• T displays pictures about her life around the classroom. Groups go through the pictures and have to write what they think their teacher is trying to share.

• Sharing: T shares their own sentences or descriptions about their pictures. Groups are given points according to how close their were to the meaning of the picture.

• POP CORN: Let's find out what we have in common.T reads characteristics related to their pictures. If they share that characteristic, they move to the pop corn wall. 

• Follow up HW: ask ss to choose 3 or 4 things they would like to share about themselves and bring pictures that represent each one of them.

• Teacher elicits a list of superheroes they know and writes their names on the board (or asks Ss to brainstorm and write them themselves on the board): what are their superpowers? What about Batman's? (we discuss that Batman doesn't actually have any supernatural power like others do, he has a lot of gadgets and technological tools that help him do his job. So we wonder, what is his superpower?

  
  

• We discuss the fact that not only "superheroes" have super powers and then we watch the video.
  

• Ss answer the question: what's your superpower? They write it down on a post-it. They share their superpowers with the classroom and then in small groups they talk about them and what they can do with that super power.

• After chatting with their peers, Ss are asked to reflect on how could they use their superpower (or transform it) in order to make the classroom a better place? Ss ideas are displayed on a bulletin board or corner.

• What do our ideas have in common? 

• How do our superpowers and attitudes impact our behaviour in the classroom? 

• What do they mean?

All together, we think of classroom agreements that match our superpowers and previous work. We write them as sentences on the board.

• Elicit golden rule: Identify each moment and behave accordingly.

• Present the golden coin so that we can use it when we need to or when things get out of control. Stop: what situation are we in? How do we need to behave?

Reflection questions:

Did you expect this answer? Why? Why not?

Why is it hard to think of the solution?

Why did we think of a man for a coach/leader?

Who can lead? What is a leader like?

Definition: The person who leads or commands a group, organization, or country. "the leader of a protest group"

LEAD: the initiative in an action; an example for others to follow.

Activity: Leader (Optional)

Draw a leader that is important for you. Write 3 sentences to describe it: review adjectives and basic sentence structures to describe people.

Think of your superpower and draw yourself as a superheroe.

Choose a profile name and hashtag for your super power.

First, make a color copy of each one of them.

Then, display all of them on the bulletin board.

When they finish it, take time to talk about it with each one of them. Make a Canva template with all of their names and their superpower. Make a copy for each one of them to paste on their blue copybook.

Copybook recording:

We chose a superpower we have and thought about how we could share it with the class to make our school a better place to be in.

(orange paper)

(copy of the superheroe profile)

(canva template)

*I think it would be a good idea to have them paste on their copybooks the list of ss and superpowers but also a picture of the bulletin board.

1. Inquirer: Being an inquirer means you love asking questions and finding out new things. It's like being a detective, always curious about the world.

2. Knowledgeable: This means you know a lot of things about different topics. It's like having a superpower to understand and remember lots of cool stuff.

3. Thinker: Being a thinker is like having a superhero brain! You use your brain to solve problems and make smart choices every day.

4. Communicator: Communicating means sharing your ideas and listening to others. It's like being a good teammate who helps everyone understand each other.

5. Principled: Being principled is like being a superhero with a strong sense of what's right and fair. You always try to do the right thing, even when it's hard.

6. Open-Minded: Being open-minded means you're open to new ideas and different ways of thinking. It's like having a big heart that welcomes everyone.

7. Caring: Caring means being kind and helpful to others. It's like spreading sunshine wherever you go by showing love and compassion.

8. Risk-Taker: Being a risk-taker is like being an adventurer! You're not afraid to try new things and take on challenges, even if they seem a bit scary.

9. Balanced: Being balanced means finding the right mix of work and play, rest and activity. It's like keeping everything in harmony, like a peaceful garden.

10. Reflective: Being reflective means taking time to think about what you've done and how you can do better. It's like having a magic mirror that helps you grow and improve every day.

These attributes help you become not only great students but also awesome people who can make a positive difference in the world around you!

Teacher puts up the pictures in a mural under the title 'This is Us'.

Finish up pictures activity.

• A tennis shoe (from a known brand like nike, Adidas, puma, etc)

• A barbie

• A Coca Cola Bottle (empty)

• Bags from stores (like Zara, Pedidos Ya, etc)

• A deodorant

• Pictures from the Sarubi commercial

These objects should spark curiosity and make Ss ask questions about them.

- I see, I think, I wonder: students write on post its their thoughts about the objects and we join them together on the whiteboard.

- T asks: What do all these objects have in common? Ss should get to the idea that they all have a brand and are part of a company. They can all be sold/bought. They see them on ads.

Preguntas guia para analizar. Eres una compañia de mkt, y tu equipo desarrolló este ad. Cómo lo hicieron? Qué quieren lograr? A algunos darles el explicit ad super concreto y hacer el desarrollo con apoyo. Monitorear lo ejecutivo, autoregulación y poder inhibir. Hacer guía de preguntas para el summative de todos y elegir despues la adecuada. LOOK FOR KEY WORDS.

What is the target audience of this product/service?

What are they selling?

What persuassion technique is this brand using?

What do you feel like doing after watching this ad?

How does this ad make you feel?

Would you buy this product/service? Why?

Do you think this ad is effective?

• multiple choice

• open questions (scaffolding)

• open questions (free)

They can be classified into different groups. They can be natural or man - made resources. Based on their availability, they can be renewable or non- renewable resources. Based on their origin, they can be biotic (living - things)or abiotic (non - living things).

1. What is a resource?

2. Why do humans need resources?

3. What is a natural resource? Give examples.

4. What is a renewable resource? Give examples.

5. What is a non renewable resource? Give examples.

6. What are the threats for natural resources? Explain them.

Collective reflection: What is our challenge as human beings? Make good use of the resources while we also protect them for the future. What we do now affects our children and their children.

Examples

• pencil

• cellphone

• woolen sweater

• Mc Donalds´ hamburger.

• book

• plastic bottle

  
  

https://www.anep.edu.uy/sites/default/files/images/te-programas/2023/finales/espacios/espacio-ciencias-sociales-y-humanidades/Geografía_v2%20-%20Tramo%203.pdf

Explore the role of tourism in Uruguay.

• Nacho de Turista en Uruguay

• Ministerio del Turismo

• Chica que recorre Uruguay

  
  

Aunque Uruguay es pequeño, tiene diferentes sectores que están representados en ferias y comercio.

Qué busca hoy en día la gente que viene a Uruguay? Cómo ser turista en Uruguay?

Pensando geográficamente, qué tiene Uruguay para ofrecer?

en grupos, características geográficas, características del turismo y fiestas relacionadas. Que creen brochures.