LEARNING SESSION

UNIT NUMBER :03

SESSION NUMBER :
DATE Tuesday, May 19, 2017
AREA Communication
SESSION TITLE WE READ A DESCRIPTIVE TEXT MARLENE CHURAY
ROQUE
LEARNING PURPOSE:
COMPETENCIES CAPABILITIES PERFORMANCE INDICATOR
Understand Retrieve information Locate information in a descriptive text with
written texts. various written texts. various complex elements in its structure and with
varied vocabulary.
Recognize the silhouette or external structure and the
characteristics of a narrative text.

DIDACTIC SEQUENCE.
MOMENTS DIDACTIC PROCESS
. We talked:
START . Have you ever read descriptive texts? About what?
10 minutes . The topic is presented: We read descriptive texts.
. Agreement is made with boys and girls on some rules of coexistence that help to
work and learn better together.
. The text "Marlene Churay Roque" is delivered on pages 30 and 31 of the Communication text.
MINEDU.
DEVELOPMENTBefore the reading
70 minutes . Why are you going to read the text?
. Have you heard of Marlene Churay? If your answer is yes, comment on what you know.
. Who will be the character that appears in the illustration?
During reading
. Read the text
. Does the illustration match the description made by the character?
. Why?
. After the reading
. Check their predictions: Based on the analysis of the illustration, did you get all of them right?
characteristics of the protagonist?
. If you knew something about the author, did it help you anticipate the theme of the text?
. They develop text comprehension activities.
. They are organized into groups. Then, they discuss based on the following questions.
. Have you developed sympathy for the character presented in the text? Justify your answer.
answers.
. Which of the protagonist's characteristics caught your attention the most? Why?
. If you had to introduce Marlene Churay, what other information would you include? Do you think
that there are in everyday life people like the protagonist of the text read? Give their
reasons.
 . Define what a descriptive text is.
. They carry out the metacognition of their learning:
CLOSING . What did I learn?
10 Minutes . How did I feel?
. Was it easy or difficult?
. What is the use of what I learned?
FOR WORKING AT HOME

REFLECTIONS ON LEARNING
What did the students achieve in this session? What difficulties were observed?

MEDIA AND MATERIALS:

Pencils, colors,
bond paper
Packing tape
Scissors
Goma

--------------------------------- ----- ---------------------------------

Deputy Director Elizabeth Villar Quispe
Class Professor.
Checklist
Understand written texts.

No. Reorganize information from various written texts. Comments/observations

actions

Locate information in Rebuild the

First name and last name
various types of texts sequence of a
with various text elements with various
complejos en su estructura elementos complejos
and with varied vocabulary. in its structure and
with vocabulary
varied

1
Yeny Zulma AMIQUERO MARTINEZ

2
FIGUEROA MAURICIO, Rubi Milaydi

3
HUICHO YOLGO, Luisa

4
INFANTE RAMOS, Diomedes

5
MAURICIO RAMOS, Hercilia

6
MEDINA QUINTANILLA, Doris Hilda

7
QUISPE SOTO, Maycol

8
RAMOS GONZALES, Omar

9
SULCA QUINTANILLA, Kevin

10
TORRES BENDEZU, Crispin Rogelio

11
VICAÑA HUAYANTUPA, Ruben

Achieved In process X not achieved

 1 Checklist

First and Last Name: ___________________________________________________

Grade 5 section 'A' Date: ____________

No. INDICATORS Read and shape Identify and Respect the

fluid respecting classify the opinions of their
The accentuation words according to companions
NAMES AND SURNAMES of the Words. the accent. regarding the
reading.
YES NO YES NO IF NO
01
Yeny Zulma AMIQUERO MARTINEZ
02
FIGUEROA MAURICIO, Rubi Milaydi
03
HUICHO YOLGO, Luisa
04
INFANTE RAMOS, Diomedes
05
MAURICIO RAMOS, Hercilia
06
Doris Hilda Medina Quintanilla
07
QUISPE SOTO, Maycol
08
RAMOS GONZALES, Omar
09
SULCA QUINTANILLA, Kevin
10
TORRES BENDEZU, Crispin Rogelio
11
Ruben VICAÑA HUAYANTUPA

LEARNING SESSION

UNIT NUMBER :03

N° DE LA SESIÓN :
DATE Friday, April 19, 2017
AREA Art and culture
SESSION TITLE Recreating our history through origami.

LEARNING PURPOSE:
 COMPETENCIAS CAPABILITIES PERFORMANCE INDICATOR
EXPRESSION Discover and experiment with different Identify the steps to follow to create objects
ARTISTIC ways to create things through origami.
Using materials such as
like origami paper, that is Use the origami paper properly in the
can be combined and used in manufacturing of objects.
sheets of paper or with material
moldable.

DIDACTIC SEQUENCE.
MOMENTS Didactic Process
. They receive the greetings from the teacher.
. They listen attentively to the story 'The rabbit that wanted to find a treasure'
(Annex No. 01)
. Respond to the following questions: What characters are involved in this?
story? What is the story about? With whom did the bunny travel to discover new things?
adventures?
START . Do you think the bunny's attitude was the most appropriate? What would you have done?
10 minutes What if this had been your case?
. They discuss their answers and discover the
. We communicate the purpose of the day: "Recreating our history through
deorigami.
. We remember the agreements to work in order.
. Maintain order and cleanliness
. Share the materials
The teacher explains about origami.
Then explain the procedure to follow to make with origami paper a
DEVELOPMENT boat and
70 minutes a rabbit (Annex 02).
s
Steps to make a boat

Each child is given two sheets of origami paper.

making origami with the teacher's guidance.
 They make the boat and the rabbit with origami paper following the instructions.
from the teacher.
.
CLOSURE
10 Minutes

TO WORK FROM HOME

Make origami of animals.
REFLECTIONS ON LEARNING
What did the students achieve in this session? What difficulties were observed?

MEDIA AND MATERIALS:

Pencils, colors,
bond paper
tempera
brush
Packing tape
Scissors
Goma

--------------------------------- ----- ---------------------------------

V.B. DIRECTOR Elizabeth Villar Quispe
Class Professor.

THE ORIGAMI
1. Definition: Origami is the
paper figure formation,
made with folds of
different forms. Frogs,
stars, herons, fish, flowers,
boats, planes and animals of
all kinds, as well as figures
colored geometries comes to
our mind when we hear the word: Origami.
2. Meaning of the word Origami: The name of this art comes from the
Japanese word 'Ori' which means folding and from the word 'Kami' which means
paper
3. The origin of Origami. We think it originated in Japan, and some believe it
It is defined as the Japanese art that is formed by folding sheets of paper. In reality,
it did not originate in Japan but in China around the first or second century and not
It was not until the sixth century that it arrived in Japan, brought there by the monks.
4. History of Origami. Paper was not so easy to obtain, the paper made
hand was accessible only to the wealthy and privileged class and of course to the class
religious, as initially origami was used solely for purposes of
religious, and in important ceremonies.
Little by little, the different paper manufacturing techniques achieved that the
origami outside permeating the less fortunate but equally creative classes
and skilled in the formation of figures.
5. Origami in the world. It was the Moors who brought origami to Europe.
Between the 9th and 12th centuries, they only used origami to create figures.
geometric since their religion prohibited them from making figures of animals. Therefore,
With the colonization of America, this art began to spread throughout the
world and today it is as popular with children as with adults.
By the 17th century, the art of folding paper in Japan was a form of
entertainment of the general population, it was then when the different
currents of origami were emerging.
6. Types of Origami. Thus, today there are very strict origami in which
Cuts are not allowed as the figure must be achieved with only folds.
from a single sheet of paper to more flexible origami which allows
cuts but no glues. Different currents have different rules for
the formation of aesthetic figures from paper.
7. Classification of Origami. Some authors classify the art of folding paper
according to the time when the different techniques were developed, others have
managed to classify 80 different types of origami according to the technique used or
the type of paper we use, some of the most well-known and memorable are:
Action origami (paper figures that perform some type of)
movement, like frogs jumping, paper airplanes, games,
figures, characters, decorations for celebrations, etc.
Sound origami (origami models that produce sounds)
Origami puzzle
Traditional origami (can be in 2 or 3 dimensions)
Origami with square paper sheets, with rectangular paper sheets
or with circular sheets of paper.
Modular origami (multiple similar figures are used to form)
a module)
Composite origami (in which the final model consists of two or
more sheets of paper each folded in a different way
Wet origami (the paper is folded while it is damp)
allows for more organic and curved folds that remain that way once the
paper dries
Kirigami (it is the origami that allows cuts to be made in the paper, well
from the word 'kiru' which means to cut, it is with this technique that they are made
paper snowflakes and the figures of children holding hands that everyone
we know
Origami architecture in which figures of buildings, houses are appreciated
and bridges when the paper is at an inclination of 90°
8. Importance of Origami:
The practice of origami from an early age stimulates the development of their
artistic and intellectual skills.
From simple exercises to the more complex ones, origamis can
become a universe of symbols and expressions for your children.
Many teachers use them as a teaching tool in schools.
Well, by doing origami, the child develops spatial ability and a skill.
higher than that of other children. In addition to motivating a disposition towards the
art and healthy fun.
Estimation scale form

Nombres y Apellidos: _________________________________________________________Grado: 5° Section "A" Date:

____________

LOGROS
LEVEL INDICATORS CASI POCAS
ALWAYS NEVER
ALWAYS SOMETIMES
Parafrasea la información.
Identify the message of the text read.
Name or indicate the meaning of words or
LITERAL expressions.
Identify the actions or facts
Extract known words and form sentences.
Point out or name the main idea.
Translate the meaning of new words into the vocabulary
own.
Derives implicit ideas from the information
explicit from the text.
Conclusion formula.
INFERENCE Interpret the data in the context in which it was collected.
L
collected.
Draw conclusions based on the analysis of the
information.
Differentiate the real from the imaginary
Infer causes or consequences that are not explicit.
Integrate reading into personal experiences
Make assessments about the language used.
Reconstruct the comprehension process.
Verify the truth value of the information
CRITERIAL
Indicate the author's intentions.
Evaluate or issue a critical opinion about the content.
of the text.
Differentiate the subjective from the objective.