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CLUB JUST A PEN AND PAPER

SECUNDARIA

COMPONENTE AUTONOMÍA CURRICULARMATERIALES Y RECURSO DIDÁCTICO PARA EL ALUMNO

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DIRECTORIO

LIC. FRANCISCO GARCÍA CABEZA DE VACAGOBERNADOR CONSTITUCIONAL DE TAMAULIPAS

DR. HÉCTOR ESCOBAR SALAZARSECRETARIO DE EDUCACIÓN DE TAMAULIPAS

MTRA. MAGDALENA MORENO ORTIZSUBSECRETARIA DE EDUCACIÓN BÁSICA

MDPE. MIGUEL EFRÉN TINOCO SÁNCHEZSUBSECRETARIO DE EDUCACIÓN MEDIA SUPERIOR Y SUPERIOR

LIC. HUMBERTO ZURITA ERAÑASUBSECRETARIO DE PLANEACIÓN

LIC. MARIO GÓMEZ MONROYSUBSECRETARIO DE ADMINISTRACIÓN

LIC. MARIO ANDRÉS DE JESÚS LEAL RODRÍGUEZTITULAR DE LA UNIDAD EJECUTIVA

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La elaboración del material y recurso didáctico para el alumno del club Just a Pen and Paper estuvo a cargo del equipo académico de la Coordinación de Inglés en Educación Básica, con el propósito de ampliar la formación académica de los alumnos, en el marco del Modelo Educativo Capítulo Tamaulipas.

Coordinadora de Inglés en Educación BásicaMtra. Miriam Elizabeth Ramírez Carrizales

Responsable del Área AcadémicaDra. Ariadna Miguel Chávez Cobos

Diseño curricular y proyección de contenidosLic. Lorenia Valles CanalesMtra. Rebeca Lizeth Martínez LealLic. Julia Adriana Sotelo Chapa

Revisión y ajuste de contenidoDra. Martha A. de la Rosa GonzálezConsejo Estatal Técnico de la Educación

Responsable de la implementación del Componente Autonomía curricular:Mtra. Liliana Suheill Pérez Pérez

D.R. © Secretaría de Educación de TamaulipasCalzada General Luis Caballero S/NFracc. Las Flores. C.P.87078Cd. Victoria, Tamaulipas.

El contenido, la presentación, la ilustración, así como la disposición en conjunto y de cada página de esta publicación son propiedad del Gobierno del Estado de Tamaulipas y de la Secretaría de Educación de Tamaulipas. Se autoriza su reproducción parcial o total por cualquier sistema mecánico, digital o electrónico para fines no comerciales y citando la fuente de la siguiente manera: Gobierno del Estado de Tamaulipas y Secretaría de Educación del Estado de Tamaulipas (2018), Clubes Escolares 2018-2019.

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ÍNDICE

WHAT MAKES A STORY GREAT

DIFFERENT KINDS OF STORIES

CREATING YOUR MAIN CHARACTER

SHOWING YOUR CHARACTER'S FEELINGS, AND SOLVING A PROBLEM

GOING FROM A BLANK PAGE TO A STORY

CHANGING THE ENDING

SHOW YOUR WORK

UNIT 1

UNIT 2

UNIT 3

UNIT 4

UNIT 5

UNIT 6

UNIT 7

PRESENTACIÓN

BIBLIOGRAFÍA

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DIRECTORIO

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“Just a Pen and Paper!” es un programa que te será de utilidad para crear textos

originales e incrementar y reforzar tu vocabulario en la lengua extranjera (Inglés).

Durante el curso se pondrán en práctica tus habilidades de redacción, y trabajarás

identificando tus emociones y expresándolas por medio de la palabra escrita, para

de esta manera, fortalecer tu autoestima.

Al participar en este programa, se pretende que, al identificar fortalezas y áreas de

oportunidad en tu persona y tus compañeros, pongas en práctica los valores de

respeto y empatía para contribuir así a tu desarrollo socioemocional, obteniendo

así las herramientas necesarias para expresar lo que sientes, adquieras el sentido

de pertenencia al ser parte de un grupo de jóvenes que tienen tus mismos intereses

y de esta forma, logremos contribuir a tu formación académica y personal.

En este Club, serás partícipe de conversaciones interesantes entre tus

compañeros y con el profesor, compartirás tu opinión sobre películas, libros y

escucharás las de tus compañeros, también con las actividades presentadas en

esta guía podrás desarrollar tu creatividad y expresarte con libertad sobre el tema

de tu preferencia.

Presentación

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Activity 1: Story Elements.

Instruction: Read the story of the Grimm Brothers as a group, discuss and answer the

worksheet.

Setting

My storytitle is:

Problem Solution

Characters

UNIT 1 WHAT MAKES A STORY GREAT?

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Instruction: Draw and color a setting you would like to use in a story, and show it to your

classmates. Remember the characteristics explained by the teacher.

Activity 2: Setting.

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Instruction: Act out the characters given by the teacher, complete the chart.

Activity 3: Characters.

Character's name Type of character

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Instruction: In pairs or groups, make a list of difficult situations characters have faced in

some stories, and the solutions they came up with.

Activity 4: Problem and Solution.

Problem Solution

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Activity 5: Final Product.

Instruction: Choose one of the stories you know, and complete the following chart.

Main Characters SettingSetting

Supportting CharactersSupportting Characters

TitleProblem

Solution

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Instruction: Write the genre that corresponds to each story.

Activity 1: Different kinds of stories.

Title of the story Genre

UNIT 2 DIFFERENT KINDS OF STORIES

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Instruction: Draw the emoji that best suits each genre.

Activity 2: Say it with emojis.

Suspense Fantasy

Science - fiction Drama

Short story

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Instruction: Write the elements.

Activity 3: Fantasy.

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Instruction: Write a list of your favorite drama books.

Activity 3: Drama.

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A long time ago...in a galaxy far far away......

Instruction: Write the time line of the story (from group work).

Activity 4: Science Fiction.

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Instruction: In pairs, read the story line and continue with the story.

Share it with the group.

Activity 5: Suspense.

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Instruction: Write a story.

Activity 6: Final Product.

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Instruction: Choose a character, draw it and write all the things that you know about

him or her inside the clouds.

Activity 1: Characters.

What do you know about the character?

Physical Appearance

Personality

Personal Information

Likes and Dislikes

UNIT 3 CREATING THE MAIN CHARACTER

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Instruction: Make a list of the characteristics you would like to put on the main character

of your story.

Activity 2: Characteristics of the main character.

Physical Appearance

Personality

What do you know about the character?

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Instruction: Make a list of the motivations and desires for the main character of your

story.

Activity 3: Characteristics of the main character.

Desires...

Motivations...

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Instruction: Using the characteristics chosen, and the sketch guides, draw and color the

main character of your story.

Activity 4: Main Character.

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Instruction: Using different materials and the sketch done the last session, make a

puppet of your character.

Activity 5: Bring your character to life.

Here are some examples…

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Instruction: First, write a list of your most frequent feelings, then put a color for each ,

to end the activity use the drawing of the heart to represent your feelings by coloring it,

in order from most present to least present.

Activity 1: Showing your character's feelings, and solving a problem.

UNIT 4 SHOWING YOUR CHARACTER'S FEELINGS AND SOLVING

A PROBLEM

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Instruction: Identify which actions push your buttons and tick them. Then, in the

following page, write a strategy you can follow to deal with that emotion.

Activity 2: What pushes your buttons?

What pushes your buttons?

Being told no

Waiting anhile

Hunger

Cheating

Being touched

Too much to do

Rumors or gossip

Hurt or pain

Being scared

Bad news

Unfair treatment

Test and grades

Being late

Being criticized

Being tired

Being ignored

A misunderstanding

Being disrespected

Being bumped into

Loud noises

Losing a game

An accident

Being left out

Being bullied

An interruption

Things do not go as planned

Things are not fair

Not understanding what to do

Being told what to do

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Situation... Action to do...

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Instruction: Working with the plot. You have to choose a plot for your story, and write it

down.

Activity 3: Choose your plot.

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Instruction: Fill in the story map with the information you chose for the story you will write.

Activity 1: Story Map.

Idea

Setting

Events

Solution Ending

Title

Problem

Character

UNIT 5 FROM A BLANK PAGE TO A STORY

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Activity 1: Story Map.

Instruction: Fill in the story map with the information you chose for the story you will write.

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Activity 2: Story Map.

Instruction: Using your previous work, make a presentation with a cardboard, in order to

use this as a guide for the following activities.

Here you can see an example

The End

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Activity 3: Developing the story.

Instruction: Using your story map, start writing your story (beginning).

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Activity 4: Developing the story.

Instruction: Using your story map, continue writing the development of your story.

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Activity 5: Developing the story.

Instruction: Using your story map, write the ending of your story.

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Activity 1: The Grimm Brothers.

Instruction: Read the story of the Grimm brothers given to you by the teacher, think of

a different possible ending and write it down.

UNIT 6 CHANGING THE ENDING

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Activity 2: Change the ending of your partner.

Instruction: Read the story of your partner and try to write a different ending for it.

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Activity 1: Bring the story to life.

Instruction: From all the stories written during the course, choose one. Then, get

organized in teams to bring it to life.

You will need to make the puppets, the scenery and a script for the play. Then, practice

and present it to an audience.

Take pictures of it, and paste them here as evidence.

UNIT 7 SHOW YOUR WORK TO OTHERS

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Referencias Bibliográficas:

SEP. (2017) Aprendizajes Clave para la Educación Integral. Lengua Extranjera Ingles. Educación Básica. Plan y Programas de Estudios, orientaciones didácticas y sugerencias de evaluación.

Referencias Electrónicas:

SEP (2017) http://www.aprendizajesclave.sep.gob.mx/prim-ae-lengua-ext-ingles2.htmlhttps://es.slideshare.net/DavidEliel/competencias-a-desarrollar-en-la-escuela-primariaFlipped Classroom. https://www.theflippedclassroom.es/what-is-innovacion-educativa/

Norman Webb. Niveles de profundización del conocimiento. http://mathpr.weebly.com/uploads/8/3/6/3/8363293/niveles_de_pensamiento_de_norman_webb.pdf

Referencias Iconográficas:

https://www.tes.com/teaching-resource/enormous-turnip-story-map-6169755 PinterestFelt Hand Puppets Pattern - Princess and Kinght | Titeres de mano, Patrones de fieltro y PrincesasImágenes. Designeed by brgfx/Freepik

Glossario.

https://dictionary.cambridge.org/es/https://www.education.com/lesson-plan/writing-create-a-character/https://www.education.com/lesson-plan/elements-of-a-story/

BIBLIOGRAFÍA

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