Compartida por: Diana Schreckenberger
0 votos
| 2965 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 30a |
| Tema | Participar en la lectura de narraciones literarias y compartir experiencias propias | ||||||||
| Competencia a desarrollar | Leer cuentos y narraciones y conectarlos con experiencias propias | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce información sobre datos personales y pasatiempos propios y de otros | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T, say hello as you do following your regular routine. Bring out Stone soup book. Ask Ss to retell the story in their own words. |
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| Desarrollo | 00:40 | While Ss try to retell the story, help them by mimicking the actions in the story. 5’ Talk about the parts of the story in a very basic way. Mentioned the beginning, middle and end and tell them what each part is about. 10’ Give Ss the worksheet Mrs Jenkins story structure. Link in the “recursos” column. Help them fill in the blank spaces. Write some sentences on the board. These sentences should be based on the comments from the Ss while retelling the story. Remember to use different color markers however this time, use them to mark the difference between upper and lower caps. 10’ Read the book Family vacation with the Ss. You can project it on the screen or read the printed version. Before you start, show the book cover and ask the Ss what they think the book is about. After Ss respond ask them if they have gone on a family vacation. Let Ss respond. While reading, mimic the actions from the story. There are about 14 images with vocabulary. 15’ |
. Mrs. Jenkins book report forms. Story structure
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| Cierre | 00:05 | T, say good bye with your regular routine. T, make sure you collect all the worksheets Ss work on for the end of the sessions project. |
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| Evaluación | • Explore a children’s book. • Use of previous knowledge to predict theme, purpose and receiver. • Identify cover, back and index of a book. • Identify text and illustrations. • Follow the reading aloud of a book. • Identify words with the help of a dictionary. • Identify beginning and end. • Mimic actions; sleep, eat, walk. • Find similarities and differences between their own actions and those shown in the book. • Identify words written with capital letters. • Complete with one or more words, sentences which talk about own actions and those of a character. • Know theme, sender and receiver. • Structure of a text, beginning middle and end. • Vocabulary needed for this language social practice. • Upper and lower case letters. • Show appreciation for cultural manifestations and for those of others. • Respect and value personal emotions. • Recognize the social function of tales and stories. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2966 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 30b |
| Tema | Participar en la lectura de narraciones literarias y compartir experiencias propias | ||||||||
| Competencia a desarrollar | Leer cuentos y narraciones y conectarlos con experiencias propias | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce información sobre datos personales y pasatiempos propios y de otros | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | From the Stone soup and Family vacation books write a few incomplete sentences on the board, it is best if you do it before the SS get to the room for example: • There were __________travelers in the story. • They were very_____________. • They knew how to make _________soup. • The towns people__________them prepare stone soup. • They added _______ and pepper. • Carrots, ___________, ___________,____________. • And then there was ____________anddancing until late into the night. Writing and asking 10’ remember to use different color markers to show and point at upper and lower case letters. • We went on _________for a week. • We went on an _______________. • On Monday we _________to the beach. • We ate _____cream. • We went to a theme_________. Writing and asking 10’ remember to use different color markers to show and point at upper and lower case letters Play the Parts of a story song two times. 5’ Ask if Ss have any questions about characters, setting and beginning, middle and end. 5’ T, read the book Llama llama red pajama either projected on the screen or using the printed version. Reading the printed version is preferred. This should take about 5’ if you do it slowly. Please be very animated and mimic the words and actions described in this story. It will definitely help your Ss better understand it. T, this is a great rhyming book with easy vocabulary for Ss to be able to remember. By now you have 5’ left to clarify a couple of vocabulary words if necessary. T, I’m including a video of the same story for you to watch now and show during the next session. These story and resources will allow you to ask the Ss questions about situations like the Llama had in the story. T, make sure you collect all the worksheets Ss work on for the end of the sessions project. Have fun! |
Llama Llama Red Pajama, Anna Dewdney Video. 
Parts of a story song video
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| Cierre | 00:05 | T, say good bye with your regular routine. Tell Ss we’ll talk a little more about the book in our next session. |
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| Evaluación | Explore a children’s book. • Use of previous knowledge to predict theme, purpose and receiver. • Identify cover, back and index of a book. • Identify text and illustrations. • Follow the reading aloud of a book. • Identify words with the help of a dictionary. • Identify beginning and end. • Mimic actions; sleep, eat, walk. • Find similarities and differences between their own actions and those shown in the book. • Identify words written with capital letters. • Complete with one or more words, sentences which talk about own actions and those of a character. • Know theme, sender and receiver. • Structure of a text, beginning middle and end. • Vocabulary needed for this language social practice. • Upper and lower case letters. • Show appreciation for cultural manifestations and for those of others. • Respect and value personal emotions. • Recognize the social function of tales and stories.. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2967 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 30c |
| Tema | Participar en la lectura de narraciones literarias y compartir experiencias propias | ||||||||
| Competencia a desarrollar | Leer cuentos y narraciones y conectarlos con experiencias propias | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce información sobre datos personales y pasatiempos propios y de otros | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T, say hello as you do following your regular routine. T, have printed ready the Reading responses worksheet pages 2 to 4, and 8. To use pgs. 6 and 7 make a reference to the Family vacation book in our next session. Pg 5 will be used with a different book in the following session as well. |
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| Desarrollo | 00:40 | Show the video, it will last about 3’ however count 5’ total while Ss get ready. Ask Ss if to tell you about a time when they heard about somebody in a similar situation or they felt the same. 10’ Give Ss the pages from the Reading Responses set. Ss work in pairs so they have an opportunity to exchange comments. Model the answers on the board for Ss to copy. Page 2 asks for the name of the book: Llama Llama Red Pajama Main characters;Mama and Llama Llama What was the problem What was the solution Page 3 asks for 4 fun facts, Ss can comment among themselves to respond to this page. Page 4 asks for beginning, middle and end of the story. Make sure you help Ss find the answers. Page 8 asks for the name of the main character as well as 6 words to describe him/ her. It also asks if the Ss like the main character and a reason why.25’ |
Reading Responses worksheets
Llama Llama Red Pajama, Anna Dewdney Video.
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| Cierre | 00:05 | T, say goodbye with your regular routine. Let Ss know they’ll talk about the Family vacation book in the next session. T, make sure you collect all the worksheets Ss work on for the end of the sessions project. |
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| Evaluación | Explore a children’s book. • Use of previous knowledge to predict theme, purpose and receiver. • Identify cover, back and index of a book. • Identify text and illustrations. • Follow the reading aloud of a book. • Identify words with the help of a dictionary. • Identify beginning and end. • Mimic actions; sleep, eat, walk. • Find similarities and differences between their own actions and those shown in the book. • Identify words written with capital letters. • Complete with one or more words, sentences which talk about own actions and those of a character. • Know theme, sender and receiver. • Structure of a text, beginning middle and end. • Vocabulary needed for this language social practice. • Upper and lower case letters. • Show appreciation for cultural manifestations and for those of others. • Respect and value personal emotions. • Recognize the social function of tales and stories. | ||||||||
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