INSTITUCIÓN EDUCATIVA DEPARTAMENTAL GENERAL SANTANDER

JORNEY MORNING
RUTA PARA EL APRENDIZAJE / TRABAJO AUTONOMO / SAD

SEDE: PRIMARIA LEARNING: Recognizes general and LEVEL

SUBJECT ENGLISH TIME THREE HOURS / 2 WEEKS / 15 DÍAS
BACHILLERATO specific information. 10TH B1
DBA:
CURRICULUM http://english-generalsantander.blogspot.com/
CONCEPT
SUGGESTED
ACCORDING
(Soporte académico del área)
ACHIEVEMENTS ACCORDING LEVEL (Syllabus)
LEVEL

EVIDENCE: Establish and argue (entregable…) VIRTUAL JOB: WHATSAPP-ZOOM-MEET, JITSI MEET, CONSULTORÍA EXTEMPORANEA,
PARTICIPANTE SIN CONEXIÓN
Hand out: Area Drive, Coordinator, Monitors, IEDGS Items to evaluate the guide: Communicative skills and hand in.

LESSON PARTS TOPIC:

PRESENTATION What's the Difference Between an App and a Game?

I’m a huge advocate for gamificat ion and Authent ic Scenario and Story
using games in the classroom, but I get
nervous when I see some of the so -called
Great games have a narrative or scenario that
games being marketed to teachers. Many are
calls for players to dive into another world,
not games at all. They are apps! Games do
place or time. I see some apps (that claim to be
something different that apps, and the
games) where the story makes no sense or
difference matters. Here's why:
there is no story at all.

Problem solving and applicat ion

Fantasy is great, but fantasy in the game must
make sense. These don’t have to be epic RPG
Games not only requires us to know
story lines--small scenarios and simulations
something, but they also require us to do
work too. This is an important “look for."
something wit h that knowledge. Games force
us to problem solve. Somet imes this is directly
related to content in science or social studies, As more and more teachers use technology in
and somet imes it is content related to the the classroom, we need to make Sure that they
storyline of the game. We play games because know the difference between apps and games.
we like to be challenged.
By Andrew Miller
Some apps I play aren’t challenging from an
intellectual perspect ive, and some apps don’t
require applicat ion of the content. Rather,
some apps focus on rote knowledge and skill
demonstration instead of using knowledge in a
new contexts or challenges.

PRACTICE  Read the text.

 Classify the vocabulary using the grammatical accidents like.
a. Verbs
b. Nouns
1
 INSTITUCIÓN EDUCATIVA DEPARTAMENTAL GENERAL SANTANDER
JORNEY MORNING
RUTA PARA EL APRENDIZAJE / TRABAJO AUTONOMO / SAD
c. Adjectives
d. Adverbs
e. Connectors
 Change the reading to present perfect tense.
 Answer the questions:
1. What is the difference between an app and a game?
2. How do we help each other know?
3. Checklist, and feel free to give examples of both.
 Represent trough a drawing your emotional state at this moment and tell Why?

SPECIFIC IDEAS HOW DO I …? HOW DO YOU …? COMMENTS / FEEDBACK

Aspectos concretos ¿Cómo me veo? ¿Cómo me ve mi grupo? Retroalimentación
1. Commitment and
responsibility in the
development and
presentation of
activities.
2. Positive and dynamic
attitude, self-discipline
and effort to the class
activities.
3. (Personal improvement)
4. Quality and
organization in the
presentation of
activities.
5. Netiquette rulers and
proper use of ICT tools.
RESOURCES: SMART BOARD, WEB PAGES, LAPTOPS, TABLETS. ANEXOS.
NOTES: I haven’t got English class some days because …

FLEXIBILIZACIÓN DCT (DISCAPACIDAD, CAPACIDAD Y TALENTOS EXCEPCIONALES : INDICADOR 18 del SIE, ENGLSIH
https://docs.google.com/spreadsheets/d/10D0XpbnrNS4zaipI1INEvrnmaCZ718qx/edit#gid=566662977

Autoevaluación – Coevaluación : Aprobada por Consejo académico 2019, https://drive.google.com/open?id=1uMZuB2hOae1zGtnkPOGTcfgS-kZHfMf6

(VARIACION A 5 CRITERIOS A DEFINIR POR CONSEJO)