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LEGENDS OF PANAMA · Inglés 7°

LEGENDS OF PANAMA · Inglés 7°. Objetivos, contenidos e indicadores de logro oficiales del MEDUCA, Rediseño 2026.

Objetivos de aprendizaje

  • Comprensión auditiva (Listening): Receptive: Identify main ideas and supporting details in spoken texts. Interactive: Ensure mutual understanding in group interactions thorugh clarification and confirmation.
  • Comprensión lectora (Reading): Reading: Show comprehension of the main plot and characters in short stories. Reading: Extract key facts and details from informational texts. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by reading base words and inflectional endings (-s, -es, -ed, -ing).
  • Expresión oral (Speaking): Productive: Present their views on simple issues. Interactive: Respond to classmates' presentations.
  • Expresión escrita (Writing): Productive: Create a short narrative based on a picture. Interactive: Collaborate on a group project report.
  • Mediación (Mediation): Text: Summarize a classmate's presentation for a teacher. Communication: Assist in resolving misunderstandings among peers.

Comprensión auditiva · Listening

Conceptuales

  • My Favorite Legend
  • Once upon a Time…

Procedimentales

  • Receptive: Identify main ideas and supporting details in spoken texts. Interactive: Ensure mutual understanding in group interactions thorugh clarification and confirmation.

Indicadores de logro

  • Can identify key elements in spoken legends (e.g., "Who is the hero in the story?").
  • Can clarify and respond to questions about the order of events to support group interactions (e.g., "What happened first?").
  • Can summarize a story's events during discussions (e.g., "The hero saved the village.").

Comprensión lectora · Reading

Conceptuales

  • My Favorite Legend
  • Once upon a Time…

Procedimentales

  • Reading: Show comprehension of the main plot and characters in short stories. Reading: Extract key facts and details from informational texts. Phonemic Awareness: Demonstrate knowledge of phonemic awareness by reading base words and inflectional endings (-s, -es, -ed, -ing).

Indicadores de logro

  • Can show comprehension of the main plot and characters of simple legends (e.g., "The hero was fighting the monster when the village was attacked.").
  • Can extract key facts from texts about Panamanian legends (e.g., "The legend of La India Dormida takes place in El Valle de Antón.").
  • Can read words with past tense (-ed) /t/, /d/, or /ɪd/ and recognize their pronunciation (e.g., emphasis goes in the pronunciation of /ɪd/ in "waited" in the sentence, "The villagers waited for the hero.").

Expresión oral · Speaking

Conceptuales

  • My Favorite Legend
  • Once upon a Time…

Procedimentales

  • Productive: Present their views on simple issues. Interactive: Respond to classmates' presentations.

Indicadores de logro

  • Can present views on topics within the legend (e.g., "The hero was brave because he helped others.").
  • Can respond to classmates' ideas about Panamanian legends and ask follow-up questions (e.g., "I agree with you. La Tulivieja was terrifying. What would you have done if you had heard her crying by the river at night?").
  • Can describe short stories or legends to peers (e.g., "There once was a clever rabbit.").

Expresión escrita · Writing

Conceptuales

  • My Favorite Legend
  • Once upon a Time…

Procedimentales

  • Productive: Create a short narrative based on a picture. Interactive: Collaborate on a group project report.

Indicadores de logro

  • Can write a short narrative inspired by a picture of a Panamanian legend (e.g., "Once upon a time, La India Dormida watched over the valley. After the battle, the villagers remembered her sacrifice.").
  • Can share ideas for a group project on legends in Panama (e.g., "Let's include the legend of El Gallo Vicente.").
  • Can contribute sentences for a group report on a Panamanian legend (e.g., "Our report is about the legend of La India Dormida.").

Mediación · Mediation

Conceptuales

  • My Favorite Legend
  • Once upon a Time…

Procedimentales

  • Text: Summarize a classmate's presentation for a teacher. Communication: Assist in resolving misunderstandings among peers.

Indicadores de logro

  • Can summarize a classmate's presentation for the teacher, using key points (e.g., "He told a story about a hero who was fighting a monster.").
  • Can assist in resolving misunderstandings among peers by using simple gestures (e.g., says, "The hero is brave." and shows a strong pose).
  • Can help clarify for peers the main idea of a legend (e.g., says, "This story is about bravery." and gives a thumbs-up).

Recursos de lengua · Communicative Competences

Conceptuales

  • Nouns: legend, monster, hero, treasure, story, village, town, myth, dialogue, creature, ghost, Linguistic witch, spirit, river, mountain
  • Verbs: fight, save, rescue, defend, explore, encounter, narrate, venture, appear, disappear, Competences transform, follow
  • Adjectives: brave, strong, old, ancient, hidden, exciting, mysterious, kind, evil
  • Adverbs: bravely, mysteriously, silently, loudly, often, at night
  • Sequencers: once upon a time, after, before, during Time markers: suddenly, one day, long ago, in the end Pronunciation & Phonemic Awareness
  • Pronunciation: Practice pronunciation of inflectional endings -ed, -ing (e.g., celebrated, fighting) Phonemic awareness: Read words with past tense -ed, /t/, /d/, or /ɪd/, and recognize their pronunciation (e.g., (/ɪd/) in, "The villagers waited for the king.") Pragmatic Telling a story: "Once upon a time, the hero saved the village." Competences Sequencing events: "First, the hero saw the witch. Then, he fought with her." Sociolinguistic Clarify details in group discussions and present short stories or legends to peers (e.g., "The man Competences was fighting the monster when the village was attacked."). Assessment Ideas 21st-Century Project Ideas & Overview Skills & Technology Integration
  • Skills: Project 1: Comic Strip Panamanian Legend
  • Overview: Students create a comic strip-style version
  • Storytelling: Using narrative style to describe events. of a Panamanian legend, using past simple and past continuous to narrate events (e.g., "Whenever the
  • Creativity: Bringing legends to life through animation, hero fought the monster, the river rose."). digital books, or audio formats. Project 2: Legendary Storybook
  • Overview: Students design a storybook of their favorite Panamanian legend, using adverbs of sequence (e.g., "First, the man was walking; then, he Technology Integration: saw the monster"). Project 3: Storytelling Role Play Video Use animation software, digital storybook tools, and podcast
  • Overview: Students write a role-play about their recording/editing tools. favorite legend. Then, they work together in groups to perform and record a video of the role-play, using the past simple and the past continuous to tell the story and include effects for a dramatic impact. Family and Society 34 High Beginner - A2.2

Procedimentales

  • 1. Past continuous (e.g., was fighting)
  • 2. Adverbs of time (e.g., yesterday, last month, last week)
  • 3. Past simple to narrate events (e.g., celebrated, ended)

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