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LEARNING SESSION PLANNING 8/10 (2 hours)

SES
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I learn from the lives of others

EXPECTED LEARNING OUTCOMES

COMPETENCIES CAPABILITIES INDICATORS

Listen actively pay attention actively and consistently giving verbal signals and
variousoraltexts. non-verbalcuesinaninterview.
Take notes while listening according to your
Understand texts purpose and the type of oral text using several
oral graphic organizers.
Recuperate y Organize Identify basic information and various scattered details in
information of various aninterview.
oraltexts.
Express clearly your ideas around a specific topic based on
ideas yourpriorknowledge,avoidingcontradictions.
It is expressed Reflect on the form, assess whether the content and the register of your oral text are
orally content and context of their suitable according to their purpose, theme, and, in situations
oraltexts. planned,theexpectedtime.
Evaluatewhetherithasstayedontopic,avoidingdigressionsand
contradictions

DD
IACTC
ISEQUENCE

START (10 minutes)

PREVIOUSLY, THE TEACHER MUST REVIEW THE ORAL COMMUNICATION FOLDER PAGES 63-67
TO GUIDE THE STRATEGY
The students agree on the rules of coexistence to achieve the session's objectives.
The students watch an interview of Milagros Leiva with Natalia Málaga on YouTube.
[Link]
Theteacherposesthefollowingquestionstoestablishadialoguewiththestudents
¿cuál es el propósito de la entrevista?, ¿dónde y cuándo lo entrevistan? , ¿sobre qué tema hablan?, ¿quién
Is he the interviewee? What does he tell us? What is the character like? What aspects of his life does he consider?
interesting?, why?, what do interviews allow us?
If you do not have internet access, you can record the audio of the interview or present it in
written form, to read to the students.

El docente les plantea el propósito de la sesión: prepararnos para realizar entrevistas a determinadas personas
togettoknowthembetter.
DEVELOPMENT(60minutes)

Theteacher,basedonthecontributionsofthestudentsandusingtheobservedvideoasareference,defines
Whatistheinterviewandwhatisitspurposeandguidelinesforconductinganinterview.

Guidelines for differentiated care

The students take note of the ideas and guidelines for conducting the interview. To help the students to
Takenote,theteacherplacesadiagramontheboardinsuchawaythatwhileexplaining,hefillsitin.
the outline with subtitles, so that students can record the content in an organized manner.
Forget that the training of the strategy must almost always be given with the guidance and support of the teacher.
Let's remember that developing listening skills requires patience and consistency.

The students and the teacher raise the topic and the possible characters to interview. It is suggested that the
topic based on the significant situation presented for this unit which is cultural diversity of
[Link],let'sconsiderinterviewingourgrandparents,relatives,oracquaintancesabout
lifeinthecommunityorlocalitywheretheylived,descriptionofsomehighlightedcustomandtraditionoftheir
people and their experience of arriving in Lima and blending their culture with that of others (name, age,
origin,mostsignificantexperiencesfromtheirchildhood,fromtheirwork,fromtheircommunity,learningsthat
marked their lives, customs they are proud of, traditional festivals, description of the
most prominent customs of their culture, dances, typical dishes..
The teacher, when presenting the topic, invites the students to collaboratively create a list of questions that
they could help them gather the information they need. They even agree to select the people
It is of interest that I can be interviewed in class, for 5 to 15 minutes.
Oncethenumberofquestionsrelatedtothetopicisestablished,studentsrole-playinpairs,theapplicationof
the questions. They must imagine the character being interviewed and the possible answers they could give.
They are taking note of what each one is answering in a graphic organizer.
Theteachersupervisestheworkdonebythestudents,supportsthem,andgathersinformationbasedonit.
observedtoprovidethemwithgeneralguidelinesonhowtoconducttheinterview.
Students evaluate based on experience whether the questions are clear and allow for gathering the
expected information. Based on this experience, they make adjustments to the questions and the anticipated time for
Hello.
Students self-assess and peer-assess the work done using a checklist.

CLOSING(20minutes)

The teacher suggests that the interviewed people be individuals from different regions of the country in order to
tohaveanoutlookonthediversityofcustomsandculturesofthecountry.
The students gathered in groups of three or four members choose the person who will be
interviewed by the group (grandparents, uncles, neighbors, friends, etc.). They must schedule the appointment with the character to
the one they will interview and among them they organize to determine who will conduct the interview, and the other two
Theyshouldtakenoteoftheinterviewee'sresponses.
Students are advised to record the interviews so that using the checklist, they can
perform the self and peer evaluation of the exercise. In the same way, they must submit this audio to the teacher.
to compare the work done.
The students will also need to cross-reference collected information to prepare the interview in writing.
with questions and answers, in addition to a brief comment about the interview conducted (what they learned,
What difficulties did you face, what satisfactions did you have about the interview?
Students will have between one to two weeks to submit the interviews and the teacher will provide them with the
timeofasessiontosharetheirexperiencesaboutwhathasbeendone.
The teacher performs metacognition after what has been worked on: What have we learned? Why did we do it?
What steps have we taken to conduct the interview? What could we improve?
 The teacher organizes an anthology of the interviews conducted by regions to share them with others.
members of the school in an exhibition on the cultural diversity of our country. (In the same way, in the
the fair also presents the anthologies of the myths and legends developed in the previous unit for
purposesofthisfair

HOMEWORK
TO
WORK
ON

They conduct an interview with a person to share their experiences and customs about their region.
culture.
Record the interview in written and oral form, with the questions and answers from the interviewee and a
Commentmadebythegroupabouttheexperienceconducted.
Suggestthattheycanusethecellphonerecordertothenuploadittoacomputer.

MA
TERA
ILSORRESOURCESTOBEUSED

OralCommunicationVolumeVI;sheets,notebook,pencil,pen,eraser,recorder,television
towatchthevideo.
Annexes

We evaluate ourselves
Aspects INDICATORS YES NO

PLANNING Take into account the planned questions.

Iexpressedmyideasinorder,avoidingcontradictions.

During the interview, my oral register adapts to the

purposesandtheinterlocutor.

I respected the scheduled time for the interview.

ORAL EXPRESSION
I asked questions and follow-up questions related to the topic.
fromtheinterview.
Theyformulatedclearquestionsandalowedforthecolectionofthe
required information.

Payactiveandsustainedattentionbygivingsignals.
verbalandnon-verbalintheinterview.

I identified basic information and several details of the

interview.
ORAL COMPREHENSION
Itooknoteofbasicinformationtocarryoutmy
graphicorganizerormyreport.

Observations:
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