Planeación didáctica por proyectos de primer grado — Semana 9 de noviembre 2026: ¡Una escuela llena de emociones!
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «¡Una escuela llena de emociones!» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para primer grado, Fase 3, durante la semana 9 de noviembre del ciclo escolar 2026–2027. El proyecto «¡Una escuela llena de emociones!» tiene como propósito support students in using oral, written, and creative expression to recognize and communicate emotions through the classroom project “A School Full of Emotions!” Strengthen their ability to write and compare their names and use them to identify authorship of project work. 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, adapted to the classroom setting and the sequence of the official school project. 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 own names and compare them with classmates’ names, using their names to identify authorship of their drawings, written responses, and other project work. Students recognize and express emotions orally, in writing, and creatively, and explain how different ways of expressing feelings can support peaceful relationships in the classroom. 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 emotion-fair activity plan and student-authored emotion work. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como textbook, pp. 234–235, Student notebooks, Pencils, Crayons, Textbook, p. 236, Student notebooks, Pencils, Crayons, Textbook, p. 237, Teacher-selected reference books or digital material, Board, Student notebooks, Pencils, Textbook, pp. 238–239, Large chart paper, Markers, Student notebooks, Pencils, Textbook, pp. 240–243, Student notebooks, Pencils, Crayons, Chart paper, Markers, Materials selected for the class activity. 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: Support students in using oral, written, and creative expression to recognize and communicate emotions through the classroom project “A School Full of Emotions!” Strengthen their ability to write and compare their names and use them to identify authorship of project work.
Metodología: Project-Based Learning, adapted to the classroom setting and the sequence of the official school project.
Contenido
Writing names in the mother tongue.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their own names and compare them with classmates’ names, using their names to identify authorship of their drawings, written responses, and other project work. Students recognize and express emotions orally, in writing, and creatively, and explain how different ways of expressing feelings can support peaceful relationships in the classroom.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Classroom emotion-fair activity plan and student-authored emotion work.
Evaluacion formativa
Ver criterios y evidencias
The student writes their name legibly and uses it to identify the authorship of a drawing, written response, or project contribution. The student compares their written name with classmates’ names and recognizes that names identify different authors. The student identifies emotions and communicates an example through speech, drawing, movement, or emerging writing. The student contributes an emotion-fair idea or planning decision connected to recognizing and expressing emotions in the classroom. The student explains how a way of expressing an emotion can support or hinder peaceful classroom relationships.
Materiales
Ver lista completa
Textbook, pp. 234–235, Student notebooks, Pencils, Crayons, Textbook, p. 236, Student notebooks, Pencils, Crayons, Textbook, p. 237, Teacher-selected reference books or digital material, Board, Student notebooks, Pencils, Textbook, pp. 238–239, Large chart paper, Markers, Student notebooks, Pencils, Textbook, pp. 240–243, Student notebooks, Pencils, Crayons, Chart paper, Markers, Materials selected for the class activity
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.
¡Una escuela llena de emociones!
Semana: Semana 9 — Noviembre
Languages
Metodología: Project-Based Learning, adapted to the classroom setting and the sequence of the official school project.
Propósito: Support students in using oral, written, and creative expression to recognize and communicate emotions through the classroom project “A School Full of Emotions!” Strengthen their ability to write and compare their names and use them to identify authorship of project work.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | Students write their own names and compare them with classmates’ names, using their names to identify authorship of their drawings, written responses, and other project work. Students recognize and express emotions orally, in writing, and creatively, and explain how different ways of expressing feelings can support peaceful relationships in the classroom. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to examine Pepe’s story and the illustration, then ask what the characters might be feeling and what clues help them decide; connect their ideas to disagreements or joyful moments that can occur among classmates in the classroom. Using the paired discussion and sharing prompts in the book, guide students to describe possible reasons for Pepe’s disagreement and suggest a peaceful way to address it (pp. 234–235). Next, have each student draw a classroom-related moment when they felt angry or another strong emotion, write their name beside the drawing to identify its author, and explain what happened and how their body felt. Close by inviting classmates to compare the written names and listen respectfully, noting whether each student can name the feeling and communicate the experience clearly. | Textbook, pp. 234–235, Student notebooks, Pencils, Crayons |
| Tuesday | Present the question of whether everyone shows emotions in the same way, and use the book’s missing-vowel emotion words to help students identify feelings before representing them with facial expressions and body movements (p. 236). After classmates observe one another, facilitate a brief discussion about similarities and differences in how each emotion was expressed, emphasizing that no single expression represents everyone. Students then draw themselves expressing the emotions explored and add their names to establish authorship; support emergent writers by inviting them to say their names aloud, locate them among classmates’ names, and copy them carefully. Conclude with a sharing circle in which students describe one drawing and explain whether people can express the same emotion differently, assessing oral clarity and the legibility of each name. | Textbook, p. 236, Student notebooks, Pencils, Crayons |
| Wednesday | Build on students’ drawings by asking how recognizing emotions can help classmates live together peacefully, then guide a supported search for information in the suggested reference resources or in teacher-provided books and digital material, focusing on what emotions are for, how they can be expressed, and what peaceful coexistence means (p. 237). Record students’ contributions in a classroom mind map, reading each idea aloud and inviting students to copy a selected part into their notebooks with their names as authors. Continue by returning to their emotion drawings and discussing which expressions help classmates get along and which may make peaceful interaction harder; ask students for examples from classroom life. Close by checking whether each student can connect an emotion with a constructive way to express it and identify their written contribution. | Textbook, p. 237, Teacher-selected reference books or digital material, Board, Student notebooks, Pencils |
| Thursday | Use the book’s observation and recording tables as a model, but keep the observation within the classroom: ask students to notice how classmates express emotions during ordinary group interactions, without ranking or labeling anyone (pp. 238–239). As a class, record examples in the emotion categories shown in the book—happiness, sadness, anger, fear, disgust, and surprise—and describe observable expressions such as laughter or crying. Have students contribute a written or drawn example to a classroom chart and sign their work, then compare name forms and discuss how different expressions may affect peaceful relationships. Conclude by asking students to explain which observations are factual and which are guesses about causes; assess respectful language, accurate recording, and the ability to distinguish an observed expression from an assumption. | Textbook, pp. 238–239, Large chart paper, Markers, Student notebooks, Pencils |
| Friday | Invite students to revisit the project’s proposed emotion-fair activities and select, from the book’s options, a story, emotion game, or music activity that can help classmates recognize and express feelings; have each student write or dictate a related proposal and sign it (pp. 240–241). In classroom teams, agree on the activities, materials, and responsibilities, recording the decisions in the planning table while keeping participation within the class. Prepare and share the selected activity in the room, including brief recommendations for expressing emotions peacefully, as described in the project sequence (pp. 242–243). Finish with a class reflection on what students found challenging and how their activity supported better relationships; ask each student to draw or write one learning and identify the work as their own by writing their name. | Textbook, pp. 240–243, Student notebooks, Pencils, Crayons, Chart paper, Markers, Materials selected for the class activity |
Producto: Classroom emotion-fair activity plan and student-authored emotion work.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| The student writes their name legibly and uses it to identify the authorship of a drawing, written response, or project contribution | |||
| The student compares their written name with classmates’ names and recognizes that names identify different authors | |||
| The student identifies emotions and communicates an example through speech, drawing, movement, or emerging writing | |||
| The student contributes an emotion-fair idea or planning decision connected to recognizing and expressing emotions in the classroom | |||
| The student explains how a way of expressing an emotion can support or hinder peaceful classroom relationships |
Antes de descargar
Datos, propósito y contenidos
- Support students in using oral, written, and creative expression to recognize and communicate emotions through the classroom pr?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Textbook, pp. 234–235, Student notebooks, Pencils, Crayons, Textbook, p. 236, Student notebooks, Pencils, Crayons, Textbook, p.?
- Classroom emotion-fair activity plan and student-authored emotion work.
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para primer 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, adapted to the classroom setting and the sequence of the official school project. 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.
