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 | |
---|---|
(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]
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[editar | editar código]
- Cardboard
- Recycled sheets of paper
- Google Translate
- Dictionaries
- Notebooks
- Timer
- YouTube
Session 29, Period 1[editar | editar código]
Initial Phase[editar | editar código]
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.[1]
Intermediate Phase[editar | editar código]
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:
- Types of discrimination,
- Tips to prevent discrimination,
- How to prevent discrimination in teens?
- Words students don't understand. Allow them to use dictionaries to clarify their meaning.
Wrap up[editar | editar código]
Have students make a draft list of suggestions to avoid discrimination in the classroom.
Session 29, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Have students in pairs compare their lists from homework.
Intermediate Phase[editar | editar código]
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[editar | editar código]
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[editar | editar código]
Initial Phase[editar | editar código]
Allow time for questions, last minute details, corrections and feedback on the students' presentations.
Intermediate Phase[editar | editar código]
Students should finish preparing the family tree poster or technology-based presentation they will use.
Use a rubric to evaluate the activity.
Notes[editar | editar código]
- ↑ Editor's note: to learn more about discrimination and to plan activities to address it in class and at school check out the following resources on this website:
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.