Planeación didáctica por proyectos de segundo grado — Semana 12 de noviembre 2026: Cantando ando
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «Cantando ando» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para segundo grado, Fase 3, durante la semana 12 de noviembre del ciclo escolar 2026–2027. El proyecto «Cantando ando» tiene como propósito support students in expressing experiences and emotions orally, in writing, and creatively through the creation of an original song and a class songbook. Strengthen the use of names to identify authorship and belonging as students prepare and share the songbook within the classroom setting. 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, organized around the classroom project in the official textbook, with collaborative inquiry, individual songwriting, peer feedback, revision, and 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 those of family members, teachers, peers, and other people in their surroundings to indicate authorship, belonging, and identity. 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 class songbook of original student songs. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como student notebooks, Official textbook, pp. 94–96, Student notebooks, Official textbook, pp. 97–98, Classroom songbooks or song examples available to the teacher, Student notebooks, Official textbook, pp. 98–101, Pencils, Student notebooks, Song drafts, Official textbook, pp. 102–103, Pencils, Letter-size white paper, Two same-size cardboard covers, Ruler, Blue and red markers, Hole punch, Rubber band, Colored pencils or markers, Student notebooks, Official textbook, pp. 103–107. 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 expressing experiences and emotions orally, in writing, and creatively through the creation of an original song and a class songbook. Strengthen the use of names to identify authorship and belonging as students prepare and share the songbook within the classroom setting.
Metodología: Project-Based Learning, organized around the classroom project in the official textbook, with collaborative inquiry, individual songwriting, peer feedback, revision, and presentation.
Contenido
Writing names in the mother tongue.
Proceso de Desarrollo de Aprendizaje (PDA)
Students write their first and last names and those of family members, teachers, peers, and other people in their surroundings to indicate authorship, belonging, and identity.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Class songbook of original student songs
Evaluacion formativa
Ver criterios y evidencias
The student writes their first and last name clearly on the song draft and final copy to identify authorship. The student records an experience and related emotions in writing and develops lyrics that communicate them. The student uses repeated sounds or rhymes and considers rhythm while composing and revising the song. The student reads or sings the song intelligibly, listens respectfully to peers, and uses feedback to improve the draft. The student contributes to arranging, assembling, and presenting the class songbook.
Materiales
Ver lista completa
Student notebooks, Official textbook, pp. 94–96, Student notebooks, Official textbook, pp. 97–98, Classroom songbooks or song examples available to the teacher, Student notebooks, Official textbook, pp. 98–101, Pencils, Student notebooks, Song drafts, Official textbook, pp. 102–103, Pencils, Letter-size white paper, Two same-size cardboard covers, Ruler, Blue and red markers, Hole punch, Rubber band, Colored pencils or markers, Student notebooks, Official textbook, pp. 103–107
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.
Cantando ando
Semana: Semana 12 — Noviembre
Languages
Metodología: Project-Based Learning, organized around the classroom project in the official textbook, with collaborative inquiry, individual songwriting, peer feedback, revision, and presentation.
Propósito: Support students in expressing experiences and emotions orally, in writing, and creatively through the creation of an original song and a class songbook. Strengthen the use of names to identify authorship and belonging as students prepare and share the songbook within the classroom setting.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Writing names in the mother tongue. | Students write their first and last names and those of family members, teachers, peers, and other people in their surroundings to indicate authorship, belonging, and identity. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Present the classroom situation in the project: Marisol and her classmates discover that the classroom has no songbook, although they read together every day and have learned that music can evoke different emotions. Read the situation with the class and invite students to discuss why a songbook would be useful and how creating one could address the need described in the book (p. 94). Then ask students to examine the questions and planning prompts in the next pages, recording in their notebooks what is needed to make a songbook, how a song might be created, and which emotions songs can express (pp. 95–96). Guide students to share their ideas respectfully and identify that each song will need a clear author’s name; observe whether they connect the project’s purpose with oral expression, writing, and creative work. | Student notebooks, Official textbook, pp. 94–96 |
| Tuesday | Invite the class to plan the work as a group by completing the textbook schedule for drafting a song, revising it, gathering and organizing the songs, and presenting the finished songbook (p. 97). Have students discuss the time and materials needed and decide how the songs will be arranged, while keeping the plan within the classroom project and its intended sharing with invited family members. Continue by guiding a search for song elements such as verses, stanzas, rhyme, and rhythm, and have students consult available song examples as directed in the book; they can record examples and choose one they enjoy (p. 98). Close by asking each student to write their full name in the notebook beside the chosen example, explaining that names identify authorship and that respectful listening helps the class learn from different musical and cultural traditions. | Student notebooks, Official textbook, pp. 97–98, Classroom songbooks or song examples available to the teacher |
| Wednesday | Use the selected song examples to lead a shared reading and singing experience, inviting students to invent movements that accompany the song while remaining attentive to the words and emotions it conveys (pp. 98–99). Then connect the book’s invitation to recall an adventure with the central purpose of the project: students orally recount an experience, identify the emotions it brings back, and write the account and emotion words in their notebooks (p. 99). Support students in selecting useful words for a song about an adventure and in noticing repeated sounds and rhymes in the model; each student then develops at least three rhyming word pairs and drafts three or more stanzas before recording a title and first lyrics in the book’s draft format (pp. 100–101). Check that the student’s full name appears with the draft as its author and that the chosen words communicate an experience or emotion. | Student notebooks, Official textbook, pp. 98–101, Pencils |
| Thursday | Arrange students in small classroom groups and have them exchange their song drafts for attentive reading, respectful listening, and specific suggestions that could make the lyrics clearer or strengthen their rhymes (p. 102). Ask each student to revise the song independently, reread it from beginning to end after changing words, and sing it softly or recite it to consider how its rhythm sounds; students should retain their full names as authors on the revised draft. Continue with the book’s reflection questions about the experiences and emotions communicated by each song and the suitability of its title, then invite students to share selected songs and record the emotion each one evokes in the class table (pp. 102–103). Use the discussion to assess whether students can explain their choices and respond constructively to peer feedback. | Student notebooks, Song drafts, Official textbook, pp. 102–103, Pencils |
| Friday | Guide the class in grouping and ordering the songs according to the feelings they evoke, then support students in copying their final lyrics onto letter-size white sheets with space at the left for binding and with the author’s full name clearly written (pp. 103–104). Follow the book’s directions to prepare a cover, align the sheets between two same-size cardboard covers, mark and punch the binding holes with teacher assistance, secure the pages with a rubber band, and decorate the songbook with colors and drawings (pp. 104–105). Have the class rehearse a presentation that explains how the songs and songbook were created and includes selected songs, with singing or movement when appropriate; present the songbook to invited family members as planned, invite their comments, and conclude by placing the finished book in an appropriate classroom location and having students reflect in writing on how songs convey experiences and emotions (pp. 105–107). | Letter-size white paper, Two same-size cardboard covers, Ruler, Blue and red markers, Hole punch, Rubber band, Colored pencils or markers, Student notebooks, Official textbook, pp. 103–107 |
Producto: Class songbook of original student songs
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 clearly on the song draft and final copy to identify authorship | |||
| The student records an experience and related emotions in writing and develops lyrics that communicate them | |||
| The student uses repeated sounds or rhymes and considers rhythm while composing and revising the song | |||
| The student reads or sings the song intelligibly, listens respectfully to peers, and uses feedback to improve the draft | |||
| The student contributes to arranging, assembling, and presenting the class songbook |
Antes de descargar
Datos, propósito y contenidos
- Support students in expressing experiences and emotions orally, in writing, and creatively through the creation of an original ?
- Writing names in the mother tongue.
Actividades, producto y evaluación
- Student notebooks, Official textbook, pp. 94–96, Student notebooks, Official textbook, pp. 97–98, Classroom songbooks or song e?
- Class songbook of original student songs
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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 12 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza project-based learning, organized around the classroom project in the official textbook, with collaborative inquiry, individual songwriting, peer feedback, revision, and 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.
