Session 26, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 26
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o 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	4.1. Writes narrations about different topics of the context., 4.2. Applies different grammar rules in writing.
Saber declarativo	4.1.1. Written narration: true sentences (Topic Family and relationship)., 4.1.2. Anecdote about family and relationships., 4.1.6. Writing a short biography., 4.2.6. Usage of sequencers in a narrative story.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/08

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Suggested time 3 periods

Introduction

The place of birth gives specific rights and responsibilities. Learning about our ancestors helps us understand in a better way who we are. It is important to emphasize in this unit that people deserve respect for their dignity and rights, no matter where they have been born. Address the problem of discrimination in your class with sensitivity for your community's standards. You know your class and community best.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Markers
• Rulers
• Scissors
• Google Translate
• Dictionaries
• Notebooks
• YouTube

Session 26, Period 1

Initial Phase

Tell students the place where we are born gives us rights and responsibilities. Everybody should be able to tell where their family comes from.

Intermediate Phase

Have teams try to identify all the places parents and grandparents in your class come from. Students should write these in their notebooks. Encourage students to share and write down details. Team members can complement one another’s knowledge.

Wrap up

Students should ask parents or guardians where the family ancestors come from.

Session 26, Period 2

Initial Phase

Provide a few minutes for students to compare their answers from homework.

Intermediate Phase

Have students write an essay saying why knowing where families come from is important.

Wrap up

Have students coevaluate their essays before your final grading.

Formative assessment

Give students criteria to evaluate their essays on aspects such as:

• Content (arguments are clearly stated and make sense),
• Grammar and
• Spelling and punctuation.

Session 26, Period 3

Initial Phase

Give students time to start planning a family tree they will present for the integration session. Explain that they will prepare in advance this project to present during session 30.

Intermediate Phase

Help students research what family tree formats there are. Reference the following video.

Wrap up

Have students summarize what formats they have found and consider interesting.

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.