Didactic sequence.

Language practices.

FOUNDATION:

This teaching sequence articulates proposals for reading and writing around a
prototypical character of stories. It involves including children in the world of
written culture with the purpose of advancing knowledge of language
written and in the acquisition of conventional reading and writing as well as to deepen
knowledge about the character and the genre. The aim is for children to have multiple
opportunities to connect personally and collaboratively with sources
informative and literary works by contemporary authors and of the universal heritage

DIDACTICPURPOSES:

Include children in the world of written culture to:

Advance in the knowledge of written language and in the acquisition of reading

conventional writing
Learn more about the character and the genre
Enjoying the world created in the stories
Exchange impacts and reflections with other readers
Create a witch dictionary

CONTENTS:

Follow the reading of the person reading aloud.

Adjust the reading modality to the characteristics of the work and the situation in
what is read.
Express the effects that the works have on the reader and identify
progressively the text marks that provoke, evoke, or promote them.
Reread to find clues that allow for deciding between different interpretations.
or to better understand passages or unnoticed details in the first readings.

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Reread to reflect on how different effects are achieved through
language.
Use knowledge about the author and the world to interpret more
the text is adjusted.
Value the literary experience as an aesthetic experience.
Establishing and maintaining a purpose for writing and considering the audience
Exchange and agree, before starting to write, what and how it will be written and
review decisions while writing
Exchange with others about the decisions being made while
write and refer to different works
Review what is written while writing and the different versions of what is
is writing until achieving a text that is considered well-written.

Timing:Thedevelopmentofthissequencetakesplaceinthesecondpartofthe
year.

BIBLIOGRAPHY:

Curricular design. First cycle.

- PL SD 1st and 2nd Follow a Character: WITCHES. Ministry of Education.

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 DEVELOPMENTOFTHESEQUENCE

ACTIVITYNo.1

• Presentationofthenewreadingmaterial

- Presentation of a new collection of stories that will be read during the

upcoming days. They feature witches as characters.

- The teacher reads the titles with emphasis, comments on the images on the covers,
Read the back covers, mention the authors, share the reason for your selection.

Cristina Portorrico/ Poly Bernatene.

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 • Openingdialoguewiththestudents:

Doyouknowotherstorieswithwitches.

Whatarethewitcheslikeinthestories.

Do witches have pets?

They know some of the stories we are going to read.

How do you imagine these stories are?

Records.

• Presentationofnewgroupandindividualreadingagenda.

- Presentation of a group reading agenda with the titles of the stories that
have been presented for reading (medium: cardboard or poster). It is
It will be placed on the wall, and each story read will be recorded on it.

TaleswithWitches

DATE:

Excuse me... are you a witch?

The witch Berta.

ThewitchespocaandpacaandtheircatEspantonso.

SnowWhite and the Seven Dwarfs.

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 - The titles will be in capital letters, without image identifications or
icons, so that students focus their attention on the writing system.

- The students will identify in the reading agenda the title of the story read and
Theywillregisterthedatealongwithit.

- Individual agenda presentation:

The teacher notes that for each story that is read, we will be recording.

all the data that will be important for carrying out other activities.

Later when they stick the agenda in their notebooks, it will be looked for and done.

group readings of each word to note the necessary data.

title author characters date

Free exploration of the books to read.

INTHENOTEBOOK: WE START STORIES WITH WITCHES.

COLORING.

COLOR

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ACTIVITY2: Dates:

Excuse me... are you a witch?

Beforethereading:

Presentation of the story to read and search for it in the group agenda.

We observe the image of the book cover:

Who asks the question? Will it be the cat? Why will it ask?

Readingofthestoryandopeningaspaceforexchange

Reading of the selected story and opening a space for exchange to

share interpretations, fragments that caused laughter, scare, intrigue...

What are the characteristics that witches must have according to the information that

the cat Horacio read. If necessary, the fragment is read again.

INTHENOTEBOOK:

Writing in a personal agenda. We identify: Title, author, characters.

The protagonist of the story, the cat Horacio, introduces all the characteristics that, according to a

encyclopedia, witches should have. With this information in mind, it is distributed to the students

the image of a witch that they will have to decorate to their liking (each member of the same group)

it will have a different witch)

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Once all the witches are painted, a poster is presented where enlarged images

those same witches are stuck. With the sheet on the board, they are asked to raise the

They are the owners of the first witch. They must decide TWO qualities of the witch that

respond to what Horacio read in the encyclopedia. A writing will be made.

mediated, and the teacher will write below each witch the recognized characteristics of

the group, always repeating the same step (if necessary, the fragment of the story will be reread).

Once completed, the poster will be placed on a wall at eye level for the students.

they must write in their notebooks, under the drawing of the witch that they have glued, the

characteristics that correspond to your witch.

AT HOME:

IpainttheletterbandIpaintthewordwitch.

Iwrite6wordsthatstartlikewitch

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Consolidation activity:

Characteristics of witches.

With the poster in hand and the witch, we wrote down the characteristics of witches.

Characteristics of a witch

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LET'STOGETHERSEARCHFORWORDSLIKE:WEADDTHEMTOTHEABCOFTHECLASSROOM.

HAT CAT MEDIA

ATHOME

Now that you know how to write each word, you will complete a
exercise to keep it always available in the notebook:

CONNECT WITH ARROWS

hat

broom

cat

cauldron

striped media

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ACTIVITY3:

Before the reading:

Presentation of the story to be read and search for it in the group agenda. We set the date for

reading in it.

We observe the image of the book cover:

What do you imagine will happen in this story?

What do they observe on the cover of the book?

Reading of the story:

We get on the broom... we make silence because here it begins

THE WITCH BERTA

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After the reading:

We work from orality.

a) What problem did the witch in the story have?

b) Who was Bepo?

c) Why couldn't witch Berta see Bepo when she closed her eyes?

d) Why did the witch decide to change the color of the black cat?

e) How do you think Bepo felt each time he was changed to a different color?

f) Did the witch Berta accept her cat Bepo just the way he was, why?

How did the witch solve her problem?

h) We talked about the meaning of the expression 'Abracadabra!'

We wrote the word ¡ABRACADABRA! on the blackboard.

IN THE NOTEBOOK:

We copy the title, the characters, and the author into individual agendas.

Shall we play with spells?

We complete the expression:

ABRACADABRA GOAT LEGS

MAY IT BECOME…..

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Together we will invent spells by dictating them to the young lady who will write them on the board.

Then play to cast spells: a boy wizard or witch will cast spells on other children. E.g.: ABRA CADABRA,

GOAT'S LEG... MAY YOU BECOME... A DOG THAT DOES NOT BARK!

Each student will create their spell card to stick in their notebook.

The student will come to the front to perform their spell and the rest of the class will be enchanted.

to carry out the proposed actions.

WE PUT ON THE HAT TO PLAYAT BEING WITCHES

ATHOME:

WRITE1SPELLINFAMILY:

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ACTIVITY4:

THE COLORS OF BEPO

Recognizing colors:

The teacher will read the fragments of the story where the different colors are mentioned.
What happened to the cat Bepo. The students will paint the figures of the cat and then we will look at the book.

to compare how they did it.

We will all write the names of the colors on the board, and then copy them.

stick them on the classroom alphabet.

IN THE NOTEBOOK: I write the colors under each cat.

Consolidation activity:

AT HOME:

USING THIS ABRACADABRA CARD WRITE 10 THINGS YOU CAN

CONVERT THIS LITTLE WORM:

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ACTIVITY 5

The habitat of a witch.

We listened to 'The Habitat of a Witch'. Rosaspini Reynolds, R.; Morales, M. (2003), The Magical
world of witches. Continente Editions. Argentina.

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We complete the following table:

Places where witches live.

FOR THE ART CLASS:

Draw as you imagine the houses of witches.

The class will be set to witch music.

We glued the drawings onto a sheet.

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ACTIVITY 6:

CREATING WITCHES

The teacher will read a description and through attentive listening, the students will write in their notebooks.

They must respect the characteristics to draw their own witch.

Each student chooses a name for their witch, then a discussion is held where they comment on how

she chose her name witch.

Each student is given a photocopied description to mark the words in the text.

what characterizes the witch.

We prepared the posters with the words to hang on the classroom alphabet.

The teacher asks, for example, where it says FEA, MALVADA, NARIZ, VERRUGA,

HAIR, Etc. among all of us read and mark where it says.

The same text will be hung on the board to be used as support.

SHE WAS A VERY UGLY AND EVIL WITCH, HER NOSE HUGE AND POINTED

IT HAD A BLACK, HAIRY WART AT THE TIP LIKE A TICK.

HIS HAIR YELLOW AND STRAWY LIKE A BROOM WITH LEGS, THAT'S WHY HE WORE IT

A big red bonnet so that her friends wouldn't laugh at her.

SHE WORE A LONG DRESS FULL OF POCKETS WHERE SHE KEPT THE

Lizards I used for the spells.

DE NIGHT THE liked WALK CON SU BROOM AND HAD FUN

SCARING THE CHILDREN WHO DIDN'T WANT TO SLEEP.

INTHENOTEBOOK:

NAME OF THE WITCH:

DRAW THE WITCH YOU IMAGINED:

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ACTIVITY 7:

The objective of this activity is to present these two witches to extract from the story their
features.

Before the reading:

Orally:

Do you know who these witches are?

Are we looking for their names in the title?

What will PACA and POCA be? Why?

Will they be good or bad?

We look at the book cover: what do you observe?

WE LISTEN TO THE STORY…..SHHHHHHHHHH

After reading:

We look for the title in the classroom agenda and write the date.

We write in individual agendas.

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- We remember the characteristics of each witch. The teacher will have a sheet to stick on.

the blackboard. Together we complete it, then the teacher hands a copy to each student for
that he/she perform it in his/her notebook.

Do you remember what the witch Paca does when she realizes that the cat has disappeared?
The teacher guides the children, if they do not remember, so that it emerges that they are: MAGIC WORDS

When the Horrible Cat disappears, the witch Paca takes out her magic wand and pronounces some

words for Horrible to appear.

The teacher reads the fragment if the children do not remember it.

GATILOSO, GATILOSO THAT THE SPOOKY CAT APPEARS ALREADY

What other magic words could PACA have said?

The teacher writes the magical words created by the children on the blackboard.

The teacher hands out cards with magic words for them to stick in their notebooks and copy.
from the blackboard what was created.

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 MAGICALWORDS

AT HOME:

THIS LITTLE BIRD GOT LOST FROM ITS CAGE: USE THE MAGIC WAND AND WRITE TWO
PHRASES (WITH THE HELP OF YOUR FAMILY) TO BRING THEM BACK

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ACTIVITY 8:

Before the reading:

Presentation of the story to be read and search for it in the group agenda.

We observe the image of the book cover:

What are these witches doing?

What do you imagine will happen in this story?

Wesearchonthelidforthenamesofthewitches,whereitsaysPACA,whereitsaysPOCA,

How did they realize?

We enjoy reading

The new adventures of Paca and Poca and their mysterious cat

After the reading:

We write in our personal agenda in the notebook.

We work from orality:

Where did Paca and Poca go to spend their vacation? Where would you like to go?

Vacation? What time did the witches arrive at the beach to set up their tent? What time did you all arrive?

Do they usually go out for walks? What happened to Espantoso? How does the story end?

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 We create a new ending to this story

The teacher rereads the end of the story, then suggests to the students to change that ending to
another created by everyone, by dictation to the teacher.

On a poster, the ending will be written, then the teacher will give a copy of it to the students.
to write in the notebook. Carry out the steps of planning, reviewing, drafting, among others.

They brought little and a lot in their suitcases.

We put in the suitcases the items that PACA AND POCA took for their vacation
The teacher reads the fragment again, where the things that the witches took are mentioned.

We make the list on the board, then the students copy it.
the words, then they write them on the signs for the
classroom alphabet.

AT HOME:

ESCRIBE 10 COSAS QUE LLEVARIAS EN LA VALIJA PARA TUS VACACIONES EN LA PLAYA

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ACTIVITY 9:
THE WITCHES ARE HAVING A PARTY!!!

The teacher will read a brief review about an activity that witches perform. The objective of

this activity is for the students to imagine what these musical instruments can be called

conventional.

Together and with the help of the teacher, the possible names of the instruments will be written.

The story goes that when witches are bored and have no work to do, they

They come together in the forest to have a fun day making music with the instruments they have.
they created the same.

These instruments are a bit strange, we don't really know what they are called.

LET'S HELP THESE WITCHES TO FIND A NAME FOR THESE

INSTRUMENTS

INTHENOTEBOOK:

We write the names of the instruments

The students receive a coloring sheet and label each instrument.

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AT HOME:

With the help of the family: CREATE 4 INSTRUMENTS THAT WITCHES COULD USE
FOR YOUR PARTIES. DRAW THEM AND WRITE THEIR NAMES.

WHAT DO WITCHES SING?

Together we created the super song of the witches

The teacher writes on the board (dictation to the teacher) the song created by the students.

The students copy the created song into their notebooks.

In music class, we presented the song created to set it to music.

SONG REGISTRATION:

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ACTIVITY 10:
Creating potions

Eldocente resumes the cover of the book 'The New Adventures of Paca and Poca and Their Expenses'

Terrifying" and asks the children if they remember what the witches are doing.

Children are guided to reach the conclusion that this is about MAGIC POTIONS.

What are magical potions, what are they for?

Once the students understood what potions are used for, we made a potion together.

all to cast a spell.

The teacher prepares a card for enchanting that will be hung on the board as an example, and it

They will start reading the ingredients that the magic potion will have.

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INTHENOTEBOOK:

We complete the ingredients to cast a SPELL.

SPELL FOR____________________________________

INGREDIENTS:________________________________________

-2 LEGS OF

-1 EYE OF

-1 tablespoon of baby

-2 tablespoons of mucus of

-A pinch of excrement of

A piece of tail

PREPARATION

EVERYTHINGISMIXEDINACAULDRONAND...

ATHOME:

Luna

WITCH AND AFTER READING WHO COULD HAVE PREPARED THE POTIONS THAT

UNDER EACH WITCH, WRITE WHO MADE THEM.

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ACTIVITY11:Consolidationactivityforself-writing.

Purpose:

Promote storytelling while respecting the narrative structure based on the

images.

Firstmoment.

Welistenedtoawell-knownaudiostoryaboutwitches.

Snow White and the Seven Dwarfs.

Secondmoment.

We orally discuss the story we heard. We orally describe the witch.

story.

Thirdmoment.

We complete classroom and individual schedules.

-Rewriting of the listened tale.

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Closing of the sequence:

WE ARE CREATING THE GREAT DICTIONARY OF WITCHES

Everything you need to know to become an excellent witch or wizard will be found in this

impressive WITCHES DICTIONARY, COMPLETELY MADE BY THE CHILDREN OF

FIRST GRADE, WITCH EXPERTS.

With the help of the teacher's guide, they will recall the most used words in the stories.

The selected word will be written on the board, then the students will copy it in their

dictionary card for later, among all to establish the meaning of said word that

It will also be written on the board, to be copied below the word.

This activity will be developed in several classes. IN ALPHABETICAL ORDER. Each student

it will have its own witch dictionary.

CAULDRON
ELEMENT OF
COOKINGTHAT
USATODO
POTIONS.

WAND WART
ELEMENT GRAINWITH
WHATTHEYUSE HAIRSTHAT
TODO THEYHAVEINTHE
SPELLS. TIPOFTHE
NOSE.

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 Witchcraft:
BROOM CONJURATION:
ITISAWICKEDNESS
Itisusedfor
SERVES AS MADEBYONE
BUJA. REMOVEA
MOBILE FOR SPELL.
FLYING.

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