • Question words. • Auxiliary verbs. • Present and Past tenses. • Punctuation. • Using language to solve problems. • Respect others turns to speak. • Cooperate to solve problems. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2422 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | III | Semana | 22c |
| Tema | Leer y registrar información para resolver un problema | ||||||||
| Competencia a desarrollar | Revisar y seleccionar información con el fin de resolver un problema de interés para los alumnos | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica, al escuchar, la acentuación en distintos tipos de palabras | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 3. T say hello as you do following your regular routine. Remind Ss of the second school problem we’ll work with today. |
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| Desarrollo | 00:40 | T, bring out the table made during the first session. Include these columns: Problem Bullying (Recycling Trash) Solution Action Plan T, for the purpose of this lesson plan I’m including a link for a website titled; trash goes to school/ activities. Please feel free to visit the site beforehand so you can choose an activity if it fits your needs. Ask Ss, to talk about trash in school; how it affects the school and how the problem can be solved. Refer to the table presented above. 15’ Workings in pairs have Ss write a 10 point plan to fight trash in school. This is a good opportunity to practice present and interrogative sentences. T, there is a link on the “recursos” column for a worksheet to practice 10 easy sentences. 10’ Have Ss create a comic about trash. 15’. T, be aware that this site gives an option to print or e-mail the final comic so be prepared. Link in the “recursos” column. |
Trash goes to school 
Make Beliefs Comics
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
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| Evaluación | Identify school problems and look for solutions. • Identify by name school problems. • Choose a school problem. • Formulate questions about the problem such as; Why is it a problem? Whose problem it is? What are its consequences?Why talk about it? and how can it be solved? • Check the structure of interrogative sentences. • Identify questions words and the proper word order of interrogative sentences. • Look for information in various sources. • Clarify the meaning of words. • Classify information according to its purpose. • Creation of a table to register information. • Read questions and answers aloud. • Graphic and text components. • Types of sentences. • Question words. • Auxiliary verbs. • Present and Past tenses. • Punctuation. • Using language to solve problems. • Respect others turns to speak. • Cooperatetosolveproblems. | ||||||||
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