Session 11, Segundo Grado – Comunicación y Lenguaje Idioma Extranjero
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Introduction[editar | editar código]
Reading maps is a useful skill. Also, all cities and towns have people who work together with the educational community. The purpose of this unit is to help students state who the people that have relation with the school are and identify some reference points to give directions if necessary.
Didactic resources[editar | editar código]
- Cardboard
- Recycled sheets of paper
- Markers
- Rulers
- Scissors
- Envelopes
- Google Translate
- Mapping software (Google Earth, Google Maps or other)[1]
- Dictionary
- Notebooks
- Timers
- Other materials suggested by students
Session 11, Period 1[editar | editar código]
Initial Phase[editar | editar código]
Generating question: Where are we on the map?
Have students look for the following vocabulary: latitude and longitude, tropic, meridian, Arctic, Antarctic, imaginary.
Intermediate Phase[editar | editar código]
Show the following video from YouTube. Make sure the English captions are on. Students should take notes in their notebooks.
Editor's note: you can learn how to set closed captions on Youtube here (in English) and here (in Spanish).
Wrap up[editar | editar código]
Students should ask parents or guardians who are the most famous people in their city or town. Have students collect anecdotes about them if possible.
Session 11, Period 2[editar | editar código]
Initial Phase[editar | editar código]
Provide some minutes for students to compare theirs answer from homework. Have them share with the class who their parents think are famous or exemplary people in their city or town.
Have students add other people they think are exemplary. Tell them they will use this information in the following class.
Intermediate Phase[editar | editar código]
Have students organize in teams. Every team will define where the school is on a map. Have them use software such as Google Earth, Google Maps or a printed map showing latitude and longitude. Give them enough time and provide help only when needed.
Make sure the latitude and longitude of the school are expressed correctly. It will be convenient that you establish the coordinates beforehand, to be ready to provide feedback to your students.[2]
Session 11, Period 3[editar | editar código]
Initial Phase[editar | editar código]
Pose a generative question: “Who are exemplary people on our city or town?”
Using the information gathered during Period 2 of this learning session, students should state who they think are exemplary people. All opinions must be respected.
Intermediate Phase[editar | editar código]
Have the students prepare a simple tourist guide for the city or town they live in. Allow them to be creative. They should highlight the places that are worth visiting for vacation, relaxation or entertainment. Have them include in the guide the names and notes about exemplary citizens as appropriate.
Use a rubric to grade the tourist guides. Make sure all relevant aspects of a good guide are included in the rubric, and that students understand these. Give students feedback based on results of applying the rubric. Some possible features to assess are:
- Quality: information in the guide is up-to-date and precise;
- Usefulness of the information: it is easy to understand for the reader;
- Graphics of the guide: the map is well drawn, other images are relevant and well presented;
- Relevance: details about features on the map and exemplary citizens are interesting and useful.
Notes[editar | editar código]
- ↑ Editor's note: OpenStreetMap is an open source editable option.
- ↑ Editor's note: see here how to find the latitude and longitude of a location on Google Maps.
Sistema social para expresar ideas y manifestarlas al prójimo. Este sistema existe dentro de un entorno social (sistema social) y un sistema lingüístico (ejemplos son el español, francés, k’iche’, kaqchikel, etc.) Tienen que existir ambos sistemas para que pueda existir la comunicación.