Planeación didáctica por proyectos de segundo grado — Semana 12 de noviembre 2026: Cuidado de las mascotas
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «Cuidado de las mascotas» 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 12 de noviembre del ciclo escolar 2026–2027. El proyecto «Cuidado de las mascotas» tiene como propósito develop students’ oral, written, and creative expression as they learn to communicate the care and responsibilities involved in having a pet. Consolidate the use of their full names to identify authorship on an informative trifold. 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, grounded in the textbook project and carried out within the classroom. 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, peers, and other people in their surroundings to indicate authorship, belonging, and identity. Students use their full names to identify authorship on an informative trifold about pet care and the responsibilities of having a pet. 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 pet-care informative trifold with the student’s full name identifying authorship. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como notebook, Pencils, Textbook, page 178, Notebook, Pencils, Classroom board and markers, Textbook, page 179, Notebook, Pencils, Classroom board and markers, Textbook, pages 180–182, White paper, Colored pencils, Pencils, Notebook, Textbook, page 183, Completed student trifolds, Colored pencils, Classroom board and markers, Textbook, pages 184–185. 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: Develop students’ oral, written, and creative expression as they learn to communicate the care and responsibilities involved in having a pet. Consolidate the use of their full names to identify authorship on an informative trifold.
Metodología: Project-Based Learning, grounded in the textbook project and carried out within the classroom.
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, peers, and other people in their surroundings to indicate authorship, belonging, and identity. Students use their full names to identify authorship on an informative trifold about pet care and the responsibilities of having a pet.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Pet-care informative trifold with the student’s full name identifying authorship.
Evaluacion formativa
Ver criterios y evidencias
The student writes their first and last names legibly on the trifold to identify authorship. The trifold presents accurate, understandable information about pet care and the responsibilities of having a pet. The student includes the five yes-or-no questions and the accompanying decision message from the project. The student explains the trifold’s purpose orally and listens respectfully to classmates’ feedback. The student uses drawings and written text to communicate a clear message promoting responsible pet care.
Materiales
Ver lista completa
Notebook, Pencils, Textbook, page 178, Notebook, Pencils, Classroom board and markers, Textbook, page 179, Notebook, Pencils, Classroom board and markers, Textbook, pages 180–182, White paper, Colored pencils, Pencils, Notebook, Textbook, page 183, Completed student trifolds, Colored pencils, Classroom board and markers, Textbook, pages 184–185
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.
Cuidado de las mascotas
Semana: Semana 12 — Noviembre
Languages
Metodología: Project-Based Learning, grounded in the textbook project and carried out within the classroom.
Propósito: Develop students’ oral, written, and creative expression as they learn to communicate the care and responsibilities involved in having a pet. Consolidate the use of their full names to identify authorship on an informative trifold.
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, peers, and other people in their surroundings to indicate authorship, belonging, and identity. Students use their full names to identify authorship on an informative trifold about pet care and the responsibilities of having a pet. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Present the project’s central concern by inviting students to consider why pets may be mistreated or abandoned and what information a person should know before taking responsibility for one. Read and discuss the text and questions on page 178, helping students express ideas clearly and listen respectfully to different viewpoints. Then guide a classroom conversation about the reported abandonment of cats and dogs, connecting the issue to the purpose of creating an informative trifold. Ask each student to write their full name in their notebook as the author of an initial statement about one responsibility involved in caring for a pet. Invite several students to read their statements aloud, noting whether their names are legible and whether their ideas are understandable and connected to the project. | Notebook, Pencils, Textbook, page 178 |
| Tuesday | Use the classroom discussion to deepen students’ understanding of what responsible pet care requires. Read the questions on page 179 and organize a guided exchange about the care pets need, the responsibilities people acquire, and common reasons pets are abandoned; keep the inquiry within the classroom by recording students’ questions and emerging ideas on the board. Refer to the book’s suggested sources as guidance for identifying information that would help someone make an informed decision, without extending the activity beyond the classroom setting. Each student should record a concise response in the notebook and sign it with a full name, then share it with a partner. Provide feedback on oral clarity, listening, legible handwriting, and the use of a full name to indicate authorship. | Notebook, Pencils, Classroom board and markers, Textbook, page 179 |
| Wednesday | Invite students to examine the responsibilities illustrated in Belén’s story and consider how clear information might help prevent a pet from being treated as a toy or abandoned. Read the narrative across pages 180–181, pausing for students to explain which needs Belén initially overlooks and what changes her understanding. Next, guide the class in composing the five yes-or-no questions required on page 182, ensuring that each question helps a person think carefully before having a pet. Students should copy the completed questionnaire into their notebooks and add their full names as authors. Review whether each question is understandable, answerable with yes or no, and relevant to pet care; invite students to revise wording after peer feedback. | Notebook, Pencils, Classroom board and markers, Textbook, pages 180–182 |
| Thursday | Turn the class’s collected learning into the planned communication product by revisiting the trifold procedure on page 183. Model how to fold a sheet into three equal sections and six faces, then support students as they draft the required content: a title, brief explanations of care and responsibilities, the class questionnaire and its accompanying message, information about a responsible adoption location, and an authorship panel. Since the source asks students to research an adoption location, have them identify and record the required information using teacher-guided classroom materials, without arranging visits or involving people outside the classroom. Students should include their full names, grade, and group, then add drawings that support the message. Confer individually about legibility, completeness, and whether the writing communicates responsibly. | White paper, Colored pencils, Pencils, Notebook, Textbook, page 183 |
| Friday | Arrange a classroom sharing session in which students present their completed trifolds and explain how the information can help someone think responsibly before adopting a pet. Use the content requirements on pages 184–185 to check that each trifold includes the care and responsibility information, the five-question questionnaire, adoption-location details, a pet-care message, and the student’s full name, grade, and group. Have students answer their own questionnaire and reflect on what their responses suggest, then invite classmates to offer specific, respectful feedback about the clarity of the writing, the legibility of the author’s name, and the usefulness of the illustrations. Conclude by recording classroom agreements for communicating about pet care and preventing abandonment; assess each student’s oral explanation and written identification of authorship. | Completed student trifolds, Colored pencils, Classroom board and markers, Textbook, pages 184–185 |
Producto: Pet-care informative trifold with the student’s full name identifying authorship.
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 names legibly on the trifold to identify authorship | |||
| The trifold presents accurate, understandable information about pet care and the responsibilities of having a pet | |||
| The student includes the five yes-or-no questions and the accompanying decision message from the project | |||
| The student explains the trifold’s purpose orally and listens respectfully to classmates’ feedback | |||
| The student uses drawings and written text to communicate a clear message promoting responsible pet care |
Antes de descargar
Datos, propósito y contenidos
- Develop students’ oral, written, and creative expression as they learn to communicate the care and responsibilities involved in?
- Writing names in the home language.
Actividades, producto y evaluación
- Notebook, Pencils, Textbook, page 178, Notebook, Pencils, Classroom board and markers, Textbook, page 179, Notebook, Pencils, C?
- Pet-care informative trifold with the student’s full name identifying authorship.
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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 12 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza project-based learning, grounded in the textbook project and carried out within the classroom. 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.
