El uso del inglés en la construcción de mensajes a favor de la inclusión.

Osmar Arjona
Secundaria 1º Grado Lenguajes Inglés 1 Sesiones
Ubicación curricular
Contenido El uso del inglés en la construcción de mensajes a favor de la inclusión.
Proceso de Desarrollo de Aprendizaje (PDA) Investiga en diversas fuentes en inglés las características de los mensajes que presentan información a favor de la interacción, sensibilización y empatía con la diversidad y expone su punto de vista.
Metodología Aprendizaje por indagación
Escenario Escuela
Ejes Articuladores
  • Inclusión
  • Pensamiento crítico

Plan de clase

Lesson Plan: Using English in the Construction of Messages for Inclusion


Subject: English
Grade: Secundaria 1º (Secondary 1)


Learning Objective:
Investigate diverse sources in English to identify the characteristics of messages that promote interaction, awareness, and empathy towards diversity, and express their own point of view.


Methodology: Inquiry-Based Learning


Interdisciplinary Problem: Students have difficulties socializing and establishing interpersonal relationships.


Session Duration: 50 minutes


Session 1:


Phase 1: Introduction (10 minutes)



  • Begin the class by asking students about their experiences with socializing and establishing relationships with others.

  • Discuss the importance of inclusiveness and empathy in interpersonal interactions.

  • Introduce the topic of using English in the construction of messages for inclusion.


Phase 2: Development (30 minutes)



  • Divide the students into small groups and assign each group a different source in English (e.g., a video, article, or blog post) that presents information in favor of interaction, awareness, and empathy towards diversity.

  • Instruct the groups to analyze their assigned source and identify the characteristics of the messages presented.

  • Encourage students to discuss the impact of these messages on inclusiveness and social relationships.

  • Provide support and guidance as students engage in their research and analysis.


Phase 3: Closure (10 minutes)



  • Ask each group to share their findings and discuss the characteristics of the messages they identified.

  • Facilitate a class discussion on the importance of these characteristics in promoting inclusiveness and empathy.

  • Have the students reflect on t