READFLIX

Santander, Carla.

GROUP:SAFI N 7
SHIFT: Afternoon.

RATIONALE

This project was conceived for the SAFI students to approach the
reading and writing through the exploration and production of texts
writings as an approach to written culture, so that they understand
that is written and read with intentions.
The approach to reading and writing is part of the process of
initial literacy: This level involves two aspects of learning: By
one part in relation to the USE AND FUNCTIONS OF TEXTS and the other
a learning branch is the WRITING SYSTEM. In its process of
learning the students have particular ways of understanding it and of
interpret what is written, needing time and experience with production and l
interpretation of texts to learn some conventions of use of the
writing system, such as directionality and the relationship between graphemes and
sounds. In both aspects, it is essential that what is read and written
I have complete felt, meaning the traditional activities of tracing.
Letters or syllables that cannot be read mean nothing and do not make sense.
in the learning processes of the students.
It is necessary to use texts that are used as we, people, use them.
alphabetization: in this sense, initial alphabetization is about
incorporate students into written culture

GENERAL PURPOSES OF TEACHING:

✔Develop interest and taste for reading.
✔ Generate teaching situations aimed at enriching and expanding the
knowledge of the students
Provide tools for understanding the different stories.
 ✔Stimulate cognitive processes that focus on the interest of the
students for reading and writing.
✔ Build the comprehensive training of students as critical thinkers.
reflexive for the interpretation, comprehension, and analysis of writing.
Encourage dialogue as a shift of opportunities for exchange
of opinions that allow explaining what happens in the different
stories.
✔Generate collaborative workspaces to promote exchange
ideas about the topics addressed.
✔Propose varied reading situations and oral exchange and promote the
reflection on the contexts of production and reception of those practices
for the formation of a community of readers and writers.
✔ Provide students with the opportunity to engage in reading situations
literary around a variety of stories from different genres, eras and
authors organized in reading routes and collaborate through
different teaching proposals so that they understand reading as an activity
gratifying and pleasant as a pathway to knowledge and as a way
to enhance and give meaning to personal experience.

EXPECTATIONS OF ACHIEVEMENT FOR:

• Participate as active members of the reading community,

resorting to various sources and selecting the appropriate strategies for the
the following purposes (global): reading to be informed, reading to study, reading
to understand school regulations and rules;
Participate in the community of literature readers by resorting to a
wide range of texts from various genres and authors of cultural heritage
universal, consulting the library and organizing with increasing autonomy each time
a personal reading journey. To use the appropriate strategies for searching
and selection of the material;
When reading to study, select, prioritize, and organize the information.
register it and be able to account for what has been learned both orally and in writing
writing
• Conduct a critical reading of news articles and journalistic chronicles,
comparing different media, distinguishing facts from opinions and taking
a personal stance;
• Participate as members of a community of writers, in practice
that are developed in a recurring and structural (non-linear) process, with a plan,
textualization, draft review and design of the final version, with
adaptation for different purposes and for various recipients.

CONTENTS:
LANGUAGE PRACTICES AREA:
Contents for addressing Language Practices in the home environment.
Language Practices in the Field of Literature:

Read individually and in groups.

Distinguish the unique and common traits in different genres
literary.
Listen to oral narratives linked to cultural tradition.

● Read as many complete, authentic texts as possible,

various.
Know and use the discursive strategies of aesthetic language
in writing.
Explore the creative possibilities in writing: games of
language and figures, using various resources.
Write in process (with draft review).
Explore the creative possibilities in writing.
Draft at least one draft of the previously planned text.
Rewrite the texts individually and in groups.
●Use punctuation marks according to the purposes of the text.
write.
●Review the lexical and grammatical cohesion.
Review spelling with increasing autonomy.

LANGUAGE PRACTICES IN THE STUDY AREAS: Search

information based on criteria established by the teacher:

Search, select, and classify reading materials.

Select appropriate reading strategies for the purposes
specific and the genres of the texts.
Identify the relevant materials for a search purpose.
Recognize the distinctive characteristics of the genres
academic discourse.
●Follow one or several genres.
Follow one or several authors.
Be part of social reading situations.
●Write as a reader (from a possibility).

LANGUAGE PRACTICES IN TRAINING CONTEXTS

CITIZEN:

Distinguish between facts and opinions; topic and problem.

Interact critically with the media.
LITERATURE CONTENTS

Participate in social situations of literary reading and writing.

Establish relationships between literary language and other languages
artistic.
Read and produce academic (study) and critical texts of
literature, based on its possibilities.

MATHEMATICS AREA:
POSSIBLE ACTIVITIES:

The teacher will inquire about the television programs to the students.
they like to see, what they are called, where they see them, what they like, among others
questions.
The teacher will mention to them that she uses a platform that streams series and
movies called NEXTFLIX. You may wonder if you know this platform and
how they have used it.
He will inform the students that we are going to start working with the
LEERFLIX project. We will comment on your ideas based on what has been presented to you.
proposed.
A work sheet will be provided for you to record the different stories.
what they have read.
❖Reading by the teacher of stories from different genres.
After the reading, there will be a discussion about the story.
generative questions.
The characteristics of the Wonderful tales will be recorded in the notebook.
horror stories, detective story, and author's stories.
They will create an informative poster with the different names of the stories.
that they were reading.
They will invent the end of the story as a group.
Reading by the teacher about the true ending of the story, for
that the students make a comparison with the finals that they
they carried out.
Description of the main characters and the secondary characters of
the different stories read.
They will write the concept and characteristics of the main characters.
secondary.
They will identify the primary and secondary characters as a group.
they will write the names in their folders (if necessary)
some students will assemble the name with the movable alphabet) and the
characteristics of the characters.
They will answer a questionnaire of main questions about the story.
The teacher will explain to the students the parts that make up a story.
The parts of the story will be identified in the tales.
They will write in the folder when uppercase is used in a sentence.
Use of uppercase. Complete the sentences with uppercase.
They will enclose the correct option with the word that is written with
uppercase.
They will create different posters to know what the books we read are about.
 Concept and characteristics of proper and common nouns.
They will look for common and proper nouns in the stories.
We are looking for information about different authors.
Complete the sentences with true or false.
They will write the concept of adjectives in the notebook.
They will think of examples of adjectives.
In groups, you will write a story of different genres.
❖

RECIPIENTS:
Students of SAFI 7 Afternoon shift.

MATERIAL RESOURCES:

Folder-Sheet-Pens-Pencil-Copies-Books. Glue-Chalk-Board-
Draft - Poster - Felt tip - Posters with book titles - images -

HUMAN RESOURCES:

SAFI 7 Teacher

TIME:

This project will be worked on during the months of March, April, May, and June.
current school year.

EVALUATION:
According to the functions it performs, the evaluation will be:

✔Summative (referring to the results or effects of the project).

✔Formative (referring to the monitoring that takes place during the process of
execution of the project.
Self-assessment.

For the present evaluation, the following will be taken into account
instruments:

Communication with the teacher.

Participation in classes.
The inquiries related to the proposed activities carried out to the
teacher.
Activities carried out in class.
Reading during the class.
Return of the work done in class.
The students will be evaluated through rubrics with indicators.

FINAL PRODUCT:

Development of simple experiences, informative posters, and models of the

stories worked on during this period.