Language practices

Citizen education

Area: language practices

Scope: begin to be part of citizen life

Year: 1st “A” and “B”

Teachers: Barella Claudia, Mercuri Vanesa

Foundation:

This sequence is proposed so that students can tell their experiences during winter holidays as well as express their
wishes for this second part of the year. And fundamentally, they can discuss the importance of playing more outdoors
and stopping using technology (computer, tablet, play), discussing the harmful effects of using them. Situations will be
provided to learn to be a citizen through the effective exercise of the right to express one's own voice and listen to that
of others.

Content:

-Clearly express your own point of view, understand that of others and formulate agreements.

-read and comment on journalistic articles.

- resort to writing to publicize relevant events and position oneself regarding them.

Didactic purpose:

Propose situations so that students can express their experiences during winter holidays and express their interests for
the second part of the year.

Communicative purpose:

The creation of games with recyclable material is proposed to be used in first cycle recesses.

Strategies:

Inquiry

Story listening

Image observation

Reading and analysis of newspaper clippings

Drawings

Activities:
Class 1 2 hours

Purpose: Presentation of the topic. Inquiry.

The teachers present the story “vacation secret” by Silvia Beatriz Zurdo

VACATION SECRET
SILVIA BEATRIZ ZURDO

WINTER BREAK. COLD, RAINY AND BORING AFTERNOON. TOO BORING. MY SISTER WENT TO A FRIEND'S
BIRTHDAY. MOM IS BUSY AND DAD WORKS. I'M LOOKING IN MY ROOM FOR SOMETHING TO ENTERTAIN ME
WITH.
AND I SEE, ON A SHELF, MY SISTER'S SECRET BOX. SHE NEVER LETS ME TOUCH HER. THIS IS MY
OPPORTUNITY.
I GET HER DOWN CAREFULLY. I SIT ON THE CARPET AND OPEN IT.
I CAN'T BELIEVE IT. SIX BUTTERFLIES, THREE DOVES AND A FEW BEES FLY OUT. I WAS SO SCARED THAT I
COVERED IT AGAIN. BUT I AM VERY CURIOUS AND I UNCOVER IT AGAIN. NOW THE SEA WAVES SPLASH ME. I
PUT MY HAND IN AND TAKE OUT SOME SAND, TWO SNAILS AND A STARFISH! I CAN'T BELIEVE IT. I MUST BE
DREAMING! I COME CLOSER AND LOOK. THE BOX SEEMS TO HAVE NO BOTTOM AND I GET INSIDE. I GO
AROUND ON A CAR, I CLIMB THE TREES AND HAVE A DELICIOUS ICE CREAM. I WAS HAVING A GREAT TIME
UNTIL MY SISTER ARRIVED.
SHE TAKES THE BOX FROM ME. THE COVER. THEN, HE WINKS AT ME AND TELLS ME:
-THIS WILL BE OUR SECRET.-
PLEASE DON'T TELL ANYONE THAT MY SISTER'S BOX IS MAGIC. THANK YOU! I PROMISE THAT ONE DAY I
WILL LOAN IT TO YOU. WHAT WOULD YOU LIKE TO GET OUT?

The teachers suggest drawing the magic box with the elements that are named in the story.

The teachers deliver a copy with the following fragment of the story:

"I CAN'T BELIEVE IT. SIX BUTTERFLIES, THREE DOVES AND A FEW BEES FLY OUT. I WAS SO SCARED THAT I
COVERED IT AGAIN. BUT I AM VERY CURIOUS AND I UNCOVER IT AGAIN. NOW THE SEA WAVES SPLASH ME.”

They ask students to search the text and mark where it says:

Butterflies, doves and bees.

(Some students who are more advanced in reading and writing will receive the full text of the story)

The teachers ask:

Where do you think it says butterfly?

Because?

Where will it say pigeons? And bees?

How did they find out?

What other words start like this?

Next, the teachers propose to answer the question with which the story ends.

WHAT WOULD YOU LIKE TO GET OUT?

Students respond according to their interests.
Class 2 2 hours

Purpose Propose situations so that students can express their experiences during the winter holidays

The teachers take up the story from the previous class and read the following fragment:

WINTER BREAK. COLD, RAINY AND BORING AFTERNOON. TOO BORING. MY SISTER WENT TO A FRIEND'S
BIRTHDAY. MOM IS BUSY AND DAD WORKS. I'M LOOKING IN MY ROOM FOR SOMETHING TO ENTERTAIN ME
WITH.

Next they ask:

What did you do during winter break to entertain yourself?

Did something similar happen to the protagonist of the story?

Were you ever bored?

The teachers suggest making a drawing about their winter vacation and writing what it is about using words or writing in
the case of more advanced students in reading and writing.

Class 3 2 hours

Purpose:

Propose situations where students can express their opinions about the EAI

The teachers present a newspaper clipping about the winter holidays in Lezama. Each student will have a copy of it.

The news is read aloud and then on a poster each person's opinions on the topic are written by dictation to the teacher.

The teachers ask:

Did everyone know about the existence of the EAI?

Would you have liked to go?

because?

What do you mean when you say recreational activities?

Do we have recreational activities here at school?

What activities would you like to do during your recreational time?

The teachers give each student a fragment of the news and suggest that they look where it says: culture and sport.

(student Francisco Bellísimo will search the complete news to answer the following questions: What cultural workshops
were incorporated into the open winter school? What sports were offered during winter open school? How many
children and young people participated? Where did the EAI work in the afternoon?)

THE EAI HAS INCORPORATED WORKSHOPS FROM THE DIRECTORATE OF CULTURE AND INSTITUTIONAL RELATIONS,
SUCH AS THE CASE OF DRAWING AND JAZZ FUSION, AMONG OTHERS. IN THE SAME WAY SPORT IS VERY PRESENT IN
THE PROPOSAL, WITH THE DOSCIPLINES VOLLEY, FOOTBALL AND TENNIS.

The teachers ask:

Where do you think it says culture? Because?

Where do you think it says sport? Because?

What other word starts as culture?

What other word starts as sport?

Class 4 2 hours

Purpose
Propose situations for students to see and compare with other open winter schools, since it was not only Lezama where
days of this type were held.

The teachers inquire:

Do you think that only EAI days were held here in Lezama?

Will all EAIs have worked in the same way?

The teachers present a news story about the EAI in Castelli.

The teachers read the news aloud and ask:

What place is the news about?

How did the EAI work in Castelli?

Did you have the same schedules?

What difference do we find with the open winter school in Lezama?

The teachers propose to draw some of the activities that were carried out at the EAI of Lezama and then write their name
or what that activity is about for the more advanced students in writing.

Class 5 2 hours

PURPOSE:

Propose situations for students to achieve through interviews, learn about the impact that these EAI days had on society
and the importance of doing sports and outdoor activities sharing with others.

The teachers propose to conduct a survey of the residents of the city of Lezama about the EAI. The questions are asked
on a poster by dictation to the teacher and then go out to the school neighborhood and survey the neighbors about what
they thought of the POSSIBILITY of the children being able to participate in outdoor activities at the EAI and the
importance of the share activities with others.

The teachers ask:

What would you ask people?

Is it important for you to play outdoors?

Do you like to share games and activities with others?

Can we ask people if it is important to them?

What else can we ask you?

Class 6 2 hours

PURPOSE:

Propose situations for students to achieve through interviews, learn about the impact that these EAI days had on society
and the importance of doing sports and outdoor activities sharing with others.

The teachers suggest that the students go out to the school neighborhood to take the survey organized in the previous
class, which will be recorded.

Upon returning, the teachers propose to listen to the information obtained through the survey to reflect on the impact
that the EAI had on society and the importance that adults give to outdoor games and recreational activities.

Together we draw up a conclusion that will be displayed on a poster in the room.

Class 7 2 hours

Purpose

Propose situations so that students can carry out outdoor activities and share with their families and classmates.
The teachers propose playing recreational games with the students and their families to be used during first cycle
recesses.

Time and frequency:

Two hours per week from August 1 to approximately August 20.

Responsible: MG 1st “A” and “B”

Assessment:

Individual and collective observing understanding, group work, participation and interest in the topic. It is expected that
students will be able to express their wishes and interest for the second part of the year and will be able to tell their
experiences during the winter holidays.