Introduction:
a subject's exposure to a specific audience, is one of the social practices of the most used language to present a specific topic, not just the subject of English but in all areas of study. This requires that students research and organize the information obtained, and then communicate by speaking. Currently there are several sources of information: print, Internet, multimedia formats, but what are appropriate? It is necessary to assess carefully what each text offers, compare views, to assess the arguments given, examples and data provided.
a subject's exposure to a specific audience, is one of the social practices of the most used language to present a specific topic, not just the subject of English but in all areas of study. This requires that students research and organize the information obtained, and then communicate by speaking. Currently there are several sources of information: print, Internet, multimedia formats, but what are appropriate? It is necessary to assess carefully what each text offers, compare views, to assess the arguments given, examples and data provided.
in their school experience, students have exhibited in various subjects, participated as an audience and have produced to support his speech, based on previous knowledge in this unit will be given bases for better performance and to select correctly information. Exhibit develops in students a sense also critical of the information, oral expression, the ability to develop materials to support and competition for the use of new technologies. Topics will
literary movements:
a) Greco-Roman Literature
b) Literature of the Middle Ages
c) Renaissance
d) Neoclassicism
e) Romanticism
f) Modernism
g) Generation of 27 and 36 h
) Contemporary (Mexico)
i) Colloquial Poetry (Latin America)
Academic degree:
Third grade school
Characteristics of Students: Students
between 14 and 15, integrated in mixed groups of about 45 students per classroom. Most have studied the primary and secondary grades earlier in this institute, that provides knowledge, which generally know what their abilities and weaknesses.
objective:
- Of course: Expand your knowledge of written materials. Recognize the characteristics of different types of texts. Explain and argue ideas.
- From unity: Research a topic to expose an audience.
Specific objectives:
- Obtain and organize information.
- Read and compare different treatments of the same subject.
- Analyze descriptions, arguments and relationships established between the events.
- Evaluate the data presented.
- Present the results of its research through an exhibition.
Learning Strategies:
- Searching for information from various sources.
- Selecting the information.
- Comparison and evaluation of data.
- Preparation of summary records.
- To paraphrase the texts chosen.
- Developing a support script.
- organize an exhibition.
selection and development of materials and contents.
MATERIALS:
Books, magazines, anthologies, Internet, comparison charts, information organizers, summary sheets, notebook, dictionary, supporting material prepared by the students (depending on your creativity: cards, posters, charts , PowerPoint presentations, video, etc.).
Classes will be held in 3 areas: -
The session began in the classroom 2 .-
development sessions in the library .-
5 sessions over development the room .-
presentation sessions exhibition be made in the audiovisual.
CONTENTS:
- Conceptual:
1. Identify the characteristics of literary texts and informational texts.
2. Differentiate the artistic periods of literary and poetic movements.
3. Recall the use of punctuation.
4. Distinguish between literal language and figurative language.
5. Analyze various types of presenting ideas: presentation, argumentation, description and story
6. Summarize information on your topic.
7. Sentences identify causal, concessive conditional and through its links.
8. Determine the use of quotes and paraphrases.
9. Remind the parties of the exhibition, as well as steps to achieve it.
10. Learn the characteristics of the script support.
- Procedural:
1. Recovery of prior knowledge. (Team)
http://www.scribd.com/doc/17485131/Como-se-hace-una-investigacion
2. Be organized as a team.
3. Choose one of the themes.
4. Seek information on your topic.
5. Select the appropriate information.
6. Investigate the Internet for more information on your topic.
7. Analyze the information sought on the Internet.
http://www.scribd.com/doc/17485125/informacion-buscada-en-internet
8. Form a glossary of unfamiliar words that appear in the texts.
9. Analyze the information through a comparative table. (Attached at end of document) 1
10. Drawn from different worksheets type: Quote, summarize, paraphrase, commentary and mixed.
11. Organized the exhibition. (Box is attached to the organization of ideas) 2
12. The script support planned for the exhibition.
13. Resource materials.
14. Design the reporting of exposure using new technology resources.
15. Expose the issue they deserve.
- Attitudes:
a) Collaborative work
b) Participate in the recruitment, selection and analysis of information.
c) support to their peers.
d) Assist in the preparation of material and presentation.
e) cooperate in organizing and planning support script.
f) Be responsible for carrying out its tasks and activities.
g) Assess the work he did.
h) Respect for the opinions of their peers.
i) Pay attention during the presentations.
j) Keep quiet and not interrupt the exposures.
k) Assess the other teams.
Learning methodology:
Constructivist.
The student will endorse the information management decide which texts and strategies used in the exhibition. It also will own the knowledge that will be driving.
research, organize information and transfer it to the show, which you will see the functionality to apply what they are investigating. Teamwork
by promoting collaborative learning and the empowerment of socialization.
You will notice that the techniques you can use in exhibitions and further research of other materials.
handle different types of bibliographic and technical resources.
work with different formats for analysis, organization and evaluation.
Learning activities:
Home Activities:
Duration 45 minutes
- will be encouraged through a video to convey the importance of research to human knowledge.
http://brillantejcohx.wordpress.com/2007/12/06/% C2% BFcomo-it-makes-a-research-many-now-p /
- There will be a year to refresh knowledge previous. (See program outline).
Development activities:
(Duration 8 sessions of 45 minutes.)
- In teams select a topic from those suggested to explain.
- Seek information from various sources.
- Select one that is relevant.
- are set in sentence structure, distinguishing between causal, concessive and conditional.
- Observe the use of punctuation.
- There will be a glossary of unfamiliar words.
- Differentiate literal language figuratively. The objective of the subjective information.
- The 4 styles of presenting information: narrative (story), expository, argumentative and descriptive.
- Practice making chips : from quotation, paraphrase, summary and commentary.
- Organize exposure according to the three moments that are handled in her introduction, and conclusion. Main ideas of the moment, support material used and the time required (exposure should last between 15 and 20 minutes)
- Develop the script support, material and presentation where they will make.
- Presentation of exhibitions. Duration: 4 sessions
Closing Activities:
(Duration 45 minutes.)
will be assessed at the group level through a cuestionario3 and autoevaluación4.
rating:
- Initially, we will test to find out that no previous knowledge about exposure.
- During the development of the project will assess the activities, exercises, homework, participation, collaboration.
- During the presentations the teacher will use a rúbrica5 for qualifying teams.
- After exposure group will be evaluated through a questionnaire and pooling.
- There will be a self-assessment format, apply the finish with the exhibitions.
ANNEXES:
http://www.scribd.com/doc/17485126/ANEXO1ANALISIS-FORMAL-DE-LOS-TEXTOS 1 .- 2 .-
http://www.scribd .com/doc/17485127/ANEXO-2
http://www.scribd.com/doc/17485128/ANEXO-3 3 .- 4 .-
http://www.scribd.com/doc / 17485129/ANEXO-4
5 .- http://www.scribd.com/doc/17485130/ANEXO-5
Teaching Unit developed by: Lilia Mendoza Cano. Instituto La Salle Chihuahua. Level: High. See Chihuahua. July 2009.
literary movements:
a) Greco-Roman Literature
b) Literature of the Middle Ages
c) Renaissance
d) Neoclassicism
e) Romanticism
f) Modernism
g) Generation of 27 and 36 h
) Contemporary (Mexico)
i) Colloquial Poetry (Latin America)
Academic degree:
Third grade school
Characteristics of Students: Students
between 14 and 15, integrated in mixed groups of about 45 students per classroom. Most have studied the primary and secondary grades earlier in this institute, that provides knowledge, which generally know what their abilities and weaknesses.
objective:
- Of course: Expand your knowledge of written materials. Recognize the characteristics of different types of texts. Explain and argue ideas.
- From unity: Research a topic to expose an audience.
Specific objectives:
- Obtain and organize information.
- Read and compare different treatments of the same subject.
- Analyze descriptions, arguments and relationships established between the events.
- Evaluate the data presented.
- Present the results of its research through an exhibition.
Learning Strategies:
- Searching for information from various sources.
- Selecting the information.
- Comparison and evaluation of data.
- Preparation of summary records.
- To paraphrase the texts chosen.
- Developing a support script.
- organize an exhibition.
selection and development of materials and contents.
MATERIALS:
Books, magazines, anthologies, Internet, comparison charts, information organizers, summary sheets, notebook, dictionary, supporting material prepared by the students (depending on your creativity: cards, posters, charts , PowerPoint presentations, video, etc.).
Classes will be held in 3 areas: -
The session began in the classroom 2 .-
development sessions in the library .-
5 sessions over development the room .-
presentation sessions exhibition be made in the audiovisual.
CONTENTS:
- Conceptual:
1. Identify the characteristics of literary texts and informational texts.
2. Differentiate the artistic periods of literary and poetic movements.
3. Recall the use of punctuation.
4. Distinguish between literal language and figurative language.
5. Analyze various types of presenting ideas: presentation, argumentation, description and story
6. Summarize information on your topic.
7. Sentences identify causal, concessive conditional and through its links.
8. Determine the use of quotes and paraphrases.
9. Remind the parties of the exhibition, as well as steps to achieve it.
10. Learn the characteristics of the script support.
- Procedural:
1. Recovery of prior knowledge. (Team)
http://www.scribd.com/doc/17485131/Como-se-hace-una-investigacion
2. Be organized as a team.
3. Choose one of the themes.
4. Seek information on your topic.
5. Select the appropriate information.
6. Investigate the Internet for more information on your topic.
7. Analyze the information sought on the Internet.
http://www.scribd.com/doc/17485125/informacion-buscada-en-internet
8. Form a glossary of unfamiliar words that appear in the texts.
9. Analyze the information through a comparative table. (Attached at end of document) 1
10. Drawn from different worksheets type: Quote, summarize, paraphrase, commentary and mixed.
11. Organized the exhibition. (Box is attached to the organization of ideas) 2
12. The script support planned for the exhibition.
13. Resource materials.
14. Design the reporting of exposure using new technology resources.
15. Expose the issue they deserve.
- Attitudes:
a) Collaborative work
b) Participate in the recruitment, selection and analysis of information.
c) support to their peers.
d) Assist in the preparation of material and presentation.
e) cooperate in organizing and planning support script.
f) Be responsible for carrying out its tasks and activities.
g) Assess the work he did.
h) Respect for the opinions of their peers.
i) Pay attention during the presentations.
j) Keep quiet and not interrupt the exposures.
k) Assess the other teams.
Learning methodology:
Constructivist.
The student will endorse the information management decide which texts and strategies used in the exhibition. It also will own the knowledge that will be driving.
research, organize information and transfer it to the show, which you will see the functionality to apply what they are investigating. Teamwork
by promoting collaborative learning and the empowerment of socialization.
You will notice that the techniques you can use in exhibitions and further research of other materials.
handle different types of bibliographic and technical resources.
work with different formats for analysis, organization and evaluation.
Learning activities:
Home Activities:
Duration 45 minutes
- will be encouraged through a video to convey the importance of research to human knowledge.
http://brillantejcohx.wordpress.com/2007/12/06/% C2% BFcomo-it-makes-a-research-many-now-p /
- There will be a year to refresh knowledge previous. (See program outline).
Development activities:
(Duration 8 sessions of 45 minutes.)
- In teams select a topic from those suggested to explain.
- Seek information from various sources.
- Select one that is relevant.
- are set in sentence structure, distinguishing between causal, concessive and conditional.
- Observe the use of punctuation.
- There will be a glossary of unfamiliar words.
- Differentiate literal language figuratively. The objective of the subjective information.
- The 4 styles of presenting information: narrative (story), expository, argumentative and descriptive.
- Practice making chips : from quotation, paraphrase, summary and commentary.
- Organize exposure according to the three moments that are handled in her introduction, and conclusion. Main ideas of the moment, support material used and the time required (exposure should last between 15 and 20 minutes)
- Develop the script support, material and presentation where they will make.
- Presentation of exhibitions. Duration: 4 sessions
Closing Activities:
(Duration 45 minutes.)
will be assessed at the group level through a cuestionario3 and autoevaluación4.
rating:
- Initially, we will test to find out that no previous knowledge about exposure.
- During the development of the project will assess the activities, exercises, homework, participation, collaboration.
- During the presentations the teacher will use a rúbrica5 for qualifying teams.
- After exposure group will be evaluated through a questionnaire and pooling.
- There will be a self-assessment format, apply the finish with the exhibitions.
ANNEXES:
http://www.scribd.com/doc/17485126/ANEXO1ANALISIS-FORMAL-DE-LOS-TEXTOS 1 .- 2 .-
http://www.scribd .com/doc/17485127/ANEXO-2
http://www.scribd.com/doc/17485128/ANEXO-3 3 .- 4 .-
http://www.scribd.com/doc / 17485129/ANEXO-4
5 .- http://www.scribd.com/doc/17485130/ANEXO-5
Teaching Unit developed by: Lilia Mendoza Cano. Instituto La Salle Chihuahua. Level: High. See Chihuahua. July 2009.
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