OFIC. Nr.

0777 GABRIELA MISTRAL

DIDACTIC PLANNING 3RD GRADE

TEACHER EMMA DOMINGUEZ CORTEZ

TEACHER: EMMA DOMINGUEZ CORTEZ

Discipline: Grade and 3 A, Scholar Cycle
ENGLISH I 2023-2024
Group: B
Book: xRoom Project □Scholar Project □Community Project □Other
Training Field: Languages Time: From: June 17th to 27th, 2024.
Articulati □Inclusion □Critic thinking □Critic Interculturality □Gender Equality □Healthy life
ng shaft: □Apropiation of cultures through Reading and Writing □ Esthetic Arts and Experiences
□I. Communicates with trust and effectiveness □VI. Has aesthetic sense. Appreciate the art and the
□II. Applies digital skills in relevant way. culture.
□III. Develops the critic thinking and solve problems with Creativity. □VII. Shows responsibility for the body and the
Graduation □ IV. Has initiative and favors the collaboration. environment.
Profile □V. Knows about the natural and social world. □VIII. Owns knowledge and regulate their emotions.
□IX. Cultivates the aesthetic formation and respect the
legality.
□X. Assumes the identity and favors the interculturality.
Relation with other training ☐Languages ☐ Scientific Knowledge and thinking
fields ☐Etic, Nature and Society ☐From the human and communitarian
Methodology Learning supported on troubles (ABP)
Problematic: Purpose for a dignity life
Ss with different skills carry a list of words out.
Curricular adequacy:

Room (A):
Names of the Projects School (E): FAIRY TALES
Comunnitarz (C):

FASE 4.
ORGANIZING THE EXPERIENCE
INDICATORS TO
CONSIDER LESSONS RESOURCES AND TIME EVALUATION
MATERIALS GADGETS
50´ Rubrics
T- Greets Ss All about the
T- Divide the group in teams spelling Bee
Ss- contest
Students will review the report made in the previous week and make modifications to edit it.
Propose a route of
First, the students will read their report to check the use of punctuation and spelling, the
work for the teacher will intervene to indicate the corrections. Speakers
process of If necessary, students will modify their report by removing, adding, changing, and
Inquiry to argue 7-9 reorganizing information.
Likewise, if the student deems it necessary, he will adjust the language based on the
A possible solution recipient and purpose of the report.
to the
Problem Posed CLOSING
The teacher will review the final version of each report and determine if they are ready.
Then, the group must agree on the design of an anthology and the elaboration of an index,
finally the reports will be integrated into the anthology, which can be donated to the school
library.
Observaciones

STAGE 5.
LIVING THE EXPERIENCE
EVALUATION
LESSONS RESOURCES AND TIME GADGETS
MATERIALS
Guide students to a 9-12 On a voluntary basis, students will orally describe an anecdote in which they have 50´
documentary-style encountered an unexpected situation.
Customs Formative and
inquiry and/or
Listeners should pay special attention to the details of non-verbal language, as well as the summative
experiential with the evaluation.
attitude and emotions emitted by the speaker.
intention to provide
elements that lead to DEVELOPMENT Cardboard 50´
an understanding of When there are no more anecdotes to tell, a compilation of what has been detected by the
the problem and, listeners will be drawn up, who will have to describe the non-verbal language, attitude,
Speakers
where appropriate, emotions and characteristics of the interlocutors.
intervene to Transform
At the end, what was discussed in class will be recorded in the notebook.
 Microphone

Notebooks 50´
Observaciones

STAGE 6.
ANALISIS AND SOLUTIONS

LESSONS RESOURCES AND TIME EVALUATION

MATERIALS GADGETS
They go back to the
initial problem,
T- Greets Ss
findings, the process
T- Finishes the last details Opaline 50´ Rubrics
of construction of T- Receive to the authorities
agreements, the T- Monitor the activity
lessons learned, The Ss- Participate in their order of participation
means are raised to Jd- Determine the winners Summative
12 Jd- Deliver the gifts evaluation
disseminate the results
T- Recognizes to the community in general and says thank you! Certificates
obtained and, if
applicable, necessary,
are identified
Problems

Observaciones

CO- DESIGN
All the activities are the reflect of the General program with some contents of other before programs, in order to advance on the
English as a second Language.

Evaluation Adjusments
We work on the other aims, but at the same time we work on the
Spelling Bee project in order to finish the tasks and advance on the
● Specific Rubric for the Spelling Contest
planning and programs.
● Ss Participation

● Formative and summative evaluation

● Rubric for the podcast.

AUTHORIZED
REVIEWED BY DONE BY
PRINCIPAL
SUBPRINCIPAL

_______________________________
_____________________________________ ________________________________
PROFR. (A) EMMA DOMINGUEZ CORTEZ
MASTER. HIMELDA REYNOSO FERNANDEZ MASTER. ANDREI GARCIA MARTINEZ