Compartida por: Diana Schreckenberger
0 votos
| 2968 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 31a |
| 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. Use pgs. 6 and 7 of the Reading responses set by referring back to the Family vacation book read in planning, week 30, session 1. |
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| Desarrollo | 00:40 | Show the printed Family vacation book to the Ss so they know what you are talking about. Ask if they remember the story and ask to tell you a little about it. 5’ Give Ss pages 6 and 7 from the Reading responses worksheet set. Page 6 is for nonfiction and will give your Ss an opportunity to write vocabulary words they didn’t know before reading the story. It also asks for Ss to draw. This activity should not take more than 10’ Page 7 also asks for Ss to draw, this should not take more than 10’ either. T, print the Book Talks Cards reading comprehension or show it on the screen for Ss to see. Tell Ss they are going to read another story and point at the fact that they’ll have to pay attention to see what the topic, setting and audience are. The purpose the author had when writing the book and finally personal connections and favorite part in that order. 5’ Reading the bookvery animatedly and mimicking the actions on the book should not take more than 5’ Refer back to the Book Talks Card and ask Ss to give you the information you asked them to pay attention to, before you read the book. 5’ |
. Book Talks Cards/ reading comprehension
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| Cierre | 00:05 | T, say goodbye with your regular routine. Tell Ss to share the Llama Llama story with friends and family at home. Give them page 5 and ask them to do it as homework. 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
| 2969 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 31b |
| 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. Tell Ss you’ll be watching a video. |
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| Desarrollo | 00:40 | Show the Llama Llama Mad at Mama video. It will take about 3’ T, make color copies of pages 28to 32 and place them on the board as indicated on page 27 of the set. 3’ Place a copy of page 26 on the other side of the board. 1’ Turn to Ss and ask for a volunteer to go to the board and write on the board, not the page, the title of the story. Writing is done on the board so it can be seen from all areas of the classroom. With the help of the rest of the Ss do the same and have a Ss, write the rest of the information; Beginning, middle and end.5’ Take page 17 and cut the six squares with questions. Fold them and place them in a bag or a jar. Divide the group into six teams and have a S from each team pick one of them from the bag/jar. Ss read the question and discuss the answer. T, have one S per team share the answer with the entire group. 10’ Give Ss page 3 to solve, they’ll write the answers not draw. 5’ Give Ss page 11 to solve. 10’ |
Stupendous Story Elements 
. Llama Llama, Mad at Mama, Anna Dewdney Video.
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| Cierre | 00:05 | T, say goodbye with your regular routine. Give Ss page 13 to do as homework. 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
| 2970 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 31c |
| 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. Ask Ss to take out their homework page. |
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| Desarrollo | 00:40 | Review homework page with Ss.5’ Taking from the Ss experiences bridge the conversation to the following book the class will read. The book is titled;Visiting the Doctor. The book has five pages to read. 3’ When finished ask Ss to tell you about a time when they visited the doctor. Model answers for Ss. 10’ Take Ss to the computer room or project the story on a screen. Have the name of the animals written on letter size paper. The name of the story is “The Farm animals”. It is a story with sound. Clink on the speaker and the story will be read. Place the cursor on the picture of the animal and you’ll hear the sound the animal makes. 3’ After Ss finish reading the story, hold a card up high and ask Ss to read the name of the animal written on it. 5’ Show the Pritate’s treasure story and help Ss understand it by mimicking the story at the same time if needed. 5’ Give Ss the worksheet Little story teller for them to write their own brief story and illustrate it as well. Remind them of the character (them), setting, and beginning, middle and end of the story. 10’ |
Pirate’s treasure
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| Cierre | 00:05 | T, say goodbye 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. | ||||||||
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