Programa Intel Educar Curso Esencial

Plantilla del plan de unidad

Haga clic sobre la descripcin del texto, luego digite su propio texto.

Autor de la unidad Nombre y apellido Nombre de la institucin educativa Ubicacin de la institucin educativa Otros datos de la institucin educativa Descripcin de la unidad Ttulo de la unidad WRITING SUMMARIES THROUGH SHORT STORIES Resumen de la unidad HILDA NERIS OLAVE DE DONOSO INSTITUTO URRACA SAN MARTIN 958-7711

Learning a short story?? The Essential Question: How can we share messages with other students? students analyze the main ideas in each story so they can use them in their situation. To connect this understanding to the unit, students role-play the short story. Students research the question: How many benefits can we get from a short story ? Students find answers to the question, In what ways can they learn through short stories? by finding a marketable purpose for them. Students must use their knowledge they have and they will work in groups to persuade people to read short stories. As a culminating project, students create their own short story that synthesize all their learning for the purpose they have.
Espacio/s curricular/es o asignatura/s

Essential Question How can we benefit from short stories? Unit Questions How have students improved their English through short stories? In what ways can short stories help you to accomplish your goal? Content Questions What short stories are necessary to learn in order to improve your English? What are the main ideas of the short stories ? How do you get the main ideas about the short stories?

Ao y nivel sixth level Tiempo necesario aproximado

Two weeks 40 minutes each session

Fundamentos de la unidad Contenidos

short stories maiin ideas summaries wh-questions yes/no questions
2008 Corporacin Intel. Todos los derechos reservados. Pgina 1 de 6

Programa Intel Educar Curso Esencial

Objetivos del aprendizaje

Use English as a second language through short stories Ask yes/no questions to promote active participation Ask wh-questions according the reading selection Identify the main ideas in the short stories Write a summary about the short stories

Pregunta esencial Preguntas de unidad

Essential Question How can we benefit from short stories? Unit Questions How have students improved their English through short stories? In what ways can short stories help you to accomplish your goal? Content Questions What short stories are necessary to learn in order to improve your English? What are the main ideas of the short stories ? How do you get the main ideas about the short stories?

Preguntas de contenido

2008 Corporacin Intel. Todos los derechos reservados.

Pgina 2 de 6

Programa Intel Educar Curso Esencial

Plan de evaluacin Cronograma de evaluaciones

Antes de empezar el trabajo del proyecto Small group discussion Asking exploratory questions

Durante el desarrollo del proyecto Observation chart Physical properties rubric Data management chart Experiment process rubric Conference questions

Una vez completado el proyecto Perfomance based

assessment

Resumen de evaluaciones

Mtodos de evaluacion Physical Properties Rubric

propositos Students use the rubric to guide their thinking process.

Cuando utilizar during the slime lab and as a basis for peer feedback when assessing other members in their group. students use the rubric before, during, and after their experiments to monitor the quality of the experiments so they may be useful to the final project

instrumentos rubric

Experiment Process Rubric

The rubric is also used for students to assess other group members experiments and provide feedback that can be applied to the second round of experiments and ultimately the final project.

The teacher uses the rubric to assess the relevancy of the experiment as compared to the group planning sheet, as a basis for questions in the second round of group conferences, and as a final assessment for the second round of experiments
SUMMATIVE TEST

Performance- Based Assessment

A final assessment is used to assess students ability to transfer new

The performance task allows the teacher one more opportunity to

2008 Corporacin Intel. Todos los derechos reservados.

Pgina 3 de 6

Programa Intel Educar Curso Esencial

learning to a new situation.

observe students ability to measure and derive properties of matter on an individual basis

Detalles de la unidad Habilidades previas Uso de las TIC,answer questionS,identify main ideas,use creative power point, work in a collaborative way with the partners. Procedimientos

Pedagogical procedures: short story Before beginning the lesson

1. Answer the question: why are short stories important to teach English? Help students to share their ideas. 2. Ask the students about the importance of the message. 3- Promote discussion after watching a video about the short stories, answering the following questions: what is the moral of the short story? How many characters are there? What would you like to be and why? http://www.youtube.com/watch?v=aU76TA4s8O0
www.youtube.com/watch?v=nxfdChYCKYA

3. Present the students the activities during the class.

Looking for more short stories

1. Organize information about the short stories. 2. Give enough information about the short stories. Answer questions, identify main ideas, write paraghraphs, and write summaries. 3. use a fish diagram about the short story 4. Practice a role play about the short story. 5.apply a rubric to grade the role play 6.check the practice about the role play 7. Write summaries about the relevant messages in the short stories.

Create your own story

1-present your short story with pictures. 2. Use a rubric to check how students work.

closing
1. oral presentation about the short stories in small groups 2. Use rubric to check the performance of the short stories. 3. Ask the students to summarize the short story

CATEGORY

points
Pgina 4 de 6

2008 Corporacin Intel. Todos los derechos reservados.

Programa Intel Educar Curso Esencial

Content Volume

Vocabulary

Enthusiasm

Shows a full understanding of the topic. Volume is loud enough to be heard by all audience members throughout the presentation. Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Student is able to accurately answer almost all questions posed by classmates about the topic. Listens intently. Does not make distracting noises or movements. Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Presentation is 5-6 minutes long.

Shows a good understanding of the topic. Volume is loud enough to be heard by all audience members at least 90% of the time. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Student is able to accurately answer most questions posed by classmates about the topic. Listens intently but has one distracting noise or movement.

Shows a good understanding of parts of the topic. Volume is loud enough to be heard by all audience members at least 80% of the time. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Does not seem to understand the topic very well. Volume often too soft to be heard by all audience members.

Uses several (5 or more) words or phrases that are not understood by the audience.

Comprehension

Listens to Other Presentations

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Student is able to accurately answer a few questions posed by classmates about the topic. Sometimes does not appear to be listening but is not distracting. Sometimes stands up straight and establishes eye contact.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Student is unable to accurately answer questions posed by classmates about the topic. Sometimes does not appear to be listening and has distracting noises or movements. Slouches and/or does not look at people during the presentation.

Posture and Eye Contact

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Time-Limit

Presentation is 4 minutes long.

Presentation is 3 minutes long.

Collaboration with Peers

Content

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Shows a full understanding of the topic.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. Shows a good understanding of the topic.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Shows a good understanding of parts of the topic.

Presentation is less than 3 minutes OR more than 6 minutes. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Does not seem to understand the topic very well. CALIFICACION

TOTAL DE PUNTOS
2008 Corporacin Intel. Todos los derechos reservados. Pgina 5 de 6

Programa Intel Educar Curso Esencial

Adaptaciones curriculares Those students who have special needs will work with Goa animate Estudiante con program in order to create short stories. necesidades especiales

No hispanoparlantes

Non native speakers in Spanish will have special extracurricular classes, use dictionaries ,use pictures and text. Students who have more abilities will look for more information in internet, books, surveys, updated technologies.

Estudiante talentoso

Materiales y recursos necesarios para la unidad Tecnologa Hardware (equipo necesario) Cmara Computadora(s) Cmara digital Reproductor de DVD Conexin a Internet Tecnologa Software (necesario) Base de datos/Hoja de clculo Diagramador de publicaciones Programa de correo electrnico Enciclopedia en CD-ROM
Materiales impresos Short stories book,how to write a summary copy Diagrams Role-play Questions paragraphs

Disco lser Impresora Sistema de proyeccin Escner Televisor

VCR Cmara de vdeo Equipo de vdeo conferencia Otro

Editor de imgenes Buscador Web Multimedia

Desarrollo de pginas web Procesador de texto Otro

Suministros

Recursos de Internet

Video www.youtube.com/watch?v=nxfdChYCKYA

http://www.youtube.com/watch?v=aU76TA4s8O0
Images http://siemprefeliz.com/forum/topics/las-imagenes-mas-lindas-de
Otros Recursos Role-play - Practices about the role play in the students houses in small groups.

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

2008 Corporacin Intel. Todos los derechos reservados.

Pgina 6 de 6