Planeación didáctica por proyectos de primer grado — Semana 11 de noviembre 2026: ¡Bailamos palabras musicalizadas!
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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 students will explore how musical words, rhymes, and movement can support oral, written, and creative expression while promoting respectful interaction. They will write their names to identify authorship of their work and compare their names with classmates’ names. 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. y articula principalmente el campo formativo los campos formativos de la Nueva Escuela Mexicana. El contenido central aborda writing names in the mother tongue. Los PDA describen estos aprendizajes: students write their own names and compare them with classmates’ names, using their names to identify authorship of their work. Students express musical preferences orally, identify rhyming words in songs, and use written words to contribute to a classroom song and choreography. Students participate in shared singing and movement while communicating respectfully and recognizing that musical messages should support peaceful, inclusive relationships. 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 song and choreography with a signed rhyme-card bank. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como student notebook, Classroom board, Markers, Official textbook, p. 56, Official textbook, p. 57, Student notebook, Classroom board, Markers, Music player or teacher-led singing, Official textbook, p. 57, Official textbook, p. 58, Student notebook, Word cards or index cards, Classroom board, Markers, Official textbook, p. 59, Student notebook, Word cards or index cards, Classroom board, Markers, Music player or teacher-led rhythm, Official textbook, p. 60, Official textbook, p. 61, Official textbook, p. 62, Student notebook, Completed word-card bank, Music player or teacher-led singing, Official textbook, p. 63. 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: Students will explore how musical words, rhymes, and movement can support oral, written, and creative expression while promoting respectful interaction. They will write their names to identify authorship of their work and compare their names with classmates’ names.
Metodología: Community Project-Based Learning, adapted to the classroom setting.
Contenido
Writing names in the mother tongue.
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 work. Students express musical preferences orally, identify rhyming words in songs, and use written words to contribute to a classroom song and choreography. Students participate in shared singing and movement while communicating respectfully and recognizing that musical messages should support peaceful, inclusive relationships.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom song and choreography with a signed rhyme-card bank.
Evaluacion formativa
Ver criterios y evidencias
The student writes their own name legibly enough to identify authorship of a notebook entry or word card. The student compares their written name with a classmate’s name and identifies at least one observable similarity or difference. The student contributes a written word or rhyme to the group card bank and explains how it relates to the selected song. The student communicates a musical preference or interpretation orally and listens respectfully to classmates’ contributions. The student participates safely in singing or movement and recognizes respectful messages in the group’s musical work.
Materiales
Ver lista completa
Student notebook, Classroom board, Markers, Official textbook, p. 56, Official textbook, p. 57, Student notebook, Classroom board, Markers, Music player or teacher-led singing, Official textbook, p. 57, Official textbook, p. 58, Student notebook, Word cards or index cards, Classroom board, Markers, Official textbook, p. 59, Student notebook, Word cards or index cards, Classroom board, Markers, Music player or teacher-led rhythm, Official textbook, p. 60, Official textbook, p. 61, Official textbook, p. 62, Student notebook, Completed word-card bank, Music player or teacher-led singing, Official textbook, p. 63
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.
Propósito: Students will explore how musical words, rhymes, and movement can support oral, written, and creative expression while promoting respectful interaction. They will write their names to identify authorship of their work and compare their names with classmates’ names.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | Students write their own names and compare them with classmates’ names, using their names to identify authorship of their work. Students express musical preferences orally, identify rhyming words in songs, and use written words to contribute to a classroom song and choreography. Students participate in shared singing and movement while communicating respectfully and recognizing that musical messages should support peaceful, inclusive relationships. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Introduce the project by inviting students to consider how songs heard in everyday life can make people feel and how words in songs can either show respect or offend others. Read and discuss the project’s opening text, guiding students to identify why positive messages matter in a classroom community (p. 56). Then ask each student to say which music they enjoy, how it makes them feel, and which music they prefer for dancing or creating a choreography; record selected responses on the board and invite students to notice classmates’ names as their ideas are shared (p. 57). Have students write their own names beside one response in their notebooks, then compare the first letters and overall appearance of their names with a partner’s. Close by checking whether each student can identify their own written name and explain how it marks the authorship of their response. | Student notebook, Classroom board, Markers, Official textbook, p. 56, Official textbook, p. 57 |
| Tuesday | Build on the class’s musical preferences by organizing a guided search for three children’s songs, as proposed in the textbook, and play available recordings or teach the rhythm and lyrics orally (p. 57). Ask students to listen for the message and identify words they do not know, then discuss which expressions communicate kindness and which would not support respectful relationships (p. 58). Continue with three regional songs suggested by the teacher; have students select two, write their titles in their notebooks, and describe what each song says before singing and making simple movements that follow its rhythm (p. 58). Support emerging writers by providing a model of each title on the board. Students sign their entries with their own names, compare the written forms with a partner, and receive feedback on whether the title and author are clearly identifiable. | Student notebook, Classroom board, Markers, Music player or teacher-led singing, Official textbook, p. 57, Official textbook, p. 58 |
| Wednesday | Invite students to form a circle in the classroom and echo vowel sounds or other sounds proposed by classmates, helping them attend to how spoken sounds can be repeated and combined (p. 59). Next, guide the group in generating rhyming pairs such as “heart” and “art” or “cat” and “hat,” while clarifying that the examples are for noticing similar word endings; record student contributions on the board and have each child copy selected pairs into a notebook. Ask students to investigate examples of rhymes at home, including examples in a community language or English when available, and bring the words back for the classroom card bank (p. 59). Each student writes their name on a card to identify their contribution, then compares it with a classmate’s card. Assess whether students can recognize a rhyme and use their written name to mark authorship. | Student notebook, Word cards or index cards, Classroom board, Markers, Official textbook, p. 59 |
| Thursday | Use the textbook’s planning organizer to help students trace how musical exploration, sharing songs, identifying rhymes, recording them in a card bank, and creating a song and choreography connect as parts of one project (p. 60). Then ask students to discuss what music represents in their lives while the teacher records their ideas on the board, and lead a safe group movement activity to music or to a rhythm made together (p. 61). Establish simple movements for different rhythms, remind students to notice their spacing, and invite a student choreographer to propose movements for classmates to imitate; change the musical style or leader so several students can contribute (p. 62). Form small groups of four to select a previously heard song, find rhyming words that fit its rhythm, and add them to the card bank. Students label their written contributions with their names, and peers check that the author can be identified. | Student notebook, Word cards or index cards, Classroom board, Markers, Music player or teacher-led rhythm, Official textbook, p. 60, Official textbook, p. 61, Official textbook, p. 62 |
| Friday | Arrange the same small classroom groups to use their completed card banks and sing the song they selected for classmates, following the teacher’s assigned turns as directed in the textbook (p. 63). Before each presentation, have group members identify the cards they contributed and explain how a chosen pair of rhyming words relates to the song’s rhythm; ensure that each written contribution bears its author’s name. Invite the audience to listen for clear oral expression, recognizable rhymes, respectful messages, and coordinated movement, then provide specific feedback that helps groups recognize a strength and one possible adjustment. Conclude with a brief reflection in which students compare their names with a peer’s name and explain how writing their names helped identify their work. Assess participation and authorship through the cards, notebook entries, and classroom presentation. | Student notebook, Completed word-card bank, Music player or teacher-led singing, Official textbook, p. 63 |
Producto: Classroom song and choreography with a signed rhyme-card bank.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their own name legibly enough to identify authorship of a notebook entry or word card | |||
| The student compares their written name with a classmate’s name and identifies at least one observable similarity or difference | |||
| The student contributes a written word or rhyme to the group card bank and explains how it relates to the selected song | |||
| The student communicates a musical preference or interpretation orally and listens respectfully to classmates’ contributions | |||
| The student participates safely in singing or movement and recognizes respectful messages in the group’s musical work |
Antes de descargar
Datos, propósito y contenidos
- Students will explore how musical words, rhymes, and movement can support oral, written, and creative expression while promotin?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Student notebook, Classroom board, Markers, Official textbook, p. 56, Official textbook, p. 57, Student notebook, Classroom boa?
- Classroom song and choreography with a signed rhyme-card bank.
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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. 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.
