“JOSÉ MA” ELEMENTARY SCHOOL.

MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Degree and
SUBJECT Spanish 5° TIME Week . From April 9 to 20
group
APPROACH Development of communicative skills through the use of social language practices.
Write a play with characters from 4
SOCIAL LANGUAGE PRACTICE BLOCK
narrative texts.
AMBIT Literature. KIND OF TEXT Dramatic.
EXPECTED LEARNING TOPICS FOR REFLECTION
• Know the structure of a play. Understanding and interpretation
• Identify the characteristics of a • Dialogues and forms of intervention of a character in the plot.
character from descriptions, Properties and types of texts
dialogues and their participation in • Structure and function of theatrical scripts (plot, characters, scenes, acts, among others).
the plot. • Punctuation used in plays.
• Adapts the expression of his • Adjective phrases to describe characters.
dialogues, according to the • Stereotypes in the construction of characters.
intentions or characteristics of a Knowledge of the writing and spelling system
character. • Correspondence between the punctuation and the intention given in the dramatized reading.
• Use correct punctuation to • Conventional spelling and punctuation.
organize the dialogues in a theatrical Syntactic and semantic aspects
work, as well as to give the required • Writing notes (intentions, participation and characteristics).
intention to the dialogue.

GENERAL PURPOSES OF THE SUBJECT

• Participate efficiently in various oral communication situations.
• Read various types of text comprehensively to satisfy their information and knowledge needs.
• Participate in the original production of various types of written text.
• Consistently reflect on the characteristics, functioning and use of the writing system (graphic, orthographic, punctuation and morphosyntactic aspects).
• Identify, analyze and enjoy texts from various literary genres.

CURRICULAR STANDARDS
1.3. Understands the central aspects of a text (theme, events, plot, characters involved).
1.9. Identify the characteristics of descriptive, narrative, informative and explanatory texts, based on their graphic distribution and their communicative
function and adapt their reading to the characteristics of the writings.
1.15. Identify and use the function of punctuation marks when reading: period, comma, colon, semi-colon, exclamation marks, question marks and
accentuation.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

4.1. He conventionally uses question and exclamation marks, hyphens to introduce dialogue, as well as semicolons in his writing.
5.6. Expand your knowledge about literary works and begin to identify your preferences in this regard.

COMPETENCES THAT ARE FAVORED

• Use language to communicate and as an instrument to learn.
• Identify the properties of language in various communicative situations.
• Analyze information and use language for decision making.
• Value the linguistic and cultural diversity of Mexico.
SEQUENCE OF ACTIVITIES
START:
Session 1 (1 hour and 30

What the students know .

 Read a classic story aloud to students, applying the main reading strategies: prediction, anticipation, confirmation, inference.
 Ask them about the events that happened in the story and ask them to mention other stories that they know.
minutes)

DEVELOPMENT:
 Read page 129 about the best-known classic stories and comment on the characteristics of the characters. Mention the
adjectives that describe them: good, bad, lazy, nice, etc.
 Copy the chart on page 130 into your notebook to describe the characters in the stories.
CLOSING:
 Share what you wrote down in the table and reflect on why in these types of stories there is always a good character and a bad character?
START:
 Ask students what a stereotype is and how it applies to characters in stories. Give some examples.
Session 2 (1 hour and 30

DEVELOPMENT:
The characters of the stories.
minutes)

 Read the plot of the play: The Frog Prince. Note that it is divided into acts.
 Comment: What is the act you read about? Are all the characters bad? Are they all good? How do they describe a princess? And
a witch?
 Make a list of characteristics of a bad character and a good character.
 Share at the end.
CLOSING:
 Ask why acts are presented? How do we differentiate a story from a play? Reflect.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
Session 3 (1 hour and 30

 Ask if they have seen or read a play. Comment what you have seen.
DEVELOPMENT:
minutes)

 Read among several students: Flowers for mom. P. 132, where do the events occur? Why do you need to know what staging is required?
What characteristics does each character have?
 Describe the characteristics of the play presented. Yes there is narration, characters, dialogues, directions. Underline each one in the book in
a different color, for example: the notes in red, the characters in blue, the dialogues in green, the narration in purple, etc.
CLOSING:
 Discuss with the rest of the group and share what you have prepared.
START:
 Ask students do they remember what question marks and exclamation marks are?
Session 4 (1 hour and 30

 Send several volunteer students to the board to write down phrases with those signs. Socialize.
DEVELOPMENT:
minutes)

Second act. P. 133.

 Identify some characteristics of the works. Some written in verse and others in acts and scenes.
 In teams, write the second act of the play "The Frog Prince." Format it as a play.
 Analyze the importance of punctuation marks when writing a work: stage directions, dialogue script, exclamation marks,
question marks, etc.
CLOSING:
 Compare the work with the rest of the equipment.
REFERENCES AND TEACHING RESOURCES
 Text book. P. 128 to 133.
 Classic story books.
 Books in the classroom library.
EVALUATION AND EVIDENCE
Discussion and analysis of the characteristics of the characters in narrative texts (stories, legends or fables).
Descriptive table of the characters of the texts they read.
Notes in the notebook.
Identification of some characteristics of the works.
Writing an act in the format of a play.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
Session 1 (1 hour and 30

 As a group, propose ideas for a new story involving some prototypical characters from stories, fables or legends.
DEVELOPMENT:
A new story, fable or legend. P. 134.
minutes)

 Choose the setting (place and time) where the events will happen.
 Write a general outline of the plot, including a description of events, characters, space and time.
 Review the plot trying to make it clear what the setting is in each scene.
 Divide the argument into acts.
CLOSING:
 Share what you have prepared.
START:
 Show the progress and remember the parts of a play.
Session 2 (1 hour and 30

DEVELOPMENT:
The theater script, scene by scene.
minutes)

 Divide tasks into teams. Each team will write each of the acts. Take into account the considerations on page 135 of
your textbook.
 When writing they must consider: what characters participate? What scenery do they need? What noises should be heard? Should
everything be silent? etc.
 It is suggested not to use long speeches, but rather short dialogues.
CLOSING:
 Show the progress of your act to other teams.
START:
 Ask if they already have the act of the play that the teams had to write. Organize the teams in the order of their action.
Session 3 (1 hour and 30

DEVELOPMENT:
The complete script. P. 135.
minutes)

 Integrate all the acts and review the work among the entire group.
 Perform a dramatized reading of the entire work.
 Fix bugs between scenes.
 Pay attention to suggestions and make changes if necessary.
 Clean the theater script.
CLOSING:
 Share reading what was prepared. Clarify possible doubts.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 Check if the students are missing something to complete and support them in it.
Session 4 (1 hour and 30

DEVELOPMENT:
Final product.
minutes)

 With the help of the teacher, designate tasks to carry out the play.
 Prepare invitations or posters for those who want to be invited to the dramatized reading.
 Distribute the characters and do rehearsals prior to the presentation.
 Agree on the date of the presentation and carry it out with all formality.
 Carry out your presentation.
CLOSING:
 Make a co-evaluation and self-evaluation of what was presented.
REFERENCES AND TEACHING RESOURCES
Text book. Pages 134 to 137.
EVALUATION AND EVIDENCE
• Planning scheme for a play based on the texts read.
• Drafts of the play, which meet the following characteristics:
--Coherent dialogues in relation to the plot.
--Characterization of the characters.
--Notes and punctuation marks to mark the characters' intentions.
Final product
• Dramatized reading of the play written by the students.
CURRICULAR ADAPTATIONS

GENERAL REMARKS
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Degree and
SUBJECT Math 5° TIME Week . From April 9 to 20
group
Use of sequences of problematic situations that arouse the interest of students, that allow them to reflect and construct
APPROACH
differentiated ways to solve problems using reasoning as a fundamental tool.
BLOCK 4 CHALLENGES 65. Riddles, 66. Correction of errors, 67. Which one? and 68. Flags of America.
AXIS CONTENTS DIDACTIC INTENTION
Multiplicative problems That students:
Sense and
Algebraic
Number

thinking

• Analysis of the relationships  Note that if a number is added, subtracted, multiplied or divided by another number, and then the
between multiplication and inverse operation is applied to the result with the same number, the original number is obtained.
division as inverse operations.  Solve problems that involve applying the properties of multiplication and division.
Spacial location That students:
measuremen
Shape, space

• Interpretation and description  Consider the need to establish reference points to locate objects in a given space.
and

of the location of objects in  Locate objects in a given space, given some reference points.
t

space, specifying two or more

reference points.
GENERAL PURPOSES OF THE SUBJECT
That students:
 Use mental calculation, estimating results, or written operations with natural numbers, as well as addition and subtraction with fractional and
decimal numbers to solve additive and multiplicative problems.
 Use and interpret various codes to orient yourself in space and locate objects or places.
CURRICULUM STANDARDS
1.1. Multiplicative problems.
1.3.2. Solve problems that involve multiplying or dividing fractional or decimal numbers between natural numbers, using conventional algorithms.
2.2. Spacial location.
2.2.1. It uses conventional reference systems to locate points or describe their location on plans, maps and in the first quadrant of the Cartesian plane.
COMPETENCES THAT ARE FAVORED
Solve problems autonomously. Communicate mathematical information. Validate procedures and results. Manage techniques efficiently.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 Ask students if they know the relationship between multiplication and division.
 Make notes on the board corresponding to the differences and similarities between multiplication and division.
 Ask students to get into pairs to do the following exercises. Example:
What number is obtained if I multiply 10 by 6 and then subtract 350?
Name a number that, when subtracted from 30, results in 135.
What number is obtained by dividing 250 by 36 and multiplying it by 4?
 Discuss in plenary the results obtained by each team and resolve any doubts that arise.
DEVELOPMENT:
Session 1 (1 hour and 15 minutes)

 Ask students to work in pairs to solve the exercises posed in challenge 65 . By developing the activities of this challenge, students will
recognize that if another number is added, subtracted, multiplied or divided, and the result is applied the inverse operation with the
same number, the original number is obtained. L.T. P. 121 to 122.
 Socialize the results and procedures implemented.
CLOSING:
 Give the students an activity like the following, where from a given number they must find an addition, subtraction, division or
multiplication that gives you that same amount. Example:
Find 2 sums that equal 136.
Find 3 divisions that result in 25.
Find 3 subtractions that give 27.
Find 5 multiplications that result in 295.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 In pairs, solve some multiplicative problems like the following:

 Socialize procedures and results of problems. With the support of the teacher, determine if they obtained the correct result.

DEVELOPMENT:
Session 2 (1 hour

 In teams , solve task 1 of challenge 66 of the textbook. During the development of this activity they will learn to solve problems that
and 15 minutes)

involve applying the properties of multiplication and division. L.T. P. 123 to 124.
 Socialize procedures and results. With the support of the teacher, determine if they obtained the correct result.

CLOSING:
 In binas , solve task 2 of challenge 66. Later exchange the books with other classmates to compare results. L.T. P. 125.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 Orally, give instructions on the location of objects within the classroom so that the students can locate them.
 Ask them to give directions to the group to locate others.
DEVELOPMENT:
 Individually , solve challenge 67 of the textbook, determining the location of various objects presented. L.T. P. 126 to 127.
CLOSING:
 Solve a printed exercise like the following:
Session 3 (1 hour and 15 minutes)
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 In pairs, carry out the activities in challenge 68 of the textbook. Students must write instructions to locate a chosen flag. When
exchanging the book, they must determine, based on the prompts, which flag their partner chose. L.T. P. 128 to 129.
DEVELOPMENT:
 Go out to the court or patio and place objects around. Students must form two teams and choose 10 of the objects already located in
the environment, then write instructions on cards. Subsequently, the teams will exchange the written instructions. The team that
manages to locate all of the opponent's objects first wins.
Session 4 (1 hour and 15 minutes)

CLOSING:
 Give students a photocopy where they will have to describe the location of some objects. Example:

a) Where is the dog?

b) What object do I find under the table?
c) Where is the tree located?
d) It is an object that is on top of the table:
e) Where do I find the table?
 Socialize the activity to identify the description that students make when identifying objects.
REFERENCES AND TEACHING RESOURCES
Mathematical challenges book. P. 121 TO 129.
Printed exercises.
EVALUATION AND EVIDENCE
Observation and analysis of the participation and strategies used by students in carrying out the activities.
Exercises in the notebook and in the textbook.
Solving problems that involve applying the properties of multiplication and division.
Oral and written descriptions to locate objects in a given space.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Degree and
SUBJECT Math 5° TIME Week . From April 9 to 20
group
Use of sequences of problematic situations that arouse the interest of students, that allow them to reflect and construct
APPROACH
differentiated ways to solve problems using reasoning as a fundamental tool.
BLOCK 4 CHALLENGES 69. How tall is it?, 70. Let's make it easier and 71. Let's abbreviate operations.
AXIS CONTENTS DIDACTIC INTENTION
Extent That students:
measuremen
Shape, space

• Construction and use of a formula  Obtain a formula to calculate the perimeter of a rectangle.
and

to calculate the perimeter of  Obtain a formula to calculate the perimeter of regular polygons.
polygons, either as a result of the  Obtain a formula to calculate the perimeter of irregular polygons.
sum of sides or as a product.
GENERAL PURPOSES OF THE SUBJECT
That students:
 Know and use the basic properties of angles and different types of lines, as well as the circle, triangles, quadrilaterals, regular and irregular
polygons, prisms, pyramids, cones, cylinders and spheres when making some constructions and calculating measurements.
CURRICULAR STANDARDS
2.3.2. Use formulas to calculate perimeters and areas of triangles and quadrilaterals
COMPETENCES THAT ARE FAVORED
Solve problems autonomously. Communicate mathematical information. Validate procedures and results. Manage techniques efficiently.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 Through brainstorming comments, create a definition for the concept of perimeter and write it in your notebook.
 Show some figures and, as a team , create a formula to calculate their perimeter. For example:
Session 1 (1 hour and 15 minutes)

 Share the formulas with the group and, with the teacher's help, determine if they are correct.

DEVELOPMENT:
 Organized in teams , solve the activities of challenge 69 of the textbook, consisting of calculating the perimeter in a problematic
situation . L.T. P. 130.
 Socialize the results and procedures used.

CLOSING:
 Individually, calculate the perimeter of different figures, applying the formulas previously analyzed. For example:

15cm 22cm

13cm
12cm
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 Organized in teams , carry out the activities of challenge 70 of the textbook. In this, students must calculate perimeters in problematic
situations and create formulas using the mathematical tools and knowledge they have.
 Socialize procedures and results. L.T. P. 131 to 132.

DEVELOPMENT:
 With your team , solve problems like the following:
Session 2 (1 hour and 15 minutes)

1. Paola has a rectangle-shaped pool with the following measurements: 45 m long and 20 m wide. If they will put wire around it, how
many meters of wire do you need?____.
2. Draw a figure whose perimeter is 45 cm.
3. Mariana needs to decorate with lace a tablecloth that has the shape of a rectangle and has the following measurements: 6.7 m
long and 3.2 m wide. How many meters of lace does Mariana need? _______.
4. José makes wooden frames and needs to frame a photograph that has the following measurements: it has 4 sides and each of its
sides measures 7 cm. How much wood does he need to make his frame?______.
5. Obtain the perimeter of the following figure.

12cm

CLOSING:
 Socialize the procedures implemented and the results obtained in the problems. If necessary correct errors.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 In pairs , solve the activities of challenge 71 of the textbook, in which students must develop formulas to obtain the perimeter of
different figures. L.T. P. 133 to 135.

DEVELOPMENT:
 With the mathematical tools they have, in teams create a form to obtain perimeters of different figures. For example:
Session 3 (1 hour and 15 minutes)

CLOSING:
 Obtain the perimeter of different figures in an activity like the following:

Figure Measures Operations Perimeter

“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 Organized in teams , obtain the perimeter of different objects and figures in the classroom (the teacher must provide measuring
instruments such as measuring tapes or rulers), for example:

OBJECT FORMULA USED PERIMETER

PINTARRON
DESK
WINDOWS
FLOOR
REAR WALL

DEVELOPMENT:
Session 4 (1 hour and 15 minutes)

 With your team , solve problems by obtaining perimeters. For example:

CLOSING:
 Socialize the procedures implemented in solving problems and the results obtained.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

REFERENCES AND TEACHING RESOURCES

Mathematical challenges book. P. 130 to 135.
Printed exercises.
Measuring instruments (measuring tapes, rulers).
EVALUATION AND EVIDENCE
Observation and analysis of the participation and strategies used by students in carrying out the activities.
Exercises in the notebook and in the textbook.
Obtaining formulas to calculate perimeters.
Solving problems calculating perimeters.

SUBJECT natural Sciences Degree and 5° TIME Week . From April 9 to 20

“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

group
Basic scientific training based on a teaching methodology that allows improving learning processes; in conjunction with the
APPROACH
development of skills, attitudes and values.
4 Why do things transform? The movement of things, of sound in materials, of electricity in a circuit and of the
BLOCK
planets in the solar system.
ISSUE The operation of the electrical circuit and its operation.
EXPECTED LEARNING
• Explains the operation of an electrical circuit based on its components, such as conductors or insulators of electrical energy.
• Identify the transformations of electricity in everyday life
CONTENTS
How do I make an electrical circuit?
• Operation of an electrical circuit and its components – battery, cable and light bulb.
• Conductive and insulating materials for electric current.
• Electrical circuit applications.
• Transformations of electricity in everyday life
GENERAL PURPOSES OF THE SUBJECT
• Recognize science and technology as processes in permanent updating, with the scope and limitations of all human construction.
• Interpret, describe and explain, using models, some natural phenomena and processes close to their experience.
• Identify some interactions between objects in the environment associated with physical phenomena, in order to relate their causes and effects, as well
as recognize their applications in everyday life.
• Identify properties of materials and how their transformations are used in various human activities.
CURRICULAR STANDARDS
1.9. Identify some effects of the interaction of objects related to force, movement, light, sound, electricity and heat.
1.10. Identify some manifestations and transformations of energy.
2.3. Identifies the use of optical and electrical devices, simple machines, materials and food preservation, both in human activities and in the satisfaction
of needs.
3.3. Plan and carry out experiments that involve the management of variables.
3.4. Explains how the conclusions of a scientific investigation are consistent with the data and evidence.
.5. Design, build and evaluate devices or models applying the necessary knowledge and material properties.
COMPETENCES THAT ARE FAVORED
 Understanding natural phenomena and processes from a scientific perspective.
 Making informed decisions to care for the environment and promote health oriented to the culture of prevention.
 Understanding the scope and limitations of science and technological development in various contexts.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
Previous knowledge.
 Ask the students: what happens when lightning strikes? Do you see the light first or hear it first? Discuss the experiences
Session 1 (1 hour and 30 minutes)

and reach a conclusion.

 Read pages 113 and 114 in relation to electrical energy and the safety measures shown regarding accidents due to the
handling or breakdown of electronic devices.
DEVELOPMENT:
Build an electrical circuit . P. 114
 Get all the necessary materials by team or group: light bulb, socket, battery, cables, scissors, tape (check the book for
details).
 Cut the wire into two equal parts and form the circuit as shown in the image on page 114 of your textbook.
 Connect and separate the end of one of the wires connected to the battery and observe what happens.
CLOSING:
 Comment: What is each of the circuit materials for? What happens when you remove one of the cables? What function does
a switch have like the ones in your house?
 Order material for the next class: electrical circuit, nail, piece of wood, aluminum foil, plastic, paper, coin, graphite,
cardboard, paper clip, wood.
START:
 Ask students: Can electricity travel through any material? What are cables made of? What material do they have inside? Comment.
DEVELOPMENT:
Conductors or insulators? P. 115
Session 2 (1 hour and 30 minutes)

 Gather the materials as a team (electric circuit, nail, piece of wood, aluminum foil, plastic, paper, coin, graphite, cardboard,
paper clip, wood).
 Follow the instructions in the book very well to avoid an accident. It is suggested to do this activity in a group way and
supporting the student.
 Using the electrical circuit created in the previous class, remove one of the ends of the cable connected to the battery and
use each of the materials brought to the room as a bridge between the cable and the battery (piece of wood, aluminum foil,
plastic, paper , coin, graphite, cardboard, paper clip, etc.) with the intention of observing what happens.
 Record in a table if the light bulb turned on and if the material used is an insulator or conductor, as the case may be.
 Discuss as a group why the spotlight turned on with some materials and not with others?
 Look at the materials on page 116 and see how some are insulators and others are conductors.
 Identify the characteristics of each one, what they are made of and what is the reason for their difference.
CLOSING:
 Read page 116 to define the properties of these materials.
 Comment and analyze how heat produces movement and this in turn energy. Page 117.
REFERENCES AND TEACHING RESOURCES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

 Textbook page 113-117. Block 4. Topic 2.

 Gather the materials for the activity: light bulb, socket, battery, cables, scissors, tape, electrical circuit, nail, piece of wood,
aluminum foil, plastic, paper, coin, graphite, cardboard, paper clip, wood (check the book for details ).
EVALUATION AND EVIDENCE
Observation and analysis of participation, production and development of activities.
Notes in the notebook.
Recording of the results when carrying out each experiment.
Conclusions on the operation of an electrical circuit from its components, such as conductors or insulators of electrical energy.

Degree and
SUBJECT natural Sciences 5° TIME Week . From April 9 to 20
group
Basic scientific training based on a teaching methodology that allows improving learning processes; in conjunction with the
APPROACH
development of skills, attitudes and values.
4 Why do things transform? The movement of things, of sound in materials, of electricity in a circuit and of the
BLOCK
planets in the solar system.
ISSUE Description of the solar system.
EXPECTED LEARNING
Describes the characteristics of the components of the Solar System.
CONTENTS
What is our Solar System like?
• Modeling of the Solar System: Sun, planets, satellites and asteroids.
• Contributions to the knowledge of the Solar System: geocentric and heliocentric models.
GENERAL PURPOSES OF THE SUBJECT
• Recognize science and technology as processes in permanent updating, with the scope and limitations of all human construction.
• Interpret, describe and explain, using models, some natural phenomena and processes close to their experience.
• Identify some interactions between objects in the environment associated with physical phenomena, in order to relate their causes and effects, as well
as recognize their applications in everyday life.
• Identify properties of materials and how their transformations are used in various human activities.
• Integrate and apply their knowledge, skills and attitudes to look for solution options to common problems in their environment.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

CURRICULAR STANDARDS
1.9. Identify some effects of the interaction of objects related to force, movement, light, sound, electricity and heat.
1.11. Describes the formation of eclipses and some characteristics of the Solar System and the Universe.
3.2. Apply skills necessary for scientific investigation: answer questions or identify problems, review results, record data from observations and
experiments, construct, approve or reject hypotheses, develop explanations and communicate results
3.3. Plan and carry out experiments that involve the management of variables.
3.4. Explains how the conclusions of a scientific investigation are consistent with the data and evidence.
3.5. Design, build and evaluate devices or models applying the necessary knowledge and material properties.
3.6. Communicates the results of observations and investigations using various resources, including symbolic forms such as diagrams, graphs and
exhibitions, as well as communication and information technologies.
4.1. Expresses curiosity about natural phenomena and processes in a variety of contexts and shares and exchanges ideas about them.

COMPETENCES THAT ARE FAVORED

 Understanding natural phenomena and processes from a scientific perspective.
 Making informed decisions to care for the environment and promote health oriented to the culture of prevention.
 Understanding the scope and limitations of science and technological development in various contexts.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
Previous knowledge.
 Talk with students about the solar system: what do they know? What do they remember? What makes it up? Are we unique
in space?
 Watch video of the universe to motivate students even more on the topic:
http://www.youtube.com/watch?feature=endscreen&v=hX-hwFtAcOw&NR=1
DEVELOPMENT:
Session 1 (1 hour and 30 minutes)

 Read pages 131 to 133 about the components of the solar system (The Sun and the eight planets). Comment.
 Form a conceptual map, while analyzing each topic.
 Draw the solar system in the notebook.
Find its distance . P. 133
 Look at the image of the solar system on the page and investigate the distance of each planet from the Sun.
 Make a table with the data obtained from the investigation.
The distances between the planets and the Sun. P. 134
 Obtain the material in teams and work on a scale according to the instructions, taking 1 centimeter for every 10 million km.
(see the distance in centimeters in the book).
 Exhibit work outside the classroom.
 See the following link about the size of planets and stars: http://www.youtube.com/watch?v=e7TakvKXBg0&feature=related
 Read pages 135 to 138 of the textbook regarding satellites and asteroids. Make a concept map in your notebook. It can be
teams, binaries or individuals, depending on the characteristics of the group.
CLOSING:
Inseparable companions . P. 139
 Investigate the number of natural satellites that each of the planets has and make a table with the data obtained.
 Do a commented reading about “science and its links.” Comment in group.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
Observation of the night sky . P. 141
 Answer the following questions in your notebook: have you seen the planets in the sky? Can you identify any of them? What
details of the Moon can be seen with the naked eye? Share answers at the end.
DEVELOPMENT:
The following link is just a suggestion, on how to make a homemade telescope.
http://www.youtube.com/watch?v=MqDaGoy4QLg
Session 2 (1 hour and 30 minutes)

 Make a summary of what you learned in this topic and share your reflections.
 Read the topic “the importance of the invention of the telescope for understanding the solar system” and “instruments for
observing the sky” page. 143 to 146.
 Comment on the importance of discoveries and their inventors.
Before and after Galileo . P. 147
 Make a timeline to easily understand how all the events happened.

Reread the topic “instruments for observing the sky” and order the events.
 Also research Hubble and the Large Millimeter Telescope.
 After all the students brought information on their own, socialize it and watch the following video about the GTM (Large
Millimeter Telescope):
http://www.youtube.com/watch?v=eS2KpDMk0Hg&feature=related
CLOSING:
 Make the necessary comments and review now the following video about how the Hubble telescope was created and located
in space.
http://www.youtube.com/watch?v=C99n_eFTjXo&feature=endscreen&NR=1
 At the end each team will explain their timeline.
REFERENCES AND TEACHING RESOURCES
 Topic located in the natural sciences textbook on page 131-147 Block 5, topic 1.
 Suggested videos on the Internet.
 Tape measure, 5m of thread, 2 sheets of cardboard, adhesive tape, colored markers.
 Various materials to make a homemade telescope.
EVALUATION AND EVIDENCE
Observation and analysis of participation, production and development of activities.
Notes in the notebook.
Conceptual map of the Solar System.
Representation of the solar system.
Synoptic table or conceptual map about satellites and asteroids.
Research on the number of natural satellites that each of the planets has and make a table with the data obtained.
Timeline to organize the events of discoveries in the Solar System.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Degree and
SUBJECT Geography 5° TIME Week . From April 9 to 20
group
Study of geographical space from a formative perspective, based on the comprehensive development of concepts, skills and
APPROACH attitudes. Starting from basic knowledge of geography, students will build a global vision of space by recognizing the relationships
between its natural, social, cultural, economic and political components.
BLOCK 4 Socioeconomic characteristics of the world
MAIN THEME Economical components LESSON 2 How are natural resources transformed?
EXPECTED LEARNING
• Recognizes the distribution of mineral and energy resources, as well as the main industrial spaces on the continents.
CONTENTS
• Distribution of mineral and energy resources on the continents.
• Distribution of the main industrial spaces on the continents.
GENERAL PURPOSES OF THE SUBJECT
• Recognize the distribution and relationships of the natural, social, cultural, economic and political components of the geographic space to characterize
their differences at the local, state, national, continental and global scales.
COMPETENCES THAT ARE FAVORED
Reflection of socioeconomic differences.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
What children know.
 Read the letter that Federico sends to Jimena from Germany and comment.
 Remember what a raw material is.
 Ask students to brainstorm all the raw materials they know. Write them on the board.
 Make a definition of what raw material is and draw one or two examples.
DEVELOPMENT:
Activity. Page 119.
Session 1 (1 hour and 30 minutes)

 Each student chooses a raw material and explains how it is transformed, where it is transformed or what is made with it.
 Guide students to recognize the industry as a secondary activity (transformation of raw materials).
 Carry out the process of making a product from raw material to becoming a useful product. Color the drawings of the process.
 Analyze light and heavy industry by drawing examples or using clippings of them. Page 120 and 121.
Let's explore. P. 121
 Look at the map on page 99 of the World Geography Atlas and in your notebook write the name of some countries according to the
type of industry they have.

Answer: Which continent concentrates the most heavy industry? What is the distribution of light industry in the world? Where is heavy
industry concentrated on the American continent? What type of industries are located in our country?
 Share the answers in plenary.
 Analyze the 4 industrial regions. Page 122 and 123 of your textbook.
 Answer some questions about why some countries industrialize each other, etc.
 Prepare with drawings a process of a product made by manufacturing. Define what the manufacturing industry is.
CLOSING:
 Observe the following link to see the manufacturing process of a vehicle:
 https://www.youtube.com/watch?v=o_pZZQvizAA
 Comment regarding the video.
 Let's apply what we learned. Page 125.
REFERENCES AND TEACHING RESOURCES
Text book. Pages 119 to 125.
World Geography Atlas.
Planispheres and colors.
Suggested links.
Magazine clippings.
EVALUATION AND EVIDENCE
Observation and analysis of the students' participation in carrying out the activities.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Notes in the notebook.

Definition of what raw material is and drawing one or two examples.
Drawings with the process of making a product from raw material to becoming a useful product.
Location and classification of some countries in relation to the type of industry that prevails in them.
Prepare with drawings a process of a product made by manufacturing.
Definition of what the manufacturing industry is.

Degree and
SUBJECT Geography 5° TIME Week . From April 9 to 20
group
Study of geographical space from a formative perspective, based on the comprehensive development of concepts, skills and attitudes.
APPROACH Starting from basic knowledge of geography, students will build a global vision of space by recognizing the relationships between its
natural, social, cultural, economic and political components.
BLOCK 4 Socioeconomic characteristics of the world
MAIN THEME Economical components LESSON 3 How do the services and products reach me?
EXPECTED LEARNING
• Relates road, rail, sea and air networks to trade and tourism on the continents.
CONTENTS
• Main road, railway, sea and air networks on the continents.
• Distribution of the main ports, airports, cities and tourist places on the continents.
• Relationships of transport networks with commerce and tourism on the continents.
GENERAL PURPOSES OF THE SUBJECT
• Recognize the distribution and relationships of the natural, social, cultural, economic and political components of the geographic space to characterize
their differences at the local, state, national, continental and global scales.
• Acquire concepts, skills and attitudes to build national identity through recognition of the natural, social, cultural and economic diversity of geographical
space.
COMPETENCES THAT ARE FAVORED
Reflection of socioeconomic differences.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
What children know.
 Read the letter that Valeria sends to Nina where she describes Bangkok. Comment.
 Comment on commerce, transportation and tourism: how do they get to school? Do they use a vehicle or walk? How do the products
they consume reach their community? Why are commerce, transportation and tourism activities? important for the Mexican and world
economy?
DEVELOPMENT:
Session 1 (1 hour and 30 minutes)

Activity. P. 127
 Find three products that are in your home, take the containers or wrappers to the salon.
 Gathered in pairs, locate the countries of origin of the products and mark it on a map.
 With arrows join those countries with Mexico, note the type of transportation that was used to get it to Mexico, try to draw a route.
 Guide students to distinguish that tertiary economic activities are not of primary necessity like primary and secondary ones, but they
provide relevant services, such as commerce, transportation or tourism. Text on pages 128 and 129.

Activity. P. 130.
 Read the notes on that page about agricultural imports.
 Answer the question in your notebook: what would happen if the roads that connect us to the United States were closed?
CLOSING:
 Comment about it and socialize. You can have a debate on the topic.

REFERENCES AND TEACHING RESOURCES

Text book. Pages 126 to 130.
World Geography Atlas.
Maps and colors.
EVALUATION AND EVIDENCE
Observation and analysis of the students' participation in carrying out the activities.
Notes in the notebook.
Location on a map of the countries where some products come from.
Conclusions on the importance of tertiary activities.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Degree and
SUBJECT History 5° TIME Week . From April 9 to 20
group
Formative nature that involves the development of skills that facilitate the search for answers to the questions of today's world, that
APPROACH contribute to understanding the present, planning the future and bringing the student closer to understanding reality and feeling part
of it as a historical subject.
BLOCK 4 From leaders to institutions (1920-1982).
Social security and the beginning of the demographic explosion.
ISSUE
Women and the right to vote.
EXPECTED LEARNING
• Explains the importance of social security and the causes of population growth.
• Recognizes the importance of granting women the right to vote.
CONTENTS
Topics to understand the period What elements favored or limited the development of Mexico after the Revolution?
Social security and the beginning of the demographic explosion.
Women and the right to vote.
GENERAL PURPOSES OF THE SUBJECT
• Establish relationships of sequence, change and multicausality to temporally and spatially locate the main historical events and processes of the place
where they live, the country and the world.
• Consult, select and analyze various sources of historical information to answer questions about the past.
• Identify common elements of societies of the past and present to strengthen their identity and know and care for the natural and cultural heritage.
COMPETENCES THAT ARE FAVORED
 Understanding historical time and space.
 Management of historical information.
 Formation of a historical consciousness for coexistence.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
Social security and the beginning of the demographic explosion .
 Ask the students, where do their parents take them when they get sick? Do they all go to the same place? How were these
IMSS, ISSSTE institutions created?
DEVELOPMENT:
 Read pages 137 to 139 about the institutions in charge of the health of Mexicans. Make a summary of the text in bins
analyzing the history of resources for health.
 Observe the sociodemographic indicators about the population of Mexico in some important cities.
Session 1 (1 hour and 30 minutes)

 It is also important to review how the population has changed with migratory movements from the countryside to the city.
Women and the right to vote.
 I understand and apply. Page 141. Read the texts about the positions for and against the political participation of women in
Mexico.

 Arrange the information in a table like the following:

Women's participation
Positions in favor Positions against

 Review what was noted as a group.

 See the following link about women's votes.
 https://www.youtube.com/watch?v=fTwtM4g4rGM
CLOSING:
 Make a collage on a cardboard as a team with magazine clippings showing the current participation of women in society, from household
activities to self-improvement activities and work outside the home. Display your poster board outside the room.
REFERENCES AND TEACHING RESOURCES
Text book. Pages 137 to 141.
Suggested video on the Internet.
Clippings from books and magazines.
EVALUATION AND EVIDENCE
Observation and analysis of participation, production and development of activities.
Notes in the notebook.
Synthesis analyzing the history of resources allocated to health.
Comparative table on the positions for and against women's right to vote.
Collage showing the current participation of women in society, from household activities to self-improvement activities and work outside the
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

home.

Degree and
SUBJECT History 5° TIME Week . From April 9 to 20
group
Formative nature that involves the development of skills that facilitate the search for answers to the questions of today's world, that
APPROACH contribute to understanding the present, planning the future and bringing the student closer to understanding reality and feeling part of
it as a historical subject.
BLOCK 4 From leaders to institutions (1920-1982).
Culture and the media: Literature, painting, cinema, radio, television and sports.
ISSUE
National education.
EXPECTED LEARNING
• Recognizes changes in culture and the importance of Mexico's participation in international sporting events.
• Recognizes the importance of education in the development of Mexico.
CONTENTS
Topics to understand the period What elements favored or limited the development of Mexico after the Revolution?
Culture and the media: Literature, painting, cinema, radio, television and sports.
National education.
GENERAL PURPOSES OF THE SUBJECT
• Establish relationships of sequence, change and multicausality to temporally and spatially locate the main historical events and processes of the place
where they live, the country and the world.
• Consult, select and analyze various sources of historical information to answer questions about the past.
• Identify common elements of societies of the past and present to strengthen their identity and know and care for the natural and cultural heritage.
COMPETENCES THAT ARE FAVORED
 Understanding historical time and space.
 Management of historical information.
 Formation of a historical consciousness for coexistence.

SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 Ask the students what programs they watch on television?, mention some, and on the radio, what station do they listen to? Will radio and
television be the same as before and now? What other means of communication have changed? Was there the internet before?
DEVELOPMENT:
Culture and the media: literature, painting, cinema, radio, television and
sport.
 Read pages 142 to 145 and get important features about some media, arts and sports. Support yourself with the following table:
Session 1 (1 hour and 30 minutes)

Media, arts or sports Prominent characters and

characteristics of the period from
1920 to 1980
Literature
Paint
Cinema
Radio
Television
Sport
See the following link about some commercials from the 70's. What products do we still use and which do we not?:
https://www.youtube.com/watch?v=RLZFoyX3uEk
National education .
 I understand and apply. Page 147. Ask students: why do they think education is important? Why is it necessary for the State to
provide education? Why was the creation of free textbooks important? Respond orally and comment.
CLOSING:
 Then read pages 146 and 147 and answer the previous questions in the notebook, verifying if what they had answered is true.
Share the answers as a group.
REFERENCES AND TEACHING RESOURCES
Text book. Pages 142 to 147.
Suggested video on the Internet.
EVALUATION AND EVIDENCE
Reflection questions. Observation and analysis of participation, production and development of activities.
Notes in the notebook.
Table showing the prominent characters and characteristics of the media, arts or sports of the time from 1920 to 1980.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Degree and
SUBJECT C and E Training 5° TIME Week . From April 9 to 20
group
Construction of personal identity and emotional and social competencies, assuming ethical positions and commitments linked to their
APPROACH
personal and social development, having human rights and democratic political culture as a frame of reference.
BLOCK 4 Democratic life and government.
LESSON 14 The Constitution: laws that protect our rights.
EXPECTED LEARNING
• Recognizes in the Constitution the Supreme Law that guarantees fundamental rights and supports democratic principles and values.
AMBIT CONTENTS
The Constitution: laws that protect our rights
Classroom What is a right? What rights do we Mexicans share? What laws and institutions protect them. Why is it said that the Constitution is the
Supreme Law of our country.
GENERAL PURPOSES OF THE SUBJECT
Know the fundamental principles of human rights, the values for democracy and respect for the laws to promote their ability to formulate ethical
judgments, as well as decision-making and responsible participation based on reflection and critical analysis of their situation. person, as well as
the world in which they live.
Acquire elements of a democratic political culture, through active participation in matters of collective interest, for the construction of inclusive,
equitable, intercultural and supportive ways of life that enrich their sense of belonging to their community, their country and humanity. .
COMPETENCES THAT ARE FAVORED
 Adherence to legality and sense of justice.
 Understanding and appreciation for democracy.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 Ask the students how the Constitution protects us? What articles do they know about it? Is the Constitution the same as in 1917 or has it
been modified? In what? How many articles does it have?
DEVELOPMENT:
Session 1 (1 hour)

 In teams or pairs, fill out the table on pages 138 to 140 with support from the book Know our Constitution. If you do not have the book, you
can consult it here:
http://recursosdidacti.blogspot.mx/2012/04/conoce-nuestra-constitucion.html
 In teams or pairs, choose one of the fundamental rights included in the table on pages 138 and 139. Identify in the Know Our Constitution
book the article that protects that right and write down what said article says, as well as the institutions related to that right.
 Meet in 5 teams to make a newsletter about the rights protected by the Constitution and the institutions that guarantee them.
 Each team will contribute something special to the formation of the newsletter. Detailed tasks on page 141 of the textbook.
CLOSING:
 Disseminate the newsletter in the school community. See newsletter examples. P. 142.
REFERENCES AND TEACHING RESOURCES
Text book. Pages 138 to 142.
Book Know our Constitution .
Sheets for preparing the bulletin.
EVALUATION AND EVIDENCE
Observation and analysis of participation, production and development of activities.
Notes in notebook and textbook.
Table with the fundamental rights included in the Constitution, as well as the institutions that guarantee them.
Newsletter.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Degree and
SUBJECT C and E Training 5° TIME Week . From April 9 to 20
group
Construction of personal identity and emotional and social competencies, assuming ethical positions and commitments linked to
APPROACH
their personal and social development, having human rights and democratic political culture as a frame of reference.
BLOCK 4 Democratic life and government.
LESSON 15 The responsibility of governing: a task for everyone.
EXPECTED LEARNING
• Compares different forms of government and recognizes democracy as an option that enables citizen participation and better coexistence.
AMBIT CONTENTS
The responsibility of governing: a task for everyone
Classroom What distinguishes democratic government from other forms of government. Why authority must have respect for the laws and the
dignity of people as the framework for its actions. How the government is integrated into the municipality, the entity and the country.
What possibilities do those who live in a democratic society have to relate to their rulers?
Why citizen participation is important for democratic governance.
GENERAL PURPOSES OF THE SUBJECT
Know the fundamental principles of human rights, the values for democracy and respect for the laws to promote their ability to formulate
ethical judgments, as well as decision-making and responsible participation based on reflection and critical analysis of their situation.
person, as well as the world in which they live.
Acquire elements of a democratic political culture, through active participation in matters of collective interest, for the construction of
inclusive, equitable, intercultural and supportive ways of life that enrich their sense of belonging to their community, their country and
humanity. .
COMPETENCES THAT ARE FAVORED
 Adherence to legality and sense of justice.
 Understanding and appreciation for democracy.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
The responsibility of governing is a task for everyone .
 Ask students: what distinguishes democratic government from other forms of government? What is its responsibility to citizens? How is
the government integrated into the municipality, the entity and the country? What advantages do those who Do they live in a
democratic society in their relationship with their rulers? Why are citizens an important component in democracy? Dialogue based on
the previous questions, writing down the answers on the board.
DEVELOPMENT:
 Describe by brainstorming what elections consist of, who participates in them and what their purpose is. Propose examples of some
electoral process that you have witnessed. Investigate why in our country rulers are chosen this way and if they have always been
chosen this way. Identify in the book Know our Constitution what other forms of government exist and highlight their differences with
democratic elections.
 After introducing the topic of governing, read page 144 about a plan between neighbors about finding an ideal place where the children
of a certain neighborhood can play. Comment on it.
 Read pages 145 and 146 about what government is and its history. Analyze the types of government and identify the one that exists in
our country: is it really democratic? Does it work for the people or for a few people?
 Analyze the definitions that Aristotle gives regarding democracy: which of the ones mentioned does Mexico have?
 Analyze as a group the diagram on page 147 about the advantages of democracy over other forms of government: is this really true in
Mexico?
Session 1 (1 hour)

 Review in depth pages 148 and 149 about the three powers of government, state and municipal government and citizen action. After
analyzing, answer the questions: what would happen if in Mexico a president decided to eliminate the other powers? What type of
government would it become? What is the sphere of government closest to the citizens? What decisions do we take action as citizens?
 Paraphrase the concept of democratic governance on p. 150 in the notebook.
 Make a table with actions in favor of children where the action, the responsibility of the municipality and the responsibility of the
citizens are noted. This will serve as a draft for the final product.
 Choose 5 of the most important actions that were mentioned in the previous exercise on the board and draw up an agenda among the
entire group. Support yourself with the page format. 151.
CLOSING:
 Check spelling and writing and do it on well-presentable white sheets, to deliver it to the director and in turn to the municipal or local
authority. Be on the lookout waiting for the response.
REFERENCES AND TEACHING RESOURCES
Text book. Pages 144 to 153.
Book Know our Constitution.
White sheets.
EVALUATION AND EVIDENCE
Observation and analysis of participation, production and development of activities.
Notes in notebook and textbook.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Identify in the book Know our Constitution what other forms of government exist and highlight their differences with democratic elections.
Paraphrase of the concept of democratic governance.
Table with actions in favor of children where the action, the responsibility of the municipality and the responsibility of the citizens are noted.
Municipal childhood agenda.
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Week 5. From April 9 to 13.

Artistic Degree and
SUBJECT
group 5° TIME
education
Development of perception, sensitivity, imagination, curiosity and artistic creativity of students; through the appreciation,
APPROACH
expression and contextualization of artistic languages.

BLOCK 4 LESSON 18. Tragedy and comedy.

ARTISTIC LANGUAGE DIDACTIC INTENTION

THEATER Know the theatrical genres called comedy and tragedy.

GENERAL PURPOSES OF THE SUBJECT

• Obtain the basic foundations of visual arts, body expression and dance, music and theater to continue developing artistic and cultural competence, as
well as promoting life skills within the framework of comprehensive training in Basic Education.
• Develop artistic thinking to express ideas and emotions, and interpret the different codes of art by stimulating sensitivity, perception and creativity
through academic work in different artistic languages.
• Communicate their ideas and thoughts through personal creations based on two- and three-dimensional productions, experimenting with their
possibilities of body movement, exploring the sound phenomenon and participating in theatrical games and dramatic improvisations.

COMPETENCES THAT ARE FAVORED

Artistic and cultural.

SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:

 Talk about some history: where did theater emerge? When?

 Remember that it was in ancient Greece where classical theater flourished.
 Also talk about theaters and their works.
 What type of works do you know? Talk about comedies and tragedies, analyzing that both present weaknesses of human beings and their
Session 1 (1 hour)

strength to resolve the conflicts that arise.

DEVELOPMENT:

 Show the investigation of comedies and tragedies. Comment on them in the group.
 Get together as a team and choose a genre you are going to work with.
 Use the dialogues and stories from other blocks to give them a tragic or comedy ending.
 Refer to the box on page 67, which shows the distribution of the parts of a work: name of the work, author, genre, characters, place,
conflict, outcome and acts.
CLOSING:

 Present it in reading for the rest of the group.

REFERENCES AND TEACHING RESOURCES

Lesson 18 : plays seen in other blocks or grades.

Text book. Pages 66 and 67.

EVALUATION AND EVIDENCE

“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

Degree and Week 6. From April 16 to 20.

SUBJECT Artistic education 5° TIME
group
Development of perception, sensitivity, imagination, curiosity and artistic creativity of students; through the appreciation, expression and
APPROACH
contextualization of artistic languages.
BLOCK 4 LESSON I integrate what I learned
ARTISTIC LANGUAGE DIDACTIC INTENTION
VISUAL ARTS Recognize the installation as a resource to manifest creative ideas and personal experiences.
BODY EXPRESSION AND DANCE Differentiate the characteristic elements of the folk dances of the world with respect to the dances of the native peoples,
MUSIC also called autochthonous.
THEATER Identify the 3/4 and 4/4 measures in various musical pieces and make rhythmic patterns with them.
Know the theatrical genres called comedy and tragedy.
GENERAL PURPOSES OF THE SUBJECT
• Obtain the basic foundations of visual arts, body expression and dance, music and theater to continue developing artistic and cultural competence, as well as
promoting life skills within the framework of comprehensive training in Basic Education.
• Develop artistic thinking to express ideas and emotions, and interpret the different codes of art by stimulating sensitivity, perception and creativity through
academic work in different artistic languages.
• Communicate their ideas and thoughts through personal creations based on two- and three-dimensional productions, experimenting with their possibilities of
body movement, exploring the sound phenomenon and participating in theatrical games and dramatic improvisations.
COMPETENCES THAT ARE FAVORED
Artistic and cultural.
SEQUENCE OF ACTIVITIES
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018

START:
 Discuss with the students, did you know that in the Gothic architecture of the Middle Ages the large tips of the church towers
alluded to a desire to reach heaven?
 Ask students to return to some of the experiences from the block so that they can observe how they can express themselves by
combining different artistic languages.
Session 1 (1 hour)

DEVELOPMENT:
 Based on what you know about the comedy genre and contemporary artistic expressions, how could you make a comic
installation?
 Form teams to brainstorm.
 Incorporate music into your installation. Compose a rhythmic piece that sounds comical.
CLOSING:
 Present the facilities.
 Comment: Did you manage to make the audience laugh? How did they use or transform the space and objects?, etc.

REFERENCES AND TEACHING RESOURCES

Text book. Pages 68 and 69.

Diverse material according to that selected by each team.
EVALUATION AND EVIDENCE

Observation and analysis of participation, production and development of activities.

GENERAL
REMARKS:__________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________

VO. BO.
GROUP TEACHER SCHOOL DIRECTOR

Lic. MARIA DEL CARMEN CONCEPCION FRANCO TEACHER HILDA HERRERA CASTILLO
“JOSÉ MA” ELEMENTARY SCHOOL. MORELOS AND PAVÓN” MORNING SHIFT FIFTH YEAR GROUP “A” FOURTH BIMESTER
PROFRA. MARIA DEL CARMEN CONCEPCION FRANCO SCHOOL CYCLE 2017-2018