General information
Unit learning: English 2
Progression: 1. Use the present continuous in its affirmative form to describe your own actions or those of other people that are happening at the time of narration through texts, stories, cartoons or narratives.
Learning trajectory: Understand, express, interpret and write, sentences or short texts on topics of interest in present continuous
Category: Listening, reading, speaking and writing
Subcategories: Listening for gist, spelling and pronunciation
Fundamental contents of the progression: Present continuous in the affirmative form
Time of development of the progression: Teacher mediation (hr.) Independent study (hr.) 3 .45
LESSON PLAN
Opening activities: The teacher applies a diagnostic evaluation of knowledge, which will show the domain level of previous learning.
He will also request that students present their interests and needs regarding the subject in question.
The teacher will let the students know what will be the forms of evaluation, as well as the weighing that each of the aspects to qualify will have. Time: 30 minutes Resources: A test Product: A diagnostic evaluation of knowledge
Development activities: The teacher explains to the students the present continuous in the affirmative form.
The teacher formulates exercises according to the theme so that the students solve them and, in this way, to be aware of the areas of opportunity that need to be fed back.
Time: 70 minutes Resources: The 4 P (Demonstrative practice, guided practice, supervised practice, autonomous practice Product: Class activities
Closing activities: Through the use of texts, stories, cartoons or oral or written narratives, students identify and describe the actions that the cited characters are carrying out at the moment they happen. Time: 50 minutes Resources: autonomous practice Product: Final evidence
cross curricular contents
Diagnosis: The selected project faces the problem related to contamination by inorganic products, so it is intended to implement various actions that generate knowledge, skills, abilities and tools in students that allow reducing environmental contamination by inorganic products, mainly in the municipal capital of Villanueva and its surrounding towns, since a large percentage of students come from them.
Project objectives: That the second semester students of the CBTa 188 of Villanueva Zacatecas, apply the knowledge and knowledge to produce organic inputs, as well as inform the community about the importance of producing them for agriculture, and through their acquired skills and abilities promote the application of said inputs, thereby promoting agroecological management as a sustainable alternative for agriculture.
Project justification: From this analysis, four problems are identified that impact the daily lives of community members: 1. Pollution 2. Sanitation 3. Technicalization 4. Lack of employment
Progressions of knowledge areas, socio-cognitive and socio-emotional resources: Mathematical thinking P. 1, Language and communication P. 14 Digital culture P. 1, 2 and 7
Work schedule: The intervention of the English learning unit 2 will be in week 14, because the contribution it will make will be the abstract of the community school project.
EVALUATION
Instrument to assess progression development: Check list Citeria 1. Implements learning goals in the development of their activities 2. Is able to express actions at the moment they are carried out 3. Demonstrates the ability to express oneself in the English language 4. Observe the grammatical rules of the topics seen 5. Use what they have learned to resolve situations autonomously
Instrument to evaluate cross-curricular projects: Check list Each teacher designs a criterion regarding their learning unit with which the project can be evaluated in an integral form.
Lesson plan
Pedro Velázquez
Created on June 9, 2024
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Transcript
General information
Unit learning: English 2
Progression: 1. Use the present continuous in its affirmative form to describe your own actions or those of other people that are happening at the time of narration through texts, stories, cartoons or narratives.
Learning trajectory: Understand, express, interpret and write, sentences or short texts on topics of interest in present continuous
Category: Listening, reading, speaking and writing
Subcategories: Listening for gist, spelling and pronunciation
Fundamental contents of the progression: Present continuous in the affirmative form
Time of development of the progression: Teacher mediation (hr.) Independent study (hr.) 3 .45
LESSON PLAN
Opening activities: The teacher applies a diagnostic evaluation of knowledge, which will show the domain level of previous learning. He will also request that students present their interests and needs regarding the subject in question. The teacher will let the students know what will be the forms of evaluation, as well as the weighing that each of the aspects to qualify will have. Time: 30 minutes Resources: A test Product: A diagnostic evaluation of knowledge
Development activities: The teacher explains to the students the present continuous in the affirmative form. The teacher formulates exercises according to the theme so that the students solve them and, in this way, to be aware of the areas of opportunity that need to be fed back. Time: 70 minutes Resources: The 4 P (Demonstrative practice, guided practice, supervised practice, autonomous practice Product: Class activities
Closing activities: Through the use of texts, stories, cartoons or oral or written narratives, students identify and describe the actions that the cited characters are carrying out at the moment they happen. Time: 50 minutes Resources: autonomous practice Product: Final evidence
cross curricular contents
Diagnosis: The selected project faces the problem related to contamination by inorganic products, so it is intended to implement various actions that generate knowledge, skills, abilities and tools in students that allow reducing environmental contamination by inorganic products, mainly in the municipal capital of Villanueva and its surrounding towns, since a large percentage of students come from them.
Project objectives: That the second semester students of the CBTa 188 of Villanueva Zacatecas, apply the knowledge and knowledge to produce organic inputs, as well as inform the community about the importance of producing them for agriculture, and through their acquired skills and abilities promote the application of said inputs, thereby promoting agroecological management as a sustainable alternative for agriculture.
Project justification: From this analysis, four problems are identified that impact the daily lives of community members: 1. Pollution 2. Sanitation 3. Technicalization 4. Lack of employment
Progressions of knowledge areas, socio-cognitive and socio-emotional resources: Mathematical thinking P. 1, Language and communication P. 14 Digital culture P. 1, 2 and 7
Work schedule: The intervention of the English learning unit 2 will be in week 14, because the contribution it will make will be the abstract of the community school project.
EVALUATION
Instrument to assess progression development: Check list Citeria 1. Implements learning goals in the development of their activities 2. Is able to express actions at the moment they are carried out 3. Demonstrates the ability to express oneself in the English language 4. Observe the grammatical rules of the topics seen 5. Use what they have learned to resolve situations autonomously
Instrument to evaluate cross-curricular projects: Check list Each teacher designs a criterion regarding their learning unit with which the project can be evaluated in an integral form.