sábado, 14 de octubre de 2017

JVS-TSLM 2nd Planner 9 October 16th to 20th, 2017

                                                                 
JULES VERNE SCHOOL
“Transmedia Storytelling Learning Method”

PLANNER WEEK 9
 

PROJECT: I KNOW AND ACCEPT MYSELF
THEME:     Prehispanic Cultures, what do I do for MY MEXICO (my school)

GROUP: 2nd grade

DATE: October 16th  to 20th , 2017 

Session: 1 (Monday )

GROUP GOALS: KiVa Visualisation Exercise

DAILY ROUTINE: Date, We learn…, Brain Gym ( ocho perezoso ), Mental Math, Copy Homework.

CURRICULAR AREA:
Language arts 
Personal Planning
KiVa lesson 1 Let’s get to know each other!

 SUBAREA
Writing and representing
Goals and decisions.

DESIRED OUTCOMES (PLOS)
 Think about the emotions.
Creates informational writing using some content-specific vocabulary and details.
 Identifies the steps needed to achieve a goal.

DESIRED EVIDENCE (final products): Represent their emotions in a drawing.

RESOURCES: colors, white sheet of paper, voc. words

ACTIVITIES: 1. Daily routine. ( 10 min. ) 
2. Listen to KiVa story and think back to the things that have been covered as well as the emotions that have surfaced during the lesson. (5min)
3. Concentrate on the story. (5min.)
4. Make questions evoked by the story. (5min.)
5. Make a drawing of that you imagined. (10min.)
6. Copy on your vocabulary notebook vocabulary words 1 to 5 week 9 one time. ( hair, bike, clock, computer, robot ) (10min.) 
7. Illustrate each one with a samall drawing. (10 min.)
8. Write the homework in homework section. (10 min. )
 
HOMEWORK: Write 3 times vocabulary words 1 to 5 week 9. 

                                                                 
JULES VERNE SCHOOL
“Transmedia Storytelling Learning Method”

PLANNER WEEK 9
 

PROJECT: I KNOW AND ACCEPT MYSELF
THEME:     Prehispanic Cultures, what do I do for MY MEXICO (my school)

GROUP: 2nd grade

DATE: October 16th  to 20th , 2017 

Session: 2 ( Tuesday )

GROUP GOALS: Children connect with something they have experienced.


DAILY ROUTINE: Date, Brain Gym ( ocho perezoso ),Spell 5 words, Copy Homework.

CURRICULAR AREA:
Reading Power
Language arts


 SUBAREA
Connecting
Writing and representing

DESIRED OUTCOMES (PLOS)
Interacts with others for the purposes of making connections.
 Infers the problable outcome of an event or behaviour based on observations.
Uses of vocabulary words 

DESIRED EVIDENCE (final products): ):  Reading comprehension work post in Facebook and Twitter. Students new vocabulary words written on the notebook.
 
RESOURCES:  8 ipads, vocabulary words

ACTIVITIES: 1. Daily routine. ( 10 min. )  
2. Listen to the story “Extraordinary Jane” by Hannah E. Harrison https://youtu.be/t4vcrE331-M  ( 10 min. )
3. Write your connections on a post it and illustrate them on a sheet of paper. ( 20 min. )
4. Share your connections with the group. ( 10 min. )
5. Copy on your vocabulary notebook vocabulary words 6 to 10 week 9 one time. ( pencil, ruler, dice, kick, look ) ( 10 min. )
6. Illustrate each one with a small drawing. ( 10 min. )
7. Write the homework in homework section. ( 10 min. ) 
 
HOMEWORK: Write  3 times voc. words 6 to 10 week 9. Read 10 min.

                                                                 
JULES VERNE SCHOOL
“Transmedia Storytelling Learning Method”

PLANNER WEEK 9
 

PROJECT: I KNOW AND ACCEPT MYSELF
THEME:     Prehispanic Cultures, what do I do for MY MEXICO (my school)

GROUP: 2nd grade

DATE: October 16th  to 20th , 2017 

Session: 3 ( Wednesday )

GROUP GOALS: Kids relate additions using cubes.

DAILY ROUTINE: Date, Brain Gym ( ocho perezoso ), Mental Math, Copy Homework.

CURRICULAR AREA:
Physical Education Class ( 9:05 – 9:40 )
Math 
Language arts

 SUBAREA
Number
Writing and representing

DESIRED OUTCOMES (PLOS):
 Solve problems putting together.
Demonstrates enhanced vocabulary knowledge and usage. 

DESIRED EVIDENCE (final products):  Pearson: Put together quick check.

RESOURCES: 7  iPads, vocabulary words

ACTIVITIES: 1. Daily routine. ( 10 min. )
Enter Pearsonrealize.com
Sign in your user name and password.
Answer 1.2 Solve Problem. Put Together. Quick Check.
Send your exam.
Copy on your vocabulary notebook vocabulary words 11 to 15 week 9 one time. ( point, see, smile, stand, talk ) ( 10 min. )
Illustrate each one with a small drawing. ( 10 min. )
Write the homework in homework section. ( 10 min. )


HOMEWORK: Write 3 times voc. words 11 to 15 week 9. Read 10 min.


                                                                 
JULES VERNE SCHOOL
“Transmedia Storytelling Learning Method”

PLANNER WEEK 9
 

PROJECT: I KNOW AND ACCEPT MYSELF
THEME:     Prehispanic Cultures, what do I do for MY MEXICO (my school)

GROUP: 2nd grade

DATE: October 16th  to 20th , 2017 

Session: 4 ( Thursday  )

GROUP GOALS:  Use attributes to define two-dimensional shapes.

DAILY ROUTINE: Date, Brain Gym ( ocho perezoso ), Spell 3 words, Copy Homework.

CURRICULAR AREA:
 Math
Language arts

 SUBAREA
Form, shape, space
Writing and representing

DESIRED OUTCOMES (PLOS)
 Define two-dimensional shapes
Organizes thinking by following a framework or rehearsing when presenting ideas and information. 

DESIRED EVIDENCE (final products):  Pearson: Use attributes to define two-dimensional shapes quick check.

RESOURCES:  8 ipads

ACTIVITIES: 1. Daily routine. ( 10 min. )
 Enter Pearsonrealize.com
Sign in your user name and password.
Answer 14.1 Use attributes to define two-dimensional shapes. Quick check.
Send your exam.
 Write the homework in the homework notebook. ( 10 min. )

HOMEWORK:  Read 10 minutes.

                                                                 
JULES VERNE SCHOOL
“Transmedia Storytelling Learning Method”

PLANNER WEEK 9
 

PROJECT: I KNOW AND ACCEPT MYSELF
THEME:     Prehispanic Cultures, what do I do for MY MEXICO (my school)

GROUP: 2nd grade

DATE: October 16th  to 20th , 2017 

Session: 5 ( Friday )

GROUP GOALS: Kids recognize parts of the plant.

DAILY ROUTINE: Date, Brain Gym ( ocho perezoso ), Mental Math, Copy Homework.

CURRICULAR AREA:
Art Class ( 11:30 to 12:10 )
Language arts
Science 

 SUBAREA
 Features (writing and representing)
Skills and processes of science.

DESIRED OUTCOMES (PLOS)
 Presents information using oral, written or visual representations.
Recognize parts of the plant. 

DESIRED EVIDENCE (final products).What are some parts of the plant quiz.

RESOURCES:  pictures 

ACTIVITIES: 1. Daily routine. ( 10 min. )  
Enter Pearsonrealize.com
Sign in your user name and password.
Answer: What are some parts of a plant? Lesson Quiz.
Send your exam.
 Write homework in homework notebook. ( 10 min. )
HOMEWORK:  Read 10 minutes.



martes, 3 de octubre de 2017

JVS-TSLM 2nd Activities 6 to 10 October 2017


 


                                                                         JVS  PLANNER
“A mí no me califica el maestro, me evalúa el mundo”
“Transmedia Storytelling Learning Method”
GROUP: 2nd

PROJECT: “My world”
I identify who I am, I take responsibility for my actions and contribute to my society.
YEARLY PROJECT: I don´t produce garbage.
                                I Gender peace and well-being (KiVa)
      
 October 2017

CURRICULAR AREA
Personal Planning
Fine Arts
Language Arts
Math
Social Studies and Science

SUBAREA
Personal Identity/ Emotional Intelligence
Visual Arts
Writing/Oral/Reading
Numbers
Science

DESIRED OUTCOMES (PLO’S)
Knows that KiVa stands for a positive school environment
Demonstrates respect for the work of self and others
Interacts with others for the purposes of connecting with the story/Use of vocabulary words
Uses the counting on strategy when counting
Describes the basic needs of local plants and animals

Day 6. 

SKILL: Let’s get to know each other!

THEME
Kiva, selfknowledge, self-control

ACTIVITIES:
A) KiVa

BEGINNING: 
Think about these questions: Who are your friends? Who do you know well? Who don’t you know that well yet?

 DEVELOPMENT

Write their names on a sheet of paper.
Write one physical characteristic of each one.



CLOSURE:
Make a balloon bouquet beginning with your closest friends’ names.




B) Math

BEGINNING
Enter to https://www.thatquiz.org/es/

DEVELOPMENT
Choose Arithmetic  practice 10 operations
 Length 10, level 5, 6, 7, addition, simple 

CLOSURE:
Grade yourself.


DAY 7: 

Reading 
BEGINNING: 

Read the story: 
The Crayon Box that Talked by Shane DeRolf  https://youtu.be/fsnic9i-nem  

DEVELOPMENT:
Answer the questions:
What happens in your brain while you observe?
How do you feel when you read? 
With which part of the story do you identify?
What is your favorite color?
Draw your favorite part of the story.

CLOSURE: 
Post your drawing in the Facebook of your group (jvs2ndgrade@gmail.com) and write a comment about your friends drawing.




B) Math
BEGINNING
Enter to https://www.thatquiz.org/es/ 

DEVELOPMENT
Choose Arithmetic  practice 10 operations
Length 10, level 5, 6, 7, addition, simple 


CLOSURE:
Grade yourself.



DAY 8: 
BEGINNING: 

Science
Watch the video in www.pearsonrealize.com Sign In your user name and password. Click CLASES. and choose  : What are some groups of living things? 60-Sec Video


DEVELOPMENT:
Draw 3 animals that have backbones and write their names.
Draw 3 animals that do not have backbones and write their names.
Take a photo and post it in the Facebook of your group.


CLOSURE: 
 Go back to www.pearsonrealize.com CLASES and answer: What are some groups of living things? Lesson Quiz. When you finish click “entregar mi examen”


DESIRED EVIDENCE: Drawing of animals with backbones and without backbones. Quiz answered.


B) Math
BEGINNING
Enter to https://www.thatquiz.org/es/ 

DEVELOPMENT
Choose Arithmetic  practice 10 operations
Length 10, level 5, 6, 7, addition, simple 

 

CLOSURE:
Grade yourself.

C)Vocabulary
BEGINNING
Copy these words: 1. nose, 2. tail, 3. trunk, 4. fruit, 5. ice-cream
DEVELOPMENT
Illustrate each word.
CLOSURE
Write three times each word.



DAY 9: 

Science
BEGINNING: 
Investigate what is a legend and write about it on your notebook.


DEVELOPMENT:
Ask a member of your family to tell you about a legend he/she knows.

CLOSURE: 
Write it and post your work in the Facebook of your group.


B) Math

BEGINNING
 Enter to www.pearsonrealize.com CLASES and watch the video: Solve Problems: Add to: Visual Learning



DEVELOPMENT
Go back to CLASES and choose: Solve Problems: Add to: Quick Check. Answer it.
    
CLOSURE:
.
Click “entregar mi examen”

C)Vocabulary
BEGINNING
Copy these words: 6. meat, 7.  water, 8. can, 9. drink, 10. eat
DEVELOPMENT
Illustrate each word.
CLOSURE
Write three times each word.

DAY 10: 



Science
BEGINNING: 
Investigate about the day of the Dead (November 2nd) traditions in Jalisco
DEVELOPMENT:

Look for 3 pictures of their traditions.
Write one sentence about each picture.

CLOSURE: 
Post your work in the Facebook of your group.

 
B) Math
BEGINNING
Enter to https://www.thatquiz.org/es/ 

DEVELOPMENT
Choose Arithmetic  practice 10 operations
Length 10, level 5, 6, 7, addition, simple 


CLOSURE:
Grade yourself.

C)Vocabulary
BEGINNING
Copy these words: 11. big, 12. long, 13. root,  14. seedling,  15. stem
DEVELOPMENT
Illustrate each word.
CLOSURE
Write three times each word.

miércoles, 27 de septiembre de 2017

ACTIVIDADES ACADÉMICAS SEPTIEMBRE-OCTUBRE 1° JULES VERNE SCHOOL


 “A mí no me califica el maestro, me evalúa el mundo” by María Eugenia Chávez
“Transmedia Storytelling Learning Method”
CICLO 2017-2018
GRUPO: 1ro.

PROYECTO: Me conozco y me acepto
                      Identifico quien soy, me responsabilizo de mis acciones y aporto a mi sociedad

Propósito del año: No produzco basura
                                Genero paz y bienestar (KiVa)

PROPÓSITO: Yo y mi medio ambiente donde vivo

ACTIVIDADES ACADÉMICAS DE NIVEL BÁSICO


CAMPO FORMATIVO:
Lenguaje y comunicación
Desarrollo personal  y social
Exploración y conocimiento del medio
Pensamiento matemático
Expresión y apreciación artística.
ASPECTO:
Autoconocimiento
Oral y escrito
Cultura y Vida Social
Forma espacio y medida
Arte
MATERIA
KiVa
Educación Cívica y ética
Español
Matemáticas
 Arte

COMPETENCIA:
Conocimiento y cuidado de sí mismo
Emplea el lenguaje para expresar ideas, emociones y argumentos.
Aplica estrategias para el manejo y la manifestación de las emociones sin lesionar la dignidad propia ni la de los demás.
Expresa ideas, sentimientos y fantasías mediante la creación de representaciones visuales.
Lectura de datos contenidos en tablas y gráficas circulares, para responder diversos cuestionamientos.


PROPOSITO: Que los alumnos establezcan  relaciones personales basadas en el reconocimiento de la solidaridad de las personas.

CONTENIDOS ACADÉMICOS
Programa de Inteligencia emocional y social (definiendo los comportamientos a trabajar)
Croquis
Puntos cardinales
Operaciones básicas
Figuras
Mayor, menor e igual
Caligrafía
APRENDIZAJES ESPERADO:
Establece relaciones personales basadas en el respeto y tolerancia
Emplea el lenguaje de acuerdo con el tipo de audiencia.

 DÍA 1 

ACTIVIDADES
INICIO:
1. Observa los videos sobre los siguientes valores:
2. Elabora un dibujo de esos los valores.
DESARROLLO:
3. Escribe 3 enunciados donde tú apliques estos valores.
CIERRE:
4. Sube tu dibujo a tu grupo de Facebook.
5. Comenta las fotos de tus compañeros .

DÍA 2

 ACTIVIDADES:
INCIO:
1. “Realizar lectura del cuento de Bruno y Violeta sobreviven al terremoto”, y contesta las siguientes preguntas: http://portales.mineduc.cl/usuarios/convivencia_escolar/doc/201103171351110.Bruno%20y%20Violeta%20(2)N.pdf
a)     ¿Qué sucede en mi cerebro mientras leo?
b)     ¿Qué sucede en mi cerebro mientras observo las imágenes del cuento ?
c)     ¿Con qué partes del cuento me identifico?
e)     Comprendo  que significa metacognición;  un recurso que te ayudara a comprender: https://youtu.be/A3fABH5YeOU
DESARROLLO:
2. Dibuja  3 cosas que te conectaron (sentimientos, actividades, lugares)
CIERRE:
3. Publícalo el Facebook de tu grupo.
(AVISO: Lo puedes hacer utilizando la cuenta de correo del grupo y la contraseña que se entregó a tus papis en la junta general, en la hoja  de CUENTAS Y CONTRASEÑAS POR GRUPO en caso de no tener la hoja a tu disposición en este momento solicítala al correo institucional de la escuela.)

DÍA 3 
ACTIVIDADES:
INICIO:
1. Resuelve los siguientes ejercicios:
DESARROLLO:
2. Practica en la página de “THATQUIZ” los siguientes ejercicios deoperaciones básicas:
https://www.thatquiz.org/es-1/matematicas/aritmetica/ 
3. Practica en la página de “THATQUIZ” los ejercicios de comparación(mayor, menor e igual):
4. Practica en la página de “THATQUIZ” los ejercicios para identificarfiguras:
CIERRE:
4. Captura la pantalla de tus resultados y súbela a  tu grupo de Facebook  de la escuela.



DÍA 4

ACTIVIDADES:

INICIO:
1. Revisa el cuento de Doña Higiene en el siguiente video: https://youtu.be/w6Lu5FqFkyg
DESARROLLO:
2. Dibuja como cuidas tu cuerpo para evitar enfermedades.
CIERRE:
4. Sube tu dibujo a tu grupo de Facebook de tu grado y comenta el trabajo de tus compañeros.

DÍA 5
ACTIVIDADES:
INICIO:
1. Investiga que es un CROQUIS y los PUNTOS CARDINALES.
DESARROLLO:
2. Elabora un CROQUIS del lugar donde vives, utilizando los PUNTOS CARDINALES.
CIERRE:
3. Sube tu croquis al Facebook de tu grupo.

DÍA 6

ACTIVIDADES:
INICIO:
1. Realiza  5 páginas de los ejercicios de caligrafía de tu cuaderno de cursiva. 
CIERRE:

4. Sube durante la semana a tu grupo de Facebook tu foto de los ejercicios.

DÍA 7

Práctica con  el siguiente ejerció de gimnasia cerebral.


ACTIVIDADES:
1 1.   Lee la rúbrica sobre autodominio, piensa en que sol  te encuentras y si te es posible coloréalo.
Autodominio:
 Soy impulsivo, rompo en llanto con facilidad, hago berrinches, se me dificulta reconocer mis errores y aceptar las consecuencias de mis actos. Interrumpo, grito, digo cosas que salen de contexto, soy entrometido, acaparo los materiales, interrumpo lo que hago constantemente, evado mis compromisos dando excusas para no llevar a cabo lo que me corresponde.

Reconozco la forma adecuada de reaccionar ante diversas situaciones y hago esfuerzos para controlarme aunque soy  inconstante.
 Pienso antes de actuar y controlo mi forma de reaccionar ante una situación, reconozco mis faltas y acepta las consecuencias de mis actos. Sé escuchar, soy cuidadoso en mi forma de hablar, comer, jugar, etc. Mis  comentarios son oportunos, soy dedicado, pongo atención a los detalles y realizo lo que se espera de mí en tiempo y forma.

Pienso antes de actuar y controlo mi forma de reaccionar ante una situación, reconozco mis faltas y acepto las consecuencias de mis actos y busco reparar el daño hecho. Sé escuchar, soy mesurado en lo que hago, cumplo con mis obligaciones y hago más de lo que se supone o espera.

         3. Y practica como la tortuga, meterte en tu caparazón para controlarte, respirando lentamente.
3    4.  Resuelve la siguiente hoja de pensar sobre autocontrol, si te es posible imprímela, o puedes solo anotar en un hoja tus respuesta.
1.     5.Comparte tus resultados de la hoja de pensar con tus compañeros en tu grupo de  Facebook.









JVS-TSLM 2nd ACTIVITIES 1 to 5 September - October, 2017

    
    


        


                                                                         JVS  PLANNER
“A mi no me califica el maestro, me evalúa el mundo”
“Transmedia Storytelling Learning Method”
GROUP: 2nd

PROJECT: “My world”
I identify who I am, I take responsibility for my actions and contribute to my society.
YEARLY PROJECT: I don´t produce garbage.
                                I Gender peace and well-being(KiVa)
      

September- October 2017
CURRICULAR AREA
Personal Planning
FineArts
Language Arts
Math
Social Studies and Science

SUBAREA
Personal Identity,Emotional Intelligence Kiva
Visual Arts
Written, Oral, Reading
Numbers
Science



Day 1. 

SKILL: self.knowledge

THEME
Kiva, selfknowledge, self-control

 DESIRED OUTCOMES:
Get to know me and respect everyone
Recognize how I feel with different environments.
Identify the changes that are in each season 
Identify the things you have to do to take care of yourself in different seasons.
Identify the things you can do to help the environment.
Math operations.


ACTIVITIES:

A) KiVa

BEGINNING: 

Look at the pictures:
rain.    http://pin.it/Ll_3FfH                        sun http://pin.it/47jRYYT

   desert.       http://pin.it/BWeiLxe                    snow http://pin.it/ERgwqcI




DEVELOPMENT

Write how do you feel with each picture?
Draw a picture of a place where you feel happy.
Write 3 sentences about your favorite place.
Example: My favorite place is the beach.



CLOSURE:
Ask 2 friends or family members about their favorite place and how they feel in this place.
Fill the chart with the information.
Name
Place
Feeling
Describe the place

B) Math

BEGINNING
Enter to https://www.thatquiz.org/es/ 
Level 2, 3, 4

DEVELOPMENT
Choose Arithmetic  practice 10 operations

CLOSURE:
Grade yourself.


DAY 2: 

Reading 
BEGINNING: 

Read the story: 
 Everyone Can Learn to Ride a Bicycle by Chris Raschka https://youtu.be/KOQag5xm9SY 

DEVELOPMENT:
Answer the questions:
What happens in your brain when you read?
What happens in your brain while you observe?
How do you feel when you read? 
With which part of the story you identify?
With which character you connect?
Draw your favorite part of the story.

CLOSURE: 
Post  your drawing in the Facebook of your group and write a comment  about your friends drawing.




B) Math
BEGINNING
Enter to https://www.thatquiz.org/es/ 
Level 2, 3, 4

DEVELOPMENT
Choose Arithmetic  practice 10 operations

CLOSURE:
Grade yourself.



DAY 3: 
BEGINNING: 

Science
Research in https://youtu.be/D6yQ8-M8rmU  about the four season and their characteristics


DEVELOPMENT:
Write 3 characteristics about each season.
 Draw an “alebrije” that will represent each season.
Make a model can be in a cardboard, or paper, or collage where you identify the 4 different seasons.  





Paste the alebrije with each season

CLOSURE: 
Do a video with the model and the description and post it in Facebook.



DESIRED EVIDENCE: model of the four seasons


B) Math
BEGINNING
Enter to https://www.thatquiz.org/es/ 
Level 2, 3, 4

DEVELOPMENT
Choose Arithmetic  practice 10 operations

CLOSURE
Grade yourself.

C) Vocabulary
BEGINNING
Copy the words: 1. crocodile, 2. elephant, 3. monkey, 4. lizard, 5. zoo

DEVELOPMENT 
Illustrate each word.

CLOSURE
Write three times each word.

DAY 4: 

Science
BEGINNING: 
Watch the video https://www.youtube.com/watch?v=OQy50CKx0NA 


DEVELOPMENT:
Write 5 questions with answer about the video.
Identify the clothes you can use for each season.

CLOSURE: 
Dress yourself with different clothes and take pictures post them in Facebook and write to your friends guessing for which season they dress.


B) Math

BEGINNING
Enter to https://www.thatquiz.org/es/ 
Level 2, 3, 4

DEVELOPMENT
Choose Arithmetic  practice 10 operations

CLOSURE:
Grade yourself.

C) Vocabulary
BEGINNING
Copy the words: 6. arm, 7. body, 8. ear, 9. eye, 10. face

DEVELOPMENT 
Illustrate each word.

CLOSURE
Write three times each word.


DAY 5: 



Science
BEGINNING: 
Enter and read http://kids.britannica.com/kids/article/environment/399445 
DEVELOPMENT:
Look for  cuts in magazines or newspapers  that you can paste in a chart to identify 5 living things and 5 nonliving things






Identify things that can harm the environment (water, air, soil)


CLOSURE: 
Write 1 thing you can do to take care of the air, 1 to take care of the water and 1 to take care of the soil. 
2.  Post  it in Facebook and comment your friend ideas.  

B) Math
BEGINNING
Enter to https://www.thatquiz.org/es/ 
Level 2, 3, 4

DEVELOPMENT
Choose Arithmetic  practice 10 operations

CLOSURE:
Grade yourself.


C) Vocabulary
BEGINNING
Copy the words: 11. foot/feet, 12. hand, 13. life cycle, 14. nymph, 15. parent

DEVELOPMENT 
Illustrate each word.

CLOSURE
Write three times each word.



viernes, 22 de septiembre de 2017

JVS-TSLM 2nd Planner week 6 Monday,September 25th to Thursday 28th, 2017

               

                                                               
JULES VERNE SCHOOL
“A mí no me califica el maestro, me evalúa el mundo”
Transmedia Storytelling Learning Method

PLANNER WEEK 6
GROUP: 2nd Grade

DATE: Monday, September 25th, 2017
COURSE:  2017 – 2018

YEARLY PROJECT: I know and respect myself. Alebrijes for the peace

SEMESTRAL PROJECT: I know and respect myself

BIMESTRAL PROJECT: Mexican party

BIMESTRAL THEME: Mexican Independence 

THEME: Mexico and its Prehispanic culture

GROUP GOALS: Let’s get to know each other!
DAILY ROUTINE: Date, We learn…, Brain Gym ( garabato doble ), Mental Math, Copy Homework.

CURRICULAR AREA:
Language Arts 
Personal Planning KiVa Lesson 1

SUBAREA
Writing and representing
Emotional Intelligence
 
DESIRED OUTCOMES (PLO’S)
 Know that KiVa stands for a positive school environment.
Know who are your classmates.
Uses complete simple sentences and compound sentences.

DESIRED EVIDENCE (final products): Answers on their notebook and illustration.
ACTIVITIES: 1.In pairs discuss who are your classmates. (15min.)
2. Everyone takes turns in saying their name, and everyone repeats the name together. (10min.)
3. Talk about who don’t I know that well yet. (10min)
4. Write your answers on your KiVa notebook and illustrate them. (10min.)
5. Copy on your vocabulary notebook vocabulary words 1 to 5 week 6  ( 1. paint, 2. favourite, 3. missing, 4. box, 5. cross )one time (10min.) 
6. Illustrate each one with a small drawing. (10 min.)
 
7. Write the homework on homework section. (10 min

RESOURCES: vocabulary notebook, KiVa notebook

PLACE: classroom

GROUP ORGANIZATION: individual, pairs

HOMEWORK: Write 3 times vocabulary words 1 to 5 week 6. 

       

                                                                       
JULES VERNE SCHOOL
“A mí no me califica el maestro, me evalúa el mundo”
                                            Transmedia Storytelling Learning Method

PLANNER WEEK 6
GROUP: 2nd Grade

DATE: Tuesday, September 26th, 2017
COURSE:  2017 – 2018

YEARLY PROJECT: I know and respect myself. Alebrijes for the peace

SEMESTRAL PROJECT: I know and respect myself

BIMESTRAL PROJECT: Mexican party

BIMESTRAL THEME: Mexican Independence 

THEME: Mexico and its Prehispanic culture

GROUP GOALS: Children connect with something they have experienced.

DAILY ROUTINE: Date, Brain Gym (garabato doble), Spell 5 words, Copy Homework.

CURRICULAR AREA:
Reading Power
Language arts

SUBAREA
Connect, Visualize
Writing and representing

DESIRED OUTCOMES (PLO’S)
Interacts with others for the purposes of connecting  with the story.
Infers the problable outcome of an event or behaviour based on observations.
Uses of vocabulary words .

DESIRED EVIDENCE (final products):  Reading comprehension work post in Facebook and Twitter. Students new vocabulary words written on the notebook.

ACTIVITIES: 1. Daily routine. (10 min. )  
2. Kids listen to the story “Not So Wise As You Suppose” by Michael Patrick Hearn (10min.)
3. Take a post it and write with what you make a connection. (5min.)
4. Paste your post it on the board and read your classmates connections. (5min.)
5. Take an iPad and look for pictures about your connectios and post in Facebook. (15min.)
6.  Copy on their vocabulary notebook vocabulary words 6 to 10 week 6  ( 6. letter, 7. line, 8. question, 9. sentence, 10. test ) one time. (10 min.)
 7. Illustrate each one with a small drawing. (10 min.)
 8. Write the homework in homework section. (10 min.)

RESOURCES: Reading book, 7 iPads,  vocabulary notebook, post its

PLACE: classroom

GROUP ORGANIZATION: pairs, individual

HOMEWORK: Write 3 times voc. words 6 to 10 week 6. Read 10 min.

 

                                                                           
JULES VERNE SCHOOL
“A mí no me califica el maestro, me evalúa el mundo”
                                          Transmedia Storytelling Learning Method

PLANNER WEEK 6
GROUP: 2nd Grade

DATE: Wednesday, September 27th, 2017
COURSE:  2017 – 2018

YEARLY PROJECT: I know and respect myself. Alebrijes for the peace

SEMESTRAL PROJECT: I know and respect myself

BIMESTRAL PROJECT: Mexican party

BIMESTRAL THEME: Mexican Independence 

THEME: Mexico and its Prehispanic culture

GROUP GOALS: Kids explain why is it important to stay healthy throughout oral language as they recognize body parts, heatlhy habits and use the vocabulary words in context.
 

DAILY ROUTINE: Date, Brain Gym (garabato doble), Mental Math, Copy Homework.

CURRICULAR AREA:
Language arts
Personal Planning
Social studies
SUBAREA
Writing and representing
 Oral Language
Emotional Intelligence

DESIRED OUTCOMES (PLOS):
 1. Distinguishes between positive and negative attributes of friendship
2. Identify proper nouns
 3. Uses complete simple sentences and begin to use vocabulary words

DESIRED EVIDENCE (final products): Illustrate people who help you to be healthy.

ACTIVITIES: 1. Daily routine. (10 min.)
2. Copy on your vocabulary notebook vocabulary words 11 to 15 week 6 ( 11. tick, 12. word, 13. backbone, 14. herd, 15. leaf ) one time. (10 min.)
3. Illustrate each one with a small drawing. (10 min.)
4. Write the homework in homework section. (10 min.) 
5. Kids investigate the meaning of health in the iPad and relate with some experiences they had before. (15min.)
6.  Kids brainstorm ideas about people that help to stay healthy. (5min)
 7. Identify healthy habits and analyze the healthy habits they practice at home. (5min.)
8.  Make pictures of the people who help you to be healthy. (15min.)

RESOURCES: vocabulary notebook, 7 iPads

PLACE: classroom

GROUP ORGANIZATION: individual

HOMEWORK: Write 3 times voc. words 11 to 15 week 6.  Read 10 min.

 

                                                                           
JULES VERNE SCHOOL
“A mí no me califica el maestro, me evalúa el mundo”
Transmedia Storytelling Learning Method

PLANNER WEEK 6
GROUP: 2nd Grade

DATE: Thursday, September 28th, 2017
COURSE:  2017 – 2018

YEARLY PROJECT: I know and respect myself. Alebrijes for the peace

SEMESTRAL PROJECT: I know and respect myself

BIMESTRAL PROJECT: Mexican party

BIMESTRAL THEME: Mexican Independence 

THEME: Mexico and its Prehispanic culture

GROUP GOALS:  Kids identify and use phonics to create a poem about everyone in 2nd grade.
DAILY ROUTINE: Date, Brain Gym ( garabateo doble ), Spell 3 words, Copy Homework.

CURRICULAR AREA:
 Social studies.
Personal Planning

SUBAREA
 Processes and skills of social studies.
Emotional Intelligence

DESIRED OUTCOMES (PLOS)
Presents information using oral, written or visual representations.
Uses phonic knowledge and visual memory to attempt to spell unfamiliar words.

DESIRED EVIDENCE (final products): Rhymes including vocabulary words, classmates descriptions.
ACTIVITIES: 1. Daily routine. (10 min. )
Take a sheet of paper and write the heading for Vocabulary dictation. (10min.)
Kids create sentences about themselves and a classmate they are working with (pairs). (10min.)
 Kids include feelings, emotions, favorite colors, favorite school activities.(10min.) 
Kids create a poem (or a song) with rhyming sentences. (20min.)
 Record in a pictograph the words that sound /ei/, /i/, /ai/, /ou/, /iu/. (15min.)
 Write the homework in homework section. (10 min.) 
  
RESOURCES: 15 sheets of paper, 7 iPads, homework notebook

PLACE: classroom

GROUP ORGANIZATION: individual, pairs

HOMEWORK:  Read 10 minutes.