LEARNING PROJECT N°08

I. NAME: “ LET'S ENJOY THE WEALTH OF OUR COUNTRY "

I.- INFORMATIVE DATA :

IEI:N°588
DIRECTOR: Ana Cecilia Campos Villar
TEACHER: Zoila Rosa Tellez Zapata
CLASSROOM: “D” -Red
AGE: 4 years.
SHIFT: Afternoon
NUMBER OF CHILDREN: 20
II. - SIGNIFICANT SITUATION :

It is important that students in the 4”D” section recognize and value their history. This project is prepared
with the purpose of instilling in boys and girls love and respect for our country. For this, activities are
developed that allow you to identify with what is ours. Through songs, dramatizations, stories, food tasting and
performance of dances of the country.
DURATION: From July 16 to 27, 2018
PRODUCT : Prepare typical recipes and dance dances from the regions of Peru, create poems

III.-PRE-PLANNING :

WHAT WILL I DO? HOW WILL I DO IT? WHAT WILL I NEED?

 Know the history of our
country
 Make a product with the
children.
 Recognize that our actions and
works make Peru grow
 Motivate children to develop
their creativity with various
materials,
 organize the classroom and
work in teams for the success
of the presentation at the
productive fair
 Because it is important to have the vision  Using strategies that
that they will be independent and forging require group work.
Peruvians.  Organizing children on a
 Consolidate self-esteem, motivating the timeline.
child to create and provide solutions to a
difficulty in the production of their  Where the boys and
product. girls establish the
 Investigate what are the characteristics terms and agreements
of being Peruvian, such as our regions, before and during the
national symbols, history. activity.

IV.-Planning with children.

What do we know? What do we want to How do we organize What do we need?
know? ourselves?
 IV.-SELECTION OF COMPETENCES, CAPABILITIES AND INDICATORS.
AREA COMPETENCE ABILITY INDICATOR

UNDERSTAND Actively listen to various oral
ORAL TEXTS texts
Retrieves and organizes
information from various oral
texts.
Infer the meaning of oral texts
Reflect on the form, content and
context of oral texts.
Strategically use varied
expressive resources
EXPRESSED
ORALLY Interact collaboratively
maintaining the thematic thread
Use cultural norms that allow oral communication
Say in your own words what you understood from
the text you heard
Mention the characteristics of people, characters,
animals, objects and places in the text heard.
Give your opinion about what you like or dislike
about the characters and events in the text you
heard.
Pronounce clearly in such a way that the listener
understands.
Intervenes to contribute to the topic of
conversation.
It incorporates rules of simple and everyday
courtesy into its expression.

UNDERSTAND Appropriates the writing system. Differentiate written words from images and
WRITTEN numbers in written texts.
TEXTS
Infer the meaning of written Deduce the characteristics of people, characters,
texts. animals, objects and places from the text they
read
COMMUNICATION

Textualize your ideas according Dictate text to your teacher or write your way,
to the conventions of writing. according to their level of writing, indicating the
PRODUCE topic, the
WRITTEN recipient and purpose.
TEXTS
Develop your ideas around a topic with the
intention of conveying a message.

PERSONAL Self-regulate your emotions and He expresses his emotions, says if he is happy,
DEVELOPMENT behavior sad, afraid or angry, in the face of the different
Affirm your situations he experiences.
SOCIAL PERSON

identity .

EXERCISE OF relates interculturally with He names himself as a member of a community or

CITIZENSHIP others from their identity, town to which he belongs.
Live together mutually enriching each other
respecting
yourself and
others
acts responsibly understands the relationships He experiences the occupations of his family
with respect to between the elements of the members.
economic financial economic system
resources
 ACT AND THINK Communicate and represent Relations
MATHEMATICAL mathematical ideas Expresses kinship relationships, relationships
LY IN between objects of two collections with concrete
SITUATIONS OF
and graphic support.
REGULARITY,
EQUIVALENCE
AND CHANGE

Communicate and represent Location and displacement.

ACT AND THINK mathematical ideas Describe your location and that of the objects
MATHEMATICAL using the expressions: next to, near, far from
LY IN
SITUATIONS OF
FORM,
MATH

MOVEMENT AND
LOCATION

PROPOSAL OF ACTIVITIES

MONDAY 16 TUESDAY 17 WEDNESDAY 18 THURSDAY 19 FRIDAY 20

Project survey I am Peruvian The riches of the We know the coast We know the
Peruvian sea customs and foods
of the mountains

MONDAY 23 TUESDAY 24 WEDNESDAY 25 THURSDAY 26 FRIDAY 27

We know the In my community Proclamation of Preparation of our We celebrate with
customs and We respect the independence. Patriotic mural “Gastronomic Fair
foods of the symbols of Peru! and Dances”

jungle

Zoila Rosa Tellez Zapata

Classroom Teacher

LEARNING PROJECT No. 04

I. NAME: “LET'S ENJOY THE WEALTH OF OUR COUNTRY”

 II. JUSTIFICATION: This project is prepared with the purpose of instilling in boys and girls
love and respect for our country. For this, activities are developed that allow you to identify
with what is ours. Through songs, dramatizations, stories and the tasting of food,
performance of dances from their homeland.
III. III. TIMING: From June 21 to July 26, 2013 .
IV. IV. TRANSVERSAL THEME: Educacuib in values or ethical training. Education for
coexistence, peace and citizenship.

HAPPY INDEPENDENCE
DAY!
LONG LIVE PERU!
HAPPY JULY
2 HAPPY 28!
COUNTRY HOLIDAYS!!!
Here we present some drawings and photos that will help you make a presentation about our beloved PERU.
We are going to help you with some titles, but you can change them or create others. Enjoy these National
Holidays with your family and remember…we are proud to be PERUVIAN. HAPPY JULY 28! LONG
LIVE PERU! HAPPY INDEPENDENCE DAY!

3 Write a prayer to God for Peru:

4 Write the name of the symbols of Peru.

5 Color the regions of Peru

Coast: yellow Sierra: brown Jungle: green Peruvian Sea: blue

6 What places do you know or would you like to visit in Peru?

7 What festivals, customs and typical dishes do we have in our country?

8 What typical animals do you find in Peru?

9 Here you can browse the Internet and post images of Peru.

10 Here you can browse the Internet and post images of Peru.

11 HAPPY COUNTRY HOLIDAYS!

LONG LIVE PERU! HAPPY JULY 28

LEARNING SESSION

TITLE OF THE LEARNING SESSION: “Project survey”

SELECTION OF COMPETENCES AND CAPABILITIES:
AREA evaluation
/issue Activity Competence Ability Indicator technique/i
nstrument
DEMOCRATIC AND HOUSE RULES. -Propose agreements or
INTERCULTURAL COEXISTENCE: It is committed to the rules that regulate Observati
Live democratically in any context or rules and agreements, classroom games and on
PLAY IN
P.S. circumstance and with all people as a basis for activities: do not throw -
THE
without distinction. coexistence. papers on the floor, do not Evaluation
SECTORS
take what belongs to record.
another, raise your hand to
speak.
EXPRESSED ORALLY Interact collaboratively Intervenes to contribute Observati
LEARNIN maintaining the to the topic of on
G thematic thread conversation. -
COM. SESSION Evaluation
record.
EXPRESSES CREATIVITY Explore and experiment He draws, paints, models
THROUGH VARIOUS ARTISTIC with the materials and and builds on his own Observati
LANGUAGES elements of the various initiative and in his own on
languages of art, using way. -
your senses and your Evaluation
body. record.

DATE PEDAGOGICAL LEARNING SESSION MATERIAL

MOMENT RESOURCES
PERMANENT -Reception of the boys and girls
ACTIVITIES -Permanent entry activities Assistance
poster.
- PLANNING: With the students we form a circle to carry out a dialogue
about aspects: where we are going to play, why we will play and what our rules
will be when playing.
ROUTINES - ORGANIZATION : Children will go to the area of their choice and choose
Monday
FREE PLAY IN THE what and who to play with.
16/07 SECTORS - EXECUTION OR DEVELOPMENT : Students develop their ideas and the
roles to perform. -MDE Materials
- SOCIALIZATION: We developed a small assembly, we asked how they felt, -Bond sheet
what they played, who they did it with, etc. Some ideas about what we -Crayons
worked on were discussed and/or reinforced. -Markers
- ORDER : Students are informed 10' before the free game will end, so that
they leave the sector they chose to play in order.
- REPRESENTATION : Materials are provided flexibly to represent what
was worked on during free play in the sectors.
Motivates with a story based on images Board
About Pedrito, a boy who went on a trip with his family throughout Peru, he markers
traveled many places along the coast, mountains and jungle, and in each place
he bought different things to remember, in Lambayeque he visited the ruins
START of Chan Chan and bought a sweet called King Kong, he also ate a delicious
ceviche. When he went to the Cusco mountains, he visited the ruins of Machu
Picchu, where he bought a nice panpipe and many music CDs. When he visited
the jungle, he sailed down the Amazon River, seeing many birds in the trees,
ate a delicious Juane and bought a backpack and a necklace. Pedrito had had
a lot of fun visiting these places in Peru with his family.
They are asked questions: Who was Pedrito? What did? What is the name of
the place where they traveled? Who do I travel with? Where? What did you
do in those places? What were those places like? What did you guys buy?
Would you like to see what he brought in his travel backpack? They are
shown what Pedrito brought, asking if they remember where it was. Would
you like to know more about your country?
We plan the project with the children using a piece of paper. We respect
your ideas and opinions. The children's answers are listened to, and they ask:
Have you traveled? Where, what was it like? Would you like to know Peru? images
 The teacher writes down the children's possible answers and ideas on a piece backpack with
of paper. objects
Flipcharts
clean guy
DEVELOPMENT What will we How will we What do we crayons
do? do it? need? markers

The notes are read and the materials that will be needed and the activities
that will be carried out are drawn. With the children we look for a place to
place our planning
CLOSING Students answer questions such as what did they do? How they did it? What
did you like the most?, etc.
We congratulate all the children.
START : An assembly is held and the students are told that we will carry out
an art workshop, they are reminded of the rules for the work of the
workshop, then they are shown in order the materials with which they will Tempera
work. Crayons
VISUAL ARTS DEVELOPMENT: The students in order approach the table where the various Brushes
materials are located and are told that they will be able to take the material Cardboards
they want, and that with them they will be able to work and freely create Leaves
what they like the most. clay
CLOSING: The students decide to show their classmates what they did.
They order the materials used, and we ask them: did you like working with
these materials? What other activity would you like to do in the next
workshop?
Remember instructions for the day and what will be done tomorrow
OUTPUT ACTIVITIES
They pray in gratitude to God.
They prepare their lunch boxes, fix their clothes, comb their hair and go out
in an orderly manner to wait for mommy or daddy. .
Bibliography:
National Curriculum Design

ASSESSMENT:
START PROCESS ACHIEVEMENT

CHILDREN -  
Dominick Jhosep

Thiago Dominick

Heaven Melany
Naomi Anghely

Jennifer Kaori
Liam Fabrizzio

Johan Samuel
Thiago Maicol

Adrian Alexis
Frank Jordan

marice oriana
Milan Joshua

Mark Antony

Josias Caleb
Aris Matias

Amy Yaraid

Randy Joel

Cristhian
INDI-
Eva Flor
Joseph

Patrick
Steven
Matias
Romeo

Cease

CADORES

-Propose agreements or
rules that regulate
classroom games and
activities: do not throw
papers on the floor, do
not take what belongs to
another, raise your hand
to speak.
Intervenes to contribute
to the topic of
conversation.

He draws, paints, models

and builds on his own
initiative and in his own
way.
 LEARNING SESSION

TITLE OF THE LEARNING SESSION: ““The riches of the Peruvian sea”

SELECTION OF COMPETENCES AND CAPABILITIES:

AREA evaluation
/issue Activity Competence Ability Indicator technique/i
nstrument
UNDERSTAND Actively listen to various oral - Use cultural norms that allow
ORAL TEXTS texts oral communication
Observati
LEARNING
- Mention the characteristics of on
SESSION
COM. Infer the meaning of oral animals, objects, people and -
texts characters from the text heard Evaluation
record.
EXPRESSES Uses techniques and processes Relates some materials and tools
CREATIVITY from various artistic to their possible uses, chooses Observati
THROUGH VARIOUS languages, including traditional them for this purpose and on
VISUAL
ARTISTIC practices and new intuitively uses them freely when -
ARTS
LANGUAGES technologies. doodling, drawing, painting, Evaluation
WORKSHOP
modeling, stamping, building, etc. record.

DATE PEDAGOGICAL LEARNING SESSION MATERIAL

MOMENT RESOURCES
PERMANENT -Reception of the boys and girls
ACTIVITIES -Permanent entry activities Assistance poster.
- PLANNING: With the students we form a circle to carry out a dialogue
about aspects: where we are going to play, why we will play and what our
rules will be when playing.
ROUTINES - ORGANIZATION : Children will go to the area of their choice and
Tuesday
FREE PLAY IN THE choose what and who to play with.
18/07 SECTORS - EXECUTION OR DEVELOPMENT : Students develop their ideas and the
roles to perform. -MDE Materials
- SOCIALIZATION: We developed a small assembly, we asked how they -Bond sheet
felt, what they played, who they did it with, etc. Some ideas about what -Crayons
we worked on were discussed and/or reinforced. -Markers
- ORDER : Students are informed 10' before the free game will end, so
that they leave the sector they chose to play in order.
- REPRESENTATION : Materials are provided flexibly to represent what
was worked on during free play in the sectors.
Gathered in assembly, we dialogue with the students about what they Board
observe: image of fishermen, fish, beach Markers
What do we see, have you seen them before, who is it, where do the fish Leaf
START live, where does the fisherman work? Do you know the beach, do you know
where it is? Does Peru have a sea? Do they know what there is in the sea?
We write down their answers, motivating everyone to participate.
Then they are presented with the map of Peru. Locating the region of the Board
Peruvian sea, we explain the characteristics of this region. Markers
In groups, the students locate the sea animals in Minedu material and Leaves.
order them by size, making series.
DEVELOPMENT On the map of Peru they locate the sea and glue the fish from smallest to
largest.
CLOSING What did we do today, so that you could do it, how did you feel, did you
like it?
At home he makes an album about the animals of the Peruvian sea

START : An assembly is held and the students are told that we will carry
ACTIVITY out an art workshop, they are reminded of the rules for the work of the Tempera
VISUAL ARTS workshop, then they are shown in order the materials with which they will Crayons
 work. Brushes
DEVELOPMENT: The students in order approach the table where the Cardboards
various materials are located and are told that they will be able to take Leaves
the material they want, and that with them they will be able to work and clay
freely create what they like the most.
CLOSING: The students decide to show their classmates what they did.
They order the materials used, and we ask them: did you like working with
these materials? What other activity would you like to do in the next
workshop?
OUTPUT ACTIVITIES
They pray in gratitude to God.
They prepare their lunch boxes, fix their clothes, comb their hair and go
out in an orderly manner to wait for mommy or daddy. .
Bibliography:
National Curriculum Design 2015
Learning Routes

ASSESSMENT
Dominick Jhosep
Joselyn Aracely

Heaven Melany
Naomi Anghely

CHILDREN

Jennifer Kaori
Liam Fabrizzio
Nayeli Allison

Adrian Alexis
Danna Abigail

Frank Jordan

Milan Joshua

Mark Antony
Kiara Jasmin

Alejandra G.

Josias Caleb
Aris Matias

Amy Yaraid

Randy Joel

Cristhian
Eva Flor

Carolina
INDICATORS

jacob
- Use cultural norms that allow oral
communication
- Mention the characteristics of
animals, objects, people and characters
from the text heard
Relates some materials and tools to
their possible uses, chooses them for
this purpose and intuitively uses them
freely when doodling, drawing, painting,
modeling, stamping, building, etc.

LEARNING SESSION

TITLE OF THE LEARNING SESSION: In my community We respect the flag of Peru!

 SELECTION OF COMPETENCES AND CAPABILITIES:

AREA evaluation
/issue Activity Competence Ability Indicator technique/i
nstrument
UNDERSTAND Actively listen to various oral - Use cultural norms that allow
ORAL TEXTS texts oral communication
Observati
LEARNING Deduce the characteristics of on
COM. SESSION Infer the meaning of oral people, characters, animals, -
texts objects and places from the text Evaluation
they read. record.

EXPRESSES Uses techniques and processes Relates some materials and tools
CREATIVITY from various artistic to their possible uses, chooses Observati
THROUGH VARIOUS languages, including traditional them for this purpose and on
VISUAL
ARTISTIC practices and new intuitively uses them freely when -
ARTS
LANGUAGES technologies. doodling, drawing, painting, Evaluation
WORKSHOP
modeling, stamping, building, etc. record.

DATE PEDAGOGICAL LEARNING SESSION MATERIAL

MOMENT RESOURCES
PERMANENT -Reception of the boys and girls
ACTIVITIES -Permanent entry activities Assistance poster.
- PLANNING: With the students we form a circle to carry out a dialogue
about aspects: where we are going to play, why we will play and what our
rules will be when playing.
ROUTINES - ORGANIZATION : Children will go to the area of their choice and
Wednesda
y
FREE PLAY IN THE choose what and who to play with.
SECTORS - EXECUTION OR DEVELOPMENT : Students develop their ideas and the
07/06 roles to perform. -MDE Materials
- SOCIALIZATION: We developed a small assembly, we asked how they -Bond sheet
felt, what they played, who they did it with, etc. Some ideas about what -Crayons
we worked on were discussed and/or reinforced. -Markers
- ORDER : Students are informed 10' before the free game will end, so
that they leave the sector they chose to play in order.
- REPRESENTATION : Materials are provided flexibly to represent what
was worked on during free play in the sectors.
Sitting in assembly, Board
We talked with the students about the creation of the Flag. Markers
I tell them the events that occurred and then they are asked about the Leaf
colors of the Flag, why do they think it has those colors? What do they photos
START represent?
We dialogue about the respect we should have for our national symbols. fabrics
How would you show respect for the flag? We listen to your opinions. ribbons
They perform body expression with red and white fabrics or ribbons song
Students are invited to move to the patio and we suggest they move luster paper
around in groups with fabrics or ribbons the color of the Peruvian flag. If eraser
you wish, you can accompany your movements with a song to the flag.
In the classroom, red and white papers are provided and students are
DEVELOPMENT asked to make their little flag of Peru.
CLOSING Metacognition is performed
What did you do today? What activity did you like the most? How did you
feel? Did everyone work?
At home they comment on the institutions of their community with their
parents and make a drawing of their community.
START : An assembly is held and the students are told that we will carry
ACTIVITY out an art workshop, they are reminded of the rules for the work of the Tempera
VISUAL ARTS workshop, then they are shown in order the materials with which they will Crayons
 Grapho-plastic work. Brushes
expression in light DEVELOPMENT: The students in order approach the table where the Cardboards
blue and white various materials are located and are told that they will be able to take Leaves
The teacher the material they want, and that with them they will be able to work and clay
presents the freely create what they like the most.
children with scraps CLOSING: The students decide to show their classmates what they did.
of fabric and paper They order the materials used, and we ask them: did you like working with
cuttings of these materials? What other activity would you like to do in the next
different light blue workshop?
and white textures OUTPUT ACTIVITIES
and proposes They pray in gratitude to God.
making a group They prepare their lunch boxes, fix their clothes, comb their hair and go
collage to decorate out in an orderly manner to wait for mommy or daddy. .
the day of the Bibliography:
event. National Curriculum Design 2015
Learning Routes

ASSESSMENT
Dominick Jhosep
Joselyn Aracely

Heaven Melany
Naomi Anghely

CHILDREN

Jennifer Kaori
Liam Fabrizzio
Nayeli Allison

Adrian Alexis
Danna Abigail

Frank Jordan

Milan Joshua

Mark Antony
Kiara Jasmin

Alejandra G.

Josias Caleb
Aris Matias

Amy Yaraid

Randy Joel

Emmanuel
Cristhian
Eva Flor
INDICATORS

- Use cultural norms that allow oral

communication

Relates some materials and tools to

their possible uses, chooses them for
this purpose and intuitively uses them
freely when doodling, drawing, painting,
modeling, stamping, building, etc.

Deduce the characteristics of people,

characters, animals, objects and places
from the text they read.

LEARNING SESSION

TITLE OF THE LEARNING SESSION: “Let's get to know some traffic signs”
SELECTION OF SKILLS AND CAPABILITIES:

ARE evaluation
A/ Activity Competence Ability Indicator technique/instru
issue ment
 It is located in space by It is located based
LEARNIN ACT AND THINK identifying the notions: on a reference: Observation
G MATHEMATICALL inside, outside, above, from one side to -Evaluation record
MAT SESSION Y IN QUANTITY below, near, far from, on the other side. .
. SITUATIONS the other side, on one
side, in front, behind
Mention the Observation
UNDERSTAND Infer the meaning of oral characteristics of -Evaluation record
LEARNIN .
ORAL TEXTS texts people, characters,
G
animals, objects and
SESSION
COM places in the text
. heard.
P.S. PERSONAL Make decisions and carry Remember
LEARNIN
IDENTITY out activities safely instructions to avoid
G
dangerous
SESSION
situations

DATE PEDAGOGICAL LEARNING SESSION MATERIAL

MOMENT RESOURCES
PERMANENT -Reception of the boys and girls
ACTIVITIES -Permanent entry activities Assistance
poster.
- PLANNING: With the students we form a circle to carry
out a dialogue about aspects: where we are going to play, why
we will play and what our rules will be when playing.
ROUTINES - ORGANIZATION : Children will go to the area of their
Friday FREE PLAY IN choice and choose what and who to play with.
THE SECTORS - EXECUTION OR DEVELOPMENT : Students develop their
ideas and the roles to perform. -MDE Materials
- SOCIALIZATION: We developed a small assembly, we -Bond sheet
asked how they felt, what they played, who they did it with, -Crayons
etc. Some ideas about what we worked on were discussed -Markers
and/or reinforced.
- ORDER : Students are informed 10' before the free game
will end, so that they leave the sector they chose to play in
order.
- REPRESENTATION : Materials are provided flexibly to
represent what was worked on during free play in the sectors.
We sing a song: Song
"Walking"
Walking through the streets
you have to be careful and
START if you play in the streets
the car will step on you
Dialogue
We discussed the song: What happens if you walk through the
streets? What if you play in the middle of the street? How
should we cross the streets?
I mention that today we will learn about the
“Road Safety and some traffic signs”
They are shown a sheet of road safety, where students
describe and express what they observe, such as the traffic sheets
police, cars, traffic signs, people. Worksheets
DEVELOPMENT We use a poster with a traffic light, a traffic police officer,
cars and people, and the traffic rules are explained to them.
 Then we ask questions: Do they know about road safety? Do
they know the traffic light?
How many lights does it have? What colors do the lights
have? What is the traffic light for? What does the red light
indicate? What does the green light indicate? Should we play Bond leaves
on the courts? Crayons
. Later, the importance of road safety is explained to them, temperas
also mentioning that we must respect traffic rules.
Next we form groups of 3 or 5 children and paint the colors
of the traffic light bulbs, we deliver structured materials.
Through their work, students explain traffic signs and their
importance
CLOSING In groups they reflect on what they have done. Dialogue
METACOGNITION:
What have we done today? How did you feel knowing the
traffic signs, what are there in the community? Did you have
any difficulties?
OUTPUT ACTIVITIES
They pray in gratitude to God.
They prepare their lunch boxes, fix their clothes, comb their
hair and go out in an orderly manner to wait for mommy or
daddy.
Bibliography:
National Curriculum Design 2015
Learning Routes
ASSESSMENT
CHILDREN

INDI-
CADORES
It is located based on a
reference: from one side
to the other side.
Mention the
characteristics of
people, characters,
animals, objects and
places in the text heard.
Remember instructions
to avoid dangerous
situations

LEARNING SESSION

TITLE OF THE LEARNING SESSION: ““Getting to know my community”

SELECTION OF COMPETENCES AND CAPABILITIES:

AREA evaluation
/issue Activity Competence Ability Indicator technique/ins
trument
 DEMOCRATIC AND INTERCULTURAL HOUSE RULES. -Propose agreements or
COEXISTENCE: It is committed to the rules that regulate Observation
Live democratically in any context or rules and agreements, classroom games and -Evaluation
PLAY IN
P.S. circumstance and with all people as a basis for activities: do not throw record.
THE
without distinction. coexistence. papers on the floor, do
SECTORS
not take what belongs to
another, raise your hand
to speak.

-
LEARNING
Observation
SESSION
-Evaluation
COM. record.
EXPRESSES CREATIVITY THROUGH Explore and He draws, paints, models
VARIOUS ARTISTIC LANGUAGES experiment with the and builds on his own Observation
materials and initiative and in his own -Evaluation
elements of the way. record.
various languages of
art, using your senses
and your body.

DATE PEDAGOGICAL LEARNING SESSION MATERIAL

MOMENT RESOURCES
PERMANENT -Reception of the boys and girls
ACTIVITIES -Permanent entry activities Assistance poster.
- PLANNING: With the students we form a circle to carry out a dialogue
about aspects: where we are going to play, why we will play and what our
rules will be when playing.
ROUTINES - ORGANIZATION : Children will go to the area of their choice and
Wednes
day
FREE PLAY IN THE choose what and who to play with.
SECTORS - EXECUTION OR DEVELOPMENT : Students develop their ideas and the
08/06 roles to perform. -MDE Materials
- SOCIALIZATION: We developed a small assembly, we asked how they -Bond sheet
felt, what they played, who they did it with, etc. Some ideas about what -Crayons
we worked on were discussed and/or reinforced. -Markers
- ORDER : Students are informed 10' before the free game will end, so
that they leave the sector they chose to play in order.
- REPRESENTATION : Materials are provided flexibly to represent what
was worked on during free play in the sectors.
Board
markers

START

Cardboard
Tempera
Markers
Eraser
Luster paper
DEVELOPMENT
CLOSING

OUTPUT ACTIVITIES
They pray in gratitude to God.
ACTIVITY They prepare their lunch boxes, fix their clothes, comb their hair and go
 GRAPHIC-PLASTIC out in an orderly manner to wait for mommy or daddy. .
Bibliography:
National Curriculum Design 2015
Learning Routes

LEARNING SESSION

TITLE OF THE LEARNING SESSION: “How are neighbors organized?”

SELECTION OF COMPETENCES AND CAPABILITIES:

AREA evaluation
/issue Activity Competence Ability Indicator technique/ins
trument
DEMOCRATIC AND INTERCULTURAL HOUSE RULES. -Propose agreements or
COEXISTENCE: It is committed to the rules that regulate Observation
Live democratically in any context or rules and agreements, classroom games and -Evaluation
PLAY IN
P.S. circumstance and with all people as a basis for activities: do not throw record.
THE
without distinction. coexistence. papers on the floor, do
SECTORS
not take what belongs to
another, raise your hand
to speak.

-
LEARNING
Observation
SESSION
-Evaluation
COM. record.
EXPRESSES CREATIVITY THROUGH Explore and He draws, paints, models
VARIOUS ARTISTIC LANGUAGES experiment with the and builds on his own Observation
materials and initiative and in his own -Evaluation
elements of the way. record.
various languages of
art, using your senses
and your body.

DATE PEDAGOGICAL LEARNING SESSION MATERIAL

MOMENT RESOURCES
PERMANENT -Reception of the boys and girls
ACTIVITIES -Permanent entry activities Assistance poster.
- PLANNING: With the students we form a circle to carry out a dialogue
about aspects: where we are going to play, why we will play and what our
rules will be when playing.
ROUTINES - ORGANIZATION : Children will go to the area of their choice and
Thursda
y
FREE PLAY IN THE choose what and who to play with.
SECTORS - EXECUTION OR DEVELOPMENT : Students develop their ideas and the
 09/06 roles to perform. -MDE Materials
- SOCIALIZATION: We developed a small assembly, we asked how they -Bond sheet
felt, what they played, who they did it with, etc. Some ideas about what -Crayons
we worked on were discussed and/or reinforced. -Markers
- ORDER : Students are informed 10' before the free game will end, so
that they leave the sector they chose to play in order.
- REPRESENTATION : Materials are provided flexibly to represent what
was worked on during free play in the sectors.
Board
markers

START

Cardboard
Tempera
Markers
Eraser
Luster paper
DEVELOPMENT
CLOSING

OUTPUT ACTIVITIES
They pray in gratitude to God.
ACTIVITY They prepare their lunch boxes, fix their clothes, comb their hair and go
GRAPHIC-PLASTIC out in an orderly manner to wait for mommy or daddy. .
Bibliography:
National Curriculum Design 2015
Learning Routes

EVALUATION: Differentiated indicator (*)

CHILDREN
Jose Miguel

*Anthony
Katharine

Valentina
Jhendrik

Janyury

Juan S.
Sahory
Abigail

Miguel

Valery
Andre

Hanna

Jesus
Karen
Stifh

INDICATORS

*
 LEARNING SESSION

TITLE OF THE LEARNING SESSION: ““The best Products we have”

”
SELECTION OF COMPETENCES AND CAPABILITIES:

AREA evaluation
/issue Activity Competence Ability Indicator technique/ins
trument
DEMOCRATIC AND INTERCULTURAL HOUSE RULES. -Propose agreements or
COEXISTENCE: It is committed to the rules that regulate Observation
Live democratically in any context or rules and agreements, classroom games and -Evaluation
PLAY IN
P.S. circumstance and with all people as a basis for activities: do not throw record.
THE
without distinction. coexistence. papers on the floor, do
SECTORS
not take what belongs to
another, raise your hand
to speak.

-
LEARNING
Observation
SESSION
-Evaluation
COM. record.
EXPRESSES CREATIVITY THROUGH Explore and He draws, paints, models
VARIOUS ARTISTIC LANGUAGES experiment with the and builds on his own Observation
materials and initiative and in his own -Evaluation
elements of the way. record.
various languages of
art, using your senses
and your body.

DATE PEDAGOGICAL LEARNING SESSION MATERIAL

MOMENT RESOURCES
PERMANENT -Reception of the boys and girls
ACTIVITIES -Permanent entry activities Assistance poster.
- PLANNING: With the students we form a circle to carry out a dialogue
about aspects: where we are going to play, why we will play and what our
rules will be when playing.
ROUTINES - ORGANIZATION : Children will go to the area of their choice and
Friday
FREE PLAY IN THE choose what and who to play with.
10/06 SECTORS - EXECUTION OR DEVELOPMENT : Students develop their ideas and the
roles to perform. -MDE Materials
- SOCIALIZATION: We developed a small assembly, we asked how they -Bond sheet
felt, what they played, who they did it with, etc. Some ideas about what -Crayons
we worked on were discussed and/or reinforced. -Markers
- ORDER : Students are informed 10' before the free game will end, so
that they leave the sector they chose to play in order.
- REPRESENTATION : Materials are provided flexibly to represent what
was worked on during free play in the sectors.
Board
markers

START

Cardboard
Tempera
Markers
Eraser
Luster paper
DEVELOPMENT
 CLOSING

OUTPUT ACTIVITIES
They pray in gratitude to God.
ACTIVITY They prepare their lunch boxes, fix their clothes, comb their hair and go
GRAPHIC-PLASTIC out in an orderly manner to wait for mommy or daddy. .
Bibliography:
National Curriculum Design 2015
Learning Routes

EVALUATION: Differentiated indicator (*)

CHILDREN

Jose Miguel

*Anthony
Katharine

Valentina
Jhendrik

Janyury

Juan S.
Sahory
Abigail

Miguel

Valery
Andre

Hanna

Jesus
Karen
Stifh
INDICATORS

LEARNING SESSION

TITLE OF THE LEARNING SESSION: “”

SELECTION OF COMPETENCES AND CAPABILITIES:

AREA evaluation
/issue Activity Competence Ability Indicator technique/ins
trument
DEMOCRATIC AND INTERCULTURAL HOUSE RULES. -Propose agreements or
COEXISTENCE: It is committed to the rules that regulate Observation
Live democratically in any context or rules and agreements, classroom games and -Evaluation
PLAY IN
P.S. circumstance and with all people as a basis for activities: do not throw record.
THE
without distinction. coexistence. papers on the floor, do
SECTORS
not take what belongs to
another, raise your hand
to speak.

-
LEARNING
Observation
SESSION
-Evaluation
COM. record.
 EXPRESSES CREATIVITY THROUGH Explore and He draws, paints, models
VARIOUS ARTISTIC LANGUAGES experiment with the and builds on his own Observation
materials and initiative and in his own -Evaluation
elements of the way. record.
various languages of
art, using your senses
and your body.

DATE PEDAGOGICAL LEARNING SESSION MATERIAL

MOMENT RESOURCES
PERMANENT -Reception of the boys and girls
ACTIVITIES -Permanent entry activities Assistance poster.
- PLANNING: With the students we form a circle to carry out a dialogue
about aspects: where we are going to play, why we will play and what our
rules will be when playing.
ROUTINES - ORGANIZATION : Children will go to the area of their choice and
Monday
FREE PLAY IN THE choose what and who to play with.
06/06 SECTORS - EXECUTION OR DEVELOPMENT : Students develop their ideas and the
roles to perform. -MDE Materials
- SOCIALIZATION: We developed a small assembly, we asked how they -Bond sheet
felt, what they played, who they did it with, etc. Some ideas about what -Crayons
we worked on were discussed and/or reinforced. -Markers
- ORDER : Students are informed 10' before the free game will end, so
that they leave the sector they chose to play in order.
- REPRESENTATION : Materials are provided flexibly to represent what
was worked on during free play in the sectors.
Board
markers

START

Cardboard
Tempera
Markers
Eraser
Luster paper
DEVELOPMENT
CLOSING

OUTPUT ACTIVITIES
They pray in gratitude to God.
ACTIVITY They prepare their lunch boxes, fix their clothes, comb their hair and go
GRAPHIC-PLASTIC out in an orderly manner to wait for mommy or daddy. .
Bibliography:
National Curriculum Design 2015
Learning Routes

EVALUATION: Differentiated indicator (*)

*
*
*
INDICATORS
CHILDREN

Andre

Jhendrik

Abigail

Sahory

Janyury

Stifh

Karen

Katharine

Miguel

Juan S.

Hanna

Jesus

Jose Miguel

Valentina

*Anthony

Valery
CONTENTS
Speaking and listening language practices :
Relate an event in your life to those who did not
share it.
Listen to peers and adults for increasingly longer
periods.
Relate what you hear to your own experiences.
Regarding Personal and Social Training:
Valuation and respect for national symbols.
Valuation and respect for cultural, ethnic, gender,
and ideas diversity.
POSSIBLE ACTIVITIES
We discuss the life of Manuel
Belgrano
We talked about the creation
of the Flag
Body expression with light
blue and white fabrics or
sheets
Creating a simple song
Grapho-plastic expression in
light blue and white
POSSIBLE STRATEGIES
Sitting in a circle, the teacher
inquires about the children's
prior knowledge. They talk
about the life of the hero and
his most important event.
The teacher narrates the
events that occurred and asks
about the colors of the Flag,
why they think it has those
colors, what they represent.
The teacher invites the
children to go to the SUM and
suggests that they make group
trips with fabrics or sheets the
color of the Argentine flag.
After remembering the songs
that are sung during the salute
to the Flag, the teacher
suggests that the children
create a song to add to the
repertoire. The
accompaniment of the Music
teacher is requested.
The teacher presents the
children with scraps of fabric
and paper cuttings of different
light blue and white textures
and proposes making a group
collage to decorate on the day
of the event.
Regarding the Natural and Social Environment : We know Flags of other The teacher asks the families in
The stories: of the children, their families and the countries advance to send a brief
community. account of the nationality of
Recognition of some changes and permanence descent of their parents or
over time in some aspect of the daily life of grandparents along with the
families and the community. auspicious Flag. Sitting in a
circle, the children will observe
the differences in the Flags:
colors, stripes, symbols.

Visual education: Making a personal flag After having observed different

Techniques and materials flags, the teacher gives each
Drawing, painting, engraving, collage, modeling, child a white sheet of paper
among others. and a black pencil and invites
The various uses of tools (brushes, spatulas, them to create a Flag that
pencils) and the characteristics of the materials. represents them personally.
Then he will leave at their
disposal containers with
gouache of different colors and
scissors so that they can give it
the shape they want.

Poetry: Because she is my flag

She is in my garden,

in the square, at the station,

on the field, the Municipality,

I have it here too,

inside my heart

because she is my flag.

The flag that I learned

to love in the garden,

Argentina's flag,

my country.

And forever it will continue

inside my heart

because she is my flag.

Read more at: http://micorazondetiza.com/poesias/20junio-poesias/ Porque-ella-es-mi-bandera