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NOMBRE DEL PROYECTO:Erase una vez mis vacaciones y muchas historias más.
Application date:
(19 sessions)

METHODOLOGY: COMMUNITY PROJECT.

PROBLEM: Students need support to recognize the use of letters and

where we can find them, as well as when manipulating various texts to achieve
to express what they believe it says or what it is for, on the other hand, the lack of
stimulation in their language and in the use of strokes to represent ideas.

OBJETIVO:Se espera que los alumnos de 2do grado logren expresar sus ideas al observar
some texts especially in stories, as well as creating with their own
tools for writing stories and successfully narrating them.

ARTICULATING ELEMENTS "Reading and writing in the approach to cultures": It

it will link the project with this axis as it seeks to give students the opportunity to
start to manipulate some of the ways in which we can find writing
and reading, as well as providing some tools so that they can create their
own way of expressing writing.

CENTRAL PRODUCT: CUENTOPOLIS

LANGUAGES
CONTENT PDA
Narration of stories through various languages, in a I describe places or characters from history or texts.
environment where boys and girls participate and take ownership of literary works that he knows and relates them to people, landscapes and
culture, through different texts. other elements of their community.
I explain what I interpret and understand from the stories and texts
literary works that he knows or hears.
He narrates with logical sequence, stories that he knows or invents,
and accompanies them with resources from artistic languages.
Graphic representation of ideas and discoveries, to Explore and discover various texts from your home and school,
explore the various texts that exist in your communitylike
and stories, posters, signs or messages, and interprets what
 other places. they say based on the images and graphic marks, and identify
what they are for.
KNOWLEDGE AND SCIENTIFIC THINKING
CONTENT PDA
Numerical knowledge as a tool for solving I Uses numbers in games and everyday situations of their
situations of the environment, in various contexts environment.
socio-cultural. I count objects from your home and school with different
purposes.
Classification and experimentation with objects and elements I compares and organizes elements of the environment, such as objects.
of the environment that reflect the diversity of the community or everyday life or crafts of their community according to one or
region. 2 criterios definidos con sus pares: color, forma, tamaño,
texture or use.

The culture of peace as a way of relating to I Collaborate with the culture of peace in your home and school, by
other people to promote inclusion and respect to coexist in a respectful and harmonious manner.
diversity

SCHEDULE OF ACTIVITIES

Monday, January 8 Tuesday, January 9 Wednesday, January 10 Thursday, January 11 Friday, January 12

What are the The story of my What is in a The elements of Let's get to know that

stories? holidays story? story it is a library

Organize stories
Monday, January 15 Tuesday, January 16 Wednesday, January 17 Thursday, 18 of Friday, January 19
January January

Use of the Audio stories and Tales Stories Reading role of

library video stories interactive pictograms stories
Credential
library
The rules.
Monday, January 22 Tuesday, 23rd of Wednesday, 24 of Thursday, 25th of Friday, 26 of
January January January January
Represent audio Puppets Choose a story for Create CTE
tale story city scenography
Shadow theater Activity already Story by part
I am ready to from the parents of
story city? family
Monday, January 29 Tuesday, the 30th of Wednesday 31 of Thursday, 1 of Friday, the 2nd of
January January February February
List of Cartel name of Create tickets and Create a story with Storytown
products that us our story. sound effects parents
missing. Deliver
Create invitations. invitations.
 COMMUNITY PROJECT
ONCE UPON A TIME MY VACATION AND MANY MORE STORIES
PHASE 1 Planning
Moment 1 identification Monday: The class will start by talking about vacations, as it is a topic that the
Students will have a lot of interest, the opportunity will be given to the students to mention what
they did and how they spent it, just as I will share all my experience with them
vacation, after listening to all your contributions I will begin to introduce you to the topic with
the following questions:
Can what they just told me be a story? Where can we find stories?
Have you heard other different stories? Where? Could our stories be
Stories? At this moment, I will present to the students the problem: - I think it is necessary that
Let's investigate stories to learn more about them; there's still much we need to know about them.
In this way, I will invite you to develop our great project in which we will create CUENTOPOLIS.
Moment 2 recovery Les explicare que cuentopolis será un lugar que elaboraremos en este proyecto donde podamos
find many funny stories like those of our vacations in different types of
stories, as well as we will learn about the various ways to find a story in our
daily life, I will mention that all our colleagues will participate in this project
school and our parents.
These questions will be asked with the purpose of helping students identify the
historias de los cuentos, al tener claro que en los cuentos encontramos historias, les cuestionare
Would you like to know more about the stories? How can we do it? Do you know many?
stories or few? Are all the stories the same? Why? Are there stories in our school? Your
Can you read a story? What is needed to be able to read a story?
Moment 3 planning What can we do to create our STORYLAND and learn everything about stories?
With my help, I will propose that we create a list of actions to be able to establish our
CUENTOPOLIS, we will write the list on the board with the help of all your contributions, I will guide.
to the students with some questions, for example: What can we do to organize the
Stories from the classroom? Should we have a library? Will we be able to easily find the stories if
Are they disorganized? Who could help us tell a story? Do we have to investigate?
To learn more about the stories? We will carry out the counting of the actions that we will perform in
our project.
Phase 2 action
Moment 4 Approach Tuesday: I will give the students blank sheets and ask them to depict the story of their
vacaciones, los iré apoyando de manera individual para ponerle un título a su historia, les planteare
that this story could be a little tale of their vacation. At the end, each one will have the
opportunity to present your little story, as each one passes we will place them in a
visible area of the living room.
Once all the students have passed, I will ask them: Did we all manage to make a story? Do you think
Did we do it correctly? What do you think we missed? How can we know if they need something?
something to our stories? Where can we find stories here? At that moment, they will be given the
opportunity for students to manipulate the stories that

meet in our hall, you will be given a few minutes and then we will proceed to carry out
a comparison of their productions with the stories they found in the classroom, each one will go
commenting on the differences they find or what they think their story is missing according to what
They were able to observe, we will write these participations on the board.
At the end of the presentations, we will reflect on the importance that our project will have.
since with it we will be able to learn many new things about tales and stories and thus the
motivate to create a story about their vacation later.
TASK: What is a story and how is it composed?
Moment 5 understanding Wednesday:
Today we will start the class by presenting your assignments; students who wish may...
and production participate, as we listen to your contributions, we will be noting on the board the elements of a
story according to what they mention to me.
We will continue taking a story from our classroom and with the help of our list we will
pigeonholing the elements we find in our story, in this way
we will begin to reflect on what other elements we need to add in order to complete our
I will share with the students the importance of knowing all these elements that make up.
part of the story and some questions will also be asked what do you think would happen if not
Would they have a title? How would we know who wrote the story if we don't put the author's name? etc.
We will see the following video: youtube - Characteristics of the SHORT STORYStructure and
characters Characteristics of the TALE | Structure and characters
([Link]
They will put into practice the information they have just learned, I will give them some small books.
white made with white stapled sheets and they will create a story, this story can be with the
story of their vacation or how they wish if they want to create a new story they can do it.

Thursday:
Today we will observe the stories we created yesterday, for the students who wish to.
They will be able to present their story, at the end I will question: Do your stories have letters? In which part?
Are letters important? Do they also have numbers? What are letters and numbers for?
What happens if our story has no numbers? What do you think will happen if it has no letters? These
We will write the answers on the board.
I will give you an activity where you will find many letters and numbers mixed up in which the
students will have to color letters and numbers in a specific color, with the aim of
go ahead and classify them.
I will give you a brief explanation of the use of each of these.
We will continue with their importance in our stories, I will tell you that thanks to the...
numbers we can know how many pages our story has and thus find more easily the
page that we wish.
You will be given a moment for everyone to number their story, and when everyone finishes, each one will mention me.
How many pages does your story have?
In the same way, it will be mentioned that letters help us to write many words,
words that help us write names, titles, etc. At this point, I will clarify to the students that
letters are not always needed in the development of the story, which can also be read through the
images.
Those who wish will be given the opportunity to come up and read a story with just the help of the
images, here I will observe how much they use their imagination and if they give coherence to the story.

Friday:
To start today's day, I will question the students: Where can we find
stories? In this way, I will encourage students to start relating to the topic of the
library. We will write down all your contributions on the board, this way together
we will develop a concept of a library and we will get to know what the library is
class. At the end, I will give the clearest concept of a library by explaining what it has.
very large libraries with many stories.
I will give you a moment to find where our old library is, as well as
We will also go out of the classroom to see if the other classrooms allow us to observe theirs.
libraries. Returning to the classroom, we will reflect on the difference that
we found in all the libraries that we observed.
After that, we will watch the following video - What is a library?/Characteristics/
types / Organization of the library.
(YOUTUBE)[Link]
At the end, I will review with the students the most important ideas from the video, especially the
the way the library is organized. Question the students: how can we
classify the stories? Do they have the same size? Can we organize them by size?
Does everyone deal with the same thing? Do they think we can organize them by theme? Are they all from
animals? Several questions will be made to support them in their classification of stories
and thus be able to organize them.
Before placing them in an organized manner in the library, several rounds of
organizations and we will count in each round. For example: we will organize by sizes,
the counting will be done on how many big stories, how many medium, and how many small
this will be done with every classification we make) we will record this count in our
notebook. We will do the counting as a group and we will put it on the board to
You will be able to copy it to your notebooks. Rounds will be held depending on the classification ideas.
let the students give.
At the end, we will choose a classification of all the ones we got to know, and in this way
we will start organizing our library, first we will organize it on different tables
the books. I will organize the children into teams so they can mark with a label
Especially the stories according to the theme we chose, so that we can have a clearer classification.
Example:
Team 1: label all animal stories in red.
Team 2: label all plant stories in blue.
Team 3: label all the stories of people in yellow.
In this way, we will place the books in our library.
Tarea: Investigar en casa sobre el trabajo del bibliotecario, ¿Qué hace? ¿Cómo lo hace?
What was work like before? How is it now?

Monday: Once the stories have a specific place according to the classification given by
children will be allowed to choose only one book or story for silent reading in their
place.
At the end of the reading time, they will be able to voluntarily come up to talk a little.
{"about what you observed in the story":"What is it about?","what was the ending":"What was the ending?","what are the":"What are the"}
characters? Etc.
To continue, I will ask you to comment on what you researched for homework, in this way
we will rescue the role of the librarian, I will give you an explanation of how the dynamics of it are
librarian and at this moment I will highlight the importance of having our credential to
identify ourselves in the library.
We will continue to elaborate our library credential in which we will put our
personal data will also be provided, and a passport will be delivered. I will explain that with these
Documents can take home library books and must return them.
We are going to write a regulation for the library with the support and input of the children.
Question the children: How can we take care of the library books?
How should we use books?
Can we take them all at the same time?
What happens if they eat while reading?
What happens if we don't return the books to their place? Etc.
We will write the rules on a poster board and support them in writing and formulation of
new rules, after your participation.
They will make drawings about the rules so that they have them in their notebook and do not forget them.
rules. Just as they will have the regulations that they themselves proposed exposed.
Task: Create with cardboard the figure that corresponds to your child for the scenery and bring it on the
Thursday (UNDECORATED AND UNPAINTED)
Tuesday:
Today we will focus on rescuing the various ways to find stories.
He will question the students, 'Do we only find stories in books? Where else have they appeared?'
Have you seen stories? Will it be possible to watch stories on televisions? And on computers? At
to recognize that stories are not only found in books, I will present this to the students.
we will discover various ways to find and read stories.
Today we will learn about audio stories and video stories, we will start with the
audio stories and they will be able to participate by mentioning how they think these stories are,
I will write the contributions on the board, and then we will start with the first audio.
story: "Coco climbs the mountain" at the end we will use the questioning dice which will help us
will ask questions like: what is the name of the story? What were the characters like? In what
Where was the story? At the end of the question round, they will make a representative drawing of the
story and writing the title of the story.
We will continue with another audio story called 'The Three Little Bears' and we will do the
same dynamic as with the previous story.
After listening to these two audio stories, I will ask the students, "What about..."
What is different about this story from the ones we have in the library? All the contributions.
We will write them on the board and make very clear what an audio story is.
AUDIO STORY: An audio story is a narration that involves elements of
communication that combines speech and sounds through a story.
Later we will continue with the video stories, we will have a round of participations in the
which the students will mention what they think the video stories are about and the
We will also write down the participations on the board.
I will present the video story "The Fool Drinks Elephant"
([Link] We will continue making rounds with the
given a question about the story, the students will create a drawing that represents the
story that you just saw and listened to. I will mention that we watch the video stories.
very frequently on cell phones or tablets and they are also very fun.
To finish understanding these two ways of viewing stories, I will ask the students.
Do we need to read letters to listen to the story of the audio stories and video stories?
Why? Right now I will motivate the children to be able to read how many without knowing all the
letters, explain that while letters are important, we can also read with assistance
of images and sounds.
In the notebook we will put the two types of stories we learned about along with their drawing of
reference:
AUDIOBOOK with its speaker
VIDEO STORY with the television or cell phone
They will have to write the name of each type of story (they can copy it from the board or it
will support the children by writing it directly in their notebook so that they can copy it.
there)
Wednesday:
We will start the class with the following approach: Yesterday we learned that stories
Can you read without letters? Do you remember? Which stories did we get to know yesterday? This with
the aim of highlighting that we are learning different ways to read, listen and
to represent a tale.
I will tell you that today we will learn about two other ways to hear stories.
The first story we will listen to will be an interactive story and they will tell me by mentioning
what they think is an interactive story.
They will be given the concept so that we can complete the concept with greater clarity:
In this type of stories, the audience participates by making some sounds that are part of
the narration, so that they actively participate throughout the story.
Read the following story 'Adventure in the Field' and make use of the images while doing so.
it is narrated.
Questioning the way the story was told: Did you notice
That in this type of stories you can participate while it is being told? Did you like it?
Had you heard any similar story? One in which you could make the sounds.
and participate?
Propose making a change to the story and modifying the animals, as well as the sounds.
What we are going to do during the narration. Let's establish in the group the changes that will be made.
to our story, and registering them on the board.
At the end, provide them with printed images of different animals, so they can decide which ones
they want to use. Once selected, invite a student to be the one to narrate the story
and the others can make the corresponding sounds for the images that come up
showing during the narration.
Deliver a sheet with the images of the animals that appear in the story, in order.
in which they are presented, so that they can narrate this story to others, making use of
The images and remembering the heard story, will color the animals, they can record.
the title of the story at the top and your name at the bottom.
In assembly, discuss whether you liked this way of telling stories? Why? Of the
distintas formas de contar cuentos, cuál les ha gustado más? ¿por qué?
Thursday:
Tell the children that today we are going to learn about a different kind of story, which is a story
that they will be able to read more easily, even if they do not know how to read letters; What do you think
Is that story? What do you think it has? Ask the children if they know the stories.
pictographs?
After listening to the children's ideas, I have to explain to them that a pictographic story is
the one who replaces some words with images. Ask, do you know how to read? Do you think that
Can they read a pictographic story? Why or why not? Show an image of a
pictographic story, ask "What do you observe? Does it resemble the other stories you know?"
What is it different in?
Show them the pictographic story of Little Red Riding Hood. We are going to read this story that you
they already know, can you help me tell it, do you think we can do it all together? Read the story
with the help of the children, indicate where it is being read so that the students know where
They should intervene upon seeing the image instead of letters. Give them a story by the table.
pictographic of the classics so that they have the opportunity to read it their way, all the
From the team, we will be changing the stories at the table so that everyone reads different stories.

To conclude the activity, each student will be given images that they must
color and cut them out, and when they are ready, they will paste them in their notebook following a sequence.
to invent your own pictorial story, I will help you write the title of your story and
ellos lo deberán copiar. Todos sus cuentos deberán tener su nombre escrito.
Parents will represent an audio story.
At the end, we will use the questioning die and the students will be able to participate as they roll it.
the die.
TAREA: van a platicar a sus padres que son los cuentos pictográficos y contaran su cuento
pictographic to his family.
Friday:
Today, there will be a story reading by group; each teacher will tell a story.
I tell the students of the school, all groups will take turns to listen to the
different stories that each teacher would tell. The activity that will be developed in our
classroom at the end of listening to the story, will the students with the help of the movable alphabet
Give the title of the story and the name of the author. If some students finish very quickly.
they can help their classmates. In total, the students will listen to 4 stories and each teacher
he will carry out the activity according to his story.

At the end of reading all the stories, I will present our 'traveling book' and I will tell you that
we can all take this book home to learn stories and be able to write
nuestro cuento favorito, el alumno que se lleve el libro podrá escribir el cuento que más le
he liked it and the next day he will have to return the traveling book and tell the story he wrote.
Each child will have to put their name in the story they wrote with the help of their parents.
Monday:
Today I will ask you about the last story that the parents performed.
family since it was an audio story, I will invite them to tell an audio story in which they
they will be the people and they will have to act according to what the story mentions. There will be
various stories with the purpose of everyone participating, at the end we will count how many
characters we need for each audio story, we'll write them on the board. I will continue
with the second grade teaching sheet "Shadow Theater" What do they observe in this
sheet? What can we use to do that? Can we tell a story with shadows? In this
I will invite you to create various shadows with the help of our projector: Shadow of
rabbit, crab shadow, snail, etc.
After learning the different ways to make figures with shadows, I will tell you about them.
a story invented by me in which they will use shadows to make them part of the
story.
Tuesday:
Organize the children in an assembly and question, What is a theater?, What happens in the
teatro?, ¿Qué es una obra de teatro?, ¿has visto una obra de teatro?, ¿En el teatro contaran
Stories?, Would you like to do a play?, How do you make a play?, etc.

Invite to watch an educational video that explains what a play is and the
main elements. Reflect on each of the elements seen in the video and
talk about them. [Link]
Tell the children that there are various ways to represent a story, and one of them is the
The theater will inform you that this will be the last way to represent a story that we will know,
 theater. Explain to the children that we will learn to work with this way of representing
story.
Divide the group into four teams, each of which will be given images to create their puppets.
two teams with striking images and will then perform the act with
support and guidance of the audio stories.

WORK1[Link] THE LITTLE HOUSE OF THE SNAIL

WORK 2[Link] THE WOLF AND THE THREE
PIGLETS
SHADOWS WORK 3[Link] A DINOSAUR IN
THE MOON
SHADOW WORK4[Link] THE HUNGRY CATERPILLAR
Conclude the activity by providing feedback. How did you feel while participating? Did you
Did they feel the same when watching the play? Which puppet show did they like the most?

In each round, we will use the questioning die.

Moment 6 Wednesday:
We will hold the vote to choose our story to present at Cuentopolis.
recognition All the students' options will be taken into account and a vote will be held based on them.
This voting will be done on the board; there we will carry out the writing of the titles and the points.
that each one has and so we will know who the winner is, having this information ready for the students
to copy in their notebooks so that they have evidence of how we chose our story. (For the
students who are unable to copy the titles of each story, I will assist them by writing it in their notebook and
so they can copy it more clearly)
Once we have our story ready, we will reflect on this approach. Do you all think that already
We already know everything about stories, we will be ready for Storyland.
I will talk to you about how with the help of a sheet we will recognize if we are ready or if we are lacking.
some things to know or do.
They will be given the sheet individually, I will ask you to put your name on the part of
up and when I finish I will support them by reading so that they can mark as appropriate.
Example:
Indications: Mark a happy face if you succeed and a sad face if you do not succeed.
Do you know the parts of the stories?
Do you know what a library is?

ETC.

Moment 7 concretion At the end, we will make a list of what we will need for our scenography.
We will make the list on the board collectively, listing each product that
we will elaborate, at the end they will be asked to take out their notebook and they will also write down the list to
let's not forget what we have to do.
Thursday: Today will be used to carry out the preparation of everything.
scenography, parents will have previously been asked for the necessary materials in
cardboard.
We will organize the group into teams so that each team is responsible for developing one thing.
specifically, each team will be provided with the necessary materials such as paint, glue, crepe paper,
diamond, etc.
Example organization:
Equipo 1: Arboles
Team 2: House
Team 3, clouds
 At the end of decorating, we will count everything we made on the board and
We will later transfer it to our notebook. The activity must have the name of the
object and the quantity. (Support will be provided to children who are unable to copy it from the blackboard, I will go to
write it in your notebook and from there you can copy it)
With the help of the parents, we will listen to the story they are going to share with us. At the end
we will use the questioning die to recognize some parts of the story of the tale.
Phase 3 intervention
Moment 8 integration Monday:
We will use all the set design material we have created, with the help of the students.
In a group way, we will try to organize the scenery and we will use it to tell the story that
we will choose, we will conduct several tests, with the aim that all students participate we will do
groups with equal amounts so that they can go on to present the story in the set design. To
to finalize we will make a list on the board of what did work for us and we will reflect on
what we are missing.
To finalize this information, I will give you a sheet on which they can also check off.
y tachar lo que tenemos y lo que hace falta, en esta hoja ellos podrán hacer el conteo.
This way we will be able to organize ourselves to produce the products that we lack, to
recognize what we are missing, I will support you with questions: How will people know that this
invited to our story? How can they know what our story is called? Do the
Will the characters need masks? How will they be able to see our story? (invitation, Create)
poster with the title of the story, tickets, messages, etc.
Having a clear understanding of what we lack, we will begin with the creation of the invitations, I will present them to you.
that we will create a large invitation together on the board and then each one will create their own,
We will be reflecting on the data that our invitation should include, engaging in reflection.
in the numbers and letters that we will put (such as the date of the event, time, and name of our
story
Once our example is ready, I will give each of you 2 sheets on which you will have to prepare your
their own invitation by copying the information from our large invitation, they can decorate it to
deliver it tomorrow. The decoration will be free and when finished we will put them in a box
to store them.
Task: you will be asked to prepare at home the missing scenery material, made with
cardboard or whatever is provided (NOT PAINTED OR DECORATED ONLY THE MOLD) (1 per child)

Tuesday:
Today we will organize into teams to finish building the scenery we are missing.
Team 1: Create the masks for the characters.
Team 2: Paint and decorate the remaining scenery.
Team 3: Create the poster with the name of our story and decorate it. (It will be created in
cardboard or Kraft paper

They will be given enough time to complete their activities, in case any
the team that finishes first will be able to help others, as having everything ready, I will invite them to put their names
with the help of letter cutouts (printed) In this part we will remember the importance of the
authors in the stories, and I will mention that although we are not authors of the story, we do form
part of the representation of the story and the people will know who collaborated. So from this
modo todos tendrán la oportunidad de buscar sus letras e ir pegando su nombre en el espacio del
cartel.
Continue with the following question: What should we do with the invitations? We will go out.
Everyone in the class to deliver invitations to the school community.

Upon returning, I will tell the students that our invitations are over and we must also
invite the parents, I will invite them to write a message.
Do you know what a message is? What is it for? How is it done? We will note these ideas down in the
 board and later in the diary.
At the end of the presentations, I will explain what a message is so that you have a clearer idea.
and so together we will write the message on the board and later they will copy it down in their
notebook to be able to show it to your parents.

TASK: Invitation to create a story about father and son on Thursday, February 1, 2023
Wednesday:
Today I will explain to the students that it is important to have sound effects for our
story and I will ask them to help me create them.
Before creating them, I will mention to you what sound effects are and what they are used for, and I will also ...
show some so that they can listen to them and know what we are going to do.
To create our sound effects, we will read our story, pausing each time.
that is necessary to start developing the effects. These effects will be recorded with my phone.
cell phone, once we are clear on the sound we need, we will record it and keep saving until we have
everyone ready. Example: sound of an animal, sound of a door, of a scream, etc)
Para continuar les entregaré a los alumnos los boletos que daremos para que puedan entrar a
In our story, we will talk about what our ticket should include (seat number and
title of the story) Each student will have 3 tickets to decorate and we will leave them in a
box that we will place at the entrance of our story each guest will have to take the ticket and
deliver it as our story progresses.
Each ticket will have a different number from 1 to 10, when all your tickets are ready the
we will organize by number, I will be requesting the tickets by number until we reach 10, each
The student will have to be attentive when they ask for their ticket number.

I will question: What will the ticket numbers be for? Have you seen that some
Do tickets have a number? What do you think they are for? This is in order to recognize that the
The number tells you where to sit. But do our chairs have numbers? If they don't have numbers.
podrán buscar el numero de su boleto? De esta manera continuaremos poniendo a las sillas los
numbers 1-10 (Each number will have a double chair) The children will help me decorate their numbers and to
they will stick the chairs that do not have a number.
Thursday:
Parents will be welcomed and with the help of the children, we will tell them in a way
brief everything we have known, in this way I will explain that you will create your own story with
your children since we are working on the value of tolerance, they will be asked to write a story
that has this value as its theme.
I will provide them with white paper, stapler, glue, colored paper, etc. All the material that
they need so that with the help of their children they create their own story, during the creation of the
I will be watching you to observe how you make use of the information that
we have met throughout the project.
At the end of their stories, I will give them the opportunity to share their stories in each story.
we will recognize if it has all the necessary elements.
We will place these stories in our library and at the end we will say goodbye to the parents of
family.
I will tell the students that we will take a test to use our tickets, starting with their
help we will arrange the chairs 1-10 in order and then they will take their ticket, I will arrange them in the
door and in order each one will check their ticket and will sit in their corresponding place,
we will do this activity several rounds in order for them to get different numbers. They
They will explain the dynamics of tomorrow, how the rotation of the stories will be done so that it does not
they get confused.

Moment 9 diffusion Friday: CUENTOPOLIS will take place, when students enter the school they will find everything
the decorated and themed rooms according to their story, at this moment each group
it will start by listening to their story and a bell will ring so that the students can rotate.
they can listen to all the stories.
 Moment 10 They will be given a sheet to the students on which they can draw and represent the story that they like the most.
taste and what they liked the most, at this moment I will be supporting them with questions. Everyone
Considerations Did they have characters? Did all of them have a title of the story? Did they realize what they were like?
characters? Etc.
Moment 11 Advances At the end, the children will have the opportunity to mention the things they would like to improve.
For the next Cuentopolis, I will write down these contributions on a sheet to keep them.
suggestions and to be taken into account in future activities.
To finish, I will give you a sheet in which there will be 3 faces (1 happy, 1 uncomfortable, 1 sad) to you.
I will explain that these smiley faces will help us evaluate our project and in order to evaluate it I need you
I will read the purpose of the project; if you think we achieved it, color the happy face, if some things did.
Other (faces) do not color the uncomfortable face, and if we do not succeed, color the sad face.

White sheets Mobile alphabet

Color labels Didactic sheet 'theater of'
Colored leaves shadows
Staples and
stapler
Printed tickets
Masks
Horn
Microphone
Cut-out letters
Resistol
Diamantina
Painting
Kraft Paper
Scissors
Given questioner
Puppets
Projector
Work diary: it will describe the achievements and difficulties of the students, as well as
your relevant comments. (every day)
Photographs: Photographs of significant moments of the students will be included,
adding a descriptive comment. (During the course of the project)
Feedback with the support of our final reflection.
Self-evaluation form.