Planeación didáctica por proyectos de segundo grado — Semana 10 de noviembre 2026: Cazadores 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 «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 explore how emotions are experienced, communicated, and represented, using the project’s discussion and art-image activities to strengthen oral, written, and creative expression. They will write their own names and the names of family members, teachers, classmates, and other people in their classroom 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 environment to indicate authorship, belonging, and identity. Students orally describe emotions shown in images and connect happiness, sadness, fear, worry, and anger with situations and bodily sensations, expressing their ideas clearly and respectfully. Students distinguish actions that support peaceful coexistence from inappropriate actions that may cause conflict, and communicate appropriate ways of responding to emotions. Students identify artistic activities represented in the textbook images and explain how artistic expression can communicate emotions and support 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 classroom emotion-expression exhibit with student-authored reflections. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, page 235, Textbook, page 236, Notebook, Blank paper, Pencils, Textbook, page 236, Textbook, page 237, Notebook, Pencils, Textbook, page 238, Notebook, Pencils, Textbook, page 239, Textbook, page 240, Notebook, Pencils, Textbook, pages 236–240, Notebook, Blank paper, Pencils, Colored pencils. 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 emotions are experienced, communicated, and represented, using the project’s discussion and art-image activities to strengthen oral, written, and creative expression. They will write their own names and the names of family members, teachers, classmates, and other people in their classroom 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 environment to indicate authorship, belonging, and identity. Students orally describe emotions shown in images and connect happiness, sadness, fear, worry, and anger with situations and bodily sensations, expressing their ideas clearly and respectfully. Students distinguish actions that support peaceful coexistence from inappropriate actions that may cause conflict, and communicate appropriate ways of responding to emotions. Students identify artistic activities represented in the textbook images and explain how artistic expression can communicate emotions and support classroom coexistence.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom emotion-expression exhibit with student-authored reflections.
Evaluacion formativa
Ver criterios y evidencias
The student writes their first and last name legibly to identify authorship of their project work. The student records names of family members or classroom community members accurately when reporting whose ideas or advice they considered. The student describes emotions and related situations orally using clear, respectful language. The student distinguishes actions that support peaceful coexistence from actions that may cause conflict and explains an appropriate response. The student connects an artistic activity shown in the textbook with the communication of emotion and classroom coexistence.
Materiales
Ver lista completa
Textbook, page 235, Textbook, page 236, Notebook, Blank paper, Pencils, Textbook, page 236, Textbook, page 237, Notebook, Pencils, Textbook, page 238, Notebook, Pencils, Textbook, page 239, Textbook, page 240, Notebook, Pencils, Textbook, pages 236–240, Notebook, Blank paper, Pencils, Colored pencils
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 explore how emotions are experienced, communicated, and represented, using the project’s discussion and art-image activities to strengthen oral, written, and creative expression. They will write their own names and the names of family members, teachers, classmates, and other people in their classroom 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 orally describe emotions shown in images and connect happiness, sadness, fear, worry, and anger with situations and bodily sensations, expressing their ideas clearly and respectfully. Students distinguish actions that support peaceful coexistence from inappropriate actions that may cause conflict, and communicate appropriate ways of responding to emotions. Students identify artistic activities represented in the textbook images and explain how artistic expression can communicate emotions and support classroom coexistence. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to connect the project with everyday experiences in their classroom by asking how they can tell what a classmate might be feeling without assuming that everyone responds in the same way. Read the project purpose and opening text together, then guide students to observe the emotion-related images referenced on page 235 and describe what they notice using respectful, specific language. Have each student write their first and last name on a sheet and explain that this identifies the author of their observations. Continue with the questions on page 236 about the emotions shown and situations associated with happiness, sadness, and fear; conclude with a brief oral share, noting whether students name emotions clearly and listen without interrupting. | Textbook, page 235, Textbook, page 236, Notebook, Blank paper, Pencils |
| Tuesday | Use students’ observations from the previous session to open a discussion about why recognizing emotions can help classmates communicate and coexist peacefully. Follow the questions on page 236, inviting students to explain what identifying an emotion helps them understand and to distinguish emotions that may feel unpleasant from those associated with well-being. Then direct attention to the table activity on page 237: students complete it individually by recording actions that support peaceful coexistence and actions that are inappropriate or may lead to conflict, following the book’s example. Ask students to add their names as authors and, with a partner, read one response aloud and clarify its meaning. Review the entries formatively for relevance, legibility, and the student’s ability to explain an appropriate response. | Textbook, page 236, Textbook, page 237, Notebook, Pencils |
| Wednesday | Present the body as an important source of information about emotions, then read and discuss the explanatory passage on page 238 about changes such as muscle tension and faster breathing or heartbeat. Support students in connecting these sensations with the need to pause and consider an appropriate response, without asking them to disclose personal experiences they would rather keep private. Continue with the book’s prompt to ask family members when they experience worry, anger, or fear and what they do to act appropriately; have students record the names of the people they consulted and one response they choose to share. In the classroom, invite voluntary oral reports and assess whether students communicate the information accurately, write names legibly, and distinguish a feeling from an action. | Textbook, page 238, Notebook, Pencils |
| Thursday | Bring students back to the project’s central question by considering how people can express emotions without relying only on words. Read the passage on page 239 about artists communicating emotions through their works, and guide students to observe the images on pages 239–240 carefully before naming the artistic activities they recognize. Have students write their names beside a short observation in their notebooks so their interpretation is clearly identified as their own work. Next, use the page 240 prompt for a classroom discussion about which ways of expressing emotions support coexistence, asking students to give reasons grounded in what they observed. Provide formative feedback on descriptive vocabulary, oral clarity, respectful turn-taking, and the connection between an artistic form and an emotion. | Textbook, page 239, Textbook, page 240, Notebook, Pencils |
| Friday | Arrange a classroom sharing session that brings together the week’s observations, written responses, and discussion of artistic expression, keeping the project within the classroom community. Ask students to revisit their work from pages 236–240 and select one emotion, one appropriate way to respond to it, and one artistic form from the textbook images that can communicate it. On a clean sheet, each student writes a title, their first and last name as the author, and a brief explanation; students may refer to the names recorded during the family inquiry on page 238 when explaining whose advice they considered. Invite classmates to listen and offer one respectful comment, then close by reflecting on how naming authorship and expressing emotions can strengthen belonging and peaceful classroom relationships. Assess the final work for clear writing, accurate attribution, and a meaningful connection to the project. | Textbook, pages 236–240, Notebook, Blank paper, Pencils, Colored pencils |
Producto: Classroom emotion-expression exhibit with student-authored reflections.
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 their project work | |||
| The student records names of family members or classroom community members accurately when reporting whose ideas or advice they considered | |||
| The student describes emotions and related situations orally using clear, respectful language | |||
| The student distinguishes actions that support peaceful coexistence from actions that may cause conflict and explains an appropriate response | |||
| The student connects an artistic activity shown in the textbook with the communication of emotion and classroom coexistence |
Antes de descargar
Datos, propósito y contenidos
- Students will explore how emotions are experienced, communicated, and represented, using the project’s discussion and art-image?
- Writing names in the home language.
Actividades, producto y evaluación
- Textbook, page 235, Textbook, page 236, Notebook, Blank paper, Pencils, Textbook, page 236, Textbook, page 237, Notebook, Penci?
- Classroom emotion-expression exhibit with student-authored reflections.
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 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.
