World Food Day

WORLD FOOD DAY
This day began to be celebrated in 1979 and was proclaimed by the Food and
Agriculture Organization of the United Nations (FAO). Its objective is to raise
awareness among the population that food is a requirement for survival.
World Food Day is celebrated on October 16 every year. This day highlights
the importance of food, as well as the fight against malnutrition, hunger and
poverty.
It is a day in which more and more of the population is involved in providing
food aid to those countries where people are dying of hunger and
malnutrition. Various activities are carried out in many places around the
world that aim to collect food to be sent to those parts of the planet where
they have nothing to eat.
In addition, charity markets are also usually held in which those who want to
hand over objects, clothes or anything that is useful for another and with the
money raised from their sale the corresponding association or organization
will use the money to buy and send food to the countries in need.
Various activities are also carried out in nursery schools, colleges and
institutes. The children will learn the importance and luck they have when
they come home and have a plate of food to eat, in addition to becoming
aware of how important it is not to throw away food and buy another one
when there are children like them who die of hunger every day.
With all these alternatives and many others, the aim is to raise awareness
and teach the world's population the importance of food, drink, etc. when
millions of people
Every year, especially children, they die because they have nothing to eat.
We read an informative text “Food Day”
I.-INFORMATIVE DATA
1.1.-Area : Communication
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : today you will read an informative text and then deduce the central theme and
main ideas in an informative text.
1.5.- Teacher: RENGIFO GONZALES LUCIA

1.4.- Date: 10/16/18
II.- EXPECTED LEARNING
Competence ability performances
Read various types of - Obtains information from written Predict what the text will be about, based on some clues such as
texts in your language text. the silhouette of the text, words, phrases, colors and dimensions
- Infer and interpret information of the images; Likewise, contrast the information in the text you
from the text. read.
- Reflect and evaluate the form,
content and context of the text.
CROSS-CUTTING APPROACH OBSERVABLE ACTIONS

ENVIRONMENTAL FOCUS Teachers and students propose solutions in relation to the
environmental reality of their school.
FOCUS ORIENTED TO THE COMMON GOOD
Teachers and students always share the goods available to them in
educational spaces (resources, materials, facilities, time, activities,
knowledge) with a sense of equity and justice.
III.- PREPARATION OF THE LEARNING SESSION

BEFORE THE SESSION
What do we need to do before the session? What resources and materials will we use in our session?
Images about food, texts, etc. Copies, pencils, bond Pens. Papers.
Books.
Various posters.
VI.-Didactic sequence
START
Tell the students that on the way to school you found a text with very interesting information about food and that you
would like to share it with them. Question: what text will it be? Write their answers on the board.
Promote a dialogue about the food they know or have seen on the street, in shopping centers or other places.
Ask these questions: Is food important? What are they for? What types of foods do you know?
Next, the teacher presents the purpose: today Then the classroom rules are mentioned.
DEVELOPMENT
- Before reading
 Dialogue and reflect with students about the need to spread why it is important to know about food day.
 Once the dialogue and reflection have concluded, it is indicated that they will carry out an activity related to
the ideas they exchanged.
 The teacher presents the title:
We read an informative text “Food Day”

Ask other questions: what will the text be about? What type of text will it be? How many parros will it have? Is it important to know
about this topic. Write down your answers on a piece of paper.
Then the teacher presents the text.
during reading
Invite the boys and girls to read the text individually and silently. He points out that they will carry out, without stopping, a
first reading.
Tell them that now they will all read “in a chain” and out loud. You will start reading the first paragraph, so that your way of
reading is the model to follow (respecting punctuation marks) for the students.
Based on this guide, ask another child to continue reading the following paragraphs, and so on to others until reaching the
fifth paragraph. To encourage them to make anticipations about what may continue in the text, ask them. Is this topic
important?
Allow them to continue reading and, when you consider necessary, pause to ask the meaning of some words that you think
the students do not understand, in order to clarify their meaning and thus ensure understanding of the text.
At the end of this oral reading, ask them to read the text again, but silently and, as they progress through the reading,
underline the characters that participate in the story.
After reading-.
Invite students to freely comment on the content of the text. Give them a reasonable amount of time for this exercise.
To motivate their participation, they are asked: do they think the text is important? When is Food Day celebrated? In what
year did it begin to be celebrated? What do you think people are dying of hunger in other countries? What would you do to
end malnutrition? How would you do so that in the region we can end malnutrition? What would you do so that children eat
healthy food and not junk? What activities would you do to celebrate Food Day?
Then the teacher gives an application sheet for the student to develop it.
The sample shows the structure of an informative text
Students copy in their notebook
Closing
Invite the boys and girls to review the texts they have read. To do this, ask the following questions: what was the reason
why they were written? What message do they convey to us?
Evaluate together compliance with the rules of coexistence agreed for this session
Paste a poster in your notebook .
Answer the following questions:
1.- When is Food Day celebrated?

……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
2.- What would you do to end malnutrition

……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
3.-What would you do so that children eat healthy food and not junk?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
4.-What activities would you do to raise awareness about feeding day?
………………………………………………………………………………………………
………………………………………………………………………………………………
5.- find the words in the pupils.

We write an informative text about the discovery of America.
I.-INFORMATIVE DATA
1.2.- Grade : 3° “C”
1.3 .- Purposes of the session : today we will write an informative text about the discovery of America
1.5.- Teacher: DORIS ISABEL TELLO RAMIREZ
1.4.- Date:
Writes various types of
- Adapt the text to the communicative situation. Write texts in a coherent and cohesive
texts in his native way. For which he proposes, with help, a
language.
- -Organize and develop ideas in a coherent and writing plan to organize his ideas
cohesive way. according to his communicative purpose
- -Use conventions of written language in a .
relevant way.
- -Reflect and evaluate the form, content and
context of the written text.
 Environmental focus  Teachers and students propose solutions in relation to
the environmental reality of their school.
 Teachers and students always share the goods available to
them in educational spaces in a sense of equity.
 Focus on the common good

BEFORE THE SESSION
The text of the previous session, short bonk leaves
readings about the discovery of America. Tablecloth
Cardboard.
START
The class begins by discussing with the students: What did we do in the previous class? What type of text did we read? Did
you like it a lot? Would you like to learn how to write an informative text?
Write their answers on the board or on a piece of paper.
Next, the teacher presents the purpose: today we will write an informative text about the discovery of America
Then the rules for today's session are mentioned.
DEVELOPMENT
 Planning
Students are asked: What will we write? We write our planning to create our legend.
What will we What will we Who will read Where will we
write? write for? it? publish it?
To learn to write The teacher and on the wall
An informative coherently classmates
text
Textualization
 The teacher reminds us of the sequence of the legend
 Ask the materials manager to give a bond sheet to each of the students so that they can write the first draft of their
informative text, taking into account the planning table and the structure of the text.
 Approach each of the students and motivate them to write their text.
Revision
The teacher corrects the misspelled words so that when they write their correct one, they write it correctly and put
it on the mural.
The oral exchange of the ideas that have been placed in the box and those that have been read in the
Communication text is promoted. Listen and positively value what the students express.
Closing
 It promotes metacognition through these questions: have we written? Have our comments been important? What
helped us better organize our ideas?
 Listen carefully to the children's responses, and conclude with a comment about the importance of learning how to
write an informative text.
We measure the duration of activities

I.-INFORMATIVE DATA
1.1.-Area: MATHEMATICS
1.2.- Grade : 3° “A”
1.3.- Purposes of the session : today we will learn to estimate and compare time in various daily activities with the
help of making a clock
1.4.- Teacher: LUCIA RENGIFO GONZALES

1.4.- date : 10/22/18

Solve quantity problems Use estimation and calculation Measure and compare time (exact hours) using
strategies and procedures conventional and unconventional units. Using
Argue numerical statements and procedures and resources when solving them.
operations.
 Environmental focus  Teachers and students propose solutions in relation to the


BEFORE THE SESSION
Cards about the hour and the minute. . Papers.

Molds on watches. Colored paper markers.
Images and posters about hours and minutes. Type cleaner.
Others.
START
- The class begins by making different teams, the students will play the hours and minutes puzzle:
 Comment: Do you think the activity was successful? How do we put the puzzles together? How much is
an hour in minutes? How many seconds is a minute?
Previous knowledge is rescued. What are the differences between hours and minutes? How do you think
we can organize ourselves to understand different problems about hours and minutes? How can we solve
different problems about hours and minutes?
The purpose of the session is communicated: today we will learn to estimate and compare time in various
daily activities with the help of making a clock.
Review with students the rules of coexistence necessary to work in a favorable environment.
DEVELOPMENT
Organize students into groups and present them with the following problem:
Marcos leaves home at 8:30. He arrives at school at a quarter past 9. First

class starts at 9 o'clock
Understanding the Problem.

They propose questions to ensure understanding of the problem : What do we understand about the
proposed problem? Do you think it is necessary to use different materials to represent hours and minutes?
Do you think it is necessary to create a table with the data and procedures to follow regarding minutes and
hours?
Search for strategies
The question arises: How could we solve the problem?

Write the answers to the questions: What materials can we use to solve the problem? How can we use
them?
The following is indicated:
We can use clock molds.
We must know how to read the hours and minutes according to the hands of the clock.
We must place the hours and minutes according to the problematic situation.
With the teacher's help, they understand how to read the clock:
With the clock created, students will read different times and through an analog contest, they will represent different
hours and minutes:
REPRESENTATION
In different teams, they use or make molds of the clock to represent the hours and minutes of the problem posed.
Formalization
Organized as a team, estimate the duration of the following activities.
In different teams they conclude: How can we differentiate the functions of the minute and second hand?
They represent the hours and minutes of the following application sheet, then they will explain to their classmates how they obtained the
results.
They reinforce by solving the page. 118 of the MINEDU book.
Raise Other Problems

 They reinforce by solving the page. 119 of the MINEDU book.
 According to the problems observed, they create other similar problems and write them on a
flipchart.
 Then they explain to their classmates with the help of their clock molds.
Closing
 Promote a dialogue with the boys and girls about what they learned in the session. Question: what did you learn?
What purpose will what you learned be used in your daily life?
 Review compliance with the agreed coexistence rules and reflect on how you can improve it.
We estimate the time
I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : In this session, students will measure and compare different measures of time.
1.4.- date : 10/23/18

Solve quantity problems Use estimation and calculation Employ strategies and procedures such as the following:
strategies and procedures • Heuristic strategies.
Argue numerical statements and • Procedures and resources when solving problems that
operations. involve estimating time


BEFORE THE SESSION
Worksheets on time measurements. . Papers.

Calendar and clock molds. Colored paper markers.
Type cleaner.
Others.
START
Students play Order the days
Monday Sunday Thursday Wednesday Saturday Tuesday Friday
1 2 3 4 5 6 7
Fill in the names of the months.
O __ __ U __ __ __ J __ N __ __ s __ __ T __ __ __ __ __ __
OF __ __ __ __ M __ __ Z __ A __ __ I __ NEITHER __ __ __ __ __
F __ __ R __ __ __ M __ __ __ J __ L __ __ E __ __ R __
A __ __ S __ __
They answer: How did we solve the proposed activities? How do we order the months, days, years?
Previous knowledge is rescued. How are time measurements represented through days, months and years? What materials
do we use to represent time measurements?
The cognitive conflict arises: How do we differentiate days, months and years?
Communicate the purpose of the session: In this session, students will measure and compare different measures
of time.
DEVELOPMENT
Read and join
1. In May I play with my friends in the tree house.

2. In December I help my dad find a Christmas tree.
3. In January I go diving.
4. In September I go to the countryside with my parents.
5. In April my friends and I caught butterflies…
LOOK AT THE CALENDAR AND COLOR THE MONTHS THAT APPEAR IN THE PROPOSED SENTENCES:
They answer: What is celebrated on August 30? What is celebrated on July 28 and 29?
What day is your school's anniversary?
How many days elapse between the first question and the last?
They propose questions to ensure understanding of the problem: They answer: What do you understand about the problem?
What materials can we use to represent it? How can we solve it?
In different teams they look for different ways to solve the problem and write the strategies they could follow:
We can mark key dates on the calendar and add or subtract according to them.
We can represent each date in weeks and count them that way.
One member of each group distributes the materials necessary to solve problems about days, months and years.
REPRESENTATION
Students look for different calendars and cards to be able to make calculations and answer the questions of the problematic
situation:
Closing
 Promote a dialogue with the boys and girls about what they learned in the session. Question: what did you learn?
What purpose will what you learned be used in your daily life?
 Review compliance with the agreed coexistence rules and reflect on how you can improve it.
or children for not having anything to eat.
“We read a family letter”

I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : today we will read a letter and learn about the parts of the letter.
1.4.- Date: 10/25/18
Read various types of - Obtains information from written Identifies explicit information found in different parts
texts in your language text. of a letter, with some complex elements in its
- Infer and interpret information structure and vocabulary
from the text.

THE LAW APPROACH Teachers promote knowledge of Human Rights and the
Convention on the Rights of the Child to empower students
in their democratic exercise.
FOCUS ORIENTED TO THE COMMON GOOD Teachers and students always share the goods available to
them in educational spaces (resources, materials, facilities,
time, activities, knowledge) with a sense of equity and
justice.

BEFORE THE SESSION
letter, texts, etc. Copies, pencils, bond Pens. Papers.
Books.
START
Invite students to participate in a fun dynamic called “A letter has arrived.” Point out that you will say the phrase “a
letter has arrived” and you will accompany it with a particular characteristic of theirs, so that they will have to recognize
said characteristic and stand up if they consider it as theirs. For example, you could say: “A letter has arrived for those
who wear glasses”; then, those students who use them must stand up. Highlights that those who remain seated despite
having the aforementioned characteristic will lose.
Ask the boys and girls: what was the dynamic about? How did you feel when doing it? Write their comments on the
board
Based on the following questions, encourage a dialogue about different aspects and situations related to a letter: have
you seen a letter? Where did you see it?; Has anyone ever written a letter to their family?
Next, the teacher presents the purpose: today we will read a letter and know its parts of the letter.
Then we agreed on the classroom rules for today's class.
DEVELOPMENT
- Before reading
The teacher presents the letter and asks the following questions: what do you think it will be about? Who
wrote it? Who will it be addressed to? What information will it give us? How many paragraphs will the letter
have? Record your answers on the board.
during reading
Ise is given to each child and they are invited to read the text individually and silently. He points out that they will carry out,
without stopping, a first reading.
Tell them that now they will all read “in a chain” and out loud. You will start reading the first paragraph, so that your way of
reading is the model to follow (respecting punctuation marks) for the students.
Based on this guide, ask another child to continue reading the following paragraphs, and so on to others until reaching the
fifth paragraph. To encourage them to make anticipations about what may continue in the text, ask them. Is this topic
important?
After reading-.
It raises questions related to the structure of the letter, for example: how does a letter begin? Why is the date written?
What is considered in the body of the letter? Does it include a farewell? etc.
Then the structure of the letter is presented.

The students copy it in their notebook and are given a token of the letter.
Closing
Invite the boys and girls to review the texts they have read. To do this, ask the following questions: what was the reason
why they were written? What message do they convey to us?
Evaluate together compliance with the rules of coexistence agreed for this session
Ucayali, December 27, 2017

Anabelita:
I hope you had a great Christmas there in Canada.
Here you already know: Mom prepared romeritos for Christmas and chicken
au gratin. He also spent time running around with Pedrito and Juanita
because, as always, they broke the balls on the tree.
At Christmas my aunt Petra and my cousins came, and we had a good time,
they brought some triques from the north, the ones with little lights and that
talk. Antonio, your ex from high school, also came, he came with Rosa, now
he's with her, Andrés brought them. Uncle Berto also came, he brought his
girlfriend, the girl I told you about who is on her way. Also, Mom kind of got
angry, because when she saw that the girl was wearing one of those little
skirts that don't cover anything, she made a pouty mouth, you know, the one
she makes when she scolds us, but she put up with it and didn't say
anything. We had dinner and danced until around three. At one o'clock your
friends Leslie and Jasmín arrived to see if he had come, they danced with
Antonio and Andrés until around two thirty in the morning, and then Leslie's
brother stopped by. Uncle Berto and Dad were toasting until about 5 in the
morning, when we were all already asleep. Dad outgrew his spoonfuls and
was in bed on the 25th. In any case, he said that no one can take away
what he danced.
I hope I haven't bored you, we all hope to see you here for New Year's Eve,
or for kings and queens, and by the way, tell us how you had a great time
there.
Everyone sends you a hug.
Toña
Let's keep practicing
1. Mark "T" if the statement is true and "F" if it is not:
to) One can open the correspondence of

another person. ( )
b) The letters can be greetings,
condolences, etc. ( )
c) The letter begins with a signature. ( )
d) The letter is not a means of
communication. ( )
2. Solve the following crossword puzzle and you will find the parts of the letter.
1. Where is the letter written from?

2. Data that indicates when the letter was written.
3. Name of the person you are writing to.
4. Opposite of farewell.
5. Content or ____________ of the letter.
6. Contrary to greeting.
7. Synonym of rubric.
2
1
5
4
3
7
“We wrote a family letter”
I.-INFORMATIVE DATA
1.2.- Grade : 3° “C”
1.3 .- Purposes of the session : Today we will write a letter to a stranger, to express our feelings.
1.5.- Teacher: Doris Isabel Tello Ramirez
1.4.- Date:
Writes various types of - Adapt the text to the communicative situation. Organize ideas around a topic
texts in his native and develop them to expand the
language.
- -Organize and develop ideas in a coherent and
cohesive way. information, without
contradictions, unnecessary
- -Use conventions of written language in a
relevant way. reiterations or digressions. When
writing letters based on your
- -Reflect and evaluate the form, content and prior knowledge and some
context of the written text. source of information.
Convention on the Rights of the Child to empower
students in their democratic exercise.
justice.

BEFORE THE SESSION
The text of the previous session, letter bonk leaves
readings Tablecloth
Cardboard.
START
The class begins by discussing with the students: What did we do in the previous class? What type of text did we read? Did
you like it a lot? Would you like to learn how to write a letter?
Write their answers on the board or on a piece of paper.
Next, the teacher presents the purpose:
DEVELOPMENT
 Planning
 Remember with the boys and girls that the letter is used to communicate with relatives and friends and that the writing
must be clear and legible so that the person who receives it understands what we want to tell them.
 Guides the development of a letter writing plan. As they do so, review each student's work to make sure everyone is
clear about what they are going to say.
What are we going to What are we going to • Who is going to What will we express?
write? write it for? read it?
A letter To express our feelings Our classmates The things we consider
and the teacher valuable in them.
Textualization
 Give each student a lined or colored piece of paper to write the first draft of their letter.
 Guide them to organize their ideas according to what was planned in the planning stage. Ask them to look at the
summary table that they prepared in the previous session, it will serve as support in writing their letter. Tell them that
another element to take into account and that will provide us with information is the self-portrait, and that those made
by themselves are in the mural.
Revision
Ask students to read their letter, to analyze, with your help, the relationship between the ideas they have written and
the elements of the letter. Ask them to correct their text taking into account the aspects considered in the planning
Tell them that they can take into account the following indicators:
Indicators Yeah No
I wrote the date, name of the colleague I am writing to and the greeting.
I expressed what I like and value about my partner.
I wrote in clear handwriting.
I told him something about myself.
I wrote the farewell.
I placed my signature.
Closing
 It promotes metacognition through these questions: have we written? Have our comments been important? What
helped us better organize our ideas?
 Listen carefully to the children's responses, and conclude with a comment about the importance of learning how to
write an informative text.
WE ESTIMATE AND COMPARE THE CAPACITY (LITER)

I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : today we will learn to estimate and measure the capacity of containers while
playing.

1.4.- date : 10/29/18

Solve quantity problems Use estimation and calculation Establishes relationships between data and
strategies and procedures one or more actions of adding, removing,
Argue numerical statements and
comparing, equalizing, reiterating,
operations.
grouping, distributing quantities and
combining different collections of objects,
to transform them into numerical
expressions (model) of addition,
subtraction, multiplication and division with
natural numbers up to three figures.


BEFORE THE SESSION
Addition subtraction multiplication and division worksheets . Papers.

Colored paper markers.
Type cleaner.
Others.
START
Before starting the class, greet the boys and girls kindly and collect previous knowledge through the following questions:
how do you measure the amount of liquid in a container? How do they sell fresh milk to us? What other products Are they
sold the same way?
Show a one liter bottle and continue asking: how much water can fit in this bottle? If it only had water half full, how much
water would there be?, etc.
Communicate the purpose of the session: today we will learn to estimate and measure the capacity of
containers by playing.
DEVELOPMENT
During science class, the children of I. AND. MARKO JARA found out that it is advisable for a child to
drink 1 of water per day, especially if you carry out physically demanding activities, such as
study visits. During the visit to the natural park Karla and Pepe drank water in the following way:

They propose questions to ensure understanding of the problem: what is the problem about? According to
specialists, how much water should a child drink? Do you think they are complying with that recommendation? Children
are made to establish relationships between the data of the problem: how much water did Karla drink? And Pepe?; Who
drank more water? What does the problem ask of us?
Guide the search for strategies with questions such as: what can we do to solve the problem? Will a measuring cup help?
If we don't have a measuring cup, what can we use? Who do you think needs to drink more water? reach the
recommended amount? Do you have any ideas? What materials could be useful to us?
The form in Annex 1 is given and they are asked to write down their estimates regarding:
How much water does each person need to drink to reach the amount recommended by specialists?
Guide them to verify their estimates by taking measurements. They can use the graduated container or make marks on a
bottle using a half-liter or quarter-liter container as a reference, such as, for example, recycled soft drink bottles that we
can get at the kiosk. Tell them to be careful when handling the water so they don't get wet.
Closing
 Promotes a dialogue about the activities carried out; You can ask the following questions: what did we do today?
Did you like it? Why? Do you think that what we learned will be useful to us?
 Ask a member of each group to explain the processes they followed to solve the problem.
conjectures using
examples of the
containers such
capacity of the
standard units.
problems with
as jugs, bottle
containers, to
measure the
Justify your
Use various
procedures
calculation
containers,
containers.
No. Name and surname of the students
applied in
graduated
capacity
1
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
“We read news recognizing the use of the “V” and “B”
I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : In this session, students will recognize the structure of news and the use of b and v.
1.5.- Teacher: Lucia Rengifo Gonzales
1.4.- Date:

Read various types of - Obtains information from written Distinguishes information from other nearby and
texts in your language text. similar information, in which it selects specific data
- Infer and interpret information (for example, the place of an event in a news story)
from the text. and reviews the use of spelling resources used in the
- Reflect and evaluate the form, text.

justice.

BEFORE THE SESSION
Prepare news with its structures. Copies, pencils, bond Pens. Papers.
Print files and evaluations about the news.
START
Students play journalists:
They will tell different news that happened during the week, in a serious way.
They will mention important news events that happened.
How is the news told? Do you think we can tell news while laughing?
Previous knowledge is collected. How is the news structured? How do we know that a news story is complete? How can we
recognize if a news item has all the characteristics developed?
The cognitive conflict arises: How is the news structured?
Next, the teacher presents the purpose: In this session, students will recognize the structure of news and the use of b and
v.

DEVELOPMENT
- Before reading
Students comment on the following table: What are the questions answered in a news story?
How can we differentiate each part of the news? They comment: What are the parts of the news?
They observe an example and differentiate the parts of the news
They differentiate What are the characteristics of each part of the news?
during reading
Read the following news and differentiate its structure: they discover the oldest city in Europe
They comment: What are the parts of the news? How can we know if the news is well written? Where are the paragraphs
that answer the necessary questions in the news?
After reading-.
They observe different news items and point out their parts.
Each group mentions the parts according to the structure they differentiated and explain. Is it a complete news story?
Then they circle the words with v and b.

Closing
They solve a written evaluation. APPENDIX 1
Metacognitive questions are asked: What did we learn to differentiate in the structure of the news? How did we learn? What
purpose will what we learned be useful to us?
HOMEWORK
They solve a worksheet in their notebook:
Identify the parts of a news story.
RUBRICS ASSESSMENT INSTRUMENT
CRITERIA 10 - 8 7-5 4-1
Identify Identify explicit information in Identify little explicit Identify some
different news items. information in different news characteristics of
items. characters in different news
stories.
Difference Differentiate the parts of a Differentiate few parts of a It does not differentiate the
news story by recognizing its news story recognizing its parts of a news story.
structure. structure.
CRITERIA Identify Difference

10 - 8 7-5 4-1 10 - 8 7-5 4-1
“We solve multiplication problems”
I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : Today you will learn to develop two-digit multiplication problems.
1.4.- date : 07/11/18

strategies and procedures one or more actions of adding, reiterating,
operations.
expressions (model) of multiplication with
natural numbers of up to three figures


BEFORE THE SESSION
multiplication worksheets . Papers.

Type cleaner.
Others.
START
 They participate in the multiplication domino game in teams.
 They are asked: Did you like the game? What did they have to do? Which team did it the fastest?
 Previous knowledge is collected: What does it mean to multiply? How do you multiply by single digit
numbers?
The purpose of the session is communicated: Today you will learn to develop two-digit multiplication
problems.
DEVELOPMENT
A group of university students supports the survey on child abuse in their town.
Each student surveyed 23 groups of 154 people each.
How many people were surveyed about child abuse?

They propose questions to ensure understanding of the problem: What is the problem about? What operation
could be applied?

 The search for strategies is guided by the questions: What does the problem ask for? How could they
solve it? Can any strategy help us? Will you need some materials? What order should you follow to
multiply by single digit numbers?
 In pairs, they talk about the strategies they can follow to multiply by a number, perhaps using the
base ten material.
• It is indicated that in their strategy they can continue with a property or the strategy they see fit.
 They represent on flipcharts how they resolved the situation.
They are asked: How would they do it symbolically? and proceed to multiply
c d O
R
1
1 5 4
2 3
4 6 2
3 0 8
3 5 4 2
Formalization
To formalize what has been learned, the steps to multiply by finger numbers are established.
Closing
Did you like it? Why? Do you think what we learned will be useful to us?
We write a news
I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : In this session, students will produce and review news about children's and women's
rights.

1.4.- Date: 08/11/18
Writes various types of - Adapt the text to the communicative situation. Explain the effect of your text on
texts in his native readers after sharing it with
language.
cohesive way. others. Also, review the content
of your news in relation to what
relevant way. was planned, as well as the use
of the spelling resources used in
- -Reflect and evaluate the form, content and your text and some grammatical
context of the written text. aspects.
Convention on the Rights of the Child to empower students in
their democratic exercise.
FOCUS ORIENTED TO THE COMMON Teachers and students always share the goods available to
GOOD them in educational spaces (resources, materials, facilities,
time, activities, knowledge) with a sense of equity and justice.

BEFORE THE SESSION
Prepare news structures, newspapers. Flipcharts, images, news cards, portfolio, masking tape,
dictionary.
START
The students read the following news: Regidor beats his wife until he sends her to the hospital.
What is the news about? Do you think the rights of the woman involved were respected?
Previous knowledge is recovered. How is the news written? Do you think the headline is interesting, striking? How do you
think the news will start? What questions should the news answer?
The cognitive conflict arises: How can we write and review a news story about the rights of children and women?
Next, the teacher presents the purpose: In this session, students will produce and review news about children's and
women's rights.
DEVELOPMENT
 Planning
They answer: How can we write different news about the rights of children and women?
It indicates that they can organize their writing plan in a table like the following:
What will I write about? So that? Who will read my news?
Talk with students about the format of the text, that is, how they will present it, taking into account the recipient, the purpose
and the message.
Remember with them that for a news story to be complete, it is necessary to answer the following questions: What
happened? When? Where? How? Who participated? Why or why did it happen? He points out that whoever writes the
news can choose the order in which they will answer these questions.
They listen to different news about children's or women's rights to plan the news. What are the videos about? How are
children's rights affected? How are women's rights affected? How are human rights affected?
Prepare and complete an outline of the structure of the news in your notebook.
The lead: Who? That? Where? When? As? Because? The most important information comes first.
Body: I develop the most shocking aspect of the news. With supporting information, interviews, references, etc.
Closing: Here the aspects developed throughout the news are presented as a conclusion or reflection.
They answer: What questions should our news answer?
Each one on a piece of paper to each student and indicates that they must write with clear and simple ideas the information
that describes what, how, when and where the events happened.
They prepare a draft with the indicated data, to order your ideas and structure of a news story.
They maintain the theme, taking care not to present digressions, repetitions, contradictions or gaps in information.
The teacher accompanies you in writing your news and clarifies your doubts. When they have finished, they read the text
again. If you want to modify a word, you can cross out and write another one that better expresses what you want to write.
They use basic resources (comma in enumerations, colon) and correct marking to give greater intensity to the production.
They use a varied vocabulary appropriate to the communication situation.
They correctly use the agreement between adjectives and nouns.
REVISION
They form pairs to exchange their news and read what their classmates did.
They review the content of your news and verify if it is related to what was planned
They correct spelling and agreement between adjectives and nouns. Also the correct use of connectors and adverbs of
manner, time, place, cause, etc.
Comment and exchange opinions with your classmates about the text you wrote. They listen to different suggestions.
They write the final text. They take into account the observations of colleagues from other teams.
They evaluate with a self-assessment sheet and a news review sheet
Closing
Based on the answers, help the student reflect on their learning.
Did I develop an important topic in my news?
Did I respect the structure of the news?
Did I organize my ideas with coherence and meaning?
Have I used the grammar and spelling rules correctly?
What difficulties did I have when writing the news?
HOMEWORK
Write a news story about what your family does on the weekends. They share with their parents how they wrote
their news.
Regidor beats his wife until he sends her

to the hospital
Victim is admitted to hospital while alleged attacker remains free
Regidor beats his wife until he sends her to the hospital
Less than two weeks after the cunning attack suffered by a woman by her ex-husband who threw boiling water
at her body, another reprehensible attack was recorded again in the Apurímac region, this time carried out by
the councilor of the municipality of Tamburco, Oscar Villafuerte.
The victim of this case of violence against women is his wife and obstetrician Marisol Ayhua who was
hospitalized in an emergency at the Essalud hospital due to a head injury and bruises all over her body.
According to what was reported by sources from the same hospital, the professional is hospitalized in a separate
area due to her delicate state of health, without specifying details of her condition.
On the other hand, the coordinator of the Women's Emergency Center, Chavela Rivas, indicated that Ayhua
Soto's relatives approached the institution to request legal advice, specifying that the case will be referred to the
prosecutor's office in the following hours.
"Our advisors went to the Essalud hospital to inquire about the health status of Ayhua Soto, who was
reported to be in very poor health," he stated.
To date, the causes that led to this unfortunate act of violence against the aforementioned professional are
unknown, which must be clarified during the investigations by the respective authorities.
While all this was happening, the Regional Women's Council was meeting at the headquarters of the Regional
Government of Apurímac addressing issues related to this critical social problem.
CHECKLIST
Write different Communicate Adapt the
news items in a the rights of communicative
Order coherent and children and purpose and Comments and
Student name cohesive women through recipient of the
No. observations
manner. news. news.
YEAH NO YEAH NO YEAH NO
Rating scale
COMPETENCE:
1. Solve quantity problems.
ABILITY:
1.3. Use estimation and calculation strategies and procedures.
Performances - Employ strategies and procedures such as the
following:
Mental or written calculation strategies, such as
multiplicative decompositions.
He does He does It doesn't

it it
Names and surnames
With help


“We read information about some animals in our world” (the infographic)
I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : today we are going to read an infographic to know its parts.
1.4.- Date: 11/13/18

Read various types of - Obtains information from written Predict what the text will be about, based on some
texts in your language text. clues such as the silhouette of the text, words,
- Infer and interpret information phrases, colors and dimensions of the images;
from the text. Likewise, contrast the information in the text you
- Reflect and evaluate the form, read.

justice.

BEFORE THE SESSION
Read the infographic so you can better guide Copies, pencils, bond Pens. Papers.
students.
Photocopy the infographic
START
The class begins by talking with the students about the animals that are in danger of extinction. What will they be? Will
there be animals in danger of extinction throughout the world? Why will these animals become extinct? What should we do?
Is everything they can mention to us written on the board?
The teacher comments that she found a text in which she gives us a lot of information and she wants to share it with you.
Ask them to comment on the characteristics of the infographic. Take notes on the board of the ideas he expresses. You
can do it as a mind map type organizer, this will help them organize their ideas.
Remind them that one of the characteristics of infographics is that they have images and that reading the image is
important because it helps them understand the written ideas.
Next, the teacher presents the purpose: today we are going to read an infographic to learn about
its parts.
DEVELOPMENT
- Before reading
Place the title of the infographic on the board: polar bear
Ask the students: what will be explained to us in the text? Where will this circuit begin? What other spaces will the
circuit cover? What will be the end point of this circuit?
Write the ideas that the children express trying to collect them in the form of a circuit. You can use the following
scheme:
What will be the end point

What other spaces will the circuit cover? of this circuit?
Where will this circuit start?
Help them determine the purpose of the reading with this question: why will we read this text?
Give the text to each of the students and ask them to look at it.
during reading
Ask them to read the texts that are framed. After reading, ask them to put numbers to indicate where the circuit begins,
where it passes, and where it ends.
Tell them to relate texts and images and link the images with what is written.
Ask them to look at the image and ask the following: how many parts has the graphic information been organized into?
What is talked about in the first and third parts?; Why is the second part separated from the other two? What is talked
about in the second part?
After reading-.
The teacher asks the students what this text was for.
The teacher presents the parts of the infographic.
WHAT IS INFOGRAPHIC? Infographics are a more visual representation than the texts
themselves; in which descriptions, narratives or interpretations intervene, presented in a
graphic, usually figurative manner, which may or may not coincide with abstract graphics
and/or sound
PARTS OF AN INFOGRAPHIC
.HOLDER that represents the second important piece of information.
TEXT: Briefly provides the reader with all the explanation necessary to understand what the
image cannot express.
BODY: Indicates where the information presented in the infographic has been obtained.
SOURCES: indicate the name of the author or authors of the infographic, both the design and
the research.
Closing
They solve a written evaluation.
Metacognitive questions are asked: What did we learn to differentiate in the structure of the infographic? How did we learn?
What will what we learned be used for?
HOMEWORK
Investigate everything about your favorite animal .
CHECKLIST
Recognize the silhouette or

Deduce the
structure OF THE Comments and
No. Student name purpose of a text
INFOGRAPHIC. observations
YEAH NO YEAH NO
01 Abisrror Payahua, Sofia Valentina
02 Ahuite Ihuaraqui Camila Fernanda
03 Huamanyuri bathrobe, Williams
Drak
04 Camavilca Orizano, Jose Alberto
05 Capcha Tamani Manuel Antonio
06 Carrion Lopez Sthefanie Arely
07 Castañeda Ojanama, Alesandro
Leonel
08 Cruz Rodriguez, Franco Lair
09 Curinuqui Rios, Carlos Enrique
10 Del Aguila Fumachi, Shania Loreley
11 Diaz Zamudio Frey Creyser
12 Gonzales Pacaya, Ximena Yuseft
13 Ibañez Pizango, Carlos Martin
14 Navarro Perez, Gester Snayder
15 Paez Murayari, Jhordy Luis
16 Perez Macedo, Niels Mijail
17 Quischica Acho, Obeth Brad
18 Ramirez Sanchez, Conny Rouss
19 Renteria Rioja, Lucciano Augusto
20 Sanchez Huari, Anders Alejandro
21 Tamani Diaz, Adriano Abilio
22 Torresaga Murrieta Angel Uziel
23 Torresaga Pacheco, Jhon Kenyi
24 Vargas Rengifo, Laysi Araceli
25 Vasquez Lopez, Shayra Charlin
Answer the following questions :
1What part of the poster catches your attention? Because?
------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------
2.-What do you think makes her attractive?
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
3To whom do you think the message of this text is directed? Because you
believe that?
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
4.-What do you think the text is about?

-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------
“Write an infographic about an animal you like”
I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session: today we are going to write our infographic of our favorite animal.

1.4.- Date: 11/15/18
Writes various types of - Adapt the text to the communicative situation. Review the text to determine if it
texts in his native fits the communicative situation,
language.
cohesive way. if there are contradictions or
unnecessary reiterations that
relevant way. affect the coherence between
the ideas, or if the use of
- -Reflect and evaluate the form, content and connectors and referents
context of the written text. ensures cohesion between them.

BEFORE THE SESSION
Get a printed infographic to show to students. Flipcharts, images, news cards, portfolio, masking tape,
Get all the materials necessary for students to easily dictionary.
create their infographic.
START
Greet the students kindly and start the session by commenting on what was worked on in the previous session.
Ask them if they like reading infographics and ask them to comment on why. Next, ask them the following questions: do
you think it is easier to read infographics than other texts? What makes infographics more attractive?
Listen to the children's comments and write down those that are most relevant and that help remember its
characteristics and elements. For example: infographics are texts with images, they have short texts and the images help
clarify the ideas in the texts.
Also remind them that infographics can have various purposes; for example, informing about a topic or issue, explaining,
giving instructions, etc.
Next, the teacher presents the purpose: today we are going to write our infographic of our favorite animal.
DEVELOPMENT
 Planning
Ask students to comment on the information they have brought and indicate why they chose it to capture it in
their infographic.
They answer: What do we need to do before writing our infographic?
Why will we create Who will read our infographic? Where will we publish the
infographics? infographics?
Show the boys and girls the infographic that you brought as a model. Ask them to look at it carefully.
Next, ask the following questions: what predominates in infographics?; Are the texts long? Is there a relationship
between the images and the texts? , why is it like this?; Are colors important?
The parts of the infographic are mentioned.
Textualization
Remind the boys and girls that this is the first version of their infographics, therefore, it is as if it were a sketch
Tell them to take into account everything they have planned and any reference to the ANIMAL THEY LIKE.
Closing
Verify that everyone has completed their work. They can leave it in the classroom so that they can review it
together in the next class.
Promote metacognition with the following questions: what have we done today? What was considered for the
preparation? What do you like most about your job?
Task creates an infographic.
CHECKLIST
Order Student name Autonomously Writes various CHECK IF IT Comments and

No. proposes a types of texts STAYS ON observations
writing plan to with some THE TOPIC..
organize his complex
ideas according elements, with
to his various themes,
communicative based on their
previous
purpose.
knowledge
YEAH NO YEAH NO YEAH NO
03 Huamanyuri bathrobe, Williams Drak
Leonel
“We solve multiplication problems”
I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : Today you will learn to develop two-digit multiplication problems.
1.4.- date : 11/14/18

strategies and procedures one or more actions of adding, reiterating,
operations.
expressions (model) of multiplication with
natural numbers of up to three figures.


BEFORE THE SESSION

Type cleaner.
Others.
START
 They participate in the multiplication domino game in teams.
 They are asked: Did you like the game? What did they have to do? Which team did it the fastest?
 Previous knowledge is collected: What does it mean to multiply? How do you multiply by single digit
numbers?
The purpose of the session is communicated: Today you will learn to develop two-digit multiplication
problems.
DEVELOPMENT
On a farm there are 468 chickens, and each one laid 12 fertilized eggs. If each hen takes care
of her eggs and all the chicks hatch, how many chicks will be born on the farm?

could be applied?

 The search for strategies is guided by the questions: What does the problem ask for? How could they
solve it? Can any strategy help us? Will you need some materials? What order should you follow to
multiply by two-digit numbers?
 In pairs, they talk about the strategies they can follow to multiply by a number, perhaps using the
base ten material.
• It is indicated that in their strategy they can continue with a property or the strategy they see fit.
 They represent on flipcharts how they resolved the situation.
They are asked: How would they do it symbolically? and proceed to multiply
c d O
R
1 1
4 6 8
1 2
9 3 6
4 6 8
5 6 1 6
Formalization
To formalize what has been learned, the steps to multiply by given numbers are established.
They talk about how they resolved the situation and how it is multiplied by single digit numbers: How
did they resolve the situation? Could you multiply by a number? Did the strategies help you?
Other exercises are given to students to solve.
Closing
ASSESSMENT INSTRUMENT
CHECKLIST
Solve different Solve 2-digit

application multiplication Comments and
No. Student name
worksheets on problems observations
multiplications.
 
x x

Leonel
CHECKLIST
Solve different Solve 2-digit
application multiplication
worksheets on problems Comments and
No. Student name multiplications. observations
 
x x
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
“We use strategies to divide”

I.-INFORMATIVE DATA
1.2.- Grade : 3° “C”
1.3 .- Purposes of the session : today we will learn to solve division problems by grouping
1.4.- date :

Solve quantity problems Use estimation and calculation Employ strategies and procedures such as the
strategies and procedures following:
operations. • Heuristic strategies.
• Written calculation strategies to divide
natural numbers with results of up to three
figures.


BEFORE THE SESSION

Type cleaner.
Others.
START
Greet the boys and girls kindly. Form teams of four or six members and play with them to distribute objects from the
mathematics sector.
For example, ask them to take 80 buttons and put them in matchboxes with 20 buttons. Ask them, how many boxes did
they use?
After the game, recover the children's prior knowledge by asking them questions like these: what did we do to find out
how many boxes we would need? How did they do it?
The purpose of the session is communicated: today we will learn to solve division problems by grouping
DEVELOPMENT
The Inca Huayna Cápac sent an army with 588 soldiers in companies of 98 soldiers each to Chilean lands, with the
purpose of reinforcing the troops that were in that territory. How many companies of soldiers left for Chile?

could be applied? How many soldiers did the Inca Huayna Ccápac send? How were they grouped? How many soldiers did
each company have?
Together with them, identify the relevant data of the problem and write them down on the board.
 The search for strategies is guided by the questions: how can we solve the problem?; Do you think the Base
Ten material can help us? How?
Guide the resolution process through the group formation strategy. Do it by following these steps:
1. With the Base Ten material, represent the total number of the army.
2. . Form groups using the Base Ten material according to the problem. Make exchanges (1 hundred for 10 tens and
one ten for 10 units).
3. Check if the result is correct and compare with other groups.
Formalization
Formalize with the children some ideas regarding the procedures to solve a problem in which a division is needed.
Other ways to divide Forming groups:
• Groups are formed according to the quantity indicated by the divisor. Example: 588: 98 Groups of 98 are formed.
• The result of the division is equal to the number of groups formed. With successive subtractions
• We subtract according to the amount indicated by the divisor until we reach zero or until we cannot subtract. •
The result is equal to the amount of subtractions we perform.

Closing
CHECKLIST
Use mental and
Recognizes written
relevant data in Comments and
No. Student name calculation
problems and observations
procedures or
expresses them in strategies to
divide natural
a two-digit numbers with
division solution results of up to
model. four figures.

Leonel

SOLVE THE FOLLOWING PROBLEMS
1.-When attending a party I observed that there were 345 people who
ate a total of 24 snacks each throughout the night. How many snacks were
consumed at the party?
2.-In a bank, each saver opens an account with 870 nuevos soles. How
much money do they collect from 75 savers?
3.-A movie theater has capacity for 245 people. If on a holiday there were
full houses in all 85 theaters, how many people entered the movie
theaters?
4.- A century is 100 years old. How many years are there in 31
centuries?
5.- How much money do you have in 987 S/. 10?

“We read about the rights of the child”
I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : today we are going to read a text about the rights of the child to inform ourselves.
1.4.- Date: 11/20/18

Read various types of - Obtains information from written Deduces implicit characteristics of characters,
texts in your language text. animals, objects, and places, and determines the
- Infer and interpret information meaning of words based on context and makes
from the text. comparisons; as well as the subject and recipient.

justice.

BEFORE THE SESSION
Read the texts of the rights Copies, pencils, bond Pens. Papers.
START
The class begins by giving the students some puzzles about rights.
Then we ask: What do you see in the image? Will all the images be the same? What do those images remind you of? Will
they be important to us? Would you like to know more? Why were these texts written?
Write down the hypotheses that the children dictate about the content of the text on the blackboard or on a piece of paper
so that they can confront them during and after reading.
Next, the teacher presents the purpose: today we are going to read a text about the rights of the child to inform ourselves.
DEVELOPMENT
- Before reading
The title is presented in a puzzle for the students to put together and then there is a dialogue with the
students: what will the text be about? Is it important to know about this?
The teacher gives the reading to each student and asks: How many paragraphs does the text have?
during reading
Ask students to read the text individually and silently.
Tell the children to locate and underline the main ideas of the text with one color, and with another color, the unusual
expressions and rights that they find in the text.
Ask them to read the text a second time collectively, paragraph by paragraph and alternating in groups.
Tell them that to deduce the meaning of unusual expressions, they can reread the text and relate it to the closest word or
expression in order to make sense of it .
After reading-.
Direct the students' gaze towards the blackboard or the paper where their initial responses were recorded.
Encourage them to compare their answers with the information found in the text.
Students are invited to comment freely on the text read. Wait for them to start the dialogue, if it doesn't
happen, start the dialogue yourself
They solve an application sheet
Reflect with children on the importance of respecting children's rights, as well as assuming responsibilities
as students, as children and as citizens.
Closing
Encourage reflection on their learning by asking: what did they learn in this session? What did they do to identify
information in the text? (answered questions, underlined main ideas, unusual words), etc.
Task
Draw children's rights
Children's rights,
About the Declaration
In 1959, the United Nations General Assembly adopted the Declaration of the Rights of
the Child . This recognition marked the first major international consensus on the
fundamental principles of children's rights.
Origin of the Declaration of the Rights of the Child

In 1924, the League of Nations (SDN) approved the Geneva Declaration , a document
that became historic, since for the first time it recognized and affirmed the existence of
specific rights of children, as well as the responsibility of adults towards them. .
The United Nations (UN) was founded after the Second World War ended. After the
approval of the Universal Declaration of Human Rights in 1948, the improvement in the
field of rights revealed certain deficiencies in the Geneva Declaration , thus prompting
the modification of said text.
It was then that they decided to draft a second Declaration of the Rights of the Child ,
again considering the notion that "humanity owes the child the best it can offer."
On November 20, 1959, the Declaration of the Rights of the Child was approved
unanimously by all 78 member states of the UN. This was adopted and approved by
the United Nations General Assembly through its resolution 1386 (XIV) in Resolution
1386 (XIV).
Content of the Declaration of the Rights of the Child

“The child is universally recognized as a human being who must be able to develop
physically, mentally, socially, morally and spiritually with freedom and dignity” [own
translation] (1)
It should be noted that neither the Geneva Declaration of 1924, nor the Declaration of
the Rights of the Child of 1959, define what period childhood includes, that is, the age
at which childhood begins and ends, this is mainly in order to avoid ruling on the issue
of abortion.
However, the Preamble to the Declaration of the Rights of the Child highlights the idea
that children need special protection and care, “including adequate legal protection,
before birth and after birth.”
The 10 most important rights of childhood

The Convention on the Rights of the Child contains 54 articles with all the rights of
boys and girls, but at Guiainfantil.com we have selected the 10 that are fundamental
for the well-being of children.
Right to recreation . The 10 fundamental rights of the child. Declaration of the rights
of the child. All children have the right to play and have fun. Boys and girls' right to play
Right to Food . The 10 fundamental rights of children. Declaration of the rights of the
child. All children have the right to food.
Right to have a home . All children have the right to have housing, a house where
they can protect themselves from the cold and where they can live with their family. In
addition to being a home, it must be a home where the child can live with
understanding, tolerance, friendship, love and protection. The right of children to have
a home and housing
Right to health . The right to health in children is one of the fundamental rights that
any child should have access to. The right to health is a compendium of physical,
mental and social well-being, and even more so in children, who are more vulnerable
to diseases. November 20, International Children's Day.
Education rights . The right of children to education is included in the Declaration of
the Rights of the Child. All children have the right to an education, regardless of sex,
religion, nationality and any other status. The State must do everything possible to
guarantee children's access to education.
Right to life and to have a family . The child, for the full development of his
personality, needs love and understanding. Grow up under the responsibility of their
parents and in an environment of affection and moral and material security. The right of
children to life and to have a family.
Right to have nationality . From birth, the child has the right to have a first and last
name. Every child must be registered immediately after birth, since parents are obliged
to report the name, surname and date of birth of the newborn.
Children's right to equality . The right of children to equality, without distinction of
race, religion or nationality. This is intended to ensure that all children are treated in the
same way, regardless of their origin and wherever they are in the country.
Right to opinion . The Convention on the Rights of the Child recognizes in its articles
12 and 13 the right of children to express their opinion and freedom of expression. Why
should children express opinions freely?
Right not to work . The right to protection against child labor says the following: The
child must be protected against all forms of abandonment, cruelty and exploitation. The
child shall not be subject to any type of trafficking and the child shall not be permitted
to work before an appropriate minimum age.
CHECKLIST
Comments and observations
Deduce the cause of a fact and the
idea of an informative text with
No. Student name some complex elements in its
structure and with varied
vocabulary
07 Castañeda Ojanama, Alesandro Leonel
Reply :
1.-On what date and year was the declaration of children's rights approved?
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2.-Why are children's rights important?
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
3.-Do you think that children's rights are respected today?
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
4.-Which of the 10 rights draw your attention the most? Why?
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
5.- Solve The Next Pupiletras

CHECKLIST
Comments and observations
Deduce the cause of a fact and the
idea of an informative text with
No. Student name some complex elements in its
structure and with varied
vocabulary
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
“We write messages about children's rights”
I.-INFORMATIVE DATA
1.2.- Grade : 3° “C”
1.3 .- Purposes of the session: today we will write messages about our rights.

1.4.- Date:
Writes various types of
- Adapt the text to the communicative situation. Adapt the text to the
texts in his native communicative situation
language.
cohesive way. considering the communicative
purpose, the recipient and the
relevant way. most common characteristics of
the textual type.
- -Reflect and evaluate the form, content and
context of the written text.

BEFORE THE SESSION
You get images about the rights Flipcharts, images, news cards, portfolio, masking tape,
dictionary.
START
Greet the students kindly and start the session by commenting on what was worked on in the previous
session.
What did we talk about in the previous class? Is it important? Who are the rights for?
Talk to them about the various texts they are reading and writing about their rights. Ask them: how could
we write to our colleagues and family, briefly, about our rights?
Welcomes proposals from boys and girls about the texts they could write that will allow them to
communicate what they are learning about their rights and promote their defense.
Next, the teacher presents the purpose: today we will write messages about our rights.
DEVELOPMENT
Discuss with the boys and girls about the law they learned about in the previous session. Read aloud or
invite them to read the paper with the ideas they recorded about the right to recreation.
 Planning
Discuss with students about the text they are going to write, its purpose and the way in which they will
write it.
What are we going to Why are we writing this Who will read our What do we need to
write? message? messages? write our message?
A message about our To express what we Our classmates from Remember what a
rights think and spread our other grades, our family. message is like. See
rights. examples of messages.
As an example, work on some messages that you can create together:
Reflect with them on the register they use in the message, that is, the way they address their parents and
then how they address their neighbors. In the first case it is more informal.
Textualization
Recall with the students what they talked about in the previous session about the game and tell them that
they can choose some ideas that they worked on in that session to develop their message.
Give instructions for them to copy the idea they have chosen into their notebook. Go through the different
places accompanying the process. Ask them: which idea did they choose? Why? Listen to their answers
carefully and then ask them to copy it into their notebook.
Give them recommendations to take into account the characteristics of the text when writing their first
draft. Place these instructions in a place visible to everyone. You can place these same instructions on a
co-evaluation sheet so that they can evaluate their text.
When writing our message:
• We write briefly.
• We write about the topic of boys and girls' right to play.
• We place the period at the end of the text and capital letter at the beginning of the text
Revision
Instruct the children that, when they finish writing their messages, they exchange them with their
groupmates for review.
Give the group materials manager the review table with which they will evaluate their messages.
In the message… Yeah No

1. They wrote about rights
2. The text presents clear and brief ideas
3. They wrote capital letters at the beginning of the text.
4. The period was placed at the end of the sentence
Instruct them to proceed to correct the message they have written taking into account the suggestions of
their classmates and what you discussed with them at the time of textualization.
Agree on the place where you will place the text so that it is preserved and forms part of the
march you are going to carry out.
Closing
 Discuss with the boys and girls about what they have learned today: write a message about the
right to play. Tell them to express what they learned. To do this, they look at the paper with the text
planning, the examples of messages and the cards they have used.
 Remind boys and girls that messages are written briefly, and the way we address people depends
on how close we are to them.
 Evaluate with them whether they complied with the rules of coexistence that they chose for the
session.
CHECKLIST
Write messages with themes and
Select, with the help
simple textual structure at the
of the adult, the
alphabetical level, according to the Comments
recipient, the topic,
No. Student name communicative situation and your and
and the purpose of
prior knowledge, considering the observations
the texts to be
topic, the purpose and the
produced.
recipient.
07 Castañeda Ojanama, Alesandro Leonel
CHECKLIST
Write messages with themes and
Select, with the help
simple textual structure at the
of the adult, the
alphabetical level, according to the Comments
recipient, the topic,
No. Student name communicative situation and your and
and the purpose of
prior knowledge, considering the observations
the texts to be
topic, the purpose and the
produced.
recipient.
01
02
03
04
05
06
07
08
09
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
“We use strategies to divide”

I.-INFORMATIVE DATA
1.2.- Grade : 3° “A”
1.3 .- Purposes of the session : today we will learn to solve division problems by grouping
1.4.- date : 11/19/18

Solve quantity problems Use estimation and calculation Employ strategies and procedures such as the
strategies and procedures following:
operations. • Heuristic strategies.
• Written calculation strategies to divide
natural numbers with results of up to three
figures.


BEFORE THE SESSION

Type cleaner.
Others.
START
Greet the boys and girls kindly. Form teams of four or six members and play with them to distribute objects from the
mathematics sector.
For example, ask them to take 80 buttons and put them in matchboxes with 20 buttons. Ask them, how many boxes did
they use?
After the game, recover the children's prior knowledge by asking them questions like these: what did we do to find out
how many boxes we would need? How did they do it?
The purpose of the session is communicated: today we will learn to solve division problems by grouping
DEVELOPMENT
A fruit producer will make a shipment to a market in Arequipa. This is the record of the harvest and the
number of boxes you have to prepare apples and pears.
Fruit amount Boxes available

Apples 1369 63
pears 2369 26
The producer wants to place the same amount of fruit in each box. How many apples should you put in each
box? How many pears should you put in each box?

could be applied? How many soldiers did the Inca Huayna Ccápac send? How were they grouped? How many soldiers did
each company have?
Together with them, identify the relevant data of the problem and write them down on the board.
 The search for strategies is guided by the questions: how can we solve the problem?; Do you think the Base
Ten material can help us? How?
Guide the resolution process through the group formation strategy. Do it by following these steps:
4. With the Base Ten material, represent the total number of the army.
5. . Form groups using the Base Ten material according to the problem. Make exchanges (1 hundred for 10 tens and
one ten for 10 units).
6. Check if the result is correct and compare with other groups.
Formalization
Formalize with the children some ideas regarding the procedures to solve a problem in which a division is needed.
Other ways to divide Forming groups:
• Groups are formed according to the quantity indicated by the divisor. Example: 588: 98 Groups of 98 are formed.
• The result of the division is equal to the number of groups formed. With successive subtractions
• We subtract according to the amount indicated by the divisor until we reach zero or until we cannot subtract. •
The result is equal to the amount of subtractions we perform.
Closing
Did you like it? Why? Do you think that what we learned will be useful to us?
NAME AND SURNAME:………………………………………………………………………………………………
1.-On an excursion through the forest, we 2.- Pablo is a bus driver. He told me that on
collected 4813 blackberries, which we spent each trip he travels 8,240 kilometers and that
completely making cakes. If we put 48 he travels at an average speed of 80 kilometers
blackberries in each pie, how many blackberry per hour. How long does it take to make your
pies did we make? journey?
3.-At school some teachers had complained 4-Mariana and her friends are going on a field
that there was not enough material, and that is trip in 3 days. The trip costs 72 euros in total
why 6,324 boxes of erasers have been and we know that 8 people will go on the
distributed equally among 26 classes. How excursion. If they are going to pay it equally,
many boxes of eraser ranges will each class how much will each one have to pay?
receive?
We measure lengths” (the meter)
I.-INFORMATIVE DATA
1.2.- Grade : 3° “C”
1.3 .- Purposes of the session : today you will learn to estimate and measure lengths when measuring a kite
1.4.- date :

Solve quantity problems Use estimation and calculation Use heuristic strategies to measure exactly or
strategies and procedures approximately (estimate) the length
(centimeter, meter) as appropriate, as well
operations.
as some measuring instruments.


BEFORE THE SESSION
We bring the subway, clip, kite, etc. . Papers.

Type cleaner.
Others.
START
Greet the students politely and remind them that the situation is significant.
Ask these questions: apart from animals and plants, what other natural resources do we have? How could we take
advantage of the wind to play? What wind toys do you know? Could we make a kite? Do you know how to make it? What
materials will we need?
Collect prior knowledge through these questions: what do you need to know to make a kite? Will it be necessary to know
how to measure?; What measuring instruments do they know? Do they know how to use them? What unit of measurement
is used to measure lengths?
The purpose of the session is communicated : today you will learn to estimate and measure lengths when measuring
a kite.
DEVELOPMENT
Organize students into teams of four or five members. Then, show the kite you brought to class and present the paper
you prepared with the day's challenges.
Challenges of the day To make a kite, first, we must learn to estimate and make measurements.
• If they use clips, how many of these do you think measure the tail of the kite? What if they use a pencil?
• How many centimeters do you estimate the tail of the kite is?
Understanding
• How can wethe Problem.
check our estimates
They propose questions to ensure understanding of the problem: what is it about? What should they do? What instruments
will they use?
Give each team the materials (clips, pencils and measuring tape) and ask them to observe, manipulate and compare them.
Guide the search for strategies through questions like these: how can they estimate the length of the kite's tail? Will using a
wick help them? How?
Cut, while the students observe, pieces of wick with the same size as the tail of the kite and give one to each team, so that
they can make their estimates and measurements.
Provide the Estimates and Measurements Recording Sheet (Annex 1) to each student and ask them to first estimate the
measurement of the kite's tail in clips, pencils, and centimeters, and then check their estimates by measuring with said
objects. and the tape measure.
We estimate and measure the tail of the kite
Unit of measurement my estimate I check by measuring Did I get closer? But
clips
Pencil
Centimeters
Ask students to compare their estimates and measurements in pairs.
Formalization
Length estimation is an approximate measurement that is made without using measuring instruments. Example: The table
measures approximately 80 cm long.
Measuring lengths Measurement is much more precise and can be done using arbitrary measurement units (clip, hand,
elbow, foot, etc.) or conventional units (meter, centimeter, etc.)
Reflect with students on the procedures they developed to estimate and measure. Ask them to… • explain what they did to
estimate. • demonstrate the procedures they used to measure.
An application form is provided.

Closing
 Promotes a dialogue about the activities carried out; You can ask the following questions: what did we do today? Did
you like it? Why? Do you think that what we learned will be useful to us?

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WORLD FOOD DAY

1.5.- Teacher: RENGIFO GONZALES LUCIA

CROSS-CUTTING APPROACH OBSERVABLE ACTIONS

III.- PREPARATION OF THE LEARNING SESSION

We read an informative text “Food Day”

1.- When is Food Day celebrated?

2.- What would you do to end malnutrition

4.-What activities would you do to raise awareness about feeding day?

5.- find the words in the pupils.

III.- PREPARATION OF THE LEARNING SESSION

We measure the duration of activities

1.4.- Teacher: LUCIA RENGIFO GONZALES

II.- EXPECTED LEARNING

 Environmental focus  Teachers and students propose solutions in relation to the

III.- PREPARATION OF THE LEARNING SESSION

Cards about the hour and the minute. . Papers.

Marcos leaves home at 8:30. He arrives at school at a quarter past 9. First

Understanding the Problem.

Search for strategies

The question arises: How could we solve the problem?

Raise Other Problems

II.- EXPECTED LEARNING

 Environmental focus  Teachers and students propose solutions in relation to the

III.- PREPARATION OF THE LEARNING SESSION

Worksheets on time measurements. . Papers.

Read and join

1. In May I play with my friends in the tree house.

or children for not having anything to eat.

“We read a family letter”

CROSS-CUTTING APPROACH OBSERVABLE ACTIONS

III.- PREPARATION OF THE LEARNING SESSION

Then the structure of the letter is presented.

Ucayali, December 27, 2017

I hope you had a great Christmas there in Canada.

Everyone sends you a hug.

to) One can open the correspondence of

1. Where is the letter written from?

III.- PREPARATION OF THE LEARNING SESSION

I expressed what I like and value about my partner.

I wrote in clear handwriting.

I told him something about myself.

I wrote the farewell.

WE ESTIMATE AND COMPARE THE CAPACITY (LITER)

1.4.- Teacher: LUCIA RENGIFO GONZALES

II.- EXPECTED LEARNING

 Environmental focus  Teachers and students propose solutions in relation to the

III.- PREPARATION OF THE LEARNING SESSION

Addition subtraction multiplication and division worksheets . Papers.

Understanding the Problem.

Search for strategies

II.- EXPECTED LEARNING

CROSS-CUTTING APPROACH OBSERVABLE ACTIONS

III.- PREPARATION OF THE LEARNING SESSION

Then we agreed on the classroom rules for today's class.

Then they circle the words with v and b.

CRITERIA Identify Difference

II.- EXPECTED LEARNING

 Environmental focus  Teachers and students propose solutions in relation to the

III.- PREPARATION OF THE LEARNING SESSION