Planeación didáctica por proyectos de sexto grado — Semana 10 de noviembre 2026: Disfrutemos textos del lugar donde vivimos
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Una ruta clara para llevar el proyecto «Disfrutemos textos del lugar donde vivimos» al aula y adaptarlo a las necesidades de tu grupo.
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Esta planeación didáctica por proyectos está pensada para sexto grado, Fase 5, durante la semana 10 de noviembre del ciclo escolar 2026–2027. El proyecto «Disfrutemos textos del lugar donde vivimos» tiene como propósito students will explore literary texts connected with the place where they live and create a collective florilegium that communicates local knowledge through oral, written, and creative expression. They will strengthen their ability to identify temporal relationships in autobiographical texts while analyzing and presenting selected literary excerpts. 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 narration of past and present events. Los PDA describen estos aprendizajes: students read autobiographical texts and identify relationships of sequence, simultaneity, and duration. Students select and analyze literary texts associated with the place where they live, identifying characters, main events, setting, and the time in which the actions occur. Students communicate their interpretations orally and in writing and contribute selected excerpts and illustrations to a collective florilegium. 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 collective local-literature florilegium with analyzed excerpts, illustrations, and an index. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como student notebook, Pencils, Colored pencils, Textbook, p. 79, Textbook, p. 80, Textbook, p. 81, Student notebook, Textbook, p. 81, Textbook, p. 82, Textbook, p. 83, Classroom library materials, Student notebook, Selected literary texts, Textbook, p. 84, Pencils, Draft florilegium materials, Paper or other suitable material, Pencils, Colored pencils or markers, Scissors, White glue, Student notebook, Textbook, p. 84, Textbook, p. 85, Textbook, p. 86, Revised literary excerpts, Paper or other suitable material, Markers and colored pencils, Scissors, White glue, Student notebook, Textbook, p. 86, Textbook, p. 87. 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 explore literary texts connected with the place where they live and create a collective florilegium that communicates local knowledge through oral, written, and creative expression. They will strengthen their ability to identify temporal relationships in autobiographical texts while analyzing and presenting selected literary excerpts.
Metodología: Community Project-Based Learning
Contenido
Narration of past and present events.
Proceso de Desarrollo de Aprendizaje (PDA)
Students read autobiographical texts and identify relationships of sequence, simultaneity, and duration. Students select and analyze literary texts associated with the place where they live, identifying characters, main events, setting, and the time in which the actions occur. Students communicate their interpretations orally and in writing and contribute selected excerpts and illustrations to a collective florilegium.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Collective local-literature florilegium with analyzed excerpts, illustrations, and an index.
Evaluacion formativa
Ver criterios y evidencias
The student identifies and supports temporal relationships of sequence, simultaneity, and duration using details from a selected text. The student completes the literary-text analysis table with relevant information about characters, events, setting, and the time of the actions. The student reads a selected excerpt aloud with clear diction and explains its connection to the place where the students live. The student transcribes and revises an excerpt with legible writing, accurate spelling, and an illustration that supports its meaning. The student contributes constructively to peer feedback and to the organization and assembly of the collective florilegium.
Materiales
Ver lista completa
Student notebook, Pencils, Colored pencils, Textbook, p. 79, Textbook, p. 80, Textbook, p. 81, Student notebook, Textbook, p. 81, Textbook, p. 82, Textbook, p. 83, Classroom library materials, Student notebook, Selected literary texts, Textbook, p. 84, Pencils, Draft florilegium materials, Paper or other suitable material, Pencils, Colored pencils or markers, Scissors, White glue, Student notebook, Textbook, p. 84, Textbook, p. 85, Textbook, p. 86, Revised literary excerpts, Paper or other suitable material, Markers and colored pencils, Scissors, White glue, Student notebook, Textbook, p. 86, Textbook, p. 87
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.
Disfrutemos textos del lugar donde vivimos
Semana: Semana 10 — Noviembre
Languages
Metodología: Community Project-Based Learning
Propósito: Students will explore literary texts connected with the place where they live and create a collective florilegium that communicates local knowledge through oral, written, and creative expression. They will strengthen their ability to identify temporal relationships in autobiographical texts while analyzing and presenting selected literary excerpts.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Narration of past and present events. | Students read autobiographical texts and identify relationships of sequence, simultaneity, and duration. Students select and analyze literary texts associated with the place where they live, identifying characters, main events, setting, and the time in which the actions occur. Students communicate their interpretations orally and in writing and contribute selected excerpts and illustrations to a collective florilegium. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to consider how stories about local natural phenomena, fantastic beings, deities, animals, or plants preserve knowledge about the place where they live. Read aloud the introductory text about the tlaloques and ask students to draw how they imagine these beings, then explain which details in the text shaped their images (p. 79–80). Continue by having students share, in respectful classroom groups, stories they have heard from older people and identify who tells such stories at home or in their community; when relevant, record whether a story is shared in an Indigenous language or as part of a ceremony (p. 81). Guide students to notice whether each account describes past events, present practices, or both, and close by collecting a brief oral reflection on how listening and drawing helped them express ideas about their local setting. | Student notebook, Pencils, Colored pencils, Textbook, p. 79, Textbook, p. 80, Textbook, p. 81 |
| Tuesday | Begin with the question, “Which kinds of literary texts could help someone learn about the place where we live?” Ask each student to copy the planning table from the textbook into a notebook and contribute proposed actions for organizing the project, then facilitate agreement on the classroom’s activity plan (p. 81–82). Next, examine the textbook’s explanation of metaphor and discuss how figurative language can add expressiveness and aesthetic meaning, using the example provided in the book rather than introducing a separate text (p. 82). Have students study the literary-text genre diagram, choose three types that interest them, and identify possible local stories, myths, legends, poems, or tales to seek in the sources named in the book, including classroom and school libraries or the internet (p. 83). Conclude by checking that each student can explain an intended text choice and how it connects to learning about the local place. | Student notebook, Textbook, p. 81, Textbook, p. 82, Textbook, p. 83, Classroom library materials |
| Wednesday | Use a short oral retelling of a selected local text to focus attention on how events unfold over time, and ask students to distinguish what happens first, what may occur simultaneously, and how long the events last. Students then complete the textbook’s analysis table for their selected literary text, recording its title, author, type, characters, main events, setting, and the time in which the actions occur, followed by the requested interpretive responses: a synthesis, a representative excerpt, their main interest in the text, a change they would make, and an alternative ending (p. 84). Support students in grounding temporal observations in details from the text rather than guesses. After the tables are complete, organize a classroom sharing of representative excerpts and invite listeners to identify a clear sequence or duration relationship in each selection, giving formative feedback on accurate reading and understandable oral expression. | Student notebook, Selected literary texts, Textbook, p. 84, Pencils |
| Thursday | Present the florilegium draft as an opportunity to transform students’ reading and interpretation into a visual and written expression of the place where they live. Have each student prepare a draft using an appropriate material and the book’s guidance on the size and transcription of excerpts; ask them to plan lettering and illustrations that represent what the chosen fragment communicates, while attending to spelling and neatness (p. 84–85). Then organize small-group presentations in which students read their fragments and explain their creative choices, while classmates listen and offer specific suggestions. Students record useful contributions in the table indicated in the textbook and revise their fragments by combining their own ideas with relevant peer feedback (p. 85–86). Close by reviewing whether each revised excerpt is legible, accurately transcribed, connected to its source, and supported by an illustration that clarifies its meaning. | Draft florilegium materials, Paper or other suitable material, Pencils, Colored pencils or markers, Scissors, White glue, Student notebook, Textbook, p. 84, Textbook, p. 85, Textbook, p. 86 |
| Friday | Bring the class’s revised excerpts together and guide students in assembling the collective florilegium, including a cover, back cover, index, and the three blank pages titled “A Small Community Contribution of Words,” as directed in the textbook (p. 86). Invite students to decorate the covers, select an organizing principle for the texts, and arrange the excerpts accordingly (p. 86–87); within the classroom, have selected students review the design and spelling and suggest appropriate corrections. Organize a classroom reading in which students introduce why they chose their excerpts, briefly describe the source work, and listen to classmates’ comments, keeping the book’s sharing and feedback process within the classroom setting (p. 87). Conclude with a group reflection on how searching for and selecting texts deepened their understanding of the place where they live, and record agreed next steps for improving or preserving the florilegium. | Revised literary excerpts, Paper or other suitable material, Markers and colored pencils, Scissors, White glue, Student notebook, Textbook, p. 86, Textbook, p. 87 |
Producto: Collective local-literature florilegium with analyzed excerpts, illustrations, and an index.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student identifies and supports temporal relationships of sequence, simultaneity, and duration using details from a selected text | |||
| The student completes the literary-text analysis table with relevant information about characters, events, setting, and the time of the actions | |||
| The student reads a selected excerpt aloud with clear diction and explains its connection to the place where the students live | |||
| The student transcribes and revises an excerpt with legible writing, accurate spelling, and an illustration that supports its meaning | |||
| The student contributes constructively to peer feedback and to the organization and assembly of the collective florilegium |
Antes de descargar
Datos, propósito y contenidos
- Students will explore literary texts connected with the place where they live and create a collective florilegium that communic?
- Narration of past and present events.
Actividades, producto y evaluación
- Student notebook, Pencils, Colored pencils, Textbook, p. 79, Textbook, p. 80, Textbook, p. 81, Student notebook, Textbook, p. 8?
- Collective local-literature florilegium with analyzed excerpts, illustrations, and an index.
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para sexto 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.
