Didactic Unit:

EXORDIO

By: DIEGO VANEGAS MORENO

Teaching English in Early Childhood Education - Course 2

Teacher: Catalina Norato Cern

Date of presentation: 28 MARCH 2016

1. Topic:
Storybook characters
2. Justification

This proposal is generated considering a basic way to help students acquire

reading and writing tools in a more simple way through assimilation and
appropriation of texts through implicit dynamics in the same development sessions
so that they can interact and enrich their vocabulary. Given this, it is to assess
writing from his productions, from the texts that will work as a fundamental tool
for cognitive development, for the construction of written and even more
important productions, his training as a people, responding well to the need a
process of construction semantics (meaning).
3 How is the topic related to the basic general guidelines
Learning situations conducive to language development. The pedagogical
work forward in the area should include the generation of expe-rience
significant for students in the exploration and use of the different
manifestations of language, verbally promote and nonverbal, so that
assume and incorporate, consciously, intentionally and creatively, in their
daily interactions with different purposes: descriptive, informative,
purposing, expressive, recreational, argumentative, among others.
4. Students profiles and educational place description
The teaching unit aims carried out with sixth grade students of Colegio San Isidro
Labrador, students whose edadees start around 11 and 13 years. This educational
institution is private, with environmental emphasis, located in the municipality of
Cajic, Cundinamarca. It is a middle-class school, and the level of English is quite
low. In plants not found technological resources, however when developing
activities in different environments is privileged by its facilities.
5 Objectives

Strengthen through socialization and forms for the appropriation of their learning
processes participation.
6. Methodology
This teaching unit will be made in order to help students to enrich their
vocabulary in the area of English through activities that facilitate its readers

writers competition. For its development it arises do it in two sessions each with
three activities as follows

7. Resources

Flashcard
TV
Video beam
Colors
Locker room

8. Lesson Plan Development

The activities are designed for students to know the diversity of characters that
have children's stories and practical way, have an approach to reading. Activities
to develop are character recognition and interpretation .
LESSON PLAN
Lesson No. 1
Teacher:

Vocabulary:

Subject: English

DIEGO VANEGAS

Fantastic characters

Topic: Fantastic

ada

characters

ogre
Unicorn
witch
princess
Cyclops
Minotaur
Grade: six
Materials: virtual flashcards
Time: Half an hour
Objectives: Recognize the physical characteristics of each character
presenta tin:
Summer students each recognizing characters first, then they will have to
perform a physical description of each of them and finally will give you a
function within a story they create.
Practice:
Good morning:
1. The following flash card recognizes seven characters in children's stories.
2. Look a leaf.
3. In the sheet write most of the characteristics to notice each character.

4. Now describe the personality (function of each character)

5. Fit your description each creates a story with these characters.
6. Stories will serve us for, next activity.
Production:
According to the characteristics of each of the characters is the importance
of imagination in children's stories. And I felt when writing its own history.

LESSON PLAN
Lesson No. 2
Teacher:

Vocabulary:

Subject: English

DIEGO VANEGAS

Fantastic characters

Topic:

ada

Representation of

ogre

fantastical

Unicorn

characters

witch
princess
Cyclops
Grade: six

Minotaur
Materials: virtual story-book

Time:

Name of book: A tale that was not

Three hour

right
Objectives: Generate interest towards reading
Pre-reading activity:
Taking into account the stories of the previous activity, together we will
select the one that we see fit. Common agreement then each student will
select one of the characters in the story, would see the history-book and
history according identify each selected character.
While-reading activity:
1. Read stories from the previous activity.
2. Selection of the best story
3. Designate characters.
4. Reading history book.
5. Identify the characteristics of each character, according to the story and
the contrast with which they propose.
6. Representation of the story to a smaller degree
three
Post-reading activity:

It is investigated that felt every student in designing and generating

children's stories as well as reading them