SEIEM

2023. Year of the Seventieth Anniversary of Recognizing Women's Right to Vote in Mexico
ESCUELA:PEDRO DE GANTE MORNING SHIFT GRADE: 1 GROUP: "D"
PERIOD: From September 04 to September 08, 2023
Didactic Plan
Learning activities in sequence through collaborative work
Campo Formatio:Lenguajes Methodology: Project-based learning in community projects. Phase:3 Scenario: Classroom
Articulating axes: Critical interculturality / Appropriation of cultures through reading and writing / Arts and aesthetic experiences.
Nombre del proyecto: Group roster Period of execution: 5 sessions distributed over 1 week.
Contenidos: Learning Development Processes:
Writing names in the mother tongue. (Languages) Write your name and compare it with the names of your classmates, use it to
indicate the authorship of your work, mark your school supplies, register your attendance, among others.
others.
Identify names that are longer or shorter than yours, names that start or end with
with the same letter as their own, their initials, the diminutive of their name, etc.
Use of drawing and/or writing to remember activities and Write and/or draw to carry out tasks at home, remember messages, and bring materials to
school agreements. (Languages) class, register agreements, etc.
Record and/or summary of information consulted from sources Register on a topic of your interest through writing, outline, drawing,
oral, written, audiovisual, tactile or sound, for photography and video, based on listening, reading, observation or another way of
study and/or present. (Languages) interact with some source of information.
Share or expose the recorded information.
Use of writing conventions present in the Understand that each letter has several writing possibilities: uppercase, lowercase
network locality. (Languages) or variations of style.
Associate the vowel sounds with their corresponding letters, as well as the sounds
consonants more significant to them, or more common in their language.
Sense of belonging to the family and the community.
Identify shared aspects of family history and the community.
human and the community
Study of numbers. (Knowledge and scientific thought) Through everyday situations, count, organize, represent in different ways,
interpret, read and write the number of elements in a collection, first up to 5,
after up to 10 and gradually up to 100 elements.
Project Development
Phase 1. Planning
Moment 1. Identification
Read aloud to the students the story 'The Nameless Pirate'.
Facilitate a dialogue regarding the content of the story: what did you like most about the story? What didn't you like? What was the pirate looking for?
tenían en común los personajes del cuento?, ¿qué le dijo el mago al pirata?, ¿para qué sirve tener nombre?, ¿ustedestenen nombre?, ¿sólo las personas
Do you have a name?, what would happen if there were no names? why is it important to have a name?, what is your name?, do you know which letters are needed
to write your name?
Individually, being supportive and with the help of the teacher, write the alphabet in your notebook. Write your name below and finally mark in
Circle the letters you need to write your name.
Create a collage of your name (follow the procedure from LTG page 19).
Present your collage in the plenary.
In small groups, discuss: how are your names similar? What name do they all start with? What other words begin with the letter of your name?
name?
*Tarea:Preguntar a sus familiares por qué les pusieron ese nombre y qué significadotene. Si no conocen el significado, investgarlo en internet, en una
library or with someone from the community who may know it.
Discuss the history of names in the family. Mention if there are other members with the same name or if they are inherited.
Moment 2. Recovery
Share with your classmates the meaning of your name. Capture it in a drawing, cut it out, and paste it in the collage.
Present again your collage explaining the meaning of your name.
Moment 3. Planning
In the plenary, comment on the order of the activities that will follow to develop the group's naming, as well as the date and duration for each one:
1.- Organize the collages in alphabetical order.
2.- Prepare the first draft.
3.- Exchange the first draft.
4.- Prepare the second draft.
5.- Comment on the adjustments to the second draft.
6.- Present the final version.
7.- Prepare the Naming List.
Propose and record the dates to carry out each activity.
Phase 2. Action
Moment 4. Approach
In the classroom community, gather the collages to compare the meaning of their names and identify the letters that compose them.
Support students in organizing them in alphabetical order.
Individually, considering the contributions of your peers, complete a diagram where you should write your name, its meaning, why
they like it and why they were called LTG p. 22.
Check that the outline made by each student is complete.
Socialize your scheme with the rest of the group.
Moment 5. Understanding and Production
In pairs, exchange your schemes to make suggestions for improvement. Discuss the information that you found interesting.
Individually, create a second draft considering the suggestions received. Submit a new outline or blank sheet.
Momento 5. Comprensión y producción
In pairs, exchange your schemes to make improvement suggestions. Discuss the information that you found interesting.
Individually, create a second draft considering the suggestions received. Submit a new outline or blank sheet.
Moment 6. Recognition
In classroom collaboration, discuss the difficulties they have encountered in the development of the project and propose some solutions.
Share the second draft and comment on the improvements that can be made.
Moment 7. Concretion
Individually, correct what you consider necessary for your scheme.
*In assembly, comment if your diagrams meet what you wanted to explain from the beginning. Each student will prepare their final diagram. Submit a
new scheme or blank sheet.
Phase 3. Intervention
Moment 8. Integration
Collect the final schemes along with their collages in alphabetical order to integrate the group's Name Directory.
Moment 9. Diffusion
Help the boys and girls bind the Name Book and decorate it to their liking.
Present the final version of the Naming.
Moment 10. Considerations
In a plenary session, comment on how you would introduce yourself to someone you would like to meet and write your response in the notebook.
Conduct a presentation exercise among peers or with students from another group. Mention their name and everything they would like to share.
person that they are getting to know.
Discuss the experience of introducing oneself to other people.
Invite the children to sing the song Juan Paco Pedro from the [Link]://[Link]/Xnb5K1E9lpY (2:23)
Discuss with the children if they know another song that can be used for introductions or that is related to names.
Carry out the following activity that allows you to continue getting to know your classmates' names: 'Who stole the bread?'
Maria stole the cookies without saying,
Who, me?
If you,
I wasn't me,
So who? (Name another group member to continue playing).
With the support of the cards with names, identify long and short names. Ask the students to count the number of letters that make up their
name, in case of having two names, choose only one of them.
Draw a table on the board like the following for the children to stick their name cards according to the number of letters that it has.
they conform.
4 5 6 7 8 9
José Elena Susana Ernesto Emiliano Miroslava
Elias Pedro Camila Mariana Francisco
Pearl Carlota Sebastian
Using the names stuck to the board, ask them which of those can be considered short or long names. Divide the board in two.
spaces and have each one go find their name and ask them to place it in the corresponding space (short or long)
Moment 11. Progress
Show the Name List to other people, for example, taking it home or to other groups, or allowing those interested to browse through it in the room.
*Solicitar a las personas que conozcan el Nombrario que les escriban un comentario sobre su trabajo.
Read the comments you receive and take note of the opinions you consider important.
Suggest the possibility of adding more schemes with other names of friends, family, or acquaintances.
Consult the Name Directory whenever you want to remember the meaning of a name.
Write in the notebook the agreements that were reached in the community to create the Nombrario.
Suggested activities to support literacy:
Write your full name on all your productions.
Write the date daily.
Identify your name among cards with the names of your classmates.
Recognize long and short names.
Mark your last items and personal belongings with your name.
Suggested activities in the LTG Multiple Languages: strokes and words, pages 10-13.
Materials:
Cuaderno, lápiz, colores, esquema “significado de su nombre”, internet, reproductor de sonido, tarjetas con nombres de los alumnos, cinta para pegar,
reading 'The Nameless Pirate'
Evaluation:
Write and identify your name.
Understand that each letter has several writing possibilities.
Identify similarities between your name and those of your peers.
Identify aspects of shared family history and community.
Count the number of elements in a collection.
Identify long names and short names.
 SIX
2023. Year of the Seventieth Anniversary of the Recognition of the Right to Vote for Women in Mexico
ESCUELA:PEDRO DE GANTE MORNING SHIFT GRADE: 1 GROUP: "D"
PERIOD: From September 04 to September 08, 2023
Didactic Plan
Field Format: Nature and Methodology: Problem-Based Learning (PBL) Phase: 3 Scenario: School
Societies / Languages / Knowledge and Thought
Scientific
Articulating axes: Inclusion / Critical Thinking / Gender Equality / Arts and Aesthetic Experiences.
Nombre del proyecto: My school community Duration: 1 week
Contents: Procesos de Desarrollo de Aprendizaje:
Diverse social, natural, and territorial contexts: Identify what is part of a neighborhood, colony, tenement, community, town, or locality, and
changes and continuities. describe the characteristics and diversity of your environment, in natural, social terms and
territorial.
Record and/or summary of information consulted in sources Register on a topic of your interest, through writing, schematics, drawing,
oral, written, audiovisual, tactile or sound, for photography and video, apart from listening, reading, observing, or another way of interacting
study and/or present. with some source of information.
Share or present the recorded information.
Use of writing conventions present in the Associate the vowel sounds with their corresponding letters, as well as the sounds
homeliness. consonants more significant for them, or more common in their language.
Use texts with instructions to participate in games. Follow oral or written instructions to prepare a simple and healthy meal.
use or make objects, prepare food or others recipe, to use or build an object and/or participate in a game or some other activity.
purposes. Explain to your classmates the instructions you followed and review the process, so
as its result.
Conversations or interviews with community members Formulate questions relevant to the topic that an invited person will address and listen to.
and other places. politely the information.
Recover in your own words the information you heard about the topic that was addressed.
guest person.
Use of drawing and/or writing to remember activities and Write and/or draw to perform tasks at home, remember messages, carry materials to
school agreements. class, register agreements, etc.
Study of numbers. Through everyday situations, recount, organize, represent in different ways,
interpret, read and write the number of elements in a collection, first up to 5,
 after up to 10 and gradually up to 100 elements.
Project Development
Moment 1. Let's introduce
Comment to the children about Luna's case:
Luna has just entered elementary school. She feels insecure because she doesn't know the facilities or many people she will have to interact with. Today,
During recess, he observed some students from another grade making arrangements to carry out an activity.
Ask the classroom community: How do they feel about being in primary school? Have they felt like Luna? How did they feel on their first day?
The school? How did they know which was their classroom? What do they do if they want to know where a specific place is, like the address or the bathroom?
podría hacer en la escuela para que los niños y niñas nuevos se sientan más seguros?, ¿qué es lo que más te gusta de la escuela?, ¿qué no te gusta?, ¿qué
Do you think something is missing?

Moment 2. Let's collect

Take a tour of the school to identify where other classrooms are, the office, the gym, the library, the school store, and other sites.
staff. In addition, identify individuals who belong to the school community, such as the principal, the maintenance staff, and the managers.
from the school staff, other teachers, etc.
Register in the notebook what they observed during the tour. Use a double-entry table like the one shown below:
My journey through school
Places I identified People who are in school

Moment 3. Let's formulate the problem

Play the "Memory game of the school community."
Discuss what else they would like to know about their school community. Listen to the comments and write the contributions on the board.
Pose the following question to the group: What could we do to learn more about the school community?
Guide the conversation to conclude that they can conduct interviews.
Moment 4. Let's organize the experience
Suggest to the boys and girls the creation of a microphone that they will use to interview a person from the school community.
Analyze the instructions on how to make a microphone.
In the notebook, make a list of the materials you will need.
Once the materials are obtained, assemble the microphone following the steps of the instruction.
Support the children to organize themselves to interview different people from the school community.
Choose a person and define what information you want to know.
Make an initial formulation of the questions that could be asked to obtain information, analyzing their writing using the signs correctly.
Questioning at the beginning and at the end. Some examples of questions are: what is your name?, what activity do you do at school?, where do you carry it out?
What interests and likes do you share with someone else from the school community?
Use the exercise 'I interview a person from my school community.'
Prepare the interview and review its elements. Assist students who need help.
Moment 5. Let’s live the experience
In community, explore the spaces of the school. Describe the activities that take place in them, if the students already know the information, request
let them explain it to other colleagues.
When you find the person you are looking for, conduct the interview and record the answers in the notebook using writing or illustrations.
Upon returning to the classroom, write on the board all the interviews to analyze them and make comments on what they researched.
After analyzing the information, answer the following questions in the notebook:
What people make up the school community?
What activities do they carry out?
What interests and tastes do the classmates share with the interviewees? Which ones do not? How many women and men share them?
same interests and tastes?
How many women and men have different interests and tastes?
Why do you think that happens?
Moment 6. Results and analysis
*With the analyzed information, prepare a brief representation of the people interviewed. Mention their names and the activities they carry out.
tastes and interests, etc.
Allow other students to express their opinions about the activities, tastes, and interests of the represented individuals.
Share your experience when getting to know the diversity of the school community.
Individually, but taking into account the ideas of others, complete the mind map 'My school community.'
Share the maps and collectively draw a conclusion about the importance of knowing the people in the school community.
Write the conclusions of the boys and girls on the board, then each student must write it in their notebook.
Write in your notebook the assembly agreements that you reached in the community to know the traits and characteristics of the people with whom
they coexist in the school.
Suggested activities to support reading and writing:
Write your name on all the productions.
Write the date daily.
Write the names of members of the school community.
Write the names of places in the school where you can find the people who make up the school community.
Materials:
LTG, cuaderno, ejercicios impresos,tjeras, colores, hojas blancas, memorama de la comunidad escolar, instructvo para elaborar un micrófono,
recyclable materials.
Evaluation:
Identify the members of the school community and the places where they can be found.
Count the members of the school community.
Associate the vowel and consonant sounds with their corresponding letters.
Identifies as a member of a diverse school community.
Value diversity as an enriching element.
Formulate questions to investigate the activities of the members of your school community.
Properly prepare an interview script, adhering to format and characteristics.
Retrieve information obtained in an interview.
Record information.
Follow instructions to create an object.
 SIX

Elaborated REVIEWED

LICENSED PATRICIA MANRIQUEZ SALINAS PROF. ESPERANZA PULIDO

TEACHER IN FRONT OF GROUP Academic Deputy Director

Vo. Bo.

DR. KARINA ARZATE REYES

DIRECTOR