Planeación didáctica por proyectos de cuarto grado — Semana 12 de noviembre 2026: México lindo, ¡qué ritmo!
ChannelKids
Mira lo que los maestros ya crearon con Hoja de Trabajo Infantil
Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «México lindo, ¡qué ritmo!» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para cuarto grado, Fase 4, durante la semana 12 de noviembre del ciclo escolar 2026–2027. El proyecto «México lindo, ¡qué ritmo!» tiene como propósito develop students’ oral, written, and creative expression through the exploration of Mexican poems, songs, and wordplay. Students will create and share a magic booklet of poems and songs, drawing on narrative resources and the rhythm, rhyme, imagery, and feelings studied throughout 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, using the classroom project sequence in the official textbook. y articula principalmente el campo formativo los campos formativos de la Nueva Escuela Mexicana. El contenido central aborda narration of past and present events. Los PDA describen estos aprendizajes: students recognize and use diverse narrative styles, resources, and strategies by examining poems, songs, corridos, rhyme, rhythm, figurative comparisons, and the feelings these forms communicate. Students compose, revise, and present poems and song lyrics that draw on experiences, ideas, and situations, using the literary resources explored in the 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 magic booklet of poems and songs. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como official textbook, Classroom Projects, page 98, Official textbook, Classroom Projects, page 99, Notebook, Red and blue colored pencils, Official textbook, Classroom Projects, page 100, Official textbook, Classroom Projects, page 101, Notebook, White or colored paper, Colored pencils, markers, crayons, or paint, Illustration cutouts, White glue, Official textbook, Classroom Projects, page 101, Official textbook, Classroom Projects, page 102, Official textbook, Classroom Projects, page 103, Our Knowledge: Student, Teacher, and Family Book, Notebook, Chart paper, Markers, Official textbook, Classroom Projects, page 103, Official textbook, Classroom Projects, page 104, Official textbook, Classroom Projects, page 105, Official textbook, Classroom Projects, page 106, Notebook, Colored pencils, Reference source for unfamiliar words, Official textbook, Classroom Projects, page 106, Official textbook, Classroom Projects, page 107, Official textbook, Classroom Projects, page 108, Official textbook, Classroom Projects, page 109, Official textbook, Classroom Projects, page 110, Official textbook, Classroom Projects, page 111, Notebook, White or colored paper, Colored pencils, markers, crayons, or paint, Illustration cutouts, White glue. 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 4.
Propósito: Develop students’ oral, written, and creative expression through the exploration of Mexican poems, songs, and wordplay. Students will create and share a magic booklet of poems and songs, drawing on narrative resources and the rhythm, rhyme, imagery, and feelings studied throughout the project.
Metodología: Project-based learning, using the classroom project sequence in the official textbook.
Contenido
Narration of past and present events.
Proceso de Desarrollo de Aprendizaje (PDA)
Students recognize and use diverse narrative styles, resources, and strategies by examining poems, songs, corridos, rhyme, rhythm, figurative comparisons, and the feelings these forms communicate. Students compose, revise, and present poems and song lyrics that draw on experiences, ideas, and situations, using the literary resources explored in the project.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom magic booklet of poems and songs
Evaluacion formativa
Ver criterios y evidencias
Identifies and explains rhyme, rhythm, figurative comparisons, and emotional meaning using evidence from the poems and songs studied. Composes and revises original poem or song lyrics that communicate an idea or experience through appropriate literary resources. Reads or presents literary work with clear diction, expressive intonation, and attention to punctuation and rhythm. Contributes relevant ideas, illustrations, and written work to the shared magic booklet while collaborating respectfully with classmates.
Materiales
Ver lista completa
Official textbook, Classroom Projects, page 98, Official textbook, Classroom Projects, page 99, Notebook, Red and blue colored pencils, Official textbook, Classroom Projects, page 100, Official textbook, Classroom Projects, page 101, Notebook, White or colored paper, Colored pencils, markers, crayons, or paint, Illustration cutouts, White glue, Official textbook, Classroom Projects, page 101, Official textbook, Classroom Projects, page 102, Official textbook, Classroom Projects, page 103, Our Knowledge: Student, Teacher, and Family Book, Notebook, Chart paper, Markers, Official textbook, Classroom Projects, page 103, Official textbook, Classroom Projects, page 104, Official textbook, Classroom Projects, page 105, Official textbook, Classroom Projects, page 106, Notebook, Colored pencils, Reference source for unfamiliar words, Official textbook, Classroom Projects, page 106, Official textbook, Classroom Projects, page 107, Official textbook, Classroom Projects, page 108, Official textbook, Classroom Projects, page 109, Official textbook, Classroom Projects, page 110, Official textbook, Classroom Projects, page 111, Notebook, White or colored paper, Colored pencils, markers, crayons, or paint, Illustration cutouts, White glue
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.
México lindo, ¡qué ritmo!
Semana: Semana 12 — Noviembre
Languages
Metodología: Project-based learning, using the classroom project sequence in the official textbook.
Propósito: Develop students’ oral, written, and creative expression through the exploration of Mexican poems, songs, and wordplay. Students will create and share a magic booklet of poems and songs, drawing on narrative resources and the rhythm, rhyme, imagery, and feelings studied throughout the project.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Narration of past and present events. | Students recognize and use diverse narrative styles, resources, and strategies by examining poems, songs, corridos, rhyme, rhythm, figurative comparisons, and the feelings these forms communicate. Students compose, revise, and present poems and song lyrics that draw on experiences, ideas, and situations, using the literary resources explored in the project. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to connect the project with songs, poems, and wordplay they already know, then read aloud the texts on page 98, including “Canto de Macuilxochitzin,” and the examples continued on page 99. Ask them to listen for differences in voice, rhythm, and purpose as classmates take turns reading, and have them mark the riddle in red and the songs in blue as directed on page 99. Next, guide students to write three characteristics of a poet and a song and to name a poem, song, or word game they know. Close by inviting volunteers to explain how a text’s sound or subject helped them identify it, noting students’ oral clarity, listening, and ability to support an interpretation with evidence from the reading. | Official textbook, Classroom Projects, page 98, Official textbook, Classroom Projects, page 99, Notebook, Red and blue colored pencils |
| Tuesday | Present the classroom scenario of the fourth-grade students organizing a cultural event and facing questions about poems and songs, using the situation on page 100 to focus the project’s purpose: expressing ideas orally, in writing, and creatively. Read and discuss the questions on page 100 about poets, rhythmic and melodic elements, rhyme, and creating poems, songs, and wordplay; then have small groups record what they already know and what they need to investigate. Continue with the work-planning chart and materials on page 101, supporting the class in agreeing on participation, tasks, timing, and resources for the magic booklet. Conclude with a brief check of each group’s plan, looking for a clear contribution to the shared booklet and purposeful, respectful collaboration. | Official textbook, Classroom Projects, page 100, Official textbook, Classroom Projects, page 101, Notebook, White or colored paper, Colored pencils, markers, crayons, or paint, Illustration cutouts, White glue |
| Wednesday | Build the class’s literary investigation by having students consult the textbook Our Knowledge: Student, Teacher, and Family Book about poems and songs, as proposed on page 101, and complete the comparison chart on page 102. Direct attention to how each form relates text to lived experience, then guide groups to investigate the questions on page 102 about rhyme, emotions, intended audience, and the speaker or subject of poems. Have students record evidence in their notebooks and share findings in a classroom discussion; synthesize agreed explanations on chart paper and display them for later reference, following page 103. Finish by reading the corrido stanzas on page 103 and asking students to identify the historical events they narrate, connecting narration of past events with the project’s literary forms and checking the accuracy of their explanations. | Official textbook, Classroom Projects, page 101, Official textbook, Classroom Projects, page 102, Official textbook, Classroom Projects, page 103, Our Knowledge: Student, Teacher, and Family Book, Notebook, Chart paper, Markers |
| Thursday | Turn students’ attention to the sounds and images that make poems memorable by rereading the corrido excerpts and completing the rhyme work on page 103 and page 104: students underline words whose final syllables rhyme and add words that rhyme with the examples provided. Then read “We Came to Dream” on page 104, inviting students to look up unfamiliar words and explain which feelings the poem conveys; they can sketch the images they imagined, as directed on page 105. In small groups, read “Do Not Forget Me” on page 105 and continue its remaining stanzas on page 106, using expressive intonation to explore how punctuation guides oral reading. Close with a short peer response focused on diction, evidence for a stated emotion, and the connection between sound and meaning. | Official textbook, Classroom Projects, page 103, Official textbook, Classroom Projects, page 104, Official textbook, Classroom Projects, page 105, Official textbook, Classroom Projects, page 106, Notebook, Colored pencils, Reference source for unfamiliar words |
| Friday | Move from close reading to original creation by having students read the poem on page 106 and the “Ay, Love” poem on page 107, then write alternative words for “love” and compare how each substitution changes the poem’s meaning. Guide groups through the questions on page 107 and page 108 about verse count, rhythm, rhyme, unfamiliar words, and figurative comparisons; students then write comparisons for three objects and three places, using the textbook examples as models. Have each student draw a response to a poem and contribute to a group poem, following page 109, before selecting a familiar song to analyze and consider transforming into a poem as described on page 110. Students then compose and revise a poem intended to become a song, combine related ideas into a longer group piece, and assemble it in the magic booklet as directed on page 111. Close with a classroom sharing of lyrics and a self-assessment based on the reflection questions on page 111, observing use of literary resources, expressive delivery, and constructive collaboration. | Official textbook, Classroom Projects, page 106, Official textbook, Classroom Projects, page 107, Official textbook, Classroom Projects, page 108, Official textbook, Classroom Projects, page 109, Official textbook, Classroom Projects, page 110, Official textbook, Classroom Projects, page 111, Notebook, White or colored paper, Colored pencils, markers, crayons, or paint, Illustration cutouts, White glue |
Producto: Classroom magic booklet of poems and songs
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| Identifies and explains rhyme, rhythm, figurative comparisons, and emotional meaning using evidence from the poems and songs studied | |||
| Composes and revises original poem or song lyrics that communicate an idea or experience through appropriate literary resources | |||
| Reads or presents literary work with clear diction, expressive intonation, and attention to punctuation and rhythm | |||
| Contributes relevant ideas, illustrations, and written work to the shared magic booklet while collaborating respectfully with classmates |
Antes de descargar
Datos, propósito y contenidos
- Develop students’ oral, written, and creative expression through the exploration of Mexican poems, songs, and wordplay. Student?
- Narration of past and present events.
Actividades, producto y evaluación
- Official textbook, Classroom Projects, page 98, Official textbook, Classroom Projects, page 99, Notebook, Red and blue colored ?
- Classroom magic booklet of poems and songs
Tu material está listo para descargar
Elige Word, PDF o anexos desde un solo lugar.
Mira lo que los maestros ya crearon con Hoja de Trabajo Infantil
Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para cuarto 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, using the classroom project 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.
