Planificación Docente / Currículo / Inglés 6° / OUR COMMUNITY NEWS

OUR COMMUNITY NEWS · Inglés 6°

OUR COMMUNITY NEWS · Inglés 6°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Recognize the main ideas of longer conversational exchanges. Interactive: Respond to questions about requesting information.
  • Comprensión lectora (Reading): Reading: Identify specific information from fictional short texts. Reading: Identify the sequence of events in simple stories. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by identifying short and long vowel sounds in orally stated single-syllable words.
  • Expresión oral (Speaking): Productive: Describe others based on physical traits, personality, and type of relationship. Interactive: Exchange information on familiar topics with peers.
  • Expresión escrita (Writing): Productive: Write personal journal entries about daily experiences. Interactive: Write a short descriptive text about personal plans for various activities.
  • Mediación (Mediation): Text: Write simple interpretations of common texts in English supported with visual aids. Text: Explain the main points of class readings to peers.

Comprensión auditiva · Listening

Conceptuales

  • Reporting From the School!
  • Our Community Is Famous For…

Procedimentales

  • Receptive: Recognize the main ideas of longer conversational exchanges. Interactive: Respond to questions about requesting information.

Indicadores de logro

  • Can recognize the main ideas in school news reports about community events (e.g., "The school is organizing a clean-up day in the park next Saturday." "The class will visit Casco Viejo to learn about Panama's history.").
  • Can respond to simple questions when classmates ask for information about community events (e.g., "Where is the school fair?" "It's at the sports field." "When are the community's carnivals?" "They are next year starting on February 14." "Where is the Fiestas Patrias parade?" "It's on Central Avenue.").
  • Can identify specific details in conversations about local traditions and places (e.g., "Our community is famous for its traditional dances." "In Panama, people celebrate the Desfile de las Mil Polleras in Las Tablas with colorful dresses and parades.").

Comprensión lectora · Reading

Conceptuales

  • Reporting From the School!
  • Our Community Is Famous For…

Procedimentales

  • Reading: Identify specific information from fictional short texts. Reading: Identify the sequence of events in simple stories. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by identifying short and long vowel sounds in orally stated single-syllable words.

Indicadores de logro

  • Can identify specific information about community events in short fictional texts (e.g., "The school organized a fair last week." "The community held a clean-up day at the park.").
  • Can recognize the sequence of events in simple stories about community traditions (e.g., Students read a story about the Desfile de las Mil Polleras and identify the order of events: "First, the participants gathered, then the parade started, and finally, they celebrated with music and food.").
  • Can identify short and long vowel sounds in words related to community events (e.g., recognizing /æ/ in "banner" vs. /eɪ/ in "parade" or /ɪ/ in "tradition" vs. /iː/ in "queen" when reading about local celebrations).

Expresión oral · Speaking

Conceptuales

  • Reporting From the School!
  • Our Community Is Famous For…

Procedimentales

  • Productive: Describe others based on physical traits, personality, and type of relationship. Interactive: Exchange information on familiar topics with peers.

Indicadores de logro

  • Can describe community members featured in local news using physical traits and personality adjectives (e.g., "The reporter has short black hair and is very friendly." "The artisan is tall, wears a Sombrero Pintao, and is very proud of his work.").
  • Can ask and answer questions about community events and traditions with peers (e.g., "What did you like about the Carnival in Penonomé?" "I liked the queen's beautiful outfit and the music." "Did you go to the school fair?" "Yes, I went with my friends.").
  • Can exchange information with peers about popular landmarks in their community (e.g., "Isla Colón is a popular landmark in our province." "Yes, I went last month and saw a lot of tourists.").

Expresión escrita · Writing

Conceptuales

  • Reporting From the School!
  • Our Community Is Famous For…

Procedimentales

  • Productive: Write personal journal entries about daily experiences. Interactive: Write a short descriptive text about personal plans for various activities.

Indicadores de logro

  • Can write personal journal entries describing recent community events they attended (e.g., "Last weekend, I went to the Desfile de las Mil Polleras. I liked the colorful dresses and the music. It was really fun!").
  • Can write short descriptions of personal plans for upcoming community activities (e.g., "Next month, I will visit Pedasí for Carnivals. I want to see the parade and the Carnival Queen's floats.").
  • Can create a simple community news report about a local event using descriptive adjectives (e.g., "The school fair was last Friday. There were games, food stands, and music. Many students helped organize it, and everyone had fun.").

Mediación · Mediation

Conceptuales

  • Reporting From the School!
  • Our Community Is Famous For…

Procedimentales

  • Text: Write simple interpretations of common texts in English supported with visual aids. Text: Explain the main points of class readings to peers.

Indicadores de logro

  • Can write simple summaries of community news articles with visual support (e.g., uses an image of the parade as an aid for the summary, "The Desfile de las Mil Polleras took place last weekend. Many women wore colorful polleras and danced in the streets.").
  • Can explain the main points of class readings about Panamanian traditions using visuals (e.g., shows pictures of Carnival floats and attendees while explaining, "The text talks about Carnival in Chitré. People enjoy the parades and music.").
  • Can simplify event flyers for peers, highlighting key details with visuals (e.g., "The school fair is on Friday at 9 a.m." with a drawing of a calendar and school, or "The Fiestas Patrias parade starts at 10 a.m." with a picture of a marching band).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: community, neighborhood, reporter, news, mural, festival, carnival, parade, fair, artisan, tradition, Pollera, sombrero Pintao, cultural event, Carnival float, Carnival Queen, market, banner Linguistic
  • Verbs: report, describe, interview, celebrate, participate, decorate, gather, prepare Competences
  • Adjectives: colorful, traditional, friendly, tall, excited, proud, slender, short, chubby, soft, strong, thin, fat, blond, curly hair, black straight hair, black eyes Question words: who, what, where, when, why, how Prepositions of place: in, on, at, near, behind, next to Prepositions of time: during, before, after Discourse marker: but Pronunciation
  • Pronunciation: Practice pronunciation of past tense -ed endings (/t/, /d/, /ɪd/) (e.g., /d/ in "moved," /t/ in "liked," /ɪd/ in "wanted") Phonemic awareness: Identifying short and long vowel sounds (e.g., recognizing /æ/ in "banner" vs. /eɪ/ in "parade" or /ɪ/ in "tradition" vs. /iː/ in "queen"). Exchanging personal information: Can introduce themselves and share details about their community (e.g., "I'm Julissa. I'm from Chitré, and I love the local festivals.") Pragmatic Sharing past experiences and preferences: Can talk about past events and express likes or dislikes (e.g., "I Competences went to the Desfile de las Mil Polleras. I liked the different colorful polleras.") Describing people and community members: Can describe community members using physical traits and personality (e.g., "The artisan has curly hair and is very kind.") Sociolinguistic Softening disagreement: Can express disagreement gently (e.g., “I like parades, too, but I prefer to attend Competences music shows during the festival.”) Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Community News Report Communication & Collaboration: Strengthening the ability to
  • Overview: Students create a short newspaper or communicate clearly and work effectively in teams through digital newsletter about a community event, using interviews, presentations, and group projects. the past simple tense (e.g., "The Desfile de las Mil Cultural Awareness: Gaining an understanding and Polleras took place last weekend."), and expressing appreciation of Panamanian traditions and community events, likes/dislikes (e.g., "I liked the colorful polleras."). fostering respect for cultural diversity. Creativity & Critical Thinking: Enhancing creativity and Project 2: Community Traditions Mural problem-solving skills by designing murals, writing reports, and
  • Overview: Students design a mural showcasing local planning multimedia projects that represent the community. traditions like Carnivals or Fiestas Patrias, adding captions with descriptive adjectives and past tense Technology Integration: (e.g., "The artisan wore a sombrero pintao."). Multimedia Creation: Use digital tools to design community news reports, create visual murals, or produce video/audio Project 3: Local Voices Podcast recordings showcasing local events and traditions.
  • Overview: Students record a podcast describing local Collaborative Platforms: Utilize online platforms for group events and interviewing classmates, using past tense projects, enabling collaboration on writing, editing, and and likes/dislikes (e.g., "I visited the carnival last year. I presenting community stories and interviews. loved the queen’s outfit!"). Expressing Ourselves 30 High Beginner - A2.1 and Connecting with Others

Procedimentales

  • 1. Past simple tense (e.g., "The students prepared a mural about the Desfile de las Mil Polleras." "I visited the school fair last weekend.")
  • 2. Compound sentences in the past tense with the conjunction "but" (e.g., "I liked the colorful floats during the Carnival parade, but I didn't like the loud music.")
  • 3. Adjectives for describing physical appearance (e.g., "Mr. Ricardo is tall and wears a sombrero pintao.")

Genera tu planificación de esta área

Crea tu perfil, selecciona Inglés 6° y genera tu planificación de esta área.

Pruébalo gratis

El documento

Este contenido sale del programa oficial de Inglés 6°, publicado por el MEDUCA.

Abrir el documento en el portal del MEDUCA