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Taller de dominio de la no ficción: supersticiones de la víspera y el día de Año Nuevo de 2025

¡Disfruta de esta actividad sin preparación para que tus estudiantes investiguen y debatan sobre las supersticiones de la víspera y el día de Año Nuevo! Es una manera perfecta no solo de debatir sobre el día de Año Nuevo, sino que también les enseñará qué creen otras personas en todo el mundo y cómo lo celebran.
Clase

Qué está incluido

4 lecciones pregrabadas
1 semana
de apoyo docente
1 año de acceso
al contenido
Tareas
1-2 horas por semana. The learner will practice research skills and identify superstitions from a variety of locations around the world.
Calificación
incluido

Experiencia de clase

Nivel de inglés - B2+
Grado de EE. UU. 4 - 6
Nivel Beginner - Intermediate
What will be taught?
Student will learn about New Year's Eve and New Year's Day superstitions from various cultures around the world. They will explore how different societies celebrate and what they believe will bring good luck and a successful new year.  

What topics will you cover?  
- Global New Year’s Eve superstitions  
- Global New Year’s Day superstitions  
- Cultural traditions and beliefs  
- Similarities and differences in global celebrations  
- Personal connections to New Year’s customs  

How is your class structured?  
This workshop is in four parts and self paced:  
- Introduction to New Year’s superstitions and traditions.  
- Completion of the New Year's Eve Superstition Graphic Organizer.  
- Completion of the New Year's Day Superstition Graphic Organizer.  
- Comparison and contrast activity using a graphic organizer, followed by a short response where students reflect on personal or family New Year’s traditions.  

How will you teach?  
Since the lessons are self-paced, students will learn through carefully designed, interactive materials that guide them step by step.

What's your teaching style?  
My teaching style is interactive, discussion-driven, and culturally enriching. I encourage critical thinking, creativity, and personal connection to learning topics. I facilitate exploration while providing clear, structured activities.  

How much will learners get to interact with you?  
Learners will have frequent opportunities to ask questions. I encourage open communication through class forums, and real-time feedback during assignments. Active participation is key to the learning experience!

Metas de aprendizaje

Student will learn how to compare/contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (CCSS.ELA-LITERACY.RI.5.5)
Student will learn how to determine two or more main ideas of a text and explain how they are supported by key details; summarize text. (CCSS.ELA-LITERACY.RI.5.2)
objetivo de aprendizaje

Programa de estudios

Estándares
Alineado con Common Core State Standards (CCSS)
4 Lecciones
más de 1 Semana
Lección 1:
Day 1: New Year's Eve Superstition
 Develop comprehension by reading and analyzing the text. 
1 tarea
Lección 2:
Day 2: New Year's Day Superstition
 Develop comprehension by reading and analyzing the text. 
1 tarea
Lección 3:
Day 3: Compare/Contrast NYE/NYD
 Compare and contrast New Year's Eve and New Year's Day superstitions. 
1 tarea
Lección 4:
Day 4: Personal Connection Short Response
 Student will make personal connections and respond to short response. 
1 tarea

Otros detalles

Lista de útiles escolares
In addition to the passage provided, student may need internet for additional research.
 2 archivos disponibles al momento de la inscripción
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
Se unió el December, 2024
Perfil
Experiencia y certificaciones del docente
Florida Certificado de Docencia en Educación elemental
Texas Certificado de Docencia en Educación elemental
With over two decades of teaching experience, I’ve taught students from 4th to 8th grade in both public and private school settings. My experience has been primarily teaching reading skills across all curricula, from math to history. As a former World History teacher, focused on understanding non-fiction, informational text and as a result of observing low state testing scores in informational text overall, my primary experience with teaching has been focused on informational text instruction and teaching students how to navigate such information. By using such repetitive technique and strategy, results have determined immense growth in student performance over time. 

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4 lecciones pregrabadas
1 semana de apoyo docente
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1 año de acceso al contenido

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Edades: 9-12

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