Reading makes a man

complete
the conversation, lively,
and writing, precise
 LITERARY HOUR PROJECT 2018
I. INFORMATIONAL DATA:
1.1. UGEL Pallasca
1.2. I.E. Agricultural No. 47
1.3. PLACE Pallasca
1.4. DISTRICT Pallasca
1.5. LEVEL Secondary
1.6. DIRECTOR Lic. Andrés Mariños Alcántara
1.7. RESPONSIBLE :
LAST NAMES AND FIRST NAMES CARGO
MARIÑOS ALCANTARA, Andres Director
MARIÑOS ALCANTARA, Wilmer Tutoring Coordinator
GiLMER Science Coordinator
ROSALES SALDAÑA, Linder N. Coordinator of Letters
Communication Document
FIELDS ANGELS, Samuel Julian
CARRILLO VELASQUEZ, Ricardo J. Communication Document

II. FOUNDATIONS:
En nuestro Distrito y provincia de Pallasca, Región Ancash y en general en nuestro país
the country has not developed a solid reading culture from the family, the institution
educational and the community. This has serious consequences regarding the practice of the
lectura en la Institución Educativa y fuera de ella. Por otro lado, las pruebas nacionales e
International assessments have shown the low levels of comprehension among our students.
In the census evaluations of recent years, it can be seen that a high percentage
The evaluated are below the expected level for the academic degree.
As recalled, students are classified into performance levels:
At level 2 are the students who achieve the grade's learning outcomes.
En el nivel 1 se ubican los estudiantes que están en proceso del logro esperado.
Below level 1 are those who did not achieve all the learning outcomes of level 1.

In this sense, the Ministry of Education for the Full School Day (JEC) has
the project the literary hour has been proposed as a space in which
I managed to encourage students to have a time for voluntary reading in which, with the
the mediation of the in-charge teacher, various animation strategies can be applied to the
reading that prioritizes participation, creativity, enjoyment, and reading comprehension of the
students.
Likewise, it is a proposal that seeks to make use of both the materials provided by
the State as the spaces provided by the educational institution since it is important that the
proposals are articulated and tools are provided to teachers so that they can
use the resources available to them.
For the literary hour, the book provided by the Minedu has been used as a basis.
Literary anthologies since each anthology has been designed for each grade of the
Secondary Education and, in addition, is nourished by texts of various genres, purposes,
origins, structures, and extent. Likewise, the literary hour has been conceived as a
Articulated proposal to the school library, as it seeks to make better use of this space.
beyond its use for curricular subjects and be a space in which reading is achieved
voluntarily and for pleasure.

This proposal has been designed for full-time teachers.

It is organized based on eight modules, one for each month, which will be developed in one hour.
the week. Each module will cover two reading strategies in which texts will be read from
the anthology prior consensus among the students and/or texts from the school library.
 In addition, various audiovisual resources will be provided that can enrich your
practice.
All the modules of this proposal have the development of discussions as a transversal axis.
literarias como estrategia inicial de lectura y se complementan con otras estrategias en las
que se promoverán actividades y productos de las competencias orales, lectoras y escritas.
It is important to emphasize that this proposal only includes texts of various formats,
nature and structure that have been chosen by the students as it is promoted
a voluntary and pleasant reading. Therefore, the readings worked on in this literary hour and
The products that have been planned are not part of the evaluation of any area.

[Link] BASES:
General Education Law No. 28044 and its Regulation D.S No. 011-2012-ED.
Law of Teacher Reform No. 29944 and its Regulation D.S No. 004-2013-ED.
D.S No. 001-2017-ED. Approves the National Educational Project until 2021: 'The Education that
we want for Peru.
R.M No. 657-2017. ED. Approves the guidelines for the development of the school year 2018 in
Educational Programs in Basic Education Institutions.
Regional Educational Project of Ancash.
R.M Nº 386-2006-ED. “Directiva para la organización e implementación del Plan Lector en las
Regular Basic Education [Link].
R.V.M No. 0014-2017-ED. "Supplementary standards for the proper organization, application and
consolidation of the Reading Plan in Educational Institutions of Regular Basic Education.

IV. DIAGNOSTIC:

V
.
OBJECTIVES:
[Link]:
Improve the development of communication skills of the students of the I.E.
Agropecuario Nº 47-Pallasca, mediante la lectura de lectura de antologías literarias y otros
texts

[Link]:
Promote the implementation of actions to foster the habit of reading and comprehension.
reader, as essential capabilities that contribute to the comprehensive education of the
students.
Implement strategies for reading animation and the development of reading skills.
to improve students' learning.
Promover la interrelacion de autores locales, regionales con los estudiantes y docentes de
the I.E through literary activities.

[Link]:
Students of the VI and VII cycle of Secondary Level.
Management Team, Teaching Staff, Administrative and Service Personnel.

VII. STRATEGIES:
THE LITERARY GATHERING:
Through literary gatherings you can help students understand more about
what they read and express it in public. They develop the student's critical thinking.
a partir de lecturas literarias y a través de la reflexión en grupo.
The literary gathering is a cultural and educational activity that is usually carried out
personas interesadas en temas literarios. A través de ellas se establece una
friendly conversation about literature. It is a space that encourages discussion
shared, open and relaxed; where all opinions are important and everything
the group enriches itself from the different impressions and contributions based on values
democratic and egalitarian. It is an essential way for education in values. Develops
 social skills such as reading, expression, respect for the opinions of the
others.

Basically, the literary gathering is a cultural activity where people discuss in a manner
pleasant and relaxed about literature.
There is a moderator and an indeterminate group of people talking about a
reading (story, book, article...) that everyone has already done and that has previously been
elegido de común acuerdo.

Participants express their opinion, their arguments for or against, and comment on
the author and the time or on related topics; for his part, the moderator 'moderates',
that is to say, is responsible for planning the sessions, maintaining order in the
Conversation, try to get everyone to participate and ensure that they don't stray too much.

In a discussion, several intellectual skills are developed such as reading, the

organization and the search for information and different social skills: the
oral expression, respect, and empathy.

What do Literary Gatherings contribute to the student?

The discussions contribute among other things:

1. Altas tasas de adquisición de vocabulario nuevo y poco frecuente.

2. Abstracción de los estudiantes de su ambiente habitual llevándolos a otros contextos
historical figures from a very early age.
3. Promotion of reading based on active participation (high motivation).

They also contribute improvements related to coexistence by teaching them to:

Respect the word order.
2. Request an appointment to be able to intervene.
3. Respect the opinion of the partner.
4. Contribute arguments to discussions instead of attacking the other as happens in
the television talk shows.
They generate feelings of friendship and solidarity.

2. STORYTELLING:
Stories are the means to introduce students in a pleasant and fun way.
in the world of Literature, fostering with this the taste and enjoyment of reading as
means of communication. It is about introducing students to the world of reading
using direct and fun means for them.
Cómo narrar cuentos
ELICUTION:
Clear language phonetically.
Pleasant, clear, and well-modulated voice.
In order not to have to shout, we should direct ourselves pointing to the listeners furthest away.
Avoid a monotonous tone.
Seek simplicity in expression, style, and tone.
We can imitate the way the characters speak and their gestures.

TRANQUILITY AND SECURITY:

That's why we must master the narrative. -Having resources in case of forgetting or error, passing it on
by emphasizing or going back on our words (if we acknowledge the mistake, we confuse the
children and we break the charm).

RHYTHM:
Bring liveliness to the actions. - Be cautious with explanations or descriptions.
 DRAMATIC EXPRESSION:
Thanks to voice modulation, eye movement, and gestures, balancing it with
naturalness. - It does not consist of training as an actor, but rather in internally preparing oneself with
emotion.

IMAGINE: - What is said will give more realism to our words.

HUMOR: - Set the mood when something funny comes, it gives them the security of their
next laughter and establishes a certain complicity with the narrator. - Leave time for laughter and
for the important phrases of the story.
ENTHUSIASM: - How to achieve it? First, passion and understanding with the story: it is
our story (we created it) and second start pretending interest and we will end up
having it.

SHARED RESPONSIBILITY: - Without breaking the magic of the story, involve them in it,
encouraging the formulation of hypotheses about what will happen.

3. READ ALOUD:
It is the teaching strategy by which you give the opportunity to the
students to have a literary experience at a higher level than they could
to have for themselves. That is, it reads them a story or a poem that they could not read.
solos. As noted by Solís, Suzuki and Baeza (2011), the adult becomes a
reader model, as it shows how an expert reader behaves as they read,
what are the rhythms, the fluency in reading, the tones, what to do in the face of a mistake or
unknown word, among others. It is an instance in which it is shared with children the
pleasure of reading, encouraging them to enter the world of books and all kinds of texts,
inviting them to appreciate listening to texts, they are taught specific strategies of
reading, but at the same time concepts of the printed, to understand how it works
of written language, how texts function and expands their vocabulary.
it has the following objectives:
Create a love for reading.
Feeling emotions through literature.
Improve listening skills.
Increase vocabulary (we will learn how to do it specifically in the
third unit of the course.
Help to acquire new knowledge about things, places, people, etc.
Give the opportunity to reflect on attitudes, situations (favors the
thought) .
Foster the learning of aspects of reading (how to take a book,
eye movements, where the title of a book is located, etc.)

The reading aloud done by the teacher is considered one of the

factores más influyentes para el desarrollo integral de los niños (Chambers, 2001),
how crucial it is for me to be present in their pedagogical practices.

SCHEDULING OF THE LITERARY HOUR:

No. MES WEEK NUMBER SESSION NAME GRADO Y DATE
Module SECTION
1 MAY Week 1 Session 1: Reading Diagnosis 4A 03/05/18
4B 04/05/18
5A 02/05/18
5B 02/05/18
Week 2 Session 2: We get to know our 4A 10/05/18
school library. 4B 11/05/18
5A 09/05/18
5B 09/05/18
Week 3 Session 3: The literary map. 4A 17/05/18
4B 18/05/18
5A 16/05/18
5B 16/05/18
Week 4 Session 4: We Letters Our 4A 24/05/18
community, school or classroom. 4B 25/05/18
5A 23/05/18
5B 23/05/18
2 JUNE Week 1 The literary gathering: Text 1 4A 07/06/18
4B 08/06/18
5A 06/06/18
5B 06/06/18
Week 2 Reading aloud: Text 1 4A 14/06/18
4B 15/06/18
5A 13/06/18
5B 13/06/18
Week 3 The Literary Gathering: Text 2 4A 21/06/18
4B 22/06/18
5A 20/06/18
5B 20/06/18
Week 4 Reading aloud: 2 4A 28/06/18
4B 29/06/18
5A 27/06/18
5B 27/06/18
3 JULIO Week 1 The literary gathering: text 1 4A 05/05/18
4B 06/05/18
5A 04/05/18
5B 04/05/18
Week 2 Textoforum: Lectura 1 4A 12/05/18
4B 13/05/18
5A 11/05/18
5B 11/05/18
Week 3 The literary gathering: text 2 4A 19/05/18
4B 20/05/18
5A 18/05/18
5B 18/05/18
Week 4 Textoforum: texto2 4A 26/05/18
4B 27/05/18
5A 25/05/18
5B 25/05/18
4 AUGUST Week 1 The literary gathering: text 1 4A 02/05/18
4B March 5, 2018
5A 01/05/18
5B 01/05/18
Week 2 We represent the text (theater): 4A 02/05/18
reading 1 4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 3 The literary gathering: text 2 4A 02/05/18
4B 02/05/18
 5A 02/05/18
5B 02/05/18
Week 4 We represent the text (theater): 4A 02/05/18
text 2 4B 02/05/18
5A 02/05/18
5B 02/05/18
Product presentation: the literary fair 1 (achievement day)
5 SEPTEMBER Week 1 The literary gathering: text 1 4A 02/05/18
4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 2 Storyteller: text 1 4A 02/05/18
4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 3 La tertulia literaria: texto 2 4A 02/05/18
4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 4 Cuentacuentos: texto 2 4A 02/05/18
4B 02/05/18
5A 02/05/18
5B 02/05/18
6 OCTOBER Week 1 The literary gathering: text 1 4A 02/05/18
4B 02/05/18
5A 02/05/18
5B 02/05/18
Semana 2 We are writers, we rewrite the 4A 02/05/18
text 1 4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 3 The literary gathering: text 2 4A 02/05/18
4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 4 We are writers, we rewrite the 4A 02/05/18
text 2 4B 02/05/18
5A 02/05/18
5B 02/05/18
7 NOVEMBER Week 1 The literary gathering: text 1 4A 02/05/18
4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 2 Lectutrailers: text 1 4A 02/05/18
4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 3 The literary gathering: text 2 4A 02/05/18
4B 02/05/18
5A 02/05/18
Week 4 Lecture trailers: text 2 5B 02/05/18
4A 02/05/18
4B 02/05/18
8 DECEMBER Week 1 The literary gathering: text 1 5A 02/05/18
5B 02/05/18
4A 02/05/18
Week 2 The literary blog: text 1 4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 3 The literary gathering: text 2 4A 02/05/18
 4B 02/05/18
5A 02/05/18
5B 02/05/18
Week 4 The literary blog: text 2 4A 02/05/18
4B 02/05/18
5A 02/05/18
5B 02/05/18
Product Presentation: Literary Fair 2 (Achievement Day)
VIII. RESOURCES

7.1. MATERIALS:
Literary anthologies of 1, 2, 3, 4, and 5 at the secondary level.
Books from the school library.

7.2. FINANCIAL:
Si es necesario será financiado por la I.E

IX. EVALUATION:
The evaluation will take place at the literary fair presentation.

Pallasca, March 12, 2018