ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E.

MEDRANO’’

PLANEACIÓNDIDÁCTICAMODALIDAD
HIBRIDA
EscuelaSecundariaTécnicaNo. 96

CICLO ESCOLAR 2021-2022 TURNO MATUTINO CLAVE C.C.T. 08DST0096D

ESCUELA SECUNDARIA TÉCNICA NO. 96 PERIODO PRIMER PERIODO DE EVALUACIÓN GRADO Y GRUPO 2D, 2E Y 2F
(
TITULAR KARINA WVARIO SANCHEZ ESTRATEGIA DE TRABAJO HIBRIDA
MAESTRA PRACTICANTE JESSICA ALEJANDRA RIVERA CHAVEZ SEMANAS DE APLICACION 4 SEMANAS

SUBJECT ENGLISH 2

TOPIC INTERPRET AND WRITE INSTRUCTIONS

LEARNING OUTCOME SESSION 1: STUDENTS ARE ABLE TO INTERPRET INSTRUCTIONS.
SESSION 2: STUDENTS ARE ABLE TO IDENTIFY AND USE CONNECTOS OF SECUENSE TO ORGANIZE STEPS.
TIME OF APLICATION WEEK 1 (FROM SEPTEMBER 20TH TO 24TH OF 2021) TO WEEK 2 (FROM SEPTEMBER 27TH TO OCTOBER 1ST OF 2021)

FACE-TO-FACE CLASSES LESSON RATIONALY MATERIAL AND PRODUCT AND REASONABLE

RESOURCES ASSESSMENT ADJUSTMENTS:
TOOL
WEEK 1
SESSION 1

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

WARM UP (10 MIN): T introduces to the group, T applies the game “Simon says” to
shows Ss the criteria and asks them to introduce diagnose the students’ English Materials: Product: Drawn
themselves while taking attendance. T applies the comprehension. Candle steps of the
activity “Simon says” with simple instructions like T applies the Live Worksheet activity to Glass experiment
“Simon says stand up/jump/turn left). identify the students’ prior knowledge Water
about the structure of an instructive. Bowl
DEVELOPMENT (30 MIN): T projects a live worksheet T asks Ss to draw the steps of the Lighter Assessment
(https://es.liveworksheets.com/lf1318575qm) and experiment to assess the students’ Markers tool: Notebook

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

asks Ss to pass to the whiteboard and write down the ability to interpret a manual. Notebook (Checklist
correct answers. T asks Ss to write 2 facts about Pencil Appendix A.1)
Ss have to complete the manual by organizing the themselves and put them into a box as Colors
steps and materials presented on the board. a strategy to work socioemotional Box
Once the manual is finished, T asks Ss to read it aloud. aspects to decrease the negative
T asks Ss to draw the steps of the experiment in their effects of the isolation caused by the
notebooks. pandemic. Resources:
To make sure that the instructions of the experiment Projector
were understood, T asks key questions: “What do you Live Worksheet
think would happen?” Computer
Ss share their ideas and draw their guesses about the
result of the experiment.
After that, T follows the instructions of the
experiment while students observe the reaction.
Ss draw the results of the experiment and write a
small paragraph explaining the importance of
manuals.
T checks the activity and asks Ss to attach a picture of
the activity to Classroom as homework.

CLOSURE (5 MIN): T asks Ss to write on a piece of

paper two random or interesting facts about
themselves and write their names on the paper. Once
that Ss finish writing their sentences, they have to
place them into a box.

WEEK 1
SESSION 2
WARM UP (10 MIN): T welcomes the group and T uses the hangman game as an Materials: Product: Pizza If students have
presents a hangman game. engaging way to introduce the topic Presentation recipe difficulties writing
Ss have to guess letter by letter until they find out the and to diagnose the students’’ Markers instructions in

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

hidden word: “INSTRUCTIONS”. knowledge of the ABC. Color sheets English, they will be
T elicits a brainstorm to activate prior knowledge T takes advantage of the festivities of Worksheets allowed to use
through key questions: “Why are manuals and the month to make the topic more Spanglish or
instructions important?” relatable for Ss and their context. Assessment drawings if needed
After explaining the use of connectors, Resources: tool: Checklist as soon as they use
DEVELOPMENT (25 MIN): T shares a presentation and T asks Ss to add connectors to different Projector (Appendix B) connectors correctly.
asks Ss about the month’s festivities. After eliciting a recipes for Ss to practice their use and Classroom T has to sanitize the
brainstorm, T asks Ss to help to plan the menu for a to clarify possible doubts. Canva markers as the Ss
Mexican party. T elicits a positive environment by Ss create their own pizza recipe to Computer use them to avoid
asking Ss which is their favorite taco. T explains Ss the demonstrate their ability to use the risk of
use of connectors of sequence. connectors and write instructions. contagious.
Once that the topic is clear, T gives a sheet with T applies the activity classmate
different connectors to each S. crossword for Ss to know and connect
T projects the steps of 3 different Mexican recipes. Ss with their classmates as part of the
have to pass to the whiteboard and put their strategies implemented to decrease
connector in the correct step. the negative impact of the pandemic.
Once that every step has its connector, the group
reads aloud the recipe to make sure that the
connectors were used correctly.
After practicing the use of connectors, T asks students
to create a pizza recipe and to attach a picture to
Classroom as homework.

CLOSURE (10 MIN): T gives each S a worksheet with a

crossword. Ss have to read the random facts and
guess to which classmate belongs each fact.
WEEK 2
REINFORCEMENT ACTIVITY
DISTANCE ACTIVITY LESSON RATIONALY MATERIAL AND PRODUCT AND REASONABLE
RESOURCES ASSESSMENT ADJUSTMENTS:

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

TOOL
Ss have to find a TikTok or YouTube video about a To avoid academic lag, T assigns a Materials: Product: Steps Ss are allowed to
simple experiment and write down at least 5 steps on reinforcement activity to those Ss who Notebook to complete an send a YouTube
their notebooks explaining the procedure to have to stay at their houses while the Pen experiment. video in case they
complete the experiment. Ss have to use connectors other half of the group is don’t have the
of sequence in each step. simultaneously attending face-to-face Resources: Assessment TikTok App.
Ss have to attach a picture of their notes and the link classes. Cellphone tool: Checklist
to the video they choose. The activity allows Ss to practice the Computer (Appendix C)
use of connectors and instructions. Classroom

SUBJECT ENGLISH 2

TOPIC WRITE INSTRUCTIONS

LEARNING OUTCOME SESSION 1: STUDENTS ARE ABLE TO USE CONNECTORS TO WRITE INSTRUCTIONS.
SESSION 2: STUDENTS ARE ABLE TO CREATE A MANUAL.
TIME OF APLICATION WEEK 3 (FROM OCTOBER 4TH TO 8TH OF 2021) TO WEEK 4 (FROM OCTOBER 11TH TO 15TH OF 2021)

FACE-TO-FACE CLASSES LESSON RATIONALY MATERIAL AND PRODUCT AND REASONABLE

RESOURCES ASSESSMENT ADJUSTMENTS:
TOOL
WEEK 3
SESSION 1
WARM UP (7 MIN): T welcomes the class and T applies the balloons’ activity to work Materials: Product: T projects the video
shows them a TikTok of an experiment. T gives a with the socioemotional aspects of the Balloons Advance of the of the experiment
stamp sheet and a balloon to each S and asks them group and to decrease the negative Color Sheets manual. instead of assigning
to draw the face of a negative emotion they have feelings that could affect the group’s Cardboards different videos to

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

felt since the pandemic started (anger, sadness, environment. Markers the students to
scare, etc.). T takes advantage of the balloon’s Rubric avoid problems in
Once that Ss are finished, T asks them to go to the activity to create random teams. Stamp Sheets case Ss don’t have
courts and pop their balloons to free the negative T asks Ss to work outside the Assessment data on their
emotions and open the paper inside their balloons. classroom to avoid monotony and tool: phones.
risks. Resources: Observation T asks Ss to go and
DEVELOPMENT (30 MIN): T asks Ss to form teams T asks Ss to work in teams to decrease Computer and Stamp do the activity
according to the number they found in their the Ss’ feeling of isolation. TikTok Sheet outside to avoid the
balloons. Each member of the team has to play risk of working in
T explains Ss the instructions; Ss will have to work an important role; assuming roles teams.
in teams to create a manual with the instructions allow Ss to be more responsible and to All the materials will
to do the experiment of the TikTok that the T identify their strengths. be sanitized before
previously showed them. Each team has to count with: and after their use.
T places different materials (Color sheets, markers, Monitor: this S will have to observe If Ss misbehave or
etc.) on the other side of the courts, and Ss have to his/her teammates' attitudes and don’t keep their
observe them. make sure that they are performing distance, the activity
Keeping their distance, Ss will have 2 minutes to their roles properly, take care of the will be canceled and
assigns roles, discuss how they will work and the rubric and manual, and answer the Ss will have to work
materials they will need. Rating Scale. individually.
T gives to each team a rubric, so they can check the The material’s responsible: this S will
aspects that they will have to take into account have to take care of the materials and
and a sheet with a riddle on it (What has to be return them to the T at the end of the
broken before you can use it?). class.
Ss have to work in teams and think fast to get the Distance keeper: this S will have to
answer (the egg) because the first team who finds make sure that his/her teammates are
it will be the first who can pass and pick the keeping their distance from each other
materials they will need. to avoid risks.
Every team will have the chance to pick 3 different Researcher: this S has to have a
things from the material’s area. cellphone with data and he/she will be
Ss have to work in teams and perform their roles in charge of looking for words and
while T observes the advances. information that the team may need.

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

T uses stamp sheets to have control of

CLOSURE (8 MIN): T passes to check the advances the Ss’ advances and development
of each team, stamps the Ss stamp sheets, and during class.
collects the borrowed material from the material Every member of the team will have a
responsible. specific task (Search information,
draw, write, etc.), so they won’t have
to touch their classmates’ materials.
WEEK 3
SESSION 2
WARM UP (5 MIN): T welcomes the group, takes T monitors Ss to make sure that they Materials: Product: T asks Ss to go and
attendance, and gives to each team the materials are working and understanding the Color Sheets Manual do the activity
they had previously used (markers, colors, glue, activity. Cardboards outside to avoid the
etc). T gives feedback and solves doubts. Markers risk of working in
T asks Ss to go outside and continue working. T stamps the Ss’ stamp sheet once Glue teams.
they finish their manual to keep Rating Scales Assessment All the materials will
DEVELOPMENT (30 MIN): T observes Ss while they control of their development in class. tool: Rubric be sanitized before
work in teams. T asks Ss to answer a rating scale as a Resources: (Appendix D) and after their use.
Ss have to work on finishing the manual using peer assessment to better identify the and Rating Scale
connectors of sequence. students’ attitudes and behavior -Peer
T assists Ss by giving feedback and solving doubts. during the team working. Assessment
Once that Ss finish their manuals, the material (Appendix E)
responsible returns the material, and the monitor
submits the manual with the rubric for the T to
check it.
T asks Ss to attach a picture of the manual to
Classroom as homework.

CLOSURE (10 MIN): T gives a rating scale to each

monitor and the members of each team have to
assess the attitude of their teammates.

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

WEEK 4
REINFORCEMENT ACTIVITY
DISTANCE ACTIVITY LESSON RATIONALY MATERIAL AND PRODUCT AND REASONABLE
RESOURCES ASSESSMENT ADJUSTMENTS:
TOOL
Ss have to complete the activity “All about me”. T asks Ss to complete the activity to Material: Product: Ss are allowed to
Ss have to answer a worksheet with information identify their likes and dislikes and Worksheet Worksheet print the worksheet
about themselves: improve the group’s profile. or to copy the
Favorite movie Resources: Assessment questions on their
Favorite Singer/Artist Computer tool: Checklist notebooks and send
Etc. Cellphone (Appendix F) a picture.
Ss have to attach the worksheet to Classroom. Classroom

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

PLANEACIÓNDIDÁCTICAMODALIDAD
VIRTUAL
EscuelaSecundariaTécnicaNo. 96

CICLO ESCOLAR 2021-2022 TURNO MATUTINO CLAVE C.C.T. 08DST0096D

ESCUELA SECUNDARIA TÉCNICA NO. 96 PERIODO PRIMER PERIODO DE EVALUACIÓN GRADO Y GRUPO 2D, 2E Y 2F
(
TITULAR KARINA WVARIO SANCHEZ ESTRATEGIA DE TRABAJO VIRTUAL
MAESTRA PRACTICANTE JESSICA ALEJANDRA RIVERA CHAVEZ SEMANAS DE APLICACION 4 SEMANAS

SUBJECT ENGLISH 2

TOPIC INTERPRET AND WRITE INSTRUCTIONS

TIME OF APLICATION WEEK 1 (FROM SEPTEMBER 20TH TO 24TH OF 2021) TO WEEK 4 (FROM OCTOBER 11TH TO 15TH OF 2021)

VIRTUAL CLASS LESSON RATIONALY MATERIAL PRODUCT AND REASONABLE

AND ASSESSMENT ADJUSTMENTS:
RESOURCES TOOL
WEEK 1
STUDENTS ARE ABLE TO INTERPRET INSTRUCTIONS.

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

WARM UP (10 MIN): T introduces to the group by T applies the game “Simon says” as an Material: Product: T asks Ss to organize
saying a random fact and asks Ss to do the same. T icebreaker for Ss to turn their camera Notebook Organized the manual on their
applies the dynamic “Simon says” with simple on and to diagnose the students’ Pencil manual with notebooks instead of
instructions like “Simon says turn on your camera/ English comprehension. Colors drawings. asking them to
touch your nose/ touch your lips). T asks Ss to write and draw the answer the live
instructions of the experiment to Resources: worksheet to avoid
DEVELOPMENT (25 MIN): T projects a live worksheet assess their ability to interpret them. Computer Assessment technical issues or
(https://es.liveworksheets.com/lf1318575qm) and asks T applies the Random Wheel activity Cellphone tool: Notebook wastes of time in
Ss “What do you think this is?” for Ss to reflect on the importance of Live (Checklist case that Ss join the
After eliciting prior knowledge about manuals and manuals and instructions. Worksheet Appendix A) meeting through

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

instructions, T asks Ss to organize the manual correctly Random their cellphones and
on their notebooks and add drawings of each step. Wheel don’t have a
Once that Ss finish, T asks them to share the manuals computer available.
with their classmates to check if every S has the same
accommodation of the steps.
T asks Ss to attach a picture of the activity to Classroom
as homework.

CLOSURE (10 MIN): T presents a roulette with different

questions about manuals and instructions.
T elicits a group discussion by choosing a S and rolling
the wheel.
Ss have to answer the questions and the rest of the
group will have to share their opinions.

WEEK 2
STUDENTS ARE ABLE TO IDENTIFY AND USE CONNECTOS OF SECUENSE TO ORGANIZE STEPS.
WARM UP (5 MIN): T welcomes the group and plays the T uses music and combines the topic Material: Product: Recipe Ss are allowed to do
song “All Star” to activate Ss background knowledge. with the Shrek movie as a strategy to Presentation from a movie. their recipes on their
T asks key questions: “Have you heard that song engage Ss in the class. notebook, word,
before?” “Where?” “Have you watched Shrek?” “What T chsoses Shrek because it is one of Resources: canva, etc. in order
is it about?” the most liked movies of its genre and Computer for them to use the
it is well known by teenagers. Cellphone Assessment tools or materials
DEVELOPMENT (35 MIN): T shares a presentation and T uses a Jeopardy game as a fun YouTube tool: Checklist they prefer.
explains Ss the use of connectors of sequence. alternative to motivate Ss to Canva (Appendix G)
T shows images about different scenes from the movie participate and to assess their Jeopardy Lab
Shrek and asks Ss to help her to organize them (What understanding of the topic.
happened first/then/next?). Ss are asked to write a recipe of a dish
After organizing the scenes, the group check the that appears in a movie or cartoon
answers to see if they were correct. they like to motivate them to
T shows different recipes of food or things that complete the activity.

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

appeared in the movie.

T asks Ss to help her organize the recipes by adding
connectors of sequence.
Once that the use of connectors is clear, T projects a
jeopardy about the use of manuals, connectors of
sequence, and Shrek:
https://jeopardylabs.com/play/jeopardy-connectors
Ss have to choose the categories they prefer and the
one who gets the highest score, wins.

CLOSURE (5 MIN): T gives feedback and asks Ss to

create a recipe of a dish from their favorite movie or
cartoon with at least 5 steps and connectors.

WEEK 3
STUDENTS ARE ABLE TO USE CONNECTORS TO WRITE INSTRUCTIONS.
WARM UP (10 MIN): T welcomes the class and shares a T applies the “Monster’s Lab” activity Material: Product: In case that Ss have
jamboard. to work socioemtional aspects and Notebook Manual issues drawing on
T asks Ss to write a monster that represents how they decrease the negative effects of Colors Jamboard, they will
feel in that moment. isolation. Pens be allowed to draw
Once that Ss finish their drawings, they have to explain T shows Ss a TikTok video because their monsters on
what emotion is representing their monster and why. nowadays, it’s the social media mainly Resources: Assessment their notebooks.
used by teenagers. Computer tool: Rubric Ss will be allowed to
DEVELOPMENT (30 MIN): T elicits a brainstorm by T asks Ss to create a manual to assess Cellphone (Appendix H) use the material or
asking “Have you done an experiment?” “Which their ability to write instructions and Jamboard resource they prefer
experiments have you done?” use connectors of sequence. TikTok to work with to do
T plays a TicTok video of an experiment and asks Ss to their manuals
create a manual using connectors of sequence. (canva, word,
Ss are allowed to create their manual based on the genially, etc.
video they were shown with or they can look for
another experiment on TikTok or YouTube.

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

Elaboradopor:
 ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

T shows Ss the rubric, so they can check the aspects that

they will have to take into account.
If Ss finish their manuals during class, they will have to
share them with their classmates, otherwise, they will
have to complete them as homework.

CLOSURE (5 MIN): T gives feedback and asks Ss to

attach their manuals to Classroom.
WEEK 4
STUDENTS ARE ABLE TO IDENTIFY AND DISTINGUISH THE USE OF CONNECTORS OF SEQUENCE.
WARM UP (10 MIN): T welcomes the class and asks T asks Ss to practice the tongue Material: Product: Time If Ss have issues with
each S to repeat the tongue twister “Fuzzy Wuzzy was a twister to warm up the group and to Presentation to Climb answering the
bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t practice pronunciation. Worksheet Nearpod as a live
fuzzy, was he?” T applies a Nearpod to assess the Ss’ Resources: (Appendix I) game, T gives them
Ss have to read and repeat the tongue twister until they comprehension of the topic. Computer the option to
complete it without mistakes. T asks Ss to complete the activity to Cellphone complete it as a self-
identify their likes and dislikes and Nearpod paced activity.
DEVELOPMENT (25 MIN): T shows a presentation to improve the group’s profile. Assessment Ss are allowed to
review the topic of connectors of sequence and tool: Nearpod print the worksheet
manuals. or to copy the
T asks Ss to join a Nearpod game questions on their
(https://share.nearpod.com/8EqxEl93zjb). Once that all notebooks and send
Ss have joined, T shares a matching pairs activity and a a picture.
Time to climb.

CLOSURE (10 MIN): T applied the activity “All about

me”.
Ss have to answer a worksheet with information about
themselves and attach it to Classroom.

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E. MEDRANO’’

Appendix A

Appendix A.1

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E.

Appendix

Appendix C

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E.

Appendix

Appendix E

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E.

Appendix F

Appendix G

Elaboradopor:
ESCUELA NORMAL SUPERIOR ‘’PROFR. JOSÉ E.

Appendix

Appendix I

Elaboradopor: