LEARNING PROJECT

I. TITLE: Improving reading comprehension and interpretation of texts

II. INFORMATION DATA:

2.1. AREA : COMMUNICATION

2.2. CYCLE VI

2.2. GRADE AND SECTION : SECOND

..
2.3. LEARNING EXPERIENCE DURATION
: 3
2.4. NUMBER OF WEEKS
Yanet Yenifer Flores Ancco
2.5. TEACHER(S)

III. SIGNIFICANT SITUATION: III. SIGNIFICANT SITUATION:

3.1. Contextualization of context / perform an Analysis: 3.2. Learning purpose: 3.1. Contextualization of context / perform an Analysis: 3.2. Learning

purpose:

⮚ Read texts written in a foreign language: English.

In today's society, the ability to read and understand texts is essential for academic and ⮚ Write different types of text in a foreign language: English.

professional success. However, many students face difficulties in understanding and ⮚ Orally communicate a text in a foreign language: English.

analyzing complex texts. This project seeks to improve reading comprehension and ⮚

interpretation of texts in students, allowing them to access relevant information and make
informed decisions. (Collegiate work by cycles and areas)

CHALLENGE:

"Critical Readers in Action"

At the José Carlos Mariagui Secondary School, it was found that students have a low

reading comprehension, so their interpretation of texts is inadequate, but it was also

found that they have a lot of interest in trendy topics. To solve this obstacle, students

must select a text (it can be a story, an article or a poem) that is of interest to them and

work in groups to analyze it in depth. The challenge is to identify the main ideas, the

arguments, the literary resources used and the emotions that the text can evoke. In

addition, they must formulate questions that encourage debate and reflection on the

content of the text.

IV. PRODUCTS/EVIDENCE: Evaluation criteria Evaluation instrument IV. PRODUCTS/EVIDENCE: IV. PRODUCTS/EVIDENCE:
Evaluation criteria Evaluation Evaluation criteria Evaluation
instrument instrument

Interactive Presentation READ - Rubric

As a final product, each group will create an interactive presentation using digital tools - Identify
 (such as PowerPoint, Prezi, or Canva). The presentation should include: - Deduce

. Text Summary A clear and concise synopsis. - Reflect and give an opinion

. Detailed Analysis. Identification of main ideas, characters (in the case of narrative), and

literary devices. WRITE

. Discussion Questions: A series of open-ended questions that invite classmates to discuss - Adapt

and interpret the text. - Organize

. Personal Reflection: Each group should include a brief reflection on what they learned - Use

from the text and how it impacted them. - Reflect

COMMUNICATE ORALLY

- Adapt

- Express

- Evaluate

V. LEARNING PURPOSES:

COMPETENCES COMPETENCES COMPETENCES COMPETENCES COMPETENCES

Reads various Reads various types of text with complex structures - Identifies explicit information, the ⮚ Collaborative - Rubric.

types of texts and varied vocabulary. Integrates conflicting theme and the similarities of the approach. - Self-assessment sheet
written in the information found in different parts of the text. expository texts read. ⮚ Orientation towards

foreign Interprets the text considering relevant and - Deduces implicit information from the common good and

language complementary information to construct its overall the expository texts read. development of reading

English meaning, using other texts. Reflects on the forms and - Reflects and gives an opinion on skills and techniques.
⮚
content of the text based on knowledge and the content of the expository text

experience. Evaluates the use of language, the and relates it to his/her personal

intention of textual resources and the effect of the experience

- .
text on the reader based on knowledge and the

sociocultural context.
.

Adapts his/her text to the recipient, purpose and - Adapts the instructional text ⮚ Collaborative Rubric.

register based on his/her previous experience and (infographic) to the recipients, the approach. - Self-assessment sheet.

complementary sources of information. Organizes and situation and the communicative ⮚ Orientation towards

logically develops ideas around a topic, and structures purpose. the common good and

them in paragraphs and subtitles according to some - Organizes the ideas of the development of reading

discursive genres. Establishes relationships between instructional text in a coherent and skills and techniques.
⮚
ideas through the appropriate use of various types of cohesive way using various

connectors, referents and uses varied vocabulary. resources.

Uses orthographic and textual resources to separate - Uses grammatical and spelling
 and clarify expressions and ideas, as well as to resources that contribute to the

differentiate the meaning of words with the intention meaning of the instructional text.

of giving clarity and meaning to his/her text. - Reflects on the relevance of the

Permanently reflects and evaluates the coherence and content of the instructional text and

cohesion of the ideas in the text he/she writes, as well reviews whether the resources have

as the use of language to argue, reinforce or suggest been used appropriately.

-
meanings and produce different effects on the reader

according to the communicative situation.

Writes various Communicates orally through various types of texts; - Adapts the oral presentation to the Collaborative approach.

types of texts infers the topic, purpose, facts and conclusions from situation and communicative ⮚ Orientation towards - Rubric.

in the foreign explicit and implicit information, and interprets the purpose. the common good and - Self-assessment sheet.

language interlocutor's intention in speeches that contain irony - Expresses his/her ideas in a development of reading

English and bias. Organizes and develops ideas around a topic coherent and cohesive manner skills and techniques
⮚
and relates them through the use of various around the proposed topic,

connectors and referents, as well as a varied and incorporating various sources of

pertinent vocabulary. Emphasizes meanings through information, and uses verbal and

the use of non-verbal and paraverbal resources. non-verbal resources.

Reflects on the text and evaluates its reliability - Strategically uses verbal resources,

according to his/her knowledge and the sociocultural gestures and body movements to
 context. Expresses himself/herself adapting to formal emphasize or attenuate what he/she

and informal communicative situations. In an says.

exchange, asks questions and uses the answers heard - Evaluates the impact of his/her

to develop his/her ideas and contributions, taking into proposal for creative actions on

account the points of view of others. his/her interlocutors.

-.

VI. SEQUENCE OF LEARNING SESSIONS:

NUMBER OF SESSIONS NUMBER OF SESSIONS NUMBER OF SESSIONS NUMBER OF NUMBER OF

SESSIONS SESSIONS

ACTIVITY 1 Students will review different literary genres (poetry, - Identifies explicit information, the -Each group will

Week 1: Preparation and narrative, essay) and choose at least three texts. They can theme and the similarities of the present their

Planning work in pairs or small groups to discuss their choices. expository texts read. selections to the rest
3h
Therefore, the student will have to: - Deduces implicit information from of the class,

1. Selection of texts for Read different types of text with complex structures and the expository texts read. explaining why they

analysis: varied vocabulary. Integrate conflicting information that - Reflects and gives an opinion on chose those texts

is in different parts of the text. Interpret the text the content of the expository text and what aspects

considering relevant and complementary information to and relates it to his/her personal they find interesting

build its overall meaning, using other texts. Reflect on the experience for analysis.
 - .
forms and content of the text based on their knowledge

and experience. Evaluate the use of language, the -A clear schedule will

intention of textual resources and the effect of the text be established for

on the reader based on their knowledge and the reading and

sociocultural context. analyzing the

selected texts
.

ACTIVITY 2 Adapts his/her text to the recipient, purpose and register Adapts the text to the recipients, A collaborative
3h
Week 2 and 3: Reading and based on his/her previous experience and the situation and the document will be

analyzing texts complementary sources of information. Organizes and communicative purpose. generated

logically develops ideas around a topic, and structures - Organizes the ideas of the text in summarizing the

Group discussion and them in paragraphs and subtitles according to some a coherent and cohesive way using discussions,

presentation of ideas discursive genres. Establishes relationships between various resources. highlighting the most
.
ideas through the appropriate use of various types of - Uses grammatical and spelling interesting or

connectors, referents and uses varied vocabulary. Uses resources that contribute to the controversial points.

orthographic and textual resources to separate and meaning of the instructive text.

clarify expressions and ideas, as well as to differentiate - Reflects on the relevance of the Students will

the meaning of words with the intention of giving clarity content of the text and reviews complete a

and meaning to his/her text. Permanently reflects and whether the resources have been worksheet with
evaluates the coherence and cohesion of the ideas in the used appropriately
-
text he/she writes, as well as the use of language to notes on content,

argue, reinforce or suggest meanings and produce style, themes, and

different effects on the reader according to the characters.

communicative situation.

Communicates orally through various types of texts; - Adapts the oral presentation to Each group will
3h
infers the topic, purpose, facts and conclusions from the situation and communicative create a recording

explicit and implicit information, and interprets the purpose. with the information

interlocutor's intention in speeches containing irony and - Expresses his/her ideas in a collected, which will

bias. Organizes and develops ideas around a topic and coherent and cohesive manner enrich their

relates them through the use of various connectors and around the proposed topic, understanding of the

referents, as well as a varied and pertinent vocabulary. incorporating various sources of text.

Emphasizes meanings through the use of non-verbal and information, and uses verbal and

paraverbal resources. Reflects on the text and evaluates non-verbal resources. A final recording that

its reliability according to his/her knowledge and the - Strategically uses verbal combines the

sociocultural context. Expresses himself/herself in a resources, gestures and body summary of the

manner that is appropriate to formal and informal movements to emphasize or content with the

communicative situations. In an exchange, asks questions attenuate what he/she says. group's personal and
 and uses the answers heard to develop his/her ideas, and - Evaluates the impact of his/her

his/her contributions taking into account the points of proposal for creative actions on

view of others. his/her interlocutors.

-
*Activity:* Students will conduct research on the author,

the historical or cultural context of the text, or relevant critical

critical theories. This may include additional readings, interpretations

.
interviews or online resources (with supervision).

Using the information from the previous analysis and

additional research, each group will write a summary of

the analyzed text along with their own critical analysis.

Bibliography

FOR THE STUDENT FOR THE TEACHER FOR THE STUDENT FOR THE TEACHER

MINISTRY OF EDUCATION. (2017). Communication 2nd grade of MINISTRY OF EDUCATION OF PERU (2016). Secondary Education Curriculum Program.

Secondary Education. Lima.