Planeación didáctica por proyectos de primer grado — Semana 9 de noviembre 2026: ¡Una escuela llena de emociones!
ChannelKids
Mira lo que los maestros ya crearon con Pirámide de la Lectura
Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «¡Una escuela llena de emociones!» 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 «¡Una escuela llena de emociones!» tiene como propósito students will use oral, written, and creative expression to recognize and communicate emotions while developing the ability to write their names and identify their authorship on project work. They will contribute to a classroom emotions fair and reflect on how respectful emotional expression supports peaceful coexistence. 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, adapted to the classroom setting and the sequence in the official textbook project. 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 names and compare them with their classmates’ names, using their names to identify authorship of their work, label their school supplies, record attendance, and complete other classroom purposes. Students use their written names to identify and share their drawings, written responses, and contributions to the classroom emotions fair. 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 emotions fair with student-authored displays and proposals. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, p. 234, Textbook, p. 235, Student notebooks, Pencils, Crayons, Textbook, p. 236, Student notebooks, Pencils, Crayons, Textbook, p. 237, Our Knowledge: A Book for Students, Teachers, and Families, Classroom board, Student notebooks, Pencils, Markers, Textbook, p. 238, Textbook, p. 239, Textbook, p. 240, Student notebooks, Pencils, Crayons, Textbook, p. 241, Textbook, p. 242, Textbook, p. 243, Student notebooks, Paper, Cardstock, Colored markers, Pencils, Crayons. 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 use oral, written, and creative expression to recognize and communicate emotions while developing the ability to write their names and identify their authorship on project work. They will contribute to a classroom emotions fair and reflect on how respectful emotional expression supports peaceful coexistence.
Metodología: Project-based learning, adapted to the classroom setting and the sequence in the official textbook project.
Contenido
Writing names in the mother tongue.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their names and compare them with their classmates’ names, using their names to identify authorship of their work, label their school supplies, record attendance, and complete other classroom purposes. Students use their written names to identify and share their drawings, written responses, and contributions to the classroom emotions fair.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom emotions fair with student-authored displays and proposals.
Evaluacion formativa
Ver criterios y evidencias
The student writes their name legibly on a drawing, written response, or fair contribution to identify its authorship. The student compares the written form of their name with classmates’ names respectfully and identifies their own name. The student communicates an idea about an emotion orally, through writing, or through a drawing connected to the textbook project. The student contributes to a classroom emotions-fair activity that supports recognizing or expressing emotions. The student explains or identifies how an expression of emotion can support peaceful coexistence in the classroom.
Materiales
Ver lista completa
Textbook, p. 234, Textbook, p. 235, Student notebooks, Pencils, Crayons, Textbook, p. 236, Student notebooks, Pencils, Crayons, Textbook, p. 237, Our Knowledge: A Book for Students, Teachers, and Families, Classroom board, Student notebooks, Pencils, Markers, Textbook, p. 238, Textbook, p. 239, Textbook, p. 240, Student notebooks, Pencils, Crayons, Textbook, p. 241, Textbook, p. 242, Textbook, p. 243, Student notebooks, Paper, Cardstock, Colored markers, Pencils, Crayons
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.
¡Una escuela llena de emociones!
Semana: Semana 9 — Noviembre
Languages
Metodología: Project-based learning, adapted to the classroom setting and the sequence in the official textbook project.
Propósito: Students will use oral, written, and creative expression to recognize and communicate emotions while developing the ability to write their names and identify their authorship on project work. They will contribute to a classroom emotions fair and reflect on how respectful emotional expression supports peaceful coexistence.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | Students write their names and compare them with their classmates’ names, using their names to identify authorship of their work, label their school supplies, record attendance, and complete other classroom purposes. Students use their written names to identify and share their drawings, written responses, and contributions to the classroom emotions fair. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Introduce the project through Pepe’s account of a disagreement with his friend, inviting students to consider how the characters may feel and what might have happened. Read the project opening and purpose together, then guide pairs through the questions about the children’s emotions and possible ways to resolve the disagreement (p. 234; p. 235). Have each student draw an experience of feeling upset with a friend or classmate, explain the drawing to a partner, and describe any changes noticed in the body. Ask students to write their names clearly on their drawings so the author of each contribution is identifiable, then compare how names are written without ranking or correcting personal differences. Close with a brief group reflection on whether all children have the right to show emotions and how listening helps classmates understand one another. | Textbook, p. 234, Textbook, p. 235, Student notebooks, Pencils, Crayons |
| Tuesday | Invite students to recall the emotions introduced in the previous discussion and complete the textbook activity by supplying missing vowels in the emotion words (p. 236). Read each completed word aloud and support students in noticing that people may express the same emotion in different ways. Next, have the class stand in a circle and represent the emotions named by the teacher through facial expressions and body movements, as directed in the book; after each representation, students describe similarities and differences they observed. Individually, students draw themselves expressing the emotions and add their names to show authorship. Conclude by sharing selected drawings and asking whether there is only one way to express an emotion, assessing oral clarity, respectful listening, and whether each student can identify their own written name among classmates’ names. | Textbook, p. 236, Student notebooks, Pencils, Crayons |
| Wednesday | Build on the drawings by guiding students to find out what emotions are for, how they can be expressed, and what peaceful coexistence means; use the suggested reference, Our Knowledge: A Book for Students, Teachers, and Families, or another age-appropriate book available in the classroom (p. 237). Record students’ findings together in a classroom mind map, then have each student copy the map into a notebook and write their name beside it as the author. Return to the emotion drawings and discuss which expressions can support peaceful coexistence and which may make it harder, inviting examples from students’ classroom experiences (p. 237). Close by having students share one idea from the map and check that their names are legible and placed with their own work, while the teacher notes participation and the ability to connect emotional expression with peaceful interaction. | Textbook, p. 237, Our Knowledge: A Book for Students, Teachers, and Families, Classroom board, Student notebooks, Pencils, Markers |
| Thursday | Present the textbook’s observation and recording task as a way to think carefully about how emotions appear in interactions, while keeping all observation and discussion within the classroom group rather than observing other grades or the playground. Use the emotion categories and recording tables shown in the book to revisit examples of joy, sadness, anger, fear, disgust, and surprise, and ask students to describe behaviors they have noticed among classmates during classroom activities (p. 238). Have students record an example of how an emotion may be shown and then discuss whether that expression supports peaceful coexistence and why (p. 239). Next, introduce the emotions-fair proposals from the book—emotion games, short stories, and music—and ask students to select an activity they would like to help prepare (p. 239; p. 240). Students label their written or drawn proposal with their names; assess whether the proposal connects to recognizing or expressing emotions and whether authorship is clear. | Textbook, p. 238, Textbook, p. 239, Textbook, p. 240, Student notebooks, Pencils, Crayons |
| Friday | Turn the class’s selected ideas into a small emotions fair held within the classroom, following the planning sequence in the textbook. In a circle, have students share their proposals and agree on the activities, materials, classroom responsibilities, and intended participants; record the decisions in the fair-planning table (p. 241). Organize small groups to prepare their chosen classroom displays or activities, and invite students to write their names on their contributions so classmates can identify who created each item. Carry out the fair in the classroom, respecting the group agreements and making time for students to explain their work orally. Finish with a round of reflection on what was challenging, what students learned about expressing emotions peacefully, and how writing a name identifies the author of a contribution; recognize effort and assess participation, legibility, and the connection between each exhibit and the project purpose (p. 242; p. 243). | Textbook, p. 241, Textbook, p. 242, Textbook, p. 243, Student notebooks, Paper, Cardstock, Colored markers, Pencils, Crayons |
Producto: Classroom emotions fair with student-authored displays and proposals.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their name legibly on a drawing, written response, or fair contribution to identify its authorship | |||
| The student compares the written form of their name with classmates’ names respectfully and identifies their own name | |||
| The student communicates an idea about an emotion orally, through writing, or through a drawing connected to the textbook project | |||
| The student contributes to a classroom emotions-fair activity that supports recognizing or expressing emotions | |||
| The student explains or identifies how an expression of emotion can support peaceful coexistence in the classroom |
Antes de descargar
Datos, propósito y contenidos
- Students will use oral, written, and creative expression to recognize and communicate emotions while developing the ability to ?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Textbook, p. 234, Textbook, p. 235, Student notebooks, Pencils, Crayons, Textbook, p. 236, Student notebooks, Pencils, Crayons,?
- Classroom emotions fair with student-authored displays and proposals.
Tu material está listo para descargar
Elige Word, PDF o anexos desde un solo lugar.
Mira lo que los maestros ya crearon con Pirámide de la Lectura
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, adapted to the classroom setting and the sequence in the official textbook project. 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.
