II UNIT

LEARNING SESSION N° 23

I.- TITLE: We write an informative text

II.- LEARNING OBJECTIVES:

AREA COMPETENCE CAPABILITIES PERFORMANCE THEMATIC FIELD

Adapt the text to the situation Adapt the informational text to the Writing a text
Write various communicative communicative situation considering
the communicative purpose, the type informative.
types of texts textual and some characteristics of the
discursive genre, as well as the
format and the support. It maintains the
formal and informal registration; for this,
adapts to the recipients and
select some sources of
additional information.
Organize and develop the Write an informative text in a way
coherent ideas and coherente y cohesionada. Ordena las
cohesive ideas around a theme, the
jerarquiza en subtemas e ideas
mainly according to paragraphs, and
she develops them to expand the
information, without digressions or gaps.
Establish relationships between the ideas,
as cause-effect, consequence and
contrast, through some
referents and connectors. Incorporates of
relevant vocabulary that
includes synonyms and various terms
characteristic of the fields of knowledge.

III.- PURPOSE OF THE SESSION: In this session, the girls will write properly.
An informative text related to environmental care.

IV.- DIDACTIC SEQUENCE

MOMENTS STRATEGIES RESOURCES
Based on a poem that I will present to the girls regarding the harm that it
we are causing to our environment (Annex 1), I will carry out the Poetry in
START paper bag
following questions:
15' What do we read in the verses of the presented poetry?
Why does the swallow cry? Who is causing her harm?
What feeling does the mountain have? Why does it cry?
What is happening to the oceans?
How does our planet feel? What does it say about us?
I will promote the active participation of the students to receive their
answers.
I will communicate the purpose of the session: today we will plan and write the
first draft of an informative text related to damaging factors
the environment. This text will be part of our newsletter.
I will ask some of the students to communicate to their classmates.
Rules of
class one or two agreements for coexistence so that they practice listening coexistence
active during the current activity.
 I will indicate that they propose ways to conduct an evaluation on the
compliance with the rules of coexistence and to take on commitments
when working in groups.
I will remind the students that before writing we must plan.
DEVELOPMENT I will reinforce this idea with a situation from everyday life; for example, it
65 minutes
plan a party, prepare a meal, a soccer tournament,
I will ask them to give other examples.
I will explain to them that this planning action will allow us to have better ideas.
clear details of what our text will contain, to whom it will be addressed, for what purpose
we will write, how it will start, how it will end, etc.
I will organize the internal structure of each group: coordinator, secretary.
PLANNING
I will ask you to give ideas on how you will create the informative text.
To remember, I will ask the following: what characteristics do texts have?
Informative texts? What is the structure of this type of text? I will note them down. Text of
ideas presented by the students. From these ideas, I will read with them the MED of
communication
information from page 49 of the book Communication 6. 6°
I will reinforce the ideas about the structure of informative texts. After
To reinforce this aspect, I will ask the students to choose two topics to
that they write the texts.
I will indicate that each group should plan their texts taking the subject into account.
central for your newsletters.
I will remind you that to choose the topics of your texts you can do so from
those who have been working in the Social Personal and Science sessions and
Technology.
I will help them remember that in social studies they have been working on
the care of species.
I will also ask you to rely on the information provided.
continuation.

Texts of the
MED
See you

I will give you some time to choose the topics for your texts.
I will accompany the working groups and observe how they do it to
select the topics. I will guide each team according to their needs.
When you have chosen the topics for your informational articles, I will propose the
next planning table:
What For {"qué":"what","¿Quiénes leerán":"Who will read","¿Cómo será el":"How will the"}

Shall we write? shall we write? the text that language that

Frame of
About what will we write? will we use?
planning
will it deal with? Why?

I will ask you to complete the planning chart in your teams.

 I will approach the groups and guide them in the task of completing the table.
I will remind you that the second column refers to the topic.
What For what Who will read How will it be
shall we write? shall we write? the text that language that
About what will we write? will we use?
Will it try? Why?
A text For the reader The students Must to be
informative sepa the of the others simple, close
supported it is important that degrees. familiar
graphics. is to take care of our (colloquial) y
______________ environment. families. understandable for
______________ Our friends of all ages.
______________ from the neighborhood.

I will give you time to review your notebooks or read the indicated pages.
from the Science and Environment book, according to the topic of each group. I will monitor.
the work of the groups, I will record their progress, I will attend to those you see that
they need more support, I will highlight the progress, I will motivate them
permanently. I will indicate the appropriate time for this process.
I will ask you to open your Communication books (pages 122-125) and read the
information. I will ask the following: how do you propose to write the text Text of
Informative? I will talk to them and focus on the idea that we need to have a Communication
scheme, and I will propose the following: 6°

Scheme

TEXTUALIZATION
I will tell you that now that you have planned and have a proposal for a format
they will write their informative text. I will remind them of the importance of teamwork
team. Paper bags
I will supervise the work group by group, I will attend to their demands; when Markers
you see common difficulties, I will take a pause and explain again what
observed. I will remind you that you are in your first version.
The structure will be respected, if the ideas are clear and coherent, if they
they use temporal expressions correctly if they avoid repetition
unnecessary words.
I will talk to them so that the chosen graphs are the appropriate ones.
they relate to the facts presented according to the topic.
 I will check that the girls are finishing their informational text. I will tell them that
don't worry because this is the first draft they are making and that
They will have to review it.
CLOSING I will encourage the reflection of their learnings; for this, I will ask them questions: Metacognition
10 What have we learned today?
minutes
I will remind the students of the following: how did they manage to write their
informative text?, what did they do before writing the text?, what is it for?
Did the ideas from their notebooks and books serve? Is planning important? Why?
what?
I will write the ideas expressed by the girls. I will comment on the importance of
to plan
I will ask the following: what doubts remain?, what difficulties did you have?
How do teams work?
I will congratulate them for the work done and motivate them to work on the review.
of his texts.
I will ask you to comment at home that you will finish preparing your
bulletins and that they have already started writing their texts.
I will indicate that they ask their parents or relatives to read the text they have.
written and to make comments or suggestions.
I will ask them to review the newsletter model they have in their notebooks and that
write down some ideas about how theirs will be.

EVALUATION

FORMATIVE ASSESSMENT SUMMATIVE EVALUATION

Listen to and respect the ideas and/or According to performance. (Evaluation of
opinions of others. the adaptation and writing of the text
Request the word for informative)
participate. Check list.
Make good use of your time.
Keeps order and cleanliness.
Annex 1