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THE TALENTS AROUND US · Inglés 6°

THE TALENTS AROUND US · Inglés 6°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify specific details in narratives that include expressions of feelings and attitudes. Interactive: Recognize the main ideas of the conversation when interacting in group discussions.
  • Comprensión lectora (Reading): Reading: Create written reflections on stories read in class. Reading: Analyze characters' actions and motives in stories. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by distinguishing spoken rhyming words from non-rhyming words.
  • Expresión oral (Speaking): Productive: Present basic information about a hobby or interest. Interactive: Exchange directions.
  • Expresión escrita (Writing): Productive: Compose simple descriptive texts. Interactive: Edit short texts with peers.
  • Mediación (Mediation): Communication: Relay complex information from teachers to students. Concept: Explain basic concepts using real-life examples.

Comprensión auditiva · Listening

Conceptuales

  • Who Will Perform in the Fiestas Patrias Activities?
  • I Will Play the Drums in the Parade.

Procedimentales

  • Receptive: Identify specific details in narratives that include expressions of feelings and attitudes. Interactive: Recognize the main ideas of the conversation when interacting in group discussions.

Indicadores de logro

  • Can identify expressions of feelings and attitudes about participating in Fiestas Patrias celebrations (e.g., "I'm proud to march in the parade." "I feel nervous about dancing in front of the whole school.").
  • Can recognize main ideas during group discussions about Fiestas Patrias preparations (e.g., "Who will carry the Panamanian flag?" "I will play the drums during the parade.").
  • Can understand specific details in conversations about parade roles and tasks (e.g., "You need to wear your traditional uniform." "Don't forget to bring your instrument for the parade.").

Comprensión lectora · Reading

Conceptuales

  • Who Will Perform in the Fiestas Patrias Activities?
  • I Will Play the Drums in the Parade.

Procedimentales

  • Reading: Create written reflections on stories read in class. Reading: Analyze characters' actions and motives in stories. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by distinguishing spoken rhyming words from non-rhyming words.

Indicadores de logro

  • Can write reflections on stories about Panamanian traditions and Fiestas Patrias (e.g., "The girl felt proud wearing the traditional pollera dress in the parade." "The boy enjoyed playing the drums for the school band.").
  • Can analyze characters' actions and motives in stories about Fiestas Patrias celebrations (e.g., "Liz practiced the traditional dance to perform in the parade." "Liz was chosen as the abanderada to lead the parade because she earned the top honor roll for being the best student in the class.").
  • Can distinguish rhyming words from non-rhyming words in simple comparisons (e.g., "drum" and "hum" vs. "march" and "flag").

Expresión oral · Speaking

Conceptuales

  • Who Will Perform in the Fiestas Patrias Activities?
  • I Will Play the Drums in the Parade.

Procedimentales

  • Productive: Present basic information about a hobby or interest. Interactive: Exchange directions.

Indicadores de logro

  • Can present details of their performance to classmates (e.g., "I will sing two songs in the Fiestas Patrias activities." "Liz is the Tambor Mayor. She enjoys leading the drummers in the parade, marking the rhythms, and keeping the group organized.").
  • Can ask for directions related to the talent show location (e.g., "Where is the stage?").
  • Can provide basic information about their talent (e.g., "I can play the drums in the parade.").

Expresión escrita · Writing

Conceptuales

  • Who Will Perform in the Fiestas Patrias Activities?
  • I Will Play the Drums in the Parade.

Procedimentales

  • Productive: Compose simple descriptive texts. Interactive: Edit short texts with peers.

Indicadores de logro

  • Can write short descriptive paragraphs about preparing for Fiestas Patrias celebrations (e.g., "If I practice the traditional dance every day, I will perform well in the parade." "I will wear my pollera during the school celebration.").
  • Can write coherent, simple descriptive texts about Fiestas Patrias events (e.g., "First, the honor roll student will carry the Panamanian flag, then the school band will play, and finally, the dancers will perform traditional dances.").
  • Can edit and revise short descriptions of Fiestas Patrias activities with peers, adding details and suggestions (e.g., "Let's add more information about the parade, like who will carry the Panamanian flag and what songs the band will play.").

Mediación · Mediation

Conceptuales

  • Who Will Perform in the Fiestas Patrias Activities?
  • I Will Play the Drums in the Parade.

Procedimentales

  • Communication: Relay complex information from teachers to students. Concept: Explain basic concepts using real-life examples.

Indicadores de logro

  • Can explain basic concepts about Fiestas Patrias, using real-life examples and visuals (e.g., show a picture of students rehearsing a folkloric dance and write, "Practice the dance steps.").
  • Can relay teacher instructions for Fiestas Patrias events by writing simple steps and using visuals (e.g., point to a clock drawing or a picture of the school gate and write, "Meet at the school gate at 8 a.m.").
  • Can simplify parade preparation tasks using written steps and pictures (e.g., show an image of a student carrying the Panamanian flag in the parade and write, "Hold the flag with both hands.").

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: Panama's National Holidays, Patriotic Celebrations, parade, flag, honor roll student, band, baton Linguistic twirler, talent, show, stage, performance, audience, costume, song, dance, art, practice, event, skill, Competences hobby, microphone, speaker, students, music, competition, drums, accordion, flute, performer
  • Verbs: prepare, show, play, act, sing, dance, perform, march, wave, twirl, need to, have to, try, rehearse, celebrate, honor
  • Adjectives: excited, talented, ready, nervous, amazing, best, engaging, entertaining, artistic, fun, traditional, patriotic, colorful Possessive Adjectives: my, your, our, their Pronunciation & Phonemic Awareness
  • Pronunciation: Practice pronunciation of minimal pairs in short vowels (e.g., /ʌ/ in "fun" and /æ/ in "band"). Phonemic awareness: Distinguish spoken rhyming words from non-rhyming words related to Panama’s National Holidays (e.g., "drum" and "hum" versus "flag" and "march"). Pragmatic Share performance plans: "I will perform first." Expressing facts and possibilities using conditionals: "If you practice, you'll do great." Competences Expressing ability and talents with the modal "can": "I can play the guitar." Use appropriate cultural expressions and formal language during Fiestas Patrias celebrations (e.g., Sociolinguistic "¡Viva Panamá!" during the parade or "Congratulations on being the Abanderado!"). Collaborate respectfully with peers when planning Fiestas Patrias events, using polite language to Competences assign tasks (e.g., "Can you help carry the banner?" "Let's decorate the classroom with Panamanian flags."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Fiestas Patrias Parade Planner
  • Overview: Students plan a mock Fiestas Patrias parade, using the future simple tense to describe roles (e.g., "I Collaboration: Working effectively in teams to plan, create, will carry the flag."), and the first conditional for and present projects, sharing responsibilities and ideas. planning (e.g., "If we practice, we will perform better."). Creativity and Critical Thinking: Developing original ideas, They will assign tasks, organize the parade sequence, problem-solving during project planning, and expressing and create a simple event schedule. cultural themes creatively. Project 2: Fiestas Patrias Celebration Documentary Communication: Enhancing speaking, writing, and
  • Overview: Students create a short documentary about presentation skills to share information clearly and Fiestas Patrias traditions, highlighting event effectively across different formats. preparations, cultural practices, and celebrations. The documentary will include interviews, performances, Technology Integration: and key moments from the festivities. Project 3: Fiestas Patrias Celebration Mural Video Creation Tools: Utilize video recording and editing
  • Overview: Students collaborate to create a mural software to create documentaries and capture Fiestas showcasing key elements of Fiestas Patrias, including Patrias's performances. cultural symbols, traditional attire, and parade scenes. Digital Design Platforms: Use online design tools to create The mural will highlight Panamanian pride and the collaborative digital murals and visual materials significance of the celebrations. highlighting cultural traditions. Expressing Ourselves 14840 HHiigghh BBeeggiinnnneerr -- AA22..11 and Connecting with Others

Procedimentales

  • 1. Future simple tense for plans (e.g., "I will play the flute in the Panamanian National Holidays parade.")
  • 2. First conditional (real possibility): Uses present simple in the "if" clause + will in the main clause (e.g., "If I practice the accordion every day, I will perform beautifully in the Panamanian National Holidays parade.")
  • 3. Modal "can" to express ability or talent (e.g., "I can play the drums.")

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