LEARNING AT HOME

LEARNING EXPERIENCE:
WE COMMUNICATE BETTER FOR
FEELING GOOD II

I.-GENERAL DATA:
Duración: 5 días
Edad :5 años
Teacher:
II.- LEARNING SITUATION:
The purpose of this learning experience, which began last week, is for students to continue
recognizing, exploring, and expressing their emotions in the current context, in which many forms of
Our relationships have changed due to the health emergency. These new situations bring with them emotions that
they can generate conflicts that need to be resolved with the support of adults, listening to the
other hand, expressing ideas and emotions and establishing agreements that promote the common welfare. To achieve the
designated purpose, this week the students will identify sensations such as boredom and frustration, and
explorarán actividades para entretenerse, como observar detenidamente a su alrededor y usar una lupa para hacerlo
more interesting, conducting experiments and doing crafts with recyclable material. They will also play
"emotion thermometer" and they will create an "emotion dice", games that will help them practice in
the identification of what they are feeling, for example, sadness, fear, or anger. To manage what they feel,
they will do breathing exercises and move with their whole body, and they will learn to play 'drawing of rage' when
need to express the annoyance they feel about a situation. They will also recognize immediate actions that
they help to feel better, such as making phone calls or video calls to the people who are missed.
Finally, they will review the challenges they undertook during the experience, such as making a memory box.
make new agreements between parents and children, create their game notebook and their emotions dice, make
paper airplane launches and making the jar of rage, where they will put the drawings they make when
They are very upset.

III.- LEARNING OBJECTIVES:

COMPETITION CAPABILITIES PERFORMANCE

Build your He values himself Recognize their interests, preferences, physical characteristics, and qualities, the
identity. same. difference from the others through words or actions.
Self-regulates its Participate in different game actions or everyday life, taking on
emotions. different roles, without making gender distinctions.
It recognizes itself as part of its family, classroom group, and educational institution. It shares facts.
and important moments in their family history.
Take the initiative to carry out personal care actions, in a way
autonomous, and accounts for the decisions it makes. It organizes itself with its
companions and carry out some daily activities and games according to their
interests.
Expresses their emotions; uses words, gestures, and body movements and
identify the causes that originate them. Recognize the emotions of others,
and shows their sympathy, disagreement, or concern.
Seek the company and comfort of adults in situations where it is needed.
Use the word to express and explain what is happening to you. Acknowledge the
limits set for your safety and containment.
Live together y Interact with everyone He interacts with adults in his environment, plays with other children, and integrates.
participates the people. in group activities of the classroom. Proposes game ideas and their rules.
democratize me Build norms, and They agree with the group to choose a game and its rules.
assume agreements and Engages in everyday activities with their peers and is interested in
in the
laws. share the customs of your family and learn about the places where
 search for Participate in actions they proceed. Shows interest in learning about the customs of families from their
common good that promote the companions. Ask questions to obtain more information.
common well-being. Participate in the collective construction of agreements and rules based on
respect and the well-being of all considering the situations that affect or
They annoy the whole group.
Show in the activities that you perform behaviors in accordance with the
assumed coexistence norms.
Assume responsibilities in your classroom to help with order and cleanliness.
and the well-being of all.
Propose and collaborate on collective activities - at the classroom and school level -
focused on the care of shared resources, materials, and spaces.
If communicateGet information Express your needs, emotions, interests and account for your
orally in of oral text. experiences when interacting with people from their family, school, or
his language Infer and interpret Locally use commonly used words and, strategically, smiles.
information del glares, signs, gestures, body movements and various volumes of
maternal.
oral text. voice, according to its interlocutor and purpose: to inform, to ask, to convince,
Adapt, organize and Thank you. He/She develops their ideas around a theme, although sometimes ...
develop the text of can get out of this.
coherent form and Participate in conversations, dialogues or listen to stories, legends, rhymes,
cohesive. Riddles and other tales from oral tradition. Waits its turn to speak,
Does not use resources listens while their interlocutor speaks, asks questions and responds about what they
verbal y for it is interesting to know or what has not been understood with the intention of obtaining
verbal forms information.
strategic. Recover explicit information from an oral text. Mention some facts.
Interact and places, the names of people and characters. Follow oral instructions or
strategically recount in your own words the events that you liked the most.
with different Deduce cause-effect relationships, as well as characteristics of people.
interlocutors. characters, animals, and objects in anecdotes, stories, legends, and rhymes
Reflect and evaluate oral
the form he Comment on what you like or dislike about people, characters, events.
content y or situations of everyday life giving simple reasons based on their
text context experiences and the context in which it unfolds.
oral.
Create projects Explore y Explore individually and/or in groups various materials according to
since the experiment the with their needs and interests. Discover the effects that are produced when
languages languages of art. combine one material with another.
Apply processes Represents ideas about his personal experiences and the context in which
artistic
creatives. it unfolds using different artistic languages (drawing, painting,
Socialize sus the dance or movement, theater, music, puppets, etc.)
processes y Show your creations and observe the creations of others. Describe what
projects. has created. At the request of the teacher, expresses what he/she likes about the
experience, or of your project and the project of others.
CROSS-CUTTING APPROACH: Rights-Based Approach
Values Freedom and responsibility
Attitudes that imply Willingness to voluntarily and responsibly choose one's own way of
act to protect oneself and others in the context of the emergency
sanitary due to COVID-19
It is demonstrated, for example, that students recognize and responsibly adopt personal care practices.
when it comes to your health, for your own good and that of others, respecting life and well-being.

CROSS-CUTTING APPROACH: Approach to the Pursuit of Excellence

Values Personal growth
Attitudes that imply Willingness to acquire qualities that will improve one's performance and enhance one's status
of satisfaction with oneself and with the circumstances, developing skills for the
self-control, recognizing and valuing themselves.
It is demonstrated, for example, that students recognize the support of their family members, with whom they learn to communicate.
when to express your emotions.

IV.- EVALUATION: INSTRUMENTS AND EVIDENCES:

 EVIDENCES ASSESSMENT INSTRUMENTS
Productions made by children Follow-up sheet for activities
scheduled.
Field notebook.

V.- AGENDA OF ACTIVITIES:

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
When I am When I feel A world of A world of A trip to remember
bored frustration emotions–I emotions–II what has been learned in the

experience

Shadow theater Yoga to combat the A puzzle of Airplane game of

to combat the frustration games Pages 61-63 paper Guess, guesser
boredom

VI. DEVELOPMENT OF ACTIVITIES:

DENOMINATION:When I'm bored
1.- LEARNING PURPOSE:
AREA COMPETITION CAPACITY PERFORMANCE EVIDENCE
Build yes He values himself Express your emotions; use words, gestures, and body movements. Make a list of
identity. same. and identifies the causes that originate them. Recognizes the emotions of the actions that you can
Self-regulates its
Others, and show their sympathy, disagreement, or concern. carry out to combat
emotions.
Seek the company and comfort of adults in situations where it the boredom in
requires. Use the word to express and explain what is happening to him/her. house, mention that you
Recognize the established boundaries for your safety and containment. produce the
Live and participate Interact with He interacts with adults in his environment, plays with other children, and integrates. aburrimiento.
democratically all people. in group activities of the classroom. Proposes ideas for games and their rules. Do it as a family
in the search for Build norms, theater game of
and assumes agreements and
She agrees with the group to choose a game and the rules of it.
common good same. shadows comment on it
laws. What did you like about the game and
Participate in Carries out everyday activities with their peers and shows interest in
actions that sharing the customs of your family and knowing the places from where represents through the
promote the they proceed. Shows interest in learning about the customs of families from I draw the shadow that
common well-being. his/her colleagues. Ask questions to gather more information. I like you more

2.- MATERIALS
What do we need to do before the activity? What resources or materials will be used in this activity?
Observe the TV program, make adjustments and contextualize the activities to the Reused paper sheets
child's age. Colored pencils, crayons, and markers
Prepare the instruction and explanation of the activity to be done at home and send it through Family members to play a game.
from WhatsApp. Inform the father about the evidence to be sent, whether it is a photo, audio, or video. Flashlight
Select reinforcement activities. Natural or artificial light

3.-DESCRIPTION OF THE ACTIVITY:

Moments Strategies Resources
Start Let's get comfortable to start discussing this week's adventure: WE COMMUNICATE BETTER TO
FEELING GOOD II suggests to parents to organize themselves together with their son or daughter at home to continue with this.
adventure so that together as a family they communicate better to feel good.
To complement what was worked on in TV today, we suggest doing two challenges related to the program.
they observed how they feel when they are bored Leaves of
We will also inform the father or mother of the family to accompany the child in carrying out a reinforcement activity for
paper of
consolidate the learning of the day. reuse
Development To adapt and contextualize the challenges set by TV at home, they will work on the following: Pencils of
After watching the TV program, talk to your son or daughter about boredom and ask them: colors
Have you ever been bored? Tell me! Listen to what I tell you and express. Then, crayons and
remember what the children did in the program and tell him about a moment when you were there markers
bored and what you did to no longer be so. Members
Then, mention to him that we all feel boredom and that it's okay to feel it. Also, from the family
to carry out
we can make a plan to avoid feeling this way for a long time, ask him: What could be our
a game.
plan? ¿Qué necesitamos? Proponle hacer un listado de ideas que puedan desarrollar cada vez que se sientan Flashlight
boring or bored. For example, practicing a game, listening to or singing your favorite song, making or Sunlight or
build something special, do some housework, among others. artificial
Create a list of 5 actions or activities together with your son or daughter that they can do to combat the
boredom at home. Decide where to place this list, it can be in a visible place in the house.
To combat boredom at home, suggest doing a fun game that allows them to change.
emotion when you feel bored, suggest performing a shadow theater using your hands.
Observe in the images the animals and characters that can be created using hands, tell them that
You need to find a place where the shadow of your hands is reflected; you can play the game using light.
of the sun or the light of a flashlight, they create shapes of animals or people and set challenges for the family, for
example, who can make the shadow of a rabbit, a butterfly, etc.
At the end, together with your son or daughter, you can include this proposal in the list of actions you carried out for
combat boredom.
Suggest to your son or daughter to draw the shadow of the character they created with their hands, invite them to.
write the name of the animal or character.
Closure To talk and remember with the boys and girls the activity worked on, the following questions are asked through
individual or group calls: What activities can be done at home to combat boredom? How do you
Do you feel when you are bored? What activity did you do at home to overcome boredom? What did you use to play?
At the shadow theater? Who did you play with to create your shadow theater? What is the shadow that you liked and that turned out well?
At home, work alongside your parents:
- Elabora una lista de acciones que puedas realizar para combatir el aburrimiento en casa, menciona que te
produce boredom.
- Play shadow theater with your family, comment on what you liked about the game, and represent it through the
dibujo la sombra que más te gusto
 REINFORCEMENT ACTIVITY: WE COMMUNICATE
BETTER TO FEEL GOOD II
ACTIVIDAD 01:Cuando estoy aburrido

A new challenge:
After watching the TV show, talk to your son or daughter about it.
boredom ask her: Have you ever been bored? Tell me! Listen
what I tell you and express.
Then, remember what the children did in the program and tell them about a moment.
in which you were bored and what you did to no longer be so, you can mention that
All people feel boredom and it is not wrong to feel it. Moreover, we can
make a plan to avoid feeling this way for a long time, ask him: What could it be
Our plan? What do we need?
Suggest making a list of ideas that they can develop whenever they feel like it.
bored or boring. For example, practicing a game, listening to or singing your song
favorite, to elaborate or build something special, to carry out some household task, among
others.
Create a list of 5 actions or activities that you and your son or daughter can do together.
to combat boredom at home. Decide where to place this list, it can be in
a visible place in the house.

ACTIVITIES AGAINST THE

BORING AT HOME

1.-

2.-
Dad or mom sends a
3.-
photo of the list of
activities that your child 4.-
or daughter proposes for
overcome the emotion of the 5.-
boredom sends a
audio where I mention NOMBRE: ________
what it generates
boredom.
 REINFORCEMENT ACTIVITY:WE COMMUNICATE BETTER
TO FEEL GOOD II
ACTIVITY 02: Shadow theater to combat boredom

A new challenge:
To combat boredom at home, suggest doing a fun game that will
allow to change emotions when feeling bored, suggest to do a
shadow theater using hands.
Observe in the images the animals and characters that can be created using the
Manos, tell him he needs to find a place where the shadow of his hands is reflected.
You can play the game using sunlight or the light from a flashlight, creating shapes.
of animals or people and set challenges within the family, for example, who can do
the shadow of a rabbit, a butterfly, etc.
At the end, together with your son or daughter, you can add this proposal to the list of actions that
they did to combat boredom.

Suggest your son or daughter to draw the shadow of the character they created.
With your hands, invite him to write the name of the animal or character.

Daddy or mommy sends a video

of the shadow game that you
son or daughter does with others
family members,
ACTIVITY 02
DENOMINATION: When I feel frustration
1.- LEARNING PURPOSE:
AREA COMPETENCIA CAPACIDAD PERFORMANCE EVIDENCE
Build su It is valued as such Express your emotions; use words, gestures, and movements. Demonstrate the expression of emotion
identity. same. corporal and identifies the causes that originate them. Recognizes the of frustration making gestures and
Self-regulates its others' emotions, and shows their sympathy, disagreement or movements for to represent them
emociones. concern. mention what other emotions it gives him/her
Seek the company and comfort of adults in situations where it They help to control frustration.
requires. Use the word to express and explain what it Perform a yoga exercise for
It happens. Recognize the established limits for your safety and control the emotion of anger and
containment. frustration.
2.- MATERIALS
What do we need to do before the activity? What resources or materials will be used in this activity?
Observe the TV program, make adjustments, and contextualize the activities. Mirror
at the age of the child. Image of 'Turtle and Cat Yoga Pose'
Prepare the instructions and explanation of the activity to be done at home and send it.
Refusal sheets
through WhatsApp. Inform the father of the evidence to be sent, whether a photo or audio.
Pencil, colors
The video. Select reinforcement activities.
3.-DESCRIPTION OF THE ACTIVITY:
Moments Strategies Resources
Start They get comfortable to start talking about this week's adventure: WE COMMUNICATE
BETTER TO FEEL GOOD II suggests to parents to organize themselves along with their son or daughter at home to
continuar con esta aventura para que juntos en familia se comuniquen mejor para sentirse bien.
To complement what was worked on TV today, we propose to undertake two challenges related to the
a program they observed will work on how they feel when they are frustrated by something happening to them or
that they cannot perform
We will also inform the father or mother to accompany in carrying out a reinforcement activity.
to consolidate the learning of the day.
Development To adapt and contextualize the challenges set by TV at home, they will work on the following:
After watching the TV show, talk to your son or daughter about the moments in
the one you have felt frustration or anger tell it with an example it could be one that you remember that
When I was a child, I wanted a toy from a store. I insisted to my mom a lot. Mirror
I asked him several times to buy it for me, but he told me he couldn't. I got so frustrated because he didn't buy it for me. Leaves of
bought!”. - “A few days ago, things at my job didn’t go as I wanted and I felt very refused
frustrated. "When I was making lunch, the rice burned. What frustration! Pencil
I felt! colors
Then, ask him: Have you ever felt frustration? What do you think it is according to what you saw in
The TV? How does it manifest in our body? Listen to their ideas and explain that frustration
It feels when something doesn't go the way we wanted, or when we don't have something we want.
After frustration, one may feel anger or sadness.
Invite them to imitate gestures or 'faces' like when they are frustrated, go to a mirror and see their.
gestures together. Ask him why emotion would you change the gesture of frustration? Ask him to perform
another emotion that can help control frustration may be the emotion of calm, by breathing
three times to avoid getting frustrated. Ask him to draw an emotion contrary to frustration.
Explain that this is why it is important to find ways to calm ourselves and understand what we are
feeling.
To motivate your son or daughter to change their emotion, look for a comfortable space to place Petate
a blanket (it can also be a towel, a rug, a cardboard, a bedspread, or a mat) Image of
on the floor. Yoga
Observe the image of the proposed movement postures: turtle posture and cat posture. posture of
When you finish doing the turtle and cat pose, discuss the pose of the turtle and
animal that you liked the most. Then, lie down on the blanket or the item you have chosen cat
to do yoga and breathe slowly imagining that you are a feather that goes up and down.
Ask your girl or boy how they felt practicing yoga, if they liked it or not, and why.
suggest him to practice yoga again, at least three times a week. This will help him to be
control their emotions and feel calm with themselves. It can be a family activity.
too. It will benefit everyone!
Closure To converse and remember with the boys and girls the activity worked on, the following is carried out
questions through individual or group calls: What emotions does it provoke in you?
frustration? What do you do when you feel frustrated or angry? What exercises did you do to get into
calm? Why should we control our emotions?
At home, work alongside your parents.
Demonstrate the expression of frustration by making gestures and movements to
Represent them mentions what other emotions help you control frustration.
Perform a yoga exercise to control the emotion of anger and frustration.
 REINFORCEMENT ACTIVITY: WE COMMUNICATE BETTER
TO FEEL GOOD II
ACTIVITY 01: When I feel frustration

A new challenge:
After watching the TV program, talk to your son or daughter about the moments
in which you felt frustration or anger, tell what you remember happened to you: 'When
when I was a child, I wanted a toy from a store. I insisted to my mom many times to get it.
He will buy it for me, but he told me that he couldn't. It frustrates me so much because he didn't buy it for me!
When I was making lunch, the rice burned. What frustration I felt!
Then ask her: Have you ever felt frustration? What do you think frustration is?
according to what you saw on TV? How does frustration manifest in our body? Listen
his ideas and explain to him that frustration is felt when something does not turn out as we would like, or
when we don't have something we want. After the frustration, one can feel anger or
sadness.
Invite them to imitate gestures or "faces" like when they are frustrated, go to a mirror and
Look at their gestures together. Ask him, why would you change the gesture of frustration for which emotion?
Dad or mom sends a Ask him to perform another emotion that helps him control frustration, it can be the emotion
video where your child or calm down, breathing three times to avoid getting frustrated. Ask them to draw an emotion.
daughter makes gestures of contrary to frustration.
emotions opposite to the Explain that is why it is important to find ways to calm ourselves and understand what
frustration, send also we are feeling.
a photo of the drawing that
I carry out.

Remember to mention that, although

WHEN I GET FRUSTRATED I DRAW THE EMOTION
I get like this THAT HELPS ME TO we can get frustrated and angry,
CONTROLARLA that does not justify hurting others
people, whether with words or
actions. Tell him that he can ask.
help when feeling frustration.
 REINFORCEMENT ACTIVITY: WE COMMUNICATE
BETTER TO FEEL GOOD II
ACTIVITY 02: Yoga to combat frustration

A NEW CHALLENGE
To motivate your son or daughter to change their emotion, find a comfortable space to
place a blanket (it can also be a towel, a rug, a cardboard, a
blanket or a mat) on the floor.
Observe the image of the proposed movement posture: turtle posture
and cat.
When you finish the turtle and cat pose, talk about the pose.
of the animal they liked the most. Then, lie down on the blanket or the element that
they have chosen to do yoga and breathe slowly imagining that they are a feather
what goes up and down.
Ask your girl or boy how they felt practicing yoga, whether they liked it or not, and
why, suggest to him to practice yoga again, at least three times a week.
This will help you control your emotions and feel calm with yourself.
It can also be a family activity. It will benefit everyone!

IMPORTANT
There are some of the activities that
they help girls and boys to
express their emotions yoga is one of
Dad or mom sends a photo or
them.
video of your son or daughter
Yoga is a very beneficial exercise.
doing the yoga exercise
for girls and boys, since the
to enter a calm posture
breathing slowly helps to balance
of tortoise and cat.
the emotions and reaching calm.
 ACTIVITY 03
DENOMINATION: A world of emotions - I
1.- PURPOSE OF LEARNING:
AREA COMPETENCE CAPACITY PERFORMANCE EVIDENCE
Build he/she values himself/herself
Recognize their interests, preferences, physical characteristics, and qualities, the Make a thermometer
identity. same. difference from others through words or actions. of the emotions uses
Self-regulate their Expresses their emotions; uses words, gestures, and body movements and material of refused
identify the causes that originate them. Recognize the emotions of others, and
emotions. dramatize and locate the
shows her sympathy, disagreement or concern.
Seek the company and comfort of an adult in situations where it is needed. emotions you hear.
Use the word to express and explain what is happening to them. Recognize the Crop y assemble it
limits established for their safety and containment. puzzle, comment
Crea Explore projects y Explore individually and/or in groups various materials according to the emotions that
from the languages experiment the their needs and interests. Discover the effects that occur when combining the children demonstrate in
a material with another. the park, answer What
artistic languages of art.
It represents ideas about their personal experiences and the context in which it must be used now
Apply processes
develops using different artistic languages (drawing, painting, the
creatives. to go out and play with the
dance or movement, theater, music, puppets, etc.)
Socialize suspiciousShow your creations and observe the creations of others. Describe what you have. friends?
processes y creado. A solicitud de la docente, manifiesta lo que le gusta de la experiencia,
projects. or of your project and of others' projects.
2.- MATERIALS
What do we need to do before the activity? What resources or materials will be used in this activity?
Observe the TV program make adjustments and contextualize the activities to the Pieces of reused paper with phrases (crafted)
edad del niño: tema Sabores Medium container
Prepare the instructions and explanation of the activity to be done at home and send it through Colored paper, scissors, glue
from WhatsApp
Inform the parent about the evidence to be sent whether it's a photo, audio, or video.
Workbook
Select reinforcement activities
3.-DESCRIPTION OF THE ACTIVITY:
Moments Strategies Resources
Start They make themselves comfortable to start talking about this week's adventure: WE COMMUNICATE
BETTER TO FEEL GOOD is proposed for parents to organize themselves together with their son or daughter at home
to continue with this adventure so that together as a family you communicate better to feel good.
To complement what was worked on TV today, we suggest doing two related challenges.
The program they observed will continue working on a world of emotions.
We will also inform the father or mother to accompany the child in carrying out a reinforcement activity.
to consolidate the learning of the day.
Development To adapt and contextualize the challenges set by TV at home, they will work on the following:
Prepare a space where you can play with your girl or boy. Pieces of
Tell your girl or boy that today they will play 'The Emotion Thermometer!' paper of
Elaboren un termómetro con hojas de colores del cuaderno de trabajo, pídele a tu hijo o hija que dibuje reuse with
una emoción en cada color del termómetro, por ejemplo: muy alegre, alegre, triste, calma, enojado, muy phrases
angry. Show him a container with 6 folded papers. Explain that they indicate situations. (elaborated)
that should identify Container
Ask him to take out a strip of paper and read him the situation. Ask him: What emotion do you feel when... (read the medium
situation)? Papers of
Start the game, read the actions and allow them to place a clothes hanger on the emotion that colors
it corresponds when you read it, the hook will change according to the emotion you mention, your son or daughter must scissors, rubber
be the one who puts the hook on the thermometer of emotions.
Invite to carry out the following activity from the workbook pages 61-63 where your son or daughter must Images
to observe the scene that is incomplete. Tell them that the missing pieces are on the next page, the
that should be cut, located, and pasted in the corresponding place. Notebook of
Ask him to observe the image and ask him, What are the children doing? What emotions do you observe? Why not? work
Can you go out to play like them in the park? What do you need to use to go out and play outside? Because
Closure To talk and remember with the boys and girls the activity worked, the following questions are asked.
through individual or group calls:¿What emotion do you feel when you fall and hurt yourself? What
emotion is located in the red of the thermometer, which emotion calms anger? What emotion
It is in yellow, when are you like that? What do the children do in the puzzle you put together?
At home, work with your parents:
Create an emotions thermometer using recycled materials, dramatize and place them.
emotions that you hear.
Cut out and assemble the puzzle, comment on the emotions that the children show in the park.
What should be used now to go out and play with friends?
 REINFORCEMENT ACTIVITY: WE COMMUNICATE
BETTER TO FEEL GOOD II
ACTIVITY 01: A world of emotions - I

A new challenge:
Prepare a space where you can play with your girl or boy.

Tell your girl or boy that today they will play "The Emotions Thermometer!"
Create a thermometer with colored sheets from the workbook, ask for
your son or daughter to draw an emotion in each color of the thermometer, for
example: very happy, happy, sad, calm, angry, very angry. Show him a
container with 6 folded papers.
Explain to him that they indicate situations that he will need to identify.
Ask him to take out a strip of paper and read him the situation. Ask him: What emotion
do you feel when... (read the situation)?
Start the game, read the actions, and allow to place a clothes hanger in
the emotion that corresponds when you read it, the hook will change according to the emotion
you mention, your son or daughter should be the one who places the hook in the
emotion thermometer.
 REINFORCEMENT ACTIVITY: WE COMMUNICATE
BETTER TO FEEL GOOD II
ACTIVITY 02: A puzzle of games

A new challenge:

Invite to carry out the following activity from the workbook pages 61-63 in
where your son or daughter should observe the scene that is incomplete. Tell them that
the missing pieces are on the following sheet, which you will need to cut out and place
and paste it in the corresponding place.
Ask them to observe the image and ask them: What are the children doing? What emotions?
Do you observe? Why can't you go out to play like them? What should you use?
to go out and play outside? Because

Dad or mom sends a picture of the work you do

son or daughter in an audio says that things have changed now
to be able to go out and play outside the house.
ACTIVITY 04
DENOMINATION: A world of emotions - II
1.- LEARNING PURPOSE:
AREA OF COMPETENCE CAPACITY Performance EVIDENCE
If communicatesObtain information Expresses their needs, emotions, interests, and accounts for their
orally in your from oral text. experiences interacting with people from their family environment,
Express freely the
mother tongue. Use resources no school or local. Use commonly used words and, strategically,
verbal and non-verbal smiles, glances, signs, gestures, body movements and various emotions what
strategically. voice volumes, according to their interlocutor and purpose: inform, experiment through
Interact to ask, to convince, to thank. Develop your ideas around a topic. of the drawing.
strategically with although at times it can go beyond this.
different interlocutors.
Create projects Explore and experiment Explore various materials individually and/or in groups. It is organized in family
from the the languages of art. agreement with your needs and interests. Discover the effects that are to manufacture airplanes
artistic languages Apply processes produced by combining one material with another.
made of paper
creatives. It represents ideas about their personal experiences and the context in
Socializes its processes and the one who unfolds using different artistic languages (the a game with family,
projects. drawing, painting, dance or movement, theater, music, the comment the what
puppets, etc.). I realize.
Show your creations and observe the creations of others. Describe it.
what she has created. At the teacher's request, she expresses what she likes.
from the experience, or from their project and the project of others.

2.- MATERIALS
What do we need to do before the activity? What resources or materials will be used in this activity?
Observe the TV program, make adjustments, and contextualize the activities. Reused sheets of paper or cardboard
at the age of the child Colored pencils, crayons, and markers
Prepare the instructions and explanation of the activity to be done at home and send it. Mirror
through WhatsApp Chart of emotions
Inform the father of the evidence to be sent, whether it is a photo, audio, or video. Images
Select reinforcement activities Workbook
3.-DESCRIPTION OF THE ACTIVITY:
Moments Strategies Resources
Home They get comfortable to start discussing the adventure of this week: WE COMMUNICATE
BETTER TO FEEL GOOD II parents are encouraged to organize themselves together with their son or daughter at home.
to continue this adventure so that together as a family they communicate better to feel good.
To complement what has been worked on TV today, we suggest doing two challenges related to it.
The program they observed will continue working on a world of emotions II.
We will also inform the parent or guardian to accompany the child to carry out a reinforcement activity. Leaves of
to consolidate the learning of the day. paper or
Development To adapt and contextualize the challenges set by television at home, they will work on the following: cardboard of
Show your son or daughter a picture with the names of 6 emotions and ask them: What is missing from the picture? reuse
Explain that in each division they will draw a face with the expression that represents each emotion. Pencils of
recognize the emotions on their face, they will use the mirror, this will help them better capture the gestures and thus colors
crayons and
draw the faces with more precision according to the emotions written in the painting.
markers
Invite your girl or boy to look at themselves in the mirror, allow them to explore all the 'faces' or gestures that they represent.
Mirror
the emotions they feel, play together to imitate the gestures of each emotion in the picture and then suggest to them Picture of
draw each emotion of the painting. the
To continue with the activity a world of emotions, propose making a paper airplane from the emotions notebook.
work Pages 105-107 and play as a family to throw it and establish distance records where each Images
each member has the opportunity to launch their plane at the same time and estimate the length of each one Notebook of
Play to determine which plane went farther or which plane crashed and did not advance, establish agreement for work
to play, for example, everyone wins because the game is for fun, etc.
Closure To talk and remember with the boys and girls the activity worked, the following questions are asked.
through individual or group calls: What emotions did you represent in the picture? What gestures
What did you do to demonstrate the emotion of anger, sadness, joy, etc.? How did you make your airplanes?
Tell us about the game you created with paper airplanes.
At home, work alongside your parents:
Freely express the emotions you experience through drawing.
The family is organized to make paper airplanes for a family game, comments
what I do.
 REINFORCEMENT ACTIVITY: WE COMMUNICATE
BETTER TO FEEL GOOD II
ACTIVITY 01: A world of emotions - II

A new challenge:
Show your son or daughter a picture with the names of 6 emotions and ask: What is missing?
to the painting? Explain to him that in each division they will draw a face with the expression that represents
each emotion. To recognize the emotions on their face, they will use the mirror; this will help them.
to better capture gestures and thus draw faces more accurately according to emotions
written in the box.
Invite your girl or boy to look at themselves in the mirror, allow them to explore all the 'faces' or expressions.
that represent the emotions felt, play together to imitate the gestures of each emotion
After the painting, suggest him to draw each emotion of the painting.

DRAWING EMOTIONS
SADNESS JOY ASCO

FEAR ANGER CRYING

Avoid seeking perfection in drawing and coloring.

Remember that the purpose is for your girl or boy to draw.
the gestures according to the emotions in the most
spontaneous that can. - If you notice that something is missing
part of the face, you can mention to him: "I have seen that
You have put the nose and the eyes, is something else missing?
Tell her she can come closer to the mirror to look at herself.
 SUPPORT ACTIVITY: WE COMMUNICATE
Better to feel good
ACTIVITY 02: Paper Airplane Game

A new challenge:
To continue with the activity a world of emotions, suggest to him/her to assemble
a paper airplane from the workbook Pages 105-107 and play with the family
to launch it and establish distance records where each member has
the opportunity to launch your plane at the same time and estimate the length of
each one plays to determine which plane went further or which plane crashed
and not moving forward establishes an agreement to play for example everyone wins because
the game is for fun, etc.
 ACTIVITY 05
DENOMINATION: Un viaje para recordar lo aprendido en la experiencia
1.- PURPOSE OF LEARNING:
AREA COMPETENCE CAPACITY PERFORMANCE EVIDENCE
If communicateObtain information from Expresses their needs, emotions, interests and reports on their experiences. Read the riddles
oral text. when interacting with people in their family, school, or local environment. It uses y discover the
orally in his Infer e interpret frequently used words and, strategically, smiles, glances, signs, gestures,
mother tongue. answer, do it
information about oral text. body movements and various volumes of voice, according to their interlocutor
Use non-verbal resources and and purpose: to inform, request, convince, thank. Develop your ideas in
riddle aa
for verbal forms I return to a topic, although at times it may stray from it. member of your
strategic. Deduce cause-effect relationships, as well as characteristics of people. family.
Strategically interact characters, animals, and objects in anecdotes, stories, legends, and oral rhymes.
with different interlocutors. Comment on what you like or dislike about people, characters, events or Create a box of
Reflect and evaluate the form, everyday life situations providing simple reasons based on their
the content and context of experiences and the context in which it unfolds.
memories and keeps
oral text. in it objects and
Create projects Explore and experiment with the Explore individually and/or in groups various materials according to jobs you desire
languages of art. your needs and interests. Discover the effects that are produced when combining remember mention
since the Apply creative processes. a material with another. the objects that
languages Socializes its processes y It represents ideas about their personal experiences and the context in which they you saved and account
artistic projects. develop using different artistic languages (drawing, painting, the when you want to open
dance or movement, theater, music, puppets, etc.
you box of
Show your creations and observe the creations of others. Describe what you have
created. At the request of the teacher, expresses what he/she likes about the experience, memories.
or of your project and the project of others.

2.- MATERIALS
What do we need to do before the activity? What resources or materials will be used in this activity?
Observe the TV program, make adjustments, and contextualize the activities. Reused paper sheets
at the child's age Colored pencils, crayons or markers
Prepare the instructions and explanation of the activity to be done at home and send it. Box of memories
through WhatsApp Image of riddles
Inform the father of the evidence to be sent, whether it is a photo, audio, or video.
Select reinforcement activities
3.-DESCRIPTION OF THE ACTIVITY:
Moments Strategies Recursos
Start They get comfortable to start talking about this week's adventure: WE COMMUNICATE BETTER TO
FEELING GOOD II parents are encouraged to organize themselves with their son or daughter at home to continue with this
adventure so that together as a family they communicate better to feel good.
To complement what was worked on TV today, we propose to carry out two challenges related to the program.
what they observed to travel together to remember what was learned in the experience.
Leaves of
Likewise, we will inform the father or mother of the family to accompany the reinforcement activity to be conducted.
paper of
consolidate the learning of the day.
reuse
Development To adapt and contextualize the challenges set by TV at home, they will work on the following: Pencils of
Invite your girl or boy to talk about what they observed in the program that discusses the trip. colors
we will do this to remind each other of the different proposals made this week, like the game for crayons or
combat boredom, what did you do to control anger, the emotion poster, the games that markers
they did, etc. ask him what he has enjoyed doing the most during these days? What is it that he has not Box of
Did you like it or did you like it less? Listen to what he/she mentions to you with affection and respect. memories
Suggest creating a memory box (decorate a small box together or use the happiness box that...
They work on the adventure of creation) suggest keeping the productions they made and some materials.
Let her take her time and ask her if she wants to add anything else. Imagen de
Tell him that they will seal the box and keep it in a special place to open it at the end of the year. Decide. riddles
when will you all open the memory box.
To end this adventure, remember with your son or daughter the care we must take in these.
times of coronavirus.
To finish this week, invite your son or daughter to read some riddles. Choose a comfortable place to read them.
And without noise, invite him to sit beside you, select the riddle that you are going to read. Read the riddle.
trying to build anticipation in your girl or boy. Then, invite her or him to give their response and explain.
how did he get to her if your girl or boy cannot manage to answer correctly, read the riddle again making
emphasis on some hints.
Closure To talk and remember with the boys and girls the activity worked, the following questions are asked.
through individual or group calls: What have you enjoyed doing the most during these days?
¿Qué es lo que no te gustó hacer o te gustó menos? ¿Qué adivinanzas leíste con tu mamá o papá?
At home, work alongside your parents:
Create a memory box and store in it objects and work that you want to remember.
the objects you saved and tell when you want to open your memory box.
Read the riddles and discover the answer, ask the riddle to a member of your family.
 REINFORCEMENT ACTIVITY: WE COMMUNICATE
BETTER TO FEEL GOOD
ACTIVITY 01: A trip to remember what was learned in the experience

A new challenge:
Invite your girl or boy to talk about what they observed in the program.
trip we will take to remember together the different proposals made this week,
like the game to combat boredom, that you made to control anger, the poster of the
emotions the games they played, etc. ask him what he liked the most to do
During these days? What did you not like to do or liked the least? Listen to what you
mention with affection and respect.
Suggest creating a memory box (cover a small box together or use the box from the
happiness that they create in the adventure of creating) suggest to him to keep the productions they made
y algunos materiales permítele que se tome su tiempo y pregúntale si desea colocar algo más.
Tell him that they will seal the box and store it in a special place to open it at the end of the year.
Decide together on what date you will open the box of memories.
To end this adventure, remember with your son or daughter the care we must have in
these times of coronavirus.

Dad or mom sends a photo of the

box of memories and keep in it
objects and jobs you desire
remember mentions the objects that
you saved and count when you wish
open your memory box

In this activity, we will propose to close the

memory box. Try to find some.
elements of your girl or boy and yours, that
do you think they can be included in the box before
to keep it until the end of the year.
 REINFORCEMENT ACTIVITY: WE COMMUNICATE
Better to feel good
ACTIVITY 02: Guess the Guesser

A new challenge:
To finish this week, invite your son or daughter to read some riddles to read them.
choose a comfortable and quiet place, invite him to sit next to you
riddle that you are going to read.
Read the riddle while trying to build anticipation in your girl or boy. Then, invite them.
or invite him to give his answer and explain how he arrived at it if your girl or boy is unable to.
get it right when answering, read the riddle again emphasizing some clues.

Riddles are short texts that

they pose an intellectual challenge to the
girls and boys, for they must find
the answers based on the clues
that are found in the texts.
 DAILY REPORT OF EVIDENCES

SECTION: TEACHER:

N° NOMBRE DEL ESTUDIANTE WEEK 19

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

SEND EVIDENCE X NO SEND EVIDENCE

 FEEDBACK AND MONITORING OF LEARNING ACHIEVEMENT

SECTION:
TIME:

DAY MONDAY

COMPETITION

EVIDENCE

No. Name of OBSERVATION AND FEEDBACK

STUDENT PARENT/ BOY OR GIRL
1

6
 FEEDBACK AND FOLLOW-UP ON LEARNING ACHIEVEMENT

SECTION:
HOUR:

DAY TUESDAY

COMPETITION

EVIDENCE

No. NAME OF OBSERVATION AND FEEDBACK

STUDENT PARENT/ BOY OR GIRL
1

6
 FEEDBACK AND MONITORING OF LEARNING ACHIEVEMENT

SECTION:
TIME:

DAY WEDNESDAY

COMPETITION

EVIDENCE

No. NAME OF OBSERVATION AND FEEDBACK

STUDENT PARENT/ CHILD
1

FEEDBACK AND MONITORING OF LEARNING ACHIEVEMENT

 SECTION:
HOUR:

DAY THURSDAY

COMPETENCE

EVIDENCE

No. NAME OF OBSERVATION AND FEEDBACK

STUDENT (PARENT/ BOY OR GIRL)
1

FEEDBACK AND MONITORING OF LEARNING ACHIEVEMENT

 SECTION:
TIME:

DAY FRIDAY

COMPETENCE

EVIDENCE

No. NAME OF OBSERVATION AND FEEDBACK

STUDENT PARENT/ CHILD
1