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OUR TRADITIONAL STYLE OF DRESS · Inglés 4°

OUR TRADITIONAL STYLE OF DRESS · Inglés 4°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Extract specific information connected to time, quantities, and location. Interactive: Clarify oral questions in group activities.
  • Comprensión lectora (Reading): Reading: Demonstrate comprehension of simple written exchanges in letters, emails, or social media. Reading: Write short responses to questions about a text. Phonemic Awareness: Blend spoken simple onsets and rhymes to form real words (onset /c/ and rhyme /at/).
  • Expresión oral (Speaking): Productive: Provide instructions for developing a hands-on project. Interactive: Collaborate with peers to plan a simple presentation.
  • Expresión escrita (Writing): Productive: Write simple sentences on familiar topics. Interactive: Edit classmates' written work.
  • Mediación (Mediation): Text: Interpret simple school notices. Concept: Link historical events to current events for class discussions.

Comprensión auditiva · Listening

Conceptuales

  • She Is Wearing a Pollera.
  • Let's Dress for a Dance.

Procedimentales

  • Receptive: Extract specific information connected to time, quantities, and location. Interactive: Clarify oral questions in group activities.

Indicadores de logro

  • Can pick out details about time, quantities, and location in talks about clothing (e.g., "Women wear this dress at festivals.").
  • Can respond to and clarify oral questions, in group activities, about traditional clothing (e.g., "What is she wearing?" "She is wearing a dress.").
  • Can ask and answer questions about where and when clothing is worn (e.g., "Where do people wear this?" "At festivals.").

Comprensión lectora · Reading

Conceptuales

  • She Is Wearing a Pollera.
  • Let's Dress for a Dance.

Procedimentales

  • Reading: Demonstrate comprehension of simple written exchanges in letters, emails, or social media. Reading: Write short responses to questions about a text. Phonemic Awareness: Blend spoken simple onsets and rhymes to form real words (onset /c/ and rhyme /at/).

Indicadores de logro

  • Can demonstrate comprehension, in short exchanges, by identifying words for traditional clothing (e.g., "pollera," "dress").
  • Can answer questions, in a text, about traditional clothing (e.g., "What is a pollera?" "Panama's traditional dress.").
  • Can blend spoken simple onsets and rhymes to read and spell one-syllable, two-syllable, and simple multisyllabic words related to cultural clothing (e.g., /dr/ /ɛs/ in "dress" for one syllable, /ɪ/ /vɛnt/ in "event" for two syllables, and /trə/ /ˈdɪʃ/ /ən/ /əl/ in "traditional" for multisyllabic words).

Expresión oral · Speaking

Conceptuales

  • She Is Wearing a Pollera.
  • Let's Dress for a Dance.

Procedimentales

  • Productive: Provide instructions for developing a hands-on project. Interactive: Collaborate with peers to plan a simple presentation.

Indicadores de logro

  • Can provide oral instructions to a peer for creating traditional clothing (e.g., "First, cut the paper. Next, fold it. Then, draw the pollera.").
  • Can collaborate with peers to create a presentation about the cultural importance of traditional clothing with simple reasons (e.g., "People wear polleras at festivals.").
  • Can describe cultural clothing with peers to enhance group understanding (e.g., "People wear traditional clothing to celebrations.").

Expresión escrita · Writing

Conceptuales

  • She Is Wearing a Pollera.
  • Let's Dress for a Dance.

Procedimentales

  • Productive: Write simple sentences on familiar topics. Interactive: Edit classmates' written work.

Indicadores de logro

  • Can write simple descriptions about traditional clothing (e.g., "The pollera is beautiful.").
  • Can edit, for clarity, classmates' sentences about traditional dress (e.g., add "colorful" to describe the dress).
  • Can revise, for detail, written descriptions of traditional clothing (e.g., add "worn" at festivals to describe the dress.).

Mediación · Mediation

Conceptuales

  • She Is Wearing a Pollera.
  • Let's Dress for a Dance.

Procedimentales

  • Text: Interpret simple school notices. Concept: Link historical events to current events for class discussions.

Indicadores de logro

  • Can interpret simple school notices about traditional dress by explaining their meaning to peers (e.g., reads a notice that says "Traditional Dress Day is next Friday." and explains, "We need to wear a pollera or traditional clothes on Friday.").
  • Can link the historical use of traditional clothing to current celebrations by providing simple comparisons and using visuals (e.g., show pictures of a pollera and say, "This pollera has an old-fashioned design and this pollera has a modern design.").
  • Can facilitate discussions on traditional clothing and modern clothing by asking basic questions (e.g., "Who wears this?" and points to festival images).

Recursos de lengua · Communicative Competences

Conceptuales

  • Linguistic
  • Nouns: attire, celebration, event, community, traditional clothing, jewelry Competences Verbs: showcase, represent, explain, admire, dress, use, wear, fold, sew
  • Adjectives: festive, pretty, beautiful, cultural, important, traditional, old-fashioned, modern
  • Prepositions: during, at, in Pronunciation & Phonemic Awareness
  • Pronunciation: /w/ in "wearing" and /t/ in "these" Phonemic awareness: Blend of spoken simple onsets and rhymes to form one-syllable or two- syllable words related to clothing (e.g., /dr/ /ɛs/ in "dress" and /ˈpr-ɪ-t-i/ in "pretty") Pragmatic Describing traditional clothing: "She is wearing a pollera." Competences Explaining cultural significance: "Polleras are worn at festivals." Sociolinguistic Discussing traditions: Describing different traditional clothing designs. Competences Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Traditional Clothing Poster
  • Overview: Students create a poster showing Cultural Awareness: Describing traditional clothing. traditional clothing, using the present continuous Communication: Describing current events and traditional tense (e.g., "She is wearing..."). clothing using descriptive language. Project 2: Fashion Show Presentation
  • Overview: Students organize a classroom fashion show, narrating what people wear using the present continuous. Technology Integration: Project 3: Traditional Clothing Video Blog Use a video blog app to record and share their traditional
  • Overview: Students create a video blog discussing clothing presentations. traditional clothing and describing what they are wearing. Family and Society 44 Beginner A1.2

Procedimentales

  • 1. Present continuous (e.g., "She is wearing...")
  • 2. WH-questions (e.g., "What are you wearing?")
  • 3. Present simple (e.g., "Women wear this dress at festivals.")

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