Programa Intel Educar Curso Esencial

Plantilla del plan de unidad

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Autor de la unidad Nombre y apellido Nombre de la institucin educativa Ubicacin de la institucin educativa Otros datos de la institucin educativa Descripcin de la unidad Ttulo de la unidad

Leovigildo Santillana G. Dr. Carlos A. Mendoza Distrito de San Miguelito, Veranillo ,Provincia de Panam Tel ono! "#$%&$'

Panamanian Traditions and Cultures

Resumen de la unidad

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Themes : Cultura and Traditions (olida)s *egional +ood (istoric sites (andicra ts Grammar T,ere is -are Ad.ectives /ouns Activities: S,o0ing a 1o0er 1oint 0it, di erents 1ictures o Panamanian cultures and traditions Placing 1ictures on t,e 0all a2out an) 1rovince t,at involve culture and traditions. S,aring a video o regional oods, culture and ,andicra ts. 3nscram2ling 0ords 2) using T,ere is - are , ad.ectives and nouns Product from the student : T,e same grou1s t,at 0ere c,osen in t,e class , t,e) 0ill 0or4 in grou1 2) ma4ing t,eir o0n s1eec, de1ending on t,e to1ic , 2esides t,e) must 2ring somet,ing relate 0it, t,e to1ic, e5am1le , i some o t,em ,ave to tal4 a2out dance , carr) out t,eir s1eec, 6 one student7 ) t,e rest must ma4e a 1resentation relate it. Students roll: +ollo0s instructions 8e, organized , 1unctual , and s,o0 a good disci1line 8rings t,e material suggested 2) t,e teac,er *es1ect eac, ot,er 8e involve in t,e 1ro.ect all t,e time 9or4 in colla2orative grou1 8e read) 0it, t,e inal 1resentation regards t,is 1ro.ect

Activities / Questions (essential , unit , and contents) 9e ,ave to 4ee1 in mind t,e ma.orit) students rom i t, grade , manage in t,e 1ro1er 0a) t,eir native S1anis, language , in t,is case as teac,er : s,ould use 2ot, language to su11ort t,em understand t,e to1ic , and involve t,em in t,e class , : going to use some material 0,ere t,e) can o2serve and 1oint suc, as , 1ictures on t,e 0all , 1o0er 1oint , videos, ma4ing gestures , mimics 3sing dictionar), classi )ing 0ords , s,aring in ormation among t,em and so on. .
Espacio/s curricular/es o asignatura/s

;nglis,.
Ao y nivel
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+it, Grade< elementar) sc,ool

Tiempo necesario apro imado 2 semanas de #= 1eriodos , >= minutos , Contenidos
Pegue aqu sus contenidos. Una vez refinada y reducida esta lista, los contenidos resultantes deben incluir los temas que deben aprender sus estudiantes (no solo tratar superficialmente) y que usted evaluar al final de esta unidad.

Conceptual

Procedimental

Actitudinal

Culture and Traditions (ol)da)s *egional oods (istoric Sites (andicra ts

:denti )ing Panamanian S,o0ing interest in t,e oods ,olida)s, ,istoric culture and traditions o sites, and ,andicra ts Panama. regard customs, and traditions.

Grammar T,ere is-are Ad.ectives /ouns

!"#etivos del aprendi$a#e

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Anote una lista priorizada de los ob etivos que se eval!an y que se espera que alcancen los estudiantes al final de la

*ecognizes, customs, cele2rations and traditions o Panamanian 1eo1le. A11lies values and 1rinci1les concerning t,eir cultures, traditions, customs and et,nics. Develo1s ;nglis, s4ills suc, as ! 0riting , reading , Listening and s1ea4ing

Indicadores Logros "ormula, adecuadamente, una definici#n del concepto literatura universal. $ %&plica, con acierto, la visi#n que presenta la literatura cosmog#nica de la creaci#n del mundo y del 'ombre. $ (ompara, de manera acertada, la concepci#n que presentan las l iteraturas egipcia, hebrea y griega de la

creacin del hombre y del mundo

9rite sentences a2out t,e activities done in t,e di erent ,olida)s using t,ere is -are ad.ectives and nouns. *egard Panamanian traditions and cultures. Values Panamanian Traditions, costume, and Culture. 3se ;nglis, language relates t,e to1ic in order to im1rove t,eir voca2ular).

Preguntas orientadoras del plan de unidad

design'design'curriculum,-uestions.#tml

#ttp&''(((.intel.la'content'((('xl'es'education')*2'pro+ect,

Pregunta esencial

What do you know about Panamanian traditions and cultures? 9,at are t,e most im1ortant as1ects t,at involve Panamanian traditions and cultures?

Preguntas de unidad

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Preguntas de contenido

9,at is t,e di erence 2et0een cultures and traditions? Mention some Panamanian traditions? Descri2es some Panamanian Cultures? Do )ou 4no0 some t)1ical oods? 9,at do )ou 4no0 a2out Panamanian ,olida)s? 9,ic, ,istorical sites do )ou 4no0? 9,at are t,e amous Panamanian oods? 9,ere 0e can get some Panamanian ,andicra ts? 9,en 0e can use t,ere is - t,ere are? 9,at is an ad.ective? 9,at is a noun?

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Plan de evaluacin

Cronograma de evaluaciones Formas de presentar el cronograma de evaluaciones http://www.intel.la/content/dam/www/program/education/lar/xl/es/documents/assessingprojects/strategies/ap-sample-assessment-plans.pdf Ejemplos de mtodos, propsitos e instrumentos por cada etapa del proyecto
Antes& #ttp&''(((.intel.la'content'((('xl'es'education')*2'assessing, pro+ects'strategies'gauging,student,needs.#tml Durante el desarrollo& #ttp&''(((.intel.la'content'((('xl'es'education')*2'assessing, pro+ects'strategies'monitoring,progress.#tml %eri&icar comprensin& #ttp&''(((.intel.la'content'((('xl'es'education')*2'assessing, pro+ects'strategies'c#ec)ing,understanding.#tml

Al concluir la unidad& #ttp&''(((.intel.la'content'((('xl'es'education')*2'assessing, pro+ects'strategies'c#ec)ing,understanding.#tml Antes de empe$ar el tra"a#o del proyecto Durante el desarrollo del proyecto 'na ve$ completado el proyecto

Brainstorm, what they know about the theme.

Checklist, in which )ubric, 'o* t'ey can interact way they are identifying among t'em and development Panamanian traditions t'eir ideas t'roug' %nglis' and cultures. language, concerning traditions and culture.

Resumen de evaluaciones
+os lyn,s anteriores e&plican cada m-todo, prop#siton e instrumento %valuaci#n Proceso y prop#sito

8rainstorm ,

I going to mention some words about Panamanian Culture and traditions, they
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Programa Intel Educar Curso Esencial

must guest what the topic could be about , in this time they can provide differents ideas, after that , I will show a power point in order to improve their ideas and vocabulary. Check list In this point , the learner must be able to associate dance , foods, typical dress, historical sites , holidays , and handicrafts with the differents provinces here in our country Panama! T,e most im1ortant in t,is section is t,e students 0ill carr) out a s1eec, in grou1, 2) using 1ictures, and ma4e a 1er ormance relate t,e to1ic t,at t,e) ,ad c,osen during t,e class. T,e to1ics are, ,olida)s, Dance, oods, ,andicra ts, (istorical sites, and t)1ical dresses.

"ubric

Detalles de la unidad (a"ilidades previas

#he students must know some characteristics about their country, at mean that they can answer any single $uestions if we are talking about Panamanian cultures and traditions, besides they can use their skills in %nglish such as writing, listening, speaking, "eading concerning the topic. In this point the students will develop , increase and improve their vocabulary
(onocimiento conceptual y destrezas t-cnicas que deben tener los estudiantes para empezar esta unidad

Procedimientos

Activities.doc5

Estudiante con necesidades especiales

In this area is very important take in consideration student need because we have to include these students in class and motivate them be part %nglish class. &enerally talking. I usually encourage these students be part of %nglish class by providing them the tools in which they can work, %'ample, (pplying pro)ects to do at home, but before I should talk with the student*s parents. Illustrations , matching words with pictures Pointing words or pictures , drawing ,coloring , cutting out and gluing depending on the topic, showing vocabulary and relating them with pictures describing , identifying!
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)o *ispano+ parlantes

Estudiante talentoso

:n m) case teac,ing ;nglis, : ever 2een in t,is situation, i some students rom C,ina doesn@t s1ea4 S1anis,, : could use resources li4e 1ictures, re0riting in ormation, using gesture or mimics,or colors : could relate colors 0it, voca2ular) eac, color could re1resent an action in class, or using s,a1e could 2e anot,er 1eriod to increase action in class or create ruits 1ictures and relates all t,ese elements in order to learn a ne0 language. 3sing colors, s,a1e and ruits in some 0ords ,el1s students recognize action and increase voca2ular). 9,en t,e learner could 2e a2le to do an e5ercise : could use t,ese tec,niAues and strategies. (ll the students are capable to do any Pro)ect, the most important here is providing the necessary tool, they can use technology, go out and get contact with the real life. #eaching how to carry out a document where they must collect certain information, after that relate it with some others situations, and providing personal opinions, critici+ing, analy+ing, and thinking beyond.

,ateriales y recursos necesarios para la unidad Tecnologa - (ard.are .e-uipo necesario/ %mara omputadora.s/ %mara digital 0eproductor de 121 onexin a !nternet Tecnologa - /o&t.are .necesario/ 7ase de datos'Ho+a de c%lculo 1iagramador de publicaciones $rograma de correo electrnico 4nciclopedia en
,ateriales impresos /uministros Recursos de Internet !tros Recursos

1isco l%ser !mpresora 3istema de proyeccin 4sc%ner "elevisor

2 0 %mara de v5deo 4-uipo de v5deo con6erencia Otro

4ditor de im%genes 7uscador 9eb 8ultimedia

1esarrollo de p%ginas (eb $rocesador de texto Otro

1,0O8

,ome copies e'tracted from internet, because the students don*t have any book with this information. .agazine , (opies ,pictures ,videos Visual Aid. 000.ever)culture.com 000.ever)culture.com

#ypical -usic , in order to en)oy our #raditions and cultures

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