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LESSON PLANNING FORMAT(e)

SCHOOL: Jardn de Nios Consuelo G. de Guajardo.TEACHER: Samantha del Carmen Sauceda Hernndez.

CYCLE: 1Grade: 3thUNIT: 5SOCIAL PRACTICE: Share information through graphic resource.PRODUCT: Large map of the Mexican Natural World.

LEARNING ENVIRONMENT: Educational and academic.STAGE: Color a map of Mexico. Include drawings or images of previously selected natural elements.

SPECIFIC COMPETENCY: Read basic information about a specific geography topic with the support of a graphical resource.

COMMUNICATIVE SITUATION:# OF SESIONS: 1 OF 2

Achievement: Names illustrated elements of the natural Word, based on a model.

Contents Moved:To DO:Identify illustrations (animals, vegetation, etc.) and distinguish them from written texts.

To Know:Topic. Graphic components: charts, maps, illustrations, etc.Correspondence between text and images.

To Be: Use language as a means of sharing information. Appreciate Mexicos and the worlds natural environment.Didactic Sequence: ( Date) Time: 30 minutes.

I will show you a map of Mxico. (5 minutes) And then colors will show you where aquatic and terrestrial animals are found. (5 minutes) They'll stick drawings of animals that they can make. (5 minutes) I'll give 2 sheets one for the map and the other to paint and cut the animals. (15 minutes.

Materials: Large map of Mxico. Exercise leaflets. Drawings animal with its respective name.

Assessment:The evaluate with inquiries and his finished work.


CYCLE: 1Grade: 3thUNIT: 5SOCIAL PRACTICE: Share information through graphic resources.PRODUCT: Large map of the Mexican naturalWord.

LEARNING ENVIRONMENT: Educational and academic.STAGE: Include drawings or images of previously selected natural elements.Find the name of natural elements in the map, previously written by the teacher on small pieces of paper.

SPECIFIC COMPETENCY: Read basic information about a specific geography topic with the support of a graphical resource


Achievement: Names illustrated elements of the natural Word, based on a model

Contents Moved:To DO:Identify illustrations (animals, vegetation, etc.) and distinguish them from written texts.

To Know:Topic. Graphic components: charts, maps, illustrations, etc.Correspondence between text and images.

To Be: Use language as a means of sharing information. Appreciate Mexicos and the worlds natural environment. Didactic Sequence: ( Date) Time: 35 minutes.

I ask them if they know which are which are aquatic animals and land animals. (5 minutes)

Listen to your answers and will mention them as terrestrial animals. (5 minutes)

All we repeat the name of every land animal. (5 minutes)

Memorama will carry out an exercise of terrestrial animals in English. (10minutes)

I will put the name on the blackboard pasted animals and children will have to put the correct land animal. ( 10 minutes)Materials:

Land animal drawings. Cards with names of animals. Memorama land animal card

Assessment:The evaluate with inquiries and his finished work.


CYCLE: 1Grade: 3thUNIT: 5SOCIAL PRACTICE: Share information through graphic resources.PRODUCT: Large map of the Mexican natural world.

LEARNING ENVIRONMENT: Educational and academic.STAGE: -Include drawings or images of previously selected natural elements.Find the name of natural elements in the map, previously written by the teacher on small pieces of paper.

SPECIFIC COMPETENCY: Read basic information about a specific geography topic with the support of a graphical resource.


Achievement: Names illustrated elements of the natural world, based on a model.

To DO:Identify illustrations (animals, vegetation, etc.) and distinguish them from written texts.To Know:Topic. Graphic components: charts, maps, illustrations, etc.Correspondence between text and images.To Be: Use language as a means of sharing information. Appreciate Mexicos and the worlds natural environment.

Didactic Sequence: ( Date) Time: 30 minutes.

They ask you if you know which are the aquatic animals. (10 minutes)

And if they know their names, after mentioning their names ire of aquatic animals like image.( 5 minutes )

The repeat 3 times all together. ( 5 minutes)

Finally we will have a paint job aquatic animals. (15 minutes) Materials: Drawings of animals with its own name. Sheet to paint aquatic animals. Colors.

Assessment: The will qualify with its units and work of evidence.


CYCLE: 1Grade: 3thUNIT: 5SOCIAL PRACTICE: Describe and share information about the place where one livesPRODUCT: Illustrated home inventory.

LEARNING ENVIRONMENT: Familiar and communitySTAGE: Make a two-column chart.Add a drawing or paste a cut-out image of the appliances, utensils, and tools on the first column.

SPECIFIC COMPETENCY: Identify information about appliances, utensils, and tools used at home.


Achievement: Identifies the names of several utensils, tools and appliances.

Contents Moved:To DO: Identify graphic components. Identify cover, title, number of pages and images.To Know: Graphic components: drawings,photographs, charts, etc. Textual components: title, text, page number, etc. Purpose and intended audience.To Be: Appreciate cultural expressions particular to the English language. Show interest in a language other than the mother tongue. Use language as a means of promoting gender equity.Didactic Sequence: ( Date) Time: 30 minutes.

This day will see the kitchen utensils. ( 10 minutes)

Take you a list with the drawing number and name so that students will recognize. (5 minutes)

Then we will review together. (10 minutes)

I'll give a sheet where one could paint the kitchen utensils as this leaf will bring other different objects. ( 15 minutes) Materials: Graphic drawings of kitchen utensils Cooking sheet with drawings and other objects to color

Assessment: To its interests and material evidence.


CYCLE: 1Grade: 3thUNIT: 5SOCIAL PRACTICE: Describe and share information about the place where one lives.PRODUCT: Illustrated home inventory.

LEARNING ENVIRONMENT: Familiar and community.STAGE: Make a two-column chart.Add a drawing or paste a cut-out image of the appliances, utensils, and tools on the first column.




Contents Moved:

To DO:Identify graphic components.Identify cover, title, number of pages and images.To Know:Graphic components: drawings,photographs, charts, etc.Textual components: title, text, page number, etc.Purpose and intended audience.To Be:Appreciate cultural expressions particular to the English language.Show interest in a language other than the mother tongue. Use language as a means of promoting gender equityDidactic Sequence: ( Date) Time: 30 minutes.

Today ask them if they know what the TOOLS using our potatoes to fix the pipe.

I'll give to puzzle first team to paint.

After the'll stick in a card to cut them and then assemble and disassemble the puzzle.

Materials: Named drawing. tools. Puzzle tools. Cardboard. Scissors. Glue.




LEARNING ENVIRONMENT: Familiar and communitySTAGE: Make a two-column chart. ---Add a drawing or paste a cut-out image of the appliances, utensils, and tools on the first column.




Contents Moved:To DO: Identify graphic components. Identify cover, title, number of pages and images.To Know: Graphic components: drawings,photographs, charts, etc. Textual components: title, text, page number, etc. Purpose and intended audience.To Be: Appreciate cultural expressions particular to the English language. Show interest in a language other than the mother tongue. Use language as a means of promoting gender equityDidactic Sequence: ( Date) Time: 30 minutes.

I ask them if they know what an electric appliance. That equipment in the house. ( 10 Minutes) We mention aloud every electrical appliance after will remove the names of the equipment. (10 minutes) We stop several children to place them where they think is correct. (5 minutes) In its class carnet draw and shall name the electrical home appliances. (5 minutes).

Materials: Drawings of electronic devices. The names of the electronic devices. notebook. Pencil. Colors.








Contents Moved:To DO: Identify graphic components. Identify cover, title, number of pages and images.To Know: Graphic components: drawings, photographs, charts, etc. Textual components: title, text, page number, etc. Purpose and intended audience.To Be: Appreciate cultural expressions particular to the English language. Show interest in a language other than the mother tongue. Use language as a means of promoting gender equityDidactic Sequence: ( Date) Time: 30 minutes.

I ask them if they know the cleaning utensils. ( 5 Minutes)

I will show you the drawings in a table and together we will writeletter by letter to form the name of the tool. ( 5 minutes)

After we go through the workbooks and will copy both the name and the drawing. ( 10 minutes)

3 times mention the names of cleaning utensils and then come forward to put the correct name. ( 10 minutes)

Materials: Drawings of cleaning utensils. The names of the cleaning utensils Notebook. Pencil. Colors.








Contents Moved:To DO: Identify graphic components. Identify cover, title, number of pages and images.To Know: Graphic components: drawings,photographs, charts, etc. Textual components: title, text, page number, etc. Purpose and intended audience.To Be: Appreciate cultural expressions particular to the English language. Show interest in a language other than the mother tongue. Use language as a means of promoting gender equityDidactic Sequence: ( Date) Time: 30 minutes. That furniture in your house. ( 5 minutes)

We will give you a sheet where the furniture then give them another sheet where stick together in the correct place will be displayed. (10 minutes)

Students who finish first take a prize. (15 minutes)

Materials:

Copies of the house. Copies of furniture. Glue. Scissors. Colors.








Contents Moved:To DO: Identify graphic components. Identify cover, title, number of pages and images.To Know: Graphic components: drawings,photographs, charts, etc. Textual components: title, text, page number, etc. Purpose and intended audience.To Be: Appreciate cultural expressions particular to the English language. Show interest in a language other than the mother tongue. Use language as a means of promoting gender equityDidactic Sequence: ( Date) Time: 30 minutes.

Ask them know what a collage. ( 5 minutes) I will mention them to a collage are many of some event or major event happened and that will be marked on a wall of photographs. (10 minutes)

Together we will make a photo collage of the activities were in every two weeks and will post outside the classroom. ( 15 minutes)

Materials: Photographs Glue. Foami.


Vo. Bo.

Teacher: Mayra Nathaly Maldonado Silvia.Teacher Titular.

Teacher : Enrique Loyde Lamas.Ingles B1.

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