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Autor de la unidad

Nombre y apellido Hamira R. González CNombre de la institución educativa Colegio Felix Olivares ContrerasUbicación de la institución educativaOtros datos de la institución educativa It is the first educational institution of the province. Descripción de la unidad Título de la unidad

Panamanian Cultural HeritageResumen de la unidad

This unit is about the Panamanian Cultural Heritage. In order to know the students previous knowledge, they will work in group of three to participate in an online forum answering the essential, unit and content questions at the Edmodo Platform. They will look at the opinion of the classmates’ group and write a conclusion based on all the ideas. So, they will share in a class discussion their conclusions in order to decide the subtopics they will focus on. If any of the participant does not know how to use the technological means are referred here, some links with tutorials are provided, but they also have to develop skills in order to be autonomous learners. After that, each group of three will choose a topic and formulate six questions that will guide their investigation. In order to organize themelves some roles are suggested, but they are also free to choose their roles. They will present them on a power point presentation to review the structure of the questions themselves in the class. In each activity, they will review the formats to be evaluated during the process of the activity and the ones for the final products. They can suggest changes on the score and/on the criteria. Once they know what to look for, each student has to investigate about the topic . They have to consider the validation of the sources. Then, the group of three has to create a written work to answer the questions. Based on that, they will perform an oral exposition that could be an speech, a dramatization, a TV report or any other oral presentation. Also, they will create a technological visual aid to perform their oral exposition. Finally, they will edit their video and review the language pronunciation and structures to be sure they are accurate. They will upload the video to the Edmodo platform and will write comments to at least to five other groups. They will review the comments and will answer at least three. They should review the netiquetas in order to do this properly.

Espacio/s curricular/es o asignatura/s

© 2008 Corporación Intel. Todos los derechos reservados. Página 1 de 11


This corresponds to the English subject. It can be correlated with Social Science, Spanish and Tourism Año y nivelThis unit has been planned for tenth grade of a High SchoolTiempo necesario aproximado

Three weeks with five periods of classes of 45 minutes each.

Fundamentos de la unidadContenidos



Conceptuales Procedimentales Actitudinales Indicadores de Logro7. Panamanian CulturalHeritage: Handicraft Folkloric music Patriotic celebrations Traditions Traditional food Festivities Touristic

place Grammar in context forcommunicative purposes:-Punctuation Rules:capitalization, theperiod, the comma,the semicolon.Like / preferGerunds and infinitives.

Brainstorming about the most important aspects of Panamanian culture. Identifying the main important event in theirtown and other regions. Reading a varietyof sources (magazines, books,videos, brochures, newspapers, and others) andanalyzing their relevance. Applying the

grammarstructures given. Designing a brochure aboutcultural values of different regionsof Panama. Organizing and performing apresentation about cultural

Valuing the importance of Communicating in English to refer to Panamanian heritage. Being confident and capable of speaking in front of different audiences. Being able to assess relevant information, becreative innovative anduse problem solving tools andtechniques.

Provides basic information on Panama´s main festivities, folkloricmusic, food and handicraft to classmates. Collects information on hometown crafts. Describes the types of handicrafts in each region to classmates,. Writes short texts containing generaland specific information on hometown’s folkloric instruments, handicrafts and their origins. Expresses likes andpreferences with confidence and clarity. Talks about customs and traditions with respect, using adequate vocabulary and grammaticalaccuracy. Successfully matches descriptions, habits,traditions and foodwith the region. Elaborates a brochure with the given topic using the appropriate grammar, vocabulary and creativity. Participates in activities inside and outside the academic setting demonstrating a good English performance. (e.g.,community socialevents).



Objetivos del aprendizaje LEARNING OBJETIVES

Integrate and develop listening, speaking , reading and writing skills to express ideas and opinions related to cultural and society issues.

Speak about Panamanian cultural heritage, festivities and attractions for the world. Show respect toward cultural diversity and gender through the use of the English Language.Preguntas orientadoras del plan de unidad

Pregunta esencial What makes us feel part of a place?How do we learn to love a place?

Preguntas de unidadHow a country can be identified?What are the most representatives elements of the Panamanian culture?

Preguntas de contenido

What are the most well-know handcraft of Panama?What are the most relevant particularities related with the folkloric music of Panama?How do Panamanians celebrate: Independence day, Flag day, What are the most meaningful traditions of the Panamanians?What is the most traditional food of the Panamanians?What are some of the most beautiful places in Panama?



Plan de evaluaciónCronograma de evaluaciones

Antes de empezar el trabajo del proyecto

Durante el desarrollo del proyecto

Una vez completado el proyecto

Exploratory Questions

Participation in an online forum

Participation in class discussion

The following evaluation will be based on the process and will be performed mainly by the students themselves. The criteria for the self and co-evaluation will be the same. These evaluation can be changed by the class depends on the agreements with the students. *Chronogram of development *Scale of evaluation

This evaluation can be modified by consensus with the students *Scale of evaluation

Written work or brochure Oral expositionVisual aids(Technological material)Video Consolidation of the content of the unit.

Resumen de evaluaciones

InitialThe students will participate in an online Forum answering their ideas about some exploratory questions. They will present their conclusions based on the other’s opinions. And after the class discussion they will come out with the subtopic of the unit they will be studying. To evaluate this they will have an scale where they will consider each criteria to evaluate themselves and their classmates.

Development The student will create some question to guide themselves to limit their investigation. They will present the questions to the class to review the use of the language and the content they will be dealing with. To evaluate this, the students will score them in a chart with a chronogram and scale of evaluation according to their performance. Also, the students will be searching about their subtopic and will present a written work or a brochure. In addition, they will prepare an oral presentation and the creation of a technological visual aids To evaluate each one of this products that are part of the process, it is going to be used a scale of evaluation for each one.

FinalThe final evaluation is going to be based on the edition of the video and the process of upload it to the Edmodo Platform, the comments they will write to other groups, the answers they will give to the comments they will receive, and the



summary they will do per subtopic about what they have learned.

Detalles de la unidadHabilidades previasConocimiento conceptual y destrezas técnicas que deben tener los estudiantes para empezar esta unidadThe students should know:- How to look for information on the internet.-How to access to an address-How to open and interchange information through social networks.-How to work with basic programs as power point, word and movie makerProcedimientos

Activity 1Product: Participation in an online Objective of the class:

1. share with their classmates the previous knowledge about the Panamanian Cultural Heritage and identify the most representative elements of the Panamanian Culture

2. To learn how to participate in an online forum3. To work as a team

Time: 2 classes Activities:

1. Get in groups of three and answer the following questions in a platform called Edmodo.(study the tutorial). Also, consider the rules to participate in online forum.(look at the link) Question: Why is important to know about one’s country?, Is there something that made us feel part of a place?, How do we learn to love a place?, How a country can be identified?, What are the most representatives elements of the Panamanian culture?

2. Note: Review the tutorial about how to participate in on line discussion at Edmodo Platform

3. Give your opinion, suggestions or create a new instrument of evaluation about the criteria to evaluate your individual and group work. Review them at the Edmodo platform

4. Read the other group’s opinions on the Edmodo platform and write down the group conclusion in a page to read it during the class discussion time.

5. After the discussion, one representative from each group would write on the board one of the most representative element of the Panamanian Culture. Any group can not repeat the previous element.(classroom activity)

6. Apply the self and cohevaluation for this activity. Scaffolding Tools

Edmodo tutorial Crea tu red:

Edmodo

I magen con l icencia CC de sm mi nchRudy Po la nco R.ru d ypo la nco 06 03 @g mail.com

VI Enc ue ntro Int ern ac io nal Edu car ed 20 13

h ttp :// encu en tro 20 11. educ ared .o rg/gr ou p/crea-tu -red-ed mo nd o shttp://vimeo.com/14047353Netiquets: http://www.slideshare.net/time4online/netiquette


http://www.slideshare.net/time4online/netiquette

http://vimeo.com/14047353


Activity 2Product: Power point 2013 presentation and a word document Objective of the class:

to write properly questions about the Panamanian Cultural Heritage to learn how to work as a team

Time: 3 classesActivities:

1. Each group would choose one representative element of the Panamanian culture and formulate six possible Wh-questions tourists might would like to know about the topic. Create a power point presentation to present their questions to the class. Review the tutorial.


3. Distribute roles to organize yourself to work in the group . A suggestion is: there should be a secretary (write down all ideas),a dictionary consultant ( check the spelling of all the words), and a creative person ( look for the pictures to create the visual). Take turns to share the ideas.

4. The class will evaluate how well the questions are structured. They will review that the questions follow the patterns to formulate questions that are in their textbooks.

5. Immediately, the groups of three students will make the necessary corrections.

6. The students will pass the questions to a word document, print them and leave it at the library and the photocopy office in the high school. Thus, all the students have the opportunity to have all the questions in their notebooks, Be sure to write the headline of the topic the questions are related with.

7. Apply the self and cohevaluation for this activity. Discussed at the beginning of the unit

Scaffolding ToolsWord 2013: http://www.youtube.com/watch?v=CbkYvZ_GxxA

Group roles: http://www1.center.k12.mo.us/edtech/emints/resources/roles.htm

Activity 3© 2008 Corporación Intel. Todos los derechos reservados. Página 7 de 11

http://www1.center.k12.mo.us/edtech/emints/resources/roles.htm

http://www.youtube.com/watch?v=CbkYvZ_GxxA



Product: visual , written material and oral performanceObjective of the class:

To recognize reliable sources To know how to cite To know how to look for information using the internet To learn how to scan the information To learn how to use technological means to make a presentation

Time: 3 days Activities:

1. Individually look for information in the internet in the following links to answer those questions. Look for English information, reliable sources and cite them. Complete the validation chart with the required information

2. Underline the main ideas and be sure to understand the underlined parts to explain them later to the members of your group. Remember you should try to answer the questions

3. Take turns to share the ideas you got from that searching. 4. Distribute the roles of the students in the group : secretary (write down all

ideas), dictionary consultant ( check the spelling of all the words, and the creative person ( look for the pictures to create the visual).Check the previous source about role distribution


6. Present your information in a written work or brochure. Everything must look organized (subheadings and main points). Check the use of the structures .

7. Prepare and perform an oral exposition that could be a formal speech, a dialogue, a TV report, a dramatization or any other oral form

8. Choose the program you will use to support visually your information. Suggestion: you can use: gloogster, power point, prezi and others. Some tutorial links will be suggested, but you are free to look for other ones.

9. Record your presentation. Your presentation can be done outside the classroom. Every member of the group should appear in the video explaining part of the content. Review the criteria of evaluation to be sure you accomplish the task properly

10. Apply the self and cohevaluation for this activity. Discussed at the beginning of the unit

Scaffolding ToolsGlogster Tutorial: http://www.youtube.com/watch?v=JIhCDKbAoIUPrezi Tutorial : http://www.youtube.com/watch?v=bMHBNa5KGJ0

Activity 4Product: a video to upload in YouTubeObjective of the class:


http://www.youtube.com/watch?v=bMHBNa5KGJ0

http://www.youtube.com/watch?v=JIhCDKbAoIU


To learn how to edit a video To share their presentation with the internet users

Time:Activities:

1. Make any correction in your presentation, if it is necessary. 2. Study the tutorials to add voice to your video if it is necessary.3. Give your opinion, suggestions or create a new instrument of evaluation

about the criteria to evaluate your individual and group work for this activity. Review them at the Edmodo platform

4. Upload the video to the teacher page and to a YouTube account. So when a person need to know about the Panamanian Cultural Heritage you will provide valuable information

5. Watch at least five videos and write comments to three of your classmates’ videos.

6. Finally, the same group of three must write a summary of what they have learn in this unit. Use the videos to help you. Write the heading of each studied subtopic and under it write a paragraph about what you have learned. Upload that document to the Edmodo Platform.

Scaffolding Tools Tutorial: how to open an account to upload videos in youtubehttp://www.youtube.com/watch?v=cW5SrjSkWqU

http://www.youtube.com/watch?v=rMDzCahMj2k http://www.youtube.com/watch?v=Wi-nTUFGTnQ

Adaptaciones curriculares

Estudiante con necesidades especiales

First of all, to those students who has an special necessity, I will consult with the specialist in the way I might help them to learn the content of the unit. Also, I will share with them my idea of giving to those students the opportunity to choose the subtopic is more attractive for them and prepare any oral form to expose their ideas to the class, in order to be sure that could be an appropriate alternative. They will present their oral exposition in the middle of the second week of the project.

No hispano-parlantes

To those students who do not speak neither Spanish nor English, I will request them to get involved on all the activities they can. I will include them with the students who demonstrate facility to learn other languages, so they might help them learning and teaching the languages. They will have to present at least an example of how to use the language in written and oral form. Their evaluation is going to be based on the achievements they will get considering their special situation.


http://www.youtube.com/watch?v=Wi-nTUFGTnQ

http://www.youtube.com/watch?v=rMDzCahMj2k

http://www.youtube.com/watch?v=cW5SrjSkWqU


Estudiante talentoso

I will request to those talented students to choose between several options in order to develop and explore all their potential: help monitoring their classmates in the areas they are smart

at and present a report of what they learn from the experience of helping other classmates.

prepare a presentation about the topic applying their advanced skills

provide them extra information and encourage them to work alone and present first

Materiales y recursos necesarios para la unidadTecnología – Hardware (equipo necesario)

Cámara Computadora(s) Cámara digital Reproductor de DVD Conexión a Internet

Disco láser Impresora Sistema de proyección Escáner Televisor

VCR Cámara de vídeo Equipo de vídeo conferencia Otro

Tecnología – Software (necesario)

Base de datos/Hoja de cálculo Diagramador de publicaciones Programa de correo electrónico Enciclopedia en CD-ROM

Editor de imágenes Buscador Web Multimedia

Desarrollo de páginas web Procesador de texto Otro

Materiales impresosProwse, J. G.-S. (2008). American inspiration for Teens. Mcnillan Publishers.

Suministros

Camara Computer Data show Screen Modem to connect with internet USB R-CD Photocopies



Recursos de Internet

Edmodo tutorial Crea tu red:

Edmodo

I magen con li cenci a CC d e sm mi nchRudy Po la nco R.ru d ypo la nco 06 03 @g mail.com

VI En cu en tro In terna cio n al Ed uc ared 2 01 3

http ://enc uen tr o20 11 .edu cared .org/ grou p/crea -tu-red-ed mon do shttp://vimeo.com/14047353Netiquets: http://www.slideshare.net/time4online/netiquetteWord 2013: http://www.youtube.com/watch?v=CbkYvZ_GxxA Group roles:http://www1.center.k12.mo.us/edtech/emints/resources/roles.htmValidacion web.rar

Glogster Tutorial: http://www.youtube.com/watch?v=JIhCDKbAoIUPrezi Tutorial : http://www.youtube.com/watch?v=bMHBNa5KGJ0Tutorial: how to open an account to upload videos in youtube

http://www.youtube.com/watch?v=cW5SrjSkWqU http://www.youtube.com/watch?v=rMDzCahMj2k http://www.youtube.com/watch?v=Wi-nTUFGTnQ

Otros Recursos The student may record their video outside of the classroom

Los programas de Intel® Educación son financiados por la Fundación Intel y la Corporación Intel.Derechos reservados ©2008, Corporación Intel. Todos los derechos reservados. Intel, el logo de Intel, la iniciativa de Intel Educación y el Programa Intel Educar son marcas registradas de Intel Corporation o de sus subsidiarias en los Estados Unidos y otros países. *Otros nombres y marcas pueden ser reclamadas como la propiedad de terceras partes.


http://www.youtube.com/watch?v=Wi-nTUFGTnQ

http://www.youtube.com/watch?v=rMDzCahMj2k

http://www.youtube.com/watch?v=cW5SrjSkWqU









http://www.slideshare.net/time4online/netiquette

http://vimeo.com/14047353

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