EXAMPLE OF DIDACTIC SEQUENCE, FOR AN INCLUSIVE PLAN”

DIDACTIC SEQUENCE
1st PRIMARY
Elements of inclusion. These are the changes we make to the planning, to avoid planning only for
one or two students, we plan for the entire group, but considering that some students require
special attention.

CURRICULAR ADAPTATION:

i- Carry out a diagnosis to identify the needs of the group

J- Organize the group in pairs, as a team, in tutoring to support children with educational
needs.
i- Prepare the teaching material according to the educational needs of the students
4- Promote collaborative work
4- Adapt the furniture and classroom according to the needs of the students.

IDENTIFICATION OF LEARNING STYLES .

4- Apply tests to identify students' learning styles, and adapt the teaching style.

ASSESSMENT:

4- According to the student's abilities, they will carry out the same activities as the rest of
the students, but at a minimum level.
4- We resort to the support of parents.

1 .-START : The student is invited to participate in an integration dynamic, telephone broken,

each child will repeat a phrase, among their classmates, to see how we communicate.

Students who have difficulty retaining information will have a partner by their side to guide them.

Through brainstorming, we will know the student's prior knowledge to start the topic.

Does anyone have books at home? What kind of books do they have? What information do we find
in books? Would you like to read a book about jungle animals?

2 .- DEVELOPMENT : The students will take a tour of the school library, they will review the
books, with the help of the librarian they will show them some books that talk about animals.

Students who present any difficulty will be monitored by a classmate.

The students will join teams using a technique, “The ship sinks but is saved with 2,3,4”

Students who do not recognize numbers to integrate will be supported by the teacher

The teacher will give each team a book, a magazine and a brochure, with animal themes.

Each team will review their book, identify some words in the text, underline the words and then
write them in their notebook.
3 .-CLOSING : The students will share with the teacher and their classmates what they observed in
the books, magazines and brochures.

Later the group will choose what we are going to investigate in the books, what they want to learn.

PERMANENT ACTIVITIES : Daily review of the alphabet, review of vowels, daily reading at home
and at school. Writing your name daily, identifying upper and lower case. Daily calligraphy
exercises.

RESOURCES : Library books, student books, magazines, brochures, student notebooks

EVALUATION: WE WILL WORK BY PROJECT, A CHECKLIST WILL BE KEPT DAILY RECORDING ALL THE
STUDENT'S ACTIVITIES, AT THE END OF THE PROJECT THE GRADE WILL BE DETERMINED.

Students who have difficulty will request support from their parents to do research at home.

OBSERVATIONS: EVERYTHING HIGHLIGHTED IN RED ARE CHANGES AND CURRICULAR ADAPTATION.