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 by exploring the activities in the project “Emotion Detectives.” They will write names to identify authorship, belonging, and identity in their classroom-based project work. 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 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 own first and last names and those of family members, teachers, classmates, and other people in their environment to indicate authorship, belonging, and identity. Students communicate orally and in writing how emotions are experienced, recognized, and represented, and identify responses 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 classroom Emotion Art and Reflection Collection. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, page 235, Notebook, Pencils, Textbook, page 236, Notebook, Board, Markers, Textbook, page 237, Notebook, Pencils, Textbook, page 238, Notebook, Pencils, Textbook, pages 239–240, Notebook, Paper, Colored pencils, Markers. 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 by exploring the activities in the project “Emotion Detectives.” They will write names to identify authorship, belonging, and identity in their classroom-based project work.
Metodología: Community Project-Based Learning
Contenido
Writing names in the mother tongue.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their own first and last names and those of family members, teachers, classmates, and other people in their environment to indicate authorship, belonging, and identity. Students communicate orally and in writing how emotions are experienced, recognized, and represented, and identify responses that support peaceful classroom coexistence.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom Emotion Art and Reflection Collection
Evaluacion formativa
Ver criterios y evidencias
The student writes their first and last name legibly to identify authorship of a written or creative contribution. The student writes the names of classmates or other people in their environment when identifying contributors, using names to communicate identity and belonging. The student describes an emotion and connects it to a situation or an observed artistic representation. The student distinguishes actions that support peaceful classroom coexistence from actions that may create conflict. The student shares an interpretation orally or in writing and listens respectfully to differing interpretations.
Materiales
Ver lista completa
Textbook, page 235, Notebook, Pencils, Textbook, page 236, Notebook, Board, Markers, Textbook, page 237, Notebook, Pencils, Textbook, page 238, Notebook, Pencils, Textbook, pages 239–240, Notebook, Paper, Colored pencils, Markers
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
Propósito: Students will express and represent emotions orally, in writing, and creatively by exploring the activities in the project “Emotion Detectives.” They will write names to identify authorship, belonging, and identity in their classroom-based project work.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | Students write their own first and last names and those of family members, teachers, classmates, and other people in their environment to indicate authorship, belonging, and identity. Students communicate orally and in writing how emotions are experienced, recognized, and represented, and identify responses that support peaceful classroom coexistence. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to connect the project with emotions they experience while interacting in the classroom, then introduce the purpose of “Emotion Detectives”: to recognize ways emotions can be expressed and represented through art. Read the purpose and “Starting Point” on page 235 aloud, pausing to clarify how emotions can influence what people feel, think, and do. Ask students to share an example of a classroom situation that brings happiness, sadness, or fear, and model writing the speaker’s first and last name beside a brief statement so that its author is clear. As students contribute, observe whether they speak audibly, name an emotion, and connect it to a situation; close by having them explain why identifying emotions can help people communicate respectfully. | Textbook, page 235, Notebook, Pencils |
| Tuesday | Use the illustrations discussed in the project as a visual prompt, directing students to study the children’s facial expressions on page 236 before answering the book’s questions about which emotions they express and when students experience happiness, sadness, or fear. Organize a classroom discussion in which each contribution begins with the speaker’s name, reinforcing the connection between a written name, identity, and authorship. Continue with the questions about why identifying emotions is useful and which emotions feel unpleasant or promote well-being; record a few student responses on the board with their authors’ names. Invite partners to read one response aloud and check that the emotion and situation are understandable, then note students’ participation, listening, and ability to express an idea clearly. | Textbook, page 236, Notebook, Board, Markers |
| Wednesday | Present the classroom challenge of choosing actions that help everyone discuss emotions peacefully, and guide students through the table on page 237. Have each student complete the table individually, distinguishing actions that support peaceful coexistence from inappropriate actions that could cause conflict, while keeping the book’s example as a guide. Before writing, ask students to add their first and last names so their work can be identified and its authorship respected. Then invite pairs to compare one entry from each column, explain why the action belongs there, and suggest clearer wording when needed. Review the completed tables formatively for legible names, relevant examples, and a meaningful distinction between helpful and conflict-generating actions; close with a brief reflection on how pausing before reacting can support classroom relationships. | Textbook, page 237, Notebook, Pencils |
| Thursday | Build on the previous discussion by reading the explanation on page 238 about bodily sensations that may accompany emotions and the importance of pausing to choose an appropriate response. Keep the work within the classroom: invite students to recall, without sharing private details, a situation involving worry, anger, or fear, and to describe a safe, respectful way to respond. Use the book’s prompt about asking family members what they do in such circumstances as an optional source of ideas, then have students write one classroom-appropriate response and identify its author with a first and last name. Ask volunteers to read their statements, and assess whether each response communicates an action clearly and avoids aggression; conclude by recognizing that classmates may experience and express emotions differently. | Textbook, page 238, Notebook, Pencils |
| Friday | Invite students to become classroom art interpreters by returning to the project’s explanation of how artists express emotions through their works on page 239 and examining the images continued on page 240. Ask them to identify the artistic activities represented and explain what feelings the images may communicate, accepting different interpretations when students support them with visual details. In small groups, have students discuss which ways of expressing emotions can support peaceful coexistence, then prepare a brief written or oral contribution for a classroom display or presentation, signed with each author’s first and last name. Facilitate sharing within the class, not beyond it, and close by asking students to reflect on how speaking, writing, and artistic expression helped them understand emotions; assess clarity, respectful listening, name writing, and the connection between an artwork and an emotion. | Textbook, pages 239–240, Notebook, Paper, Colored pencils, Markers |
Producto: Classroom Emotion Art and Reflection 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 a written or creative contribution | |||
| The student writes the names of classmates or other people in their environment when identifying contributors, using names to communicate identity and belonging | |||
| The student describes an emotion and connects it to a situation or an observed artistic representation | |||
| The student distinguishes actions that support peaceful classroom coexistence from actions that may create conflict | |||
| The student shares an interpretation orally or in writing and listens respectfully to differing interpretations |
Antes de descargar
Datos, propósito y contenidos
- Students will express and represent emotions orally, in writing, and creatively by exploring the activities in the project “Emo?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Textbook, page 235, Notebook, Pencils, Textbook, page 236, Notebook, Board, Markers, Textbook, page 237, Notebook, Pencils, Tex?
- Classroom Emotion Art and Reflection 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 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.
