Modelo de Sesión de Aprendizaje - Comprensión de Texto - Primaria - Prof. Juvenal 1

Let's work together, ok? A little space... Very good. Good morning, you two. What's up? Are you tired? A little bit. A little bit tired? Or is Pablo helping you? Rodrigo is the brother. But physically. Of course, we have to be physically.

Very good. Let's start working. We are going to do it fast and the work we are going to do is very simple. I want you to see here what I have in my hands. It's upside down. Oh, it's upside down. Very good. Now yes. Tell me, my dear children, what are you seeing here?

A granger says, let's see. You? Very good. A farmer says, let's see. A farmer. A farmer. A farmer says. Very good. Let's stick to the board so that you can observe better, okay? Very good. Very good, guys. There you have the image, guys. Very good.

What else can you observe? Mountains, very good, there are mountains, right? The mountains. Sara, what do you think the landscape looks like? Very good. Let me ask you something, friends. What do you think I see in this animal? Very good. What else? To warm up?

To analyze it, very good, right? And what do we do when we analyze? What are we doing? What are we doing? What activity? What kind of activity? What do we do? How do we analyze? When we write, analyze, what do we do? We think, we reason, right? Very good. Now I'm going to show you this text. Very good. What do you say, children?

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What are we going to do? Are we just going to analyze? Are we just going to describe? Nothing else? To describe, to analyze, what do we have to do first? Create, very well. What do we have to create? A story. After creating that story, what do we do? That's how we're going to look? Draw. Draw, he says. Once the text is created,

There we have, I imagine, several letters, words, paragraphs, because the text is made up of that. What are we going to do? Draw it. Draw it. Let's see, I want you to get in here. We're going to go out here. When you are going to create a story, let's say, let's imagine, after creating, what are we going to do? Let's say, here we are going to create, this is the sheet where we are going to create, right?

What are we going to do next? Are we going to create and put it like this? No, we are going to read. Very good! We are going to read. Because like before, the most important thing when we read a story is to read. That is what we have to do. So today we are going to read a story. A very beautiful story that I have brought.

And also, just like her partner said, we are going to analyze it, we are going to reflect, and we are going to do many things. Not only is the leaf open or the text, and we can, if not, understand and, what have you told me? What have you told me, daughter? Analyze it, right? That is the objective when we read a story. Children, tell me the story we are going to read, what will it be about?

- The children of the farmer. - Good, the children of the farmer. What else? How will it be? How will the event be? What will happen at the beginning? What will happen after? And in the end, what will happen? Let's see, imagine, what will happen? Where will it happen? Where will it happen? - In a field or in a field? - In a field. Good, in a field. What will happen? How many children will the farmer have?

Because I imagine that this man who is behind is the laborer, right? How many daughters have you had? More than one. Why more than one daughter? Because there are two and two children. Very good. Very good. Congratulations, daughter. No? Yes. For this article, for this text, we deduced that it will be more than one. No? More than one. No, it will be. Very good. So...

We are going to put the son of the speaker. Here it is. There it is. It looks very small, right? But let's go. They told me that he will have two children, right? Two children. There are his two children. What else? What will happen? In history, what will happen? They will be happy. They will be sad. What is going to happen? They will be happy. Happy, right? Why do they tell me that they will be happy? Why? Because of the image. Ah, very good daughter, right? Because of the image.

that shows, attracts, we can see... what? - At ease. - At ease, right? We see plants... When we go out in the countryside, how do we feel? - Good, it's very free. - Yes, it's very different. It's not like being in the city, in the house, right? Very good. So... How will this family live? How will they be? How will the story be? How will it start? Will something have happened here?

And this is my friend Alex, and we are going to play with pyjamas. Ah, very good, very good, that's good. Let's see, let's see, you say, what will happen? What will happen? And according to the image, let's see, imagine what will happen in the story. Who will be the storyteller? Very good, you will help us and you say, very good. Do you want to find out what is going to happen? Do you want to know? Yes. Ah, very good, little bit, right? Right now I'm going to give you the text.

You can read and you will be able to understand what is really happening. Very good, before I present you these images. Very good, come on in. Come on in. Very good, before, children, I ask you, what do we need to develop this section? What do we need? A text, very good. The most important thing in this section, children,

What do we need to be in order? What would that be? How would we call it? Very good. How would we call it? The purposes. Very good. When your partner wants to talk, she says she's going to raise her hand, right? What would we be doing? Very good. So, let's select, I'm going to propose to you

One of the living standards in the classroom. What does it say here, Alonso Paua? Very good, that's very important, right? Imagine if we were to talk, what would happen? We wouldn't hear it. We wouldn't hear it, right? We wouldn't hear it either, right? So, we're going to put our first living standard.

It's very important, right? Always in the house, also, there's an order. Always the father says, "No, please behave well." Right? Likewise, here we are also living together. It is very important that we have these rules. Very good. And the second rule... Help me, I'm already tired. Very good. I propose these two rules. What do you say? Is it correct? Or do we have to increase it? Or... Or just that?

As we develop, as the session progresses, we can increase, right? Remember, children, these are our normal habits. What are they going to help us with? Very well, to reflect. Then, to be disciplined. More than anything, when the father, the mother, the siblings are at home, what are we doing? A family. What does that family do at home? What do they do?

love, affection, they are living together, right? We are also living together here. Therefore, we have to respect these two norms. Very well, now I want to show you this image, and I want you to analyze, I want you to reason, I want you to tell me what is happening. Although there is a text that will help us to say what is happening, right? What can we say about the image? Right, children?

What is the boy doing? What can you see in the picture? The boy is doing the homework. Very good. And you, when you do the homework, how do you feel? Of course, of course. It's not just you. Me too. Professor Javier also feels happy. Very good. Now he has here the next one. Very good. What can you see? The teacher.

Tomás insulting Benito. Benito. That's ugly, isn't it? Very good. Will it be good? Will it be good, children? No. When someone fights in the house, how do we feel? How do you feel? Sad. Of course. If someone fights in the house, I also feel sad. Who will like that? Very good. Tomás is like a wild boar.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Is that correct? Of course! Very good! That's not correct, right? Very good! Here, in the next one... What does it say? Children as good friends. Very good! Children as good friends. Very good! I think that's what we should practice, right? Or what do you say? Should we practice that? Or not? What would that bring us?

What would happen if we lived in the same house, in the same school, in the same society as these children? Would there be any problems? No, no, no. Ah, no? There would never be any problems. We were all adults, little kids, big kids. We lived happily, very well. But unfortunately, we lived in a society where

Many things happen. Very clever, as his partner says, right? Very good. What is it that you are observing in this image, in the whole image? Let's see, in all of them, the four. How can we say, how can we summarize it in two or three words? What can we say? Come on, what can we say? What else? The emotions. Already, very good, correct, daughter, it's fine. Let's see.

Let's see, your son, what could you say? Here, Rodrigo, analyze the four images and tell me what would be happening, how would you summarize it, what would you say? Rodrigo, what's going on Rodrigo? Are you tired? Very well. What would happen? What would this be? Imagine that this is happening in a classroom. There are children who do their homework,

There are children who are insulting each other, there are children who attack each other, and there are children who are good friends. It's one... What have we said? What happens in the home? What are we doing here now? Besides what are we learning? We are... What did you say, daughter? We are... I can't hear you, my daughter. We are becoming... We are learning to be friends, right? So, children...

Today we are going to read a little story that has these situations. What will these things be? How can we name it with one word so that you feel it very well? What else? -Actions. -Actions, very good. When there is this, when there are screams, when there are push-ups, what happens? -It's an action. -It's an action, right? There is an action. When Rodrigo, I push him, what happens? -There is an action. -It's an action, right? But what is there? Rodrigo too.

It contradicts me, it also pushes me. Right now on the street, what's going on with the bullies? What's going on? They are fighting. They are fighting, and that little word fighting, how is it? With another word? How can we say it? Aggressing. Aggressing, very good. Another little word? When there is chaos in a society, what do we say? Problem. That little word? When there are confrontations, action. Very good. What else? Let's see another little word, a key word. What's going on?

When there are fights, what happens? There is a chaos. Very good. What else? What else, son? What else? Very good. There it is, there it is, in your head, don't you have it? Chaos. Chaos. That little word, synonym of that word. Conflict. So, today we are going to read a story that is going to have a conflict. Okay? Very good, very good, very good. So, as I told you, today we are going to read a little story.

Que va a tener conflictos. Peleas. Peleas, acciones. ¿Qué más me han dicho? Problemas, ¿no? Vamos a analizarlos muy bien, ¿ya? Muy bien, ahora... Ya me han dicho, ¿no es cierto? Que vamos a conflictos. Vamos a leer un texto que va a tener conflictos, ¿ya? Muy bien. Para eso yo les voy a entregar una fichita, ¿ya? Que ustedes puedan...

so

Very good. Before, look, look, I know you are already well, right? You want to know, right? Before, what we are going to do is to look at the text from top to bottom. First, let's read the title. What does the title say? The Children of the Lord. Very good. The Children of the Lord.

There is the text, everything that has happened, right? Until now they have told me that they want to know, they want to know what has happened, what is going to happen, what would be happening, all this, okay? Very good. You have already looked at the text, right? You have to look from top to bottom, if it has something else, we turn to see how many paragraphs it has, everything, okay?

Let's see how the text is structured, we also have to look at that. Once familiarized with this text, we are going to start. Let's see, let's all start. Let's see, let's start.

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All of you, give him a kiss.

We already have a company that has finished. You too?

foreign

Thank you.

Very good. Have you finished all of them? Yes. Let's see, how have we done the reading? How do we do it? With enough ease? Yes. Yes, right? Very simple, right? Very good. What is this about? It's about the two of us who are very...

Subrayar, resaltar, marcar.

The words. What? The most important. For what? So we don't read again. For what would it be? Very good, very good. For what do we highlight it? For what do we mark it? For what do we underline a text? We highlight the most important things. Very good, very good. The most important things, the words, the most important things. For what?

The main words. The main words. Very good. But why don't we underline those main, important words? Why? Because it's interesting. A doctor says to me, no, not to read more, not to read two or three times. To keep in mind the most important things. Ah, to keep in mind the most important things. Very good. Why do we underline? I know, you know what it is.

When we find this type of words, what happens to us when we read? What happens? Why do you tell me? Professor, treat this, this, this, this. Why? Why? Let's see. We've talked about this a while ago. When you read, what are you doing? What do you do? Analyze. Then...

Compensate. Compensate. That's the most important thing that has been said by us. Even when we read a text. That's why, what do we do? We highlight. We highlight. And only when we can highlight, how much do we have a highlighter? Coloring, then? Paint. Paint, very good. Then, what else? Very good, see? Very good, Rodrigo. What else? We highlight, we paint, what else? There's a little word.

We make a line. What do you call that? Very good. Sub-scrape. It's the most important thing. When we always have to underline, we have to highlight, we have to paint, the words are clear. What will that help us? To understand a text very well. When we are here or somewhere else, they are going to read a text,

So that they can easily understand, they have to do that. Because you have told me: "Shake, paint, exalt." So that the text will be easier to understand. You will no longer need three or four readings, but one. Okay? Very good. So, we return to the text and I ask you again: What was the text about? The children of the Rav. Right? How many children did they have? Two, right? Two children. And how were these children?

Ah, ok. How are you doing there? How? How? Let's see, daughter. I always argue like that. You always argue, you say, right? Very good. I think you have understood each other, right? Very good. Now we are going to ask a volunteer to give us a loud voice for all of us. We listen with attention. Already? Already, Rodrigo? Let's see, what are you doing? A ball? I also want to play. Nice, huh?

Very good. Let's go, daughter.

very good

They were both stubborn, proud, and for their father it was a great difficulty to teach them.

These emotions were then decided by a lesson to put an end to this situation. The laborer called them and asked them to go to the forest and bring them a handful of firewood. The boys obeyed their father and once in the forest they began to compete to see who collected the most firewood and another fight broke out. They completed the task and went to their father who told them:

They will have to break all the bars at the same time.

And so the two boys tried, but despite all their efforts, they did not succeed. Then the father took off the bandage and gave them the wands one by one. The children broke them easily. They realized, the father told them, if you remain united with the bandage, you will be invincible against the evil.

Very good, let's go? Are we ready? Very good, let's see. I'm going to want two representatives of the group. Ready? Yes.

Now, if you give me more time... They hurry, they hurry...

Here I'm doing this!

foreign

Let's go.

Let's see. One more. Let's go back to our places. Let's go back. One more. One more. One more.

I'm waiting for them to stop talking.

Let's start with your colleagues, they are going to tell us about their work. They have written the message that this story has left us. Let's start with the first group. The message: "Uniting is strength". While we are together we are going to be stronger. There are three people who are holding hands.

Let's applaud! Come on! Let's go! Let's go! Let's go! Let's go! Let's go! Let's go! Let's go! Let's go!

I liked

The messages... Let's see, let's see, let's see. We are going to remember, we are going to remember that we have to comply with these rules, right? We have already finished the group work. I have already exposed myself and I liked what you have written. That is the message that this story leaves us, right? And it was one of our purposes.

Mm-hmm.

Very good! Let's see how it was done. Very good! Very good kids! To finish...

During the session, we have read the story. Have you had any difficulties? No. Everything is correct, perfect, children? Yes. Very good. How about? Can we put this into practice in everyday life? Yes. No? It would be very important, right? Yes. Let's see, what happened today, why did you lose your backpack? Take it, take it.

I know that this idea, this message, we are also going to put it in practice.

Yes, yes, yes.

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