PRIMARY SCHOOL No.

46 GUILLERMO HUDSON

PDL SEQUENCE No. 4

Year: 5th B-C
Docentes:Juarez, Rocio - Corbalán Paula
Didactic purpose:
Propose teaching situations that enable sharing reading and writing with the students.
Propose educational situations that offer opportunities to exchange orally around the novel in order to deepen its interpretation.
Communicative purpose:
They manage to identify the characteristics of the novel.
Time: August
SITUATIONS SEQUENCES Y EVALUATIVE INSTANCES
USUAL PROJECTS

DAILY CONTEXT CLASSROOM LIBRARY LITERARY SCOPE SCOPE OF STUDY SCOPE OF CITIZENSHIP

Exchange rounds Library management Novel: Peter Pan. Author J. Teacher's reading. Resolve conflicts through the use The evaluation during the year is
Take the floor in resolution of Organization of reading schedules, M. Barrie Adaptation of from the word. Participate in assemblies procedural with instances of eva
conflicts of situations. registration of Location of responses to for conflict resolution in the oral and written, individually
Writing of records and comments, loan and return of books. Andrea Braverman. specific questions classroom and the school in pairs and groups.
minutes of agreement, request notes (1 time per week)
and claims at the institutional level. Specific use READ THROUGH THE Work writings: individual and in
Coexistence agreements. Teacher's reading and opening of TEACHER, WITH OTHERS AND BY small groups.
(throughout the year) exchange spaces: THEMSELVES AROUND IT Checklist and rubric will be used.
LITERARY Oral and written presentations for and digital instruments.
Short animal stories. communicate what has been learned. (March; 1 or
Personal reading diary 2 times a week At the end of each sequence,
Use knowledge about gender,
Reading and writing of children by themselves
the author and the world to interpret the it will specify which instrument of
same in assessment is going to be used.
back to the readings: text.
Rereading of passages
Comment on the works read groupwise and
Note taking, recording of
brief comments or observations. collectively. Read texts
(1 or 2 times per week) informative regarding the work before
or after the reading.

Develop criteria to evaluate and

analyze literary works.
Value reading, proposing
different criteria (personal taste, the
choice of words, the
feelings and effects that it produces
reading, the expected or unexpected of the
plot).
Determine characteristics of the space

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 and the time of the narrative.
Characterize the characters, taking into account
taking into account, among others, the gender of
each one. Establish comparisons
Among characters.

Reflection on language
Evaluate the organization of the information in the text and consider the effects of mentioning or not mentioning an element, for example, to evoke sensations in the reader.

ICT
Use of multiple media for oral, written, and visual communication.

Synthesis of various specific information, articulation between them and with the curricular contents.

● Listen to audios and watch audiovisual productions of literary content.

ESI
Pair work: it is important to enable, in addition to group work, the option of working in pairs.

Encourage interaction among students so they can learn from each other (and not just with others).

Build a relational climate based on acceptance, safety, and mutual trust between the teacher and the students, in order to foster inclusive collaborative environments.

● Assessment instruments:
- Follow-up based on the evaluation criteria grid. Activities taken as evaluative writing and reading tasks during the sequence.
● Resources:

● Assessment instruments:
- Follow-up based on the evaluation criteria grid. Activities taken as evaluative writing and reading tasks during the sequence.
● Resources:

- Novela: Peter Pan .Autora J. M. Barrie Adaptación de Andrea Braverman.

- Chalk, blackboard, sheets, various text carriers.

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 ● Bibliography:
- Curricular Design for Primary Education. First Cycle. Buenos Aires. 2018.

- Nap second cycle

Possible evaluations: At the end of the learning sequence, there are checklists and grids for assessment.

Students Compliance Recognize Recognize the Class participation Interpretation of difference between Achieve communication in Complete cores
of tasks different parts characters texts author and narrator oral and written form narrative
from the novel what has been learned

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Class 1: Presentation of the novel

The teacher presents the novel and its author. Then a copy will be given to each student. The students will be asked about the differences from the short stories we have been working on.
In broad terms, what are the differences between a novel and a short story? What does the index of the novel reveal to us? How many chapters does it have? Before reading, we discuss what the...
Students, what do you know about Peter Pan? What could the novel be about? What hints do the titles of the novels give us?

Then the teacher will read the first and second chapter, after having read: What did you think? What characters appear? What is it about? They will be recording by chapter what it is about.
It was addressed. Work will be done with narrative cores.

example up to chapter 16

chapters Narrative core

1 PETER APPEARS. HE SAW THE CHILD AND KNEW IT WAS PETER PAN, HE WAS DRESSED IN DRY LEAVES.

IN THE FOLDER

Presentation of the novel:

Complete the reading form

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AUTHOR:

ADAPTATION:

LITERARY WORK:

EDITORIAL:

1. What characters appear?

What was chapter 1 about?

3. What was chapter 2 about?

Class 2: Description of the characters

We will continue working with chapters 3 and 4 to describe the characters of Peter Pan and Wendy. How could we describe the characters that were
appearing in the novel?

IN THE FOLDER

What was chapter 3 about?

What was chapter 4 about?

3. How is Peter Pan described?

What happens to Wendy?

Describir a Peter pan y Wendy en fichas

Complete the form

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 Full name:

Place where he/she lives:

Physical description:

Description of your personality:

Things he/she knows how to do:

Full name :

Place where I live:

Physical description:

Description of your personality:

Things it can do:

Class 3: Analysis of the novel

The teacher will ask them to reflect on the novel: What characteristics does the novel have? Is it realistic? Fantastic? Science fiction? How is it?
ordenada? ¿Hay descripciones? ¿Hay diálogos? ¿Hay personificaciones? ¿Cuál es el tema de la novela? para poder realizar una reflexión y luego escribirla en la carpeta

EN LA CARPETA: dictado al docente

REFLECTION ON THE NOVEL.

A novel is a longer narrative text...

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We will continue working with chapters 5 and 6 to describe the characters of Peter Pan and Wendy. How could we describe the characters that were
appearing in the novel?

What was chapter 5 about?

What was chapter 6 about?

Class 4: AUTHOR OR NARRATOR?

The teacher will ask them, "Is an author the same as a narrator? What do we know about the author of the novel? And what do we mean by narrator?" After the oral exchange with the
students we inform ourselves with page 86 Language Practices we read the information about the types of narrators. Then we record in the folder the different types of
narrators.

IN THE FOLDER:

1. What is the author?

2. WHAT IS THE NARRATOR?
3. ¿Cuántos tipos de narrador hay? Describir cada uno.

Se seguirá trabajando con el capítulo 7 y 8 para realizar los núcleos narrativos

What was chapter 7 about?

2. What was chapter 8 about?

Class 5: Who says? What does it say? How does it say it?

The previous class resumes with chapter 8 (page 53) to analyze the following fragment of the novel,

I want you to get into the nest - the bird shouted trying to speak very slowly and clearly - So you can reach the shore... But... I am...
Very... tired... You'll... have to... swim... here.

Why do you make so much noise? -Peter asked-. Why don't you let the nest float?

The bird got angry. The Neverland birds have a very bad temper.
I... told... you... to... swim... up... to... here!

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Shut your mouth!

After reading, what could the three dots (...) after each word mean? And the dash? Who says it? What does it say? And how does it say it? What is it useful for? What do they want from us?
to say?

IN THE FOLDER.

Complete the following table

DICE WHO SAYS IT HOW IT SAYS

I want you to get in...

in... the... nest...

Why do you make so many quacks?

Why don't you let the nest

float?

I told you to swim

until... here!

Shut your mouth!

RESPOND

1. WHAT ARE DIALOGUES FOR?

Class 6: Create an adventure with dialogue.

The students in this class write a dialogue between two characters from the novel, taking advantage of the fact that in the last paragraph of chapter 8 Peter arrives at the underground hideout.
The children want to share their adventures. The teacher suggests they create an adventure with dialogue.

IN THE FOLDER (ON A SEPARATE PAGE) TO CREATE A BOOK WITH THE DIFFERENT ADVENTURES THAT THE STUDENTS ARE GOING TO CREATE

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All the children had adventures to tell.

ACTIVITY (AT LEAST ONE PAGE)

1. Tell the adventure related to the novel from a character that you invent.
To take into account the place, with whom you are conversing, what adventure you want to tell.
Use expressions, dialogues, and feelings
Review the text, read it out loud.

Class 7: Review of the adventure writing,

2. Create an illustration of the adventure you wrote.

3. The work done is shared and reflected upon.

A book is created with the different adventures that the students created, to share among classmates. Then work will continue with chapters 9 and 10 to carry out the
narrative cores

What was chapter 9 about?

What was chapter 10 about?

Lesson 8: The abduction of children.

In this class, we aim to work from the pirates' perspective with chapter 11. Then we will revisit it in the next class. We will continue working with chapters 11 and 12.
to create the narrative cores.

What was chapter 11 about?

What was chapter 12 about?

{"who_abducted_the_children_and_why":"Who abducted the children and why?","who_is_the_main_character_in_this_chapter":"Who is the main character in this chapter?"}

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 Full name:

Place of residence:

Physical description:

Description of her personality:

Things it can do:

Class 9: An exhibition about the world of pirates. We read the following information about the world of pirates.

Pirates and smugglers

Piracy was such a frequent activity that, for several years, the goods entering under this concept could exceed, or at least equal,
to those declared in the customs. It was not unusual that at that time rum from Jamaica was drunk in some places on the Yucatán Peninsula, or that sugar
for the chocolate to come from Barbados or for some houses to have French wines, Dutch cheeses or bottles of English beer, prohibited products
for importation unless they went through the Spanish monopolistic trade system, which made them significantly more expensive and sometimes made them reach
absurd prices. Smuggling has always been considered a criminal activity, and the names of pirates and privateers were quickly associated with it.
buccaneers and pirates, although frequently so mixed that they seemed to mean the same, in part because they also engaged in illegal trade.
We must remember that pirates were 'bandits' who seized the goods carried by other vessels without giving that fact any
political justification. The privateers, on the other hand, had a 'letter of marque', a kind of permission from their government to seize ships and goods from...
enemy powers (generally the victims were Spanish ships). Supported by their countries, they soon fell into anarchy, attacking anyone
to sail and thus, in practice, to return to piracy. Many times the privateers tried to compel the ports they summoned to negotiate; when they refused, they were
forced to deliver stored goods.

The buccaneers owe their name, on the other hand, to the Caribbean word 'boucan', which designates the method of preparing smoked meat, an activity they engaged in.
a principle. Their way of life was based on hunting wild boars and selling the prepared meats to the ships that passed along the coast
uninhabited Santo Domingo. It was only after several years that the Spaniards destroyed the forests in which the buccaneers operated with the
the purpose of definitively expelling them from the Island, that these hunters began to attack vessels transforming into 'buccaneers'.

The filibusters did not recognize belonging to any European country and organized themselves into a society, 'The Brotherhood of the Coast', located on the legendary Island of
the Turtle, a brotherhood that grew to thousands of members and became famous in the world. The core of this colony was formed by the survivors of the persecutions
Spaniards in Santo Domingo, to which were gradually added adventurers arriving from all over, shipwrecked sailors, victims of pirate attacks.
and hundreds of persecuted Europeans who saw in Tortuga and its Brotherhood the only way to achieve freedom. This is how illegal trade came to be the
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means of redistributing goods throughout the Caribbean and the Gulf, in addition to being the cheapest way to exchange products, illicit negotiation that takes place
it prolonged much longer after the commercial opening of the late 18th century.

IN THE FOLDER

ACTIVITY

1. DESCRIBE THE BUCCANEERS

2. DESCRIBE THE BUCCANEERS.

HOMEWORK ACTIVITY. (RESEARCH)

PIRATE CLOTHING

2.TYPE OF BOATS USED

What did pirates use to navigate?

Work will continue with chapters 13 and 14 to create the narrative cores.

What was chapter 13 about?

What was chapter 14 about?

Class 10

We will continue working on chapters 15 and 16 to create the narrative cores.

What was chapter 15 about?

What was chapter 16 about?

Read the narrative cores and carry out the classroom bearer.

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Evaluation

Create a conceptual map with the characters and the main actions of the novel.

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