UBE B0L1VAR1AN

A
UNIVERSITY
OF ECUADOR
TASK: PRACTICE 5.

SUBJECT IDACTIC LANGUAGE URA

TOPIC: ESTR DIDACTIC AI P TO TEACHING OF L UA AND

THE

DR. NTE CABRERA

JORGE

STUDENT ORMA ECILIA RILL UCAS AND SORIA SET

4CH NALUISADAYANA

LINK
https://drive.google.com/file/d/1FVA4upltJOaapUQiNZbTAU96swR1LvvR/view?usp=drive_link
 Unit 4
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Topic 4: Didactic strategy for teaching Language and Literature
Objective: Establish, based on a didactic strategy for the subject Language and Literature, from a text of Ecuadorian Literature, the
integrative methodological approach for teaching and learning the components and macroskills of the language.

Activities to achieve the objective:

Develop a didactic strategy for the integrative methodological treatment of a text of Ecuadorian literature, according to the
stages of reading and textual production.

MICROCURRICULAR PLANNING UNIT 3

INFORMATIVE DATA
❖ NAME OF THE INSTITUTION: SENTINELA DE LOS RIOS EDUCATIONAL UNIT
❖ NAME OF THE TEACHERS: NORMA MURILLO AND DAYANA SORIA
❖ GRADE/COURSE: 3 YEAR OF BASIC
❖ START DATE: 06/12/2023
❖ FINAL DATE: 06/12/2023
DISCIPLINARY LEARNING:
LEARNING OBJECTIVE:
❖ O.LL.2.11. Appreciate the aesthetic use of the word, from listening to and reading literary texts, to enhance the
imagination, curiosity, memory and developing preferences in literary taste.
SKILL WITH EVALUATION MATERIALS/ EVALUATION
PERFORMANCE INDICATORS ACTIVE METHODOLOGICAL STRATEGIES RESOURCES ACTIVITIES
CRITERIA FOR TEACHING AND LEARNING
LL.2.5.1. Listen to and I.LL.2.10.1. Listen and PRE-READING. - Text Technique:
- Analyze the title of the story with the
read various literary read various literary narrative - Written test.
questions:
genres (privileging genres (texts story: The
- What is a wedding?
texts popular and wedding
- What activities are done at a wedding?
Ecuadorians, of
the
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 Unit 4
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activities
popular and author), for authors Ecuadorians) • How should you dress? Instrument:
enhance the as half for • What character will be Perico? - Text of - Formulation of
• Imagine the actions of the story. the
imagination, the enhance the questions.
• Look at the graph to identify student.
curiosity and the imagination, the - Questionnaire.
the characters of the story.
.c curiosity, memory,
memory. - Guide of
manner that
READING. the
develops preferences in Activities:
• Story Reading: Uncle's Wedding Teacher.
literary taste and acquires Parakeet. • Draw
autonomy in reading. • Read the text to the students and ask • To complete
(I.1., I.3.) them • Enclose
(C Have them applaud when they hear one • Underline
of the characters they observed in the
graph named.

• Oral expression-reading.
• Active listening.
• Contextualization
POSTER READING.

• Ask questions about the text.

- Who is the rooster?
- Why was he elegant?
- Why did you hesitate along the way?
- What solution did the rooster think of for
his
Unit 4
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- Why did he ask the grass to
Will it clean?
Carry out the activities proposed on page 142 of
the text.

Source: (Ministry of Education, 2016) EGB and BGU Curriculum Prepared by: The Authors
BIBLIOGRAPHY:

Ministry of Education. (2016). EGB and BGU-Language and Literature curriculum.

Obtained from
https://educacion.gob.ec/wp-content/uploads/downloads/2016/03/LENGUA.pdf

Ministry of Education. (2016). Language and Literature, 3rd Grade of Basic. Text of
Student (p. Edition, Ed.) Obtained of
https://drive.google.com/file/d/1fB3fNzDG7hjuC4wz-pifjI_qYxH8Nw0Q/view

Ministry of Education. (2016). Language and literature. Teacher's Guide-3rd Grade of

Basic General Education-Elementary Sublevel. (p. edition, Ed.) Retrieved from
https://drive.google.com/file/d/0B048WkRgr8JQbW1XOEloRlJoVmc/view?resource
key=0-GZDA1EReVx0tN0MJVetqFA
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EXHIBIT:
2. I read the story.

Tío Perico's wedding

Ceomnbo poptir

This was a goño that after greeting his friend the sun like all 3. I draw the characters following the sequence of the story.
the mountains. He started walking very clean and elegant on
his way to his 'Tío Perico's wedding .
Along the way he found a pile of garbage and moved aside to
avoid getting dirty. But in the middle of the garbage he saw a
grain of corn 4. Complete the sentences.

The rooster stopped and thought: —YES I don't pteo. I lose my • The rooster said he would eat the corn kernel, then _

shit and if I eat I'll stain my butt and I won't be able to go to my

Tío Perico's wedding. What I do? Peak or not peak? Finally it to eat the grass that doesn't want to eat it."
stung and got its beak dirty. ► The Gaul got his beak dirty, then________________________________________________________

Then, he went to ask the grass:

• The grass refused to clean the beak, so _
—Grass, clean my beak or I won't be able to go to my Tío
Perico's wedding. But the grass said: "I don't want to." Then he
S. Circle the word that has the same meaning of the highlighted word according to the
went or asked the sheep: reading.
— Sheep, eat the grass that doesn't want to clean my beak to | curled | bet together withdrawal salted
go to my Uncle Perico's wedding.
stopped | continued stopped stopped went on
But the sheep said; -I don't want to.
Then he asked the dog: "Dog, bite the sheep that doesn't want okconzar get tick chase win
6. Underline the correct answer.
Did Porgué-the grass agree to implant its beak into your golo?

He wants to clean my beak to go to my uncle Perico's wedding .

And the dog said: - Right now
Then the sheep said: —No. sorry, I'll eat the grass.
V the grass said: —No. Sorry, I'll clean your mess.
And he cleaned it .
Then the rooster thanked his friend the dog with a long "Quiquiriquil", and
started running to reach the ooda in time and get some of the sweets and wine
from the party.
Unit 4
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activities

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