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THE BEAUTIFUL MOLA · Inglés 4°

THE BEAUTIFUL MOLA · Inglés 4°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify the setting and characters in audio storybooks. Interactive: Engage in simple exchanges about familiar topics.
  • Comprensión lectora (Reading): Reading: Respond creatively to stories read. Reading: Summarize simple stories or articles. Phonemic Awareness: Read regularly spelled one-syllable or two-syllable words represented by single letters.
  • Expresión oral (Speaking): Productive: Express opinions about a familiar topic. Interactive: Sustain conversations on a variety of topics.
  • Expresión escrita (Writing): Productive: Compose simple personal letters or emails. Interactive: Respond in writing to written questions from peers.
  • Mediación (Mediation): Text: Explain the main ideas of class readings to absent students. Concept: Use examples to explain math concepts to peers.

Comprensión auditiva · Listening

Conceptuales

  • A Mola Has Many Colors!
  • I Can Make a Mola.

Procedimentales

  • Receptive: Identify the setting and characters in audio storybooks. Interactive: Engage in simple exchanges about familiar topics.

Indicadores de logro

  • Can identify the setting and main characters in simple stories about molas (e.g., "This story is about a girl making a mola.").
  • Can take part in exchanges about mola colors (e.g., "What color is it?" "It is red.").
  • Can respond to simple questions about molas (e.g., "Is it pretty?" "Yes, it is colorful.").

Comprensión lectora · Reading

Conceptuales

  • A Mola Has Many Colors!
  • I Can Make a Mola.

Procedimentales

  • Reading: Respond creatively to stories read. Reading: Summarize simple stories or articles. Phonemic Awareness: Read regularly spelled one-syllable or two-syllable words represented by single letters.

Indicadores de logro

  • Can respond creatively by identifying colors and shapes in stories about molas (e.g., "red, blue, round").
  • Can summarize a short text about mola art, mentioning key ideas (e.g., "Molas have bright colors.").
  • Can spell and read one-syllable or two-syllable words using phonemic awareness and alphabet knowledge related to colors and instructions (e.g., "orange," "vibrant," and "square").

Expresión oral · Speaking

Conceptuales

  • A Mola Has Many Colors!
  • I Can Make a Mola.

Procedimentales

  • Productive: Express opinions about a familiar topic. Interactive: Sustain conversations on a variety of topics.

Indicadores de logro

  • Can express an opinion about a mola design (e.g., "I think this mola is beautiful.").
  • Can sustain a discussion on mola designs in collaboration with peers, using reasons and follow-up questions (e.g., "I like this design because it is colorful. Do you like it too?").
  • Can initiate a conversation about mola colors and designs and ask questions (e.g., "What colors do you see?" "I see red and blue.").

Expresión escrita · Writing

Conceptuales

  • A Mola Has Many Colors!
  • I Can Make a Mola.

Procedimentales

  • Productive: Compose simple personal letters or emails. Interactive: Respond in writing to written questions from peers.

Indicadores de logro

  • Can compose simple personal letters about mola art (e.g., "Dear Juan Carlos, I like the colorful molas.").
  • Can respond to peers' written questions about molas (e.g., "What colors were used?" "The mola is red and blue.").
  • Can revise letters or responses for clarity and correctness (e.g., add "colorful" to describe the mola.).

Mediación · Mediation

Conceptuales

  • A Mola Has Many Colors!
  • I Can Make a Mola.

Procedimentales

  • Text: Explain the main ideas of class readings to absent students. Concept: Use examples to explain math concepts to peers.

Indicadores de logro

  • Can explain the main ideas from a reading about molas to an absent peer by pointing to colors and shapes (e.g., points to red and says, "Molas are colorful.").
  • Can use examples to help peers understand mola patterns with visuals (e.g., points to a square and says, "This is a square in the mola.").
  • Can help classmates count colors in molas to practice math (e.g., points to three colors and says "one, two, three").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: mola, creativity, project, inspiration, culture, turtle, butterfly, jaguar Linguistic
  • Verbs: cut, sew, paste, choose, express, illustrate, decorate, collaborate Competences
  • Adjectives: turquoise, golden, round, vibrant, traditional, unique
  • Adverbs: carefully, skillfully, artistically, also
  • Conjunctions: and, because
  • Sequence: first, second, third, next, last Pronunciation & Phonemic Awareness
  • Pronunciation: /m/ in "mola" and /k/ in "colors" Phonemic awareness: Spell one-syllable or two-syllable words using alphabet knowledge related to colors and instructions (e.g., "red," "orange," 'vibrant," and "second") Describing things: "A mola has many colors." Pragmatic Describing project steps: Using instructional language to describe creative tasks, such as "First, Competences gather your materials." Expressing preferences: "I like this mola because it has many shapes." Sociolinguistic Participating in collaborative art-making: Acknowledging peers' contributions and sharing Competences feedback (e.g., "Your mola is very creative!" "I like your color choices."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Mola Design Project
  • Overview: Students design a mola, describing the Creativity: Designing and describing art projects. steps and choosing the colors (e.g., "First, I choose the red fabric. Then I cut it."). Communication: Describing steps using instructional language. Project 2: Virtual Mola Exhibit
  • Overview: Students create a virtual exhibit of their mola designs, describing the process using sequencing words. Technology Integration: Project 3: Mola Design Video
  • Overview: Students film a video tutorial showing how Use a video editing app for the Mola tutorial and a virtual to create a mola, describing each step of the process. exhibit creation tool. Family and Society 42 Beginner A1.2

Procedimentales

  • 1. Subordinating conjunction "because" to prove a reason (e.g., like + (noun/verb-ing) because... "I like this design because it is colorful.")
  • 2. Present simple (e.g., "A mola has...")
  • 3. Instructional steps (e.g., "First, cut the fabric...")

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