LEARNING PROJECT N° 06

I.- GENERAL DATA:

1.1NOMBRE DEL PROYECTO:

THE CIRCUS OF CLOWN PLIN-PLIN”

1.2 CONTEXTUAL SITUATION:

At I.E.I. No. 667 Rayitos de Luz, it is observed that upon returning from the mid-year vacation, one day a child brought some coloring drawings to class.
of the circus, he told us that his mom had bought it for him and that during the vacation he went to the circus with his family and all the boys and girls were interested in
seeing the circus drawings, at that moment we realized that it was a topic that caught their attention and about which they didn't know much, so we decided
proponerles a investigar sobre ese tema para ir descubriendo poco a poco el mundo del circo. Se hace necesario desarrollar el presente proyecto
named: 'The Clown Circus Plin-Plin' in order to carry out playful, innovative, and challenging activities for the preparation activities, in which
mobilize skills and develop competencies, in which the protagonists are the boys and girls of the 5-year-old classroom, where they will learn and experience.
the various activities that exist in the world of circus, in which the child strengthens postural balance through the game of movements with obstacles,
can express through gestural procedures and using body language as a resource for this purpose.

1.3 PRODUCT:
Celebration of Children's Day Through Circus Activities
Presentation of each classroom, highlighting the most significant aspects of the circus activities:
Dramatized dances
Magic session
Imitation of animals

1.4DURATION: FROM AUGUST 13 TO 31, 2018

1.5VALOR:Respeto, identidad

1.6EDAD:5 años

1.7CYCLE: II

1.8CLASSROOM TEACHER:
|
 II.-PRE-PLANNING:

What will I do? How will I do it? What will I need?

We plan the project with participation In Assembly Paper, markers
active children. THE CIRCUS OF We made the list of activities laminates,
Clown Plin-Plin” Recording the proposals of boys and girls.
Reviewing the proposals
We will develop the activities of Observing, analyzing, describing, communicating, seeking solutions to Big paper, marker, boxes,
cardboards, colored papers,
daily learning according to the our problems, creating posters, taking on commitments, participating
sheets, containers, cans, papers
agreements and the list of activities actively in the different activities, such as: preparing the tricks of temperas, crayons, tape
proposed by the children themselves and magic, choreography, juggling activities, animal imitation packaging. Typical dishes,
teacher. presenting to the educational community the achievements and progress of the students. patriotic garlands, posters,
laminas, among others. Tlas,
disgraces, videos
We evaluate the project at the end of the In the assembly, we discuss the activities we have carried out, about whether List of activities.
activities with the activities we have completed the development of all the activities: What did we learn? Project product
represented by the children in the How have we felt? Assessment table of
circus sessions presented by children What should we improve? group project and
Individual and team demonstration of our learnings. individual.
Active participation of children in the different activities Anecdotal record
We permanently record the students' progress and difficulties.
 IV. SELECTION OF COMPETENCIES, SKILLS, and PERFORMANCE:

PERFORMANCES
AREA COMPETENCE CAPACITY
5 YEARS
Communicates his/her understanding of the Express with concrete material and drawings their experiences, in which they show
SOLVES ISSUES OF FORM, geometric shapes and relationships. spatial and measurement relationships between people and objects. Example: A child
MOVEMENT AND LOCATION draw the market stalls in your locality and the products that are sold. In the
drawing, positions itself in proportion to the people and objects it observed
during his visit.

SOLVE QUANTITY PROBLEMS Translate amounts into expressions Test different ways to solve a specific situation related to the
numerical. location, movement in space and the construction of objects with material
concreto. Elige una manera para lograr su propósito y dice por qué la usó
Use strategies and procedures of Use the ordinal numbers 'first', 'second', 'third', 'fourth', and 'fifth'.
estimation and calculation. to establish the place or position of an object or person, using material
concrete or your own body.
Apply creative processes. It represents ideas about their personal experiences and the context in which they are.
CREATE PROJECTS FROM LANGUAGES unfold using different artistic languages
ARTISTIC Use language conventions • Write on your own initiative and in your own way about what interests you: consider
written in a relevant manner who will they write to and why will he write it; uses strokes, graphics,
WRITE VARIOUS TYPES OF TEXTS IN YOUR
MOTHER TONGUE

Use written language conventions appropriately.

CREATE PROJECTS FROM THE LANGUAGES
ARTISTIC
Communicates orally in his/her language Infers and interprets information from Say what it will be about, how it will continue or how it will end the text based on some.
maternal written text. indications, such as the title, illustrations, words, expressions or events
significant, that observes or listens before and during the reading that is done

Adapt, organize, and develop the text. Retrieve explicit information from an oral text. Mention some facts.
READ VARIOUS TYPES OF WRITTEN TEXTS
in a coherent and cohesive manner places, the names of people and characters. Follow oral instructions or return to
IN THEIR MOTHER TONGUE to recount in your own words the events that you liked the most
Infer and interpret information from the Deduce cause-effect relationships, as well as characteristics of people.
oral text. characters, animals, and objects in anecdotes, stories, legends, and oral rhymes.
 PERFORMANCE
COMPETENCE CAPACITY
AREA 5 YEARS
LIVE AND PARTICIPATE Interact with all people. Participate in the collective construction of agreements and rules based on respect and
DEMOCRATICALLY IN THE well-being of all considering the situations that affect or discomfort everyone
SEARCH FOR THE COMMON GOOD group. Shows in the activities it performs behaviors according to the
assumed standards of coexistence

BUILD YOUR IDENTITY, LIKE Participate in the responsible use of the resources created by God in your environment.
HUMAN PERSON, BELOVED BY Cultivate and value the expressions
GOD, WORTHY, FREE, AND TRANSCENDENT, religious figures in their environment
UNDERSTANDING THE DOCTRINE OFarguing their faith in a way
HIS OWN RELIGION, OPEN TO understandable and respectful
DIALOGUE WITH THOSE WHO ARE
CLOSE
Carry out actions and games autonomously by combining motor skills.
basics like running, jumping, climbing, rolling, sliding, making turns and somersaults--in the
that expresses its emotions—exploring the possibilities of its body in relation to
DEVELOPS IN A WAY space, time, the surface, and objects; in these actions, it shows dominance and
AUTONOMOUS THROUGH ITS They express themselves through their body.
greater control of one side of his body. Example: A child plays walking behind
MOTOR SKILLS another child. They quicken their pace, invent different ways of walking, run while jumping,
they walk backwards, propel themselves, and make long jumps, among other movements.

Analyze data and information. Propose actions and the use of materials and instruments to seek information about
object, living being or fact of interest that raises questions, or to solve a
proposed problem

Problematic situations to address

RESEARCH THROUGH METHODS
inquiry Ask questions that express your curiosity about objects, living beings, facts or
SCIENTISTS TO BUILD YOUR
phenomena that occur in their environment; it reveals what they know and the ideas
KNOWLEDGE
it has about them. It presents possible explanations and/or alternative solutions regarding
to a question or problematic situation.
 SIGNIFICANT ACTIVITIES OF AUGUST 2018 5 years
MONDAY 13 MARTES 14 WEDNESDAY 15 THURSDAY 16 FRIDAY 17
We plan the OUR FRIEND THE GUESSING THE CHARACTERS I AM AN AGROBAT VISITING THE CIRCUS
Project OF THE CIRCUS

CLOWN PLIN-PLIN

MONDAY 20 TUESDAY 21 WEDNESDAY 22 THURSDAY 23 FRIDAY 24

we grouped the balls LEARNING RHYMES WITH WE MAKE A NICE HAT WE HAVE FUN
jugglers THE CHARACTERS OF FROM CLOWN GROUPING OURS
CIRCUS SHOES

WE HAVE PREPARED A NICE

POSTER OF OUR CIRCUS

MONDAY 27 TUESDAY 28 WEDNESDAY 29 THURSDAY 30 FRIDAY 31

WE INCREASE
WE PLAY TO DISCOVER THEM WE PREPARE THE INVITATIONS WE ARE PREPARING FOR THE WE EVALUATE THE PROJECT
SOUNDS THAT EMIT THE ELEMENTS BEFORE THE FOR OUR CIRCUS PRESENTATION OF OUR
ANIMALS
MAGIC CIRCUS
 LEARNING ACTIVITY

Nombre Del Proyecto:EL CIRCO DEL PAYASO PLIN-PLIN”

Nombre de la sesión de aprendizaje:“PLANIFICAMOSEL PROYECTO CON LOS NIÑOS.”
Expected learning:He/She intervenes spontaneously to contribute his/her ideas.

AREAS COMPETENCIES CAPABILITIES INDICATORS INSTRUMENTS OF

EVALUATION

understands written texts infers the meaning of the hypothesis formula on the
written texts content of the text from
COM some clues: images Observation notebook.
Evaluation sheet.
asserts his identity he/she values himself/herself Demonstrates satisfaction and excitement
when you manage to achieve goals
P.S simple, demonstrating it through
smiles, applause, jumps, or shouts.

Date: Monday, August 13, 2018

MATERIALS
DATE STRATEGIES
RECEPTION OF CHILDREN: Attendance, each child takes a book from the Library section.
{"ACTIVIDADES PERMANENTES.- Rezo, canción, tiempo calendario.":"PERMANENT ACTIVITIES.- Prayer, song, calendar time."}
Teachers.
ACTIVITY FREE TIME IN THE SECTORS Children.
Materials of the
PLANNING.- The child plans in which area they want to play. sectors.
ORGANIZATION.- The children are organized in groups of 4 per sector, they organize their game and decide what to play, with whom to play, how to play.
play?
EXECUTION.-The child starts the game with the accompaniment and supervision of the teacher.
ORDER.- The child puts things in their place through a song: 'To put away, to put away'
SOCIALIZATION.- What the child did, what did they play?, how did they play?, who played?, indicate the difficulty.
Tuesday 01 during execution.
of August His Holiness.
from 2017 LEARNING ACTIVITIES:

Song and puppet.

 START: THE CLOWN
We gather in assembly, and we remember our agreements. The teacher motivates the children through a song, I DANCER: (elephant
I have a clown, who does the song talk about? What is his clothing like? Where will he work? Who else will work with him? little trumpet
Who has gone to the circus? Can we participate in a circus? We listened very carefully to the answers of the
I have a
children and we recorded it on a paper. Today we are going to plan our new project, what name do we give it.
clown
Help from a poster, the children describe and it will also help to motivate the children to tell us what they want. A dancing clown,
work on this project. That when I give him/her
DEVELOPMENT: rope
The teacher shows the flip chart of the planning with the children: It always moves
like this.
What are we going to do? This is how it moves the
Why are we going to do it? What do we need?
Our project of the month To organize activities of the Carry out meaningful activities hands
August project with the help of the children for the children. The hands move
thus,
This is how you move them

hands
We recorded your opinions for the project. My dancing clown.

What are we going to do? How will we do it? What do we need?

*

* Professor.
Children.
* Materials.

*
Papergraphs
We read and review the project activities that the children have mentioned, we choose the name of our project. Markers
They draw a circus.
CLOSURE
What did we do today? Did everyone participate in the planning? Did you like listening to the song? Our project of
What is it about? Figures of the
EXIT ACTIVITIES. characters of the
At home, they discuss the activities they have planned. circus

IV.- BIBLIOGRAPHY
Ministry of Education D.C.N Ministry of Education Curricular Guide
 Date: August 13, 2018
PLASTIC GRAPHIC LANGUAGE
AREA COMPETENCE CAPACITY INDICATOR
LANGUAGE It is expressed with creativity Uses techniques and processes of various
Uselanguages
some materials and tools
JES through various artistic including traditional and new practices preventing some of its effects for drawing
ARTISTIC artistic languages technologies paint, model, print, build and make collage
OS
START: Resources
The children gathered in assembly listen to the teacher. What do I have in my hands? Can we do a A puppet of a
clown with paper? We remember the agreements we must follow for the use of materials clown
DEVELOPMENT: Professor
Exploration: materials are given to the children so they can explore freely and choose which of them Leaf
they are going to assemble their clown. Colored paper
The teacher, while the children are gluing, approaches and asks, 'What color is your clown's hat?' Rubber.
What are you going to use to make the eyes? What other material are you going to use? markers
CLOSING: the children present their finished clown, leaving it in a place for the other children to observe.
Did you have fun making your clown? How many clowns have you made? How many figures did you stick on the hat?
of the clown?
 Indicator 1 Indicator 2 Indicator 3
INDICATOR hypothesis formula about the Show satisfaction and excitement Use some materials and
content of the text from when achieving goals tools preventing some of
some clues: images simple, demonstrating it through its effects for drawing painting modeling
smiles, applause, jumps, or screams. print, build, and make a collage
NAME OF THE CHILD
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Session of

learning

DENOMINATION:OUR FRIEND THE CLOWN PIRULIN

AREA THAT INTEGRATES: COMMUNICATION AND SOCIAL PERSONAL

FECHA: Miércoles 02 de Agosto del 2017 CLASS: SOCIABLE

TEACHER: ROSEMARY RODRIGUEZ ALMIRANTE.
II.- EXPECTED LEARNINGS:

fascicle COMPETENCIES CAPABILITIES INDICATORS INSTRUMENTS OF

EVALUATION

understands written texts infers the meaning of the texts formulates hypotheses about the content
writings from the text based on some clues
COM Notebook of
images
observation.
 asserts his identity he/she values himself/herself Express your emotions in the Record of
different situations they experience. evaluation.
P.S

III.- DEVELOPMENT OF THE ACTIVITY:

MATERIALS
DATE STRATEGIES
  RECEPTION OF THE CHILDREN: Attendance, each child takes a book from the Library section.
Professors.
 PERMANENT ACTIVITIES.- Prayer, song, calendar time. Children.
 ACTIVITY FREE TIME IN THE SECTORS Materials of the
sectors.
PLANNING.- The child plans which area they want to play in.
ORGANIZATION.- 4 children are organized per sector to organize their game and decide what to play and with whom.
play?, How to play?
EXECUTION.- The child begins the game with the accompaniment and monitoring of the teacher.
ORDER.-The child puts things in their place through a song: "Waiting to store"
Wednesday SOCIALIZATION.- What the child did, what did they play?, how did they play?, who played?, they express the
February 2 difficulty during execution.
August of  His Holiness.
2017
 LEARNING ACTIVITIES: Paper grapher
START:
We gathered in assembly and recalled our agreements. The teacher motivates the children through a
riddle Clown costume.

Today we are going to talk about our friend the clown.

DEVELOPMENT:
From the surprise box we are taking out the clothing of a clown. Whose clothes are they? What colors does it have?
Clothes? What else does the clown use? Where will he work? Does he only work in the circus? Will you all be able to dress up?
Like the clown? We listened very carefully to the children's answers, we asked two children to...
They dress up as clowns and we dramatize the work of the clown. Is the work of the clown important? Only? Children in costumes
Can children be clowns? Rubber, leaf
They assemble a puzzle of a clown.
CLOSURE:
Who have we talked about today? Did everyone dress up as a clown? Did you like seeing the clown?
OUTING ACTIVITIES.
We are getting ready to go home.
Date: August 2, 2017
PLASTIC GRAPHIC LANGUAGE

FASC. COMPETITION CAPACITY INDICATOR

LANGUAGE It is expressed with Use techniques and processes from various languages Use some materials and tools
ES creativity through artistic including traditional practices and preventing some of its effects for drawing
ARTISTIC various languages new technologies paint model stamp build and make
OS artistic collage

START: Resources
The children gathered in assembly listen to the teacher. What do I have in my hands? What can we do?
We remember the agreements that we must follow for the use of the materials.
Professor
DEVELOPMENT:
Sheet
Exploration: materials are given to the children for them to explore freely and choose which ones they want.
they are going to put together their clown.
Colored paper
The teacher, while the children are sticking, approaches and asks, 'What color is your clown's hat?' Goma
{"question_1":"What are you going to make the eyes with?","question_2":"What other material are you going to use?","question_3":"What shape is the plate?"}
markers
CLOSING: the children present their finished clown, leaving it in a place for the other children to observe.

¿Se divirtieron armando su payaso? ¿Cuántos payasos han armado? ¿Qué color es el gorro de tu payaso?
 Learning activity number
I.
Indicator 1 Indicator 2 Indicator 3
INDICATOR hypothesis formula about the Express your emotions in the Use some materials and
content of the text from different situations they experience. tools preventing some of
some clues: images its effects for drawing, painting, modeling
printing, building and making collage
NOMBRE DEL NIÑO

1 ENRIQUE BARRIENTOS
2 LIAM NAHUEL BAYES
3 MILEY CELIS
4 MARIA F. CRUZ
5 RICHARD S. JUAREZ
6 Marcelo Gallardo
7 MELANY LLACTA
8 AARON MEJIA
9 LEONARDO NARVA
10 LIAN OQUEÑA
11 CHRISTOPHER M. PUCCA
12 LEMIS RENGIFO
13 BRIANA VERGARA
14 JHANKO EYAL SIGUAS
15 RAFAEL TORRES
16 ESTEBAN TTITO
17 ANGEL VIDARTE
18 YONARO SALAZAR
19 CAMILA
20 MAYLIN

21 SEBASTIAN
DENOMINATION:GUESSING THE CIRCUS CHARACTERS
AREAS THAT INTEGRATE: Communication and Social Personal
FECHA: Jueves 03 de Agosto del 2017

CLASS: Sociables
Professor: Rosemary Rodriguez Almirante
II.- EXPECTED LEARNINGS:

fascicle COMPETENCIES CAPABILITIES INDICATORS INSTRUMENTS OF

EVALUATION

understands written texts infers in the meaning of the formula hypothesis about the
written texts content of the text starting from
COM Notebook of
some indications: images
observation.
Card of
evaluation.
affirms his identity he/she values himself/herself Express your emotions in the
different situations they experience.
P.S

III.- DEVELOPMENT OF THE ACTIVITY:

ACTIVITY FREE TIME IN THE SECTORS

PLANNING. - The child plans which area they want to play in. Teachers.
ORGANIZATION. - They organize 3 to 4 children per sector and decide what to play, with whom to play, and how. Children.
play?
EXECUTION. - They start the game with the accompaniment and supervision of the teacher.
ORDER. - The child puts things in their place through a song: 'Put away, put away'
 SOCIALIZATION. - What the child did, what did they play?, how did they play?, who played?, manifest the
difficulty during execution.

Thursday 03 LEARNING ACTIVITY:

of August START:
from 2017 We meet in assembly, the teacher motivates the children at the table where there are many objects covered with a cloth. Box of
with their eyes blindfolded they guess what they are touching, we give them some clues: Is it white? Do they wear it on surprise
the hand? What will it be? Who will use it?

Professor.
Children.

Can we learn riddles? Can we also make riddles? Will it be fun? The teacher
mention that today we are going to LEARN RIDDLES ABOUT CIRCUS CHARACTERS.
DEVELOPMENT: The teacher shows three envelopes of different colors with shapes, the children try to assemble them and
they say what it is and describe it; the teacher writes on a flip chart what they say and we draw some Envelopes with
images so that when the children go out they help them say their riddle. What do we put so that figures
Do the children not see the image? When the representative comes out to say the riddle, we ask questions. Why? Big paper
Does this paper have a curtain? What could it be? Crepe paper

What does a riddle have? Why? Can we make riddles about all the things we see? Everyone?
did they work?
CLOSURE Did you enjoy learning riddles? Was it easy? How did you feel?
Outdoor activities
They wash their hands
LUNCHBOX.

Thursday, August 3rd, 2017

PLASTIC GRAPHIC LANGUAGE

Fasc. COMPETENCE CAPACITY INDICATOR

LANGUAGESIt is expressed with Use techniques and processes from various languages. Sing, dance, and/or hum songs or improvise.
ARTISTIC creativity through artistic including traditional practices and rhythms and melodies spontaneously, performing
from various languages new technologies gestures and movements that reflect their
artistic emotions.

ACTIVE. resources

ASSEMBLY: the children

Indicator gather,
1 what do I have in my hands?
Indicator 2 What can I do with them? Indicator 3
INDICATOR hypothesis formula about the Express your emotions in the Canta, baila y/o tararea canciones o
We must be carefulcontent
with theofmaterial, remember
the text based the rules.
on different situations they experience. improvise rhythms and melodies
some clues: images Radio
spontaneously, making gestures and
EXPLORATION: each child chooses which musical instrument they will sing with. movements that reflect their
NOMBRE DEL NIÑO emotions. Instruments
1 DEVELOPMENT:
ENRIQUE BARRIENTOS the children freely play the musical instruments, which part of your body have you movedmusicals
2 When did
LIAM NAHUEL you sing? Are all the instruments the same?
BAYES
3 MILEY CELIS
CLOSING: Did you like to sing? What was your musical instrument like?
4 MARIA F. CRUZ
5 RICHARD S. JUAREZ
6 MARCELO GALLARDO
7 Melany Township
8 AARON MEJIA
9 LEONARDO NARVA
10 LIAN OQUEÑA
11 CHRISTOPHER M. PUCCA
12 LEMIS RENGIFO
13 BRIANA VERGARA
14 JHANKO EYAL SIGUAS
15 RAFAEL TORRES
16 ESTEBAN TTITO
17 ANGEL VIDARTE
18 YONARO SALAZAR
19 CAMILA
20 MAYLIN
21 SEBASTIAN
LEARNING ACTIVITY
I.-NAME: GROUPING THE JUGGLER'S BALLS
II.- AREA THAT INTEGRATES: Mathematics and social personnel.

III.- TEACHER: ROSEMARY RODRIGUEZ ALMIRANTE.

FECHA: Viernes 04 de Agosto del 2017

CLASS: 3 years - Sociable.

IV.- EXPECTED LEARNINGS:

FASC. COMPETENCE CAPACITY INDICATOR EVALUATION

acts y thinks, communicates, and represents mathematical ideasGroup objects by a single criterion and
mathematically in express the action performed.
MATHEMATICS FILE OF
situations of quantity
OBSERVATION

affirms his identity self-regulates sus emotions and expresses his or her approval or disapproval regarding
EVALUATION
PERSONAL behavior words, gestures or attitudes that he/she receives DIAGNOSTICS
SOCIAL or perceive.

DEVELOPMENT OF THE ACTIVITY:

DATE SEQUENCING METHODOLOGY RESOURCES

 ACTIVITY FREE TIME IN THE SECTORS Material of the
sectors
PLANNING. - The child plans which area they want to play in.
Children
ORGANIZATION. - They organize their game and decide what to play, with whom to play, and how to play.
Professor
Friday 04 EXECUTION. - The game begins with the guidance and supervision of the teacher.
of August
from 2017 ORDER. -The child puts things in their place through a song: “To put away, to put away

SOCIALIZATION. - What the child did, what did they play?, how did they play?, who played?, express the difficulty during the
execution.

LEARNING SITUATION:

BEGINNING We sit in a semicircle, the teacher presents a bag with balls. Whose balls will they be? What will they be used for?
balls
balls? Are all the balls the same? What can we do with the balls? How many balls will there be? The teacher notes the
brainstorming and communicates that today we are going to work grouping the juggler's balls Materials of the
sectors
DEVELOPMENT: we went out to the courtyard, we recalled the behavior rules, we did a circle, we handed out a ball to each
Children observe the shape of each ball, and with the words 'Simon says,' they group together the children who have the same ball. Goma
figure, how many balls are there in each group. Back in the classroom we sit in a semicircle, what have we played in the yard?
Can we do the same in the classroom with the materials from the sectors? The teacher presents different materials from the Ball figures
sectors. Children observe, manipulate spontaneously and place it in tubs forming groups. How many objects are there in?
Each tub? What are we doing? Can we also group our things at home? The teacher gives the children figures of paper projector
balls for them to observe and freely group and stick on a paper. How have they grouped? How many balls?
Is there in each group? CLOSURE: What
agruparon? ¿Todos participaron en la actividad? ¿Les gusto jugar en el patio? ¿Hoy día que hemos trabajado?
OUTDOOR ACTIVITIES

CLEANING ACTIVITIES AND REFRESHMENT ACTIVITIES.

Date: FRIDAY, AUGUST 4, 2017

PLASTIC GRAPHIC LANGUAGE

FASC. COMPETITION CAPACITY INDICATOR

LANGUAGESIt is expressed with Use techniques and processes from various languages. Use some materials and tools.
ARTISTIC creativity through artistic practices including traditional practices and preventing some of its effects for drawing
various languages new technologies paint model print build and make
artistic collage

ACTIV. START: resources

The children gathered in assembly listen to the teacher. What do I have in my hands? We remember the
agreements that we must follow for the use of the materials

DEVELOPMENT: Tempera
Exploration: materials are provided to the children for them to explore freely and choose which one of Brush
they are going to print the juggler's ball.
Hyssop
The teacher, while the children are printing their ball, approaches and asks, 'What color are you?'
printing your ball? leaf

CLOSURE: the children present their finished work with the help of the teacher, they leave it in a place to
let the other kids watch him.
{"question1":"Did you have fun printing your ball?","question2":"Did everyone work?","question3":"What did you use for printing?"}
 Indicator 1 Indicator 2 Indicator 3
Indicator Group objects with a single Express your liking or disliking. Use some materials.
criterion and express the action before words, gestures or attitudes tools preventing some of
carried out. what one receives or perceives. its effects for drawing painting modeling
print, build and make collage
CHILD'S NAME

1 ENRIQUE BARRIENTOS Session of

2 LIAM NAHUEL BAYES
3 MILEY CELIS
4 MARIA F. CRUZ
5 RICHARD S. JUAREZ
6 Marcelo Gallardo
7 MELANY TOWN
8 Aaron Mejia
9 LEONARDO NARVA
10 LIAN OQUEÑA
11 CHRISTOPHER M. PUCCA
12 LEMIS RENGIFO
13 BRIANA VERGARA
14 JHANKO EYAL SIGUAS
15 RAFAEL TORRES
16 ESTEBAN TTITO
17 ANGEL VIDARTE
18 YONARO SALAZAR
19 CAMILA
20 MAYLIN

21 SEBASTIAN
learning

DENOMINACION:I AM A ACROBAT
AREA that integrates: Communication and Social Personal

FECHA: lunes 07 de agosto del 2017 CLASS: SOCIABLES

TEACHER: ROSEMARY RODRIGUEZ ALMIRANTE.
II.- EXPECTED LEARNINGS:

fascicle COMPETENCIES CAPABILITIES INDICATORS INSTRUMENTS OF

EVALUATION

understands written texts infer the meaning of the texts formulate hypotheses about the content
writings from the text based on some clues
COM Notebook of
images
observation.
Card of
affirms his identity he/she values himself/herself Express your emotions in the evaluation.
different situations they experience.
P.S

III.- DEVELOPMENT OF THE ACTIVITY:

MATERIALS
DATE STRATEGIES
  RECEPTION OF CHILDREN: Attendance, each child takes a book from the Library section.
Teachers.
 PERMANENT ACTIVITIES.- Prayer, song, calendar time. Children.
 ACTIVITY FREE TIME IN THE SECTORS Materials of the
sectors.
PLANNING.- The child plans in which area they want to play.
ORGANIZATION.- They organize in groups of 4 children per sector, organize their play, and decide what to play, with whom.
play?, How to play?
EXECUTION.- The child starts the game with the accompaniment and oversight of the teacher.
ORDER.- The child puts things in their place through a song: "To put away, to put away"
Monday 07 SOCIALIZATION.- What the child did, what they played, how they played, who played, manifest the
of August difficulty during execution.
from 2017  His Holiness

 LEARNING ACTIVITIES: Pencil graph

START:
We gathered in assembly, and we remember our agreements. The teacher motivates the children through a
riddle Riddle.

Today we are going to talk about our friend the acrobat.

DEVELOPMENT:
We show the children images of different acrobats for them to describe it. What are they doing? How are they?
Dress? What is he/she wearing? Where will he/she work? Will he/she only work at the circus? Will you be able to do it?
same as our acrobat friend? We listened very carefully to the children's responses, we asked the
Children go out to the yard to do some acrobatics that the performer does while being very careful. Is it important? Marker or tempera
the work of the acrobat? Will there be acrobatic children in the circus? leaf
Outline the wheels of the acrobat's bicycle.
CLOSING:
Who have we talked about today? Did everyone do some acrobat's flips? Did you enjoy doing them?
acrobat exercises?
OUTING ACTIVITIES.
We are getting ready to go home.
Date: August 7, 2017
 PLASTIC GRAPHIC LANGUAGE

Fasc. COMPETITION CAPACITY INDICATOR

LANGUAGE It is expressed with Uses techniques and processes from various languages Uses some materials and tools
ES creativity through artistic including traditional practices and preventing some of its effects for drawing
ARTISTIC various languages new technologies painting the model, printing, building and doing
OS artistic collage

START: Resources
The children gathered in assembly listen to the teacher. What do I have in my hands? What can we do?
We remind you of the agreements we must follow for the use of the materials.
Professor
DEVELOPMENT:
Sheet
Exploration: materials are given to the children for them to explore freely and choose which one they want.
they are going to work.
Ceramics
The teacher, while the children are gluing, approaches and asks: What color is your ceramic? What other Goma
What material are you going to use? What shape does your ceramics have that you have kneaded?

CLOSING: the children present their finished work, leaving it in a place for the other children to
observe.

¿Se divirtieron amasando cerámica? ¿Cuántas figuras han armado? ¿De qué color es?
 Indicator 1 Indicator 2 Indicator 3
INDICATOR hypothesis formula about the Expresses his emotions in the Use some materials and
content of the text from different situations they experience. tools preventing some of
some clues: images its effects for drawing painting modeling
print, build and make collage
NOMBRE DEL NIÑO

1 ENRIQUE BARRIENTOS
2 LIAM NAHUEL BAYES
3 MILEY CELIS
4 MARIA F. CRUZ
5 RICHARD S. JUAREZ
6 Marcelo Gallardo
7 Melany Town
8 AARON MEJIA
9 LEONARDO NARVA
10 LIAN OQUEÑA
11 CHRISTOPHER M. PUCCA
12 LEMIS RENGIFO
13 BRIANA VERGARA
14 JHANKO EYAL SIGUAS
15 RAFAEL TORRES
16 ESTEBAN TTITO
17 ANGEL VIDARTE
18 YONARO SALAZAR
19 CAMILA
20 MAYLIN

21 SEBASTIAN
Learning activity number
I.-NAME:LEARNING RHYMES WITH THE CIRCUS CHARACTERS
AREAS THAT INTEGRATES: Communication and Social Personal

FECHA: Jueves 10 de Agosto del 2017

CLASS: Social

TEACHER: Rosemary Rodriguez Almirante

II.- APRENDIZAJES ESPERADOS:

fascicle COMPETENCIES CAPABILITIES INDICATORS INSTRUMENTS OF

EVALUATION

understands written texts infers in the meaning of the hypothesis formulas about the
written texts content of the text from
COM Notebook of
some clues: images
observation.
Card of
evaluation.
affirms his identity he/she values himself/himself Express your liking or disliking
before words, gestures or attitudes
P.S
what one receives or perceives.

III.- DEVELOPMENT OF THE ACTIVITY:

ACTIVITY FREE TIME IN THE SECTORS Teachers.

PLANNING. - The child plans which area they want to play in. Children.
ORGANIZATION. - They organize 3 to 4 children per sector and decide what to play, with whom to play, how to play.
play?
 EXECUTION. - They start the game with the accompaniment and supervision of the teacher.
ORDER. - The child puts things in their place through a song: 'To put away, to put away'
SOCIALIZATION. - What the child did, what did they play?, how did they play?, who played?, express the
difficulty during execution.

Thursday 10 LEARNING ACTIVITY:

of August START:
from 2017 We meet in assembly, the teacher motivates by bringing a rhyme: The dancer eats tangerine Who eats Paper chart
mandarin? What does the dancer eat? What could it be? with the rhyme

Like a Teacher.
Children.
When the children answer the questions regarding the rhyme, 'Will we have rhymes in our library?'
The teacher mentions that today we are going to learn rhymes with the circus characters.
DEVELOPMENT: The teacher shows the children some images, they describe them and mention their names.
teacher writes What is it? What is it for? Where do they work? Can we make rhymes with these figures, The
Children organize in groups with the help of the teacher. They decorate their rhyme. Figures
Role of
colors
Goma

CLOSURE What have we learned today? Was it easy to make rhymes? Did everyone participate?
Outdoor activities
[Link] WASHES THEIR HANDS
LUNCH BOX.

Thursday, August 10, 2017

PLASTIC GRAPHIC LANGUAGE

FASC. COMPETENCE CAPACITY INDICATOR

LANGUAGESIt is expressed with Use techniques and processes from various languages. Sing, dance, and/or hum songs or improvise.
ARTISTIC creativity through artistic including traditional practices and rhythms and melodies spontaneously, performing
new technologies
 of various languages gestures and movements that reflect their
artistic emotions.

ACTIVE. resources

ASSEMBLY: the children gather, what do I have in my hands? What can I do with them?

We must be carefulIndicator
with the1 material, remember the Indicator
rules. 2 Indicator 3
Radio
INDICATOR hypothesis formula about the Express your liking or dislike Sing, dance and/or hum songs or
EXPLORATION: each child chooses which material they are going to work with
content of the text from before words, gestures or attitudes improvise rhythms and melodies
Handkerchiefs
some signs: images what receives
DEVELOPMENT: the children freely move in time with or perceives
the music, spontaneously,
what part of your body have you making gestures and
movements that reflect
loveyour emotions
CHILD'S NAME Moved? Did everyone dance the same?
1 ENRIQUE BARRIENTOS
CLOSING: Did you like to dance? What color was your handkerchief? What else did you use?
2 LIAM NAHUEL BAYES
3 MILEY CELIS
4 MARIA F. CRUZ
5 RICHARD S. JUAREZ
6 Marcelo Gallardo
7 MELANY TOWN
8 AARON MEJIA
9 LEONARDO NARVA
10 LIAN OQUEÑA
11 CHRISTOPHER M. PUCCA
12 LEMIS RENGIFO
13 BRIANA VERGARA
14 JHANKO EYAL SIGUAS
15 RAFAEL TORRES
16 ESTEBAN TTITO
17 ANGEL VIDARTE
18 YONARO SALAZAR
19 CAMILA
20 MAYLIN
21 SEBASTIAN

Learning activity no.

I.-DENOMINATION: MAKING A NICE HAT
AREAS THAT INTEGRATE: Communication and Social Personal

FECHA: Lunes 04 de Setiembre del 2017

CLASS: Sociables

TEACHER: Rosemary Rodriguez Almirante

II.- EXPECTED LEARNING:

fascicle COMPETENCIES CAPABILITIES INDICATORS INSTRUMENTS OF

EVALUATION

understands written texts infers the meaning of the hypothesis formulas about the
written texts content of the text starting from
COM Notebook of
some clues: images
observation.
Sheet of
evaluation.
affirms his identity he/she values himself/herself Express your emotions in the
different situations they experience.
P.S

III.- DEVELOPMENT OF THE ACTIVITY:

 ACTIVITY FREE TIME IN THE SECTORS Teachers.
PLANNING. - The child plans which area they want to play in. Children.
ORGANIZATION. - 3 to 4 children are organized by sector and decide what to play, with whom to play, how.
play?
EXECUTION. - They start the game with the accompaniment and monitoring of the teacher.
ORDER. -The child puts things in their place through a song: 'Put away, put away'
SOCIALIZACION. - Lo que el niño hizo, ¿A que jugaron?, ¿Cómo jugaron?, ¿Quiénes jugaron?, manifiestan la
difficulty during execution.

Monday 04 LEARNING ACTIVITY:

de START:
September We gather in assembly, the teacher engages the children through a reading of a story: The sad clown.
from 2017 ["Who lost their hat?","What was their hat like?","Will the clown be able to work?","Who helped the clown?","The teacher"] Story
It mentions that today we are going to make a clown hat.
Professor.
DEVELOPMENT: The teacher engages in dialogue with the children through an instructional guide and observes the images.
["What will we use?","Will all the hats be the same?","Will it be easy to make a hat?","Why are we making a hat?"] Children.
The children individually make their hat, following the steps of the instructions.

Instruction Manual
Cardboard
Goma
Leaves of
colors

At the end of making their hat, each child dances and acts like a clown.
CLOSING What color is your hat? Did you enjoy making your hat? How did you feel? How many hats have you...
armed?
Outdoor activities
They wash their hands
LUNCHBOX.

Lunes 04 de Setiembre del 2017

PLASTIC GRAPHIC LANGUAGE

Fasc. COMPETENCE CAPACITY INDICATOR

LANGUAGES It expresses itself by communicating ideas and feelings through productions.
Use some materials and tools
ARTISTIC creativity artistic in various languages. preventing some of its effects to draw
through various painting modeling printing building and making
languages Indicator 1 Indicator 2
college Indicator 3
INDICATOR
artistic. hypothesis formula about the Expresses his emotions in the Use some materials and
content of the text from different situations they experience. tools preventing some of
ACTIVE. ASSEMBLY: The children
some gather and
signs :images its discuss what
effects for they are
drawing going modeling
painting to do, they observe images of Resources
different ties What color are the ties? Are they the same? Can we make a tie? printing, building, making collage
NOMBRE DEL NIÑO
1 ENRIQUE BARRIENTOS
EXPLORATION: We show different ties for the children to observe what colors they are and their
2 LIAM NAHUEL BAYES
They are presented with different materials (tempera, brush, swab, etc.) to explore them. Tempera, brush,
3 MILEY CELIS
4 MARIA F. CRUZfreely. Remembering the rules. hyssop, cardboard
5 RICHARD S. JUAREZ
DEVELOPMENT: The children decide and choose which material they will work with and decorate their tie. In the endcolored paper
6 Marcelo Gallardo etc.
They show their finished tie. What material did you use to decorate your tie? Was it easy to decorate your tie?
7 Melany Town
8 AARON MEJIA tie? What color is your tie?
9 LEONARDO NARVA
CLOSURE: We talked about it. Did you like decorating your tie? Did everyone use the same color of paint or
10 LIAN OQUEÑA leaf
paper?
11 CHRISTOPHER M. PUCCA
12 LEMIS RENGIFO
13 BRIANA VERGARA
14 JHANKO EYAL SIGUAS
15 RAFAEL TORRES
16 ESTEBAN TTITO
17 ANGEL VIDARTE
18 YONARO SALAZAR
19 CAMILA
20 MAYLIN
21 SEBASTIAN
22 ROMINA
23

Learning activity no.

I.-DENOMINATION:DECORATING A POSTER FOR OUR CIRCUS
AREAS THAT INTEGRATE: Communication and Social Personal
FECHA: Martes 05 de Setiembre del 2017

CLASS: Sociables

TEACHER: Rosemary Rodriguez Almirante

II.- EXPECTED LEARNINGS:

fascicle COMPETENCIES CAPABILITIES INDICADORES INSTRUMENTS OF

EVALUATION

understand written texts infers the meaning of the hypothesis formula about
written texts content of the text from
COM Notebook of
some clues: images
observation.
Card of
evaluation.
affirms his identity he/she values himself/herself Shows satisfaction and excitement
when one manages to achieve goals
P.S.
simple, demonstrating it through
smiles, applause, jumps, or shouts.

III.- DEVELOPMENT OF THE ACTIVITY:

ACTIVITY FREE TIME IN THE SECTORS Teachers.

PLANIFICACION. - El niño planifica en qué sector quiere jugar. Children.
ORGANIZATION. - They organize 3 to 4 children per sector and decide what to play, with whom to play, and how.
to play?
EXECUTION. - They begin the game with the accompaniment and supervision of the teacher.
 ORDER. -The child puts things in their place through a song: “Put away, put away
SOCIALIZATION. - What the child did, what did they play?, how did they play?, who played?, manifest the
difficulty during execution.

Tuesday 05 LEARNING ACTIVITY:

of START:
September We gather in assembly, the teacher motivates the children through a poster for the children to carry out a
from 2017 image reading:
Reading

Professor.
Children.

Who will come to the circus? What will there be at the circus? What figures do we see on the poster? Can we
participate in the circus? Can we make a poster for our circus? The teacher mentions that today
let's DECORATE A POSTER FOR OUR MIRACULOUS CIRCUS.
DEVELOPMENT: The teacher shows a blank piece of paper and converses with the children. What do we need for Paper graph
make our poster? The children choose the images that will go on the poster. How many figures will we glue on?
Our poster? What do we write on our poster? What do we need to decorate our poster? The children Papers of
They collaboratively create and decorate their poster. colors
Goma
Crepe paper
Tempera, etc.

Upon finishing assembling and decorating the posters, they look for a place to put them.
CLOSURE Where did they place the posters? Did they like decorating the posters? How did they feel?
Outdoor activities
They wash their hands.
LUNCHBOX.

Tuesday, September 5, 2017

PLASTIC GRAPHIC LANGUAGE

FASC. COMPETITION CAPACITY INDICATOR

LANGUAGES Expresses with Communicates ideas and feelings through productions

Use some materials and tools
ARTISTIC creativity artistic in the various languages. preventing some of its effects to draw
 through various paint model print build and do
languages collage
artistic.

ACTIVE. ASSEMBLY: The children gather and talk about what they are going to do, they notice a surprise. Resources
What color is it? How is it made?

EXPLORATION: They1 are presented with different

Indicator materials
Indicator 2 (tempera, brush, swab, wool, paper
Indicator 3 of
hypothesis
colors, styrofoam
INDICATOR formula
cup, etc.), about
for them explore Show
to the [Link]
Remembering and excitement
the rules. Use some materialsTempera,
and brush,
content of the text from when he/she manages to achieve goals tools preventing some of
DEVELOPMENT: someTheclues:
children
images simple,
decide and choose which demonstrating
material it through
they will work with to decorate their surprise.
its effects At hyssop,
for drawing
wool
painting modeling
Finally, they show their finished and decorated [Link], applause,did
What material jumps, or shouts.
you use printing,
to decorate your building andcolored
sorresa? makingpaper,
collage
NOMBRE DEL NIÑO etc.
Was it easy to make your surprise?
1 ENRIQUE BARRIENTOS
2 LIAM NAHUEL BAYES
CLOSING: We talked about it. Did you enjoy making your surprise? Did everyone decorate their surprise the same way? Goma
3 MILEY CELIS
4 MARIA F. CRUZ sheet
5 RICHARD S. JUAREZ
6 MARCELO GALLARDO
7 MELANY LLACTA
8 AARON MEJIA
9 LEONARDO NARVA
10 LIAN OQUEÑA
11 CHRISTOPHER M. PUCCA
12 LEMIS RENGIFO
13 BRIANA VERGARA
14 JHANKO EYAL SIGUAS
15 RAFAEL TORRES
16 ESTEBAN TTITO
17 ANGEL VIDARTE
18 YONARO SALAZAR
19 CAMILA
20 MAYLIN
21 SEBASTIAN
LEARNING ACTIVITY
I.-NAME: WE HAVE FUN GROUPING OUR SHOES
II.- AREA THAT INTEGRATES: Mathematics and social personal.

III.- TEACHER: ROSEMARY RODRIGUEZ ALMIRANTE.

FECHA: Lunes 11 de Setiembre del 2017

CLASSROOM: 3 years old – Sociable.

IV.- EXPECTED LEARNINGS:

FASC. COMPETENCE CAPACITY INDICATOR EVALUATION

act y think, communicate and represent mathematical ideas

Group objects with a single criterion and
mathematically en express the action performed.
MATHEMATICS FILE OF
situations of quantity
OBSERVATION

affirms his identity self-regulates sus emotions and expresses his/her satisfaction or dissatisfaction with EVALUATION

PERSONAL behavior words, gestures or attitudes that one receives DIAGNOSTICS

SOCIAL or perceives.

DEVELOPMENT OF THE ACTIVITY:

DATE SEQUENCING METHODOLOGY RESOURCES

 ACTIVITY FREE TIME IN THE SECTORS Material of the
sectors
PLANNING. - The child plans which area they want to play in.
Children
ORGANIZATION. - They organize their game and decide what to play, with whom to play, how to play.
Professor
Monday, 11 of EXECUTION. - The game begins with the accompaniment and monitoring of the teacher.
September
from 2017 ORDER. -The child puts things in their place through a song: "To put away, to put away

SOCIALIZATION. - What the child did, what did they play?, how did they play?, who played?, show the difficulty during the
execution.

LEARNING SITUATION:

At the beginning, we sit in a crescent shape, the teacher presents an envelope she found in the classroom, kids look at what I found, what shoes
Different
Will there be in the envelope? All the children with the magic word spark sparkly spark that is in the envelope please, we ask that
Some children help us. What was in the envelope? Who must have left this envelope? It's a letter we show the letter, the principal. Materials of the
He asks us to help him solve a problem and has left us a bag. What could be in this bag? What can we do? sectors
["with these shoes?","Are all shoes the same?","What size are the shoes?","Will all the shoes fit together?"]
Goma
How many shoes will there be? The teacher notes the brainstorming and communicates that today we are going to work by grouping the

shoes DEVELOPMENT: Figures of shoes

we went out to the patio, we reviewed the behavior rules, we did a circle and observed our shoes, with the
leaves
Word Simon says that the children with the same shoes should group together, they count how many children are in each group.
How else can we group ourselves? Back in the classroom, we sit in a half-moon. What have we played in the yard?
Can we do the same in the classroom with the materials from the sectors? The teacher presents different materials from the
sectors. The children observe, manipulate spontaneously, and place them in tubs forming groups. The teacher provides to the
Children create shoe shapes for them to observe and freely form groups and stick them on a poster. How have they grouped?
¿En casa podemos agrupar nuestras cosas? ¿En el mercado como están las verduras y las frutas?
CIERRE: ¿Qué agruparon? ¿Todos participaron en la actividad? ¿Les gusto jugar en el patio? ¿Hoy día que hemos trabajado?
OUTDOOR ACTIVITIES

CLEANING ACTIVITIES AND REFRESHMENT ACTIVITIES.

Date: Monday, September 11, 2017

PLASTIC GRAPHIC LANGUAGE

FASC. COMPETENCE CAPACITY INDICATOR

LANGUAGESIt is expressed with Uses techniques and processes from various languages; uses some materials and tools.
ARTISTIC creativity through artistic including traditional practices and preventing some of its effects for drawing
from various languages new technologies paint model print build and make
artistic college

ACTIV. START: resources

The children gathered in assembly listen to the teacher. What do I have in my hands? What is it called?
We remember the agreements we must follow for the use of the materials.

DEVELOPMENT: Globe
Exploration: materials are given to the children so they can explore freely and choose which one of Colored leaves
they are going to decorate the balloon and assemble their clown.
Figures for what
The teacher, while the children are decorating their balloon, approaches and asks, 'What color is the balloon?' build the face of
How many eyes does your clown have? What color is its mouth? you clown
CLOSING: the children present their finished work with the help of the teacher, they leave it in a place to rubber
let the other children observe him.

¿Se divirtieron decorando su globo? ¿Todos trabajaron? ¿Qué figura es tu globo?

 Indicator 1 Indicator 2 Indicator 3
INDICATOR Group objects with a single Express your liking or disliking. Use some materials.
criteria and express the action before words, gestures or attitudes tools preventing some of
performed. that receives or perceives. its effects for drawing painting modeling
print, build and make collage
NAME OF THE CHILD

1 ENRIQUE BARRIENTOS
2 LIAM NAHUEL BAYES
3 MILEY CELIS
4 MARIA F. CRUZ
5 RICHARD S. JUAREZ
6 Marcelo Gallardo
7 MELANY TOWN
8 AARON MEJIA
9 LEONARDO NARVA
10 LIAN OQUEÑA
11 CHRISTOPHER M. PUCCA
12 LEMIS RENGIFO
13 BRIANA VERGARA
14 JHANKO EYAL SIGUAS
15 RAFAEL TORRES
16 ESTEBAN TTITO
17 LUCERO
18 ROMINA
19 CAMILA
20 MAYLIN

21 SEBASTIAN