ANNUAL PLANNING 2021

Área:PRÁCTICAS DEL LENGUAJE

Teacher: García Nancy
Año: 4°A Shift: Morning
Purposes:

▪ Organize the teaching time in a way that ensures continuity and diversity in the
appropriation of language practices, through projects and sequences of activities with
clear, achievable communication purposes shared with students in the short term.
▪ Bring students closer to a variety of texts from different genres, periods, and authors and collaborate to
through various didactic proposals so that they understand reading as an activity
rewarding and pleasant, as a pathway to knowledge and as a way to expand and give meaning
to personal experience.
▪ Propose reading, writing, and oral exchange situations that allow students
to develop in an increasingly autonomous and reflective manner and to use language to learn,
organize thought and develop their discourse.
▪ Facilitate instances of reflection on language (on linguistic procedures and resources)
based on the optimization of their language practices.
Objectives:

▪ They carry out the reading, writing, and oral practices specific to the field of literature with
autonomy.
▪ They appropriate reading and writing practices for the study of different topics, and
They can record information and present it in written or oral form.

Time Contents and Ways of Knowing Evaluation Criteria

March Author Stories: Anticipate and formulate hypotheses
unit of Explore the texts to anticipate ideas about gender, about reading based on
diagnosis the theme, the plot, the characters and/or connect them with different information
other texts heard or read. (illustrations, for texts, etc.).
Listen to someone reading aloud Manifest what you understood
Read alternative versions and what they did not understand about
Reread or listen to read to recover clues that increasingly precise manner and
offer the text and thus deepen the interpretations, respond to others' questions.
for example, about the characteristics of a character or Request the teacher to reread
of the genre. a fragment with some purpose
Rewrite the version of a story or rewrite a specific.
cuento en versión dramática.

April - May The Wonderful Tale: Control your own understanding:

Unit No. 1 Share the choice, the reading, the listening, the identify what is ambiguous,
comments and the effects of fairy tales confusing or incomprehensible.
with others. Follow the instructions or restrictions
Plan the writing of wonderful stories, have proposals by the teacher
count the demands of the chosen subgenre, decide the
Characters and their characteristics, name them
characters according to the requirements of the genre. The Make anticipations about the
Comic strip: sense of the comic strip and look for
Analyze the articulation of the vignettes with the links indices that allow verifying them or
 elided temporals; complete, as readers, the correct them.
meanings of the unspoken; analyze the value of the Control your own understanding:
onomatopoeias as condensers of meanings, identify what is ambiguous,
images. confusing or incomprehensible.
Discover the connection that can be established between
text and image to produce meaning (illustrations).
Use punctuation marks to indicate the different
narrative cores and introduce the voices of the
characters.
Resolve doubts about the
The Fable: meaning of words, expressions
Share the choice, the reading, the listening, the ambiguous or unknown calling
comments and the effects of fables with others. to the context, relating them to
While reading, listening to reading or sharing reading, complete other words, looking in the
or interrupt the reading, return to it and resume the thread dictionary, etc.
narrative.
Plan the writing of narratives (fables) to have in Include the voices of the characters
count the demands of the chosen subgenre, decide the through direct speech, decide
Characters and their characteristics, name the a suitable title according to the effect
characters according to the requirements of the genre. that one wants to achieve.
Reflecting on spelling based on the texts
that they have read or produced.

June–July The expository text:

Unit No. 2 Reading of specific topics
*Search and take note of the information to adjust the Confront with your peers
interpretation of what was read in various media (manual different interpretations.
school, internet, encyclopedias, dictionaries Carry out a deep reading
encyclopedic) of the texts and define aspects
important according to the purposes of
study.
The News:
["Resort to reading newspapers (in print or digital)","Participate as active members"]
based on purposes related to participation from the school community of readers
in civic life and sharing that reading with others. turning to reading to fulfill
Discuss relevant news according to the various purposes, for example,
purposes. search for specific data in some
Distinguish the different voices that are quoted in news or to follow up
the journalistic articles. the same information in various
Write texts to inform about a situation of interest. media.
with communicative purpose. Participate as members of a
Identify the forms of textual organization and the community of writers,
purpose of the texts developing with increasing
Use of adjectives to describe particular situations autonomy practices for planning
and that the recipient understands the magnitude of it the texts.
expressed.
August Control your own understanding:
Unit No. 3 Poetry: identify what is ambiguous,
Read traditional forms of poetry confusing or incomprehensible.
Express emotions, build meanings with others. Follow the guidelines or restrictions.
readers (their peers, the teacher, other adults); to train proposals by the teacher
as a literature reader and poetry writer.
Use knowledge about the author and about the world
to interpret the text more accurately.
Use punctuation marks. Periods and paragraphs. Deploy strategies to
Comma. review your texts in a way
autonomous and increasingly specific.

Use different signs of

relevant scoring, and
review and check the spelling of
the words.

The Theatrical Text: Advance in reading without stopping

September Read literary works of theatrical text. in the face of every difficulty, to build
October Share the choice, the reading, and the listening of the a global sense of the text before
Unit No. 4 texts. analyze it in parts.
Make personal interpretations taking into account Differentiate between the narrative sequence and
account the descriptive.
the clues given by the text and the paratext. Include dialogues appropriately.
Incorporate metalanguage from the literary field to in the narratives and resort to
make appropriate descriptions (for example, mention different forms of textual cohesion.
of literary discursive genres, types of narrators) and *Se detengan a reflexionar sobre lo
clarify the interpretations based on elements of the what they are saying and how they are doing it
text. Understanding that sentences have doing.
an internal structure while relating to the
other sentences present in the texts (cohesion).
Reflect on some resources of orality.
use of pronouns and adverbs.
November Novels:Read a novel: The legend of Robin Hood. Read
December literary works by the author. Read stories by the author that
contain clear narrative sequences, descriptions of
characters, places, and specific themes. Share the
election, reading, listening, the comments and the
effects of works with others. When reading, listening to read or
share the reading of fictional stories, complete or
interrupt the reading, return to it and recover the thread
narrative. Adjust the reading mode to the purpose, to
genre or subgenre of the work. Put knowledge into play
previous about the world to assign meanings.
Know the author: the time in which he lived, aesthetic moment
to which he subscribed. To know data about the time to which
Alludes to a work. Search and take note of the information.
to adjust the interpretation of what has been read in various
media (school textbook, Internet, encyclopedias,
encyclopedic dictionaries). Express emotions,
build meanings with other readers (their peers, the
teacher, other adults); training to become a reader of literature.
Use knowledge about the author and about the world to
 interpret the text more accurately. Identify from
of the treatment comparing, the resources of the discourse
literary, fostering the appreciation of the literary work as
aesthetic experience. Analyze the articulation of the vignettes
with the time links; complete, as readers, the
senses of the unsaid; analyze the value of the
onomatopoeias as designated condensers,
images. Discover the connection that can
establish oneself between text and image to produce meaning
(illustrations). Explore other artistic languages
(image, artwork, music) to establish
similitudes y [Link] interpretaciones
personal taking into account the clues given by the text
and the paratext. Incorporate metalanguage from the literary field
to make appropriate descriptions (for example,
mention of literary discourse genres, types of
narrators) and make explicit the interpretations based on
elements of the text. Read and listen to read Chapters of the
novel. :
Texts of information about the time when the novel
This goes on. Writing work texts: Assembling lists of the
characters and complete them as they appear
new ones or the same ones evolve in the course of
plot.
Create character sheets for the main characters
creating a database of its characteristics.
Create comparative tables between the characters.
●Take notes, prepare diagrams, charts, and summaries.
Write for final product editing:
Captions that complement the images (portraits) of the
characters. Other possible options:
Fascicle of the novel.
Literary review.
A new adventure of Robin Hood that can
to be included in the novel as one more of its chapters

Observations:*Institutional Project
Proposals presented by the teacher
 ANNUAL PLANNING 2021
Area: SOCIAL SCIENCES
Teacher: García Nancy
Year: 4th A Turno:Mañana
Purposes

▪ Propose teaching situations that allow recognizing the principles of justice, freedom and
solidarity, which comes into play in conflicts of everyday life in a democratic society.
▪ Present everyday situations that allow for the understanding and recognition of the Rights of the Child and to value them.
the right of children to have identity, education, care and attention, among others.
▪ Facilitate the expression of opinions, ideas, and feelings to strengthen self-esteem and the
citizen participation within the framework of a democratic coexistence.

Objectives:
▪ Recognize the ways of life of the societies that inhabited the current national territory and
establish relationships between those ways of life and those of the present.
▪ Distinguish the forms of social and political organization of the studied societies, identify
changes and continuities.
▪ Identify the cultural manifestations of those peoples and their ways of relating to the...
nature, comparing them with cultural contexts of the present.
▪ Express respect and appreciation for cultural diversity.
▪ Identify conflicts of interest between individuals or between groups, related to life issues.
daily.

Time Block Contents and ways of knowing Evaluation criteria

April–May The federal form of government and its Read the political map of the
Unit No. 1 The territorial dimension. Argentina and the province of
societies to Federal organization of the State Buenos Aires, establishing
through the Argentine and the levels of government. Relationships with the
time The political division of the Republic basic characteristics of a
Argentina in 23 provinces and the City Federal state.
Autonomous University of Buenos Aires: its Differentiate the levels of
cartographic representation. government and its competencies.
Political division of the province of Record that the actions
Buenos Aires: the municipalities (partidos), the undertakings at each level
cities or head towns of affect in the context of a
municipality and its functions. Territorial delimitation
The city of La Plata: provincial capital. specific.
The political and administrative functions,
commercial, cultural, educational, etc.

June–July Spanish colonization: reorganization *Verbalizes causes and

Unit No. 2 The spatial, production consequences of the
societies to Spanish conquest of
through the Mining and work systems America.
time implemented (mita, encomienda). Locate the new ones on maps
Causes that motivated the importation of territorial reorganization to
slave labor from Africa. starting from the colonization
Relations between the indigenous peoples and the Spanish.
 the societies Distinguish ways of life
colonial: borders as spaces of diversity in society
struggle and exchanges. colonial.
Organization of colonial trade:
monopoly.
Other circuits: smuggling.
Similarities and differences with systems of
work of the present
August Relevant events for the Recognizes events
September The locality, the province, the nation and the relevant related to
Unit No. 3 societies to humanity. the locality, the province,
through the The past and present significance of the nation and humanity.
time commemorations: cultural diversity. *Identify changes and
Changes and continuities in forms continuities in forms
to remember, celebrate and party. Ways to celebrate, party and
life of different cultures. conmemorar en torno a las
Confluence of cultural identities. cultural identities.
The Indigenous peoples of America in the Describe the modes of
Societies and 15th century. Mayans, Aztecs, and Incas and their produce goods in the
October territories ways to transform nature to studied societies.
November produce food. Point out similarities and
Unit No. 4 Similarities and differences regarding differences.
taxes, jobs, workers *Explain some
tools and techniques used transformations of the
The Spanish conquest of America, nature that they produced
responses from indigenous peoples and the studied societies
formation of the colonial society.
Main motivations that drove
to the Spaniards to conquer vast areas
of the American territory
*

Natural resources in the province of Recognizes the existence of

December Societies and Buenos Aires: its use, valuation and a wide variety of
Unit No. 5 territories exploitation. The environmental problems provincial scale environments.
of the provincial and local territory. Distinguish characteristics
Natural resources, their use. Specific to each of them.
Different actors participating in the Provide examples of some
process of exploitation, management and natural resources and their
conservation. Conflicts and tensions. economic exploitation.
Rules that regulate their exploitation.

Observaciones:*Calendario Escolar
 ANNUAL PLANNING 2021
Area: MATHEMATICS

Docente:García Nancy
Año: 4° Turno:Mañana
Objectives of the year

• Explore the numerical series up to the millions and its use in different contexts.
• Read, write, organize, and compare numbers up to the order of millions, extending the regularities of
the oral and written series.
• Explore the characteristics of other numbering systems.
• Analyze different algorithms for addition, subtraction, multiplication, and division, using them progressively in the
problem solving.
• Use the characteristics and properties of figures and bodies to resolve problematic situations.
geometric.
Resolutions for the year:
• Present problematic situations that allow for resuming reading, writing, and order of the
natural numbers, extending the regularities of the numerical series without limit.
• Promote different instances aimed at getting students involved with the senses and
applications of basic operations and their properties in different contexts, justifying
the decisions made.
• Contribute to the recognition of the diverse forms that writing and representation take.
rational numbers.
• Design teaching situations that promote problem-solving involving
the four operations with rational numbers. Promote instances that enable the
recognition and application of direct and inverse proportionality

Progress indicators:
• They read and write numbers up to the order of millions.
• They arrange and compare numbers up to the order of millions. They establish relationships between the names and the
writing in figures of numbers up to millions Solving problems by applying the characteristics of
Roman and decimal numbering system.
• Make relevant decisions regarding the use of both systems according to the context.
• They establish relationships by comparing both systems. They explain the differences between both systems.
They solve addition and subtraction problems that involve combining two amounts, calculating the difference between both,
find the complement of one amount with respect to another and add or subtract an amount to others.
• They estimate, measure, and record quantities (length, weight, or capacity) using the measure and the instrument.
suitable depending on the situation.
• Use, if possible, fractional and decimal expressions commonly used to express the measurement.
They solve proportionality situations involving natural numbers, knowing the value of the
unity. They solve proportionality situations that involve pairs of values related by
doubles, triples, halves.
Time Block Contents and Mode of Teaching situations
to know
March Natural numbers • Reading and writing • Propose problems that
Diagnostic unit numbers up to the allow them to
order of the millions students explore the
• Sort and compare regularities of the series
numbers up to the oral and written numerical for
order of the millions reading and writing numbers
• Develop strategies conventionally until,
own establishing at least, the millions,
relationships between the using as a strategy
names and writing additive decompositions
in figures of the and multiplicative.
numbers up to the Promote the use
order of the millions. about the names and
writings of numbers
round ones in different
contexts, like 10,000, 20
000, 100 000, 200 000, 1
000 000, 2 000 000, etc.
Propose the resolution of
problems that involve
sort numbers from largest
the youngest, complete and
analyze grids with numbers
by tens, by hundreds,
from 1000 to 1000, etc.
Propose situations in the
that the students
interpret information in
number lines,
investigate previous ones and
next of a number.
Ofrecer la resolución de
problems that involve
use ascending scales and
descendants of 100 in
100, from 1000 to 1000, from
500 in 500, from 5000 in
5000. Promote the use of
the calculator for
check the
regularities.
April-May-June Operation with numbers Addition and subtraction. Propose problems for
natural Operations of the students use the symbols and
addition and subtraction that rules of both systems
involve different numbering systems for
reading and writing numbers,
senses
deciding the convenience of
identifying and
its use in relation to the
using the context.
possible calculations that
Facilitate the resolution of
they allow to solve [Link] for the
Problems that students compare the
involve several characteristics of the system of
sums and subtractions to Roman numeration with the
 starting from different decimal, considering quantity
ways of presenting of symbols, absolute value and
the information. relative, operations that
Mental calculations involves the use of zero, etc.
sum estimates Facilitate the resolution of
and subtract. problems resuming them
meanings of addition and subtraction
Multiplication and division.
addressed in the First Cycle.
Proportional series and
organizations
rectangular. Division:
distribution situations and
partitions.

Julio Rational numbers Use fractions in • Propose problems whose

different types of repertoire is supported by the
problems. Fractions usage fractions
frequently used in frequent, already addressed in
continuous amounts and the First Cycle.
• Facilitate the resolution of
discontinuas. Fracciones
these problems
to express results
intuitively, with
of distributions. Fractions
graphics and from a
to express relationships colloquial language.
between part-all or between • Propose situations of
parts. distribution in which it should be

Fractions and decide if it is relevant or

proportionality. do not share the rest
Operation of the • Offer problems in which
fractions. The whole and should be compared
its different modes of different lengths and
subdivision. areas from units
Fractions and non-conventional.
Facilitate the analysis of the
equivalences.
relationship between the amount
sometimes it enters the
unit within the whole,
Fractions on the number line
in the context of the
numeric. Addition and subtraction
measure. Discuss
of fractions. collectively the
Decimal expressions and relationships between halves
decimal fractions. and doubles with the
Decimal numbers: usage fractional expressions
social. Numbers worked: quarters,
decimals: comparison. halves and eighths.
Decimal numbers:
tenths, hundredths and
thousandths
August Proportionality Properties of the Propose problems in the
proportionality. that is provided as
Direct proportionality information the value of the
with natural numbers. unit, or pairs of values
Relevance of the related by doubles,
relationship of triples, halves, etc., both in
 proportionality. colloquial language like in
Constant of tables. Offer the possibility
proportionality to compare different
resolution strategies.
Foster the relationship between the
multiplication to obtain
doubles, triples and halves, with the
sum of a pair of values for
get another
September-October Geometry and space Different figures Propose problems that they
geometric. Figures allow the students
geometric: describe figures based on their
characteristics and properties.
Propose problems for them
elements.
allow the students
Circumference and circle.
build/copy figures from
Angles and triangles. of its properties in leaves
Congruence of checked and smooth.
segments. The compass and Generate spaces of
its use. Circumference. exchange in which is analyzed
Circumference and circle. different strategies of
Angles. Angles. copied/construction of
Comparison, Measurement figures.
and classification. Promote the analysis of the
Parallelism and errors made in
perpendicularity. copy/build figures.
Quadrilaterals. Lines
parallel and
perpendiculars.
Geometric bodies:
characteristics,
properties and
elements. Cubes and
prisms.
Space. Orientation in
the meso space.
Orientation in the macro
spaced.
SEPTEMBER
OCTOBER

Location of points in
the plan based on
a reference system
given
November-December Measure • Propose situations that
Measures of length, involve doing
capacity and weight. length measurements
Units of measurement of of objects using
length, weight and instruments
capacity. System conventional, in which
explain that the unit of
Argentine Legal Metric the unit is the meter and it
(SIMELA). recover or establish
Angle measurements.
Amplitude of angles. relationships between meters
Time measures. centimeters, millimeters and
Units of measurement of kilometers (1 meter = 100
time. cm; 1 meter = 1000 mm; 1
km = 1000 meters.
Pose situations in the
that they observe and analyze the
subdivisions and
equivalences present in
rulers and measuring tapes.
Presenting situations in
those that have to
compare lengths
appealing to instruments or
relationships between units,
using expressions
fractions (½, ¼, ¾) or
simple decimals.
Solve problems that
demand to determine
weights and capacities,
resorting to instruments
conventional of
measurement.
• Compare weights or
capabilities, based on
use 'the eye' or the
equivalences between
different units of
measure, implementing
relationships of
direct proportionality.
Select unit of
appropriate measure
(conventional or not), by eye or
through calculation, for
compare or estimate
measures
 ANNUAL PLANNING 2021
Area: NATURAL SCIENCES
Teacher: García Nancy
Año:4°ATurno:Mañana
OBJECTIVES.
Answer researchable questions using various strategies, such as making observations.
systematic methods, experimental activities, interviews with specialists, and reading texts.

Work collaboratively, conducting explorations and/or experiments to respond to possible

school research questions. Observe organisms through magnifying glasses and microscopes and record their
characteristics.

Recognize the intervening variables in an experimental situation. Interpret charts or tables of records.
data, from results obtained in exploratory activities. Organize the results of the explorations and/or
experiments, draw conclusions and communicate them orally and in writing.

Analyze the information obtained to identify the life cycle as a characteristic of all living beings.
Interpret the classifications of living beings as groupings that scientists create to organize the
study of the biodiversity that inhabits planet Earth. Grouping and naming different living beings into large groups
using a classification criterion based on biological classifications. Recognize the characteristics that
they allow grouping living beings into plants, animals, multicellular fungi, and microorganisms.

Recognize the particularities of the types of reproduction of living beings. Identify the supporting structures.
Both in plants and in animals, and give examples. Recognize and characterize aeroterrestrial environments at the provincial level.
and national. Recognize the impacts of human activity on different environments and the various levels of
responsibility to preserve them

Block Contents and modes of

to know
April - May Living beings The diversity of the
living beings.
The characteristics of
living beings
Common characteristics:
they are born, they develop, they
feed, require
certain conditions
environmental, die.
The classification of the
living beings.
May-June The meaning of the
classification in biology.
The criteria of
classification and its relationship
with the aim of
study. -A way to
classification in large
grupos: animales,
 plants, fungi
multicellular and
microorganisms. -The
study of the
microorganisms: the
importance of the
microscope.
The functions of the
living beings.
Reproduction and
development in plants and
animals. -Various
methods of reproduction
and development in the
plants. Requirements
for development.
Various forms of
reproduction and
development in animals.
Support structures in
plants and animals
Support structures in
plants. -Systems of
conduction. -Skeletons
externals and internals in
animales: movimiento,
support and protection.
July-August-September The materials The properties of the
the materials
materials and heat. -The
heat conduction to
through the objects.
Good materials and
bad drivers of the
heat.
The materials and the
electricity - The
leadership of the
electricity through
the objects. Materials
good and bad
conductors of the
electricity. -Relationship
between conductivity
of electricity and of
heat of the materials
studied.
The materials and the
magnetism - The
interaction between the
materials and magnets.
Poles of a magnet.
 Interaction between
magnets. The use of the
compass
October The metals, the
ceramics and plastics
like families of
materials
Comparison of the
metals, ceramics and
plastics in terms of their
origin and its
properties in relation
with the heat, the
electricity and the
magnetism. -Obtaining
and transformation of the
metals, ceramics and
plastics by the
man. -Recycled of
materials. -Properties
details of: The
metals (shine,
ductility, malleability.
The Ceramics
(fragility, opacity,
porosity. The glass
as ceramic). The
Plastics (Diversity
of plastic materials
with properties
specific according to their
use). -Advantages and
disadvantages in the use of
the plastics.
November-December. The physical world Forces and motion
The forces and their
effects - The action of the
forces and their effects:
deformation (only for
contact) and change of
state of movement
of the bodies.
Application of more than
a force. The
representation of the
forces by means of
arrows.
NOVEMBER
DECEMBER

The diversity of forces

Forces by contact and
forces at a distance. -The
force of gravity. The
weight of bodies.
friction force: the
impossibility of
continuous movement.