LEARNING SESSION “We read a news story”

I GENERAL INFORMATION
AREA DEGREE TEACHER
C-PS 3 “B ” MARCO SANCHEZ ESPINOZA
Purpose of the session
The children will read a news story so that they understand why the sea waters become hot and contrast it with the Failoc legend
and the hot waters of Lambayeque.
Resources to use
Paper to write down prior knowledge, markers, printed CRT classroom material
II CAPACITY, KNOWLEDGE, ATTITUDES AND EXPECTED INDICATORS.
COMPETENCE ABILITY EXPECTED INDICATORS
Understands written Infer the meaning of Deduce the characteristics of people, characters, animals, objects and places,
texts. written texts. in texts with a simple structure, with and without images.
III DIDACTIC SEQUENCE
PP ACTIVITY/STRATEGY
START In group in class
 Greetings to the boys and girls, remember with them what you learned in the previous class:
 Reflect with them by telling them that everything we did was aimed at knowing the different types of narrative
texts, in this case differentiating a story from a legend.
 The teacher explains to the children about the difference between these texts, and tells them:
 If the Sea God became angry and heated the sea so that Failoc would not take the Perico fish, then why
do the emergency events that we will read in the following text occur? Will the Sea God continue to be
angry? Or will there be other reasons?
 The purpose of today's session is presented : you will read a text whose title is: “FREEDOM: PHENOMENON
THE CHILD PUT AGRICULTURAL LANDS AT RISK”
 They jointly choose agreements from their rules of coexistence to put them into practice at the time of reading
BEFORE READING In class group
 Students receive Annex 1 and before reading they spontaneously comment on what the text will be about,
just by looking at the title...
 The children's opinions are written down on the board to compare their expressions at the end of the
reading.
DURING THE LECTURE
 The boys and girls read the text individually and silently without stopping at a first reading.
 The children are told that they will now read aloud and that to better understand the story they will ask
questions while reading.
 Using the underlining technique, they carry out accompanied reading, locating the words they do not know
with their bicolor and using their dictionary.
 At the end of the oral reading, they read the text again in choral form, during which the teacher will verify if
they read and understood. Asking the questions:
Where did the events happen? What is it about? What is in danger? Why? where did it happen? What type of
text is it?
 The teacher explains that this type of text is informative and in this case it is news.

This type of text has the following parts unlike a narrative text.
AFTER READING
 Students freely comment on the content of the text, in a reasonable amount of time for this exercise.
 It is explained to the children that with the participation of all of them they will complete an organizer with
the most important data they have found about the news read.
 Boys and girls are invited to observe and read the elements of the news.
 Then, ask them to identify those parts in the news they have read and discuss them.
 Based on what was discussed, some points are concluded with the students.
important about the characteristics of the news
CLOSING
 Students comment on what they thought of the reading.
 Together with the students, a summary of what was done in the session is done and they solve an application
 sheet.
 present session. Asking them: what did we do?, how did we do it?, what
 we learned about the news
ACTIVITY FOR HOME.

NEXT CLASS
 They reinforce what they have learned with specific information about the child's phenomenon. Appendix 2
 They apply reading strategies
 Look at an infographic annex 3
PROCE  Create an organizer on the topic.
SS  They create another organizer on the causes and consequences of the child phenomenon
EXIT

What would be the impact of the El Niño Phenomenon in Peru?

What would be the impact of the El Niño phenomenon? In our interactive map you will be able to
know the consequences that this climatological event has left in previous years and how it is
developing worldwide .

http://rpp.pe/peru/actualidad/fenomeno-el-nino-cual-seria-su-impacto-noticia-830044 (positive and negative impacts

1.-What is the title of the text?.............................................. .................................................. ..................................

2.-What type of text is ………………………………………………………. ( )
3. Complete the table:
WHAT HAPPENED? WHEN WHERE BECAUSE?

4.-Complete the differences you find between a legend and a news story.

5.- Do you think that the Sea god is still angry and is heating the sea to this day YES NO, why?
…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………
6.-What type of water does the Peruvian sea normally have?................................... .................................., these waters run through
our sea of ………….. to………………………… and favor wealth…………………………………………………
7.- What type of waters in our Peruvian sea are those that bring the phenomenon of El Niño?................................ .............., and what
are its effects?
……………………………………… ……………………………………… ………………………………….