Session 8, Tercer Grado – Comunicación y Lenguaje Idioma Extranjero

Guías metodológicas para el docente de Ciclo Básico/Comunicación y Lenguaje Idioma Extranjero/Tercer Grado/Session 8
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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	4.3. Creates own narrations taking into account accurate spelling.
Saber declarativo	4.3.1. Emails or notes advising on how to reorganize a room (My home, my house)., 4.3.4. Description of an enjoyable journey.
Tipo de licencia	Derechos reservados con copia libre
Formato	HTML; PDF
Responsable de curación	Editor
Última actualización	2020/10/07

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Suggested time 3 periods

Introduction

Students must be able to write about electronic means of communication after having worked in class communication history topics.

Didactic resources

• Cardboard
• Recycled sheets of paper
• Markers
• Pencils
• Crayons
• Rulers
• Scissors
• Envelopes
• Google Translate
• Dictionaries
• Glue
• Notebooks
• Timers
• YouTube
• Other materials suggested by students

Session 8, Period 1

Initial Phase

Tell students they will be working on the history of communication by drawing comic strips to illustrate the history of communication. They will do it by steps through the week’s learning session.

Intermediate Phase

Show students the following video on the evolution of communication.

Have students check their workbook.

Wrap up

Students should ask parents or guardians which comic strip was their favorite, if any.

Session 8, Period 2

Initial Phase

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

Intermediate Phase

Have students brainstorm over the best way to present comic strip posters where they will show parts of the history of communication, using recycled materials. Each group should select one part of the history of communication. Provide them a reference to help the posters be chronological. At the end of this learning session relevant parts of the history of communication should be shown in the classroom in chronological order.

Explain the process of brainstorming. Be clear that all ideas must be included. See the following videos as teacher’s resources. Adapt them to your classroom situation.

How to Create a Board Game - Brainstorm and Concept Phase

How to Create a Board Game - Basic Rules and Game Mechanics

Have students working in groups of 4 brainstorm for ideas to be used in their comic strip posters. Allow them enough time to include all ideas.

Facilitate the sharing of ideas and encourage teams to get beyond a superficial analysis of the comic strips.

Have students watch again the video on the evolution of communication.

Provide enough time for students to plan their comic strips using storyboards. Remind them they need to reach agreement on which ideas to use for the posters. Encourage the groups to use the talents of each group member in the best way possible.

You may need to help teams make some decisions, but you should not be a referee or take the responsibility of deciding for them. Let them make their decisions and be responsible for them. If conflict arises in the teams, remind them respect, manners and inclusion are the key words for team work.

Wrap up

Each team should now have a list of the materials they will need to make their comic strip poster. Let them be creative and encourage them to use recycled material. Keeping cost down is an important element here as well. Facilitate the process in such a way that all students participate.

Session 8, Period 3

Initial Phase

Have students organize the actual assembly of their comic strip poster.

Intermediate Phase

Focus students on the two main activities for this period: drawing and writing the final version of their comic strips. Help them decorate the classroom with their posters. Allow them space to set them up in chronological order if possible.

Checkpoint

Pay special attention to details in the text of the comic strips.

Wrap up

Formative assessment

Use a rubric to evaluate the aspects of each comic strip, specially in the use of grammar structures. Provide students with feedback.

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.