LEARNING SESSION N° 8

I. INFORMATION DATA
1.1. INSTITUCIÓN EDUCATIVA:“OFELIA VELÁSQUEZ”
1.2. DIRECTOR Amós Abdías CARBAJAL SARAVIA
1.3. AREA Personal Development Citizenship and Civics
1.4. UNIT EMPATHY AND CONFLICT MANAGEMENT
1.5. GRADE AND SECTIONS
:3° A, B, C, D
1.6. HOURS 03 hours.
1.7. TIEMPO 135 min.
1.8. UNIT :II
1.9. ACTIVITY Does Racism Exist?
1.10. TEACHER Mary Magdalene Benel Alarcón
1.11. DATE :Tarapoto, 15 de Julio de 2019

II. PURPOSE OF THE SESSION

COMPETENCE AND PERFORMANCES BY GRADE/ STANDARDS

CAPABILITIES OF THE AREA SPECIFIED PERFORMANCES
Competencia:1 Reflectively think about the practices. to raise
Build your identity cultural aspects of their community, and show appreciation for behaviors that
Capacity: 2 for its cultural and natural heritage and that of includes elements
Self-regulates his/her emotions your country feeling part of it. ethical respect for the
rights of others and
the search for justice
searching find
respect for the other.
CROSS-CUTTING COMPETENCIES AND CAPACITIES
COMPETENCIES CAPACITY PERFORMANCE STANDARDS
Manage your learning of. Monitor and Organize a set Monitor in a way
autonomously. adjust on of actions are permanently advancing
performance function of time and regarding the goals of
during the learning resources, showing
process what do you have available for disposition a the
learning. achieve goals of possible changes about
learning about racism in Peru.
CROSS-CUTTING APPROACHES OBSERVABLE VALUES AND ACTIONS
Intercultural Justice and Respect
The students express coexistence through their actions.
open. Reflective of love with the citizens, rejecting the
context of social exclusion.

III. PEDAGOGICAL SEQUENCE

START (25')
. The teacher greets her students warmly and reminds them of the coexistence agreements that
they will be taken into account during the development of the session.
. We pray internally each according to their need.
. We ask questions to draw out prior knowledge.
When do you think exclusion occurs?
2. Can you give an example of racism?
3. ¿Eres racista? ¿Por qué crees que se da este mal? Explícalo.
Significant situation: "Is there racism in Peru?" Yes, no, why? What do we do about it?
to exile him?
All students will comment in their notebook.
 . Through this, we declare the topic: "Does Racism Exist?"
. Then we place the purpose of the learning by writing on the board.
DEVELOPMENT (95')
. The students are given instructions from the teacher that they will have to read on pages 70, 71, 72, 73.
74. from the book of the MED of D.P.C.C.
. First, an individual reading will be done.
. Then there will be a participatory reading by the students, after which each one will give their own
opinion, of what you have read.
. The teacher assigns each group a question and tells them that in a time of 20 minutes they must
write the answer in your notebook:
Individual questions:
1. Reflect on a time when you were discriminated against or when you discriminated against someone.
Someone? What were you thinking, what do you think the other person was thinking? What did you feel, what do you think
Did the other person feel? Why did you find it appropriate or why did that person find it appropriate to use the resource?
to discriminate in that situation?
2. Are you able to recognize if a possible factor of social inequality is expressed in that case? Why?
What? What could we do in that case?

In a team:
3. Imagine that you are the editorial team for this document and you have been asked to change the story in a way
that in it the companions do not act in a prejudiced and stereotypical manner, but rather
more inclusively. Write the ideal story.
4. In what aspects of society and the community do they consider that reinforce attitudes
discriminatory? How to fight against current racism?

. The teacher accompanies the work of each team, asks and re-asks to ensure that it has been done.
understood what they must do. After the assigned time, request that a member of
group explain your answer to the others.
. The teacher reflects with the students on the importance of sharing what has been done and listening.
the recommendations of your peers.
. A representative from each group will go out to present what is written in their notebook, and the others will show respect.
your opinion.
. At the end, the students will self-evaluate what they did to verify the work they accomplished.
partners adjusting to the topic, purpose, and scheduled time. For self-assessment, they
will use the following instrument: checklist.
. At the end, the students' participation is thanked and their contributions lead to reflection.
about how they have felt working on the activity regarding the importance it should have in solving
conflicts.
CLOSURE (20’)
. The teacher and the students reflect based on the following questions:
What should be your attitude towards racism in Peru?
Do you think the laws regarding discrimination should be revived and put into practice?

IV. EVALUATION
CAPACITY PERFORMANCE INSTRUMENTS
Self-regulates his emotions Reflects thoughtfully on practices
cultural aspects of their village, and shows appreciation Check sheet
for its cultural and natural heritage and that of its
country feeling part of it.

Tarapoto, 15 de Julio de 2019

…………………………………..
María M. BENEL A.
Teacher
 CHECKLIST

AREA: Personal Development Citizenship and Civic

Grado ……………… Sección………… Fecha…………………………………………………………………………………………………………….
GROUP N° ……….
NOMBRE DE LA ACTIVIDAD:“El Racismo ¿existe?”
…………………………………………………………………………………………………………………………………………………………………………….
EVALUATION CRITERIA:
Actively work on developing questions as a team
2. Support the team in solving and advancing in the work
Clearly, coherently, and confidently expresses his/her ideas.
4. Practice social skills when working with your peers
5. Participate and pay attention to the presentations.

No. LAST NAME AND FIRST NAME EVALUATION CRITERIA

1 (4) 2(4) 3(4) 4(4) 5(4) P.T.
1
2
3
4
5
6

Education helps people learn to be what they are capable of being...

CHECKLIST

AREA: Personal Development Citizenship and Civics

Grado ……………… Sección………… Fecha………………………………………………………………………………………………………………
GROUP N° ……….
NOMBRE DE LA ACTIVIDAD: “El Racismo ¿existe?”
……………………………………………………………………………………………………………………………………………………………………………….
EVALUATION CRITERIA:
1. Actively work on developing the questions as a team
2. Supports the team in solving and advancing in the work
Clearly, coherently, and confidently expresses their ideas.
4. Practice social skills when working with your peers
5. Participate and show attention to the presentations.

No. SURNAMES AND FIRST NAMES EVALUATION CRITERIA

1 (4) 2(4) 3(4) 4(4) 5(4) P.T.
1
2
3
4
5

Education helps people learn to be what they are capable of being....