Compartida por: Sylvia Benítez
1 voto
| 5207 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 6a |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:30 | Describing personality 1. Show to the students the Marvel page to review the characters section. Navigate through and read the descriptions of heroes and villains Ask some students to read aloud by turns some of the descriptions. Students choose their favorite characters. Ask them to find the meanings of the unknown words and write them in their notebooks. |
Marvel Characters
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| Desarrollo | 00:20 | 2. Project the webpage Characters in a story and click on the link to the Heroes and Villains worksheet. Give a copy of the text to each student. They must read it and decide if there is something that a hero or a villain would do. Show the video to study some describing- personality words. Write a list of some common words used to describe personalities. |
Describing personality 
Heroes and villains worksheet
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| Cierre | 00:10 | 1. Ask the students to choose a fantastic character like a ghost, a dwarf, a fairy, a super hero, and write four sentences describing her/his personality. Ask them to use the most appropriate words they can find to do it. |
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| Evaluación | The final product of this session is the written personality description of a fantastic character. Use it to assess the use of adjectives and the sentences syntax. Teacher can also asses reading: http://www.redmagisterial.com/med/10268-reading-development-rubric/ | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5208 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 6b |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:20 | Physical and character features 1. Ask the students to read the last paragraph of page 7 and the first of page 8 from Chapter I, “An unexpected party”, of The Hobbit. 2. Write on the board a list of the characteristic features of a hobbit. On one side of the board, write the physical features and, on the other side, the personality ones. |
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| Desarrollo | 00:25 | 3. In pairs, students design a police poster of a missing person or a wanted criminal. They must describe the physical appearance and the personality of the person, include a portrait and use some of the words included in the proposed material. |
Adjectives to describe personalities
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| Cierre | 00:15 | 4. The pairs show their posters to the class and read the descriptions. Hang the posters throughout the classroom. For the next session students must bring to the classroom a comic book or a comic strip they have at home. |
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| Evaluación | Assess students’ learning by: • The student writes sentences to describe a person • The sentences are clear and complete • The students participates with respect in the review of the works | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5209 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 6c |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:20 | • Utiliza estrategias para apoyar la comprensión de narraciones. • Anticipa el sentido general y las ideas principales a partir de detalles. • Distingue información explícita e implícita. • Formula y responde preguntas para distinguir y confirmar información específica. • Describe características y habilidades. |
Parts of a comic book
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| Desarrollo | 00:25 | 3. Ask the students to open the Garfield Comic Creator program and let them use it and find out how it works. Organized in groups, ask the students to make a simple three-frame comic strip using the resources of the program, including thought and speech balloons. |
Garfield Comic Creator
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| Cierre | 00:15 | 4. Print the comic strips the groups made and ask the students to read them. They must read with a correct pronunciation, adequate pauses, emphasis, and inflexions of the voice. Correct them if necessary. |
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| Evaluación | Assess students’ learning by: • The student identifies the parts of a comic book. • The student knows the comic text structure. • The student can write the dialogues and narrative voice. • The student reads each part of the text with the appropriate intention. | ||||||||
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