Planeación didáctica por proyectos de quinto grado — Semana 9 de noviembre 2026: Sonidos e imágenes de nuestro entorno
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 «Sonidos e imágenes de nuestro entorno» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para quinto grado, Fase 5, durante la semana 9 de noviembre del ciclo escolar 2026–2027. El proyecto «Sonidos e imágenes de nuestro entorno» tiene como propósito students will use oral, written, and creative expression to examine visual and auditory features of their classroom environment and distinguish those that support well-being from those that may constitute pollution. They will apply narrative resources to create and present a comic or animated sequence proposing ways to reduce visual and auditory pollution and preserve pleasant environmental elements. 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 with a classroom-centered context 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 varied narrative styles, resources, and strategies to organize a story about visual and auditory elements in their classroom environment. Students develop a beginning, development, and ending that represent visual and auditory pollution, propose ways to address it, and show how to preserve pleasant images and sounds. Students use dialogue, sound characteristics, onomatopoeias, characters, settings, and bodily reactions to communicate their narrative clearly in a comic or animated sequence. 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-focused comic or animated sequence. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como student notebooks, Textbook, p. 73, Textbook, p. 74, Pencils, Student notebooks, Textbook, p. 75, Textbook, p. 76, Pencils, Student notebooks, Textbook, p. 77, Textbook, p. 78, Pencils, Student notebooks, Textbook, p. 79, Textbook, p. 80, Textbook, p. 81, Pencils, Student notebooks, Textbook, p. 82, Textbook, p. 83, Textbook, p. 84, Textbook, p. 85, Drawing paper, Pencils, Colored pencils or markers, Everyday objects for animated-sequence characters, if selected. 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 5.
Propósito: Students will use oral, written, and creative expression to examine visual and auditory features of their classroom environment and distinguish those that support well-being from those that may constitute pollution. They will apply narrative resources to create and present a comic or animated sequence proposing ways to reduce visual and auditory pollution and preserve pleasant environmental elements.
Metodología: Project-Based Learning with a classroom-centered context
Contenido
Narration of past and present events.
Proceso de Desarrollo de Aprendizaje (PDA)
Students recognize and use varied narrative styles, resources, and strategies to organize a story about visual and auditory elements in their classroom environment. Students develop a beginning, development, and ending that represent visual and auditory pollution, propose ways to address it, and show how to preserve pleasant images and sounds. Students use dialogue, sound characteristics, onomatopoeias, characters, settings, and bodily reactions to communicate their narrative clearly in a comic or animated sequence.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom-focused comic or animated sequence
Evaluacion formativa
Ver criterios y evidencias
The student identifies and explains classroom visual and auditory features that are disruptive or pleasant, using specific examples. The narrative presents a coherent beginning, development, and ending that address selected classroom environmental features. The comic or animated sequence uses relevant narrative resources, such as dialogue, sound characteristics, onomatopoeias, characters, settings, or bodily reactions. The proposed actions explain how to reduce visual or auditory pollution and preserve pleasant elements in the classroom. The student communicates ideas clearly during planning, peer feedback, and presentation, and uses feedback to improve the product.
Materiales
Ver lista completa
Student notebooks, Textbook, p. 73, Textbook, p. 74, Pencils, Student notebooks, Textbook, p. 75, Textbook, p. 76, Pencils, Student notebooks, Textbook, p. 77, Textbook, p. 78, Pencils, Student notebooks, Textbook, p. 79, Textbook, p. 80, Textbook, p. 81, Pencils, Student notebooks, Textbook, p. 82, Textbook, p. 83, Textbook, p. 84, Textbook, p. 85, Drawing paper, Pencils, Colored pencils or markers, Everyday objects for animated-sequence characters, if selected
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.
Sonidos e imágenes de nuestro entorno
Semana: Semana 9 — Noviembre
Languages
Metodología: Project-Based Learning with a classroom-centered context
Propósito: Students will use oral, written, and creative expression to examine visual and auditory features of their classroom environment and distinguish those that support well-being from those that may constitute pollution. They will apply narrative resources to create and present a comic or animated sequence proposing ways to reduce visual and auditory pollution and preserve pleasant environmental elements.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Narration of past and present events. | Students recognize and use varied narrative styles, resources, and strategies to organize a story about visual and auditory elements in their classroom environment. Students develop a beginning, development, and ending that represent visual and auditory pollution, propose ways to address it, and show how to preserve pleasant images and sounds. Students use dialogue, sound characteristics, onomatopoeias, characters, settings, and bodily reactions to communicate their narrative clearly in a comic or animated sequence. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to focus on the visual and auditory features they encounter inside their classroom, then guide a brief idea-sharing session about which features create a pleasant learning environment and which may cause discomfort. Use the project introduction to establish that the class will identify environmental images and sounds and create a narrative proposal addressing visual and auditory pollution (textbook, p. 73). Continue by having teams discuss classroom-based examples and explain their reasoning, then consider how reducing disruptive features and preserving pleasant ones could support well-being. Students record their ideas in the two-column table from the book, adapting its school-environment focus to the classroom setting (textbook, p. 74). Close by inviting several students to explain one classification and its effect on learning; assess whether their descriptions are specific and supported by a clear reason. | Student notebooks, Textbook, p. 73, Textbook, p. 74, Pencils |
| Tuesday | Begin with the images presented in the project and ask students to identify which ones resemble features of their classroom environment and which depict a different setting. Guide them to discuss examples of visual or auditory pollution, possible actions to reduce or avoid it, and the way sounds in a classroom can affect a lesson (textbook, p. 75). Then organize teams to plan how they will communicate proposals through a comic or animated sequence, using the book’s planning prompts to decide what they need to investigate, what product they will create, and when they will share it within the class (textbook, p. 76). As students explain their choices, note whether they connect the proposed narrative to the classroom issue and whether they contribute ideas respectfully. | Student notebooks, Textbook, p. 75, Textbook, p. 76, Pencils |
| Wednesday | Draw out students’ personal responses by asking them to select one disruptive visual feature, one disruptive sound, and pleasant visual and auditory examples from their classroom experience. Have them revisit and add examples to their earlier table, then take turns sharing how they react to the selected features and how pleasant images or sounds affect them (textbook, p. 77). Next, students complete the individual response table, recording a proposal for addressing each disruptive example and preserving each pleasant one; pairs then exchange explanations and identify observable bodily reactions, such as turning away or covering the ears, without judging classmates’ experiences (textbook, p. 78). Conclude by checking that each proposal relates to the identified feature and that students communicate their experiences with clear, considerate language. | Student notebooks, Textbook, p. 77, Textbook, p. 78, Pencils |
| Thursday | Challenge each team to turn its selected classroom examples and proposed responses into a story, ensuring that the narrative addresses both visual and auditory pollution and shows how pleasant features can be preserved. Students organize the story in the book’s beginning, development, and ending chart, then examine examples of comics or animated sequences to identify useful narrative resources, including onomatopoeias and possible everyday objects for characters (textbook, p. 79; textbook, p. 80). Continue by completing the sound-characteristics chart and asking students to describe and act out suitable classroom sounds through voice or movement, then decide which onomatopoeias could represent them in the story (textbook, p. 80; textbook, p. 81). Review each outline for a coherent sequence and a clear connection between the problem and its proposed response. | Student notebooks, Textbook, p. 79, Textbook, p. 80, Textbook, p. 81, Pencils |
| Friday | Set aside class time for teams to present their proposed measures to reduce disruptive visual and auditory features and preserve pleasant ones, then invite peers to offer constructive suggestions before production continues (textbook, p. 82). Teams complete a comic or animated sequence using the planned story, classroom-related settings, distinctive characters, appropriate voices or onomatopoeias, and bodily reactions that communicate how people experience the selected images and sounds (textbook, p. 82; textbook, p. 83). Have teams review and refine their work in response to feedback, then present the completed products to the class and discuss how the audience responded and what the narrative communicated about the classroom environment (textbook, p. 84; textbook, p. 85). Assess the clarity of the story sequence, the purposeful use of narrative resources, and the relevance of the proposed actions. | Student notebooks, Textbook, p. 82, Textbook, p. 83, Textbook, p. 84, Textbook, p. 85, Drawing paper, Pencils, Colored pencils or markers, Everyday objects for animated-sequence characters, if selected |
Producto: Classroom-focused comic or animated sequence
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student identifies and explains classroom visual and auditory features that are disruptive or pleasant, using specific examples | |||
| The narrative presents a coherent beginning, development, and ending that address selected classroom environmental features | |||
| The comic or animated sequence uses relevant narrative resources, such as dialogue, sound characteristics, onomatopoeias, characters, settings, or bodily reactions | |||
| The proposed actions explain how to reduce visual or auditory pollution and preserve pleasant elements in the classroom | |||
| The student communicates ideas clearly during planning, peer feedback, and presentation, and uses feedback to improve the product |
Antes de descargar
Datos, propósito y contenidos
- Students will use oral, written, and creative expression to examine visual and auditory features of their classroom environment?
- Narration of past and present events.
Actividades, producto y evaluación
- Student notebooks, Textbook, p. 73, Textbook, p. 74, Pencils, Student notebooks, Textbook, p. 75, Textbook, p. 76, Pencils, Stu?
- Classroom-focused comic or animated sequence
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 quinto grado, la semana 9 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza project-based learning with a classroom-centered context 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.
