Planeación didáctica por proyectos de segundo grado — Semana 10 de noviembre 2026: Cazadores de emociones
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «Cazadores 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 segundo grado, Fase 3, durante la semana 10 de noviembre del ciclo escolar 2026–2027. El proyecto «Cazadores de emociones» tiene como propósito students will express and represent emotions orally, in writing, and creatively through the classroom exploration of the “Emotion Detectives” project. They will also write their own names and the names of people in their classroom and family environment to identify authorship, belonging, and identity. 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 home language. Los PDA describen estos aprendizajes: students write their first and last names and the names of family members, teachers, classmates, and other people in their surroundings to indicate authorship, belonging, and identity. Students identify emotions represented in images, describe situations in which they experience happiness, sadness, fear, worry, or anger, and explain how recognizing emotions can guide appropriate actions. Students communicate ideas and feelings orally, in writing, and through artistic representations, and recognize ways of expressing emotions that support peaceful classroom 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 signed classroom emotion-expression collection. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como notebook, Pencils, Official textbook, page 235, Notebook, Pencils, Official textbook, page 236, Notebook, Pencils, Official textbook, page 237, Notebook, Pencils, Official textbook, page 238, Notebook, Pencils, Drawing paper, Colored pencils or crayons, Official textbook, pages 239–240. 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 represent emotions orally, in writing, and creatively through the classroom exploration of the “Emotion Detectives” project. They will also write their own names and the names of people in their classroom and family environment to identify authorship, belonging, and identity.
Metodología: Community Project-Based Learning, adapted to the classroom setting.
Contenido
Writing names in the home language.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their first and last names and the names of family members, teachers, classmates, and other people in their surroundings to indicate authorship, belonging, and identity. Students identify emotions represented in images, describe situations in which they experience happiness, sadness, fear, worry, or anger, and explain how recognizing emotions can guide appropriate actions. Students communicate ideas and feelings orally, in writing, and through artistic representations, and recognize ways of expressing emotions that support peaceful classroom coexistence.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Signed classroom emotion-expression collection
Evaluacion formativa
Ver criterios y evidencias
The student writes their first and last name legibly to identify authorship of written or artistic work. The student identifies emotions represented in the textbook images and supports an interpretation with an observable detail. The student communicates an emotion and a related situation orally or in writing using clear, relevant language. The student distinguishes actions that support peaceful classroom coexistence from actions that may create conflict. The student participates in sharing and responds respectfully to classmates’ interpretations and creative work.
Materiales
Ver lista completa
Notebook, Pencils, Official textbook, page 235, Notebook, Pencils, Official textbook, page 236, Notebook, Pencils, Official textbook, page 237, Notebook, Pencils, Official textbook, page 238, Notebook, Pencils, Drawing paper, Colored pencils or crayons, Official textbook, pages 239–240
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.
Cazadores de emociones
Semana: Semana 10 — Noviembre
Languages
Metodología: Community Project-Based Learning, adapted to the classroom setting.
Propósito: Students will express and represent emotions orally, in writing, and creatively through the classroom exploration of the “Emotion Detectives” project. They will also write their own names and the names of people in their classroom and family environment to identify authorship, belonging, and identity.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the home language. | Students write their first and last names and the names of family members, teachers, classmates, and other people in their surroundings to indicate authorship, belonging, and identity. Students identify emotions represented in images, describe situations in which they experience happiness, sadness, fear, worry, or anger, and explain how recognizing emotions can guide appropriate actions. Students communicate ideas and feelings orally, in writing, and through artistic representations, and recognize ways of expressing emotions that support peaceful classroom coexistence. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to recall a recent classroom moment that made them feel happy, sad, or afraid, and explain that the group will explore how emotions can be recognized and expressed through the “Emotion Detectives” project. Read the project purpose and introductory text on page 235, then guide students to connect the text’s ideas about bodily sensations and reactions with their own experiences, without requiring them to disclose anything they prefer to keep private. Have each student write their first and last name in the notebook as the author of a brief oral or written statement about one emotion and a situation in which it may arise. Conclude by inviting volunteers to share their statements and checking whether names are legible and emotions are described clearly. | Notebook, Pencils, Official textbook, page 235 |
| Tuesday | Use the illustrations and questions on page 236 to focus the group’s attention on how facial expressions and situations can communicate emotions. Ask students to observe carefully, name the emotions they infer, and explain what visual clues support their ideas; then invite them to describe when they might experience happiness, sadness, or fear. Organize a classroom discussion about why identifying emotions is useful and which feelings may bring discomfort or well-being, making space for different interpretations and respectful listening. Students will record one response in their notebooks, sign it with their first and last names, and exchange notebooks with a partner to check that the author’s name and meaning are clear before returning them. | Notebook, Pencils, Official textbook, page 236 |
| Wednesday | Present the table on page 237 as a way to connect emotional expression with peaceful classroom coexistence. Guide students to examine the example and complete the table by writing actions that support peaceful interaction in one column and actions that are inappropriate or may cause conflict in the other, relating each choice to how a person might feel. Before writing, model how to state an action clearly and discuss how an appropriate response can communicate an emotion without harming others. Students will write their names as authors of their completed tables, then compare entries in pairs and explain one difference or agreement. Review legibility, name writing, and whether each action fits the intended column. | Notebook, Pencils, Official textbook, page 237 |
| Thursday | Build on the project’s discussion of bodily responses by reading the explanatory passage and the prompt on page 238. Clarify that the body may react through muscle tension or changes in breathing and heartbeat, and that pausing can help a person choose an appropriate response. Rather than asking children to interview people outside the classroom, use the book’s question as a guided classroom reflection: students may share, only if comfortable, what someone might do when experiencing worry, anger, or fear, and the group can discuss respectful ways to communicate those feelings. Each student will write one helpful response and sign it with their name; provide feedback on clear wording, respectful content, and correct identification of authorship. | Notebook, Pencils, Official textbook, page 238 |
| Friday | Invite students to approach the project as viewers and creators by examining the artistic images on pages 239–240. Have them identify the artistic activities represented and describe what emotions the images may communicate, supporting interpretations with visible details rather than assuming that everyone feels the same way. In small classroom groups, students will discuss which ways of expressing emotions can support peaceful coexistence, then create a brief written or drawn response inspired by the images and add their first and last names as authors. Arrange a classroom sharing of these responses, invite peers to offer respectful observations, and assess whether students can name an emotion, communicate an idea creatively, and identify their work clearly. | Notebook, Pencils, Drawing paper, Colored pencils or crayons, Official textbook, pages 239–240 |
Producto: Signed classroom emotion-expression collection
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their first and last name legibly to identify authorship of written or artistic work | |||
| The student identifies emotions represented in the textbook images and supports an interpretation with an observable detail | |||
| The student communicates an emotion and a related situation orally or in writing using clear, relevant language | |||
| The student distinguishes actions that support peaceful classroom coexistence from actions that may create conflict | |||
| The student participates in sharing and responds respectfully to classmates’ interpretations and creative work |
Antes de descargar
Datos, propósito y contenidos
- Students will express and represent emotions orally, in writing, and creatively through the classroom exploration of the “Emoti?
- Writing names in the home language.
Actividades, producto y evaluación
- Notebook, Pencils, Official textbook, page 235, Notebook, Pencils, Official textbook, page 236, Notebook, Pencils, Official tex?
- Signed classroom emotion-expression collection
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para segundo grado, la semana 10 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.
