Session 7, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Segundo Grado/Session 7
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 2do grado
Competencia	2. Communicates ideas using familiar phrases, everyday expressions and structured ideas by means of speeches., 4. Writes simple sentences and descriptions of his environment by using basic terms.
Indicador	2.1. Gives information about familiar topics and personal experiences using basic connectors, phrases and simple sentences., 2.3 Builds short speeches about his context or basic topics., 4.1. Writes sentences according to the right grammar structure.
Saber declarativo	2.1.2. Daily life: sentences., 2.1.8. Description of processes: gerund., 2.3.3. Volunteering around the community: declarative sentences., 4.1.7. Process to do something using sequencing words.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/09/11

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Suggested time 3 periods

Introduction

Students must be able to identify rules that might help them become successful citizens.

Didactic resources

• Google Translate
• Dictionary
• Notebooks
• YouTube
• Laptop
• Projector

Session 7, Period 1

Initial Phase

Tell students: “We all need rules to live in society. We have spent some weeks working together. It is time to state some rules for success in our room.”

Have students write on their notebooks the characteristics of the 6 pillars of character. Write the titles on the board, and have students copy them. Let them use dictionaries, or provide vocabulary as needed.

1. Trustworthiness
2. Being respectful of other people and their property
3. Being respectful of school property
4. Following school rules
5. Displaying good character (responsibility, honesty, good listening, kindness)
6. Giving back to the school community.

Intermediate Phase

Have the students write and illustrate one example of how they can live the pillars of character in class.

Wrap up

Students should ask parents or other adults at home which rules existed in their school, if they attended one. If not, what rules they had at home or at work.

Session 7, Period 2

Initial Phase

Provide 10 minutes to have students compare theirs answer from homework. Have each pair present their conclusions of homework to the class.

Intermediate Phase

Students number themselves from 1 to 6 and organize into 6 groups. The number of the group will mark which of the six pillars of character they will work on.

Each group will make a proposal on how they can live one of the six pillars of character in the classroom. Help them write and mark goals that are objective and can be accounted for. The presentation of the proposal will take place in period 3 of this learning session.

Wrap up

Give students time to organize the presentation material they will need. Let them be creative and encourage them to use recycled material.

Session 7, Period 3

Initial Phase

Have students check the 6 pillars of character and get together in the 6 groups from the previous period.

Instruct students to prepare their notebooks. Have students watch the following video.

Make sure the closed captions are on.

Intermediate Phase

While watching have students compare the characteristics they have worked on. Invite them to point out similarities and differences.

Wrap up

With input from the whole class make a definitive list of activities you will implement and keep score of in class to live the 6 pillars of character.

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.