Compartida por: Sylvia Benítez
2 votos
| 5180 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 5a |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Explain to the students the project that they will be working on the next sessions: they will be reading classical tales or stories. At the end, they will write in their own words a story based on them, maybe with a different ending, a different setting or with different characters. Ask the students what classic stories they know and like. |
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| Desarrollo | 00:35 | 35 min. 2. Show to the students “The Tin Soldier”. In the video,there are an oral and a written version of the story. Students should write in their notebooks the words they don´t know and search their meaning in the dictionary. Play the video once again, so that the students can follow the speech. Ask the students to read the text aloud to reinforce the pronunciation. 3. Ask the children to exchange their ideas on what they think about the story. Lead the discussion by asking questions, for example: What is the story about? What's happened? How did it happen? What characters are involved? Is it clear who the characters are? Do we know how the characters feel about the situation? |
The tin soldier
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| Cierre | 00:15 | 4. When the discussion finishes, describe the overall structure of the story, including describing how the beginning introduces the story and the ending concludes the action. You may draw on the board the following graph Use material resource Med graph Explain to the students that at the beginning, the author needs to give the readers an immediate clue what the story is about and why it matters, or should matter, to them. The middle needs to lead upward to a distinct point or conclusion, the climax. This does not have to be huge, but it does have to be definite. After the climax, there’s always a bit more needed to wrap it up — the author must put a clean ending on it. |
Graph
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| Evaluación | Assess students’ oral expression by: • The students understand what the project is about. • The students understand the story and are able to tell it in their own words • The students recognize the parts of the story and are able to write a sentence describing each one of them. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5181 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 5b |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | 1. Play the video “The Ugly duckling”. In the video, there are an oral and a written version of the story, so they can read at the same time that they listen. |
The ugly duckling
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| Desarrollo | 00:25 | 2. Give to the students the first page of the worksheet “Word detective - The Ugly Duckling”. Ask them to take turns to read the introduction aloud. They must circle the words they don't know (or are not sure about) and use a dictionary to look them up. 3. In pairs, ask the children to solve the exercise. The students must find the word that has the most similar meaning than the underlined one in the sentence above. |
Ugly duckling Word detective
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| Cierre | 00:10 | 4. Have each group compare their answers with the answers of another group, and then check answers with the whole class (project on a screen the second page of the worksheet to do this). Ask the students to mark with a right check mark or tick () the correct answers, and with a wrong check mark (X) the wrong answers. Be sure to allow for time to discuss questions that remain unclear. |
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| Evaluación | Assess students’ written skills by: • The students are able to follow the text when the narrator is reading aloud. • The students know how to use the dictionary and they can use it successfully every time. • The students are able to identify the meaning of a word by the context in which it is used. • The students are able to work with partners. • The student is respectful to others and listen without interrupting. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5182 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 5c |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer cuentos clásicos y componer una historia breve a partir de ellos | Duración | 0 horas, 42 minutos | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:20 | Sequences 1. Explain to the students that the story progression occurs when the story sequences build upon one another in a logical way, moving the story forward. The students will order the events in a story in their sequence of occurrence. Give the first page of the worksheet to the students and ask them to find the correct order of the steps in making a sandwich. Ask them to number the pictures in order of occurrence and match each picture with the correct text. Give them the third page to correct their answers. |
How to make a sandwich
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| Desarrollo | 00:20 | 2. Divide your students into pairs. They will build a sequence of some story or process they choose. (like taking a shower, knit a sweater, travel to the beach, consult an Internet page or recycling a shoebox). Every pair must write the story step by step, in order. Ask them to be creative (maybe something went wrong, so they need to deal with problem or fix it). |
Sequencing worksheet
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| Cierre | 00:02 | 3. Each pair reads their story out (their sequence) to the class. When they finish, their classmates their classmates can make questions and comments (the whole class discusses if the sentences are clear, if the order of the steps is correct, if the sequence is complete, etc.) Keep in mind that questioning should not be to single out a student or provide a stage for peers to ridicule and judge their classmates. |
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| Evaluación | Assess students’ understanding of oral expression by: • The students are able to build a sequence of events and to describe it in complete sentences. • The sentences are clear and complete. • The sentences are punctuated correctly. • The words are spelled correctly. • The verb tenses are correct and consistent. | ||||||||
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