LEARNING SESSION FOR DIAGNOSTIC EVALUATION

“Do your best”

Educational “Apostle James”
institution Working medium In person
Area Communication
Level Secondary
Cycle SAW Duration 90 minutes
Grade and section First “A” - “B”
teacher Moisés R. De la Cruz Dominguez Date 22/03/2021
Director Carlos A. Vereau Moreno

COMPETENCE ABILITY EVALUATION CRITERIA EVIDENCE

Identify explicit information, the Identify the theme and the main and secondary ideas
theme and similarities of the of the text
expository texts read
Solve the
Read various Deduce the communicative purpose and the author's diagnostic
intention of the text test
types of text in Deduces implicit information
your native from the expository texts read.
language Reflect and give your opinion on Give your opinion and draw conclusions about the
the content of the expository text texts you read
and relate it to your personal
experience.
LEARNING They read and reflect taking into account the texts of the diagnostic test.
PURPOSE

MOMENTS PEDAGOGICAL PROCESSES AND/OR STRATEGIC ACTIVITIES TIME

 We greet the students.
 We take attendance.
 The learning session opens by asking the students the following: What should we take into account for the
proper development of our learning session?
 The norms for the work of this session are established.
PROBLEMATIZATION
 A volunteer student is invited to read a problematic situation regarding text comprehension
 Students give answers and opinions of the problematic situation.
PURPOSE
 The competence and purpose of the learning session are made known and presented to the students on a
screenshot or on their activity sheet. Using the paraphrasing technique, invite students to indicate what they have
understood about the stated purpose .
START  The evidence that will be presented to be taken into account during the development of the class is made known.
Invite students to paraphrase the evidence they will have to present.
MOTIVATION
 A video is shown regarding the problem of reading comprehension in our country, students answer the questions:
- Why do you think this problem exists in our country?
- What alternative solutions could we propose?
 We asked the students: What do they think about students who cannot understand what they read?
 A reflective dialogue is promoted, based on questions.
20m
- Will teachers be to blame for this problem?
-Will it be good to read a text after each class?
- What opinion do you have about yourself regarding this problem?
-How do you imagine Peru if all students managed to overcome this problem?
PREVIOUS KNOWLEDGE
 Previous knowledge is collected through the following questions:
 Do you remember how to identify a main idea? And how do secondary ideas help the main idea?
  Have they ever given an opinion on a topic or event they have seen. How they did it?
 Student responses are emphasized.

MANAGEMENT AND SUPPORT IN THE DEVELOPMENT OF COMPETENCES.

BEFORE READING ( the diagnostic evaluation KIT is given to you)
 We perform a PARATEXTUAL inspection of the Diagnostic Evaluation:
- We look at the titles.
- A calm environment is created to help control your concerns.
- Agree with students on the rules for communicating during the test.
- They are told the time they will use to read (60 minutes) 65m
- Read the instructions on how to solve the test
DEVELOPMEN DURING THE LECTURE
T - Students develop the Diagnostic Evaluation considering their knowledge regarding text comprehension.
AFTER READING
- They mark the correct answers on the same sheet of the Diagnostic Evaluation.
METACOGNITION
• The teacher asks about what has been worked on: 5m
Did you find it easy or difficult to understand what you read?
CLOSING What difficulties did you have?
Did you identify your weaknesses and strengths?

Cabana, March 21, 2022

__________________________________ _______________________________
Lic. Moisés R. De la Cruz Domínguez V°B° Director

_______________________________
V°B° Letter Coordinator