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{{Recurso educativo AEIF
|Autor=Ministerio de Educación de Guatemala;
|Área=Comunicación y Lenguaje Idioma Extranjero
|Grado=Básico 3er grado
|Competencia=4. Produces simple narrations in a written form with an appropriate grammatical structure and accurate spelling on a variety of topics.
|Indicador=4.3. Creates his own narrations taking in account an accurate spelling.
|Saber declarativo=4.3.1. Emails or notes advising on how to reorganize his room (My home, my house).;
4.3.4. Description an enjoyable journey.
|Tipo de licencia=Derechos reservados con copia libre
|Formato=HTML; PDF
|Responsable de curación=Editor;
|Última actualización=2020/10/07
}}
{{Calificación de recurso}}
<div style="border:solid 1px; border-radius:8px; padding:8px; width:25%; margin-bottom:10px">
<center>'''Suggested time'''</center>
<center>3 periods</center>
</div>
=== Introduction ===
Students must be able to write about electronic means of communication after having worked in class communication history topics.
=== Didactic resources ===
<div style="column-count:2">
* Cardboard
* Recycled sheets of paper
* Markers
* Pencils
* Crayons
* Rulers
* Scissors
* Envelopes
* Google Translate
* Dictionaries
* Glue
* Notebooks
* Timers
* YouTube
* Other materials suggested by students
</div>
=== {{SUBPAGENAME}}, Period 1 ===
<div style="clear:both"></div>
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}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.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Show students the following video on the evolution of communication.
<div id="history_com"></div><center>{{Vídeo|450px|oxTUC5I22LU}}</center>
Have students check their workbook.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en casa}}Students should ask parents or guardians which comic strip was their favorite, if any.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 2 ===
<div style="clear:both"></div>
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en parejas}}Provide a few minutes for students to compare their answers from homework.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en equipo}}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.
<center>'''How to Create a Board Game - Brainstorm and Concept Phase'''</center>
<center>{{Vídeo|450px|xGyECdZwzu8}}</center>
<br>
<center>'''How to Create a Board Game - Basic Rules and Game Mechanics'''</center>
<center>{{Vídeo|450px|NZixTnCAixI}}</center>
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 [[#history_com|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.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}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.
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
</div>
=== {{SUBPAGENAME}}, Period 3 ===
<div style="clear:both"></div>
==== Initial Phase ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}Have students organize the actual assembly of their comic strip poster.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
</div>
<div style="clear:both"></div>
==== Intermediate Phase ====
{{Plantilla:Icono guía docente Básico|nombre=trabajo en equipo}}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.
<div style="border:dotted 1px; border-radius:8px; padding:5px; clear:both; margin-top:5px">
<center>'''Checkpoint'''</center>
Pay special attention to details in the text of the comic strips.
</div>
<div style="clear:both"></div>
==== Wrap up ====
{{Plantilla:Icono guía docente Básico|nombre=todo el grupo}}
<div style="background-color:#E9E5F1; border:solid 1px black; border-radius:8px; padding:8px; clear:left">
<center>'''Formative assessment'''</center>
Use a rubric to evaluate the aspects of each comic strip, specially in the use of grammar structures. Provide students with feedback.
</div>
<div style="clear:both"></div>
{{Título y superior}}
[[Categoría:Recursos]]