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 ideas about emotions orally, in writing, and through creative representation while exploring how emotions can be communicated and how responses can support peaceful classroom interaction. They will also write their own names and the names of family members, teachers, classmates, and other people in their immediate 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 and the sequence 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 first and last names and the names of family members, teachers, classmates, and other people in their environment to indicate authorship, belonging, and identity. Students describe emotions shown in images and connect them with situations in their own lives using clear oral and written language. Students identify actions that support peaceful coexistence and distinguish them from responses that may cause conflict. Students interpret artistic images and communicate how different artistic activities can represent emotions. 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 Emotion Detectives display with individually authored emotion representations and oral explanations. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como official textbook, Community Projects, page 235, Official textbook, Community Projects, page 236, Student notebook, Pencils, Official textbook, Community Projects, page 236, Official textbook, Community Projects, page 237, Student notebook, Pencils, Official textbook, Community Projects, page 238, Student notebook, Pencils, Official textbook, Community Projects, page 239, Official textbook, Community Projects, page 240, Student notebook, Pencils, Official textbook, Community Projects, pages 236–240, White paper, Student notebook, Pencils, Colored pencils or 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 express ideas about emotions orally, in writing, and through creative representation while exploring how emotions can be communicated and how responses can support peaceful classroom interaction. They will also write their own names and the names of family members, teachers, classmates, and other people in their immediate environment to identify authorship, belonging, and identity.
Metodología: Community Project-Based Learning, adapted to the classroom setting and the sequence in the official textbook.
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 environment to indicate authorship, belonging, and identity. Students describe emotions shown in images and connect them with situations in their own lives using clear oral and written language. Students identify actions that support peaceful coexistence and distinguish them from responses that may cause conflict. Students interpret artistic images and communicate how different artistic activities can represent emotions.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom Emotion Detectives display with individually authored emotion representations and oral explanations.
Evaluacion formativa
Ver criterios y evidencias
The student writes their first and last name legibly to identify authorship and uses other people’s names accurately when identifying contributions. The student identifies an emotion represented in a textbook image and supports the interpretation with a relevant visual detail. The student communicates an idea about an emotion orally and in writing with language that classmates can understand. The student distinguishes actions that support peaceful coexistence from actions that may create conflict. The student explains how an artistic representation communicates an emotion and presents the explanation respectfully.
Materiales
Ver lista completa
Official textbook, Community Projects, page 235, Official textbook, Community Projects, page 236, Student notebook, Pencils, Official textbook, Community Projects, page 236, Official textbook, Community Projects, page 237, Student notebook, Pencils, Official textbook, Community Projects, page 238, Student notebook, Pencils, Official textbook, Community Projects, page 239, Official textbook, Community Projects, page 240, Student notebook, Pencils, Official textbook, Community Projects, pages 236–240, White paper, Student notebook, Pencils, Colored pencils or 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.
Cazadores de emociones
Semana: Semana 10 — Noviembre
Languages
Metodología: Community Project-Based Learning, adapted to the classroom setting and the sequence in the official textbook.
Propósito: Students will express ideas about emotions orally, in writing, and through creative representation while exploring how emotions can be communicated and how responses can support peaceful classroom interaction. They will also write their own names and the names of family members, teachers, classmates, and other people in their immediate 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 environment to indicate authorship, belonging, and identity. Students describe emotions shown in images and connect them with situations in their own lives using clear oral and written language. Students identify actions that support peaceful coexistence and distinguish them from responses that may cause conflict. Students interpret artistic images and communicate how different artistic activities can represent emotions. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to consider how classmates show what they feel during everyday classroom situations, then introduce the purpose of the “Emotion Detectives” project: to recognize ways of expressing and representing emotions. Read and discuss the project purpose and “Starting Point” on page 235, clarifying that emotions can be experienced in the body and expressed through words and actions. Ask students to observe the children’s images referenced on page 236 and describe the emotions they notice, supporting each interpretation with a visible clue. Have students share a situation in which they have felt happiness, sadness, or fear, while allowing them to pass if they prefer not to share personal details. Close by noting whether students can name an emotion and explain their interpretation respectfully. | Official textbook, Community Projects, page 235, Official textbook, Community Projects, page 236, Student notebook, Pencils |
| Tuesday | Use yesterday’s emotion words to open a classroom conversation about why recognizing feelings can help people decide how to respond. Guide students through the questions on page 236, including what emotions are useful for and which feelings may bring discomfort or well-being; invite them to listen to different viewpoints without judging a classmate’s experience. Then direct attention to the table on page 237 and have each student complete it individually, recording actions that support peaceful coexistence and actions that are inappropriate or may create conflict, following the book’s example. Ask students to read one entry aloud and explain how a different response could communicate the feeling more appropriately. Review whether entries are understandable, relevant to emotions, and clearly written. | Official textbook, Community Projects, page 236, Official textbook, Community Projects, page 237, Student notebook, Pencils |
| Wednesday | Connect the project to the ways people in students’ immediate surroundings experience and manage emotions, while keeping the discussion focused on classroom learning and voluntary sharing. Read the explanatory passage on page 238 about bodily sensations, pausing before acting, and the possible effects of an inappropriate reaction. Then review the book’s prompt to ask family members about situations involving worry, anger, or fear and what they do to respond appropriately; explain that students may bring back a brief written note, using the person’s name accurately to show whose experience is being reported. In class, invite students to share only what they are comfortable sharing and discuss how careful listening and clear wording help communicate feelings without harming others. Formatively check that students distinguish a feeling from an action and identify the source of a shared idea. | Official textbook, Community Projects, page 238, Student notebook, Pencils |
| Thursday | Present artistic expression as another way to communicate emotions, and ask students to recall how words and actions can affect classroom coexistence. Read the passage on page 239 explaining that artists express emotions through their works and that viewers respond according to what they feel. Have students observe the images on pages 239–240 carefully, first noting details silently and then exchanging interpretations with a partner. On page 240, use the book’s questions to discuss which artistic activities the images represent and which ways of expressing emotions can support coexistence. Ask partners to record the names of the students contributing to their shared observations so authorship is clear, then invite several pairs to present one interpretation. Assess whether students support an interpretation with an image detail, speak audibly, and identify contributors accurately. | Official textbook, Community Projects, page 239, Official textbook, Community Projects, page 240, Student notebook, Pencils |
| Friday | Bring together the week’s observations by asking students to select an emotion and explain, through a short written and creative representation, how it may be expressed in a way that supports peaceful classroom interaction. Have each student create a page for a classroom “Emotion Detectives” display, drawing on the image interpretation and coexistence discussion from pages 236–240; the page should include the student’s first and last name as author and may name a classmate or teacher whose contribution informed the idea, with permission. Invite students to present their work orally and explain the emotion represented and the response they consider appropriate. Conclude with a classroom reflection on how respectful listening and accurately naming authors help everyone feel recognized. Review the clarity of the message, the connection between image and emotion, and the correct use of names. | Official textbook, Community Projects, pages 236–240, White paper, Student notebook, Pencils, Colored pencils or crayons |
Producto: Classroom Emotion Detectives display with individually authored emotion representations and oral explanations.
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 and uses other people’s names accurately when identifying contributions | |||
| The student identifies an emotion represented in a textbook image and supports the interpretation with a relevant visual detail | |||
| The student communicates an idea about an emotion orally and in writing with language that classmates can understand | |||
| The student distinguishes actions that support peaceful coexistence from actions that may create conflict | |||
| The student explains how an artistic representation communicates an emotion and presents the explanation respectfully |
Antes de descargar
Datos, propósito y contenidos
- Students will express ideas about emotions orally, in writing, and through creative representation while exploring how emotions?
- Writing names in the home language.
Actividades, producto y evaluación
- Official textbook, Community Projects, page 235, Official textbook, Community Projects, page 236, Student notebook, Pencils, Of?
- Classroom Emotion Detectives display with individually authored emotion representations and oral explanations.
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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 and the sequence 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.
