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Monday March 4th. Class at 2nd C. 12:20-13:10

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Monday March 4th. Class at 2nd C. 12:20-13:10

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Today's lesson followed our customary daily routine, which involves greeting students, writing the date on the board, and checking in on their well-being. This routine helps establish a positive classroom environment conducive to learning.

To introduce the topic, I initiated a Guess the Topic warm-up activity where students had to identify emotions elicited by different sounds. This interactive approach not only engaged students from the start but also primed them for the theme of the lesson, fostering curiosity and anticipation.

The main focus of today's lesson was on emotions and expressions. After revealing the topic, I provided a clear overview of the lesson objectives and learning outcomes. Drawing on the works of researchers like Paul Ekman, whose studies on facial expressions and emotions are widely recognized, I emphasized the importance of understanding and interpreting emotions in communication.

Next, I utilized emotions flashcards to teach vocabulary, pronunciation, and form. This multisensory approach aligns with the principles of Total Physical Response (TPR) advocated by James Asher, which suggests that physical movement enhances language learning.

To reinforce understanding and pronunciation, we engaged in a Closed Eyes game, where students had to identify emotions based on verbal descriptions. This activity not only challenged their comprehension but also encouraged active listening and verbal expression.

Incorporating the Beat Function System, inspired by the rhythmic approach to language learning proposed by Carolyn Graham, we practiced pronunciation through rhythmic repetition and chanting. This technique helps internalize language patterns and improve fluency.

Following these interactive activities, students completed handouts to fill in the gaps in sentences with the appropriate words related to emotions and expressions. This task encouraged application of vocabulary in context and provided opportunities for assessment.

As a final step, I checked students' answers, providing feedback and registering scores to monitor their progress.

Reflecting on the lesson, while it effectively engaged students and provided opportunities for interactive learning, there are areas for improvement. Incorporating more opportunities for student-led discussions and peer collaboration could further enhance engagement and deepen understanding. Additionally, providing real-life scenarios or role-play activities to practice expressing emotions in context could strengthen application of language skills. Moreover, ensuring alignment between activities and learning objectives, as well as offering timely feedback, can maximize the effectiveness of future lessons.

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Wednesday  March 6th. Class at 2nd B. 7:00-8:40

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Wednesday  March 6th. Class at 2nd B. 7:00-8:40

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Today's class began with our customary daily routine, which includes warm greetings, writing the date on the board, and checking in on how students are feeling. This routine establishes a positive atmosphere and sets the stage for effective learning.

To introduce the topic, I initiated a Guess the Topic warm-up activity where students had to identify emotions based on different sounds. This interactive approach immediately engaged the students and effectively primed them for the theme of the lesson, fostering curiosity and anticipation.

The main focus of today's lesson was on emotions and expressions. After revealing the topic, I provided a clear overview of the lesson objectives and learning outcomes. Drawing on the works of researchers like Lisa Feldman Barrett, whose studies on emotion theory provide valuable insights, I emphasized the importance of understanding and interpreting emotions in social interactions.

Next, I utilized emotions flashcards to teach vocabulary, pronunciation, and form. This multisensory approach, influenced by Howard Gardner's theory of multiple intelligences, caters to diverse learning styles and enhances language acquisition.

To reinforce understanding and pronunciation, we engaged in a Closed Eyes game, where students had to identify emotions based on verbal descriptions. This activity not only challenged their comprehension but also promoted active listening and verbal expression.

Incorporating the Beat Function System, inspired by the rhythmic approach to language learning proposed by Sheila D. Garvin, we practiced pronunciation through rhythmic repetition and chanting. This technique helps internalize language patterns and improve fluency.

Following these interactive activities, students completed handouts to fill in the gaps in sentences with the appropriate words related to emotions and expressions. This task encouraged application of vocabulary in context and provided opportunities for assessment.

As a final step, I checked students' answers, providing feedback and registering scores to monitor their progress.

Reflecting on the lesson, while it effectively engaged students and provided opportunities for interactive learning, there are areas for improvement. Incorporating more opportunities for peer collaboration and discussion could further enhance engagement and deepen understanding. Additionally, providing real-life scenarios or role-play activities to practice expressing emotions in context could strengthen application of language skills. Moreover, ensuring alignment between activities and learning objectives, as well as offering timely feedback, can maximize the effectiveness of future lessons.

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Today's lesson centered around the exploration of "Indigenous Communities,". The goal was to delve into the concept of community, with a specific focus on indigenous communities, fostering an understanding and appreciation for cultural diversity among students.

The class commenced with our customary daily routine, which included warm greetings and setting the date on the board. This routine helped set a positive tone for the lesson and established a sense of familiarity and routine within the classroom environment. Additionally, I took a moment to check in with students about how they were feeling, promoting a supportive and caring atmosphere.

To initiate the lesson, a lead-in activity was employed to gauge students' existing knowledge and awareness of indigenous communities. Utilizing a series of questions, I encouraged students to raise their hands in response to prompts related to indigenous culture and traditions. This interactive approach sparked engagement and allowed students to share their perspectives and experiences, laying a solid foundation for the lesson ahead.

Transitioning to the main activity, students were provided with a worksheet titled "Communities," featuring a series of thought-provoking questions aimed at deepening their understanding of indigenous communities. The pre-reading questions effectively primed students for the concepts they were about to encounter, setting the stage for meaningful exploration and discussion.

Despite the minor setback earlier, students demonstrated remarkable engagement and enthusiasm during the matching task, where they had to associate each concept with corresponding images representing various aspects of indigenous culture and community life. This hands-on activity encouraged critical thinking and allowed students to connect theoretical concepts with real-world examples, enhancing their comprehension and retention.

As the lesson progressed, multiple-choice questions provided an opportunity for students to apply their understanding in a practical context, reinforcing key concepts and promoting active participation.

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Today's class with the 2nd "C" group marked the second session of the week, aimed at building upon the previous lesson's exploration of indigenous communities while introducing a collaborative project titled "Tales of our Roots."

As customary, the class commenced with the daily routine, including warm greetings, setting the date on the board, and inquiring about students' well-being. This routine not only established a positive atmosphere but also provided an opportunity for students to feel valued and connected within the classroom community.

Following the routine, students were prompted to recall a word from the previous session or from their homework, fostering continuity and reinforcing key concepts from previous lessons. This brief review helped re-engage students with the topic at hand, ensuring that learning was built upon a solid foundation.

The main focus of today's lesson was the presentation of the collaborative project "Tales of our Roots," which aimed to deepen students' understanding of indigenous communities and their cultural significance. Through slides, I introduced the project and outlined its objectives, emphasizing the importance of appreciating and valuing indigenous cultures.

To further reinforce the value of indigenous communities, a review session was conducted using Padlet, allowing students to share their thoughts, reflections, and questions collaboratively. This interactive approach encouraged active participation and provided a platform for students to express their perspectives.

Following the review, teams were formed using fruit stickers, promoting a sense of camaraderie and teamwork among students. Clear instructions were provided regarding the project requirements, and students were tasked with selecting an indigenous community to explore and appreciate through a Padlet review.

In order to facilitate effective planning and organization, students were guided to create a table outlining the elements they would need to complete the project and assign responsibilities within their teams. This strategic approach encouraged students to take ownership of their learning and fostered collaboration and communication skills.

Throughout the class, attendance and participation were monitored and recorded, ensuring accountability and acknowledging students' contributions to the collaborative project.

In conclusion, today's class provided students with a structured framework for engaging with the topic of indigenous communities through a collaborative project. By integrating various activities and fostering teamwork, students were empowered to deepen their understanding and appreciation of cultural diversity, laying the groundwork for meaningful exploration and learning in the sessions to come.

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In today's lesson, we started the topic"Indigenous Communities". The aim of the session was to engage students in understanding the concept of community, particularly focusing on indigenous communities, their characteristics, and the importance of respecting and appreciating cultural diversity.

To begin the lesson, the class started with the daily routine, including greetings and setting the date on the board. This provided a structured start to the lesson and helped establish a positive classroom atmosphere. Additionally, I took the opportunity to ask students how they were feeling, fostering a sense of inclusivity and care within the classroom environment.

The lead-in activity aimed to activate students' prior knowledge of indigenous communities. By asking a series of questions and prompting students to raise their hands, I aimed to create engagement and activate their background knowledge. However, due to technical issues with the speaker, the audio component of the activity couldn't be played as planned.

Moving forward, the class transitioned to the worksheet activity titled "Communities." This worksheet consisted of detonating questions aimed at deepening students' understanding of the elements and characteristics of communities, particularly focusing on indigenous communities.

The pre-reading questions were effective in priming students' understanding of the concepts they were about to encounter. However, due to the disruption caused by the technical issues, there was a slight delay in progressing through the activity. Despite this setback, students demonstrated comprehension and enthusiasm in completing the matching task, where they had to match each concept with an image representing it.

Reflecting on this lesson, while the technical issues posed challenges, I believe the activities chosen were appropriate for engaging students and fostering their understanding of indigenous communities. Moving forward, ensuring backup plans for technical equipment and allocating additional time for unforeseen disruptions will be essential strategies to enhance the smooth delivery of future lessons. Additionally, incorporating more interactive elements and varied resources can further enrich students' learning experiences and promote a deeper understanding of cultural diversity and inclusivity within the classroom.

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Today's session with the 2nd "B" group marked the third lesson of the week, focusing on the theme of "Discrimination" and its impact on indigenous communities.

As usual, the class began with the daily routine, comprising warm greetings, setting the date on the board, and inquiring about students' well-being. This routine helped establish a positive and supportive classroom environment, setting the stage for effective learning.

To segue into the day's topic, a warm-up activity was conducted using Hangman to elicit the word "DISCRIMINATION." This interactive approach engaged students from the outset and effectively introduced the theme of the lesson, fostering curiosity and anticipation.

The main focus of today's lesson was on reading and discussing page 106 from the textbook "Lenguajes," which addressed the main problems faced by indigenous people according to the text. Students were encouraged to critically analyze the text, identify key issues, and engage in a meaningful discussion about the challenges indigenous communities encounter.

Following the reading activity, students were provided with Worksheet 2, which presented various solutions to the problems discussed in the text. Students worked collaboratively to answer true/false questions regarding the best solution to each problem, promoting critical thinking and analytical skills.

To further reinforce understanding and facilitate visual representation of the solutions provided, students were tasked with creating a mental map illustrating the solutions discussed. This activity encouraged students to synthesize information and organize their thoughts in a coherent manner.

Throughout the class, attendance and participation were diligently monitored and recorded, ensuring accountability and acknowledging students' contributions to the lesson.

As a concluding activity, students were asked to spell the word of the day, "DISCRIMINATION," reinforcing vocabulary acquisition and providing a brief review of the day's theme.

In summary, today's lesson provided students with a comprehensive exploration of the theme of discrimination and its impact on indigenous communities. Through a combination of reading, discussion, and interactive activities, students were engaged in critical thinking, collaborative learning, and meaningful reflection, laying the groundwork for continued exploration and understanding of social issues in future sessions.

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As customary, the class began with the daily routine, comprising warm greetings, setting the date on the board, and inquiring about students' well-being. This routine helped establish a positive and supportive classroom environment, setting the stage for effective learning.

To segue into the day's topic, a warm-up activity was conducted using Hangman to elicit the word "DISCRIMINATION." This interactive approach engaged students from the outset and effectively introduced the theme of the lesson, fostering curiosity and anticipation.

The main focus of today's lesson was on reading and discussing page 106 from the textbook "Lenguajes," which addressed the main problems faced by indigenous people according to the text. Students were encouraged to critically analyze the text, identify key issues, and engage in a meaningful discussion about the challenges indigenous communities encounter.

Following the reading activity, students were provided with Worksheet 2, which presented various solutions to the problems discussed in the text. Students worked collaboratively to answer true/false questions regarding the best solution to each problem, promoting critical thinking and analytical skills.

To further reinforce understanding and facilitate visual representation of the solutions provided, students were tasked with creating a mental map illustrating the solutions discussed. This activity encouraged students to synthesize information and organize their thoughts in a coherent manner.

Throughout the class, attendance and participation were diligently monitored and recorded, ensuring accountability and acknowledging students' contributions to the lesson.

As a concluding activity, students were asked to spell the word of the day, "DISCRIMINATION," reinforcing vocabulary acquisition and providing a brief review of the day's theme.

In summary, today's lesson provided students with a comprehensive exploration of the theme of discrimination and its impact on indigenous communities. Through a combination of reading, discussion, and interactive activities, students were engaged in critical thinking, collaborative learning, and meaningful reflection, laying the groundwork for continued exploration and understanding of social issues in future sessions.

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In today's lesson, students engaged in practicing the conversation they had learned with a classmate. As they conversed, I circulated around the classroom, monitoring their pronunciation and providing feedback where necessary. This interactive practice allowed students to apply what they had learned in a real-life context, enhancing their speaking skills and confidence.

The main activity involved students working in their teams to construct a tower using these pieces of paper. Each piece contained a description of an element related to the indigenous community, such as their traditions, language, clothing, food, or customs. The challenge for the teams was to correctly match the description with the corresponding word.

To add an element of competition and motivation, the team that successfully built the tallest and most accurate tower won 5 extra participation coins. This not only encouraged teamwork but also incentivized students to pay close attention to the details of the descriptions and vocabulary.

Today's lesson provided a dynamic and engaging way for students to deepen their understanding of indigenous communities. The hands-on activity of building the tower required students to work collaboratively, communicate effectively, and apply their knowledge of the concepts and vocabulary.

Through this activity, students were able to actively engage with the material, reinforcing their learning in a memorable way. The competitive aspect added an extra layer of excitement and motivation, leading to heightened participation and focus.

As I observed the teams working together, I noted the level of engagement and collaboration among the students. However, I also observed that some students were more active than others, indicating the need for further encouragement and support.

In future lessons, I plan to implement strategies to ensure that every student feels included and valued within their teams, because some students told me that they did not want some classmates to work with them and they felt excluded.This could include assigning specific roles to each team member, rotating roles, or providing additional guidance for those who may need it. Overall, today's lesson was a step towards fostering a deeper appreciation and understanding of indigenous communities. By actively engaging with the concepts and vocabulary, students not only learned about these communities but also developed teamwork skills and critical thinking.

I will continue to incorporate interactive and hands-on activities that encourage student participation and deepen their understanding of diverse cultures. I will also provide opportunities for reflection and discussion, allowing students to share their insights and learn from each other.

Conclusion: In conclusion, today's lesson was a successful blend of language practice, cultural exploration, and teamwork. By creating a dynamic and engaging learning environment, I aim to inspire curiosity, empathy, and a lifelong appreciation for the rich diversity of our world.

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Introduction: Starting the class with the daily routine, I greeted the students warmly, wrote today's date on the board, and asked each student how they were feeling. This helped set a positive tone for the lesson and allowed me to check in with the students' emotional well-being.

Writing the Date and Main Aim: After the greetings, I proceeded to write the date prominently on the board, followed by the main aim of today's lesson. This aimed to provide clarity and focus for both myself and the students as we moved forward.

Interactive Vocabulary Review: To engage the students in a dynamic way, I introduced an interactive vocabulary review activity. I handed a ball to a student and played music. When the music stopped, the student with the ball had to spell out a word related to our lesson's theme. This activity not only reinforced vocabulary but also added an element of fun and movement to the class.

Activity on Community Concepts: Following the vocabulary review, I distributed sheets of paper with various concepts related to the community and its elements. The students were tasked with working in teams to build a tower using these concepts. Each team had to place the concept above the word that matched its meaning.

Teamwork Dynamics: The teamwork aspect of the activity worked quite well, with most teams collaborating effectively to build their towers. However, I noticed that not everyone was participating actively. Some students seemed hesitant to contribute or take the lead in their teams.

One approach could be to assign specific roles within each team, rotating them regularly so that every student gets a chance to lead and contribute. Additionally, I will provide more guidance on how to approach the task, emphasizing the significance of each student's input.

Incorporating Feedback: Furthermore, I will create opportunities for students to provide feedback on their teamwork experiences. This will allow me to gain insights into their perspectives and adjust the activities accordingly.

For the next lesson, I intend to build on today's activity by expanding our exploration of community concepts. We will delve deeper into the significance of each element and its role within a community. I will also introduce a reflection segment at the end of the lesson, where students can share their insights and challenges faced during the teamwork activity.

Conclusion: Overall, today's lesson provided valuable insights into the dynamics of teamwork and student engagement. By implementing targeted strategies and fostering a supportive learning environment, I aim to create more inclusive and enriching experiences for all students in the classroom.

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Thursday Feb 1st. Class at 2nd B. 7:50-8:40

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Thursday Feb 1st. Class at 2nd B. 7:50-8:40

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Beginning the class with our usual routine, I greeted the students warmly and wrote today's date on the board. As always, I asked each student how they were feeling, setting a positive tone for the lesson ahead. Following this, I wrote down the main aim of today's session, providing clarity on our objectives.

Exploring Nahuas People from Colima: Today's main activity centered around a conversation between two people discussing the Nahuas people from Colima. The conversation covered various aspects of their culture, including their geographical zone, original language, traditional food, special traditions, dressing, and music or dancing.

To engage the students and reinforce their understanding, I handed out Worksheet 3 titled "Did you know that…?" The worksheet contained incomplete expressions related to the Nahuas people, such as what they wear, what they traditionally eat, the dance they play or dance, where they live, a custom they have, and the language they speak. Students were tasked with completing these expressions based on the information provided in the conversation. While working on the worksheet, I observed that a few students completed their sentences and were willing to share them with the class.

Today's lesson provided a valuable opportunity for students to delve deeper into the culture of different ndigenous communities. Yaquis de Sonora, Amuzgos de Guerrero, Coras de Nayarit... The reading of the conversation allowed them to gather information about various aspects of this culture, from their traditional clothing to their language and customs.

Student Engagement: While the completion of Worksheet 3 aimed to reinforce their understanding, I noticed that only a few students actively participated in sharing their completed sentences with the class. This highlights the importance of encouraging all students to contribute and share their thoughts during such activities.

Encouraging Participation: In future lessons, I plan to incorporate more interactive elements that prompt students to engage actively with the material. This could include group discussions, role-plays, or presentations where each student has the opportunity to showcase their understanding.

Overall, today's class was a step towards building a deeper appreciation for the diverse cultures that make up our world. By exploring the Different cultures of indigenous people and communities, students gained insights into their traditions, language, and way of life.

Conclusion: In conclusion, today's lesson was a journey of cultural exploration and learning. As an educator, I am committed to fostering a classroom environment that celebrates diversity and encourages active engagement with new knowledge.

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Thursday February 8th, 2024. Conferencia USICAMM at ENSEM. 

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Thursday February 8th, 2024. Conferencia USICAMM at ENSEM. 

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In today's session with 2nd C, students engaged in practicing the conversation they had learned with a classmate. As they conversed, I moved around the classroom, monitoring their pronunciation closely. This practice session aimed to help students feel more comfortable and confident with the dialogue, allowing them to focus on their speaking skills.

Following the conversation practice, students were divided into teams to explore specific indigenous communities. However, the focus of today's lesson was to deepen their understanding of the concepts and new vocabulary related to these communities. To achieve this, students were provided with pieces of paper containing descriptions of various aspects of the community.

The main activity for the day involved students working collaboratively in their teams to construct a tower using the provided pieces of paper. Each piece contained a description of an element related to the indigenous community, such as their traditions, language, clothing, food, or customs. The challenge for the teams was to correctly match the description with the corresponding word.

To infuse an element of competition and motivation, the team that successfully built the tallest and most accurate tower was awarded 5 extra participation coins. This incentive encouraged students to actively engage with the material, paying attention to details and working together effectively. Today's lesson provided an interactive and hands-on approach for students to deepen their understanding of indigenous communities. The tower-building activity required students to collaborate, communicate, and apply their knowledge in a practical context.

Through this activity, students not only reinforced their understanding of the concepts and vocabulary but also honed their teamwork skills. The process of working together towards a common goal promoted a sense of camaraderie and shared achievement within the teams.

To foster inclusivity and ensure that every student was actively involved, I made it a point to provide guidance and encouragement to all team members. I also encouraged students to take turns leading discussions and making decisions within their teams.Overall, today's lesson was a meaningful exploration of indigenous communities, blending language practice with cultural understanding. By actively engaging with the concepts and vocabulary, students gained a deeper appreciation for the rich diversity of cultures around the world.

Looking ahead, I plan to continue incorporating interactive and collaborative activities that promote student engagement and learning. I will also create opportunities for students to reflect on their experiences, share insights, and learn from each other's perspectives.

By creating an environment that encouraged active participation and collaboration, I aim to empower students to become curious, empathetic, and culturally aware individuals.

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Today's class with 2nd C began with our usual routine, where I greeted the students warmly, wrote down the date on the board, and took a moment to check in with each student, asking how they were feeling. Following this, I wrote down the main aim of today's lesson, setting the focus for our activities.

The main activity for the day centered around completing sentences using expressions to express admiration for indigenous people's traditions. These expressions included:

1. I really like...

2. It's amazing how...

3. I find it impressive that...

4. I think it's wonderful...

5. I admire the fact that...

6. It's so interesting to see...

7. I really appreciate...

8. I'm fascinated by...

9. It's great how...

10. I respect their...

Students were then tasked with matching each expression with the correct sentence, ensuring that they understood the nuances of each expression and its appropriate use. Additionally, they were encouraged to write some examples of their own, applying the expressions to specific examples related to indigenous traditions.

Through this activity, students not only practiced using the simple present tense but also learned how to express admiration, respect, and fascination in a culturally sensitive and appropriate manner. This type of language practice helps students develop their language skills while also fostering empathy and cultural awareness.

I plan to continue exploring different ways to integrate cultural appreciation into our language lessons. I will also provide more opportunities for students to interact with indigenous cultures through readings, videos, and guest speakers.

Today's lesson with 2nd C was a meaningful exploration of language and cultural appreciation. By providing students with the tools to express admiration for indigenous traditions, I aim to foster a deeper understanding and respect for the rich diversity of cultures in our world.

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In today's lesson with 2nd B, students engaged in a team-based activity focused on specific indigenous communities. Each team was provided with a reading that detailed information about different indigenous groups, highlighting six key elements that represented each community.

The first part of the activity involved teams working together to identify and discuss the six key elements highlighted in the reading. These elements could range from traditions, language, clothing, food, customs, rituals, or any other significant aspect of the community's culture.

After identifying these key elements, students were then tasked with completing expressions related to each element. The expressions included:

1. I really like...

2. It's amazing how...

3. I find it impressive that...

4. I think it's wonderful...

5. I admire the fact that...

6. It's so interesting to see...

Using these expressions as prompts, students had to craft sentences that expressed their feelings and thoughts about each identified element of the indigenous communities. This activity encouraged students to think critically about the cultural significance of each element and articulate their appreciation in a thoughtful manner.

Throughout the activity, students collaborated within their teams, discussing the key elements, sharing ideas, and deciding on the best way to express their admiration and respect for the indigenous cultures they were learning about. This fostered a sense of teamwork and mutual understanding among the students.

Today's lesson provided a valuable opportunity for students to delve deeper into the cultural aspects of specific indigenous communities. By working in teams and analyzing the key elements that define each community, students gained a richer understanding of the diversity and richness of indigenous cultures.

The completion of expressions related to each element allowed students to practice their language skills in a meaningful context. They were able to articulate their admiration, respect, and fascination for the traditions, customs, and practices of the indigenous communities they studied.

Benefits of Collaborative Learning: The team-based approach encouraged active participation, critical thinking, and respectful discussion among the students. They were able to learn from each other's perspectives and develop a deeper appreciation for the cultural diversity present within indigenous communities.

I will provide opportunities for students to engage directly with indigenous cultures through guest speakers, virtual tours, or cultural exchange programs.

Today's lesson with 2nd B was a journey of exploration and appreciation for the cultural richness of indigenous communities. By engaging in team activities, completing expressions, and discussing key elements, students developed a deeper understanding and respect for the traditions and customs of these diverse cultures

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Thursday Feb 15th. CLass at 2nd B. 7:50-8:40 

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Thursday Feb 15th. CLass at 2nd B. 7:50-8:40 

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In today's lesson with 2nd B, we ventured into the realm of digital exploration by introducing the use of PADLET. The objective was for students to share their appreciation and thoughts about key elements of indigenous communities. Each student was assigned one element to focus on: food, clothing, language, traditions, social roles, or beliefs.

Students enthusiastically logged into the PADLET platform, where they were tasked with writing their ideas and appreciation for the assigned element of indigenous communities. This digital platform provided a space for students to express their thoughts freely and share insights with their classmates.

As students began to write, it became apparent that there were numerous grammatical mistakes in their sentences. The lack of a specific grammar lesson prior to this activity meant that students were struggling with sentence structures, verb tenses, and proper word usage.

Realizing the need to address these grammatical challenges, I took a moment to provide some quick guidance and reminders about common grammatical rules. I emphasized the importance of subject-verb agreement, correct verb tense usage, and sentence structure to convey ideas clearly.

In addition to providing examples, I encouraged students to engage in peer review on PADLET. They were asked to read and comment on each other's posts, offering constructive feedback on grammar and sentence structure.

Throughout the activity, students had the opportunity to not only express their appreciation for indigenous communities but also to reflect on their own writing skills. The process of writing on PADLET allowed them to see their grammatical errors and understand the importance of clear communication.

While the presence of grammatical mistakes was evident, it was also a valuable learning moment for students.

As we concluded the activity on PADLET, I reiterated the importance of clarity and effective communication in expressing ideas. I encouraged students to continue practicing their writing skills and assured them that we would work together to strengthen their grammar proficiency.

In our upcoming lessons, I plan to incorporate dedicated grammar lessons that align with the writing tasks we undertake. This will provide students with a solid foundation in grammar and empower them to express their ideas with confidence and clarity.

Conclusion: Today's lesson with 2nd B on PADLET was a journey of digital exploration and writing expression. While we encountered grammatical challenges, it served as a valuable learning experience for students to recognize the importance of grammar in effective communication.

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In today's lesson with 2nd B, we focused on revisiting the prompts related to key elements of indigenous communities. The objective was to practice using the prompts with the correct information, make adjustments, and correct any grammatical mistakes from the previous PADLET activity.

To begin the lesson, students were provided with the prompts they had used in the PADLET activity.

Correction and Adjustment Process: As students worked on their sentences, I circulated around the classroom, providing guidance and support. I encouraged students to pay attention to grammar, sentence structure, and clarity of expression. Where grammatical mistakes were made, I guided them on how to correct these errors.Once the sentences were written, students engaged in peer review. They exchanged papers with a classmate, carefully reading and providing feedback on each other's sentences. This peer review process encouraged collaboration and allowed students to learn from each other's mistakes.

As the lesson progressed, I could see students becoming more confident in their writing. The practice of using the prompts allowed them to focus on specific elements of their sentences and make necessary adjustments for improvement.

By incorporating these prompts into their regular practice, students can further enhance their writing skills.

In our next lesson, I plan to introduce more interactive activities that reinforce grammar concepts while also allowing students to express their ideas creatively. This will build upon the foundation laid in today's lesson and continue to strengthen their writing skills.

Conclusion: Today's lesson with 2nd B focused on revisiting and practicing the prompts related to key elements of indigenous communities. Through this activity, students had the opportunity to correct mistakes, make adjustments, and improve their writing skills. The collaborative peer review process and guidance on grammar provided a supportive learning environment, fostering growth and confidence in writing.

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Wednesday Feb 21st. Class at 2nd B. 7:00-8:40

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Wednesday Feb 21st. Class at 2nd B. 7:00-8:40

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n the previous lesson with 2nd B, we engaged in an enhanced team presentation activity focused on sharing insights and appreciation for key elements of indigenous communities. Each team was tasked with presenting their spoken presentation using the provided prompts, while I implemented a timer for time management and provided real-time feedback.

To ensure that the presentations remained focused and within the allotted time, I implemented a timer for each team. This encouraged students to articulate their ideas clearly and concisely, emphasizing the most important aspects of their assigned elements.

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This lesson with Group 2C focused on consolidating vocabulary related to emotions. The class began with the usual greetings, date acknowledgment, and a quick check-in on students' feelings.

The focus then shifted to active participation and teamwork through a fun Pictionary game. The class was divided into teams, with each team choosing a representative to draw an emotion on the board. Once finished, the other team had to guess the correct vocabulary word.

To solidify their understanding, students then created a chart with various situations and corresponding emotions. They then had to complete each situation with a sentence expressing their feelings. This "Musical Traffic Lights Dynamic" activity provided an opportunity for students to practice formulating sentences expressing emotions in context. Highlighting student work on the board further boosted engagement and potentially sparked discussions.

The lesson concluded with attendance registration, participation recording, and a quick spelling activity for the "word of the day."

Reflections:

The use of Pictionary as a guessing game fostered a fun and engaging environment, encouraging active participation and teamwork. Showcasing student work on the board connects to Vygotsky's Zone of Proximal Development (ZPD) by providing a model for learning and promoting self-confidence.

While the daily routine is essential for establishing a sense of structure, it could be streamlined to maximize instructional time. The "Musical Traffic Lights Dynamic" activity might benefit from clearer instructions on the sentence structure expected. Consider providing sentence starters or frames to guide students who might struggle with sentence formulation.

Overall, this lesson offered a blend of activities that catered to different learning styles. While there's room for improvement in terms of time management and activity clarity, the use of engaging activities provided a solid foundation for practicing emotional vocabulary.

Moving Forward: For the next lesson, I will refine the instructions for the "Musical Traffic Lights Dynamic" activity and consider incorporating more sentence starters to support students in expressing their emotions. Additionally, I will explore ways to streamline the daily routine to ensure sufficient time for the core instructional activities.

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Thursday Feb 22nd. Class at 2nd B. 7:50-8:40

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Thursday Feb 22nd. Class at 2nd B. 7:50-8:40

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In the final moments of today's lesson with 2nd B, we took the time to reflect on our learning journey and experiences throughout the activities. The lesson concluded with a focus on registering all participations and noting any missing activities for the students.

To encourage thoughtful reflection, students were given a reflective activity to complete. The activity consisted of answering the following questions:

1. What I learned...

Students were asked to consider and write down the key insights, knowledge, or skills they gained from the activities related to indigenous communities. This allowed them to reflect on the valuable lessons and new understandings they acquired.

2. What I liked the most was...

This question prompted students to think about the aspects of the lesson or activities that they enjoyed the most. It could be a particular topic, activity, discussion, or discovery that stood out to them during the lesson.

3. What was more difficult for me was...

Students were encouraged to identify and acknowledge the challenges they faced during the lesson. This could include difficulties with certain tasks, concepts, grammar structures, or any aspect of the activities that presented a challenge.

The reflective activity served multiple purposes in the lesson:

Encouraged students to process and internalize their learning experiences.

Provided an opportunity for self-assessment and recognition of personal growth.

Promoted critical thinking by evaluating strengths and areas for improvement.

Fostering a sense of ownership and responsibility for their learning journey.

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Friday Feb 23rd. CTE Quinta Sesión Ordinaria

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Friday Feb 23rd. CTE Quinta Sesión Ordinaria

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Wednesday March 6th. Class at 2nd C. 9:30-10:20

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Wednesday March 6th. Class at 2nd C. 9:30-10:20

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Today's lesson for Group 2nd C started with our customary daily routine, where I greeted the students, wrote the date on the board, and checked in on their well-being. This routine helps create a positive classroom environment and sets the tone for productive learning.

To kick off the lesson, I introduced the concept of opposites through a lively activity where I said a word and students shouted out the opposite word. This interactive approach not only engaged the students but also reinforced vocabulary comprehension in a fun and memorable way.

Next, I presented the main aim of the lesson, focusing on product presentation. Drawing on principles of effective presentation techniques discussed by authors like Garr Reynolds and Nancy Duarte, I emphasized the importance of clarity, relevance, and audience engagement in delivering a compelling presentation.

Moving on, I presented various situations and asked students to match each one with a corresponding picture. This activity encouraged critical thinking and visual literacy skills, aligning with research on visual learning strategies advocated by experts like Richard E. Mayer.

For the main activity, I facilitated a word game where students formed sentences using word cards and sentences displayed on the board. By incorporating hands-on manipulation of word cards and sentence structures, this activity catered to kinesthetic and tactile learners, as suggested by Howard Gardner's theory of multiple intelligences.

Following this, students worked in small groups to match the sentences they formed with the corresponding emotions evoked. This collaborative approach promoted peer interaction and allowed students to apply their understanding in context.

To reinforce learning, students were then asked to write the sentences according to the matching they had done earlier. This task provided an opportunity for individual practice and assessment, ensuring comprehension and retention of the lesson content.

As a final step, I took attendance and registered participation, ensuring accountability and recognizing students' contributions to the lesson.

Reflecting on the lesson, while it effectively incorporated interactive activities and promoted engagement, there are areas for improvement. Providing more opportunities for student-led discussions and reflections on the presented material could enhance critical thinking and deeper understanding. Additionally, incorporating feedback mechanisms throughout the lesson to gauge student comprehension and adjust instruction accordingly can further optimize learning outcomes. Moreover, ensuring that activities are aligned closely with the learning objectives and offering clear instructions can enhance the effectiveness of future lessons.

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Thursday March 7th. Class at 2nd B. 7:50-8:40.

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Thursday March 7th. Class at 2nd B. 7:50-8:40.

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Today's lesson for Group 2nd B began with our usual daily routine, where I greeted the students, wrote the date on the board, and checked in on their well-being. This routine sets a positive tone for the class and helps establish a supportive learning environment.

To start off the lesson, I introduced the concept of opposites through an interactive activity where I said a word and students shouted out the opposite word. This engaging approach not only grabbed the students' attention but also reinforced vocabulary comprehension in an enjoyable manner.

Next, I presented the main aim of the lesson, focusing on product presentation. Building upon principles of effective presentation techniques discussed by authors such as Garr Reynolds and Nancy Duarte, I emphasized the importance of clear communication and audience engagement in delivering compelling presentations.

Following the introduction, I presented various situations and asked students to match each one with a corresponding picture. This activity encouraged critical thinking and visual literacy skills, aligning with research on visual learning strategies advocated by experts like Richard E. Mayer.

For the main activity, I facilitated a word game where students formed sentences using word cards and sentences displayed on the board. This hands-on approach allowed students to actively manipulate language structures, catering to kinesthetic and tactile learners as proposed by Howard Gardner's theory of multiple intelligences.

Afterward, students worked collaboratively in small groups to match the sentences they formed with the corresponding emotions evoked. This collaborative approach promoted peer interaction and provided opportunities for students to apply their understanding in context.

To reinforce learning, students were tasked with writing the sentences based on the matching they had done earlier. This activity provided individual practice and assessment, ensuring comprehension and retention of the lesson content.

Finally, I took attendance and registered participation, ensuring accountability and acknowledging students' contributions to the lesson.

Reflecting on the lesson, while it effectively incorporated interactive activities and promoted engagement, there are areas for improvement. Providing more opportunities for student-led discussions and reflections on the presented material could enhance critical thinking and deepen understanding. Additionally, incorporating feedback mechanisms throughout the lesson to gauge student comprehension and adjust instruction accordingly can further optimize learning outcomes. Moreover, ensuring that activities are closely aligned with the learning objectives and offering clear instructions can enhance the effectiveness of future lessons.

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Monday March 18th. Suspensión de clases.

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Monday March 18th. Suspensión de clases.

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This first lesson with Group 2C after the holidays aimed to reactivate prior knowledge and introduce a new topic in a creative way. The session incorporated several strengths:

The lesson commenced with a Tic-Tac-Toe activity, dividing the class into teams. This gamified approach likely fostered a fun and competitive environment, encouraging active participation and collaboration.

The lesson cleverly capitalized on a real-world event - a solar eclipse - to spark students' curiosity and connect science to their surroundings. Prompting students to elaborate questions about the eclipse encouraged them to think critically and activate their prior knowledge about astronomy. This aligns with a constructivist approach to learning, which emphasizes the importance of building upon existing knowledge Piaget, J. (1952). The origins of intelligence in children. International universities press].

The lesson concluded with a review of the generated questions, attendance check, and likely some housekeeping announcements to re-establish classroom routines after the break. This closure provided a sense of structure and ensured all students were accounted for.

Building upon this engaging lesson, future sessions could delve deeper into the topic of eclipses, exploring the scientific explanation behind the phenomenon. Additionally, considering incorporating visuals or diagrams during the explanation could further support students' understanding. Overall, this lesson effectively utilized a game and a current event to reactivate prior knowledge and introduce a new topic in an engaging manner.

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Wednesday  March 13th. Class at 2nd B. 7:00-8:40

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Wednesday  March 13th. Class at 2nd B. 7:00-8:40

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Lesson 3 with Group 2B presented a vibrant learning environment that contrasted with my experience with Group 2C. This reflection explores the impact of the physical space and activity design on student participation and engagement.

The setting, the English language lab, inherently encourages interaction. Unlike a traditional classroom, the lab fosters collaboration and discussion. This was evident in the students' active participation throughout the lesson.

The lesson itself mirrored the dynamism of the environment. A similar activity sequence was employed, beginning with greetings and a check-in. However, the production task in this lesson incorporated background music, creating a more relaxed and comfortable atmosphere.

Impact of Strategies:

Positive Reinforcement: The combination of a collaborative space and the use of music likely contributed to the students' increased participation. Research by Milligan (2007) suggests that a positive and supportive classroom environment fosters student engagement [Source: Milligan, M. (2007). "Motivation in the classroom." Routledge]. The relaxed atmosphere created by the music aligns with this idea.

Engaging Activities: The choice of activities, including Pictionary and a production task with music, catered to different learning styles and kept students actively involved. This aligns with the concept of differentiated instruction, which emphasizes tailoring activities to meet individual student needs [Source: Tomlinson, C. A. (2001). "How to differentiate instruction in mixed-ability classrooms." Corwin Press].

While the lesson achieved its objective of practicing emotional vocabulary, some aspects could be further refined. For instance, providing sentence starters or frames during the production task could scaffold learning for students who might struggle formulating sentences expressing emotions.

Building upon the success of this lesson, I will consider incorporating music into future production tasks when appropriate. Additionally, I will explore ways to integrate sentence starters or frames into activities to provide additional support for students who need it.

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Wednesday  March 19th. Class at 2nd B. 7:00-8:40

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Wednesday  March 19th. Class at 2nd B. 7:00-8:40

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Lesson 5 with Group 2B continued our exploration of interviews, delving deeper into the realm of storytelling and emotional connection. While time management presented some challenges, the lesson offered a blend of engaging activities that fostered comprehension and participation.

Engaging Activities:

The lesson commenced with the established daily routine, providing a sense of structure and familiarity. The "stolen word activity" remains unclear without further details, but its title suggests a potentially playful and interactive way to introduce new vocabulary or review previously learned concepts.

Following this, the "LOOK AT THE SONG DYNAMIC" activity piqued my curiosity once again. Understanding the details of this activity would allow for a more comprehensive analysis. Based on the title, it seems likely that music or a song was incorporated, potentially catering to auditory learners and creating a more engaging atmosphere.

The session then transitioned to unscrambled sentences related to a story. Unscrambling sentences encourages critical thinking and problem-solving skills, aiding students in piecing together the narrative flow. Peer correction, implemented next, fostered collaboration and communication as students reviewed each other's work. This aligns with Vygotsky's Social Learning Theory, which emphasizes the importance of social interaction in learning

Students then delved deeper into the emotional aspects of the story by identifying the emotions it evoked in them. This activity encouraged them to connect with the narrative on a personal level and consider the emotional impact of storytelling. Finally, the "Beat function system to practice the sentences rhythm and accent" further solidified their grasp of the story's flow and delivery.

Areas for Improvement:

While the lesson offered a variety of engaging activities, time management proved to be a challenge. The inclusion of a blank-filling activity suggests an attempt to provide additional practice, but the inability to assess everyone thoroughly indicates a potential time constraint. In future lessons, prioritizing activities or streamlining transitions could allow for more comprehensive assessment.

Moving Forward:

Building upon the strengths of this lesson, future sessions could benefit from a clearer picture of the "stolen word activity" and the "LOOK AT THE SONG DYNAMIC" activity. Additionally, exploring strategies for improved time management, such as pre-determining activity lengths or allocating specific time slots, could allow for more thorough assessment and ensure all students receive the necessary support. Overall, this lesson effectively utilized various activities to enhance students' understanding of storytelling and emotional connection in interviews.

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Wednesday  April 10th. Class at 2nd B. 7:00-8:40

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Wednesday  April 10th. Class at 2nd B. 7:00-8:40

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The first two lessons of the final practice week with Group 2B focused on reviewing previously learned content and introducing a new concept related to accents. This reflection highlights the strengths of these sessions:

The lessons began with a review of previously covered content, likely focusing on topics explored throughout the semester. While the specific details of the review activity are not mentioned, it served the important purpose of refreshing students' memories and solidifying their understanding before moving on.

The review transitioned into an engaging listening activity. Students listened to an audio story while simultaneously ordering written pieces of the story. This activity likely challenged them to comprehend the narrative flow and sequence events, promoting active listening skills.

Following the listening activity, the lesson delved into checking and analyzing student responses. This allowed for immediate feedback and correction if needed. Additionally, it offered an opportunity to discuss the overall story structure and narrative.

Introducing American & British Accents:

The final portion of the lessons focused on introducing the concept of American and British accent differences. While the specific activities used for this introduction are not mentioned, it demonstrates a thoughtful transition from review to a new concept related to spoken English.

These lessons align with the principles of spiral curriculum, which emphasizes revisiting concepts throughout a learning journey to ensure mastery. The review activity served as a starting point for the listening task, which likely built upon previously learned vocabulary and comprehension skills.

Building upon the strengths of these lessons, future sessions exploring American and British accents could benefit from incorporating audio samples showcasing the differences. Additionally, providing students with opportunities to practice identifying and distinguishing between the accents would solidify their understanding. Overall, these lessons effectively reviewed content and introduced a new concept, setting the stage for further exploration of accents in spoken English

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Wednesday March 13th. Class at 2nd C. 9:30-10:20

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Wednesday March 13th. Class at 2nd C. 9:30-10:20

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Lesson 4 with Group 2C marked a fresh start as we embarked on a new unit exploring interviews. This session transitioned the focus from vocabulary building to activating students' schema and generating ideas related to familiar stories and family identity.

The lesson began with the familiar daily routine, providing a sense of structure and comfort as we delved into a new topic. The introduction cleverly leveraged technological resources, with slides likely sparking students' curiosity and interest in what was to come. To activate prior knowledge and stimulate brainstorming, the session incorporated a variety of engaging activities. Playing an interview sound clip piqued students' interest and likely prompted them to guess the upcoming topic. Subsequent discussions about relevant personal events and stories further solidified their understanding of the concept.

The lesson thoughtfully transitioned from brainstorming to analysis. Thought-provoking questions such as "Why are stories relevant?" and "What tense are they written in?" encouraged students to critically examine the characteristics of stories. Creating a mental map about the elements of a story solidified their understanding of the key components. This aligns with constructivism, a learning theory that emphasizes the active construction of knowledge by students, as described by Piaget [Jean Piaget's Theory of Cognitive Development. The activities encouraged students to build upon their existing knowledge and experiences to understand the concept of interviews and stories.

Assessment and differentiation were also woven into the lesson's fabric. The use of an "exit ticket" asking students to identify a new word learned allowed for a quick formative assessment. The homework assignment, asking students to gather stories from relatives, promotes differentiation by catering to students' diverse family backgrounds and potentially fostering intergenerational communication.

Building upon the success of this engaging lesson, future sessions could explore different types of interviews and their purposes. Additionally, providing graphic organizers or scaffolding questions during the mental map creation could further support students who might struggle with independent brainstorming. This aligns with the concept of Universal Design for Learning (UDL), a framework that emphasizes providing multiple means of engagement, representation, and action and expression.

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Wednesday March 20th. Class at 2nd C. 9:30-10:20

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Wednesday March 20th. Class at 2nd C. 9:30-10:20

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During this lesson, we focused on equipping students with the tools to identify crucial elements for successful family story interviews. This session employed a word search activity to introduce key vocabulary in a fun and engaging manner.

The lesson commenced with the established daily routine, providing a sense of structure and familiarity. The word search activity served as a springboard for the lesson, introducing key vocabulary related to family story interviews in a playful and interactive way. Research by Nur (2023) suggests that word search puzzles can enhance vocabulary development and spelling skills.

Following the word search, the lesson likely transitioned into a discussion or activity focused on identifying the crucial elements for successful family story interviews. However, the reflection lacks details about this specific portion, making a more comprehensive analysis challenging.

This lesson aligns with the concept of scaffolding in education, which emphasizes providing students with the necessary support to gradually build their knowledge and skills. The introduction of key vocabulary through the word search provided a foundation for further exploration of interview elements.

Building upon the strengths of this lesson, future sessions could benefit from a more detailed description of the discussion or activity related to identifying key elements. Additionally, exploring the use of graphic organizers or visual aids during this part of the lesson could further support students in understanding the importance of these elements in conducting successful interviews.

Overall, this lesson effectively utilized a word search activity to introduce key vocabulary, laying the groundwork for students to delve deeper into the essential components of family story interviews.

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Wednesday April 10th. Class at 2nd C. 9:30-10:20

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Wednesday April 10th. Class at 2nd C. 9:30-10:20

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The penultimate lesson with Group 2B served a vital purpose – addressing missing work and facilitating student questions. This reflection explores the key aspects of this session:

The lesson commenced by registering activities that students were still missing. This proactive approach allowed for a clear understanding of individual needs and ensured all students were on track with their coursework. Identifying missing work early on provides ample time for students to complete it before the deadline.

Students then dedicated time to finishing any outstanding evidence for their work. This independent work period likely allowed them to focus on specific tasks at their own pace. The teacher's role during this time shifted to monitoring and providing closer attention to student questions. This individualized approach ensures that students receive the necessary support to overcome any challenges they might encounter.

The opportunity for students to ask questions is crucial for their understanding. By monitoring student inquiries closely, the teacher can address them promptly and ensure all students grasp the required concepts. This aligns with the concept of formative assessment, which emphasizes the importance of ongoing feedback to guide and improve student learning Black, P., & Wiliam, D. (1998). Assessment and classroom learning.

Building upon the strengths of this lesson, future sessions could consider incorporating time for peer review or collaborative work on missing evidence. This could allow students to learn from each other and provide additional support for classmates who might be struggling. Overall, this lesson effectively facilitated the completion of missing work and addressed student questions, ensuring all students were prepared for the final assessments.

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Thursday March 14th. Class at 2nd B. 7:50-8:40.

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Thursday March 14th. Class at 2nd B. 7:50-8:40.

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Lesson 4 launched us on a journey into the world of interviews, laying the groundwork for future exploration. This session employed a diverse array of activities designed to engage students, activate prior knowledge, and introduce key concepts related to interviews.

The lesson began with the familiar daily routine, providing a sense of structure and comfort as we delved into a new topic. The "closed eyes game with flashcards" introduced a playful element, fostering a more engaging atmosphere and potentially enhancing memorization and focus. This aligns with the concept of gamification in education, which emphasizes incorporating game mechanics to motivate and engage students.

Following this, students tackled a paired reading activity, encouraging collaboration and comprehension. This collaborative approach aligns with Vygotsky's Social Learning Theory, which posits that learning is enhanced through social interaction and dialogue. The incorporation of an audio story with a subsequent sentence ordering task further solidified their understanding of narrative structure, a key element in comprehending interviews.

The "LOOK AT THE SONG DYNAMIC" activity piqued my curiosity and requires further exploration. Understanding the details of this activity would allow for a more comprehensive analysis. However, based on the title, it seems likely that this activity incorporated music or a song, potentially catering to auditory learners and creating a more engaging atmosphere. This aligns with the Multiple Intelligences theory proposed by Gardner, which suggests that students learn best when presented with information in ways that tap into their strengths and preferred learning styles.

The teacher strategically employed formative assessments throughout the lesson. Assessing student work with their participation allowed for immediate feedback and adjustments if needed. This aligns with the principles of Formative Assessment, which emphasizes the importance of ongoing feedback to guide and improve student learning. The use of a true/false worksheet followed by another participatory assessment likely pinpointed areas of strength and weakness, allowing the teacher to tailor future instruction accordingly. Finally, closing the lesson with comprehension questions (CCQs) served as a summative assessment to gauge students' overall understanding of the key concepts introduced.

Building upon the strengths of this lesson, future sessions could benefit from a clearer picture of the "LOOK AT THE SONG DYNAMIC" activity. Additionally, exploring the use of graphic organizers or visuals during the audio story and sentence ordering task could provide additional support for students who might struggle with sequencing information. Overall, this lesson effectively utilized a variety of activities to introduce the concept of interviews and engage students in the learning process.

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Thursday March 21st. Class at 2nd B. 7:50-8:40.

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Thursday March 21st. Class at 2nd B. 7:50-8:40.

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JUNTA INSTITUCIONAL CON PADRES DE FAMILIA

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Thursday April  11th. Class at 2nd B. 7:50-8:40.

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Thursday April  11th. Class at 2nd B. 7:50-8:40.

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The final lesson with Group 2B marked the culmination of their learning journey, encompassing several key elements.

The lesson commenced with students finalizing their questions about potential interview stories. This suggests that the unit focused on interviewing techniques, and this final session allowed them to refine their questions to gather compelling stories.

The lesson transitioned to a test, likely designed to assess students' overall understanding of the concepts covered throughout the unit. While the specific details of the test are not mentioned, it served as a summative assessment to gauge their learning outcomes.

Following the test, the teacher registered any missing pieces of evidence for student work. This final check ensures that all completed assignments are documented and provides an opportunity to address any outstanding requirements before final grades are determined.

This final lesson effectively brought the unit to a close, allowing students to finalize their interview questions, demonstrate their understanding through a test, and ensure all coursework was completed.

This lesson aligns with the principles of Assessment for Learning (AfL), which emphasizes using assessment to inform and improve instruction The results of the test will provide valuable data points about the unit's effectiveness and can be used to inform future teaching strategies.

Building upon the strengths of this session, future units could benefit from incorporating a variety of formative assessments throughout the learning process. This could include activities like short quizzes, exit tickets, or peer reviews to provide ongoing feedback and opportunities for students to adjust their learning strategies as needed. Overall, this final lesson served its purpose by concluding the unit and assessing student learning.

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Friday March 15th, 2024.  Descarga administrativa.

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Friday March 15th, 2024.  Descarga administrativa.

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This lesson marked a shift in focus, transitioning from interactive activities to assessment. Students tackled a test designed to evaluate their understanding of the content covered during the past three weeks, likely focusing on the concepts of interviews, storytelling, and family narratives.

The use of a test as an assessment tool provides valuable insights into students' knowledge retention and comprehension. While the specific details of the test are not mentioned, it likely served as a summative assessment to gauge their overall learning from the unit.

The creation of a relaxed environment through background music and reduced noise levels is noteworthy. Research by Milligan (2007) suggests that a positive and supportive classroom environment fosters student engagement Milligan, M. (2007). "Motivation in the classroom." The calming music could have contributed to a more focused and less stressful testing experience for the students.

This lesson aligns with the principles of Assessment for Learning (AfL), which emphasizes the use of assessment to inform and improve instruction Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 9-36]. The results of the test will provide valuable data points that can be used to identify areas where students excelled and areas that might require additional instruction or reinforcement.

Building upon the strengths of this lesson, future assessments could incorporate a variety of formats, such as presentations, essays, or projects, to cater to different learning styles and provide students with opportunities to showcase their understanding in diverse ways. Additionally, exploring the specific content of the test could provide further insights into the effectiveness of the instructional strategies employed throughout the unit.

Overall, this lesson effectively utilized a test to assess student learning, and the creation of a relaxed environment likely contributed to a more positive testing experience.

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The final lesson with Group 2C marked the culmination of their learning journey, focusing on assessment and closure.

The lesson centered around a test, likely designed to assess students' understanding of the concepts covered throughout the unit. While the specific details of the test are not mentioned, it served as a summative assessment to gauge their learning outcomes.

The session concluded with "closing up the session," which likely involved tasks such as collecting test papers, reviewing any housekeeping announcements, and potentially summarizing key takeaways from the unit. This closure provides a sense of finality and ensures all students are aware of next steps or upcoming topics.

This final lesson effectively brought the unit to a close, allowing students to demonstrate their understanding through a test and finalizing the learning experience.

The results of the test will provide valuable data points about the unit's effectiveness and can be used to inform future teaching strategies.

Building upon the strengths of this session, future units could benefit from incorporating a variety of formative assessments throughout the learning process. This could include activities like short quizzes, exit tickets, or peer reviews to provide ongoing feedback and opportunities for students to adjust their learning strategies as needed. Additionally, exploring different closure activities, such as student reflections or summarizing key points as a class, could further solidify student learning.

Overall, this final lesson served its purpose by assessing student learning and concluding the unit.

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In the previous lesson with 2nd C, students engaged in a collaborative team presentation activity focused on sharing their insights and appreciation for key elements of indigenous communities. Each team was tasked with preparing and presenting their spoken presentation using the prompts provided.

During the presentation, each team member took turns speaking and used the prompts to express their thoughts and appreciation for the assigned element. This ensured that the presentations were structured, cohesive, and focused on the specific aspects of indigenous cultures.

As the teacher, I facilitated the presentations by providing guidance, support, and feedback to each team. I encouraged students to speak confidently, use the prompts effectively, and maintain a cohesive flow throughout their presentation.

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During this lesson we made a general review of what an interview is and the elements that it has. Additionally we started taking a review of the alphabet.

The strategy that I implemented here was clasifying the letters by the similar sounds they have, so students would be able to learn them easily.

I wrote the alphabet on the board, and highlighted the letters according to the sound they are similiar in. I asked students to copy them on the board and to separate each ctaegory by color but when I walked through the rows they just copied the alphabet. So, here the strategy did not work as I planned because when we started the spelling activities, they did not identify the letters.

According to Jener. K. "Learning to fluently recognize, name, and write letters can help students become better readers and spellers, and knowing letter names can help students learn the sounds that some letters make".

This task was planned to be done maximum in 20 minutes, nevertheless, the alphabet review took much more time.

The next part was spelling some letters in order to form the words. I could identify the next students that had trouble completing the words: Samantha, Martin and Luis Enrique.

In future spelling practices I need to implement different strategies to achieve the participation of more students.

References: https://www.in.gov/doe/files/12-alphabet-knowledge-and-handwriting.pdf

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Wednesday May 1st. Class at 2nd B 7:00-8:40

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Wednesday May 1st. Class at 2nd B 7:00-8:40

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SUSPENSION DÍA DEL TRABAJO

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Wednesday May 1st. Class at 2nd C 9:30-10:20

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Wednesday May 1st. Class at 2nd C 9:30-10:20

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SUSPENSION DÍA DEL TRABAJO

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Thursday May 2nd. Class at 2nd B. 7:50-8:40

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Thursday May 2nd. Class at 2nd B. 7:50-8:40

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Today's lesson was focused on grammar, specifically the verb "to be" in the present and past tenses. The aim was to ensure students understood the use and differences between "was" and "were" through various engaging activities.

The class began with our customary routine: warm greetings and setting the date on the board. This routine not only sets a positive tone but also establishes a sense of familiarity within the classroom. Additionally, I took a moment to check in with the students about how they were feeling, promoting a supportive and caring atmosphere.

To kick off the lesson, we did a brief review of the verb "to be" in the present tense. This served as a quick refresher and helped students reconnect with the basic grammar concept before moving on to new material.

Next, I introduced "was" and "were" using slides that explained their use, differences, and provided examples. This visual aid was effective in illustrating the grammatical rules and gave students a clear understanding of when to use "was" versus "were."

Following the introduction, students were tasked with completing sentences using "was" or "were." This activity reinforced the lesson and allowed students to practice applying what they had just learned. Despite the minor setback earlier, students demonstrated remarkable engagement and enthusiasm during this task.

We then moved on to an activity where students had to change sentences from the simple present to the past simple. This exercise was designed to help students make connections between different tenses and understand how verbs change with time.

To make the learning process more interactive, we played a game called "Was or Were?" I showed two sentences and asked students to raise their hands if they thought the correct option was "was" or "were." This game not only reinforced their understanding but also added an element of fun to the lesson.

Throughout the lesson, I played music in the background, which helped students stay focused and work more efficiently. The soothing background music created a calm and conducive learning environment.

Finally, I registered the activity scores, providing feedback and acknowledging the students' efforts. This step is crucial for tracking progress and motivating students.

Reflection and Suggestions for Improvement:

Analysis: The class was heavily grammar-focused, which might not be as meaningful or engaging for teenagers. While understanding grammar is important, it is equally important to connect it to real-life contexts and applications to make the learning more relevant and interesting for students.

Timing: The timing of the activities was not well-managed. In future lessons, I need to allocate time more effectively to ensure each activity is given adequate attention without feeling rushed or dragging on.

Engagement: Incorporating more interactive and context-based activities could make grammar lessons more engaging. For instance, integrating role-plays, storytelling, or collaborative projects can help students see the practical use of grammar in everyday situations.

Classroom Environment: The background music was a positive addition, as it helped maintain focus and created a pleasant atmosphere. I will continue to use this strategy in future lessons.

By reflecting on today's lesson and implementing these suggestions, I aim to create a more balanced and engaging learning experience for my students.

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Friday May 3rd. Class at 2nd C. 8:40-9:30

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Friday May 3rd. Class at 2nd C. 8:40-9:30

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Today's lesson was the second class with this group and focused on reinforcing grammar and spelling skills. Our goal was to solidify students' understanding of the simple past tense, specifically the use of "was" and "were," and to address common spelling errors.

We began with our customary daily routine: warm greetings, taking attendance, and setting the date on the board. This routine continues to help set a positive tone and establish a sense of familiarity within the classroom. Additionally, I took a moment to check in with the students about how they were feeling, promoting a supportive and caring atmosphere.

The first activity of the day was spelling practice with the words “wonderful,” “tragedy,” and “weekend.” During this exercise, I noticed that students often confused the letters "I," "A," and "E." This observation will be crucial for planning future lessons to address these specific spelling challenges.

Next, we moved on to review questions to refresh the students' understanding of the simple past tense. I asked:

When do we use the simple past?

What is the past form of "am," "are," and "is"?

When do we use "was"?

When do we use "were"?

These questions helped students recall previous lessons and set the stage for the main activities.

Following the review, I showed examples of sentences and asked students to complete them with "was" or "were," depending on the subject. This exercise reinforced their understanding and application of the grammar rules. We then checked the answers together, allowing for immediate feedback and clarification of any mistakes.

Throughout the lesson, I played music in the background, which helped students stay focused and work more efficiently. The background music created a calm and conducive learning environment.

Reflection and Suggestions for Improvement:

During the spelling practice, I identified that students frequently confuse the letters "I," "A," and "E." Future lessons will include targeted activities to help students differentiate between these letters, such as phonetic exercises and visual aids.

he background music was a positive addition, as it helped maintain focus and created a pleasant atmosphere. I will continue to use this strategy in future lessons.

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Today's lesson was the third class with this group, continuing our focus on grammar and spelling. Our objective was to improve students' ability to form questions using "was" and "were" and to reinforce spelling skills.

We began with our customary daily routine: warm greetings, taking attendance, and setting the date on the board. This routine helps set a positive tone and establish a sense of familiarity within the classroom.

We started the lesson by reviewing the answers to a crossword puzzle assigned previously. This activity served as a warm-up and helped activate students' prior knowledge and engagement.

The main part of the lesson focused on teaching students how to write questions using "was" and "were." I provided a detailed explanation of the structure and usage, followed by examples. Students were then tasked with forming their own questions.

During the lesson, I noticed that students were confused about which "WH" words to use (e.g., who, what, when, where, why). This confusion affected their ability to form correct questions. Recognizing this gap, I plan to incorporate specific activities to address "WH" words in future lessons.

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Today's lesson was the first class on the topic "Aesthetic Resources in English" with Group 2nd C. Our goal was to introduce students to the concept of aesthetic resources and explore their significance in literature.

We began with our customary daily routine: warm greetings, taking attendance, and setting the date on the board. This routine helps set a positive tone and establish a sense of familiarity within the classroom. Additionally, I took a moment to check in with the students about how they were feeling, promoting a supportive and caring atmosphere.

I introduced the concept of aesthetic resources by presenting a series of slides that explained what aesthetic resources are and their importance in enhancing the beauty and emotional impact of literature. The slides included definitions, examples, and visual aids to help students grasp the concept.

Next, we moved on to a spelling practice session. This exercise aimed to reinforce students' spelling skills and ensure they were comfortable with key vocabulary related to the lesson. During the practice, I noticed that students were attentive and engaged, which set a positive tone for the rest of the lesson.

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Today's lesson was the second class on the topic "Aesthetic Resources in English" with Group 2nd C. Our goal was to help students identify various aesthetic resources and elements in given examples.

We began with our customary daily routine: warm greetings, taking attendance, and setting the date on the board. This routine helps set a positive tone and establish a sense of familiarity within the classroom. Additionally, I took a moment to check in with the students about how they were feeling, promoting a supportive and caring atmosphere.

Identifying Aesthetic Resources The main activity of the lesson involved showing students various examples of literature and asking them to identify the aesthetic resources and elements present in these examples. We focused on:

Metaphor

Simile

Alliteration

Assonance

Rhyme

Classroom Environment Challenges The lesson took place in the "Aula de Medios," where the weather was notably hot. This affected the students' concentration and energy levels, making them appear tired and less engaged.

Song Activity To re-engage the students and add an interactive element to the lesson, I played a song and asked the students to identify the rhymes in the lyrics. This activity was designed to wake them up and refocus their attention. While this approach worked with some students, helping them to become more alert and engaged, others remained distracted due to the uncomfortable classroom conditions.

Reflection and Suggestions for Improvement:

Engagement Strategies: Given the challenging classroom environment, it is essential to have multiple strategies to maintain student engagement. Incorporating more movement-based activities or short breaks could help students stay alert.

Interactive Elements: The song activity was partially successful. In future lessons, incorporating a variety of multimedia resources, such as videos or interactive games, might better capture students' attention.

Classroom Environment: The hot weather significantly impacted student attention. When possible, arranging for lessons to be held in a more comfortable environment, or ensuring better ventilation, could improve focus and participation.

Differentiated Instruction: Since some students were more responsive to the song activity than others, employing differentiated instruction techniques could cater to the varying needs and preferences within the classroom. Offering different types of activities simultaneously might keep more students engaged.

Continued Use of Music: The use of music had a positive effect on some students. Continuing to use music, possibly paired with rhythmic exercises or clapping to the beat, could further enhance engagement and wakefulness.

By reflecting on today's lesson and implementing these suggestions, I aim to create a more effective and engaging learning experience for my students, especially under challenging environmental conditions.

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Today's lesson was the fourth class on the topic "Aesthetic Resources in English" with Group 2nd C. Our goal was to review and revise the poems created by students, as well as register their work for assessment and feedback.The main activity of the lesson involved reviewing and revising the poems created by students in the previous lesson. Students had the opportunity to read their poems aloud to their peers and receive constructive feedback. I encouraged them to pay attention to the use of aesthetic resources such as metaphor, simile, alliteration, assonance, and rhyme.

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Wednesday May 8th. Class at 2nd B 7:00-8:40

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Wednesday May 8th. Class at 2nd B 7:00-8:40

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Today's lesson was the third class with Group 2nd B, continuing our focus on grammar and spelling. Our objective was to improve students' ability to form questions using "was" and "were" and to reinforce spelling skills.

We began with our customary daily routine: warm greetings, taking attendance, and setting the date on the board. This routine helps set a positive tone and establish a sense of familiarity within the classroom. Additionally, I took a moment to check in with the students about how they were feeling, promoting a supportive and caring atmosphere. The main part of the lesson focused on teaching students how to write questions using "was" and "were." I provided a detailed explanation of the structure and usage, followed by examples. Students were then tasked with forming their own questions. The students in this group worked faster than those in the previous class, demonstrating a solid grasp of the material.

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Wednesday May 15th. Class at 2nd B 7:00-8:40

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Wednesday May 15th. Class at 2nd B 7:00-8:40

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SUSPENSIÓN DÍA DEL MAESTRO

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Wednesday May 22nd. Class at 2nd B 7:00-8:40

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Wednesday May 22nd. Class at 2nd B 7:00-8:40

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EXCURSIÓN SECUNDARIA. NO DIMOS CLASES

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Wednesday May 28th. Class at 2nd B 7:00-8:40

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Wednesday May 28th. Class at 2nd B 7:00-8:40

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3er FORO DOCUMENTOS DE TITULACIÓN

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Wednesday May 8th. Class at 2nd C 9:30-10:20

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Wednesday May 8th. Class at 2nd C 9:30-10:20

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Today's lesson was the fourth class with Group 2nd C, focusing on time expressions in the past and constructing sentences using these expressions. The goal was to enhance students' understanding of how to describe past events accurately.

During thi lesson, it was taught the meaning for "last", "ago" and the common using "yesterday". Here, students wrote some examples themselves. I asked them to write some sentences using other elements like the subjects and ocmplements.

I could Identify some improvement areas:

Examples needed a graphical representation so itwould have been easiwer for them to get the meaning.

-Pre-teaching vocabulary needs to be strenghten. i used to include it in previous interventions, but recently I stopped using it.

Grammar also needs to be reincforced.

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Wednesday May 15th. Class at 2nd C 9:30-10:20

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Wednesday May 15th. Class at 2nd C 9:30-10:20

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SUSPENSIÓN DÍA DEL MAESTRO

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Wednesday May 22nd. Class at 2nd C 9:30-10:20

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Wednesday May 22nd. Class at 2nd C 9:30-10:20

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EXCURSIÓN SECUNDARIA. NO DIMOS CLASES.

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Wednesday May 28th. Class at 2nd C 9:30-10:20

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Wednesday May 28th. Class at 2nd C 9:30-10:20

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3er FORO DOCUMENTOS DE TITULACIÓN

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Thursday May 9th. Class at 2nd B. 7:50-8:40

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Thursday May 9th. Class at 2nd B. 7:50-8:40

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Today was the application of the weekly test.

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Thursday May 16th. Class at 2nd B. 7:50-8:40

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Thursday May 16th. Class at 2nd B. 7:50-8:40

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Today's lesson was the first class on the topic "Aesthetic Resources in English" with Group 2nd B. Our goal was to introduce students to the concept of aesthetic resources and explore their significance in literature.

We began with our customary daily routine: warm greetings, taking attendance, and setting the date on the board. This routine helps set a positive tone and establish a sense of familiarity within the classroom. Additionally, I took a moment to check in with the students about how they were feeling, promoting a supportive and caring atmosphere.

Introduction to Aesthetic Resources I introduced the concept of aesthetic resources by presenting a series of slides that explained what aesthetic resources are and their importance in enhancing the beauty and emotional impact of literature. The slides included definitions, examples, and visual aids to help students grasp the concept.

Spelling Practice Next, we moved on to a spelling practice session. This exercise aimed to reinforce students' spelling skills and ensure they were comfortable with key vocabulary related to the lesson. During the practice, I noticed that students were attentive and engaged, which set a positive tone for the rest of the lesson.

To make the lesson more interactive and fun, we practiced some tongue twisters. This activity served multiple purposes: it warmed up the students' pronunciation skills, made them aware of the sounds and rhythms of English, and introduced them to aesthetic resources in a playful manner.

Identifying Aesthetic Resources After practicing the tongue twisters, I asked students to identify the main aesthetic resources present in those examples. We focused on:

Metaphor

Simile

Alliteration

Assonance

Rhyme

Students worked in pairs to analyze the tongue twisters and identify instances of these aesthetic resources. This activity encouraged critical thinking and collaborative learning.

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Thursday May 23rd. Class at 2nd C. 7:50-8:40

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Thursday May 23rd. Class at 2nd C. 7:50-8:40

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Today's lesson was the third class on the topic "Aesthetic Resources in English" with Group 2nd C. Our goal was to help students apply their knowledge of aesthetic resources by creating their own poems and rhymes.

We began with our customary daily routine: warm greetings, taking attendance, and setting the date on the board. This routine helps set a positive tone and establish a sense of familiarity within the classroom. Additionally, I took a moment to check in with the students about how they were feeling, promoting a supportive and caring atmosphere.

To start the lesson, I provided a brief introduction to poetry writing. We discussed the basic elements of a poem, including structure, rhythm, and rhyme. I highlighted how aesthetic resources such as metaphor, simile, alliteration, assonance, and rhyme can enhance a poem's appeal.

Students were then tasked with creating their own poems or rhymes. They were encouraged to incorporate at least two of the aesthetic resources we have been studying. To guide them, I provided examples and prompts to spark their creativity.

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Thursday May 2nd. Class at 2nd C. 7:50-8:40

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Thursday May 2nd. Class at 2nd C. 7:50-8:40

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SPELLING BEE CONTEST

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Friday May 10th. Class at 2nd C. 8:40-9:30

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Friday May 10th. Class at 2nd C. 8:40-9:30

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Application test was/were

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Friday May 17th. Class at 2nd C. 8:40-9:30

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Friday May 17th. Class at 2nd C. 8:40-9:30

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SUSPENSIÓN DÍA DEL MAESTRO

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Friday May 3rd. Class at 2nd C. 8:40-9:30

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Friday May 3rd. Class at 2nd C. 8:40-9:30

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CTE