Formato de Plano Didactico Abp Abril 2024

Subsecretaría de Educación Básica
Dirección de Coordinación Regional

De Educación Básica
Subdirección Regional de Educación
Básica Nezahualcóyotl
“2024. AÑO DEL BICENTENARIODE LA ERECCIÓN DEL ESTADO LIBRE Y SOBERANO DE MÉXICO” Zona Escolar S093
Ofic. No. 0879 “Heriberto Enríquez
OFIC. Nr. 0879 “HERIBERTO ENRIQUEZ” C.C.T.15EES1355Y
DIDACTIC PLANNING 1ST GRADE
TEACHER: EMMA DOMINGUEZ CORTEZ

Discipline: ENGLISH I Grade and Group: 1 A Scholar Cycle 2023-2024
Book: xRoom Project □Scholar Project □Community Project □Other
Training Field: Languages Time: From April 8th to April 30th, 2024,
Articulatin □Inclusion □Critic thinking □Critic Interculturality □Gender Equality □Healthy life
g shaft: □Apropiation of cultures through Reading and Writing □ Esthetic Arts and Experiences
□I. Communicates with trust and effectiveness □VI. Has aesthetic sense. Appreciate the art and the culture.
□II. Applies digital skills in relevant way. □VII. Shows responsibility for the body and the environment.
Graduation Profile □III. Develops the critic thinking and solve problems with Creativity. □VIII. Owns knowledge and regulate their emotions.
□IV. Has initiative and favors the collaboration. □IX. Cultivates the aesthetic formation and respect the legality.
□V. Knows about the natural and social world. □X.Assumes the identity and favors the interculturality.
Languages Scientific Knowledge and thinking
Relation with other training fields
Etic, Nature and Society From the human and communitarian
Methodology Learning supported on troubles (ABP)
Problematic: Spelling competence
Ss with different skills carry a list of words out.
Curricular adequacy:
Room (A):
Names of the Projects School (E): Spelling Bee Contest
Comunnitarian (C):
Contents Achievements Developing Process
Literary and traditional Podcast

contemporary creations in English. Select literary texts in English that talk about aims in the community or any place, they
resume and show them bz different means.
STAGE 1
INTRODUCING
INDICATORS TO RESOURCES AND TIME EVALUATION

CONSIDER
LESSONS ACTIVITIES MATERIALS GADGETS
Av. Valparaíso s/n, Unidad Habitacional Geovillas Santa Bárbara, Ixtapaluca, Estado de México, C.P. 56535. Tel. 55 89.49.49.88, correo
electrónico: 15ees1355y@edugem.gob.mx
T- Gives the welcome to the Ss with a warm up called “Body parts” Flash cards
5´
Ss- Pay attention to the teacher meanwhile she is giving instructions to work this
day. Board
15´
T- write on the board the topic, the date and the purpose of the lesson.
Ss- Copy on their files the general sense to work this day and continue with the Markers
Week register
activity.
INTRODUCING 20´
T- Writes on the board the vocabulary and ask for Ss repeat it and copy in order to
Formative
1-2 practice the oral and writing skills. Files
MOMENT TO evaluation
T- Talks to Ss about the weather in order to introduce the topic and gives them a
REFLECT 10´
general sense of the topic “Predictions”
Ss- Participate to get adding points.
T- Explain the instructions for the activity using the vocabulary in a listening activity
5´
“Brilliant teens news” then, Ss try to solve the Listening on their files.
WC- In plenary check the activity and correct the answers.
T- Stamps the activity and register on the week register.
Observations
STAGE 2.
RECOLECTING
INDICATORS TO
CONSIDER LESSONS ACTIVITIES RESOURCES AND TIME EVALUATION
MATERIALS GADGETS
T- Gives the welcome to the Ss
Ss- Pay attention to the instructions to work this week Chart 5´ Formative
T- Explain through a chart the grammar about the main topic for this lesson “Will / evaluation
Going to “in order Ss can comprehend the difference and similitudes between both 15´
DEVELOPMENT
auxiliary. Blackboard 10´
Ss- Solve the first exercise writing some sentences in future tense, deciding which Week register
item is the correct one, using the auxiliary to form the future Tense.
Example: My mom Handouts
Explore and recover
A) Will
the general sense of 3-5
B) Going to Tape recorder
previous social and
Bake a chocolate cake for my birthday. 10´
scholar knowledge,
WC- Review the activity and correct the exercise. 5´
respect to the
T- Register and check the activity Files 15´
detected thematic in
T- Explain the topic about Horoscopes and gives to Ss some cards with predictions
the previous moment.
about their future. 15´
Ss- Play a game about the Horoscopes making some predictions in Spanish about
themselves and their partners 10´
Ss- Complete the hand out about horoscopes making predictions about other people.
Observaciones
STAGE 3.
FORMULATING THE PROBLEM
INDICATORS TO
CONSIDER LESSONS ACTIVITIES RESOURCES TIME EVALUATIONS
MATERIALS GADGETS
Summative and
T- Encourage to Ss to investigate about some troubles in their community in order 10´ formative
they can make predictions about this trouble and give solutions. Tape recorder evaluation
Ss- Will read some Stories in future tense which the Teacher is going to give them in 15´
order they identify the Trouble- Prediction and Solution.
Ss- Will talk about of troubles and give possible solutions, they will write and draw the 10´ Week register
problem and the solution is small pieces of color paper. Files
DEVELOPMENT Ss- Will make some posters with the trouble, the prediction and the solution. 25´
Ss- Will work in duos and they have to complete the activities. 10´ Points for the
Posters general grades.
Determine the PREPARING FOR THE PODCAST
problem about will 6-8 T- Explains what a podcast is. Markers 10´
work on, so forth Ss- Take notes about the project and the features of this one
the questions and T- Gives them a handout with the specifications for the project. 5´
curiosity of Ss Ss- Will form teams about 4-5 people in order to accomplish with the complete tasks
for the podcast: Cardboard 15´
about it. Students will:qw
Decide the aim they want to talk about in the topic (Future tense)
Write the play every Ss will performance 50´
Practice and learn their role play
Record the podcast
Performance the Podcast for the class
Up the podcast load to the scholar tick tock
Ss, will prepare their projects… 5´
Observaciones
FASE 4.
ORGANIZING THE EXPERIENCE

INDICATORS TO
CONSIDER LESSONS RESOURCES AND TIME EVALUATION
MATERIALS GADGETS
WC- Retake the Spelling bee Contest in order to finish this aim and get the results of Folders 5´
that project. Week register
T- Making the last details for the inside Classroom contest Rubrics 10´
Organizes the groups and prepare to the people who is going to participate in the
Pose a route of contest. Rubric
Ss- Participate according to the number of participants. Adorn 50´
work for the T- Monitors the activity and determine which students are in the next stage of the
process of inquiry 9-12
contest. Formative
to argue a possible T- Gives the details of the organization for the general contest. Posters 15´ evaluation
Every group is going to have a task in order to get good results from this event.
solution to the Ss- Make the task they have to do for the Spelling Be contest inside the classroom. Canion 20´
posed problem. Ss- Accomplish the tasks in order to finish the details for the contest
T- Monitor the activity Lap top 15´
Ss- Practice the list of words in order to identify the words and have a real possibility
to win the contest.
T- Registers the activity. 10´
Observaciones
STAGE 5.
LIVING THE EXPERIENCE
EVALUATION
LESSONS RESOURCES AND TIME GADGETS
MATERIALS
Guide students to a 9-12 We are at the right moment. Bees
T- Finishes the last details 50´
documentary-style T- Receive to the authorities, giving a reception time to explain the process of the Balloons
inquiry and/or contest, the rules and giving the list of words and checking the last details. Rubrics
experiential with the T- Leads the activity and gives the welcome to the general public, Students, Family
parents and everyone in general, monitors the activity all the time. Charts
intention to provide Welcome Summative
elements that lead Principal Discourse evaluation
to an understanding First Stage of the Contest
Free time Adorn
of the problem and, Second time of the Contest
where appropriate, Free time
intervene to Third stage of the Contest Files
Time to determine the winner
Transform it.
Ss- Everyone Student receive a number of participant and Participate in that order. Rubrics
Jd- Determine the winners for the first, second and third stage and the rest of
students could be return to their classrooms. Canon
Jd- determine the 1st, 2nd and 3rd place for the contest and deliver the presents.
T- Recognizes to the community in general and says thank you!
Observaciones
STAGE 6.
ANALISIS AND SOLUTIONS
LESSONS RESOURCES AND TIME EVALUATION

MATERIALS GADGETS
They go back to the

initial problem,
findings, the process Evaluation of the Project trough a rubric delivered to the teachers, parents and Paper
authorities, for possible different results and improvements.
of construction of Summative and
agreements, the Results: the participants will receive a certificate because of their participation in this Opalina Formative
lessons learned, the first Spelling Contest.
Cardboard
means are raised to 12
Certificates for the judges as a part of the recognition of their great work.
disseminate the
results obtained and,
if applicable,
necessary, are
identified Problems
Observations
CO- DESIGN
Adapting the Spelling Bee contest to the contents and the time because of the time to prepare the project.
Evaluation Adjusments
We work on the other aims, but at the same time we work on the
Specific Rubric for the Spelling Contest Spelling Bee project in order to finish the tasks and advance on the
Ss Participation planning and programs.
Formative and summative evaluation
Rubric for the podcast.
REVIEWED BY DONE BY
AUTHORIZED
_________________________________ ________________________________
___________________________________
MASTER. IRMA GARAY MENDOZA MASTER. ANEL RUTH JIMENEZ DÍAZ
PROFR. (A) EMMA DOMINGUEZ CORTEZ
DIRECTORA ESCOLAR SUBDIRECTORA ESCOLAR
DIDACTIC PLANNING 2ND GRADE

Articulatin □Inclusion □Critic thinking □Critic Interculturality □Gender Equality □Healthy

life
□V. Knows about the natural and social world. □X.Assumes the identity and favors the interculturality.
Room (A):
Comunnitarz (C):

It selects an artistic or cultural manifestation and disseminates it in English, through various elements and
Artistic and cultural manifestations artistic resources.
of English.
STAGE 1
INTRODUCING

CONSIDER
INTRODUCING 1-3
T- Greats Ss Bond paper 50´
MOMENT TO T- Explains the project to the SS Week register
REFLECT T- Will start by asking the students if they have ever played "hangman" in case
someone answers, "Yes" he will ask them to explain to the others how this is played.
Subsequently, together they will establish the rules of the game. Flash cards
Ss- Will be separated into small groups of 5 students and they will play against each
other, at the beginning of each round they will have to choose a game coordinator. Formative
Ss- will use simple words at the beginning of the game, for example: Cards evaluation
READ
STOP
LAST 50´
The level of complexity of the words should increase as the students gain Notebooks
experience in the game.
Ss- Work on the ABC exercise
Ss- Make a list of words about the Alphabet words
Ss- Draw the alphabet.
T- Register the activity as a part of formative assessment
Observations
STAGE 2.
RECOLECTING
INDICATORS TO
MATERIALS GADGETS
DEVELOPMENT 50´
T- Greets Ss Board Week register
T- Gives the instructions to work.
T- Gives to the students a small reading in order they correct the mistakes and find
Explore and recover out the correct spelling.
the general sense of 4 Ss- Complete on the board the exercise about contractions what they saw on the last Notebooks
previous social and reading.
scholar knowledge, T- Registers the work as a part of formative assessment.
respect to the
detected thematic in
the previous moment.
Observaciones
STAGE 3.
INDICATORS TO
CONSIDER LESSONS ACTIVITIES RESOUCES TIME EVALUATIONS
MATERIALS GADGETS
5-8 50´
T- Greets Ss
DEVELOPMENT Ss- will elaborate 3 sentences, keeping the teams made during the past week
Ss- will play "hangman", but instead of placing words, they will place sentences, for
example: 50´
Determine the HOWAREYOU?
W H A T D O Y O U D O? When they find a phrase during the game, the whole team
must read it so that they can practice the rhythm, accentuation and intonation of
English. Color paper
T- should emphasize that the games used during this week will serve as training to
50´
compete during the following week between teams Speakers
In teams:
Ss- will prepare statements to participate in the game. The competition will be
between teams, each team will choose a name to participate. Canion
problem about will T- will have to make cards with each of the names of the teams and place them in a
box or dark bag.
work on, so forth T- must draw the first token, the name of the team that comes out will be the first Notebooks
the questions and opponent.
curiosity of Ss The first opponent must draw a chip from the bag, the team that comes out will be the
second opponent.
about it. The first opponent will be in charge of initiating, to write on the blackboard the number
of lines that correspond to the number of letters of the statement they elaborated.
The second opponent must find the sentence, before 6 mistakes.
When a team wins, they will be assigned a point and will choose a teammate to read
the written sentence, if they read the sentence correctly, they will be assigned one
more point, that is, per game they can win up to ...
Ss- Make some cards about the alphabet completing this with words about
professions and some other words.
Ss- Finish the cards and deliver to the teacher.
T- Register the activity.
Observaciones
FASE 4.
INDICATORS TO
MATERIALS GADGETS
9-10 T- Greets Ss Formative and
T- Divide the group in teams 50´ summative
Pose a route of Ss- say the alphabet evaluation.
work for the Ss- Work with the alphabet and spelling words All about the
process of inquiry Ss- Practice Spelling and the alphabet pronunciation Spelling Bee
Ss- Deliver the task.
to argue a possible T- Gives the tasks next lesson Week register
solution to the T- will ask the students to look at home for a manual for the use of a device that is in
posed problem. English.
Ss- will identify the characteristics of the manual, including: Textual organization Use 50´
of images and text Purposes Target DEVELOPMENT
As a group, they will comment on the information they obtained during the activity.
Subsequently:
Ss- will be grouped into teams of 3 and will choose a device or machine that is to
their liking, it is necessary that the teacher mention that they will prepare a user
manual about it.
T- Explain the dynamic to the Spelling Be contest
Ss- Practice the alphabet
Ss- Work in teams in order they have the solution for every task
T- Monitors the activity and register the task as a part of formative assessment.
Observaciones
STAGE 5.
EVALUATION
MATERIALS
Formative
T- Making the last details for the inside Classroom contest evaluation
Guide students to a Ss- Participate according to the number of participations. Soelling Bee 50´
documentary-style T- Monitors the activity and determine which students are in the next stage of the Contest
inquiry and/or contest.
T- Gives the details of the organization for the general contest.
experiential with the T- Greets Ss
intention to provide T- Gives the instructions to work
elements that lead 11-12 Ss- Make the task they have to do for th Spelling Be contest inside the classroom.
Ss- Accomplish the tasks in order to finish the details for the contest
to an understanding T- Monitor the activity
of the problem and, Ss- Solve the handout and practice the alphabet.
where appropriate, T- Registers the activity.
intervene to
Transform it.
Observaciones
STAGE 6.
LESSONS RESOURCES AND TIME EVALUATION

MATERIALS GADGETS
They go back to the 50´ Rubrics
Cards
initial problem, T- Greets Ss

T- Finishes the last details Opalina
findings, the process T- Receive to the authorities
Formative and
of construction of T- Monitor the activity
summative
agreements, the Ss- Participate in their order of participation
evaluation
Jd- Determine the winners
lessons learned, The Jd- Deliver the gifts
means are raised to T- Recognizes to the community in general and says thank you!
disseminate the
if applicable,
necessary, are
identified Problems
Observaciones
CO- DESIGN
All the activities are the reflect of the General program with some contents of other before programs, in order to advance on the Ensglish as a
second Language.
We work on the other aims, but at the same time we work on the Spelling
Specific Rubric for the Spelling Contest Bee project in order to finish the tasks and advance on the planning and
Ss Participation programs.
REVIEWED BY DONE BY
AUTHORIZED
_________________________________ ________________________________
_______________________________
DIDACTIC PLANNING 3RD GRADE

Articulatin □Inclusion □Critic thinking □Critic Interculturality □Gender Equality □Healthy life
□V. Knows about the natural and social world. □X. Assumes the identity and favors the interculturality.

Room (A):
Comunnitarz (C):

The Identity and Culture of It builds a proposal for communication in oral and written English, where it contrasts, values and
English-Speaking Peoples. promotes features of an intercultural society identified in English-speaking peoples.
STAGE 1
INTRODUCING

CONSIDER
T- Greats Ss 50´ Week register
T- Explains the project to the SS Cards
Ss- Work on the ABC exercise Register of work
Ss- Make a list of words about the Alphabet words
Ss- Draw the alphabet. Notebooks
T- will give the explanation about irregular verb forms.
Subsequently, with the help of a previously prepared text, the students will have to Formative
Raise the initial locate the irregular verb forms. In the same way, they will also identify sentences evaluation.
1-2
that do not have irregular verbs and write them in a table. Color paper
reflection Then, based on the same or another text, according to the teacher's criteria: 50´
Ss- must classify statements in another table. The table will be divided into four
columns in which the statements in the past simple, past perfect, present perfect Colors
and future perfect that are in the text must be recorded.
T- will review the table and mark the appropriate corrections.
T- Register the activity as a part of formative assessment
Observations
STAGE 2.
RECOLECTING
INDICATORS TO
MATERIALS GADGETS
T- Greets Ss 3´ ´
T- Gives the instructions to work. Color paper 5´
Ss- will be grouped into teams of 4 or 5. 5´ Week register
Explore and T- will paste different words and letters on the board in a random order. 7´
retrieve from In teams, a representative will try to order the letters and words to compose an Notebooks 10´
In general, irregular verbal form, the representative may have direct support from his team, when Daily work
a team has formed a statement he will record it in his notebook and try to compose
knowledge another. Board
social and school 3 When the teacher gives the indication, the activity will be finished and the team that 7´
backgrounds has managed to compose the most statements will be the winner and will be awarded
a prize, according to the teacher's criteria. Classroom
Regarding the At the end, each team will have to dictate the statements they formed to the whole 10´
theme group, in this way each student will have a list of all the statements.
detected in the Ss- Write the complete sentences on their notebooks in order they deliver it to the 5
Teacher.
Moment 1 T- Registers the work as a part of formative assessment
Observaciones
STAGE 3.
INDICATORS TO
CONSIDER LESSONS ACTIVITIES RESOUCES TIME EVALUATIONS
MATERIALS GADGETS
Determine clearly 3-6 T- Greets Ss Color paper 50´
Ss- Make some cards about the alphabet completing this with words about
the problem on professions and some other words.
which Ss- Finish the cards and deliver to the teacher. Flash cards Week register
will be worked on, T- Register the activity.
T- Divide the group in teams
as well as the Ss- say the alphabet Notebooks
Concerns and Ss- Work with the alphabet and spelling words
curiosity Ss- Practice Spelling and the alphabet pronunciation Formative
Ss- Deliver the task. evaluation
of students in Ss- will have to select, from various sources, a document or text that describes a Posters
Back to mime historical event.
Ss- will write a prediction of the content of the text at the end, they should recognize
the textual organization of the document and identify the topic and recipient.
50´
Finally, students will do more research on the historical event of their choice in a Images
variety of available sources.
Based on the information acquired in the previous week, students will write a short
report about a historical event of their choice.
First, they will have to compose simple and complex sentences by paraphrasing the Photographs
main ideas, with which they will make concept maps.
50´
Based on the information contained in the concept maps,
Ss- will have to take the main ideas and complement them. Handouts
The compound ideas will have to be joined together and in chronological order to
form paragraphs.
Ss- will make a creation of paragraphs, a small report will be prepared on the
historical character who is going to be represented by them.
Ss- Make a poster with the character they choose and write the main features and the
historical facts to be remembered this one character.
T- Is going to monitor the activity meanwhile
Ss- Performance their texts and charts in front of the rest of the group.
Observaciones
FASE 4.
INDICATORS TO
MATERIALS GADGETS
Propose a route of 7-9 50´ Rubrics
T- Greets Ss All about the
work for the T- Divide the group in teams spelling Bee
process of Ss- will read previously selected historical texts, in which they will have to point out contest
Inquiry to argue information about key events, either underlining or summarizing the information.
Ss- will formulate a series of questions to differentiate the main ideas from the
A possible solution secondary ideas. Speakers
to the T-will be able to intervene to resolve any doubts that may arise.
Problem Posed Ss- will recognize the order and meaning of the text, this will be achieved through the
identification of the chronological order.
At the end, Ss- will submit a summary of the text read, which must include the key
events and main ideas without affecting the chronological order.
Ss- say the alphabet
Ss- Work with the alphabet and spelling words
Ss- Practice Spelling and the alphabet pronunciation
Ss- Deliver the task.
T- Gives the tasks next lesson
T- Explain the dynamic to the Spelling Be contest
Ss- Practice the alphabet
Ss- Work in teams in order they have the solution for every task
T- Monitors the activity and register the task as a part of formative assessment.
Observaciones
STAGE 5.
EVALUATION
MATERIALS
With the help of the activities carried out in the previous week, 50´
Ss- will write a piece of writing where they will mention the different ways of
describing, which they identified in the anecdotes of their classmates. Customs Formative and
Ss-will also describe the main ideas of each story and the information that helped summative
Guide students to a exemplify, expand or explain the anecdote. evaluation.
documentary-style T- will randomly choose some students to tell the anecdote of their classmates, on
this occasion, the listeners will have to recognize the strategies used to reformulate Cardboard 50´
inquiry and/or ideas and adjust the volume and speed of speech.
experiential with the
intention to provide Finally, the students will determine the character and the performance they would like Speakers
to do.
elements that lead 9-12
to an understanding T- Making the last details for the inside Classroom contest Microphone
of the problem and, Ss- Participate according to the number of participations.
T- Monitors the activity and determine which students are in the next stage of the
where appropriate, contest. Notebooks 50´
intervene to T- Gives the details of the organization for the general contest.
Transform Ss- Make the task they have to do for th Spelling Be contest inside the classroom.
Ss- Accomplish the tasks in order to finish the details for the contest
T- Monitor the activity
Ss- Solve the handout and practice the alphabet.
T- Registers the activity.
Observaciones
STAGE 6.
LESSONS
RESOURCES
AND MATERIALS TIME EVALUATION
GADGETS
They go back to the
initial problem, T- Greets Ss
findings, the process T- Finishes the last details Opaline 50´ Rubrics
of construction of T- Receive to the authorities
T- Monitor the activity
agreements, the Ss- Participate in their order of participation
lessons learned, The Jd- Determine the winners Summative
means are raised to Jd- Deliver the gifts evaluation
12 T- Recognizes to the community in general and says thank you! Certificates
disseminate the
if applicable,
necessary, are
identified Problems
Observaciones
CO- DESIGN
All the activities are the reflect of the General program with some contents of other before programs, in order to advance on the English as a second
Language.
We work on the other aims, but at the same time we work on the Spelling
Specific Rubric for the Spelling Contest Bee project in order to finish the tasks and advance on the planning and
Ss Participation programs.
REVIEWED BY DONE BY
AUTHORIZED
_________________________________ ________________________________
_______________________________

Formato de Plano Didactico Abp Abril 2024

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Subsecretaría de Educación Básica

Dirección de Coordinación Regional

OFIC. Nr. 0879 “HERIBERTO ENRIQUEZ” C.C.T.15EES1355Y

DIDACTIC PLANNING 1ST GRADE

TEACHER: EMMA DOMINGUEZ CORTEZ

Contents Achievements Developing Process

Literary and traditional Podcast

INDICATORS TO RESOURCES AND TIME EVALUATION

ORGANIZING THE EXPERIENCE

LESSONS RESOURCES AND TIME EVALUATION

They go back to the

OFIC. Nr. 0879 “HERIBERTO ENRIQUEZ” C.C.T.15EES1355Y

DIDACTIC PLANNING 2ND GRADE

TEACHER: EMMA DOMINGUEZ CORTEZ

Articulatin □Inclusion □Critic thinking □Critic Interculturality □Gender Equality □Healthy

Contents Achievements Developing Process

INDICATORS TO RESOURCES AND TIME EVALUATION

LESSONS RESOURCES AND TIME EVALUATION

initial problem, T- Greets Ss

OFIC. Nr. 0879 “HERIBERTO ENRIQUEZ” C.C.T.15EES1355Y

DIDACTIC PLANNING 3RD GRADE

TEACHER: EMMA DOMINGUEZ CORTEZ

Languages Scientific Knowledge and thinking

Contents Achievements Developing Process

INDICATORS TO RESOURCES AND TIME EVALUATION

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