Compartida por: Ignacio de Lucas
0 votos
| 3401 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 32a |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer cuentos breves infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | Duración | 1 horas, 35 minutos | ||||||
| Aprendizaje esperado | Identifica los componentes gráficos y textuales en libros de cuentos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | 1. T says hello to Ss and explains that this week they will make their project (they will construct a product). Ss will stage a play. T may choose a play on the sites that are in the “recursos” section. T must adapt the script to respond to the strengths and needs of all the Ss. When the script is ready, T prints copies for the Ss. |
Readers theatre scripts 
Activities from the show
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| Desarrollo | 00:45 | 2. T hands out the script to the students and has them read it silently to themselves. T and Ss read the script aloud. T clarifies any vocabulary words, pronunciations, or terms the group may not already know or understand well. T gives information about the settings, the characters, the problem. T must be sure that Ss understand the play. 3. Ss and T assign roles (characters, staff, stage designers, etc.). T asks the characters to study their lines at home. The designed Ss must create a very simple staging, consisting of some landscapes drawings colored with crayons or markers, masks, etc. Another group of Ss must create, in the media classroom, with the aid of the computer teacher, an invitation card for the parents, and if the group decides so, to the school Principal (Headmistress or Headmaster) and to other classes. |
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| Cierre | 00:25 | 4. T and Ss say goodbye. |
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| Evaluación | • T checks if Ss are able to work in teams. • T checks if Ss are able to understand the script. • T checks if Ssare engaged and enthusiastic about the project. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3402 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 32a |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer cuentos breves infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica los componentes gráficos y textuales en libros de cuentos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:02 | 1. T says hello to Ss and asks about the progress in the preparation of the play. |
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| Desarrollo | 00:47 | 2. The "stage designers" draw and color the staging for the performance while the "actors"rehearse their lines. The "sounds effect engineers", in the media classroom with the help of the computer teacher, choose the music and background sounds and record them. T coordinates the activities, helps and offers guide to all of the groups. Of course, T must adapt the activities to her/his school resources and his/her class. 3. T and Ss place the staging and make a general rehearsal. |
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| Cierre | 00:01 | 4. T and Ss say goodbye. |
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| Evaluación | • T checks if Ss are able to define how many elements there are in a story. • T checks if Ss are able to identify the elements in a story. • T checks if Ss are able to work in teams | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3403 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 32c |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer cuentos breves infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica los componentes gráficos y textuales en libros de cuentos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | 1. T and Ss greets each other and make a general rehearsal |
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| Desarrollo | 00:30 | 2. T and Ss place the guests in the classroom and greet them. T explains to the parentshow the session will go and how long it will last along with any other pertinent information they need to be aware of. Sspresent their play. T thanks the guests for coming. T and Ss say good bye to the guests. Ss and T clean up. Ss talk about the activity. |
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| Cierre | 00:05 | 3. T congratulates Ss for doing an excellent job and say goodbye. |
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| Evaluación | • T checks if the Ss are able to understand a story. • T checks if the Ss are able to speak in basic English. • T checks if the Ss are able to read and understand a simple text. • T checks if Ss are able to work in teams. | ||||||||
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