Proyecto Plan

8/10/2019 Proyecto Plan

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Programa Intel EducarCurso Esencial

People who make our community a better place.Autor de la unidad

Nombre y apellido Ileana Fu de Vergara

Nombre de la institucin educativa C.E.B.G. Repblica Federal de lemania

!bicacin de la institucin educativa "istrito de #an $iguelito% corregimiento de Victoriano &oren'o

(tros datos de la institucin educativa

Descripcin de la unidad

Ttulo de la unidadPeople who make our community a better place.

Resumen de la unidadThis unit describes features and characteristics of certain popular jobs people do in our community.

A product that will make evident the learning outcomes of this Project will be a collage. Students will cut out pictures of workers from magazines and will glue them to poster board. Also a short essay will be written toaccompany their collage (performance evidence e!plaining the content of this collage. A second product will be a puppets craft representing workers of different professions and a puppetry craft whichwill work as a stage for the puppets" during this #ccupations and $obs role playing (second performance evidence .

An specific job or occupation will be assigned to each student. %ach student will have to study a script (short paragraph corresponding to that specific job or occupation. &uring the role play performance and accordingly withthis script and using the puppets" students will describe the tools" materials" working places" uniforms or wearingsrelated with the profession .

Espacio/s curricular/es o asignatura/s'n this project" the main subject that will be correlated with other subjects is %nglish. The correlated subjects aresocial sciences and visual arts.

Ao y nivelifth grades.

Tiempo necesario apro imadoTen ) ) *minute class periods " during two weeks.!undamentos de la unidadContenidos

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Conceptual Procedimental Actitudinal"o#s and occupations ctivities per2ormed accordingly

3it eac 4ob -ools used by a 3or5er according

t e 4ob or occupation$rammar %tructure Verb to be 6present tense +,h*- uestions words

(pronouns Affirmative sentences in the

continuous present tense. Affirmative sentences in the

simple present tense.

$a5ing a puppetry cra2t to beused as a stage during t e roleplaying.

$a5ing a puppets cra2trepresenting 3or5ers o2 di22erentpro2essions to be used duringt e role playing.

role playing per2ormancerelated 3it 4obs andoccupations tas5s.

$a5ing a collage 3it pictures o2 3or5ers 2rom maga'ines

n essay 3riting to accompanyt e collage.

# o3ing a positive recognitionand appreciation to3ard people3 o ma5e our community abetter place.

Emp asi'ing t e importance o23 y umans need to 3or5.

/romoting a positive attitudeto3ard 3or5ing to be appy.

7or5ing on academic tas5s 3itcreativity

'etivos del aprendi(a'e

Indicadores Logros/. 'dentify or use appropriate language related to diferent jobs, tools and workplaces.0. 1espond appropriately to common personal information uestions regarding jobs or occupations.2. 'dentify common jobs or occupations). 3ame and describe tools used in different jobs and occupations.4. &emonstrate ability to work cooperatively5. $a5e a puppets cra2t representing 3or5ers o2 di22erent pro2essions.6. role playing per2ormance related 3it 4obs and occupations.7. 1ecognize and use +wh*- uestions words (pronouns to ask uestions during the role playing.8. 1ecognize and use affirmative sentences in the continuous present continuous tense to answer uestions

during the role playing performance./9. $a5e a collage by cutting out pictures o2 di22erent 3or5ers 2rom maga'ines.//. 7rite an essay 3it t e t eme 8 People who make our community a better place 9 to accompany t e collage./0. 1ecognize and use affirmative sentences in the simple present tense in an essay.

/2. $a5e a puppetry cra2t to be used as a stage during an occupations and 4obs per2ormance./). # o3 a positive recognition and appreciation to3ard people 3 o ma5e our community a better place./4. 7or5 on academic tas5s 3it creativity.

#utcomes:1. 'dentify and describe job titles and occupations with their corresponding tools0. %!plain the tasks performed by workers in different jobs or occupations.

Preguntas orientadoras del plan de unidad

Pregunta esencial ;ow do other people make our community a better place to live<

Preguntas de unidad;ow community workers promote our neighborhood development and strengthening< ;ow we can participate in actions to change our situation and toapproach the problems that face our community<

Preguntas de contenido

,ho works in our community< ,hat does a community worker do< ,hat are the different jobs and responsibilities people have in ourcommunity<

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Plan de evaluacin

Cronograma de evaluaciones

Antes de empe(arel tra#a'o del

proyecto

Durante eldesarrollo del

proyecto

)na ve(completado el

proyecto

=uiding uestions

&iagnostic >hecklist

lashcards

#ccupations ind 't?@uiz

ocabulary Batching@uiz

>rossword Puzzle,orksheets

Short answer @uiz

>ollage rubric Puppetry 1ubric ,riting 1ubric Puppet Show

Performance1ubric

Resumen de evaluaciones

Evaluacin Proceso y propsito

1. $uiding *uestions2. &ral diagnostic assessment

using +las,cards

3. Diagnostic C,ec-list

/. ,hen students answer uestions withgrammatical structures and vocabulary about a topic they have studied" it helps teacher to know e!actlywhat each student has apprehended.0. lashcards are use to review sounds and writing of words students are learning.2. &iagnostic checklists allow teacher to easily keeptrack of the studentsC progress regarding and specific theme.

1. Community .elpers ord %earc,or-s,eet

2. &ccupations !ind It0 1ui(3. 2oca#ulary 3atc,ing 1ui(4. Cross4ord Pu((le or-s,eets5. %,ort ans4er 1ui(

These tools are appropriate to measure studentsDreading" listening" speaking and writing abilitieswhen are learning a new grammar structure andvocabulary.

1. Collage ru#ric2. Puppetry Ru#ric3. riting Ru#ric4. Puppet %,o4 Per+ormance

Ru#ric

These tools are appropriate to measure studentsDvocal e!pression and projectionE creativityEoriginalityE teamwork attitudeE level of engagementEresponsibilityE and effort when students have tomake any type of crafts project or have to performa role*playing in front of the class.

Detalles de la unidad.a#ilidades previas>utting capabilities for working without teacherDs supervision because they are old enough to work using scissors to cutwith minimal supervision" since they master their fine motor skills when preparing or making all crafts.

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Ability to work all the planned activities with autonomy.1eadiness to coordinate their %SF speaking and listening" whith their eyes and their hand movements together tomanipulate puppets" but it could re uire further practice so they can eventually master this skill.Gnowledge of the writing and pronunciation of this new vocabulary related to the theme.

Procedimientos

People who make our community a better place Materials/Preparation

20 pieces of paper , each with one o the ollowing phrases written in large letters with amarker: frefghter, car mechanic, postman, policeman, barber, writer, li eguard, teacher,waiter, actor, judge, lawyer, pilot, doctor, nurse,dentist, student, librarian, astronaut,secretary,engineer, architect.

Post the pieces of paper on a wall or board where all students can read them Han out! "ommunity Helpers #or $earch #orksheet "lear plastic ba% that closes securely (e.g. Ziploc bag , ! or each group o " students &obs/'ccupations (ashcar s , "ommunity Helpers )ocabulary "ar s photocopied, cut, and placed in a Ziploc bag# !

complete set o " cats per group o " students $use dotted lines as cutting guides% Han out! &ro'ide each group with one copy o the handout Community Helpers Vocabulary

Quiz , ! per group *nternet access or 'ideos related with obs and )ccupations (could be downloaded and

sa'ed on a computer ahead o time .

FIRST WEEK

*cti'ity + ! (-lock hour day#armer*ntro uction! #or $plash an +rainstormin%(!/ minutes1. 0his lesson begins with a word splash. In this word splash the assortment o wordsare related to the theme: People who make our community a better place .1tudents will brainstorm around that topic.2. 0eacher asks students to silently read the words on the twenty pieces o paperthat teacher ha'e posted on the board (see 2aterials3&reparation section .Presentation! +rainstormin%(!/ minutes3. 1tudents brainstorm again about possible things they are going to study. 0heymust be based on the word splash. 45plain that e'en i they are not amiliar withsome o the words, they can still make predictions based on words they do know.

0eacher tells them that these pictures are concerning to what they will learn in class.4. 0eacher reads the phrases out loud one at a time, and asks students to share theirideas about how these phrases might be related.5. 0eacher will ha'e students brainstorm with a partner 6'e tools community workerswould need to per orm their jobs in the community. !"amples might include the

ollowing words# mail bag, hose, whistle, hammer, wrench, scissors, pot, board,tray, bathing, screwdri$er, syringe, stethoscope broom, o$en, brush painting.%,. *ll students must be 'olunteers and must share their brainstorm words.-. 0eacher e5plains students they will learn how community workers make ourcommunity a better place.

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Practice(7/ minutes1. 0o de'elop studentsD reading" listening" speaking and writing abilities with this new themevocabulary theme" t eacher has the class di'ided into groups o our, and distributesCommunity Helpers Word Search Worksheet handouts, one copy per group."ore cti ity! Pro uction("/ minutes1. 0eacher e5plains students they will read some cards to in'estigate what tasks thecommunity workers do.2. 0eacher has the class di'ided into groups o our. 8istribute a bag o theprepared Community Helpers Vocabulary Cards t o each group.3. 0eacher will re'iew the de6nition o the words: task ob worker communitytrain employ workplace with students.4. 0eacher will gi'e students a couple o minutes to read the jobs de6nitions printedon the cards in their bag.5. )nce students ha'e read the cards, they will stay in group and the teacher willpro'ide each group with one copy o the handout Community Helpers Vocabulary

ui! Worksheet . 1tudents ha'e to match the 'ocabulary words with thede6nitions, 6lling the blank bo5es in the worksheet.,. 0eacher can show one short 'ideos (7 9 minutes o obs and )ccupations rom

nternet.

*cti'ity + 7#armer(; minutes1tudents and teacher sing the song "#eople in my to$n% . @e=s a cook.>

0o help students teacher will write on the board:What&s his (ob)He&s a *********+What&s her (ob)She&s a ********+1howing the students each Aash card, each time asking, >teacher will try to get the correct response rom them.

0eacher will show students the picture o the waiter and ask > s he a waiter?> andwill pro'oke they answer >Bes, he is.>

0hen teacher will ask > s he a builder?> and elicit >+o, he isn=t.> 0o help students to understand, teacher writes on the board write:Is he she a ******)-es, he she is+.o, he she isn&t+Clashcards also should be used to orm Duestions and elicit answers using @e31heis3isn=t."ore cti ity!

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*$" $$*' ! (7; minutes1. 0eacher e5plains students they will read some cards to in'estigate whattasks the community workers do.2. 0eacher writes on inde5 cards the names o diferent community helpers such as6re6ghter, police oEcer, paramedic, 'eterinarian, dentist, mayor, sanitation worker,and letter carrier.Fse pictures to illustrate so that students can understand and read the cards.3 . ntroduce these the cards into a bo5 or bag and ha'e student 'olunteers come upand pick up a card, then act out the job o that community helper.4. @a'e the class guess which job is written on the card. 8iscuss what the helperdoes and why the job is important. 0hen place the cards on a bulletin board or wordwall display or student re erence.P ' "6*' !1tudents do the "/ccupations Find It0 ui!% acti'ity. 0his will gi'e the studentsan opportunity to practice Duestion orms and use their new 'ocabulary withoutha'ing to speak in ront o the whole class or the teacher.

*cti'ity + 9!. * product that will make e'ident the learning outcomes o this &roject will be a

collage. 1tudents will cut out pictures o workers rom magaGines and will gluethem to poster board.

7. *lso a short essay will be written to accompany their collage (per ormancee'idence e5plaining the content o this collage.

SEC/.1 WEEK

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*cti'ity + "!. * second product will be a puppets cra t representing workers o diferent

pro essions and a puppetry cra t which will work as a stage or the puppets,during this )ccupations and obs role playing (second per ormance e'idence .*n speci6c job or occupation will be assigned to each student. 4ach student will

ha'e to study a script (short paragraph corresponding to that speci6c job oroccupation. 8uring the role play per ormance and accordingly with this scriptand using the puppets, students will describe the tools, materials, workingplaces, uni orms or wearings related with the pro ession.

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Estudiante connecesidades especiales

The learning activities were organized with the work group and collaborative method sothat students with special educational needs are integrated into groups with other studentswho can support them on all assigned tasks.

5o ,ispano6parlantes There is not non*Spanish speakers

Estudiante talentoso They are assigned to support students with special educational needs.

3ateriales y recursos necesarios para la unidadTecnologa 7 .ard4are ?e@uipo necesarioA

C0maraComputadora?sAC0mara digitalReproductor de "V"

Cone in a Internet

"isco l0ser Impresora#istema de proyeccinEsc0ner-elevisor

VCRC0mara de v deoE@uipo de v deo con2erencia

D (tro

Tecnologa 7 %o+t4are ?necesarioA

Base de datos6 o4a dec0lculo"iagramador de

publicaciones/rograma de correo

electrnico Enciclopedia en C"

R($

Editor de im0genesBuscador 7eb$ultimedia

"esarrollo de p0ginas 3eb/rocesador de te to(tro 7 atsapp 2or listening songs

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3ateriales impresos ,orksheets" flashcards" posters" patterns for puppets" handouts.

%uministros &ata show projector" internet" screen data show" speakers.

Recursos de Internet

http:HHwww.eslkidslab.comHworksheetsHset2HjobsH http:HHwww.esltower.comH #>AIS;%%TSHjobsHjobs.html http:HHwww.esltower.comH #>AIS;%%TSHjobsH$obJ09definitionJ09match.pdf http:HHwww.esltower.comH #>AIS;%%TSHjobsH$obJ09definitionJ09match.pdf http:HHwww.esltower.comH #>AIS;%%TSHjobsHjobsJ09boardJ09gamesJ09beginners.pdf http:HHwww.esltower.comH #>AIS;%%TSHjobsHjobsJ09boardJ09gamesJ09beginners.pdf http:HHwww.esltower.comH #>AIS;%%TSHjobsH$obsactionspuzzleshaped.pdf https:HHwww.pnwboces.orgHsselaHSampleKFessonsH irst=radeHLnit)HLnit)KFesson5.htm

&irecciones web (L1Fs ue apoyan la implementaciMn de su unidad

&tros Recursos 3HA

Los programas de Intel Educacin son financiados por la Fundacin Intel y la Corporacin Intel.Derechos reservados 2 !" Corporacin Intel. #odos los derechos reservados. Intel" el logo de Intel" lainiciativa de Intel Educacin y el $rograma Intel Educar son marcas registradas de Intel Corporation ode sus su%sidiarias en los Estados &nidos y otros pa'ses. ()tros nom%res y marcas pueden serreclamadas como la propiedad de terceras partes.

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http://www.eslkidslab.com/worksheets/set3/jobs/http://www.esltower.com/VOCABSHEETS/jobs/jobs.htmlhttp://www.esltower.com/VOCABSHEETS/jobs/Job%20definition%20match.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/Job%20definition%20match.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/jobs%20board%20games%20beginners.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/jobs%20board%20games%20beginners.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/jobs%20board%20games%20beginners.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/jobs%20board%20games%20beginners.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/Jobsactionspuzzleshaped.pdfhttps://www.pnwboces.org/ssela/Sample_Lessons/FirstGrade/Unit4/Unit4_Lesson6.htmhttp://www.eslkidslab.com/worksheets/set3/jobs/http://www.esltower.com/VOCABSHEETS/jobs/jobs.htmlhttp://www.esltower.com/VOCABSHEETS/jobs/Job%20definition%20match.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/Job%20definition%20match.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/jobs%20board%20games%20beginners.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/jobs%20board%20games%20beginners.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/jobs%20board%20games%20beginners.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/jobs%20board%20games%20beginners.pdfhttp://www.esltower.com/VOCABSHEETS/jobs/Jobsactionspuzzleshaped.pdfhttps://www.pnwboces.org/ssela/Sample_Lessons/FirstGrade/Unit4/Unit4_Lesson6.htm

Documents

Proyecto Plan