Planeación didáctica por proyectos de segundo grado — Semana 6 de octubre 2026: Reviso la bolsa del mandado
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Esta planeación didáctica por proyectos está pensada para segundo grado, Fase 3, durante la semana 6 de octubre del ciclo escolar 2026–2027. El proyecto «Reviso la bolsa del mandado» tiene como propósito students will use oral and written language to identify and communicate about foods in the project Reviso la bolsa del mandado. They will write their names and the names of people in their classroom environment to identify authorship and participation in the project. 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 through collaborative inquiry and classroom presentation. 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 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 communicate orally and in writing about the foods considered in Reviso la bolsa del mandado, identifying their contributions and authorship in the classroom menu project. 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 healthy-menu display with student authorship credits. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como student notebook, Pencils, Class board, Textbook, page 232, Textbook, page 233, Student notebook, Pencils, Blank paper, Markers, Textbook, page 234, Textbook, page 235, Student notebook, Pencils, Textbook, page 236, Textbook, page 237, Student notebook, Pencils, Blank paper, Textbook, page 238, Textbook, page 239, Student notebook, Pencils, Poster paper, Markers, Crayons, Textbook, page 240, Textbook, page 241. 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 use oral and written language to identify and communicate about foods in the project Reviso la bolsa del mandado. They will write their names and the names of people in their classroom environment to identify authorship and participation in the project.
Metodología: Project-based learning through collaborative inquiry and classroom presentation.
Contenido
Writing names in the mother tongue.
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 communicate orally and in writing about the foods considered in Reviso la bolsa del mandado, identifying their contributions and authorship in the classroom menu project.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom healthy-menu display with student authorship credits.
Evaluacion formativa
Ver criterios y evidencias
The student writes their first and last name legibly to identify authorship of a project contribution. The student accurately writes the names of classmates and the teacher when identifying project participants. The student records food names from the project in readable written form. The student orally explains a contribution to the menu using clear, relevant language. The student acknowledges classmates’ contributions respectfully during the classroom presentation.
Materiales
Ver lista completa
Student notebook, Pencils, Class board, Textbook, page 232, Textbook, page 233, Student notebook, Pencils, Blank paper, Markers, Textbook, page 234, Textbook, page 235, Student notebook, Pencils, Textbook, page 236, Textbook, page 237, Student notebook, Pencils, Blank paper, Textbook, page 238, Textbook, page 239, Student notebook, Pencils, Poster paper, Markers, Crayons, Textbook, page 240, Textbook, page 241
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.
Reviso la bolsa del mandado
Semana: Semana 6 — Octubre
Languages
Metodología: Project-based learning through collaborative inquiry and classroom presentation.
Propósito: Students will use oral and written language to identify and communicate about foods in the project Reviso la bolsa del mandado. They will write their names and the names of people in their classroom environment to identify authorship and participation in the project.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | 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 communicate orally and in writing about the foods considered in Reviso la bolsa del mandado, identifying their contributions and authorship in the classroom menu project. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Introduce Reviso la bolsa del mandado by inviting students to consider which fruits, vegetables, and legumes are commonly present in the food bags they know. Read and discuss the project purpose and the opening passage about healthy habits and fresh foods on page 232, then ask students to name foods they recognize and explain their ideas in complete, audible sentences. As students contribute, record their names beside their comments so they can observe how written names identify who shared each idea. Continue with the book’s prompt on page 233, adapting its family-based food recall to a classroom conversation without assigning students to consult people outside the classroom. Have each student write their first and last name and the names of a classmate and teacher who contributed to the discussion, then review legibility, accurate name writing, and respectful listening as evidence of learning. | Student notebook, Pencils, Class board, Textbook, page 232, Textbook, page 233 |
| Tuesday | Use the students’ food recollections to build a shared classroom word bank connected to the project. Read the passage on page 234 about healthy eating and invite students to explain which foods mentioned in the text they recognize; then organize small groups to dictate and write the names of fruits, vegetables, and legumes on a sheet of paper, with each contributor signing beside their entry. Continue by discussing the book’s questions about preferred and less-preferred foods on page 235, ensuring that students describe preferences without criticizing classmates’ choices. Ask each group to present selected words aloud and identify who wrote or presented them, then collect the sheets to check whether names are complete and readable and whether students can speak clearly about the foods in their group’s list. | Student notebook, Pencils, Blank paper, Markers, Textbook, page 234, Textbook, page 235 |
| Wednesday | Invite students to examine how the project’s food vocabulary can be recorded and shared accurately. Read the directions on page 236 concerning the foods listed and the search for information about their nutrients, then guide groups in selecting several foods from their classroom word bank and writing each name in their notebooks. Students should add their own first and last names as authors and write the names of classmates who helped gather or check the words, using the book’s discussion of the importance of consuming these foods as a reason to explain their choices orally. Next, read the healthy-eating characteristics shown on page 237 and ask students to connect one food word from their notes to a characteristic, explaining the connection in a short spoken statement. Review name writing, readable food labels, and the clarity of each explanation through brief teacher conferences. | Student notebook, Pencils, Textbook, page 236, Textbook, page 237 |
| Thursday | Present the food-recording table on page 238 as a model for organizing the project’s information, and direct students to study how a food name can be recorded alongside days and judgments about its consumption. Within the classroom, have pairs use the foods already discussed in the project to complete a practice table, clearly writing each food name and the first and last names of the pair’s authors; do not ask students to inspect or report on household shopping. Then read the planning questions on page 239 and facilitate a group discussion about the purpose, participants, materials, and presentation of the healthy menus. Each student should record the names of the classmates responsible for contributing to the classroom menu and explain orally how the written names show responsibility and authorship. Check the table for legibility and the discussion for relevant, understandable contributions. | Student notebook, Pencils, Blank paper, Textbook, page 238, Textbook, page 239 |
| Friday | Bring the week’s food words and recorded contributions together as students prepare a classroom presentation based on the project’s menu-making sequence. Review the recipe selection and menu-sharing directions on page 240, followed by the instructions for writing recipes, decorating the menu, and sharing it on page 241; guide groups to select from the foods already considered and create a written menu display that credits each student by first and last name. Have students present their menu orally, identify the classmates who authored each section, and listen respectfully as other groups share. Conclude with the reflection questions on page 241, adapted to the classroom setting, asking how collaboration supported the work and what students learned about communicating food choices. Assess name writing, attribution, readable labels, and clear oral presentation, then invite students to record one classroom agreement for improving their project communication. | Student notebook, Pencils, Poster paper, Markers, Crayons, Textbook, page 240, Textbook, page 241 |
Producto: Classroom healthy-menu display with student authorship credits.
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 project contribution | |||
| The student accurately writes the names of classmates and the teacher when identifying project participants | |||
| The student records food names from the project in readable written form | |||
| The student orally explains a contribution to the menu using clear, relevant language | |||
| The student acknowledges classmates’ contributions respectfully during the classroom presentation |
Antes de descargar
Datos, propósito y contenidos
- Students will use oral and written language to identify and communicate about foods in the project Reviso la bolsa del mandado.?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Student notebook, Pencils, Class board, Textbook, page 232, Textbook, page 233, Student notebook, Pencils, Blank paper, Markers?
- Classroom healthy-menu display with student authorship credits.
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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 6 de octubre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza project-based learning through collaborative inquiry and classroom presentation. 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.
