MapaCartografa Curricular Aixamarie Daz Alvarado Curso ETEG 503

Mapa-Cartografía Curricular Aixamarie Díaz Alvarado Curso ETEG 503 Facilitadora: Laylannie Torres

Introducción La siguiente presentación muestra un mapa curricular para estudiantes de inglés de nivel elemental de 4 -6. El propósito de esta unidad es promover en los estudiantes el interés por aprender además que al ser un Segundo idioma, estamos promoviendo el mismo, el deseo por aprender inglés, conocer nuevos conceptos de vocabulario, desarrollar nuevas destrezas de aprendizaje y promover que los estudiantes se comuniquen escrito y oralmente en inglés mediante temas que ellos conocen (contexto cultural). Para poder aprender un idioma es importante que se motive al estudiante y se presente de una manera que pueda sentir relación de lo que aprende con su entorno.

¿Qué es Mapa Curricular? Estructura, Guía Organizar de manera lógicapedagógica Representación Mapa Curricular Integración de diferentes conceptos, recursos tecnológicos Secuencia de contenidos, duración Implementar materiales, estrategias, metodologías

Parte de Mapa Curricular Class Level Content English 4 th-6 th Story: “El Jibarito Cuisine” Time approximately: 8 days Goals: The purpose of this unit is to enhace English skills in students including vocabulary, critical thinking, develop writing, listening/speaking skills, improve the reading process, motivate them to know other ways to learn English by reading a story with elements of Puerto Rican culture and including elements of north American culture. Student’s Profile Students are between fourth to sixth graders. The unit plans to activate prior knowledge and enhance it to new ones and promote interest in the English language by reading a story. Look for their knowledge of culture,

Parte de Mapa Curricular Standards LISTENING/SPEAKING: The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts. READING: The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction. WRITING: The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age appropriate expressive vocabulary.

Parte de Mapa Curricular Day Content Day 1 -2 Start to Work with vocabulary words. Activate prior knowledge The class start by teaching vocabulary words. Day 3 -4 Storytelling The teacher story tell to promote students writing, make questions about the story, student’s reaction of the events, and the plot of the story. Discuss the elements of the story like: Title, characters, events Day 5 Elements of the story Day 6 Elements of the story Day 7 Main Idea-the importance of the story Day 8 Evaluation Assessment/Evaluation Methodology Materials TPR- Total physical responsecommands-formulated sentence using vocabulary words. Also the teacher help students to pronounce correctly the new words. Storytelling-the teacher storytell the story. Images illustrated in a presentation to conceptualize new vocabulary and understand the meaning. Give examples using vocabulary words. Reacción escrita inmediata Brainstorming Voki, vodcast, using illustrations to visualize the characters, and what is happening. Journal Computer, prezi One minute paper-choose his/her favorite character Computer, prezi Comic strip Discussion Forum Venn’s Diagram-identifies the differences and similarities between both cultures. Computer Test Talks what is the story is about, title, characters, events by reacting of a different discussion questions. Discuss the elements of the story Talks what is the story is about, like: setting, plot, main idea details, main idea, by reacting of a different discussion questions The teacher discuss with students the The teacher promote an environment essence of the story, the learning of where students answer questions (in new cultures, and reflect about our English). Promote oral skills own culture. development. The teacher will provide a test related to the story previously discussed.

Referencias Turrent, A. (2005). Mapa Curricular. Recuparado de: www. uovirtual. com. mx/moodle/lecturas/displpro/7. pdf DEPR. (2014). Plan de flexibilidad ESEA Departamento de Educación de Puerto Rico. Recuperado de: www. de. gobierno. pr/files/Resumen. Flexibility. pdf