Planeación didáctica por proyectos de primer grado — Semana 11 de noviembre 2026: ¡Bailamos palabras musicalizadas!
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «¡Bailamos palabras musicalizadas!» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para primer grado, Fase 3, durante la semana 11 de noviembre del ciclo escolar 2026–2027. El proyecto «¡Bailamos palabras musicalizadas!» tiene como propósito promote students’ oral, written, and creative expression by exploring how words, rhyme, rhythm, and movement can be brought together in musicalized words. Support students in writing their names and using them to identify authorship of their contributions to the classroom song and choreography project. La secuencia parte del contexto del grupo para convertir sus experiencias, preguntas y saberes previos en oportunidades de aprendizaje significativo.
La propuesta se desarrolla mediante community project-based learning, adapted to the classroom setting and the sequence in community projects, pages 56–69. y articula principalmente el campo formativo los campos formativos de la Nueva Escuela Mexicana. El contenido central aborda writing names in the home language. Los PDA describen estos aprendizajes: students write their own names and compare them with classmates’ names, using their names to identify authorship of their contributions to the rhyme-card bank and classroom song project. Students express musical preferences orally, identify words and rhymes in songs, and use selected words to contribute creatively to a song and choreography that promote respectful coexistence. Las actividades se distribuyen por día con momentos de inicio, desarrollo y cierre, de modo que el docente pueda observar avances, recuperar producciones y ajustar la intervención sin perder el sentido del proyecto.
El producto final será classroom rhyme-card bank and group song presentation with student authorship identified by name. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como community Projects textbook, p. 56, Notebook, Pencils, Board, Markers, Community Projects textbook, p. 57, Notebook, Pencils, Music player or teacher-provided singing and rhythm, Community Projects textbook, p. 58, Notebook, Pencils, Music player or teacher-provided singing and rhythm, Community Projects textbook, p. 59, Notebook, Pencils, Word cards or blank paper, Board, Markers, Community Projects textbook, pp. 60 and 62, Classroom rhyme-card bank, Word cards, Notebook, Pencils, Music player or teacher-provided singing and rhythm. Para atender distintos ritmos de aprendizaje, ofrece apoyos visuales, consignas breves, opciones de respuesta oral o gráfica y acompañamiento entre pares. El documento puede descargarse en Word editable o en PDF listo para imprimir. Ambas versiones permiten adecuar tiempos, materiales, lenguaje, apoyos y evidencias a las necesidades reales de cada escuela.
Ficha curricular de la planeación
Consulta primero los elementos de la NEM. Después encontrarás la secuencia completa organizada por día.
Datos generales y propósito del proyecto
Ciclo escolar 2026–2027 · Fase 3.
Propósito: Promote students’ oral, written, and creative expression by exploring how words, rhyme, rhythm, and movement can be brought together in musicalized words. Support students in writing their names and using them to identify authorship of their contributions to the classroom song and choreography project.
Metodología: Community Project-Based Learning, adapted to the classroom setting and the sequence in Community Projects, pages 56–69.
Contenido
Writing names in the home language.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their own names and compare them with classmates’ names, using their names to identify authorship of their contributions to the rhyme-card bank and classroom song project. Students express musical preferences orally, identify words and rhymes in songs, and use selected words to contribute creatively to a song and choreography that promote respectful coexistence.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom rhyme-card bank and group song presentation with student authorship identified by name.
Evaluacion formativa
Ver criterios y evidencias
Students write their names legibly and use them to identify authorship on notebook entries and rhyme cards. Students compare the written forms of their names with classmates’ names and recognize that names identify individual contributions. Students identify rhyming words in selected songs and contribute appropriate words to the classroom card bank. Students communicate musical preferences and explain ideas about song words, feelings, rhythm, or positive messages. Students collaborate respectfully in singing and sharing their group’s selected song.
Materiales
Ver lista completa
Community Projects textbook, p. 56, Notebook, Pencils, Board, Markers, Community Projects textbook, p. 57, Notebook, Pencils, Music player or teacher-provided singing and rhythm, Community Projects textbook, p. 58, Notebook, Pencils, Music player or teacher-provided singing and rhythm, Community Projects textbook, p. 59, Notebook, Pencils, Word cards or blank paper, Board, Markers, Community Projects textbook, pp. 60 and 62, Classroom rhyme-card bank, Word cards, Notebook, Pencils, Music player or teacher-provided singing and rhythm
Adaptaciones para el grupo
Para atender distintos ritmos de aprendizaje, ofrece apoyos visuales, consignas breves, opciones de respuesta oral o gráfica y acompañamiento entre pares.
Desarrollo completo de la planeación
Aquí comienza la organización diaria con inicio, desarrollo, cierre, recursos y evidencias. El contenido y el PDA ya están separados en la ficha anterior.
¡Bailamos palabras musicalizadas!
Semana: Semana 11 — Noviembre
Languages
Metodología: Community Project-Based Learning, adapted to the classroom setting and the sequence in Community Projects, pages 56–69.
Propósito: Promote students’ oral, written, and creative expression by exploring how words, rhyme, rhythm, and movement can be brought together in musicalized words. Support students in writing their names and using them to identify authorship of their contributions to the classroom song and choreography project.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the home language. | Students write their own names and compare them with classmates’ names, using their names to identify authorship of their contributions to the rhyme-card bank and classroom song project. Students express musical preferences orally, identify words and rhymes in songs, and use selected words to contribute creatively to a song and choreography that promote respectful coexistence. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Introduce the project through the situation described in the book: some songs contain expressions that offend people, while positive musical messages can encourage respectful coexistence. Read and discuss this passage with the class, asking students what a respectful song might communicate and how music makes them feel (p. 56). Then have each student write their name in their notebook and share one song they enjoy listening to, explaining the feeling it brings to mind. Record students’ names beside their contributions on the board so they can notice how their written names identify authorship. Close by inviting students to compare the letters in their names and reflect on how the class can create musical words that express positive messages; observe whether they can write their names and communicate a musical preference clearly. | Community Projects textbook, p. 56, Notebook, Pencils, Board, Markers |
| Tuesday | Use students’ musical preferences as a bridge to the book’s questions about favorite music, feelings, and music for dancing or choreography (p. 57). Have students answer orally first and then record their names beside a brief written or teacher-dictated response in their notebooks, reinforcing the connection between a contribution and its author. Next, guide the class in finding three children’s songs, as proposed in the book, and play them or teach their rhythm and lyrics for classroom listening and singing (p. 57). Invite students to identify words they recognize and words they do not know, and to explain which song feels most suitable for dancing. Conclude with a brief sharing circle and formative observation of listening, clear oral expression, and name writing. | Community Projects textbook, p. 57, Notebook, Pencils, Music player or teacher-provided singing and rhythm |
| Wednesday | Set up a classroom listening inquiry by revisiting the children’s songs and asking students to notice which words stand out and which ones they want to understand better (p. 58). Support the class in discussing unfamiliar words, then present three regional songs as the book suggests; have students select two, write their titles in their notebooks, and talk about what each song says (p. 58). Ask them to sing the selected songs and use simple movements to represent the rhythm, keeping the focus on words, musical expression, and respectful messages. As students record song titles, prompt them to write their names as authors of their notes. Finish by inviting pairs to share one meaningful word from a song and checking whether students can record a title and identify their work with their names. | Community Projects textbook, p. 58, Notebook, Pencils, Music player or teacher-provided singing and rhythm |
| Thursday | Invite students to form a circle in the classroom and explore the sounds and rhymes described in the book, beginning with vowel sounds or sounds offered by classmates and then moving to rhyming word pairs such as “heart” and “start” or “cat” and “hat” (p. 59). Have students record selected rhymes in their notebooks while the teacher writes the class examples on the board, making clear whose contribution each entry represents by adding the student’s name. Then ask students to bring examples of rhymes from English or another language they know, following the book’s invitation to explore rhymes in different languages, and organize the collected words on cards for a shared classroom bank (p. 59). Close by reading several cards aloud and checking sound similarity, legible writing, and accurate use of names to show authorship. | Community Projects textbook, p. 59, Notebook, Pencils, Word cards or blank paper, Board, Markers |
| Friday | Display the rhyme-card bank and use the book’s planning organizer to review how musical exploration, sharing songs, identifying new rhymes and rhythms, recording words, and writing a song lead toward a classroom performance (p. 60). In small classroom groups, have students choose a previously heard song, find words from the bank that rhyme and fit its rhythm, and add those words to the collection as the book directs (p. 62). Ask each group to sing its chosen song for classmates in the teacher-assigned turn, using the cards as support (p. 62). Ensure that every card and group contribution carries the names of its authors, then guide a reflection on how words, rhythm, and movement can communicate positive messages. Assess name writing, oral participation, rhyme selection, and respectful collaboration as evidence of learning. | Community Projects textbook, pp. 60 and 62, Classroom rhyme-card bank, Word cards, Notebook, Pencils, Music player or teacher-provided singing and rhythm |
Producto: Classroom rhyme-card bank and group song presentation with student authorship identified by name.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| Students write their names legibly and use them to identify authorship on notebook entries and rhyme cards | |||
| Students compare the written forms of their names with classmates’ names and recognize that names identify individual contributions | |||
| Students identify rhyming words in selected songs and contribute appropriate words to the classroom card bank | |||
| Students communicate musical preferences and explain ideas about song words, feelings, rhythm, or positive messages | |||
| Students collaborate respectfully in singing and sharing their group’s selected song |
Antes de descargar
Datos, propósito y contenidos
- Promote students’ oral, written, and creative expression by exploring how words, rhyme, rhythm, and movement can be brought tog?
- Writing names in the home language.
Actividades, producto y evaluación
- Community Projects textbook, p. 56, Notebook, Pencils, Board, Markers, Community Projects textbook, p. 57, Notebook, Pencils, M?
- Classroom rhyme-card bank and group song presentation with student authorship identified by name.
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para primer grado, la semana 11 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza community project-based learning, adapted to the classroom setting and the sequence in community projects, pages 56–69. y organiza actividades situadas con evidencias y un producto final.
¿La planeación incluye contenidos y PDA de la NEM?
Sí. Incluye el campo formativo, el contenido, el proceso de desarrollo de aprendizaje, actividades y evaluación formativa alineados con la NEM.
¿Puedo editar y adaptar el archivo?
Sí. La versión Word es editable para ajustar actividades, materiales, apoyos, tiempos y evidencias. El PDF está listo para imprimir.
