Learning session

Título: Amor fraternal

I.E. CYCLE III SECTION

LECTURER AREA Communication DATE

E

PROPÓSITOS DE APRENDIZAJE Y EVIDENCIAS DE APRENDIZAJE

Competencies and Performances Criteria of Evidence of

abilities 1st 2° evaluation learning
Read various types of explicit information identifies information Identify the Complete a
texts in their language that is clearly distinguishable from explicit that characters from the organizer graph
motherly. Another because it relates to being found in different texts. of the text that reads.
Obtain information from known words o because parts del text.
written text. know the content of the text (for Distinguish this Explain what
Infer e interpret example, in a list of stories information in another treat the text
information of the text. titles that start similarly (for example,
Evaluation Instructions
Reflect and evaluate the in a different way, the child can distinguish between the
Opine about it Checklist
to recognize where it says 'Little Red Riding Hood' characteristics of two
form, the content y tema deltexto.
context of the text. because it starts like the name characters, choose from
from a colleague or has read it in two pieces of information about an animal,
child texts) and that is found in etc.) in various types of
evident places like the title, structured texts
subtitle, beginning, end, etc., in simple, with words
texts with illustrations. Establish known and illustrations.
the sequence of lost texts that reads Establish the sequence of
(instructions, stories, news) lost texts that read
(instructions, stories,
news).
Manage your learning by setting viable learning goals related to your Reflect on Participate daily
autonomously. learning needs, priorities and available resources, what he learned in the evaluation of
Define goals that they allow him to accomplish the task. how he learned and his learnings
learning. for what identifying suspicious
Organizes actions will serve the achievements, difficulties and
strategies to achieve learned. what it will do for
sus metas de aprendizaje. reach their
Monitor and adjust your expected results.
performance during the
learning process.

Cross-cutting focus Observable attitudes or actions

Rights-based approach To voluntarily and responsibly promote the care that should be taken to
a harmonious and healthy coexistence in the context we are in
we found.

What do we need to do before What resources or materials will be used?

plan the activity? in this activity?
Review the learning session. - Leaves, paper sheets
Prepare the checklist - Images.
 MOMENTS OF THE SESSION

START
We greet the students and remind them of what was worked on in the previous session. We ask them to with their
Your own words explain your ideas.
We wrote various words about emotions on the board. We asked: What words can we read? What
What emotions do you feel? What are emotions?

We communicate the purpose of the session: Today we are going to read a story identifying the characters, what it is about.
and commenting on its content.

We say that by reading we will identify information, then we will reflect in relation to the message of the text and to
our experiences.

Then we establish together with the students the coexistence agreements to put them into practice during the
session development.
DEVELOPMENT
Before reading
Before reading, look at the image and the title of the story: 'Fraternal Love'

We respond to the following questions:

How is the text organized?
What type of text do you think it is?
What do you observe in the images?
What do you think the text is about?
Would you like to read it? What for?

During the reading

We deliver the copy of the text. We invite the students to carry out a first reading of the text.
silently.
We ask that you carry out a second reading and underline information in the text. Then, you must take note of this.
information in your notebook:

The place where the events occurred.

 The names of the characters
The actions they perform.

After the reading

Upon finishing reading the text, respond:

Who lived almost together?

When the father died, what did they do with the field?
When the wheat was ripe, how did they divide it?
Why couldn't the older brother sleep that night?
Why did the part of the wheat that corresponded to his brother increase?
The younger brother couldn't sleep either. What was he wondering?
The next day, they looked at each other in surprise. Why?
What did they do the next night?
Why couldn't they also see each other?
After some time, what happened one night? What did they understand?
Why would they hug? How have they always lived?
What lesson has this story left us? Write it in your own words.
Why do you think the text is titled fraternal love?
CLOSURE
We talked with the children about what they have learned today. What activities helped us to
better understand the text?, why?, how did we go about locating information?
We evaluate the compliance with the rules of coexistence during the course of the session.
REFLECTIONS ON LEARNING
What progress did my students make?
What difficulties did my students have?
What learnings should I reinforce in the next session?
What activities, strategies, and materials worked, and which did not?
Read the story very carefully.

Answer the questions:

Who lived almost together?
____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

2. What did they do with the field when the father died?

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

3. When the wheat was ripe, how was it divided?

____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

4. Why couldn't the older brother sleep that night?

____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

5. Why did the part of the wheat that corresponded to his brother increase?

____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

6. The younger brother couldn't sleep either. What was he wondering?

____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

7. Al día siguiente, se miraron sorprendidos. ¿Por qué?

____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

8. What did they do the next night?

____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________

9. Why couldn't they see each other either?

____________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
 9. After some time, what happened one night? What did they understand?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________

10. Why would they embrace? How have they always lived?

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________

11. What lesson has this story left us? Write it in your own words.

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________

12. Why do you think the text is titled fraternal love?

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________

Draw the part of the text that caught your attention the most
CHECKLIST
Area: Communication
Competence: Reads various types of texts in their mother tongue.
Activity: Reader's plan Fraternal love

No. First and last names of the Evaluation criteria

Identify Explain what -Opinions about the
students characters deltrata the text theme of the text.
text.
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02
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30

Achieved Process X Not achieved