Planeación didáctica por proyectos de tercer grado — Semana 11 de noviembre 2026: ¡Descubro las historias de mi comunidad!
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Tu planeación, en un vistazo
Una ruta clara para llevar el proyecto «¡Descubro las historias de mi comunidad!» al aula y adaptarlo a las necesidades de tu grupo.
Ver contexto pedagógico, adaptaciones y materiales
Esta planeación didáctica por proyectos está pensada para tercer grado, Fase 4, durante la semana 11 de noviembre del ciclo escolar 2026–2027. El proyecto «¡Descubro las historias de mi comunidad!» tiene como propósito guide students in recognizing the characteristics and purpose of narrative texts as they develop an account of their community’s history. Strengthen oral, written, and creative expression by organizing past and present events and describing a transformation through the project in the official textbook. 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, adapted to the classroom setting. 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 identify and explain the purpose and main characteristics of a narrative, including its narrator, characters, setting, and time. Students distinguish the beginning, development, and ending of a narrative and use this understanding to organize an account of their community’s past and present. Students express ideas orally, in writing, and through illustrations while collaboratively drafting and revising a narrative about a community transformation. 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 collaborative draft of a community-history narrative showing a transformation from before to after. La evaluación es formativa y considera participación, procesos, producciones y reflexión del alumnado. Se sugieren recursos como official textbook, Community Projects, p. 23, Official textbook, Community Projects, p. 24, Board, Markers, Notebook, Official textbook, Community Projects, p. 25, Colored pencils, Pencils, Notebook, Official textbook, Community Projects, pp. 26–29, Notebook, Pencils, Colored pencils, Official textbook, Community Projects, pp. 29–30, Notebook, Board, Markers, Official textbook, Community Projects, pp. 29–32, Notebook, Pencils, Board, Markers. 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: Guide students in recognizing the characteristics and purpose of narrative texts as they develop an account of their community’s history. Strengthen oral, written, and creative expression by organizing past and present events and describing a transformation through the project in the official textbook.
Metodología: Community Project-Based Learning, adapted to the classroom setting.
Contenido
Narration of past and present events.
Proceso de Desarrollo de Aprendizaje (PDA)
Students identify and explain the purpose and main characteristics of a narrative, including its narrator, characters, setting, and time. Students distinguish the beginning, development, and ending of a narrative and use this understanding to organize an account of their community’s past and present. Students express ideas orally, in writing, and through illustrations while collaboratively drafting and revising a narrative about a community transformation.
Ejes articuladores oficiales
Inclusión, Pensamiento crítico
Producto final
Collaborative draft of a community-history narrative showing a transformation from before to after.
Evaluacion formativa
Ver criterios y evidencias
Identifies the narrator, characters, setting, and time in the model narrative and uses relevant details to explain its meaning. Organizes the community-history draft in a comprehensible sequence that shows the selected problem and the transformation before and after a solution. Communicates ideas orally with clarity, listens respectfully, and contributes relevant information during collaborative planning and revision. Uses writing and illustration to represent community details and support the reader’s understanding of the narrative. Revises the draft in response to teacher guidance and peer feedback while maintaining the project’s planned focus.
Materiales
Ver lista completa
Official textbook, Community Projects, p. 23, Official textbook, Community Projects, p. 24, Board, Markers, Notebook, Official textbook, Community Projects, p. 25, Colored pencils, Pencils, Notebook, Official textbook, Community Projects, pp. 26–29, Notebook, Pencils, Colored pencils, Official textbook, Community Projects, pp. 29–30, Notebook, Board, Markers, Official textbook, Community Projects, pp. 29–32, Notebook, Pencils, Board, Markers
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.
¡Descubro las historias de mi comunidad!
Semana: Semana 11 — Noviembre
Languages
Metodología: Community Project-Based Learning, adapted to the classroom setting.
Propósito: Guide students in recognizing the characteristics and purpose of narrative texts as they develop an account of their community’s history. Strengthen oral, written, and creative expression by organizing past and present events and describing a transformation through the project in the official textbook.
Ejes articuladores
- Inclusión
- Pensamiento crítico
| Campo formativo | Contenido | PDA |
|---|---|---|
| Languages | Narration of past and present events. | Students identify and explain the purpose and main characteristics of a narrative, including its narrator, characters, setting, and time. Students distinguish the beginning, development, and ending of a narrative and use this understanding to organize an account of their community’s past and present. Students express ideas orally, in writing, and through illustrations while collaboratively drafting and revising a narrative about a community transformation. |
| Día | Secuencia de actividades | Recursos |
|---|---|---|
| Monday | Invite students to consider how a place they know has changed over time, then explain that the week’s classroom project will help them express the history of their community orally, in writing, and creatively. Read the introductory statement together and direct attention to the project’s purpose: writing a community-history narrative that establishes before and after a transformation and sharing it in a forum (p. 23). Continue by examining the community image and guiding students to compare it with places they know, then facilitate turn-taking as they discuss where their community is located, who belongs to it, and which places are important (p. 24). Record key ideas on the board and assess whether students contribute relevant details, listen respectfully, and distinguish personal observations from shared information. | Official textbook, Community Projects, p. 23, Official textbook, Community Projects, p. 24, Board, Markers, Notebook |
| Tuesday | Use students’ discussion from the previous session to focus attention on how a visual representation can communicate what makes a community distinctive. Ask each student to draw themselves as part of their community in the space provided in the textbook, preserving the book’s individual drawing activity (p. 25). Afterward, invite partners to describe what their drawings show and how the people, places, or details connect to the community questions discussed earlier; support students in speaking clearly and adding specific information rather than relying on general statements. To connect this work with the project’s narrative purpose, have students share one detail their drawing could help a reader understand about community life. Provide formative feedback on the relevance of details, oral clarity, and respectful listening. | Official textbook, Community Projects, p. 25, Colored pencils, Pencils, Notebook |
| Wednesday | Present the narrative “Not Everything Is as It Seems” as a model for attentive reading and collaborative meaning-making. Organize a collective reading with turns, following the textbook’s sequence, and pause when needed so students can track the narrator, characters, and events without changing the text (pp. 26–27). Then ask students to record information they can identify in the narrative and reread it with teacher guidance to locate the problems mentioned, as directed in the book (p. 28). Have them illustrate each identified problem in their notebooks (p. 29), connecting words and images as two forms of expression. Observe whether students can support their interpretations with details from the text, recognize narrative elements, and explain their illustrations to a partner. | Official textbook, Community Projects, pp. 26–29, Notebook, Pencils, Colored pencils |
| Thursday | Turn the class’s attention from the model narrative to the planning sequence for the community-history account. In a whole-class discussion, follow the textbook’s planning scheme: review problems in the place where students live, form small groups, select a problem to address, identify a possible solution, and organize the account to show the before and after of the transformation (p. 29). Within the classroom, have students individually list relevant problems and then discuss which one affects the place where they live most, why it should be addressed, and what benefits a solution could bring; record their responses and a list of materials that the book asks them to consider (p. 30). Guide students to justify their choices with clear reasons and assess their ability to connect a problem, a solution, and a sequence of events. | Official textbook, Community Projects, pp. 29–30, Notebook, Board, Markers |
| Friday | Open by asking how a writer can make a community-history narrative understandable to a reader, then guide small groups to consult the narrative-text information identified in the textbook: narrator, characters, setting, time, linear narrative structure, circular narrative, and in medias res (p. 31). Students then use the selected problem and the information gathered in class to draft their community account according to the planning scheme, showing the situation before the transformation and after the proposed solution (pp. 29–31). Support groups as they review their drafts collectively, revise them using teacher and peer feedback, and present the draft to classmates, following the book’s sequence (p. 32). Close with a brief reflection on how narrative structure helped them express their ideas orally, in writing, and creatively; assess organization, relevant details, and constructive participation. | Official textbook, Community Projects, pp. 29–32, Notebook, Pencils, Board, Markers |
Producto: Collaborative draft of a community-history narrative showing a transformation from before to after.
Instrumento de evaluación de contenidos, PDA y producto del proyecto:
| Criterios de evaluación | Logrado | En proceso | Falta por consolidar |
|---|---|---|---|
| Identifies the narrator, characters, setting, and time in the model narrative and uses relevant details to explain its meaning | |||
| Organizes the community-history draft in a comprehensible sequence that shows the selected problem and the transformation before and after a solution | |||
| Communicates ideas orally with clarity, listens respectfully, and contributes relevant information during collaborative planning and revision | |||
| Uses writing and illustration to represent community details and support the reader’s understanding of the narrative | |||
| Revises the draft in response to teacher guidance and peer feedback while maintaining the project’s planned focus |
Antes de descargar
Datos, propósito y contenidos
- Guide students in recognizing the characteristics and purpose of narrative texts as they develop an account of their community’?
- Narration of past and present events.
Actividades, producto y evaluación
- Official textbook, Community Projects, p. 23, Official textbook, Community Projects, p. 24, Board, Markers, Notebook, Official ?
- Collaborative draft of a community-history narrative showing a transformation from before to after.
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Preguntas frecuentes sobre esta planeación
¿Para qué grado y semanas está diseñada esta planeación?
Está diseñada para tercer grado, la semana 11 de noviembre de 2026, dentro del ciclo escolar 2026–2027.
¿Qué metodología utiliza la planeación?
La secuencia utiliza community project-based learning, adapted to the classroom setting. 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.
