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 | |
Indicador | |
Saber declarativo | |
Tipo de licencia | Derechos reservados con copia libre |
Formato | HTML; PDF |
Responsable de curación | Editor |
Última actualización | 2020/10/08 |
Por favor, califica el recurso solo si lo has revisado y/o o usado.
Introduction[editar | editar código]
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[editar | editar código]
- Cardboard
- Recycled sheets of paper
- Markers
- Rulers
- Scissors
- Google Translate
- Dictionaries
- Notebooks
- YouTube
Session 26, Period 1[editar | editar código]
Initial Phase[editar | editar código]
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[editar | editar código]
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[editar | editar código]
Students should ask parents or guardians where the family ancestors come from.
Session 26, 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 write an essay saying why knowing where families come from is important.
Wrap up[editar | editar código]
Have students coevaluate their essays before your final grading.
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[editar | editar código]
Initial Phase[editar | editar código]
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[editar | editar código]
Help students research what family tree formats there are. Reference the following video.
Wrap up[editar | editar código]
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.