Bolivarian Republic of Venezuela

Ministry of Popular Power for Education

Educational Unit Private College 'Los Cedros'
Valera, Trujillo State

OUR SCHOOL, FRUIT OF STUDY, PEACE AND

COEXISTENCE
Reading, writing and calculating, I value my school.

Grade: 1st Section: 'A'

School Year: 2011–2012

02/05/2012 to 13/07/2012
Registration: V:9H:8T:17
 Diagnosis
School is the place where the child spends most of their time and where they acquire
new knowledge that is of vital importance for life; that is why our school must
to become a place where peace and healthy coexistence are breathed, in order to achieve a fruit of it
study where learning is assessed.
Considering that one of the vital needs in the PEI is to promote in children
a sense of belonging to their educational institution, the institution has decided to focus on the projects
educational in: "Our School, the result of study, peace, and coexistence," in order to achieve giving
solution to the aforementioned situation. Similarly, it has been taken as a subtitle of the
project: "Reading, writing, and calculating, I value my school", since after carrying out a
observation and exploration in the first grade students section 'A' shows the need in this
last period of the school year, reinforce reading, writing, and arithmetic, so that in this way the children
(as) are properly prepared to access the next level.
Through the execution of the project, reading, writing, and
calculation as well as the importance of having a sense of belonging to the school and thus achieving a
environment of peace and coexistence.

Similarly, the pillars indicated by the curriculum will be taken into account: learning to create,
learn to coexist and participate, learn to value and learn to reflect.

Purpose
Achieve the participation and integration of children in school activities both inside
as outside the classroom; also promote an atmosphere of peace and healthy coexistence among the
children, parents, representatives, teachers, and all the staff who work in our institution
Through the implementation of various activities, it is proposed to improve reading skills in children.
writing, as well as basic mathematical operations.
To offer students a comprehensive education covering aspects of emotional development and
bio-social and at the same time generate meaningful learning, focusing teaching from a
globalized and constructive perspective based on values
 General Objective
Foster a sense of belonging in the boys and girls for the institution; so that they adopt
a positive attitude that benefits your overall development in the different areas of learning,
especially in the reinforcement of reading, writing, and arithmetic.

Specific Objectives

Encouraging creative thinking through oral exchange, reading, writing, working with
the natural numbers.
Carry out written, reading, and mathematical productions using our reference point.
school, fruit of study, peace and coexistence.
Stimulate written and reading production as well as strengthen the mathematical process accordingly.
at his level.

Area of Learning: Language, communication, and culture.

Didactic Intentions: Learning to create, learning to coexist and participate, learning to
value and learn to reflect.
Integrating Axes: Interculturality, information and communication technology, and work
liberator.
Purpose: For children to identify, describe, analyze, understand, and produce.
various textual typologies according to their evolutionary processes in reading and writing
Component: Language and communication as social and cultural expression
Contents:

Development of reading and writing of simple texts to receive and give information.
Identification of the purpose of reading and writing
Discovery of the conventional alphabetical system: gender and number, use of capital letters and the
point
Building a family of words
Identification and practice of social coexistence norms

Component: The artistic language as an element of communication and expression of culture

and social life
 Contents:

Creation of plastic compositions, using useful materials and resources from nature
Use of graphic-plastic techniques to express social situations and values
Identification of Venezuelan tales, poetry, and song repertoire
Identification of artistic manifestations of the locality, region, and nation

Activities:

Sentence formation starting from images

Participate in group dynamics and dramatization of narrated stories

Perform graph motor skills exercises for cursive writing

Games and dynamics about gender and number

Make copies and dictations about the rules of coexistence and the values that we should live by.
school
Prepare dances and exhibitions about the states of our country
Carry out plastic arts activities to create souvenirs for Mother's Day, Father's Day, and
others.
Estrategias:mapas mentales, cuadros sinópticos, mapas conceptuales, lluvias de ideas,
exhibitions, individual and group work, direct communication, teacher-student interaction.
Resources:
Humans: boys, girls, and teacher.
Materials:

Group dynamics
Motor games, songs, poems, riddles, and stories about the family
Illustrative sheets
Silhouettes
Notebooks
Pencils
Crayons
Pencil sharpener
Draft
Chalk
Scissors

Evaluation:
Evaluation technique:
Direct observation
Formulation of questions
Assessment instruments:

Checklist or verification list

Short tests and presentations

Records

Learning Area: Mathematics, natural sciences, and society.

Didactic Intentions: Learning to create, learning to coexist and participate, learning to
value and learn to reflect.
Integrating Axes: Environment and integral health, Interculturality, information technology and
communication and liberating work.
Purpose: To develop learning and communication processes in the field of sciences
natural sciences and mathematics, in order to foster a creative, critical, and reflective attitude towards
knowledge in children from the dialectical interaction of learning within the framework
institutional and sociocultural.
Component: Development of mathematical thinking through numbers, shapes,
spaces and measurements

Contents:

Ordering numbers from highest to lowest and from lowest to highest and relation of numbers greater than,
less than or equal to
Reading and writing of numbers, figures, and quantities
Roman numeral system: counting and writing Roman numbers up to X

Component: Exploration and application of mathematical processes and knowledge

natural sciences, valuing their importance for life in society.
Contents:

Numbers and basic operations (add–sum–add, subtract–subtract–subtract)

Notion of environment
Environment and life (observation and identification of plants and animals in nature)

activities
Carrying out simple dictations and numerical figures
Reading and writing numbers
Solve simple addition and subtraction operations
Conduct competitions among themselves in additions and subtractions

Carry out activities that reinforce units, tens, and hundreds.

Writing of Roman numbers
Mathematical problem solving
 Participate actively in the ecological week
Make a small model of the environment
Strategies: use addition and subtraction cards, special activities, educational games, copies,
talks, questions and answers.
resources
Humans: boys, girls, teachers, and special guests.
Materials: notebooks, blackboard, white sheets, pencils, human body sheets, figures,
photocopied material, number cards, among others.
Assessment:
Evaluation technique:

Direct observation
Formulation of questions
Practical exercises
Evaluation instruments:

Checklist

Short tests

Practical activities

Area of Learning: Social sciences, citizenship, and identity.

Didactic Intentions: Learning to create, learning to coexist and participate, learning to
value and learn to reflect.
Integrating axes: Environment and integral health, Interculturality, information technology and
communication and liberating work.
Purpose: For boys and girls to recognize themselves as social beings and members of a country.
based on the understanding of their family, school, and social reality.

Component: The geo-historical reality, local, regional, and national

Contents:

Identification of the capital of my state. Capital of the Bolivarian Republic of Venezuela

Recognition of the federal entities within the map of the Bolivarian Republic of
Venezuela
Introduction to the study of July 5, 1811, as Independence Day.
Ephemerides

Component: Citizenship and identity as elements of the creation of society.

Contents:
Artistic and cultural manifestations of the locality and the region
Education for Citizenship and Human Rights, assessment of coexistence norms.

Activities:

Make presentations about the states of Venezuela

Dramatizations
Copies and dictations about the school and important dates of our country
Implementation of successful experiences about the Andean states

Strategies: mind maps and conceptual maps, synoptic charts, dynamics, walking, brainstorming
ideas, storytellers, educational games, conversations.
Resources:
Humans:

Children
Representatives
Teacher
Specialists
Members of the community

Materials:

Illustrative sheets
Silhouettes
Notebooks
Building block
Drawing pad
Bond paper sheets
Newspapers
Magazines
Pencils
Crayons
pencil sharpener
Draft
Chalk
Scissors
Plasticine
Tempera
Corrugated cardboard

Evaluation
Evaluation technique:
Direct observation
Formulation of questions
 Evaluation instruments:

Checklist or verification list

Short tests and presentations

Planning in Primary Education

Planning is a technical tool for decision-making for the teacher, as it is a product

from the evaluation of the learning and development of children, aims to facilitate the
organization of elements that guide the educational process.
Teachers must achieve a coherent relationship between the evaluation results and what is thought.
(plan) and what is done (development of the plan). According to what is expressed in the educational project the
Planning has certain benefits:

It implies the entire community in the existence of an Educational Project.

Redefine the signs of identity, based on the student profile, addressing the structural reality of the
School, knowing the actual training level of the teaching staff: the identity markers of our School.

Adapt and contextualize the objectives of the stage. Specify their educational purposes and their intent.

It is a driving style that ensures effective decisions for the improvement of education.

· Driving style: Processes to achieve what is desired (thinking first about how to do it)

· Guarantee effective decisions: Design strategies

· Improvement of education: Quality of teaching.

Planning is aided by didactics; that is, the set of techniques used in teaching.
(based on a series of principles and procedures applicable in any discipline). This branch of the
Pedagogy is not only concerned with analyzing what is going to be taught but, more attentively, with how.
is going to be taught.

The presence of didactics in educational planning is fundamental because it helps to understand what it is
as important as the content that will be offered is the medium through which it will be delivered; an analysis is conducted on the
students and the environment in which their lives develop, both the physical and the emotional, the cultural and the
 social. Thanks to teaching methods, the teacher can properly carry out their work, achieving that the
learning is efficient.

Didactics is classified into:

· General didactics, applicable to any individual. Regardless of the field or subject.
· Differential didactics, which takes into account the evolution and characteristics of the individual.
· Special or specific didactics, which studies the specific methods of each subject.

The components that act in the teaching act are:

· The teacher or professor
· The learner or student
· The social context of learning

The school curriculum is a system of institutional structuring of the teaching and learning processes, and
It fundamentally has four constitutive elements: objectives, content, methodology, and evaluation.
Although there are countries where the educational system derives the content element into three, such as
the declarative, attitudinal, and procedural contents.

The aspects that should be taken into account when planning:

Choose what and how to teach: Strategies are designed to address the contents.
educational
Be flexible without losing direction: It is defined how the time will be used to teach the contents.
those times should not be rigid but adapt to the learners.
· What conception of learning is held.
Significant learning: It involves three aspects: Logical, psychological, contextual. It is different from rote learning.
Didactic evaluation: It helps the student to know what and how they learned and what and where they made mistakes.

The planning has a schedule in the case of daily primary education that is as follows
way

· Beginning: It is the moment where knowledge, skills, abilities, attitudes, and values are explored.
previous ones that the students have, allowing to activate in them the affective disposition and
attitudinal towards the activities to be carried out
· Development: During this moment, different types of strategies and situations can be used.
learnings that allow to enhance the zones of proximal and actual development
· Closure: It is the moment when the teacher takes the opportunity to learn about the achievements made in
function of the established objective, enhancing values, virtues, and attitudes toward learning.

Some suggested techniques for the beginning moment in lesson planning may include:
· Relaxation technique.
· Exploratory assessment.
· Riddles.
· Tongue twister.
· Crosswords.
· Songs.
· Word search.
· Recap of the previous class.
· Socialized conversation.
· Mind map.
· Concept map.
· Group dynamics.
· Anecdotes.
· Story reading.
· Whirlwind of ideas.

Some suggested techniques for the development phase in class planning may be:
· Didactic exhibition.
· Directed study.
· Highlighting technique.
· Guided readings.
· Exploratory reading.
· Analytical reading.
· Group exhibition.
· Demonstration technique.
· Interactive guides.
· Analysis of concepts.
· Summarization technique.
· Performing exercises.
· Problem solving.
· Preparation of diagrams, mind maps, or conceptual maps.
· Dramatizations.
· Descriptions, narratives.
· Timeline.
· Map reading.
· Debates, interviews.
· Preparation of newspaper and posters.

Some suggested techniques for the closing moment in class planning may be:
· Development of conclusions.
· Reflection.
· Assignment of exercises.
· Summary of the activities carried out.
· Summary.
Presentation of the productions made by the students.

Studying is not an act of consuming ideas, but of creating them.

recreate them
A good teacher must have good planning regarding the assignments proposed by the educator and must
to be well planned in the following way: an introduction, development, and a conclusion to achieve this objective.
START:
Prepare towards the objective to be worked on.
The purpose or objective of the class is stated clearly.
Develop activities to connect the presented content with the students' prior knowledge.

DEVELOPMENT:

Develop learning activities related to the objective or theme of the lesson.

Develop disciplinary content relevant to the objective or theme of the class.
Develop learning activities that enhance the development of cognitive skills.
Develop activities that allow applying the concepts worked on in class.
• Formula questions as a teaching resource
Work with the students' errors
Develop activities that allow for a value-based stance regarding the content or procedures addressed.
It incorporates news realities, scientific advances, or others in order to contextualize the content.
dealt with in class.
Establishes connections between the content or topic of the class and the everyday life of the students.
Relate the contents or topics of your discipline with contents from related disciplines.
Take advantage of emerging themes to discuss or contextualize the content addressed.
Use a diversity of sources to approach knowledge.
Properly use teaching aids in relation to the objectives or topics of the class.

CLOSURE:

Conduct a wrap-up of what was covered in class, revisiting aspects of the objective.
• Develop conclusions and synthesis in relation to what is intended to emerge from the presented objective, recalling
questions or doubts from the students.

We know that planning is the preparation of a general plan aimed at achieving a goal. If we ...
When we refer to educational planning, we can then affirm that it allows the teacher to guide their daily activities.
in the classroom and outside of it, after the systematic organization and presentation of the learning content that it aims to
address. But as I mentioned, the teacher at that moment must be clear about what topic they want to present and how it will go.
do it to achieve optimal learning in your students and how will you do it? Taking as a reference point
that planning should consist of an introduction, a development, and a conclusion.
An example would be that at the beginning the teacher mentions key words that allow the students to know that
the topic the teacher will address at that moment, allowing students to organize or restructure their ideas to
to be able to intervene, then there would be the presentation of the topic which must always be done clearly,
expository and argumentative that awakens the interest and motivation in its students, that means it must also be
quite dynamic to do it, then I would continue with the development that aims to acquire and reinforce
new knowledge using various learning strategies without losing the attention of the learner and
subsequently the conclusion that consists of reviewing and summarizing the discussed topic to clarify doubts and transfer the
learning with clarity to finally re-motivate and close, allowing him to not only stay with what was discussed in
classes but rather allows them to develop their investigative spirit by exploring the topic further.

Educational planning aims to analyze and study the proposed objectives.

Educational Planning is a process through which goals are determined and requirements are established for
achieve them in the most efficient and effective way possible.

For this reason, a good teacher must have a good plan that is very well organized with a beginning,
a development and a conclusion.
The beginning

It is the instructional moment that prepares the student for instruction.

During it, attention is activated and motivation is promoted.
Interest. For a good start we must take into account:
Activate Attention
Establish the Purpose of the Instruction:
Increase Motivation and Interest
Preliminary Overview of the Lesson

Development:

In this instructional moment, new information is presented and processed, giving the opportunity to process it and
practice it until you handle it with ease.

Recall Relevant Prior Knowledge

Process the New Information and its Example
Focus Attention
Use of Learning Strategies

Closure
The closing instructional moment aims to review the achieved learning to use it in different contexts.
contexts and open the possibility of acquiring or constructing new learnings and establishing links with other contents.

Review and Summarize the Lesson

Transfer Learning
Re-motivate and Close
Propose Links

In that process, it is about rationalizing the action in a time framework, based on the achievement of well-defined goals that
they are considered valuable.
Educational planning is characterized by being structural and dynamic.
Structural, because it is an organized whole in which each of its parts fulfills a specific function and interacts.
it complements the others. Dynamic, because it must have enough flexibility to accommodate the modifications that
would be necessary.
As a result, if we aspire to good planning, we must accurately determine the objectives and the various
options to obtain them and the possible setbacks, as well as their resolution; this process is continuous and does not refer to
not only the direction that should be taken but also the best way to reach or achieve the proposed objectives.
there the importance of being visionaries when we do educational planning as it helps us define the strategies to
to follow and therefore be sure in what we do and not to improvise.

PROPOSAL FOR THE MICROCLASS

FIRST GRADE: FEEDBACK ON NUMERICAL THINKING

Standard corresponding to numerical thinking and number systems.

I describe, compare, and quantify situations with various representations of numbers.
different contexts.
Standards corresponding to thought: variational and algebraic and analytical systems
I recognize and describe regularities and patterns in different contexts (numerical, graphical, musical, among others)
others).

I qualitatively describe situations of change and variation using natural language, drawings and
graphics.

Processes. Exercise and modeling

A. Preliminary activities

Do you know how to subtract? Well, help our friend Mc Cow count cows.

The Farm of Mc Cow and His Cows

Obtained fromThe provided text is a URL and does not contain translatable content.

On Mc Cow's farm, there are five (5) cows,

At Mc Cow's farm, there are five (5) cows,
you take away one (1) cow from those five (5)
Tell me how many cows are left on your farm.

CHILDREN: Four (4)

On Mc Cow's farm, there are four (4) cows.

at Mc Cowhay's farm there are four (4) cows,
you take away one (1) cow from those four (4)
Tell me how many cows are left on your farm.

CHILDREN: Three (3)

On Mc Cow's farm, there are three (3) cows,

In Mc Cow's farm, there are three (3) cows,
you take away one (1) cow from those three (3)
Tell me how many cows are left on your farm.

CHILDREN: Two (2)

On the Mc Cowhay farm, there are two (2) cows,

On Mc Cow's farm, there are two (2) cows,
You take away one (1) cow from those two (2).
tell me how many cows are left on your farm.

CHILDREN: One (1)

On Mc Cowhay's farm, there is (1) cow,

on Mc Cowhay's farm there is (1) cow,
What happens if you take that cow away from them?
 That there are no more cows left on their farm.
That there are no more cows left on his farm.
That there are no more cows left on their farm.

2. Conceptualization of the project text Be

Pages 48 to 51 of the program text will be reviewed.

3. Competition by groups

A small test will be given by teams.

a. Color the matching pairs the same color.

b. Write the previous and next in each case.

c. Write as applicable

B. Virtual activity

Guided tour of the first module. From 0 to 9.

2. Access to the virtual package and development.

The provided text is a URL and cannot be translated.

Other links that can help reinforce addition and subtraction

Addition with [Link] to access the content of the provided URL.
Learning to add and [Link] to access or translate content from the provided URL.

C. Evaluation of students using a rubric.

SECOND GRADE: REVIEW THE PROCESS OF MULTIPLICATION.

Standard corresponding to numerical thinking and number systems.

 I use various calculation strategies (especially mental calculation) and estimation to solve
problems in additive and multiplicative situations.

Standards related to thinking: variational and algebraic and analytical systems

I build numerical and geometric sequences using properties of numbers and of the
geometric shapes
Achievement indicators.
Recognizes the addition of equal summands as a multiplication and represents it with the
appropriate symbols.
Build the multiplication tables.
Identify the missing number in simple additive and multiplicative situations.

[Link] and modeling

A. PREVIOUS ACTIVITIES.

1. Song multiplication tables 2, 3, 4, 5, 6, 7, 8, and 9

2. Contest focus.
3. Review of PAGES 46 TO 69 of the text project 'Mathematics Second Grade'.

B. VIRTUAL ACTIVITY
The package that will be developed will be about multiplication tables. It contains activities of
exercises with the tables from 2 to 9, three evaluation activities, and a block with exercises
various calculus. Unable to access the content at the given link.

C. EVALUATION OF STUDENTS USING RUBRIC

RUBRIC MODEL FOR EVALUATING TEAMWORK AND DECISION MAKING

RESULTS.
CATEGORIES SUPERIOR HIGH BASIC UNDER
(5 to 4.5) (4,4 to 4,0) (3.9 to 3.0) (2,9 to 0)
Contributes always Generally A times listen, Rarely listen,
I work with listening to others and listen, share and share and support the share and support the
Others watching over the union of supports the effort of others' efforts. effort of others.
the members of the group. others. Does not cause Causes "problems" in
problems in the the groups
group.
Provide Generally, Sometimes Rarely provides
Contributions continuously ideas provide ideas provides useful ideas when
useful when participating useful when participating when participating in the participate in the group.
in the group. in the group. group.
Stay focused Most of the Sometimes it Rarely focuses on
Focusing on in the work that is time focuses on focus on the work that the work that
the Work needs to do. the work that is it needs to be done, needs to do. Let that
needs to do. causing some others to do the work.
integrate it
redirect.
 Repeatedly controls Repeatedly Occasionally Rarely controls the
the effectiveness of the group and controls the effectiveness of effectiveness of the group and not
Control of the
Effectiveness of make suggestions for group and work for group and work for work for this
Group that it be more effective. that the group is more effective. be more effective.
cash.

Manage your time well It tends to be delayed, It was necessary to adjust the

Management of data to develop the given to develop but always has the deadline because the
time activity, ensuring the activity, but things made for him time was managed
that things are could have been deadline. inappropriately.
made on time with the delayed in a
higher quality. aspect.