Year of the consolidation of the Grau Sea

TEACHING UNIT No. 02: LEARNING UNIT

Creating my story

I. GENERAL INFORMATION

Regional Education Management: Arequipa

2. UGEL Arequipa South
3. Educational Institution :
4. Area COMMUNICATION
5. Grade and section FIRST "C" - "D"
6. Start Date : 11–04–2016 End Date: 05-13-2016
7. Number of hours of the Unit: 28 hours
8. Director :
9. Deputy Director :
10. Teacher Bonifacio Vilca Flores

II. DESCRIPCIÓN (Situación significativa)

SIGNIFICANT SITUATION
Students show disinterest in reading and literary creation. Viewing reading as an obligatory task and
but not as a pleasure or a form of recreation.
The student no longer reads nor do many write; as they opt for the use of shortcut key combinations that facilitate
their responsibilities and even falls into the game of plagiarism, assuming authorships that do not belong to them. That is why
recommend motivating the pubescent-teenager to participate in activities that help develop their writing skills regarding
topics that they enjoy and find in this a form of recreation. Therefore, it is of vital importance to promote reading.
as a recreational activity through the creation of stories. The reflection will be based on the following
Questions: What is a writer's secret to creating a masterpiece?

III. EXPECTED LEARNING OUTCOMES

DOMINION COMPETENCIES CAPABILITIES INDICATORS

Understand critically Actively listen to various 1.1. Active and sustained attention
various types of oral texts oral texts. giving verbal and non-verbal signals
in different situations according to the type of oral text and the forms of
Understand
communicative, through interactions typical of their culture.
oral texts
active listening processes 2. Recover and organize information. 2.1. Express in your own words what
interpretation and reflection. various oral texts. what was understood from the text accounting for the
most of the relevant information.
Produce coherently 1. Adapt oral texts to 1.1. Adapt, according to cultural norms, the
various types of oral texts communicative situation. content and record of your oral text to
according to its purpose listener, according to your purpose, the
comunicativo, de manera theme and, in planned situations, with the
spontaneous or planned, expected time.
It is expressed using various resources Express your ideas clearly. 2.1. Organize your ideas around a topic
expressive. specific based on their prior knowledge
orally
and sources of information, avoiding
contradictions.
3. Use strategically varied 3.1. Complement your oral text with
expressive resources. gestures, movements, eye contact,
body postures and movements
suitable to their cultural norms.
Understand critically 1. Recuperainformación de diversos1.1. Localizainformación relevante en
texts various types of written texts written texts. diversos tipos de textos de estructura
writings in various situations complex and varied vocabulary.
communicative according to its 2. Reorganize information from various sources 2.1. Build graphic organizers

Didactic Unit 1
1st year of secondary school
 purpose of reading, through written texts. tables, synoptic charts, maps
interpretation processes and conceptual, semantic maps) and
reflection. summarize the content of a text from
complex structure.
Reflectively produce various 1. Plan the production of various 1.1. Propose independently a
types of written texts in written texts. writing plan to organize your ideas
varied situations according to its communicative purpose.
communicative, with coherence and 2.1. Write various types of texts about
Produce cohesion, using vocabulary 2. Textualize your ideas according to various themes with textual structure
texts relevant and the conventions writing conventions. complex, based on their knowledge
writings of written language, by means of previous and sources of information.
planning processes 2.2. Use the orthographic resources of use
textualization and review. of the 'b' and 'v', to the extent that it is
necessary, to provide clarity and meaning to
text that produces.
Interact reflectively with 1. Interpret literary texts in relation to 1.1. Explain the relationships between the
literary expressions of various contexts. characters, their explicit motivations and
Interact various traditions. implicit and their actions in various
2. Literary texts according to their scenarios.
with
expressive needs. 2.1. Develop a story that presents a
expressions conflict, with main characters and
literary secondaries, characterized according to their role and
whose actions take place in settings
various.

IV. THEMATIC FIELD AND PRODUCT

THEMATIC FIELD PRODUCTO

The story: Reading of 'The Little Bull with the Shiny Skin' by José María Arguedas.
The narrative text
The short story: Elements, characteristics, and structure.
Steps to write a story (Proposal)
Writing my story Stories
Morphological analysis: The noun and adjective (José María Arguedas Contest)
- Words with uncertain spelling: b, v (homophones), rules
Readings from the Reading Comprehension Module
Reader Plan Work (Literary Anthology 1)

V. SEQUENCE OF SESSIONS

KNOWLEDGE/ FIELD EXTRA RECUR TIME/

No. LEARNING SESSION
THEMATIC TEGIA SOS HOURS
The tale Dialogue Blackboard
Presentation of the unit's objectives, organization open markers
of the work and delimitation of the themes of the texts to The tale: Reading of 'The little bull'
Reading Works
elaborate.
01 of the shiny skin” by José 2 hours.
Reading of 'The Little Bull of the Shiny Skin' by José María
Mary Arguedas.
Arguments to identify the parts of the story.
Presentation and initiation of the reading of the Fourth work
selected from the reading plan.
Knowing the species of the narrative genre The narrative genre: Definition Work List
Know and distinguish the characteristics of each one of the and species group
02 2 h.
species of the narrative genre. Novels and stories
Arequipeños
Let's practice a lively reading Reading Module of
Comprehension Module
03 Reading comprehension at the literal, inferential, and critical level. customizes Comp. 2 hours.
Reader. 01
yes Reader
Let's analyze a story Work List
We read the story 'Warma Kuyay' and dialogued in a group. The story: Elements, group
04 2 h.
about the elements, characteristics, and structure of characteristics and structure.
tale.

Didactic Unit 1
1st year of secondary school
 Let's use our imagination Steps to write a story Writing List
We let our imagination soar and created our Proposal
05 characters, setting, and plot of our story. The story: Reading of 'The 2 h.
feather pillow
Horacio Quiroga.
Let's practice a lively reading Reading Module of
Comprehension Module
06 Reading comprehension at levels: literal, inferential, and critical. personalizes Comp. 2 h.
Reader. 01
yes Reader
Writing my story Work Notebook
07 Use punctuation marks correctly in the Writing my story individual 2 h.
drafting your arguments for your debate.
The nouns in my story Work List
Morphological analysis: The
08 Analyze the function of the nouns used in the group 2 h.
noun
writing of the story created by the student.
Let's practice a lively reading Reading Module of
Reading comprehension at the levels: literal, inferential, and critical.
Comprehension Module
09 personalizes Comp. 2 h.
Reader. 01
yes Reader
Describing the scenario Analysis Notebook
Morphological analysis: The
10 Analyze the function of the adjectives used in the literario of theory 2 h.
adjective
draft of the story created by the student. Listín
Properly using the 'v' and 'b' in my story Analysis Slate,
Words with questionable spelling:
11 Properly apply the rules for using the letter 'b' in the literary markers 2 h.
"b" (homophones)
writing of your story. List
Let's practice a lively reading Reading Module of
Comprehension Module
12 Reading comprehension at levels: literal, inferential, and critical. personalize Comp. 2 h.
Reader. 01
yes Reader
"Using the "v" and "b" correctly in my story" Trabajo Practice of
Words of doubtful spelling:
13 Properly apply the rules for the use of 'v' in the individual use of the 2 hours.
"v" (homophones)
drafting of your story. "R"-"RR"
I read my story Reading Tales
14 Reading aloud their drafts of their stories, Reading stories oral created 2 h.
taking into account the beginning, middle, and end.

VI. EVALUATION

SITUATION OF COMPETE Technique and

CAPACITY PERFORMANCE INDICATOR
EVALUATION TENCIA Instrument
Solve the 1. Recover information from 1.1. Locate relevant information in Card of
various
activities various written texts. types of texts with complex structure and vocabulary observation
proposals of varied.
Module of Buy 2. Reorganizainformación de 2.1. Construyeorganizadores gráficos (tablas,
Understanding written session various written texts. synoptic charts, concept maps, maps
Reader. (semantic) and summarize the content of a text from
Narrative genre complex structure.

Reading and analysis 1. Interpret literary texts in 1.1. Explain the relationships between the characters, their
of the structure relationship with various contexts. explicit and implicit motivations and their actions
Interact
textual of in various scenarios. Tests
with
Our Lady 2. Create literary texts according to their 2.1. Develop a story that presents a conflict, written
expressions
from Paris and expressive needs. with main and secondary characters, (Reasoned,
literary applications and
Narrations characterized according to their role and whose actions
extraordinary. They take place in diverse scenarios. objectives)
Oral reading of 1. Actively listen to various 1.1. Active and sustained attention giving
texts from the oral texts. verbal and non-verbal signals according to the type of
literature of oral text and the forms of interaction typical of it
Buy
Romanticism. oral session
culture.
2. Recover y 2.1. Express in your own words what
information from various texts understood from the text taking into account most of it
Oral. Of the relevant information.
Drafting of your 1. Plan the production of 1.1. Propose an autonomous plan for Tests
story using various written texts. writing to organize your ideas according to charts
correctly the its communicative purpose. Tests of
"b" and "v" 2.1. Write various types of texts on topics execution
Production (Jobs
locating the Textualize your ideas according to the various with complex textual structure, based on
writing practical
nouns. writing conventions. your prior knowledge and sources of information.
Draft of your 2.2. Use the spelling resources for the use of 'b' and
story v, as necessary, to give
clarity and meaning to the text it produces.
Story Expression 1. Adapt oral texts to 1.1. Adapt the content according to cultural norms.

Teaching Unit 1
1st year of secondary school
 communicative situation. record of your oral text to the listener, according to
their purpose, the theme, and, in planned situations, File of
with the expected time. observation
2.1. Organize your ideas around a specific topic
2. Express clearly your knowledge based on your prior knowledge and sources of
oral ideas. information, avoiding contradictions.
3.1. Complement your oral text with gestures,
gestures, eye contact, body postures and
appropriate displacements according to their standards
3. Use culturally strategic.
various expressive resources.

VII. BASIC MATERIALS AND RESOURCES TO BE USED IN THE UNIT

Materials
- MINEDU-IPEBA (2015) Learning progress maps: Reading - Writing - Orality
- MINEDU. (2015). Rutas del aprendizaje. Fascículo 2. Comprensión y expresión de textos orales. VII ciclo.
- MINEDU. (2015). Rutas del aprendizaje. Fascículo 1. Comprensión y producción de textos escritos. VII ciclo.
- MINEDU. (2015). Learning Routes. General booklet 3.
- SANTILLANA Editorial. (2016). Communication 1. Teacher's manual.
- Literary Anthology 1
- O.T.P. and texts delivered by the Ministry of Education.
Resources
- Videos and tape recorder.
- Multimedia projector and computer
- Blackboard, markers

VIII. BIBLIOGRAPHIC REFERENCES

From the professor:

. O.T.P. and texts delivered by the Ministry of Education.
. Modern Grammar of the Spanish Language Luis Fuentes de la Corte and Ramón
. Spanish and Peruvian Literature, Walter Fernández Menéndez.
. "Parnaso" Sopena Dictionary of Literature. Volume I Spanish and Hispano-American Authors.
. Literary works by writers of universal, Spanish, and youth literature.
. Structural Grammar Bruno 2016.
. Reading Comprehension Modules: Teacher's Manual No. 01
. Learning Routes Booklets. (2015). Ministry of Education. Lima.

From the student:

. Texts delivered by the Ministry of Education.
. Any literature text from 1st year of secondary school.
. Dictionary.
. Literary works
. Reading Comprehension Modules No. 01
. Literary Anthology 1
. [Link]

IX. APPRECIATION FOR THE DEVELOPED PROGRAMMING

1. .........................................................................................................................................................................
2. .........................................................................................................................................................................

Arequipa, April 2016.

_________________________ ___________________________
Deputy Director Bonifacio Vilca Flores
Teacher
Didactic Unit 1
1st year of secondary school