Session 28, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero
| Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 28 | |
|---|---|
| (Selecciona [Contraer] para reducir el recuadro, [Expandir] para ver contenido no mostrado). | |
| 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]
There are certain moments that mark our lives. Usually they are associated to strong emotions that make those events unforgettable. Tercero Básico can be a good moment to review these important moments. Happy, hurtful, sad or extremely joyful, they make us who we are.
Didactic resources[editar | editar código]
- Cardboard
- Recycled sheets of paper
- Google Translate
- Dictionaries
- Notebooks
- Other materials suggested by students
Session 28, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Tell students they will take time to reflect on the importance of families in their lives.
Reference the following video.
Have students watch the video and express their opinion regarding it.
Intermediate Phase[editar | editar código]
Students should produce a timeline indicating their family's important events.
For an example watch the following video.
Repeat the video as necessary. Using their notebook, students should take notes on what a timeline is and what presentations it can have. Have students elaborate their family timeline.
Wrap up[editar | editar código]
Students should ask parents or guardians about important events in their family history to complement the work they have started.
Session 28, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide a few minutes for students to share their answers from homework. This should provide content for their family tree presentation.
Intermediate Phase[editar | editar código]
Students will determine, using their family timeline, which members of their families were immigrants, if any. Have them state what would have happened if the immigrant family members had not come to our country. Allow students to be creative but factual. Emphasize that their work should be based more on facts and research with members of their own family than on hearsay. This activity has the goal of enhancing pride in one's own ancestry, while showing respect for that of others.
Wrap up[editar | editar código]
Solve any question regarding the vocabulary or chronological order of a timeline, immigration and the family tree.
At home students should finish their family timeline, to present during the following class.
Session 28, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Give students a few minutes to prepare their family timelines.
Intermediate Phase[editar | editar código]
Have students present their family timelines. Provide each student with a rubric so they can provide feedback to each presenter. Facilitate the process and circulate among the teams. If a students volunteers to present to the whole class, allow them to do so.
If you see fit to divide the class into smaller groups, please do so as well. You decide what is best for your class.
Tolerance and respect should be emphasized as core values for this activity.
Wrap up[editar | editar código]
Write on the board the different places students’ ancestors have immigrated from.
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.