COMMUNICATION

LEARNING SESSION N° 32 (V Unit)

I. DENOMINATION:
We read a recipe: Quinoa a la huancaína

II. INFORMATIVE DATA:

2.1. Degree : 2°
2.2. Section : “F”
2.3. Area : Communication
2.4. Responsible Teacher : Daysi Elena Espinoza Vera
2.5. Date: September 11, 2019

III. PURPOSE: LEARNING

COMPETENCES
AND EVALUATION
CAPABILITIES PERFORMANCES EVIDENCES INSTRUMENTS
Read various Identifies explicit information found in different The student reads the
types of text in parts of the instructional text (Recipe) Quinoa a la instructional text and Rating scale
your native huancaína. identifies information
language Distinguish this information from other similar through the images
information in various types of texts with a
• Obtains presented in the text.
simple structure, with known words and
information from illustrations. Sets the sequence of the
the written text. instructional text you read.
• Infers and
Predicts what the instructional text will be about
interprets
and what its communicative purpose is, based on
information from
some clues, such as title, illustrations, format, Expresses the purpose
the written text.
words and expressions found in the instructional of the recipe
• Reflect and
text that is read to him or that he reads for instructional text.
evaluate the form,
himself.
content and
Explains the topic and purpose of the
context of the text.
instructional text you read for yourself, as well as
text-illustration relationships.
CROSS-CUTTING OBSERVABLE ATTITUDES AND/OR ACTIONS
APPROACH Assumes various responsibilities and takes advantage of them for the well-being of
Common good the group
orientation
approach

IV. SESSION PREPARATION:

What to do before the session? What resources or materials will

be needed in this session?
 Read the session.  •Paperlet of the instructional text
 Write the instructional text “Quinua a la huancaína” on a “Quinoa a la huancaína”.
piece of paper. •Worksheets 1.
 Have worksheets 1 ready: “Quinoa a la huancaína”. • Product labels.
Plan for the following texts: product labels, posters and • Posters.
recipes. • Recipes.
 v. MOMENTS OF THE SESSION.
MOME TIME
NTS OF
THE METHODOLOGICAL STRATEGIES
SESSION
In class group 10

 I will discuss with students what they learned in the previous session regarding
whether everything they like to eat is healthy and the responsibility that comes
with knowing how to choose nutritious foods to enjoy good health.
Yo  I will tell you that I found a very interesting text that will help me prepare a
nutritious lunch box and that I would like to share it with them, since it is made
N from highly nutritious ingredients. I will ask: what type of text are we going to
read? How do you know? Students are expected to respond: “a recipe.”
Yo
 I will start the dialogue by asking them: have they seen or read recipes?
Where? What characteristics do they have? Record their answers on a piece of
c
paper or on the board.
Yo  Then, I will tell the boys and girls the purpose of the session: “Today we will
read a recipe to remember what it is like and learn how to prepare a healthy
EITHER meal.”
 I will agree with them on practice rules that will help them understand the text
and work better, for example:

House Rules
Raise your hand to say.
Listen to your partner when they are giving their
opinion.
d 70

AND
 I return to the purpose of reading by asking: why will you read this text? To
Yes
know what it is like and learn how to prepare a healthy meal
TO  I direct the students' gaze to the paper with the silhouettes of the ingredients.

EITHER

l
 We dialogue through questions: have they seen these ingredients before? Where?
EITHER What dish of food can be prepared. Record their answers on the board or on a piece
of paper.

 I present the text on a piece of paper and give a copy of the text to each of the children. I ask
them to read the title and observe all the clues that the text offers (images, structure and
distribution of the text).
  I ask: have you heard about or eaten this dish? When? Where? How did you prepare it?
What will the text we are going to read be about? Record your hypotheses about the content
of the text on a piece of paper or on the blackboard so that the children can compare them
during and after reading.

individually
 I organize boys and girls with different levels of literacy into pairs. This is so that they can
support themselves in the reading process. I tell them that you are going to help them read
the text and that they will all do it together. To do this, I read aloud and they, while
reading, will point word by word in the text, with their finger or with their pencil. I start
reading with the title. I read aloud to them and ask them to do it too. While reading they
should point to the text.
 I ask a boy or girl to freely read the “Ingredients” section of the text. I congratulate you
 and ask you to read aloud again. Next, I guide the reading of the “Preparation” section. To
do this, I ask where it says “Preparation”, I ask them to read and then I reread it together
with them.
 I also ask them about the function that numbers fulfill: Why are the numbers there? Which
of the numbers will we start reading? Why?
 I guide the reading of the “Preparation”, paragraph by paragraph. To do this, I tell them
that they are going to start with preparation 1 and ask them to read aloud and rely on the
drawing that accompanies each procedure. Then, I read again with the students and ask
them: What is preparation? I listen carefully and congratulate you.
 I wonder what he will say in the second preparation 2. I listen carefully and invite you to
read the second paragraph. I tell them that they will check if what they said is true. Once
the children have read, reread the paragraph with them.
 Continue the preparation steps in this way and, once they finish reading the paragraph, I
ask what the paragraph is about or what the preparation consists of. I tell them to express it
in their own words and I congratulate them.
 Finally, I read the entire text again together with the children and remind them that they
must focus their attention on the text.

In a group
 I talk with the boys and girls about the content of the text through the following
questions:
What text have we read?
What parts does it have?
What ingredients are needed to prepare quinoa a la huancaína?
What are the procedures we must follow?
What is its structure?
Why is the recipe named quinoa a la huancaína?
Why is huancaina quinoa a nutritious recipe?
What foods make the recipe nutritious? Why?
Are all the ingredients in the recipe nutritious? Which ones are not? Why?
What would happen if we didn't put the cheese in the cream?
Why is the huancaina quinoa cream thick?
Why is the huancaina quinoa cream yellow?
Why do you have to write the quantity of the ingredients?
What can happen if more salt is added to the cream?
Why was this text written? What function does numbering play in the preparation?
What to do first:
 They are made to observe the words on cards_

They are asked which of these actions is performed first.

I tell them that to answer the questions they can reread the text as many times as
necessary.
He returns to his answers and, with the participation of all the students, synthesizes the
answers to the questions asked.

c 10
In class group
Yo
 I guide the boys and girls to reflect on what they learned and how they learned it. To
AND do this, I ask them the following questions: How have we read the text? What helped
R us read? What did you like most about today's session? Why? Why have we read?
 Reflect with children on the importance of consuming nutritious foods that help them
R
grow healthy and strong.
AND  I congratulate the students for the effort made throughout the session.

SAW. REFLECTIONS ON LEARNING

What did the students achieve in this What difficulties were observed?
session?

Did I fulfill the purpose? Y N Were the doubts Y NO

E O clarified? E
A A
H H
Did my students show interest? Y N Did the majority Y NO
E O participate? E
A A
H H
Is it necessary to replan the session? Y N
E O
A
H
RESPONSIBLE VALIDATION

PROF. Rebeca Sánchez Guerrero V°B° DEPUTY DIRECTOR

VII. BIBLIOGRAPHY
Primary Curriculum Program

Student Workbook.
 (For 4 people)

Ingredients
1 cup quinoa
1 medium carrot
4 thin slices of fresh cheese
10 tablespoons evaporated milk
8 units of soda crackers
1 tablespoon vegetable oil
4 medium eggs
4 units of olive
4 lettuce leaves
4 medium potatoes
iodized salt to taste

Preparation
1. Parboil the quinoa.
2. To prepare the cream. Blend the cheese, add the
evaporated milk, the crackers, the parboiled quinoa,
the oil, the iodized salt, the parboiled carrot and cut
into small pieces.
3. Place a washed lettuce leaf on the plate.
4. Cut the parboiled potatoes into slices and put them on
the lettuce leaf.
5. Cover everything with the cream.
6. Garnish with the olive and a boiled egg.
 RATING SCALE
N READ VARIOUS TYPES OF WRITTEN TEXTS IN YOUR MOTHER
0 TONGUE

Name and surname of the students Identifies explicit information Predict what the instructional text Explains the topic
found in different parts of the will be about and what its and purpose of
instructional text: Quinua a la communicative purpose is, based the instructional
huancaína on some clues, such as title, text you read for
Distinguish this information from illustrations, format, words and yourself, as well
other similar information in expressions found in the as text-illustration
various types of texts with a instructional text: Quinua a la relationships.
simple structure, with known huancaína that is read to you or
words and illustrations. Sets the that you read on your own same.
sequence of the instructional text
you read.
01 Amaya Alarcón Camila Fernanda
02 Arbulú Campos Janis Elaine
03 Barboza Dávila Angel Adrian
04 Bustinza López Valeria Belén
05 Fields Garnique Joel Anderson
06 Carrasco Leyva Ariana Yamile
07 Centurion Lluén Stefany Dayana
08 Sernaqué Gianpool Alejandro Belt
09 Custos Valenzuela Heberth Alexander
10 Dávila Salazar Aryana Zamira
11 Estrada Chamaya Danna Nicolle
12 Gaona Gavidia Jhostin Josue
13 Gamero Baca Zoe Fabiana
14 Goicochea Dávila Teddy Daney
15 Gonzales Carmen Diana Sofia
16 Gonzales Juarez Mathias Alejandro
17 Herrera Jimenez Ashlen Johanna
18 Lozano Céspedes Valeria Belén
19 Mejía Cruz Brando Manuel Antonio
20 Monteza Gallardo Stacy D Alessandra
21 Muro Espinoza Kerly Jazmin
22 Nuñez Siesquen Andrea Celeste
23 Odar Picon Jean Silvester
24 Ordinola Chamaya Génesis Mia Fabiana
25 Quevedo Baldera Tadeo Nicolas
26 Quispe Huayac Iker Alexis
27 Ramirez Urcia Josue Heber
28 Rentería León Angelica Dayana
29 Rojas Fernández Rodrigo Sebastian
30 Salazar Alvan Luana Francesca
31 Sanchez Rodriguez Luz Amelia
32 Tapia Fernández Luhana Danae
33 Torres Campos Sebastian André
34 Urtecho Chavez Elías Adrian
35 Vásquez Ugaldez Angela Luciana
36 Thank you
 I demonstrate what I have learned
My name is : ………………………………………………………………………………………

1) What type of text have you read?

a) Descriptive b) Informative c) Instructive
2)What was the text for the recipe “Quinoa a la huancaína”?
a) To tell us the story of quinoa.
b)To teach us how to prepare huancaína quinoa.
c) To invite us to eat huancaína quinoa.
3 What are the ingredients?
a) The foods we need to prepare the recipe.
b) The way to prepare the recipe.
c) The objects that we are going to use in the elaboration
4 According to the text that is made after placing the lettuce leaf?
a) Parboil the quinoa.
b) Prepare the cream.
C) Cut the parboiled potatoes.
5 What is the order of actions to carry out this recipe?
a) Place, cut, parboil, blend, cover and decorate.
b) Parboil, cover, blend,
c) Parboil, blend, place, cut, cover and decorate.
6 Draw the ingredient that should not be missing to prepare
huancaina quinoa, give it its name.