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PROFESOR:
PLANEACION DIDACTICA PERIODO: SECUENCIA 7
Esc. Sec.: GRADO Y GRUPOS CIUDAD
PRACTICA SOCIAL Leer y comprender diferentes tipos de textos literarios propios de países en los que se
habla inglés
TEMA Hacer con el lenguaje
AMBIENTE Literario y lúdico
COMPETENCIA Leer literatura de suspenso y describir estados de ánimo
ESPECIFÍCA
COMPRENSIÓN
Diferenciar funciones, contextos y componentes de textos orales.
ESTÁNDARES Emplear recursos y estrategias conocidos para interpretar mensajes orales.
CURRICULARES A Deducir el significado de expresiones en textos sobre temas familiares y conocidos.
TRABAJAR Detectar puntos de vista en textos sobre temas familiares y conocidos.
MULTIMODALIDAD
Reconocer diferencias gráficas y textuales en simbología propia de situaciones similares.
ACTITUDES HACIA EL LENGUAJE Y LA COMUNICACIÓN
Apreciar y disfrutar expresiones literarias y culturales en lengua inglesa.
OBSERVACIONES:
Actividades específicas con el lenguaje: leer la literatura de suspenso y describir estados de ánimo
- Responda a las preguntas de inferir los estados de ánimo de los personajes de explícita
de la información.
TEACHER:
PLANNING TEACHING PERIOD: SEQUENCE 7
SECONDARU SCHOOL: GRADE AND GROUPS CITY
SOCIAL PRACTICE Read and understand different types of literary texts from English-speaking countries
TOPIC Doing with the language
ENVIRONMENT Literario y lúdico
SPECIFIC Read suspense literature and describe moods
COMPETENCY:
COMPREHENSION
Differentiate functions from contexts and components of oral texts.
CURRICULAR Use known resources and strategies to interpret oral messages.
STANDARDS Identify unknown words in texts of personal interest based on previous knowledge.
TO WORK Infer the meaning of expressions in texts related to familiar and known topics.
MULTIMODALITY
Identify differences between graphic and textual symbology of similar situations.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Appreciate and enjoy literary and cultural expressions in the English language.
Understand general sense, main ideas, and some Express some judgments • Uses various strategies to understand
details of a suspense and opinions about issues narratives.
narrative. that are interesting to • Infers the general meaning and main
• Read and re-read narratives. them or resemble their ideas from details.
• Use diverse comprehension strategies. everyday reality • Formulates and answers questions in
• Detect frequently used words. order to infer information.
• Make links within texts using explicit and • Writes opinions regarding moods.
implicit information. • Organizes paragraphs in order to
• Infer main ideas from details. create texts.
• Answer questions to infer characters’ moods
from explicit information.
• Relate moods to specific moments in a
narrative.
EVALUATION OF HEADINGS PRODUCT
ENDPOINTS BY RUBRICS
Performance Level Qualification Emotionary (inventory
1 Insufficient 5.0 of emotions)
2 Low 6.0 ––Select, from a number
3 Acceptable 7.0 y 8.0 of sources, a suspense
4 Highlights 9.0 y 10 narrative.
––Read the selected
narrative in silence.
HEADING LEVEL OF ––Choose and make a list of
PERFORMANCE emotions that the narrative
Participation with the group in the conversation on to presents or provokes.
verify the pronunciation ––Propose and write
Pronounce correctly words and phrases without self- examples of the situations
conscious in front of their peers that describe the
Shows interest in demonstrating acceptable discipline emotions.
class ––Check that the examples
The language is written in clear and readable book comply with grammar,
spelling, and punctuation
Is good understanding of written and spoken dialogue conventions.
––Organize an event to
Performs tasks and activities planned by the teacher in present and read the
both team and individual emotionary.
COMMENTS:
Specific activities with the language: read suspense literature and describe moods
Understand general meaning, main ideas and some details of a suspense narrative from independent reading, with the
teacher’s supervision.
––Use diverse comprehension strategies (e.g., self-questioning, vocabulary, text arrangement and structure, etc.).
––Make links in texts using explicit and implicit information (e.g., main idea and details that enhance it, sequence of
key events, etc.).