Cultural Roots Learning Session Plan
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ScribdTranslationsCultural Roots Learning Session Plan
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ScribdTranslations1 "A" and "B" GRADE
LEARNINGEXPERIENCEN°1
LEARNINGSESSIONN°01
1. GENERAL DATA:
Educational Institution:
Responsible teacher: Choque Coaquira Romeo Alexander
Grade and Section 1 'B'
Application date : 15/02/23
TITLE OF THE LEARNING SESSION
We identify the cultural roots of our family.
2. PURPOSES AND LEARNING EVIDENCES:
SOCIAL SCIENCES
Competencies/ Whatwillgiveusevidence?
Performances
Capabilities oflearning?
Build interpretations Explain facts or processes
Comparative chart
historical. historical records of about the changes and
diversity
cultural sobre la base de sus stay of
Critically interpret our history
causes and consequences, and of
various sources familiar.
social, political concepts and
Understand the time Technique/Instrument
economic.
historical
Explain and argue Checklist
historical processes
CROSS-CUTTING APPROACH: Intercultural Approach
Valores Observable attitudes and/or actions
The teacher fosters a continuous dialogue of culture
Cusqueña, and among these with scientific knowledge, seeking
Intercultural dialogue complementarities in the different planes in which one
formula for addressing common challenges for
cultural identity.
What do I need to do before planning? What resources or materials will be used?
PTT.
Multimedia canyon.
Markers.
Blackboard.
Images
Etc.
3. DEVELOPMENT OF THE SESSION:
1 "A" and "B" GRADE
Sequence of activities
Start El docente, saluda a los estudiantes y se presenta.
10 minutes The teacher and the students agree on agreements of
coexistence for interaction at work: listening to each other
Sincerely, wait for turns to participate, among others
The teacher reminds them of the biosecurity protocols:
Proper use of double masking
We maintain the proper distancing.
MOTIVATION:
The students read: 'The story of Paulina.'
PRIOR KNOWLEDGE:
Based on what they have read, the students respond to the following
questions:
What is the story about?
What are the characteristics of the family of
Paulina?
What customs and traditions does the family have
Paulina?
Why is it important to know the roots?
cultural aspects of our family?
The teacher records the answers.
COGNITIVE CONFLICT:
The teacher generates cognitive problematization through the
next question:
What are the customs of our grandparents and
parents? Explain your answer.
The teacher supports students who need clarification.
doubts and concerns and then reinforces the ideas expressed
PURPOSE AND ORGANIZATION:
The teacher constructs the purpose of the session with the
participation of all students; it also informs
the route of activities that they must take into account in the
development of the session to build their learning for the
what they must take into account the evidence and the criteria of
evaluation.
The title of the session and the learning purpose is noted.
1 "A" and "B" GRADE
Development MANAGEMENT AND SUPPORT:
40 minutes Problematic.
Students reflect through the following question:
Does your family maintain the same customs in
the present? What changes has it undergone? Explain your
response.
Analysis of the information:
The students read the source of information 1: 'A LITTLE OF
HISTORY OF SANTURANTICUY, the source of information 2
My family gave me my identity, unique and diverse
Then, the students based on the reading done for each one
from the presented sources and their notes, complete a table
of double entry.
Continuing, the students share their answers.
The teacher listens attentively to the answers of the
students intervene to clarify some points of being
necesario.
Decision making:
As a final activity, the students note what their
customs and celebrations, and what changes they have had and that
It continues the same. With their notes, they complete a chart.
It is necessary that after the activity, the teacher listens to the
most of the students, any questions or issues will be
clarified in the feedback.
1 'A' and 'B' GRADE
Closure FEEDBACK
10 minutes
What important events are part of its history?
personal?
What historical sources would you turn to in order to build your
personal history?
How does your personal history contribute to
strengthen your identity?
The teacher concludes the session by asking them to fill out the table.
self-assessment where they will state their achievements during the session
of learning (I did it, I am in progress, I need
improve) based on the evaluation criteria set forth in
our session with the purpose of achieving the activity.
The teacher also mentions to answer the questions.
Metacognition:
What did I learn today?
How did I learn it?
What difficulties did I have?
How did I overcome it?
What will I use what I've learned for?
The teacher concludes the session and encourages them to
students move forward. It reminds them of the recommendations
of biosecurity protocols for care and prevention
against COVID-19 in the Educational Institution and in their homes.
4. TEACHER'S REFLECTIONS ON LEARNING:
What progress did my students make in this activity?
What difficulties did my students have in this activity?
What skills should I reinforce in the next activity?
1 'A' and 'B' GRADE
_____________________
Classroom teacher Coordinator Coordinator of
Curriculum