Session 29, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 29
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Autor	Ministerio de Educación de Guatemala
Área	Comunicación y Lenguaje Idioma Extranjero
Nivel y/o grado	Básico 3er grado
Competencia	2. Expresses ideas and opinions orally, related to relevant topics through simple sentences., 3. Reads very basic texts concerning the immediate environment and background.
Indicador	2.1. Makes oral presentations about familiar topics and personal experiences., 3.2. Makes inferences about the meaning of very basic texts.
Saber declarativo	2.1.4. Description about how people spends time: present perfect continuous., 2.1.7. Reporting about what someone said., 3.2.5. Indicating the main idea of selected paragraphs.
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

Traditions in families are usually important. Respect for other cultures and for immigrants, as well as prevention of discrimination should be considered essential for this learning session.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Google Translate
• Dictionaries
• Notebooks
• Timer
• YouTube

Session 29, Period 1

Initial Phase

Tell students discrimination is never right and can be a crime.

Elicit ways to prevent discrimination. Reference the following video on how to prevent discrimination.

Intermediate Phase

Show students the video. Allow enough time to write. Repeat the video as many times as necessary.

If no video projection is available in your classroom, watch the reference video or any reliable source on the topic and prepare a presentation for your students.

Have students write in their notebooks:

1. Types of discrimination,
2. Tips to prevent discrimination,
3. How to prevent discrimination in teens?
4. Words students don't understand. Allow them to use dictionaries to clarify their meaning.

Wrap up

Have students make a draft list of suggestions to avoid discrimination in the classroom.

Session 29, Period 2

Initial Phase

Have students in pairs compare their lists from homework.

Intermediate Phase

Begin preparation of the family trees students will present during the following learning session. Allow students to organize their work. Facilitate the process, select leaders of have students elect leaders to organize the project.

Wrap up

Pose generative questions: Why are family roots indispensable for all families? What is the role of tradition and family values in our class today?

To prepare logistics for Session 30, be sure to secure permissions from parents or guardians and school authorities. If you have more than one section, you can decide to replicate the activity several times or have just one joint session, depending on your circumstances.

Be sure to help students organize the logistics in such a way that the project does not become a problem for the school. It may be convenient to ask for help from your colleagues. However, all the actual work should be done by the students.

Session 29, Period 3

Initial Phase

Allow time for questions, last minute details, corrections and feedback on the students' presentations.

Intermediate Phase

Students should finish preparing the family tree poster or technology-based presentation they will use.

Formative assessment

Use a rubric to evaluate the activity.

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.