PLAN DE SESIONES DE APRENDIZAJE

I. DATOS INFORMATIVOS
AREA/ASIGNATURA : Literatura Inglesa

ESPECIALIDAD AÑO CICLO CRÉDITOS HORAS SEMESTRE ACADÉMICO

Idiomas 2018 VII 4 4 2018-I
DOCENTE : Lorenzo Vaez Roca

II. LOGRO DE ASIGNATURA

Maneja conocimientos especializados e interdisciplinarios actualizados para responder de manera pertinente a las exigencias del contexto en el que se
desenvuelve.

III. LOGRO(S) DE UNIDAD

Define la literatura reconociendo los diferentes autores para comprender los variados estilos de la literatura inglesa en sus inicios.
Identifica las experiencias vividas en las sociedades tempranas inglesas, para aprehender su evolución en las diversas manifestaciones literarias

IV. ORGANIZACIÓN DE ACTIVIDADES (SESIONES DE APRENDIZAJE) / CONTENIDOS

FECHA SECUENCIA METODOLOGÍCA (ACCIONES/ACTIVIDADES DE APRENDIZAJE) CONTENIDOS RECURSOS

Semana del Sesión de clase N° 1 Definition of literature
26/03 Logro: To fully understand what literature is Flipcharts
Markers
Motivación: Students are asked some questions such as. What’s the name of the course you’ve
Handouts
taken.
Rescate de saberes previos: Students make a brief account of the contents of the civilization
course as background information
Conflicto cognitivo: What is literature? Ss give answers individually.
Procesamiento de la información: Ss are introduced what literature is.

Aplicación: Ss compare their ideas with what is presented in class.

Evaluación: Ss create their own literature definition with the ideas given in class.
Metacognición: What did you learn today? Is it useful?
Semana del Sesión de clase N° 2 The Britons and the Cardboard
02/04 Logro: Understand who the Saxons were and where they came from. Anglo-Saxons. 449 Markers
A.D.-1066 Multimedia
Motivación: Through a set of pictures Ss try to identify Anglo-Saxon works
Rescate de saberes previos: Do you know who wrote those works?
Conflicto cognitivo:
Procesamiento de la información: Ss interprete different kind of Works of the Anglo-Saxon
period.

Aplicación: Ss create a temporary timeline

Evaluación: Ss present their work to the rest of the class. Questions are made.
Metacognición: What do you think about what was said? How did any of the characters or events
remind you of yourself? Why?

Sesión de clase N° 3 The Britons and the Multimedia

Logro: Understand and define what an epic is. Anglo-Saxons. 449 Handouts
A.D.-1066
Motivación: Ss guess a riddle
“I am male, add a letter and Beowulf
I am female. Add another
letter and I am male again
Add three more letters and
I am female again.
What I am?”
Rescate de saberes previos: How literature influences a person? Class discussion.
Conflicto cognitivo: What the story is about?
Procesamiento de la información: Students share their views on literature and it relationship
with history. Students read along with the teacher Beowulf.
Aplicación: Ss work with some jumbled sentences to get definitions of some words from the text.
Evaluación: Ss share with their classmates what they have read about Beowulf. Answer some
questions.
Metacognición: Why do you think the author wrote from this character’s view? How did any of the
characters or events remind you of yourself? Why?

Semana del Sesión de clase N° 4 The Norman- Cardboard

09/04 Logro: Explain how the Crusades, the Black Death, the Hundred Years' War, and the Great French Period. To Markers
Schism contributed to the end of medieval Europe. About 1350
Motivación: Students watch a video related to the end of the medieval ages. Scan main ideas. ▪ The End of The
 Rescate de saberes previos: What do you remember from the middle ages? Explain it. Middle Ages. About Multimedia
Conflicto cognitivo: How did it end? Ss present ideas. 1350 To About
Procesamiento de la información: Discuss with students access to education during the Middle 1500. Handouts
Ages, leading them to see that the vast majority of people who lived then were poor, uneducated
laborers and that only lords, knights, and their ladies were literate.
Aplicación: Students pretend they are medieval lords, knights, and ladies who keep diaries (or
journals) so that future generations can read about what their lives are like.
Evaluación: Class discussion based on the events presented.
Metacognición: How did the character’s actions affect you? Explain.

Sesión de clase N° 5 The Medieval Drama Flipcharts

Logro: Students will be able to demonstrate their understanding of theatre history by Markers
participating in various activities, quizzes, and a timeline. Handouts
Motivación: How many of you have ever acted out the nativity at Christmas time?
Rescate de saberes previos: Do you know who wrote those works?
Conflicto cognitivo: What is morality? How do you deal with it?
Procesamiento de la información: Ss discuss along the T different types of drama (including
morality ones)

Aplicación: Ss get together in groups and créate their own medieval play to be presented in class.
Evaluación: Ss present their plays to the rest of classmates.
Metacognición: How does this relate daily occurrences? How many possibilities can you think of
and why?

V. REFERENCIAS

 ATHEAM, Robert G. American Heritage Illustrated History of the United States, Volume 1: The New World (4th ed.), Great Neck, New York, United States: Choice
Publishing, Inc., 1988.
 CONNOLLY, Francis y otros Adventures in American Literature. Cardinal Newman Revised Edition, 1969
 CRAIG English Literature. Ginn and Company, 1964
 IRONS, Peter. A People's History of the Supreme Court (2nd ed.), New York: Penguin Books, 2006
 LONGMAN Dictionary of Contemporary English. (1982). England: Longman
 MILES, Dudley. Literature and Life. Scott Foresman and Company, 1935
 POOLEY, Robert. England in Literature. Scott Foresman and Company, 1968
 ZINN, Howard. A People's History of the United States (5th ed.), New York, New York: Harper Perennial Modern Classics, 2003