5to Grado Mayo - Inglés (2023-2024)

Planeación Didáctica Educación Primaria 2023-2024
Fase 5 Grado 5° Campo Inglés

Ejes articuladores
Secuencia Let’s hear about it! Escenario Aula
Los estudiantes escucharán noticias sobre temas habituales para familiarizarse con el
vocabulario y poder intercambiar opiniones con sus compañeros a través de una encuesta.
Ambiente social de
Campo Actividad comunicativa
aprendizaje
Intercambios asociados a medios de
Familiar y comunitario.
comunicación.
Practica social de
Aprendizajes esperados
lenguaje
 Escucha y explora noticias vinculadas a
Intercambia opiniones sobre contextos familiares y habituales.
noticias en audio.  Comprende noticias en audio.
 Intercambia opiniones.
VINCULACIÓN CON OTROS CAMPOS (Programa de estudio 2022)
Campo Contenido PDA
Expresa interés por una noticia particular y busca
Seguimiento crítico de
notas informativas relacionadas en distintos
noticias en diferentes medios
medios de comunicación escrita: periódicos,
de comunicación escrita.
revistas, portales de internet.
Vocabulario
News, newspaper, headline, byline, lead paragraphs, body / explanation, additional
information tabloids, broadsheets, daily, weekly, monthly, local, regional, national, worldwide.
Tiempo de
Metodología Secuencia didáctica
aplicación
Semana 1
DESARROLLO DE LA SECUENCIA DIDÁCTICA
Recursos e
Actividades
implicaciones
INICIO:
 Pegar en el pizarrón la imagen de un encabezado de una noticia -Imagen de un
de periódico y preguntar en dónde se lee esa noticia, respuesta encabezado de
esperada “Newspaper”. (Se recomienda el uso de la imagen al noticia.
final del documento)
 Mostrar un periódico real y revisarlo a través de sus páginas. -Periódico.
 Escribir en el pizarrón los nombres de los tipos de noticias que se
pueden encontrar en un periódico. Ejemplo: Fashion, Culture,
Sports, Health, etc.
 Preguntar en qué otros medios podemos leer o escuchar una
noticia. Ejemplo: internet, radio, etc.
DESARROLLO:
 Mostrar diferentes tipos de noticias a los estudiantes y pedirles
que las clasifiquen de acuerdo con la información que presenten
Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

como, sports, arts, culture, education, etc. (Se recomienda el uso

de los enlaces para ver las noticias)
https://www.jeanettecollinsart.com/news/2019/10/5/echo-
newspaper-article-sept-2019
https://www.culturalnews.com/?p=28278
https://earlyeducationservices.org/news/schools-aim-create-safe-
space/
 Pedir a los NN que lean los títulos de cada nota y que digan su
clasificación en voz alta.
 Pedir a los educandos que escuchen una noticia. (Se recomienda
el uso del texto al final del documento y el link para escucharlo) -Texto de la noticia
https://www.timeforkids.com/g56/social-media-debate/ Is Social Media
 Hacer preguntas a los alumnos como: what is the topic about? Good for Society?
where does the article take place? What do you think about it? -Internet y
etc. dispositivo
CIERRE: multimedia para
 Pedir a los alumnos que escriban los tipos de clasificación de reproducir el audio.
noticias y nuevo vocabulario en la libreta. -Libreta.
INICIO:
 Preguntar a los estudiantes sobre la noticia de la clase anterior y
escribir su título en el pizarrón “Is Social Media Good for Society?
 Pedir a los estudiantes que hable sobre lo que recuerden del
artículo.
DESARROLLO:
 Explicar a los estudiantes que volverán a escuchar la noticia.
https://www.timeforkids.com/g56/social-media-debate/
 Pedir a los alumnos que lean las opiniones de los niños sobre el -Texto de la noticia
tema. (Se recomienda el uso del texto al final del documento) Is Social Media
 Con la ayuda de los estudiantes crear una encuesta para saber la Good for Society?
opinión de los mismos sobre el uso de las redes sociales.
Ejemplo:
Do you have a cellphone? How many hours a day do you use it?
Do you visit social media websites? Do you think it is ok to use
them?- Why / Why not? -Libreta.
 Pedir a los educandos que copien la encuesta en la libreta.
 Solicitar a los educandos que en binas se hagan la encuesta.
CIERRE:
 Hacer la encuesta a todo el grupo y escribir las respuestas en el
pizarrón.
INICIO:
 Jugar ahorcado para descubrir vocabulario de las sesiones
anteriores y preguntar sus significados. Ejemplo: trends, social
media, trolls, hackers, etc.
DESARROLLO:
 Escribir en el pizarrón una opinión positiva y una negativa del
artículo “Is Social Media Good for Society?”
 Preguntar a los estudiantes quiénes están de acuerdo con la

opinión positiva y quiénes con la negativa.

 Con la ayuda del grupo y con frases modelos completar una
opinión propia sobre el artículo. Ejemplo: I think social media is
good because is a fun way to know about other people. In my
opinion social media is not good for children because it takes
a lot of time.
 Pedir a los alumnos que copien las opiniones generadas en el
grupo a su libreta y que agreguen más información que deseen. -Libreta.
CIERRE:
 Solicitar a los estudiantes que lean sus opiniones en voz alta.
Productos y evidencias de aprendizaje
Clasificación de noticias y vocabulario en la libreta.
Encuesta en la libreta.
Escritura de opiniones sobre una noticia.
Aspectos a evaluar
Identificación de tipos de noticias.
Ajustes razonables
Observaciones
Los contenidos de Inglés corresponden a los del programa de estudio 2017 (Aprendizajes
Clave), pero están vinculados con los contenidos y PDA de otros campos del programa de
estudio 2022 (Nueva Escuela Mexicana), esto con la finalidad de que tanto el docente de
Inglés como el docente titular trabajen temáticas similares.


Ejes articuladores
Ambiente social de
aprendizaje
comunicación.
Practica social de
lenguaje
Campo Contenido PDA
Vocabulario
Tiempo de
aplicación
Semana 2
Recursos e
Actividades
implicaciones
INICIO:
 Jugar ahorcado para descubrir la palabra “Science”.
 Preguntar a los estudiantes de qué creen que va a tratar la
noticia que van a escuchar.
 Escribir el título completo de la noticia en el pizarrón “Scientist
Train Nerve Cells in a Dish to Play Video Game”.
DESARROLLO:
 Escribir en el pizarrón vocabulario de la noticia que van a
escuchar. Ejemplo: Nerve, brain, cell, dish, train, neurons, etc.
 Pedir a los educandos que en binas busquen el significado de las -Diccionario
palabras y anotarlas en la libreta. bilingüe.
 Escuchar de voz del maestro la noticia, luego preguntar qué fue
lo que entendieron y qué palabras del vocabulario identificaron. -Texto de la noticia.

(Se recomienda el uso del texto al final del documento)

 Hacer preguntas de comprensión de la noticia a los estudiantes.
Ejemplo: what is the name of the cells? where is the news from?
What do scientist teach the nerve cell to do? how long did it take
Dishbrain to learn how to play Pong? etc.
 Pedir a los estudiantes que, por turnos, lean la noticia de manera -Libreta.
grupal para subrayar las respuestas y que contesten las
preguntas en la libreta.
CIERRE:
 Solicitar los NN que lean las preguntas y las respuestas en voz
alta.
INICIO:
 Escribir en el pizarrón oraciones de la noticia de la clase anterior.
Ejemplo:
1. Scientist have shown that human nerve cells in a dish can
form a “brain”.
2. Scientist grew nerve cells over a small electronic chip.
3. Pong was an early computer game.
4. DishBrain had about 800,000 nerve cells.
5. “We don’t really understand how the brain works”.
 Pedir a los estudiantes que lean las oraciones en voz alta.
 Preguntar a los estudiantes qué recuerdan de la noticia de la
clase anterior.
DESARROLLO:
 Pedir a los estudiantes que, por turnos, lean la noticia de la clase -Texto de la noticia.
anterior. (Se recomienda el uso del texto al final del documento)
 Solicitar a los estudiantes que, en binas, busquen las oraciones

del pizarrón en el texto y que las subrayen. -Actividad #1
 Pedir a los alumnos que completen oraciones con información de
la noticia. (Activity #1 al final del documento) Ejemplo:
1. Scientist can teach human nerve cells to play a simple video
game.
2. Nerve cells grown in a dish form connections with each
other.
3. The project is called “Dishbrain”.
4. The nerve cells got a pattern of electrical activity as a
reward.
5. Dishbrain learned to play Pong in about five minutes.
CIERRE:
 Pedir a los alumnos que intercambien su actividad para revisar las
respuestas.
 Pedir a los NN que lean las respuestas en voz alta.
INICIO:
 Jugar ahorcado para descubrir la palabra “Health”
 Pedir a los estudiantes que predigan de qué va a tratar la noticia

que van a escuchar.

 Escribir el título completo de la noticia en el pizarrón. “Dr. Jane
Woodcock Talks with TIME for Kids”
DESARROLLO:
 Escribir vocabulario de la noticia que van a escuchar. Ejemplo:
commissioner, smoothly, vaccine, pandemic, safe, feed, etc.
 Pedir a los alumnos que busquen el significado de las palabras y -Diccionario
que las anoten en la libreta. bilingüe y libreta.
 Pedir a los estudiantes que, por turnos, lean la noticia sugerida -Texto de la noticia.
(La primera página). (Se recomienda el uso del texto al final del
documento)
 Pedir a los estudiantes que subrayen el vocabulario en el texto.
 Hacer preguntas de comprensión de la noticia a los alumnos.
Ejemplo: what is the name of the Doctor?, where is the news
from?, etc.
 Pedir a los estudiantes que busquen las respuestas en el texto y
que las subrayen.
-Libreta.
CIERRE:
 Pedir a los alumnos que busquen información en el texto y
completen oraciones en la libreta. Ejemplo:
1. FDA stands for ____________________________________.
2. Dr. Janet Woodcock is responsible for_________________.
3. Pfizer Covid-19 vaccine is authorized for ________________.
4. _____________ use is a special authority we have.
5. There was a large number of adults who were given the
_______.
Lista de palabras con sus significados anotadas en la libreta.
Preguntas y respuestas de una noticia en la libreta.
Vocabulario en la libreta.
Oraciones completadas en la libreta.
Aspectos a evaluar
Identificación de vocabulario en un texto.
Ajustes razonables
Observaciones


Ejes articuladores
Ambiente social de
aprendizaje
comunicación.
Practica social de
lenguaje
Campo Contenido PDA
Vocabulario
Tiempo de
aplicación
Semana 3
Recursos e
Actividades
implicaciones
INICIO:
 Pedir a los educandos que pasen al pizarrón a completar palabras
del vocabulario de la noticia de la clase anterior. Ejemplo:
vaccine, dose, tests, safe, etc.
DESARROLLO:
 Escuchar la noticia de la clase anterior completa. (Se recomienda -Internet y
el uso del link para escucharla) dispositivo
https://www.timeforkids.com/g34/dr-janet-woodcock-interview/ multimedia para
 Todo el grupo, participar en la escritura de preguntas sobre la reproducir el audio.
noticia.

 Escribir las preguntas en el pizarrón.

 En equipos de 3 o 4 integrantes, responder las preguntas y
compartir las respuestas.
 De manera grupal, compartir opiniones sobre la noticia, usando
frases de ejemplo, I think, in my opinion, I feel, I believe, the
way I see it, etc.
CIERRE:
 Pedir a los NN que se reúnan en grupos y que compartan sus
opiniones sobre la noticia.
 Monitorear el uso del vocabulario y las frases.
INICIO:
 Jugar “Newspaper treasure hunt”.
 Distribuir periódicos viejos entre los estudiantes. -Periódicos viejos.
 Escribir en el pizarrón una lista de artículos, palabras o imágenes
para su búsqueda en los periódicos.
 Pedir a los alumnos que recorten sus “tesoros” y que los peguen -Libreta, tijeras y
en la libreta junto a la palabra apropiada de la lista. Ejemplo: pegamento.
News about a star, a job advert, weather forecast, news about a
sport, etc.
 El alumno que encuentre los tesoros primero y los pegue en el
lugar correcto gana.
DESARROLLO:
 Escribir en el pizarrón vocabulario de la noticia que van a -Diccionario
escuchar “Snow Days”. Ejemplo: warm, snow, inches, weather, bilingüe y libreta.
senses, etc.
 Pedir a los alumnos que busquen el significado de las palabras y
anotarlas en la libreta. -Texto de la noticia
 Pedir a los estudiantes que escuchen la noticia y que completen “Snow Days”.
oraciones con información de esta en el pizarrón. (Se recomienda
el uso del texto al final del documento) Ejemplo:
1. Karen goes out in the snow.
2. Anchorage reached 100 inches of snowfall.
3. Snow is one of the most beautiful things we see.
4. It makes the world a more peaceful place.
 Escuchar la noticia nuevamente para revisar respuestas y corregir
en caso de ser necesario.
 Pedir a los educandos que lean la noticia mientras la escuchan
nuevamente.
CIERRE:
 Solicitar a los educandos que practiquen la lectura de la noticia.
 Pedir a los alumnos que, de manera voluntaria, pasen al frente a
leer la noticia en voz alta.
INICIO:
 Entregar a los alumnos títulos de noticias en dos partes. (Se -Títulos de noticias.
recomienda el uso del texto al final del documento)
 Pedir a los estudiantes que unan las partes para formar títulos
correctos y coherentes.

DESARROLLO:
 Pedir a los estudiantes que, en binas, lean noticias de talla -Noticias
internacional. (Se recomienda el uso del texto al final del internacionales.
documento)
 Repartir copias de un mapa a los estudiantes. (Se recomienda el -Mapa.
uso del mapa al final del documento)
 Pedir a las binas que marquen los países correspondientes a cada
noticia en el mapa.
 Solicitar a los alumnos que lean las noticias en voz alta y aclaren
significado y dudas.
 Pedir a los estudiantes que respondan preguntas de comprensión -Libreta.
en la libreta. Ejemplo:
In what city did the story take place?, What country is that city
in?, What is the capital of that country?, What language is spoken
there?, What continent is the country part of?, What countries or
bodies of water border the country on the north, south, east, and
west? etc.
 Todo el grupo, compartir las respuestas para revisar.
CIERRE:
 Pedir a los NN que pasen al pizarrón a completar preguntas con
la palabra correcta. Ejemplo:
What happened?
Where did it happened?
Why do you think it happened?
Vocabulario en la libreta.
Preguntas sobre noticias contestadas en la libreta.
Aspectos a evaluar
Opinión oral sobre una noticia.
Identificación de información específica en una noticia.
Ajustes razonables
Observaciones


Ejes articuladores
Ambiente social de
aprendizaje
comunicación.
Practica social de
lenguaje
Campo Contenido PDA
Vocabulario
Tiempo de
aplicación
Semana 4
Recursos e
Actividades
implicaciones
INICIO:
 Escribir en el pizarrón vocabulario de la noticia van a leer.
Ejemplo: insect, explorer, scoff, huge, weigh, extinct, etc.
 Con la ayuda de un diccionario, pedir a los estudiantes que -Diccionario
busquen sus significados. bilingüe.
DESARROLLO:
 Escuchar de voz del profesor una noticia.
 Pedir a los estudiantes que lean la noticia y que escojan un título -Texto de la noticia.
de tres posibles opciones. (Se recomienda el uso del texto al final
del documento)

 Solicitar a los NN que pasen al pizarrón a completar preguntas

sobre la noticia. Ejemplo: _______ is the name of the new
species?, _______ was it found?, _______ found it?, etc. -Libreta.
 Pedir a los estudiantes que copien las preguntas en la libreta y
que, en binas, las respondan.
CIERRE:
 Pedir a los estudiantes que practiquen la lectura de la noticia en
voz alta.
 Solicitar a los alumnos que, de manera voluntaria, pasen al frente
a leer la noticia.
INICIO:
 Jugar Tic-Tac-Toe para practicar el vocabulario visto durante el
mes.
 Al finalizar el juego, escribir una lista de palabras en el pizarrón y
pedir a los estudiantes que repitan el vocabulario después del
profesor.
DESARROLLO:
 Escuchar noticias cortas. (Se recomienda el uso de los enlaces -Internet y
para escucharlas. dispositivo
https://www.timeforkids.com/g34/pelican-pod/ multimedia para
https://www.timeforkids.com/g34/dragon-days/ reproducir el audio.
https://www.timeforkids.com/g34/lunar-new-year-g3/
 Preguntar a los alumnos qué entendieron de los audios.
 Escuchar los audios nuevamente y pedir a los educandos que -Textos de las
sigan la lectura en las copias. noticias.
 Pedir a los estudiantes que, en grupo, formulen preguntas sobre
las noticias.
 Escribir las preguntas en el pizarrón y responderlas oralmente.
 Formar equipos de 3 o 4 integrantes y pedirles que, con la ayuda
del profesor, formulen preguntas para hacer una encuesta sobre
la noticia “Lunar New Year”. Ejemplo: Have you ever Heard about
the “Lunar New Year”? Do you think it is an important
celebration? Do you have this kind of celebration in your country?
-Libreta.
Etc.
 Pedir a los estudiantes que copien la preguntas a su libreta.
CIERRE:
 Solicitar a los NN que realicen la encuesta entre compañeros y
que compartan sus respuestas.
INICIO:
 Escribir en el pizarrón vocabulario de la noticia van a leer. -Diccionario
Ejemplo: eruption, damage, heat, flow, crack, buildings, etc. bilingüe.
 Con la ayuda de un diccionario, pedir a los estudiantes que
busquen sus significados.
DESARROLLO: -Internet y
 Escuchar una noticia “A Volcano Erupts”. dispositivo
https://www.timeforkids.com/g34/a-volcano-erupts-g3/?rl=en- multimedia para
680 reproducir la

 Pedir a los estudiantes que sigan la lectura en silencio. (Se noticia.

recomienda el uso del texto al final del documento) -Texto de la noticia.
 Solicitar a los NN que pasen al pizarrón a completar preguntas
sobre la noticia. Ejemplo: where did the volcano erupt? when
did it erupt? What did the lava cause? How many eruptions
have there been in three years? etc. -Libreta.
 Pedir a los estudiantes que copien las preguntas en la libreta y
que, en binas, las respondan.
CIERRE:
 Pedir a los estudiantes que, en grupos de 3 o 4 integrantes de su
opinión sobre las preguntas al final de la noticia: Why do news
organizations cover natural disasters? What information about
them is most important for people to know?
 Pedir a los educandos que, de manera voluntaria, compartan sus
respuestas con el resto del grupo.
Preguntas y respuestas de noticias anotadas en la libreta.
Aspectos a evaluar
Identificación de información específica en un texto.
Ajustes razonables
Observaciones


Ejes articuladores
Ambiente social de
aprendizaje
comunicación.
Practica social de
lenguaje
Campo Contenido PDA
Vocabulario
Tiempo de
aplicación
Semana 5
Recursos e
Actividades
implicaciones
INICIO:
 Escribir en el pizarrón vocabulario con su signifcado de la noticia
van a leer. Ejemplo: quiet, creature, research, bark, croak, chirp,
silent, peep, vocalization, etc.
DESARROLLO:
 Escuchar una noticia “Quiet Creatures? Nope”. -Internet y
https://www.timeforkids.com/g56/quiet-creatures-nope-g5-8- dispositivo
plus/?rl=en-790 (hasta el minuto 1:43) multimedia para

 Pedir a los estudiantes que sigan la lectura en silencio. (Se reproducir la

recomienda el uso del texto al final del documento) noticia.
 Solicitar a los NN que respondan preguntas sobre la noticia en la -Texto de la noticia.
libreta. Ejemplo: What is the title of the news? Do all animals
make sounds? What sound do frogs make? Do turtles make -Libreta.
sounds? Do you find this article interesting? Why? Why not? Etc.
 Pedir a los estudiantes que, por turnos, lean la noticia en voz alta.
CIERRE:
 Pedir a los alumnos que compartan las respuestas de las últimas
dos preguntas con el resto del grupo. Do you find this article
interesting? Why? Why not?
INICIO:
 Escribir en el pizarrón vocabulario de la noticia van a leer.
Ejemplo: queen, pass away, King, wife, gather, mourn,
condolence, give advice, prime minister, etc.
 Pedir a los estudiantes que pasen a relacionar las palabras con
sus significados.
 Revisar las respuestas al final de la actividad y pedir a los
alumnos que practiquen la pronunciación de las palabras
repitiendo después del profesor.
DESARROLLO:
 Pedir a los educandos que, por turnos, lean en voz alta la noticia. -Texto de la noticia.
(Se recomienda el uso del texto al final del documento)
 Pedir a los alumnos que pasen al pizarrón a completar preguntas
sobre la noticia. Ejemplo: what is the name of the Queen? how
old was she? when did she die? etc.
 Pedir a los estudiantes que busquen las respuestas en el texto y
que las subrayen. -Actividad #2
 Solicitar a los alumnos que escuchen de voz del profesor la noticia
y que completen oraciones. (Activity #2 al final del documento)
CIERRE:
 Leer la noticia, para revisar las respuestas de las oraciones.
INICIO:
 Formar equipos de 3 o 4 integrantes.
 Pedir a los equipos que elijan una de las noticias trabajadas en
clases anteriores.
 Pedir a los educandos que identifiquen el título.
 Pedir a los NN que, entre miembros del equipo, platiquen sobre lo
que recuerdan del texto.
DESARROLLO:
 Pedir a los educandos que seleccionen preguntas para realizar
una encuesta sobre la noticia.
 Solicitar a los estudiantes que copien las preguntas en una hoja -Hojas blancas.
blanca.
 Pedir a los NN que practiquen la pronunciación de las preguntas.
 Pedir a los alumnos que realizan la encuesta a miembros de otros
equipos

CIERRE:
 Solicitar a los alumnos que compartan las respuestas al resto del
grupo.
Preguntas respondidas en la libreta.
Oraciones completadas con información de una noticia.
Aspectos a evaluar
Encuesta de opinión sobre alguna noticia.
Ajustes razonables
Observaciones

Date: __________________________
Score: ____________
English Assessment 5th Grade

May
Name:_______________________________________________________
1. Complete the words.
Sc___ enc___ C___lt___re Sp___rts He___lth Ed___cat___on
2. Listen and complete the article with the words from the box.
cells computer neurons electrical DishBrain
To communicate with the ____________ in the dish, the scientists grew

nerve ______ over a small electronic chip. The chip had lots of
“electrodes”, where electrical signals could be sent to – or read from –
the nerve cells. The researchers called their project “__________”.
Here’s how it worked: A computer used ___________ signals to send

DishBrain information about where the ball was, and how it was
moving. DishBrain’s neurons would react in some way, and that
3.
information would be sent back to the _____________.
Complete the questions with what, when, where, who, how, why or which.
____________is the news about? It is about teaching nerve cells to play.
____________ did they send the electrical signals? To the electrodes.
____________ does it work? A computer sends signals to the DishBrain.
4. Listen and circle the correct option.
a. Queen Elizabeth has died at the age of 19 / 96.
b. She passed away on September / November 8 at her summer retreat.
c. Her son Charles became the Queen / King immediately.

d. Thousands of persons / people gather at Buckingham Palace.
Answer key
English Assessment 5th Grade

May
Name:_______________________________________________________
1. Complete the words.
Science Culture Sports Health Education
2. Listen and complete the article with the words from the box.
cells computer neurons electrical DishBrain
To communicate with the neurons in the dish, the scientists grew

nerve cells over a small electronic chip. The chip had lots of
“electrodes”, where electrical signals could be sent to – or read from –
the nerve cells. The researchers called their project “DishBrain”.
Here’s how it worked: A computer used electrical signals to send

DishBrain information about where the ball was, and how it was
moving. DishBrain’s neurons would react in some way, and that
3.
information would be sent back to the computer.
Complete the questions with what, when, where, who, how, why or which.
What is the news about? It is about teaching nerve cells to play.

Where did they send the electrical signals? To the electrodes.
How does it work? A computer send signals to the DishBrain.
4. Listen and circle the correct option.
a. Queen Elizabeth has died at the age of 19 / 96.
b. She passed away on September / November 8 at her summer retreat.

c. Her son Charles became the Queen / King immediately.

d. Thousands of persons / people gather at Buckingham Palace.
News
Semana 1 – Día 1

News
Semana 1 – Día 1
Students today have never lived in a world without social media. Facebook, Twitter, Instagram,
and TikTok are a few of the most popular social-media websites and apps. They can be a fun
way to connect with friends and family, especially those who live far away. Sometimes, people
use social media to find jobs. But social media also attracts cyberbullies and trolls who seek to
anger or annoy people. And hackers use social media to steal people’s personal information.
Here, six TIME for Kids readers answer our debate question: Is social media good for society?
Yes!
Akshat Chakrabarti, 8
Manalapan Township, New Jersey
Social media is a great way to connect with people who you may not see all the time. It’s also
great for making friends. Social media helps you build connections with kids who have the same
interests. It is a quick way for people to get to know each other, even if they’re living across the
world from one another.
No!
Rania Noorani, 11
Duluth, Georgia
Although social media is somewhat fun, we’ve gotten to the point where people can’t put down
their phones. Social media is changing our world completely. It causes people not to be their
true selves and to pretend to be happy, just for public approval.
Yes!
Matthew Wrigley, 10
Farmington, Maine
Social media is good for society because it lets you write to people if you need help. You can
interact with other people and have fun. You can learn from people who live in different
countries. If you have a question, you can ask someone. There is cyberbullying, but you can
block people who post mean comments.
No!
Katie Ong, 10
Los Angeles, California
When children use social media, they post stuff that parents may not want others to see. This
may affect their privacy. Also, when kids use social media, they may be anxious that their
friends’ lives are better than theirs. Some people only post the good parts of life. This can lead
others to jealousy or depression.
Yes!
Jada Mosley, 10

Carol Stream, Illinois

In a world that is sometimes boring, social media offers incredible benefits. It can be
entertaining. It can spread positivity and kindness. Furthermore, social media can introduce
peers and children to new content and positive ideas.
No!
Sia Satish, 10
West Windsor Township, New Jersey
Students can be enticed by their friends to follow trends on TikTok or Snapchat. They try to
portray themselves as cool, to fit into a group. Sometimes, social media promotes bad practices
or harmful activities. This can hurt people physically and mentally.
Taken from: Time for Kids

News
Semana 2 – Día 1
Scientists Train Nerve Cells in a Dish to Play Video Game

Researchers in Australia have shown that human nerve cells in a dish can form a “brain” that
can learn to play a simple video game. The research could help scientists understand the brain
better. It could also lead to new kinds of computers.
Growing Cells in a Lab
Cells are the basic building block for living things. For decades, scientists have been using cells
from humans and other animals for experiments. These living cells can be kept alive and grown
in small dishes in a laboratory.
Neurons, or nerve cells, are special cells that make up much of the brain. In the brain, neurons
send small electrical signals to each other. This is the main way our brains send and receive
information to and from the rest of our bodies. When nerve cells are grown in a dish, they
automatically form connections with each other.
Researchers at Cortical Labs in Australia wanted to see if they could use nerve cells in a dish to
control a simple video game. It was an unusual idea. Scientists had measured the activity of
neurons in a dish before. But they hadn’t tried to send information to these neurons and get a
reaction back.
To communicate with the neurons in the dish, the scientists grew nerve cells over a small
electronic chip. The chip had lots of “electrodes”, where electrical signals could be sent to – or
read from – the nerve cells. The researchers called their project “DishBrain”.
The game the scientists chose was a simple version of “Pong”. Pong was an early computer
game that was a little like ping-pong. A “ball” bounces around the screen, and players have to
move a “paddle” up or down to keep the ball from bouncing off the side of the screen.
Here’s how it worked: A computer used electrical signals to send DishBrain information about
where the ball was, and how it was moving. DishBrain’s neurons would react in some way, and
that information would be sent back to the computer.
But why would a dish of nerve cells want to learn to play Pong? The researchers couldn’t reward
it with food like you might with a dog or a monkey. The scientists decided to test the idea that
neurons want to correctly predict what’s going on around them. The reward would be giving
DishBrain something predictable.
So DishBrain got a nice pattern of electrical activity every time it hit the ball with the paddle. But
when the ball flew off the screen, DishBrain got noisy electrical signals with no pattern.

It may be surprising, but DishBrain learned how to play Pong in about five minutes. With more
time, it was able to keep the ball on screen for longer and longer. Though DishBrain never got
really good at Pong, it played pretty well for some neurons in a dish.
In all, DishBrain had about 800,000 nerve cells. That may sound like a lot, but it’s fewer neurons
than a cockroach has. The results suggest that even small groups of neurons have impressive
power to organize and learn quickly – even in unusual conditions.
The Cortical Labs team thinks the experiment has a lot to teach scientists. Right now, there’s a
lot of effort going into Artificial Intelligence (AI). Many AI programs are based on the way
scientists believe brains work, which may not be accurate.
“In truth we don’t really understand how the brain works,” says Dr. Brett Kagan, who led the
research. He thinks experiments like this one can help change that.
The work could also lead to special computers with some living parts (like neurons). The
scientists believe such a computer might learn faster and adjust more easily to changing
situations.

Activity #1
News
Instructions: Read the news “Scientist Train Nerve Cells in a Dish to Play Video Game” a
complete the sentences.
1. Scientist can __________ human nerve cells to play a simple video game.
2. Nerve cells grown in a dish form _______________ with each other.
3. The project is called “______________”.
4. The nerve cells got a pattern of electrical activity as a ____________.
5. Dishbrain learn to play Pong in about _______ minutes.

News
Semana 2 -Día 3
“Dr. Janeth Woodcok Talks with TIME for Kids”
On October 29, the United States Food and Drug Administration (FDA) authorized emergency
use of the Pfizer COVID-19 vaccine for children 5 to 11 years old. Kids across the U.S. are
already getting their first dose.
I spoke with Dr. Janet Woodcock, the acting commissioner of the FDA. She’s responsible for
making sure everything at the FDA runs smoothly as the agency tests the safety and
effectiveness of vaccines.
I learned about the COVID-19 vaccine trials for kids and how the FDA studied vaccine safety. We
talked about how getting kids vaccinated against COVID-19 could help end the pandemic. And I
got to thank Dr. Woodcock for studying and authorizing the COVID-19 vaccine.
Read my questions and Dr. Woodcock’s answers below.
TFK Kid Reporter Via Ryerson:
What are your responsibilities as the acting FDA commissioner?
Dr. Janet Woodcock:
I’m in charge of making sure that everything runs at the FDA correctly. The FDA is in charge of
all medical products—like drugs, testing vaccines, blood and biological products—as well as food
and cosmetics, feed for animals, and animal medications. So it’s a lot of different activities and
different commodities. We make sure they’re safe and that they work.
Via:
So the big news this week is that the FDA authorized emergency use of the Pfizer COVID-19
vaccine for kids 5 to 11. The Centers for Disease Control and Prevention (CDC) then said that
shots can begin as early as this week. I’ve waited for months to get vaccinated so this is big
news to me and other 5- to 11-year-old kids and their parents. What does it mean that the FDA
authorized “emergency use”?
Dr. Woodcock:
“Emergency use” is a special [authority] we have, that Congress provided, for when you have a
public health emergency like we do with the pandemic. It’s to get things out quickly, but with
the same level of scrutiny, of carefulness, that we would [use] for a regular approval. We looked
at the data on the pediatric vaccine. We looked at safety. We looked at the effectiveness. We

had an advisory committee meeting and got expert input. And those advisers voted very, very
positively that kids this age should get the vaccine.
Via:
What research was needed to figure out if this COVID-19 vaccine was safe for kids?
Dr. Woodcock:
First of all, there was a large number of adults who were given the vaccine or a placebo [a shot
with no active medicine in it], to see whether or not it protected against the virus and what side
effects occurred. And it was found that it did protect very well against the virus. And that was
later moved down to teenagers. But in kids, we needed a lower dose. And so a lower dose was
devised. Then that was tested in thousands of kids, compared to a placebo. And it was shown
what the side effects were, and that it was over 90% effective in preventing kids 5 to 11 from
getting COVID-symptomatic disease.
Via:
The vaccine had to be approved by both the FDA and the CDC. Does the FDA have different
priorities for studying the COVID-19 vaccine than the CDC [does]?
Dr. Woodcock:
Well, the FDA and the CDC have different roles. The FDA works with the people who make the
vaccine and who develop it and test it. We set the rules for how these experimental products
are studied until they’re authorized or approved. And that’s true for medicines, as well. Now, the
CDC works on what are called “immunization practices.” And so they're looking at the population
as a whole and all the vaccines kids are getting. As you know, kids get a fair number of vaccines
to protect them against a wide range of childhood illnesses. And so the CDC works on that.
In this special circumstance where we’re doing this emergency-use authorization, the FDA has a
role. We have to authorize. That makes the vaccine available. And then the CDC has to
recommend the use. That makes the government able to distribute the vaccine to people.
Via:
Why did the FDA work on approving adult vaccines before approving children's vaccines?
Dr. Woodcock:
That’s a common way to develop vaccines for diseases that affect adults as well as kids. And in
this case, adults are the worst-affected by COVID-19. The older you are, the more at risk you
are. People in nursing homes and older adults were at the highest risk of hospitalization and
even death from the disease. So it made sense to test these vaccines first in the adult
population.
But also, remember: Vaccines, unlike many treatments and medicines, are given to healthy
people to prevent something. And so for vaccines, it's really important to do no harm, to make
sure that these are very safe. Before we go down into the younger age groups, we want to test
them in adults and make sure they're safe.

Via:
What side effects should kids expect after getting the first and second doses of the vaccine?
Dr. Woodcock:
The most common side effect you might have is a sore arm right after your shot. Some kids
might feel like they have a mild flu. For a day after, they might feel tired, have a little fever and
chills, perhaps a headache. Symptoms like that. But usually, these are gone within a day or so.
Via:
What’s the biggest challenge of working on approving the vaccines for kids?
Dr. Woodcock:
It’s challenging to get kid volunteers and do studies in children. Like most people, children don't
want to be stuck with needles and have their blood drawn and so forth. But we got trial
volunteers, and those kinds of tests were done.
One of the challenges, I think, is that some people are very concerned or hesitant about
vaccines and are reluctant to take them. And that's even more common as it comes to children
compared to adults. And so you have to really assure yourself of the safety of these, and that
you are evaluating them very carefully to make sure you understand what the side effects might
be.
Via:
Will getting kids vaccinated against COVID-19 help end the pandemic?
Dr. Woodcock:
Likely that is so. We don't yet know enough about this disease, this virus, to say what we need
to do [to end the pandemic]. But we know one thing is to have a large [part] of the population
no longer getting sick and going around and spreading the disease. We don’t know yet how
much vaccination prevents transmission. People might still acquire the virus and be able to
spread it to other people. But we do believe a high level of vaccination will help in this
pandemic, and that people should be protected down to young ages.
Via:
Where can kids and families get information about the vaccine?
Dr. Woodcock:
The CDC provides, on their web page, a lot of information for people who want to know about
the vaccines. That's a good starting source because it's very reliable. And the FDA also has
information that you can look at.
Via:
How will the FDA make sure everyone can get the vaccine?

Dr. Woodcock:
It will be available in pediatricians’ offices and at primary care, for those who have a pediatrician
or primary care doctors. But unfortunately, there are a lot of kids who don't have that kind of
care. So there will be different clinics and also pharmacies that will be offering vaccination. And
there will be other attempts to try to make sure that any kid whose parent or guardian wants to
get them vaccinated has an opportunity to [do so].
Via:
Thank you so much for your hard work keeping kids safe during the pandemic, and thank you
for studying the vaccine.
Dr. Woodcock:
Most welcome. It's my pleasure to talk to you.

News
Semana 3 – Día 2
Snow Days
It’s still dark in Anchorage, Alaska. Karen Cunningham puts on warm clothes. Then
she goes out in the snow. “It’s pitch-black,” she says. “These white things are just
floating down so gently.”
A record-setting amount has hit Anchorage. On January 29, the city reached 100
inches of snowfall. That’s sooner than any year before.
What makes snow special? Trevor Harley wrote a book about weather. Snow, he
says, is one of the most beautiful things we see. For many people, Harley says,
snow brings up good memories: of snow days, fun, and holidays. “It makes us
happy,” he says.
Snow also engages our senses, Cunningham says. “You can feel it, you can taste
it,” she says. Plus, research suggests snow can absorb 60% of sound. For a time,
it makes the world a more peaceful place.

News
Semana 3 – Día 3
DON’T STEAL OUR SUMMER

HUGS NOW ARE COMPLETELY SAFE
THE OWLS ARE NOT WHAT THEY SEEM
ROBBER STILL ON LOOSE
News
Semana 3 – Día 3

Retired New Brunswick teacher provides free sports program to newcomers, families
in need.
A retired New Brunswick teacher is breaking down barriers to sport for low-income families and
new Canadians who simply want their kids to have a place to play.
British Summer Time: When do the clocks go forward in 2024 and why?
It's that time of year again when the clocks go forward in the UK.
The clocks normally go forward an hour on the last Sunday of March. This year, that's on 31
March.
When the clocks change like this, it means we are moving from Greenwich Mean Time to British
Summer Time (BST).
Holi 2024: What is the colourful Hindu festival all about?

On 25 March across India and around the world many people will celebrate the Hindu festival of
Holi.
Newsround chatted to some children to find out how they celebrate and what it means to them.
Ukraine: The Children’s Story
It has been more than a year since Russia invaded Ukraine.

Ricky went to Ukraine to speak to children there about how the war has affected them.
This is his special report, Ukraine: The Children's Story.
News
Semana 3 – Día 3

News
Semana 4 – Día 1
An Explorer in Extinct bugs The Biggest Insect

New Zealand was Found
An explorer has found the biggest insect ever on record – so large it can scoff a
carrot. The insect is called a Weta Bug and has a huge wingspan of seven inches
and weighs as much as three mice.
An entomologist Mark Moffett, 55, discovered the cricket-like creature up a tree on
New Zealand’s Little Barrier Island. He spent two days searching for the creepy
crawly which were thought to be extinct after Europeans brought rats to the island
many years ago.
“This became all the more amazing when we realised that this was the largest
insect recorded.” Mark said.
News
Semana 4 – Día 2

Pelican Pod
On February 23, pelicans take over a shoreline in Mexico. The birds migrate to the state of
Michoacán from the United States and Canada each winter. Tourists also travel here, to see this
amazing sight.
Dragon Days
Kids carry a dragon puppet at a parade in Barcelona, Spain, to celebrate the upcoming Lunar
New Year. Each lunar year is represented by an animal, or zodiac sign. This is the Year of the
Dragon. It begins on February 10.
Lunar New Year

Billions of people have begun a 15-day celebration of the Lunar New Year. Lanterns and banners
adorn buildings, and fireworks sparkle in the sky.
CHINA Fireworks light up the night sky over a temple in Luoyang on February 10.
The Lunar New Year marks the arrival of spring. This year’s celebration began on February 10. It
kicked off the Year of the Dragon. A dragon has special meaning in China. It’s the only mythical
animal of the Chinese zodiac. The creature symbolizes luck and strength.
SOUTH AFRICA People gather to mark the new year at a temple in Bronkhorstspruit. They wear
traditional outfits, pray, and enjoy a traditional dance. Participants performed with a large
dragon puppet.
Lunar New Year isn’t celebrated only in China. These pictures show festivities around the world.
How has your community marked the occasion?
News
Semana 4 – Día 3
A Volcano Erupts

A volcano on Iceland’s Reykjanes Peninsula erupted on the morning of January 14.

It sent molten lava into Grindavík, a fishing town. Several houses caught fire. No
deaths were reported. Many people were forced from their homes. While they’re
staying with friends or family, they’re waiting for a long-term solution from the
Icelandic government.
The lava has caused major damage. It broke hot water pipes. These supplied the
town from the nearby power station. So homes have no heat. At this time,
temperatures are freezing, and the houses are too cold to live in.
The eruption is Iceland’s fifth in three years. Emergency workers have been
building defensive walls around the town. But these were not yet complete.
Iceland’s prime minister, Katrín Jakobsdóttir, says the barriers were “serving their
purpose” by redirecting the flow of lava. But lava from a second crack in the
ground made its way around them.
LAVA RIVER Lava flows near the town of Reykjanes, damaging buildings and
infrastructure.
Stop & Think! Why do news organizations cover natural disasters? What
information about them is most important for people to know?
News
Semana 5 – Día 1
Quiet Creatures? Nope.

A new research project finds that 53 species of animals thought to be silent actually make
sounds. Dogs bark, frogs croak, and birds chirp. Some animals are known for their sounds.
Others seem to be silent. Think about it: Have you ever heard a peep from your pet turtle? But
a study published last October in Nature Communications suggests something new about some
of these so-called quiet creatures.
Researchers recorded 53 species thought to be silent. The results? “Every single species we
recorded made sounds,” Gabriel Jorgewich-Cohen, a coauthor of the paper, told TIME for Kids.
The study suggests that these animals, which use vocalizations to communicate, might share an
ancient link.
Sound On
“Some animals, they’re really highly vocal, like frogs and birds,” Jorgewich-Cohen says. “By
comparison, we tend to consider other animals to be nonvocal, and then we don’t give them as
much attention.” Many turtles are considered silent. But Jorgewich-Cohen heard vocalizations
from them while doing a different study in the Amazon. (See “Listen In.”)
Maybe the widespread scientific view was wrong, Jorgewich-Cohen thought. The only way to
find out was to really listen. “I tried first with my own pets,” he says. One was a turtle named
Homer. “I found sounds there. So I decided to keep going and record as many turtles as I
could.”
Ultimately, the study included 50 turtle species, a reptile species called the tuatara, the South
American lungfish, and the Cayenne caecilian, an amphibian that looks like a worm.
News
Semana 5 – Día 2

Queen Elizabeth II, 1926 -2022
Queen Elizabeth II has died at the age of 96. She passed away peacefully on September 8 at
her summer retreat, Balmoral Castle in Scotland.
Her son, Charles, immediately became the King of the United Kingdom and 14 other
Commonwealth realms*, including Canada, Australia and New Zealand. He is known as King
Charles III (King Charles the Third). His wife, Camilla, is now known as his Queen Consort.
Thousands of people gathered at Buckingham Palace in London, England, the Queen’s main
place of residence (where she lived) to mourn together and leave flowers and notes of
condolence.
The Queen is known for her dedication to the people she served, in the United Kingdom and the
Commonwealth realms. Even through difficult times, she never forgot her duties.
Although she could not write laws, she gave advice to political leaders and let her opinions be
known to the prime ministers of the United Kingdom who served during her time as queen. For
instance, in the 1980s she supported a kind of punishment known as trade sanctions against
South Africa’s apartheid policies, according to former prime minister of Canada Brian Mulroney,
as reported by CBC News.
Activity #2

News
Instructions: Listen and complete the news.
wife – mourn – King – dedication – Queen – notes – 96 – people – September
Queen Elizabeth II, 1926-2022

September 11, 2022 1:49 am by Joyce Grant
Queen Elizabeth II has died at the age of _____. She passed away peacefully on
_____________ 8 at her summer retreat, Balmoral Castle in Scotland.
Her son, Charles, immediately became the _________ of the United Kingdom and 14 other
Commonwealth realms*, including Canada, Australia and New Zealand. He is known as King
Charles III (King Charles the Third). His _______, Camilla, is now known as his Queen Consort.
Thousands of __________ gathered at Buckingham Palace in London, England, the Queen’s

main place of residence (where she lived) to _________ together and leave flowers and
_________ of condolence.
The Queen is known for her _______________ to the people she served, in the United Kingdom
and the Commonwealth realms. Even through difficult times, she never forgot her duties.

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Planeación Didáctica Educación Primaria 2023-2024

Fase 5 Grado 5° Campo Inglés

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

como, sports, arts, culture, education, etc. (Se recomienda el uso

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

opinión positiva y quiénes con la negativa.

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Fase 5 Grado 5° Campo Inglés

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

(Se recomienda el uso del texto al final del documento)

 Solicitar a los estudiantes que, en binas, busquen las oraciones

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

que van a escuchar.

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Fase 5 Grado 5° Campo Inglés

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

 Escribir las preguntas en el pizarrón.

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Fase 5 Grado 5° Campo Inglés

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

 Solicitar a los NN que pasen al pizarrón a completar preguntas

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

 Pedir a los estudiantes que sigan la lectura en silencio. (Se noticia.

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Fase 5 Grado 5° Campo Inglés

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

 Pedir a los estudiantes que sigan la lectura en silencio. (Se reproducir la

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

English Assessment 5th Grade

Sc___ enc___ C___lt___re Sp___rts He___lth Ed___cat___on

cells computer neurons electrical DishBrain

To communicate with the ____________ in the dish, the scientists grew

Here’s how it worked: A computer used ___________ signals to send

4. Listen and circle the correct option.

a. Queen Elizabeth has died at the age of 19 / 96.

b. She passed away on September / November 8 at her summer retreat.

c. Her son Charles became the Queen / King immediately.

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

d. Thousands of persons / people gather at Buckingham Palace.

English Assessment 5th Grade

Science Culture Sports Health Education

cells computer neurons electrical DishBrain

To communicate with the neurons in the dish, the scientists grew

Here’s how it worked: A computer used electrical signals to send

What is the news about? It is about teaching nerve cells to play.

4. Listen and circle the correct option.

a. Queen Elizabeth has died at the age of 19 / 96.

b. She passed away on September / November 8 at her summer retreat.

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

c. Her son Charles became the Queen / King immediately.

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Carol Stream, Illinois

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Scientists Train Nerve Cells in a Dish to Play Video Game

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

Lainitas Primaria 2023-2024 www.primaria.lainitas.com.mx

2. Nerve cells grown in a dish form _______________ with each other.

Sc_ enc_ C_lt_re Sp_rts He_lth Ed_cat_on