Session 8, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 8 | |
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Autor | Ministerio de Educación de Guatemala |
Área | Comunicación y Lenguaje Idioma Extranjero |
Nivel y/o grado | Básico 3er grado |
Competencia | |
Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/10/07 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
Students must be able to write about electronic means of communication after having worked in class communication history topics.
Didactic resources[editar | editar código]
- Cardboard
- Recycled sheets of paper
- Markers
- Pencils
- Crayons
- Rulers
- Scissors
- Envelopes
- Google Translate
- Dictionaries
- Glue
- Notebooks
- Timers
- YouTube
- Other materials suggested by students
Session 8, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Tell students they will be working on the history of communication by drawing comic strips to illustrate the history of communication. They will do it by steps through the week’s learning session.
Intermediate Phase[editar | editar código]
Show students the following video on the evolution of communication.
Have students check their workbook.
Wrap up[editar | editar código]
Students should ask parents or guardians which comic strip was their favorite, if any.
Session 8, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide a few minutes for students to compare their answers from homework.
Intermediate Phase[editar | editar código]
Have students brainstorm over the best way to present comic strip posters where they will show parts of the history of communication, using recycled materials. Each group should select one part of the history of communication. Provide them a reference to help the posters be chronological. At the end of this learning session relevant parts of the history of communication should be shown in the classroom in chronological order.
Explain the process of brainstorming. Be clear that all ideas must be included. See the following videos as teacher’s resources. Adapt them to your classroom situation.
Have students working in groups of 4 brainstorm for ideas to be used in their comic strip posters. Allow them enough time to include all ideas.
Facilitate the sharing of ideas and encourage teams to get beyond a superficial analysis of the comic strips.
Have students watch again the video on the evolution of communication.
Provide enough time for students to plan their comic strips using storyboards. Remind them they need to reach agreement on which ideas to use for the posters. Encourage the groups to use the talents of each group member in the best way possible.
You may need to help teams make some decisions, but you should not be a referee or take the responsibility of deciding for them. Let them make their decisions and be responsible for them. If conflict arises in the teams, remind them respect, manners and inclusion are the key words for team work.
Wrap up[editar | editar código]
Each team should now have a list of the materials they will need to make their comic strip poster. Let them be creative and encourage them to use recycled material. Keeping cost down is an important element here as well. Facilitate the process in such a way that all students participate.
Session 8, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Have students organize the actual assembly of their comic strip poster.
Intermediate Phase[editar | editar código]
Focus students on the two main activities for this period: drawing and writing the final version of their comic strips. Help them decorate the classroom with their posters. Allow them space to set them up in chronological order if possible.
Pay special attention to details in the text of the comic strips.
Wrap up[editar | editar código]
Use a rubric to evaluate the aspects of each comic strip, specially in the use of grammar structures. Provide students with feedback.
Sistema social para expresar ideas y manifestarlas al prójimo. Este sistema existe dentro de un entorno social (sistema social) y un sistema lingüístico (ejemplos son el español, francés, k’iche’, kaqchikel, etc.) Tienen que existir ambos sistemas para que pueda existir la comunicación.