Planeación didáctica por proyectos de primer grado — Semana 9 de noviembre 2026: ¡Creemos textos en colectivo!
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «¡Creemos textos en colectivo!» 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 9 de noviembre del ciclo escolar 2026–2027. El proyecto «¡Creemos textos en colectivo!» tiene como propósito students will express and discuss emotions through a collectively created exquisite corpse, while practicing writing their names to identify and claim authorship of their work. They will compare their names with classmates’ names and use written names to label and present their contributions. 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 project-based learning through collaborative exploration, creation, revision, and sharing of the collective artwork described in the official textbook. 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 names and compare them with classmates’ names, using their written names to indicate authorship of their drawings, written contributions, and collective exquisite corpse. Students consolidate the use of their written names by signing and identifying their contributions as they create, revise, and present a collective work. 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 a titled collective exquisite corpse with identifiable student contributions and a completed peer-feedback record. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como official classroom projects book, p. 48, White or recycled paper, Pencils, Colored pencils or crayons, Official classroom projects book, p. 49, Students’ animal drawings, Class planning chart, Pencils, Official classroom projects book, pp. 50–51, Notebook, Pencils, Books or teacher-guided internet access, Official classroom projects book, pp. 51–54, Notebook, Pencils, Official classroom projects book, pp. 55–57, Notebook, Paper, Pencils, Colored pencils, markers, crayons, or paint, Class feedback table. 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 express and discuss emotions through a collectively created exquisite corpse, while practicing writing their names to identify and claim authorship of their work. They will compare their names with classmates’ names and use written names to label and present their contributions.
Metodología: Project-based learning through collaborative exploration, creation, revision, and sharing of the collective artwork described in the official textbook.
Contenido
Writing names in the home language.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their names and compare them with classmates’ names, using their written names to indicate authorship of their drawings, written contributions, and collective exquisite corpse. Students consolidate the use of their written names by signing and identifying their contributions as they create, revise, and present a collective work.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
A titled collective exquisite corpse with identifiable student contributions and a completed peer-feedback record.
Evaluacion formativa
Ver criterios y evidencias
Writes their name legibly to identify authorship on an individual contribution and the collective work. Recognizes and compares letters or other visible features of their written name and classmates’ names respectfully. Contributes a drawing or brief written expression connected to an emotion and the collective exquisite-corpse process. Explains an emotion represented in the work and listens respectfully to classmates’ interpretations. Uses peer suggestions to make an appropriate adjustment to the collective work.
Materiales
Ver lista completa
Official classroom projects book, p. 48, White or recycled paper, Pencils, Colored pencils or crayons, Official classroom projects book, p. 49, Students’ animal drawings, Class planning chart, Pencils, Official classroom projects book, pp. 50–51, Notebook, Pencils, Books or teacher-guided internet access, Official classroom projects book, pp. 51–54, Notebook, Pencils, Official classroom projects book, pp. 55–57, Notebook, Paper, Pencils, Colored pencils, markers, crayons, or paint, Class feedback table
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.
¡Creemos textos en colectivo!
Semana: Semana 9 — Noviembre
Languages
Metodología: Project-based learning through collaborative exploration, creation, revision, and sharing of the collective artwork described in the official textbook.
Propósito: Students will express and discuss emotions through a collectively created exquisite corpse, while practicing writing their names to identify and claim authorship of their work. They will compare their names with classmates’ names and use written names to label and present their contributions.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the home language. | Students write their names and compare them with classmates’ names, using their written names to indicate authorship of their drawings, written contributions, and collective exquisite corpse. Students consolidate the use of their written names by signing and identifying their contributions as they create, revise, and present a collective work. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Present the project by inviting students to recall an animal they know and to consider how a drawing can become an opportunity to express an idea creatively with classmates. Following the opening activity in the official classroom projects book, ask each student to draw a favorite animal on white or recycled paper and write their name clearly on the page so the creator can be identified (p. 48). Then have students exchange drawings and add a feature from another animal, such as wings on a dog or chicken legs on a cat, before using vivid colors and giving the unusual creation a name. Guide students to notice how their names differ in length and initial letters, without ranking their writing, and close with a brief sharing in which each child identifies their contribution and explains one choice they made. | Official classroom projects book, p. 48, White or recycled paper, Pencils, Colored pencils or crayons |
| Tuesday | Invite pairs to revisit the drawings from the previous session and explain the name they gave their creation and why, as well as how it felt to add a feature to a classmate’s animal. Use the discussion prompts in the book to support respectful listening and to connect collaboration with reaching a shared goal (p. 49). In the classroom community, display the drawings and invite each creator to identify the written name that marks their work; compare names by noticing familiar letters and differences while affirming every student’s authorship. Next, use the project-planning diagram to discuss the sequence of activities—investigating, identifying emotions, creating the first exquisite corpse, considering suggestions and adjustments, and presenting the final version—and record the class’s plan in the corresponding spaces (p. 49). | Official classroom projects book, p. 49, Students’ animal drawings, Class planning chart, Pencils |
| Wednesday | Begin with the question of how people can recognize and communicate an emotion, then guide students to examine the book’s illustrations and name the emotions they observe. Invite them to express how they feel at that moment and represent the feeling, while discussing why recognizing emotions matters (p. 50). Continue by guiding a supported search for examples of exquisite corpses in books or online, as proposed in the text; students copy selected examples into their notebooks and write, in their own words, what they understand by the term (p. 50). Have partners share one example and definition, then examine the book’s images together to decide which examples fit the collective form and explain their reasoning (p. 51). Check that each student writes their name beside their notebook contribution and can identify it when sharing. | Official classroom projects book, pp. 50–51, Notebook, Pencils, Books or teacher-guided internet access |
| Thursday | Use the short descriptive lines in the book to help students connect words and images with possible emotions; ask each child to read or listen to a line and record the emotion it brings to mind in the notebook (p. 51). In pairs, students examine the book’s exquisite-corpse examples and discuss the emotions and situations they recall, with the teacher supporting clear explanations and attentive turn-taking (p. 52). Bring the class together to identify questions about making an exquisite corpse, record them in the book’s doubts-and-clarifications chart, and resolve them through discussion (p. 53). Read “The Box of Notes” aloud and invite students to reflect on an important remembered situation, identify the emotion associated with it, and write their ideas in the notebook, checking that the writing communicates both the situation and the feeling (pp. 53–54). Students sign their entries to distinguish their own reflections. | Official classroom projects book, pp. 51–54, Notebook, Pencils |
| Friday | Present the shared creation as the week’s culminating work and have the class choose whether to make a literary or artistic exquisite corpse, as directed in the book (p. 55). Support students in drawing on emotions evoked by the reading: for a literary work, they contribute brief sentences explaining feelings; for an artistic work, they combine varied drawing materials, marks, colors, backgrounds, and figures. Ask the group to title the finished work and ensure that each child’s contribution and name are identifiable. In a classroom plenary, share the work and use the book’s three-column feedback table—work title, emotion, and suggestions—to record classmates’ observations and recommendations (pp. 55–56). Make appropriate adjustments, discuss the emotions involved in creating collectively, and complete the reflection prompts about expressing emotions and recognizing their importance (pp. 56–57). | Official classroom projects book, pp. 55–57, Notebook, Paper, Pencils, Colored pencils, markers, crayons, or paint, Class feedback table |
Producto: A titled collective exquisite corpse with identifiable student contributions and a completed peer-feedback record.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| Writes their name legibly to identify authorship on an individual contribution and the collective work | |||
| Recognizes and compares letters or other visible features of their written name and classmates’ names respectfully | |||
| Contributes a drawing or brief written expression connected to an emotion and the collective exquisite-corpse process | |||
| Explains an emotion represented in the work and listens respectfully to classmates’ interpretations | |||
| Uses peer suggestions to make an appropriate adjustment to the collective work |
Antes de descargar
Datos, propósito y contenidos
- Students will express and discuss emotions through a collectively created exquisite corpse, while practicing writing their name?
- Writing names in the home language.
Actividades, producto y evaluación
- Official classroom projects book, p. 48, White or recycled paper, Pencils, Colored pencils or crayons, Official classroom proje?
- A titled collective exquisite corpse with identifiable student contributions and a completed peer-feedback record.
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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 9 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza project-based learning through collaborative exploration, creation, revision, and sharing of the collective artwork described in the official textbook. 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.
