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After several days of delay also in this, way to justify why the activities outlined in my sequence to achieve the final task.
First, I show the schema or template in the same order, to go see such proof.


TITLE: WE BRING TO THE POETRY OF 27
FINAL TASK: OUR GREAT COMIC
OBJECTIVE:
Appreciate THE VALUE OF A poem through recitation.

ACTIVITIES:
1. The teacher presents the poem "Elegy sailor boy" reciting.
2. The students, after hearing the same and in pairs, makes his recitation, caring tone, intonation, rhythm ... marked by the teacher. Sharing for the rest of the class in turn. Guided further comment and criticism on each performance. Shopping copy of the poem with the same motifs.

OBJECTIVE:
· Meet DATA ON LIFE, WORK AND STYLE OF AN AUTHOR'S ANDALUZ 27.

ACTIVITIES:
3. Individual search for information about the life and work of Rafael Alberti, as well as on specific aspects of the Generation of 27, through different sources (Bibliography, Internet ...) for the subsequent completion of a worksheet, which will become part Personal Portfolio of each student, along with the poem decorated.

OBJECTIVE:
• Create a short story FROM A poetic text.

ACTIVITIES:
4. Reading, comprehension and analysis guided selected poetry, ranging from general to specific: Theme, sub-themes, plot, characters, metric, stylistic devices, lexical and grammatical aspects, with input, guidance and corrections to a large group and orally.
5. After understanding the story told in verse, the students version the same, but using the prose, for the realization of a short story (no more than one sheet) and pooling with the rest of the group, which will provide their opinion together with the teacher. Illustrated and invent a new title.

OBJECTIVE:
· Develop a GIANT COMIC FOR THE DAY OF ANDALUSIA.

ACTIVITIES:
6. They divide the 10 verses that make up the poem by Alberti in pairs, to illustrate with an allusive drawing A-4 size, the which will be used later for making among all of a great comic strip on continuous paper, which will be exhibited in the halls of the Centre on the occasion of the celebration of the commemoration of Andalusia and, at the same time, the anniversary of the Generation 27. It also will work on both the Center's website and in our school library.

regard to basic skills, it's C. linguistic communication with the use of language as a tool for oral and written communication, the C. cultural and artistic work on the life and work of an author of Andalusia and the Generation of 27, and the work plastics in this respect C. and digital information processing, with the use of ICT resources for both information search and for the dissemination of the work (Internet, Web page), the C. social and civic, in regard to the expression of personal opinions, respect them and the work of others, collaborate on team tasks, etc. And C. and attitudes to continue learning independently, promoting love of reading poetry, approaching their interests through the art of comics and short stories.

regard to respect the methodological principles, the implementation of this sequence takes into account teaching methodology based on having a proper holiday Andalusian (contextualized), using new technologies (realistic), with a clear and thorough knowledge in practice and seeing success with a striking final product (explicit and direct), following an example given by the teacher-reciter (modeled), with treatment and implementation of different techniques, such as short stories, verse, comics, listening, reciting, writing, drawing, creating ... (Varied), with different groupings that promote respect and cooperative (social).

Regarding Subcompetencies within the C. language, it is the lexicon, grammar, semantic, correct spelling and pronunciation (Orthoepy), in C. Sociolinguistics, social relations and rules of courtesy and C. Pragmatic, showing special attention to the discourse and its functionality.

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TEACHING TASK 7: SEQUENCE

Although somewhat late, has cost me shape my initial idea of \u200b\u200bthe final task, I present the draft sequence that will detail and will evaluate later. I hope that will inspire anyone. a greeting.


OUTLINE OF A TEACHING SEQUENCE

The next series of activities are proposed to perform the final task of a giant comic , with reference the poem the poet Rafael Alberti Cadiz entitled "Elegy sailor boy" on the occasion of the celebration of Andalusia and the commemoration of the anniversary of the Generation of 27, simultaneously.
The time devoted to the teaching sequence will be of 8 hours, spread over the two weeks prior to February 28.
Throughout this time, the students will do the following: 1 .- Introduction
class poem, recited by the teacher. Recital by the students back, prepared in pairs.
2 .- Presentation of the author and the generation to which it belongs, from the computer lab or class (If ICT Centre), or the classroom library or institution.
3 .- Data collection on a given tab, together with poetry handwritten and decorated, will become part of the workbook or portfolio.
4 .- Development of a prose text, cover versions of the story told in the poem and sharing them.
5 .- Distribution of the 10 verses that make up the poem from small workgroups to be represented and illustrate the content of the on-4 format.
6 .- Preparation of GIANT COMIC continuous paper with input from the working groups and their corresponding illustrations. Exhibition of the same in the corridors of the Centre or the "Rincón de Andalucía" the classroom.

Ester Molina Robles.

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