1deg-6deg priorizados

1
AUTORIDADES DEL MINISTERIO DE EDUCACIÓN
S. E. MARUJA GORDAY DE VILLALOBOS
Ministra de Educación
S. E. ZONIA GALLARDO DE SMITH
Viceministra Académica
S. E. JOSÉ PÍO CASTILLERO
Viceministro Administrativo
S. E. RICARDO SÁNCHEZ
Viceministro de Infraestructura
GUILLERMO ALEGRÍA
Director General de Educación
2
PRESENTACIÓN
La priorización del currículo para la Educación, responde a la necesidad del Sistema Educativo de articular, y armonizar
estrategias, ante la nueva realidad que en materia educativa nos marca la Pandemia Mundial, desatada por el Covid-19.
Esta propuesta de priorización curricular, como parte del Plan de Acción de la Estrategia de Meduca, tiene su fundamento
en la Constitución de la República de Panamá, capítulo 5, y en los fines y principios establecidos en la Ley 47 de 1946,
Orgánica de Educación, que forma parte de las bases legales del currículo nacional.
Así, en aras de hacerle frente al cumplimiento de la Estrategia Nacional de Educación 2020/2021, y cumplir con éxito los
múltiples desafíos que, en materia de ciencia y tecnología, tiene el sistema educativo panameño, presentamos a todos los
actores, responsables de la ejecución de esta propuesta de planificación curricular priorizada.
Esta planificación, es un proceso progresivo y flexible, que debe adaptarse a la situación actual que vive el país. Con base
al currículo priorizado en situación de emergencia, los docentes podrán elaborar guías didácticas y módulos para
reforzar el aprendizaje de sus estudiantes.
El currículo priorizado será vigente hasta el período escolar 2021, se aplicará para todos los estudiantes del sistema
educativo panameño. Se espera retornar al currículo vigente para el período escolar 2022; sin embargo, la disposición
del tiempo y el abordaje de los contenidos será crucial en el logro de aprendizajes significativos. La aplicación, el
razonamiento, la contextualización de los objetivos, de manera sencilla, precisa y clara es fundamental.
3
JUSTIFICACIÓN
El currículo priorizado, es una planificación para dar continuidad al proceso educativo. Se fundamenta principalmente en
el derecho del estudiante para: conservar la salud individual y colectiva, adquirir el pleno desarrollo humano sostenible,
poner en práctica las habilidades sociales, científicas, tecnológicas, de emprendimiento y en fortalecer la conciencia social
y ciudadana.
Presentamos el currículo en situación de emergencia, priorizando los objetivos de aprendizaje y contenidos, de acuerdo
al diagnóstico, visto desde un enfoque por derecho, otorgando relevancia a la relación con las competencias e indicadores,
realizando los ajustes necesarios a la situación actual.
Para cada competencia sugerida en el diagnóstico, se presentan indicadores que permiten el nivel de logro de estas y
señalan los tipos de evaluaciones que permiten alcanzarlas.
El currículo priorizado, adaptado a la situación de emergencia, se presenta como una guía para saber ¿qué enseñar?,
¿qué aprender?, ¿cuándo hacerlo?, ¿cómo evaluar los aprendizajes?, utilizando todos los recursos que se tiene a
disposición, priorizando competencias, adaptando y manejando tiempos y metodologías acorde al contexto de la
emergencia y a la realidad geográfica y necesidades específicas de la población estudiantil y sus familias, ejerciendo el
derecho a una educación para todos en todo momento.
4
La vida ha cambiado para todos, hay un nuevo contexto, nuevas necesidades, nuevos retos, intereses y demandas de
aprendizaje, a los cuales se debe responder. ¿Podemos enseñar de la misma forma que lo hacíamos antes de la
emergencia?
PROCESO METODOLÓGICO PARA LA INTERVENCIÓN DEL CURRÍCULO EN SITUACIÓN DE EMERGENCIA
Para la intervención del currículo en situación de emergencia se establecieron cinco (5) pasos. Los mismos se orientan en
los derechos fundamentales declarados en la Convención sobre los derechos del niño en situación de emergencia. Se
aplicaron desde la etapa de preescolar hasta la etapa de educación media, priorizando las necesidades de aprendizaje
por derecho, de acuerdo al nivel de impacto de la afectación, según el diagnóstico realizado.
Para cada etapa se priorizaron las competencias involucradas en los aprendizajes, así como sus capacidades que se
deben desarrollar con la intervención y sus respectivos indicadores.
Los derechos de los niños se establecen universalmente. Se realizó un diagnóstico para cada etapa del sistema educativo,
se establecieron los derechos fundamentales que deben priorizarse ante una emergencia (Derecho a la vida, a la salud, a
educación, a la familia…). Posteriormente, se consideraron las necesidades de aprendizaje vinculados a los derechos de
los niños por etapa, se describió el nivel de la afectación y la vulnerabilidad de los niños en tiempo de emergencia.
Estas necesidades de aprendizaje, deben adquirirse a corto, mediano y largo plazo y durante toda la escolaridad de los
estudiantes.
Del análisis del diagnóstico situacional, se han detectado las competencias básicas, genéricas y algunas específicas, que
se desarrollan durante toda la escolaridad y que responden a los fines de la educación nacional y a los objetivos de la
educación panameña.
5
COLABORADORES ESPECIALISTAS ASIGNATURA DE INGLÉS
Yarielis García
Supervisor Nacional de Inglés
Miguel García
Supervisor de Inglés- Región de Coclé
Temístocles Navarro
Coordinador Académico de Inglés- Región de Panamá Centro
Anna Griffith
Coordinadora Académica de Inglés- Región de Colón
Anita Barría
Coordinadora Académica de Inglés- Región de Panamá Oeste
Esperanza Diez
Coordinadora Académica de Inglés- Región de Chiriquí
José Luis Gutiérrez
Coordinador Académico de Inglés- Región de Bocas del Toro
Clara Clark
Coordinador Académico de Inglés- Región de San Miguelito
Leonidas Espinosa
Coordinador Académico de Inglés- Región de San Miguelito
Elizabeth Rodríguez
Coordinador Académico de Inglés- Región de Panamá Este
Elvin Montenegro
Coordinador Académico de Inglés- Región de Darién
Verónica Hernández
Coordinador Académico de Inglés- Región de Darién
Marisol Magallón
Coordinador Académico de Inglés- Región de Coclé
Aleida Amado
Coordinador Académico de Inglés- Región de Veraguas
Gisela Ballesteros
Coordinador Académico de Inglés- Región de Veraguas
Karla Fischbach
Especialista Técnico
6
ESSENTIAL CONTENT
ENGLISH
FIRST GRADE
SUBJECT
AREA
LEARNING
OBJECTIVES
CONTENT
WEEK
#1
AREA 2:
ENGLISH
PEOPLE,
GREETINGS,
FEELINGS
AND
BODY
PARTS
To
use
the
expressions
and
Greetings
words to greet their
friends
or
family
Vocabulary
members
ü Hello! Hi!
ü Good morning
ü Good
afternoon
ü How are you
ü Good bye
ü See you
ü See you
tomorrow
ü
Structure
What’s your name?
7
ACHIEVEMENT
INDICATORS
Greets somebody pretty well
Introduces himself
friends fairly well
/
herself
to
ÁREA 1
My name is _______
FAMILY,
HOUSE
AND
SCHOOL
ÁREA 1
To
identify
members
of
family,
the
the
WEEK #2
FAMILY,
HOUSE
AND
SCHOOL
Family members
Vocabulary
ü Mother
ü Father
ü Sister
ü Brother
ü Baby
Structure
Who is she?
She is my _____
Who is he?
He is my _________
8
Distinguishes family words very well
Identifies his/her family members on
pictures very well
To recognize family
member’s relationship
WEEK #3
Names his/her family members
Family member`s
Relationships
To introduce his or her Vocabulary
family
members
ü Grandmother
correctly
ü Grandfather
Gives information about his/her
family.
Structure
Who is she?
She is my ______
Who is he?
He is my ______
WEEK 4
To identify some
Mentions some internal parts of the
internal parts of the House
house.
Internal parts of the house using simple sentences
house
To pronounce the
internal parts of the Vocabulary
house very well
ü door
ü Window
ü Floor
ü Ceiling
ü House
9
Identifies the internal parts of the
house using flashcards
Structure
What is this?
this is a _______
WEEK 5
To recognize some
Recognizes some external part of
external part of the House
house
External Parts of the the house
House
To associate the Vocabulary
family members with
ü patio
the
ü yard
ü garage
ü terrace
ü garden
Pronounces all these external parts
of the house pretty well
Associates family members with
internal and external parts of the
house
Structure
Who is she?
She is my mother.
Where is she?
She is in the patio
WEEK #6
To familiarize with the People at School Recognizes school personnel petty
words used to name Part 1
well
school personnel
Vocabulary
ü Principal
ü Teacher
10
To pronounce the
school
personnel
vocabulary
words
pretty well
ü
ü
ü
ü
Student
Classmate
Boy
Girl
Pronounces these vocabulary words
pretty well
Structure
Who is he?
He is a_______
Who is she?
She is a______
WEEK 7
Makes connections between people
To recognize the
and
places in the school
school personnel
People at School
Part 2
To name and value the
importance
of
the
school members and
their jobs
Vocabulary
ü Janitor
ü Bus driver
ü Secretary
ü Security guard
Names and values the school
authorities
Structure
Who is she?
She is the principal
Who is he?
He is a teacher
To say the numbers
Numbers (1-10)
from one to ten
One 1
six 6
11
Counts numbers from one to ten
two 2
seven 7
Three 3
eight 8
four 4
nine 9
five 5
ten 10
Week #8
.
Names some of the school supplies
To identify some of School Supplies part that he or she has
1
the school supplies.
Vocabulary
Counts the school supplies he or
ü Pencil
she sees on a picture
To
relate
school
ü Book
supplies and numbers
ü Colored pencils
ü School bag
ü Crayon
Structure
What is this?
This is a pencil.
How many books are
there?
There are _______
To name the school
supplies shown in the
flashcards
Week
#9
about school supplies pretty well
School Supplies part
2
To
locate
school
supplies at home
Vocabulary
12
Pronounces the vocabulary words
ü Notebook
ü Eraser
ü Pencil case
ü Glue
ü Scissors
Identifies school supplies on a
picture
Structure
What is it?
It is ____
It is a book.
It is my book.
Week #10
To identify the primary
colors
Primary Colors
ü Red
ü Blue
ü Yellow
To say what color Structure
things are
What color is this?
It is _____(color)
What color is that?
That is _____(color)
.
WEEK #11
13
Identifies primary colors on pictures
Classifies objects that have the
primary colors
To relate colors with
school objects
Secondary colors
ü Green
ü Orange
To classify things
ü Purple
according to their
colors
What color is this?
Classifies school objects according
to their colors
Identifies the colors he or she sees
It is _____(color)
What color is that?
That is _____(color)
It is ______(color)
What color is this
door?
It is _______
WEEK #12
To identify
upper parts of
the body.
some
To say and point to his
or her upper part of
the body
14
Pronounces the vocabulary words of
Upper Parts of the
Body Part 1
the upper part of the body pretty well
Vocabulary
ü head
ü eyes
ü ears
ü mouth
Identifies some of his or her upper
part of the body
ü nose
ü hand
Structure
Which part of the body
is that?
It is _______
WEEK # 13
To identify
lower parts of
the body.
some
To say and point to his
or her lower part of the
body
Pronounces the vocabulary words of
Lower Parts of the
body part 2
the lower part of the body pretty well
Vocabulary
ü Shoulder
ü Chest
ü Knees
ü Toes
ü Foot – feet
Structure
Which part of the body
is this?
It is ______
What color are your
eyes?
They are_______
15
Identifies some of his or her lower
part of the body
WEEK #14
To identify the five
senses.
The five senses
Pronounces the vocabulary words
about senses pretty well
Vocabulary
ü Smell
To recognize the
ü Taste
function of the senses
ü Touch
ü See
Realizes the function that each
ü Hear
sense has in his or her life
ü
Structure
What do you do with
your eyes?
I see with my eyes
What do you do with
your _ears?
I hear with my ears.
16
Week # 15
To identify feelings
using a variety of
Feelings
Adjectives
Vocabulary
ü Happy
To say how he or she
ü Sad
feels at the moment
ü Angry
ü Hungry
ü Sleepy
Structure
I am _______
She is _______
How do you
today?
I am _______
Identifies feelings shown in pictures
Pronounces the “feelings” words
correctly
feel
ESSENTIAL CONTENT
ENGLISH
SECOND GRADE
SUBJECT
AREA
LEARNING OBJECTIVES
17
CONTENT
ACHIEVEMENT
INDICATORS
Weeks 1
AREA 2:
People,
Greetings,
Feelings and
body parts
To Use correctly greeting
expressions
in
the
handouts.
.
To connect formal greeting
with informal greeting
ENGLISH
To
identify
members.
Greetings/Self
presentation
Vocabulary
ü Hello/Hi
ü Good morning
ü Good afternoon
ü Bye-Bye
ü See you
tomorrow
ü What’s your
name?
ü My name is …..
Week 2
family Family Members
AREA
1:
Vocabulary
Family, House
ü Mother
and
the To relate family ties among
ü father
school
members.
ü sister
ü brother
ü sister
ü baby
Structures
Personal pronouns (heshe-it)
Verb be (is)
18
Greets using formal or
informal language in a written
short dialogue.
Identifies
personal
information using a chart.
Makes
a
greetings.
poster
with
Traces a lines to show family
ties using a chart
Identifies
images
concepts
about
members in a chart.
Draws his-her family
tree.
and
family
Wh-question: Who is he?
He is my
grandfather.
AREA
1:
Week 3
Family, House To use family members’
and
the vocabulary
in
simple Family members
school
sentences.
Vocabulary (new)
ü Grandmother
ü Grandfather
To answer written whü Aunt
questions about family
ü Uncle
members.
ü Cousin
ü Pet
Structures
Personal pronouns (heshe-it)
Adjective pronouns (hisher-its)
Verb be (is)
Wh-question: Who is
he?
He is his
grandfather
19
-Answers
using
sentences
simple
about
wh-
questions based on a family
trees
-Writes
two
commenting
information
his-her
sentences
personal
(names)
from
parents,
grandparents and cousins.
-Draws and writes the name
of his-her pet using a simple
sentence.
AREA
1:
Family, House
and
the To recognize correctly the
school
parts of a house.
Week 4
Some parts of the
house
Making wh-questions and Vocabulary
giving information about
ü Door
the part of the house.
ü Window
ü Floor
ü Ceiling
ü yard/patio
Identifies the parts of the
house in a chart using a
simple sentence.
Gives
formative
20
question
to
(what)
using concepts and simple
sentences
Structures
Personal Pronouns (I,
you, she, he, it)
Adjective pronouns (my,
your, her, his, )
Preposition (in)
Wh-questions: who is
he?
He is my
father.
What is it?
It is a door
information
based
on
a
drawing.
Draws her-his house and
labels it using a prompt.
.
AREA
1:
Week 5
Family, House
and
the
Parts of the House
school
To use the vocabulary in
simple sentences and Vocabulary
questions.
ü Living room
ü Dining room
ü Bedroom
To
make
information
ü Kitchen
questions to know subject,
ü Bathroom
object and place of a given
ü Garage
family member.
Structures
Personal Pronouns (I,
you, she, he, it)
Adjective pronouns (my,
your, her, his, )
Preposition (in)
Wh-questions: who is
he?
He is my
father.
What is it?
It is a kitchen.
Where
is
he?
He is in the kitchen.
AREA
1:
Family, House
and
the
school
Week 6
Primary Colors and
Sizes
21
Draws his-her future own
house and labels the parts.
Writes
a
short
written
description (five sentences)
commenting a drawing about
parts of the house and
people on it.
Elaborates a collage of hisher part of the house and
labels the part with colorful
colors.
To use correctly adjectives
Draws his-her favorite part of
to express colors and Vocabulary
the house and color it
sizes.
ü Colors
(orange,
green, primary colors.
To list an object (color and violet)
size) using a simple
ü Sizes
sentence.
(small, medium, large, Makes a short description
big)
(five
simple
sentences)
Structures
Personal Pronouns
Verb be (am-is-are)
Sentences-questions
Preposition (in, on, in
front of)
Wh-questions:
What is this?
It is a triangle.
using colors and sizes about
a part of his-her house.
Elaborates a poster showing
his-her favorite toy
and
answer
wh-
these
three
questions. What is this?
Is blue a primary color?
Yes, it is.
What color is it? What size
is it?
What size is this square?
It is small.
AREA
1:
Week 7
Family, House
and
the To use correctly adjectives Secondary Colors and Writes a short description of
school
to know colors (secondary) Shapes
and shapes in the context.
object or elements in his-her
Vocabulary
22
To
organize
questions
and
answers
with
questions.
simple
giving
simple
ü Shapes
(circle, square,
rectangle, triangle)
ü Colors
(orange, green,
violet)
context (house), expressing
colors, size and shapes.
Colors and describes with
Structures
Personal Pronouns
three simple sentences a
Verb be (am-is-are)
Sentences-questions
star, using adjectives for
Preposition (in, on, in
front of)
size, shape and colors.
Wh-questions:
What is this?
It is a triangle.
Draws his favorite toy in hisWhat color is the circle?
It is blue.
her bedroom and describes
Is blue a primary color?
Yes, it is.
the
drawing
using
simple sentences.
What size is this square?
It is small.
Is violet a secondary
color?
Yes, it is.
23
three
AREA
1:
Week 8
Family, House
and
the
People at school
school
To identify the different job
titles at school.
Vocabulary
ü Principal
ü Sub-principal
To
implement
whü Secretary
questions
and
giving
ü Teacher
answers using simple
ü Students
sentences.
ü Accountant
Structures
Personal Pronouns (you)
Adjective
Pronouns
(your..)
Verb be (statementquestions)
Plural forms (teacherteachers)
Wh-questions
Who are they?
They are my teachers.
Completes a diagram giving
the names and job title of
people
at
using
simple sentences.
Writes a short dialogue using
a prompt for names and job
titles from people at school.
Draws
his-her
identifies
Principal’s
school,
where
office
the
is
and
describes it with three simple
What are their names?
sentences.
Their names are Jose
and Juan.
Are
they
in
the
classroom?
Yes, they are.
No, they aren´t.
24
school
AREA
1:
Family, House
Week 9
and
the
school
To identify occupations at More people at school
school.
Vocabulary
To make simple and whü Gardener
questions and answer
ü Janitor
these types of questions.
ü Bus driver
ü Librarian
ü Cleaner
Clasifies information using a
diagram about the different
job titles at school and
identifies them with names.
Make a flyer with the
different occupations that a
school may have and
Structures
identifies three that his-her
Personal Pronouns (you)
school have.
Adjective
Pronouns
(your..)
Writes a report specifying
Verb be (statementhow many people perform
questions)
different roles at school.
Prepositions
(in-at-in
front of)
Numbers (25-50)
Wh-questions
Who are they?
They are cleaners.
What are their names?
25
Their names are Jose
and Juan.
Where are they?
They are at school.
Are
they
in
classroom?
Yes, they are.
No, they aren´t.
To use vocabulary related
school supplies.
Week 10
School Supplies
AREA
1:
Family, House
and
the To describe in a written Vocabulary
school
form the positions of some
ü Pencil
schools supplies in a given
ü Notebook
context.
ü Book
ü Eraser
ü Color
the
Elaborates a flier of
5 schools supplies
and describes them
using simple
sentences expressing
color, size and shape.
Describes the
position of school
supplies in an image
using simple
sentences.
Writes a written
Structures
report commenting in
Personal pronouns
a written way what
Adjective Pronouns
Verb-be (sentences and school supplies hisher pencil case has.
questions)
Plural forms
26
Prepositions (in-on-at-in
front of)
Wh-questions
Who is she?
She is my teacher.
What is her name?
Her name is Rosa.
Is she at school?
Yes, she is.
Where is she?
She is in the library.
Is this her pencil?
Yes, it is/No, it is not
Is her pencil on the
table?
Yes, it is.
AREA
1:
Family, House To identify
and
the school.
school
Week 11
places
at
Places at school
Vocabulary
ü Classroom
ü Library
27
Draws a map about
places at his-her
school and describe it
with 5 simple
sentences.
To describe
school.
places
at
ü Principal’s office
ü Garden
ü Parking lot
Makes a short
paragraph (5
sentences)
describing his-her
favorite place at
school using a
prompt.
Structures
Personal pronouns
Adjective Pronouns
Verb-be (sentences and
questions)
Plural forms
Organize information
Prepositions (in-on-at-in about where a place
front of)
at school is.
Wh-questions
Is she at school?
Yes, she is.
Where is she?
She is in the library.
To
identify
different
feelings in her-his context.
Week 12
AREA 2:
People,
Feelings
greetings,
To describe feelings using
feelings, body simple sentences.
Vocabulary
parts.
ü Sad
28
Colors some
drawings and
identifies some
feelings using simple
sentences.
Draws his-her face
expressing his
ü
ü
ü
ü
Happy
Angry
Afraid
Sick
Structures
Grammar
Personal pronouns
Adjective Pronouns
Adjectives
Verb
be
(is-are)
(sentences-questions)
Wh-questions
Who is he?
He is my art teacher.
favorite feeling and
describes it using a
simple sentence.
Makes a collage
about feelings and
writes three
sentences.
Where is he?
He is in the classroom.
How is he today?
He is angry.
He is mad.
Week 13
AREA 2:
People,
More Feelings
greetings,
To use vocabulary about
feelings, body feelings.
Vocabulary
parts.
ü Mad
To describe feelings in a
ü Hungry
written way about people
ü Thirsty
around them.
ü Worried
29
Makes a written report about
how his-her family members
feel.
Identifies in a series of
images a specific feeling.
ü bored
Structures
Personal pronouns
Adjective Pronouns
Adjectives
Prepositions (in front of,
in, at, on)
Verb
be
(is-are)
(sentences-questions)
Wh-questions
Who is he?
He is my art teacher.
Elaborates a poster with
different
feelings
and
describes it with three
sentences.
Where is he?
He is in the classroom.
How is he today?
He is angry.
He is mad.
Week 14
AREA 2:
People,
greetings,
To identify parts of the Parts of the body
feelings, body body.
parts.
Vocabulary
ü eyebrow
To
make
a
written
ü eyelashes
description of parts of the
ü lip
body.
ü Neck
ü Arm
ü Hand
30
Draws himself-herself and
describe his-her body part.
Describes an image about
some specific parts of the
body
using
simple
sentences.
ü chest
ü Leg
ü Foot-feet
Makes a poster about a
person and label the parts of
the body.
Structures
Personal pronouns
Adjective pronouns
Singular and plural
Adjectives (size-numbercolor).
Verb be (sentencesquestions)
Wh-questions:
how
many?
What is this?
This is my lip.
Is your lip
medium?
It is small.
small
Where are your lips?
They are in my mouth
31
or
AREA 2:
Week 15
People,
greetings,
Senses
feelings, body
parts.
To identify correctly the Vocabulary
different senses.
ü Smell
ü Hearing
ü Sight
To practice in written way
ü Touch
answers about senses
ü Taste
using
sentences
with
ü Can/can’t
modal verb.
Structures
Personal pronouns
Adjective pronouns
Can (modal) sentences
and questions.
Short answers
Can you smell with your
ear?
No, I can´t
Can you
book?
Yes, I can.
32
sight
your
Writes a written report about
the sense and the action that
can be done with the given
sense using a prompt.
Completes
a
graphic
organizer about the different
senses and writes three
ideas about the senses.
Writes sentences using a
prompt with images/words.
SUBJECT
AREA
ESSENTIAL CONTENT
ENGLISH
THIRD GRADE
LEARNING
CONTENTS
OBJECTIVES
ACHIEVEMENT
INDICATORS
WEEK #1
AREA # 1:
ENGLISH
To interact in a Greetings/Introductions
conversation
about
Vocabulary:
courtesy and daily
ü Hello/Hi
expressions.
FAMILY,
ü How are you?
SCHOOL,
ü I am fine, thank you.
HOUSE AND
ü What’s your name?
COLORS
ü My name is….
ü Nice to meet you.
To
use
different
ü Nice to meet you, too.
expression to introduce
himself / herself in a
daily conversation.
Structure:
Personal Pronouns :(I-you, shehe-it- they)
Wh- question
Example:
What is your name?
My name is……..
33
Uses greetings and
useful expressions to
introduce a classmate.
Interacts greetings and
polite expressions with
someone in his/her
house.
WEEK # 2
To identify the nuclear NUCLEAR FAMILY
family and relatives with
appropriate vocabulary. Vocabulary
ü Mother
ü Father
ü Sister
To
write
short
ü Brother
sentences about hisü Baby
her family.
ü Grandmother
ü Grandfather
ü aunt
ü uncle
ü cousin
ü Niece
Structure:
Personal Pronouns :(I-you, shehe-it- they)
example:
She is my mother.
34
Recognizes how hisher
family
is
conformed.
Uses
personal
pronouns he/ she to
replace
family
members´ names.
To
identify
the
WEEK #3
extended family with
the
appropriate EXTENDED FAMILY
vocabulary.
Vocabulary
To
recognize
the
extended family from
the nuclear. family with
the given vocabulary.
ü
ü
ü
ü
ü
ü
ü
Grandson
Granddaughter
Nephew
Sister-in law
Brother-in law
Stepfather
Stepmother
Structure
Adjective pronouns (her-his)
example:
She is my sister; her name is
Clara.
Verb be (am-is-are)
My father is handsome.
35
Recognizes
connections
between
family
members
illustrations.
Creates
sentences
with
vocabulary
and
the
the
structure.
given
To identify the different
parts of a house.
WEEK #4
To complete sentences PARTS OF THE HOUSE
using
the
correct
grammar structure.
Vocabulary
ü Living room:
ü Dining room
ü Bedroom
ü Kitchen
ü Garage
ü Bathroom
ü window
ü yard
ü fence
Structure:
Demonstrative
(Singulars and Plurals)
Creates a scale model
with the different parts
of his / her house
Prepares
questions
using
Demonstrative
Pronouns
examples:
That is my house.
These are my windows.
36
yes-no
Pronouns.
the
Yes / No Questions:
Is that your house?
Yes, it is.
To differentiate the
vocabulary related to
furniture´s from the
different parts of the
house.
To identify the position
of
the
different
furniture’s in a house.
WEEK #5
FURNITURE
Vocabulary
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
Living room:
sofa
television.
Dining room:
table, chairs.
Bedroom:
bed,
night table.
Kitchen: cabinets, sink
Bathroom: toilet, shower
Garage: roller, hose
Classifies the furniture
according to the part of
the house.
Structure:
Preposition of places
(in, on, under, between, next to,
behind)
37
Draws and
the
labels
different
Wh-questions (Where)
spaces at
home
with creativity
example:
The TV is on the living room.
To classify secondary
WEEK #6
colors from primary COLORS
colors.
Vocabulary
Primary colors
To describe
taking color
reference.
objects
as a
ü red
ü blue
ü yellow
Secondary colors
ü orange
ü green
ü purple
Categorizes and forms
a list the primary and
secondary colors.
Classifies the objects
Structure:
Simple Present Tense questions.
according
Wh- questions (What, Which)
characteristics
example:
38
to
their
colors
and
(color,
size and shapes).
What is your favorite color?
Uses paints of primary
Which color you prefer?
colors
to
obtain
secondary colors.
WEEK #7
To identify vocabulary
related to personnel at PEOPLE AT SCHOOL
school.
Vocabulary
To distinguish each
person's job at school
ü
ü
ü
ü
ü
ü
ü
ü
Crossing Guard
Physical Education Teacher
Music Teacher
Art Teacher
Religion Teacher
Science Teacher
Lab. Teacher
Home economics Teacher
Structure:
Simple Present Tense
Wh- questions (WHO)
39
Labels
the
different
personnel at school.
Recognizes
personnel’s´
school.
jobs
at
example:
Who is your art teacher?
To identify places and
personnel at school.
Classifies from a list of
words personnel and
places at school
WEEK #8
PLACES AT SCHOOL
Vocabulary
To locate personnel
and places at school.
ü
ü
ü
ü
ü
ü
ü
ü
Computer Lab
Snack Shop
Basketball Court
Football Court
Vegetable Garden
Principal's Office
gym
Audiovisual Room
Levels
Structure:
Simple Present Tense questions.
Wh- questions (WHERE)
Preposition of places
40
the
school
personnel
different
areas
using
correct vocabulary.
and
the
Creates
a
poster
(in, on, under, between, next to,
related to places and
behind)
personnel´s at school
example:
Where is the gym?
41
WEEK #9
FEELINGS
AREA # 2
To recognize people’s
feelings.
PEOPLE;
FEELINGS
AND BODY’S
PARTS
To describe people’s
mood.
Vocabulary
ü
ü
ü
ü
ü
ü
Upset
Confused
Excited
Distressed
Amazed
Interested
Creates
flash
cards
with the different words
from the vocabulary.
Expresses his/her
mood through
drawings
Structure:
the
Adjective Pronouns (My, His Her, Practices
Your, Its, Our and Their)
Grammar Structure to
Example:
Our teacher feels happy today.
42
complete sentences
To describe people's
body.
WEEK #10
PARTS OF THE BODY
Vocabulary
To draw the human
body.
To connect the body
parts with its
corresponding name.
To make connections
with
the
previous
knowledge about the
topic.
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
Vocabulary (new)
Face
Hair
Tooth-teeth
Shoulder
back
Chest
Elbow
knee
Fingers
Toes
Structure
Wh-questions
To describe people’s
body.
What is this?
Example:
This is her hair.
43
Draws and describes
the parts of the body.
Creates
a
personal
representation
their
body.
about
Where is her hair?
example:
Her hair is on her
head.
44
AREA # 3
To Identify the different
group of food.
WEEK #11
FOOD
Vocabulary
HEALTH,
NUTRITION
AND FOOD
To compare the quality
of different food.
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
Group
sweet
Milk
meat
vegetable
grain
bitter
salty
spicy
sour
tasteless
Classifies the food in
their correct group.
Classifies
WH-Question
Would rather
example:
I would rather eat fish than meat.
45
food
pyramid according to
each group
Creates a pyramid list
of
color,
Structure
a
food
by
flavor
taste.
their
and
Would
you
rather
vegetable or meat?
46
eat
WEEK #12
PLANTS (NEED
AND FUNCTION)
To
know
the
importance of plants to
the
planet earth.
Vocabulary
of the plants.
AREA # 4
ECOLOG
Y,
PLANTS
AND
ANIMALS
Recognizes the parts
To respect The Life
Cycle of Plants.
To recognize plants´
needs.
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
seeds
roots
stem
seedling
pollination
petals
sunlight
water
soil
cycle
germination
Identifies the plant’s
needs.
structure
-Wh question (what, why)
Illustrates
the
plants need
What plants´ need?
Why plants¨ need water and
sunlight?
47
and life cycle.
WEEK #13
ANIMALS (PETS AND FARM)
To Identify types of
animals.
To recognize animal´s
needs
and
their
habitatTo
classify
animals by locomotion
and certain characters
Vocabulary
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
pet
dog
rabbit
cat
parrot
horse
goose
rooster
pig
barn
silo
air
water
shelter
Structure
Preferences:
I like / I prefer
To classify animals by
their characteristics
example:
I prefer to have a dog as a pet.
48
Identifies
pets and
farm animals.
Lists characteristics
of each group.
Selects
the
kid
of
animal to be his/her
pet.
WEEK#14
ANIMAL´S LOCOMOTION
Classifies animals by
locomotion.
Vocabulary
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
swim
jump
run
fly
reptiles
mammals
amphibians
fish
insects
birds
Structure
Preferences:
I like / I prefer
example:I like animals from the
mammals’ group.
49
Lists characteristics
of
each group.
Appropriately
answers
questions
animal’s
locomotion.
about
WEEK #15
NUMBERS
AREA # 6
To
Identifying
numbers from
to
100.
the
50
Classifying
numbers
ordinal/cardinal.
the
in
WEATHER,
CLIMATE,
NUMBERS,
TIME
AND
MONETARY
UNIT
Vocabulary
ü
ü
ü
ü
ü
Fifty
Sixty
Seventy Eighty Ninety -
Fifty
Sixtieth
Seventieth
Eightieth
Ninetieth
Structure:
Countable and Uncountable Sorts a given set of
numbers
into
Nouns
ordinal/cardinal
numbers.
How much / How many
example:
Identifies ordinals and
cardinal numbers.
How many mangoes are there in
the basket?
There are five mangoes.
Differentiates
countable
from
uncountable nouns.
50
51
52
53
54
55
56
ESSENTIAL CONTENT
ENGLISH
FOURTH GRADE
SUBJECT
ÁREA
ÁREA 1:
ENGLISH
COMMUNITY
PLACES
LEARNING
OBJECTIVES
CONTENTS
Week # 1
To identify names and The community places
characteristics
of
institutions
and
ü School
recreational sites.
ü Health center
ü Government
To describe the role of
institutions
different institutions in
ü Supermarket
the community.
ü Park
Structure
The School is next to the
supermarket.
The role of the Hospital is
to provide health service
to the community.
My father usually works
eight hours in the police
station
Week # 2
Recreational Places in
my Community
57
ACHIEVEMENT
INDICATORS
Locates places
community.
in
the
Recognizes
hometown’
institutions and recreational
places.
Describes the roles of the
institutions in his /her
community.
To identify names and
characteristics
of
recreational places in the
community.
Vocabulary
ü
ü
ü
ü
Park
Cinema
Mall
Sport Center
To describe the different
recreational places in the
community.
Structure:
Recognizes
recreational
places in the community.
Describes
places.
recreational
Shares information about
I usually go on the our favorite recreational
weekend to the cinema.
place in the community.
Is she working in the
mall?
Yes, she is. No she isn´t
ÁREA 2:
BODY PARTS
Week #3
To identify different parts Male and female bodies
of male and female body.
ü Female body
To recognize the sexual
ü Breast
differences
between
ü Pubis
male and females.
ü Groin
ü Male body
ü Nipple
ü Adam`s apple
ü Sexual differences
58
Recognizes
sexual
differences / similarities.
Describes
male
female bodies.
and
Compares male and female
bodies.
Structure:
The girl has long black
hair.
The man has Adam’s
apple.
Week #4
Describing People
Vocabulary
To distinguish physical
appearance
between
man and woman.
To describe physical
appearance of people.
ü
ü
ü
ü
ü
ü
Long hair
Short hair
Straight hair
Curly hair
Tall
Short
Recognizes
differences
between male and female
Physical appearance.
Compares
people
according to the physical
appearance.
Describes
someone
physical appearance.
Structure:
Juan is taller than Luis
She has short hair.
59
ÁREA 3:
To identify vocabulary
related to healthy food
and eating habits.
To exchange specific
information on foods,
FOOD AND VALUES eating habits, exercising,
and sport from
different sources
Week #5
Food and Values
ü
ü
ü
ü
ü
ü
ü
Veggie
Balance diet
Calorie
Carbohydrate
Nutrients
Dairy
Fruit
Relates vocabulary about
healthy food and
good eating habits.
Classifies foods in
different categories.
the
Structure
Draws and labels kinds of
I usually eat fruit in the food
in
the
morning.
food
pyramid
with
creativity.
Vegetables are healthier
than fast food
Week #6
Food and Values
60
Vocabulary
To identify food principles
and nutrition concepts.
To define the nutrition
concepts.
To
apply
nutritional
values to personal diet.
ü
ü
ü
ü
ü
ü
ü
ü
Nutritional values
Healthy
Energy
Active
Energetic
Malnutrition
Obesity
Colesterol
Structure:
Living things receive the
food necesary for them to
grow and be healthy.
Poor eating habits can
result in obesity.
61
Describes
concepts.
nutritionals
Defines a good nutritional
personal diet.
Shares the effects of a bad
nutritional diet.
Week # 7
ÁREA 4:
To identify vocabulary
related to endangered
animals in Panama.
ECOLOGY; PLANTS To learn
AND ANIMAL
cause
animals.
factors that
endangered
Endangered animals
Vocabulary
Shares information about
endangered animals.
ü Tapir
ü White – tailed
Deer
ü Painted Rabbit
ü Saino
ü Wild Duck
ü Chesnut-fronted
Macaw
ü Eared Dove
ü The Harpy Eagle
ü Boa
ü Iguana
ü Cayman
ü Carey Turtle
Describes the endangered
animals in our country.
Structure :
The Harphy Eagle is the
National bird of Panama.
Why is important
protect the animals?
62
Lists
the
different
endangered animals in
Panama.
to
Week # 8
To
distinguish
endangered animal.
an
To recognize the habitat
of some endangered
animals.
Endangered animals
Vocabulary
ü
ü
ü
ü
Habitat
Continet
Species
Image
Structure:
The
Continent
of Africa is
home of
endangered
animals.
Panama is
the natural
habitat of
the Harpy
Eagle.
63
Describes an endangered
animal.
Shares different habitats.
Describes a habitat.
ÁREA 5:
RECREATION
To recognize vocabulary
related to sports.
To talk about sports in the
community.
Week # 9
Sports in my
community
ü
ü
ü
ü
ü
ü
ü
Describes sports in his/her
community to promote
healthy habits.
Soccer
Basquetball
Baseball
Swimming
Boxing
Volleyball
Tenis
Gives information of sports
in his/her community.
Explains her-his favorite
sport.
Structure:
What is a common sport
in your community?
It is soccer
I go running
morning.
To identify use of the
sport verbs to express
their hobbies.
To use the correct sport
verb according to the
daily activity.
64
every
WEEK #10
Sports in my
community
Vocabulary
ü Play + sport
ü Play football
ü Play Baseball
Uses the sport verbs to
express her- his hobbies.
Applies the sport verbs in
daily activities.
ü
ü
ü
ü
ü
ü
ü
Play basketball
Do+ sport
Do gymnastics
Do martial arts
Go+ sports
Go swimming
Go snowboarding
Structure :
Maria plays basketball
with her friend.
Carlos and Jose
snowboarding
Australia.
65
go
in
Demonstrates knowledge
using sport verbs in daily
activities.
ÁREA 6:
To
describe
the
relationship
between
weather and seasons.
Week # 11
Identifies
the
different
season in Panama.
Climate
Vocabulary
WEATHER
TIME
To recognize different
situations related to the
climate.
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
Winter
Summer
Spring
Fall
Sunny
Cloudy
Partly-cloudy
Rain
Light rain
Heavy rain
Windy
Recognizes the importance
of disasters’ prevention.
Compares the
weather and seasons in our
country.
Structure:
What
are
characteristics of
Winter season?
the
the
The weather is cool.
The leaves on the trees
are green.
66
Week # 12
Climate
Vocabulary
To identify the different
concepts
related
to
climate.
To describe the different
concepts
related
to
climate.
ü
ü
ü
ü
ü
ü
ü
ü
ü
Altitude
Air presure
Barometer
Celsius scale
Elevation
Fahrenheit Scale
Global Warming
Latitud
Longitude
Shares information about
different places in the
community.
Describes the impact of the
Global Warming.
Uses the concepts related
to climate.
Structure
Some
people like
the high
altitude in
volcán
Barú.
Volcán
Barú has a
67
elevation of
3,475
meters
high,
Week # 13
To recognize the time in
English.
The Time
Vocabulary
To
associate
time
expressions to different
moments of the day.
68
ü
ü
ü
ü
ü
Clock/ watch
Day
Daily
O´clock
Daily activities
ü
ü
ü
ü
ü
ü
Wake up
Brush your hair
Have breakfast
Do homework
Watch T.V.
Schedule
Recognizes the
difference
between
clock and watch.
Elaborates Schedule based
in daily activities.
Shares daily routines and
habits.
Structure:
What time does
practice soccer?
she
She
always
practice
soccer in the afternoon.
Week # 14
ÁREA 7:
To recognize the means
of transportation.
TRASPORTATION
AND
COMMUNICATION
To write short sentences
about transportation.
Transportation
Vocabulary
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
Motorbike
Bus
Train
Taxi
Plane
Ship
Bicycle
Pedestrian
Traffic jam
Drive
Take
Structure:
69
Identifies the different types
of means of transportation.
Recognizes the
means
of transportation by air, by
land and by water.
Explains the use of the
different
means
of
transportation.
What is
this?
This is a
ship.
Where is
the boat?
The boat is
in the
water.
To identify vocabulary
related to the means of
communication.
To
write
a
short
paragraph about the
importance and use of
communication.
Week # 15
Means of
Communication
Vocabulary
ü
ü
ü
ü
ü
ü
ü
ü
Radio
Television
Cellphone
Computer
Newspaper
Email
Social Media
Letter
Struture:
70
Identifies the vocabulary
related to the means of
communication.
Describes one means of
communication.
Shares the importance and
usage
of
means
of
communication.
I always talk to my mother
by cellphone.
My Smart TV is big.
71
ESSENTIAL CONTENTS
ENGLISH
FIFTH GRADE
SUBJECT
AREA
LEARNING
OBJECTIVES
CONTENTS
ACHIEVEMENT
INDICATORS
WEEK # 1
ENGLISH
AREA 1:
Family, School,
Community and
Country
To
identify
essential
vocabulary
related
to
culture
and
traditions.
Culture and Traditions
Vocabulary
ü Holidays
ü Relaxation
ü Anniversary
ü Break
ü Celebration
ü Feast
ü Festival
ü Traditions
ü Recess
ü Ceremony
To relate the
vocabulary to
the different
culture
and
traditions.
Structure
Nouns
72
Recognizes
words
related to culture and
traditions in different
contexts.
Uses the vocabulary to
talk about culture and
traditions.
Writes simple sentences
using nouns related to
culture and traditions.
ENGLISH
WEEK # 2
To compare
similarities
AREA 1:
and
Family, School, differences
Community and among ethnic
Country
groups
in
Panama
including their
culture
and
traditions.
Culture and Traditions:
Main Holidays
Vocabulary
ü Carnival: candy,
party, dance
ü Holy Week: Good
Friday, cross, holy
ü Independence
Day: flag,
declaration, band
ü Mother’s Day:
love, flowers, hug
ü Christmas: tree,
gift, light
To associate
main holidays
to
different
ethnic groups
in Panama.
Structure
Comparative /Superlative
Example
Carnival is more colorful
than Independence Day.
Mother’s Day is the most
popular tradition.
73
Classifies holidays during
the months of the year.
Names
the
most
important culture and
traditions among ethnic
groups in Panama.
Compares ethnic groups
traditions
using
the
comparatives
and
superlatives.
WEEK # 3
AREA 2:
People, Feeling
and Body Parts
ENGLISH
The Body System:
Circulatory System
To identify the
main parts of
the circulatory
system in the
human body.
Vocabulary
ü Heart
ü Hemoglobin
ü Veins
ü Blood
ü Antibodies
ü Pressure
ü Platelets
ü Arteries
To describe
the
main
function of the
circulatory
system in the
human body.
Structure
Simple present tense
Example
The heart pumps blood.
74
Names the parts of the
circulatory system in the
human body.
Enumerates
each
function of the circulatory
system in the human
body.
Describes the functions
of the circulatory system
in the human body using
the simple present tense.
ENGLISH
To describe
the functions
AREA 2:
of each part of
People, Feeling the respiratory
and Body Parts
system.
WEEK # 4
The
Body
System:
Function
of
the
Respiratory
System
Vocabulary
ü Expand
ü
Contract
To classify the functions of
ü Expand
the parts of the respiratory
ü
Inhale
system.
ü Exhale
ü Breathe
ü Absorb oxygen
ü Clean gases
ü Balance acid-base
Structure
Present Progressive
Example
My respiratory system is
absorbing oxygen.
My lungs are cleaning the
gases.
ENGLISH
WEEK # 5
75
Creates a respiratory
system
project
to
demonstrate the function
of each part.
Associates the parts and
functions
of
the
respiratory system.
Talks about the functions
of the respiratory system
to his/her family using the
present progressive.
AREA 3:
To recognize the food
Health, Nutrition groups of the nutritional Healthy Habits:
and Food
pyramid.
Nutritional Pyramid
Vocabulary
To classify food according
ü Fruits: orange,
to the appropriate food
apple, mango,
group.
papaya, pineapple
ü Vegetables:
lettuce, cabbage,
potato, tomato,
yam
ü Meats: fish, pork,
chicken, turkey,
duck
ü Grain: bread,
pasta, cereal,
lentils, beans
ü Milk: cheese,
yoghurt, butter,
Demonstrates the food
groups according to the
nutritional pyramid.
Creates a healthy food
plate for one day that
meets the guidelines in
the nutritional pyramid.
Writes the appropriate
amount of food to eat
Structure
daily
using
quantity
Quantity words: few, words.
some, a little, a lot, any
Example
I eat some apples.
ENGLISH
WEEK # 6
Healthy Habits:
AREA 3:
76
Health, Nutrition To select appropriate food Nutrition
and Food
to
promote
healthy
ü Nutrients
nutrition.
ü Energy
ü Substances
To ask and answer
ü Food
questions about nutrition
ü Health
preferences.
ü Growth
ü Diet
ü Serving
Structure
Auxiliary verb: do/does
Example
Do you prefer…?
Does she prefer…?
Recognizes
habits
to
nutrition.
healthy
promote
Asks for healthy food at
home.
ENGLISH
AREA 3:
WEEK # 7
Health, Nutrition To
establish
the Healthy Habits:
and Food
importance of practicing Personal
Hygiene
healthy habits.
Vocabulary
ü Wash hands
ü Brush teeth
ü Comb hair
77
Asks
and
information
healthy
preferences.
gives
about
habits
To express abilities when
practicing
personal
hygiene.
ü Wear clean
clothes
ü Take a shower
Structure
Modal: can
Possessive adjectives
Example
I can comb my hair.
She can wash her hands.
ENGLISH
To
report
importance
AREA 4:
environment
Ecology, Plants ecosystem.
and Animals
on
of
within
WEEK # 8
the
the Importance
of
an Environment:
the
Identifies healthy habits
to have a better life.
Lists personal hygiene
habits to highlight their
importance in our life.
Employs modals and
possessive adjectives in
affirmative statements.
Vocabulary
ü Environment
To
ask
and
give
ü Life
information
about
the
ü Conservation
importance of taking care
ü Quality
of the environment.
ü Healthy
ü Human beings
ü System
ü Factors
Structure
78
Restates the importance
Modals: should, have to
Verbs: protect, take care,
save,
pollute,
keep,
preserve, maintain, avoid
Example
You
should
animals.
protect
They have to take care of
the environment.
of
the
environment
through
simple
sentences.
Interviews people from
different ages about the
importance of living in a
healthy environment
Generates ideas to save
the environment.
WEEK # 9
ENGLISH
AREA 5:
Sports
To classify sports into Sports
national and international
sports.
Vocabulary
ü National
ü International
To ask and answer
ü Baseball
questions about sports.
ü Volleybal
ü Soccer
ü Swimming
ü Boxing
ü Ruby
ü Cycling
ü Tennis
ü Basketball
ü Softball
Categorizes examples of
sports into national and
79
Structure
international.
Wh questions: what, who,
where, when
Contrasts examples of
sports practiced around
Example
the world.
What sport do you like?
Where do you play Gives information about
soccer?
sports related to wh
questions.
ENGLISH
AREA 6:
Weather,
Climate,
Numbers, Time
and
Monetary
Unit
To tell the period of time
using
standard
units,
seconds, minutes, hours,
WEEK # 10
days, weeks, months, Period
of
Time:
years.
Numbers
ü Years
ü Months
To discriminate the basic
ü Weeks
concept of time using
ü Days
information words.
ü Hours
ü Minutes
ü Seconds
Structure
Information word: how
80
Example
Annotates the different
How many days does a basic concept of time.
week have?
Creates a timeline for
How many minutes does each hour of the day.
an hour have?
Constructs
different
statements about the
period of time.
To give information about
daily routines in a specific
period of the day.
ENGLISH
WEEK # 11
Daily Activities
To ask questions about
ü In the morning
daily routines.
ü In the afternoon
ü In the evening
ü At night
AREA 6:
Weather,
Climate,
Numbers, Time
and
Monetary
Unit
Structure
Action verbs: wake up,
get up, have breakfast,
get dressed, study, do
homework, have lunch,
go home
Example
I study in the afternoon.
81
Enumerates
general
activities practiced during
You wake
morning.
To identify the monetary
units in different areas of
North, Central and
South America.
ENGLISH
AREA 6:
Weather,
Climate,
Numbers, Time
and
Monetary
Unit
up
in
the the different period of the
day.
Comments daily activities
he/she does during a day.
WEEK # 12
Uses action verbs to ask
questions about daily
routines.
Monetary
Units:
To compare monetary Currencies
units used in America.
ü In North America:
dollar
ü In Central
America: colones
ü In South America:
peso
Structure
Preposition of places
Example
The dollar is the currency
unit used in the United
States.
Establishes
the
characteristics of each
monetary unit used in
America.
82
ENGLISH
AREA 7:
Transportation
and
Communication
To
recognize
the
similarities and differences
among traditional and
WEEK # 13
modern
means
of
transportation.
Traditional and Modern
Means
of
Transportation
To
establish
the
ü By air: airplane,
advantages
and
helicopter
disadvantages
of
the
different
means
of
ü By land: car, horse
transportation.
ü By water: canoe,
ship
Exchanges
currency
units to obtain the
equivalent coins.
Compares the currency
values within the different
countries in America.
Structure
Nouns
Comparison
Preposition of place
Example
The car is faster than a
Classifies the different
horse.
means of transportation.
The horse is slower than a
Determines
the
car.
advantages
and
disadvantages of the
means of transportation.
83
ENGLISH
To
recognize
the
importance of inventions
for technology appliances.
AREA 7:
Transportation
and
Communication
To
distinguish
advantages
disadvantages
of
communication
Panama.
the
and
the
in
WEEK # 14
Communication
in
Panama
ü Traditional: radio,
television, mail
ü Technological:
tablet, ipad,
smartphone
Structure
Adverbs of Frequency:
always,
sometimes,
generally,
often,
frequently
Compares
different
means of transportation.
Example
I always watch television.
He generally listens to the
radio.
ENGLISH
To read short stories,
fables, and poems by
highlighting the literary
elements.
84
WEEK # 15
Literature Vocabulary
ü Stories
Mentions
the
most
important inventions that
have
impacted
the
communication
in
Panama.
AREA 8:
Literature
To
associate
literary
elements through different
form of literature.
ü
ü
ü
ü
ü
Fables
Poems
Theme
Character
Setting
Creates own scheme for
classifying the means of
communication
in
Panama.
Refers to the frequent use
of the communication
appliances in Panama.
Structure
Simple Past Tense
Example
He
was
the
main
character in the story.
The theme was about
love.
Completes
graphic
organizers about literary
elements
of
stories,
poems and fables.
Relates
the
literary
elements found in any
genre.
85
Mentions the literary
elements of the genres
through statements in
simple past tense.
86
ESSENTIAL CONTENT
ENGLISH
SIXTH GRADE
SUBJECT
AREA
LEARNING
OBJECTIVES
CONTENT
ACHIEVEMENT INDICATORS
Week 1
To
demonstrate Tourism in Panama
understanding of the
vocabulary related to Vocabulary
tourism in a written
ü Historical sites
way
ü The Panama Canal
ü Panama la Vieja.
To
describe
historical sites in Structures:
Panama
Adjectives
Simple present tense
English
AREA 1:
FAMILY,
SCHOOL,
COMMUNIT
Y AND
COUNTRY
To describe natural
resources in the city
and the country
side.
Week 2
Tourism in Panama
Natural Resources
To write about future Vocabulary
vacation plans and
ü Sarigua
vacation.
ü Baru Volcano
ü La Yeguada
ü Anton Valley
87
Compares and contrast two
historical sites in Panama using a
Venn Diagram
Relates touristic places with their
locations in a map.
Writes a short paragraph of 8
sentences, describing his/her
favorite historical site in Panama.
Recognizes concepts and
definitions related to natural
resources from a reading.
Provides written details and main
ideas about vacation plans using a
chart
Elaborates a poster promoting his/
her favorite natural resource.
Structures:
Future tense
Prepositions of place
To describe and
Week 3
compare
tourist
attractions
in Tourism in Panama
Panama.
Tourist Attractions
To compare and Vocabulary
contrasting
tourist
ü Fairs
attractions.
ü Festivals
ü Shopping centers
ü National celebrations
ü Museum
AREA 2:
PEOPLE;
FEELINGS
AND
BODY’S
PARTS
Structure:
Comparatives and
superlatives
To identify
the
Week 4
various parts of the
digestive
system Body System
using
proper Digestive System
vocabulary
and
•
Vocabulary
language..
•
To describe the
function
of
the
various parts of the
digestive system.
Mouth
ü Esophagus.
ü Stomach.
ü Small Intestine.
ü
88
Describes in a written report ( 8
simple sentences) the tourist
attractions
in
Panama
with
appropriate
vocabulary
and
expressions.
Writes a comparison sentences
about different attractions found in
their locations using sentence
frames
Distinguishes the main contrasting
features of the most visited tourist
attractions in his/her region by using
a graphic organizer.
Draws a basic diagram of the
digestive system with its parts.
Describes the organs and functions
of the digestive system in a poster.
Relates the importance of the
different organs and functions of
the digestive system using a
graphic organizer.
Large Intestine.
ü Rectum
Functions
ü Transportation
ü Digestion
ü Absorption of food
ü
Structures:
ü Simple present tense
ü WH questions
AREA 2:
PEOPLE;
FEELINGS
AND
BODY’S
PARTS
Week 5
To
identify
the
organs that make up Body System
the human excretory
system using the Excretory System
proper vocabulary
and language.
Vocabulary
ü Kidneys
ü Liver
To apply the main
ü Lungs
functions of the
ü Skin
organs
of
the Functions
excretory system
ü Creation and expulsion
of urine
ü maintaining overall fluid
balance.
89
Identifies the parts of the excretory
system by creating a mind map.
Relates the different organs of the
excretory system by using a mind
map.
Writes a short paragraph about the
importance of the organs and their
functions using a sentence frame.
ü regulates and filters
minerals from blood.
ü filters waste materials
from food, medications,
and toxic substances.
Structures:
ü Simple present tense
ü WH questions
ü Yes/ no answer
AREA 2:
PEOPLE;
FEELINGS
AND
BODY’S
PARTS
Week 6
To
identify
the
various parts of the Body System
skeletal
system Skeletal System
using
proper
vocabulary
and
Vocabulary
language.
ü Skeletal system
To describe the
ü Bones
function
of
the
ü Cartilage
various parts of the
ü ligaments
skeletal system and
ü tendons
how to take care of Functions
them.
ü storage of mineral
ü Provides support to the
body
ü Protect internal organs
ü Allows body movement
Structures:
90
Identifies the name and location of
major bones in the body using a
poster
Writes descriptive sentences about
the function of the skeletal system
using vocabulary and language
structures.
Describes life style activities which
contribute to bone health.
ü Simple present
ü Nouns
.
Week 7
To recognize the
parts of the
circulatory system.
To identify the
functions of the
circulatory system
Body System
Circulatory System
Vocabulary
Organs
ü Heart
ü Lungs
ü Veins
ü Arteries
ü Vessels
Functions
ü Flow of blood
ü Nutrients
ü oxigen
91
.
Draws and labels the different
organs of the circulatory system.
Provides written details about
functions of the circulatory system.
draws a picture of the heart and
describe the pathway of blood
through it.
Structures:
Simple present
Nouns
Adjectives
To identify habits
that allow the body
systems function
properly.
To practice healthy
habits to help body
systems to stay
healthy.
AREA 2:
PEOPLE;
FEELINGS
AND
BODY’S
PARTS
Week 8
The body systems
Hygiene
Vocabulary
ü Watch your diet
ü Stay hydrated
ü Take time to eat
ü Exercise
ü Sleep
ü Stretch
Structures:
ü Action verbs
ü Simple present
ü Modal
92
Prepares a collage of pictures with
people practicing healthy habits.
Writes simple sentences to explain
why being healthy is important.
.
Monitors personal hygiene
practices for a week using a
checklist on what he/she has
learned and why hygiene is
important.
To identify
behaviors that
promote health and
wellness of the body
systems.
To recognize the
main aspects about
protecting from
COVID -19
Week 9
Hygiene in Covid -19
Vocabulary
ü Pandemic
ü Cover your mouth
ü Sneeze
ü Wash your hands
ü Use face shield
ü Use mask
ü Keep social distance
ü Stay home
ü Hands hygiene
Structures:
Wh- questions
ü
Action verbs
ü
Simple present tense
ü Future tense.
93
Labels five habits to keep covid-19
away from his/her body.
Writes of short descriptive
paragraph about the ways he/she
prevents contagious from Covid-19.
Creates a bulletin board about how
You Can Prevent the Spread of
COVID-19
Week 10
AREA 3:
HEALTH,
NUTRITION
AND FOOD
To describe
ingredients of
favorite food
recipe.
To write about
favorite recipes at
home
Recipes for healthy food
Vocabulary
ü Ingredients
ü Cooking verbs
ü Boil
ü Cut
ü Wash
ü Mix
ü Stir
ü Serve
Structures:
ü Simple present
ü Short answer
ü Transition words
94
Selects and describes the
ingredients of his/ her favorite
recipe.
Mentions the procedure to prepare
their recipe using transition words.
Creates a portfolio of traditional
recipes prepared at home.
AREA 3:
HEALTH,
NUTRITION
AND FOOD
Week 11
To
identify
vocabulary related to The Importance of Good
healthy food and Nutrition.
good eating habits.
Vocabulary
To read about the
role different food
plays in a balanced
diet
ü Reduce the risk of
some diseases.
ü Reduce high blood
pressure
ü Cholesterol
ü Increase your energy
level
Structures:
ü Simple present
ü Present progressive
ü Wh- questions
95
Describes in a poster, in a written
way, his /her healthy and unhealthy
habits including the vocabulary and
language correctly.
Writes a short paragraph about
future activities promoting healthy
habits.
Designs a flyer promoting a
balanced diet practiced at home.
AREA 3:
HEALTH,
NUTRITION
AND FOOD
To
comprehend
Week 12
basic hygiene rules
in a food preparation Health and nutrition
area.
Vocabulary
Food hygiene
To recall the basic
ü Wash,
hygiene ‘rules’ in a
ü storage
food
preparation
ü preparation.
area.
Structure:
ü Relative pronouns
ü Simple present
96
Identifies in a reading, personal
hygiene rules you must follow when
working with food.
Mentions steps to maintain food
hygiene in Covid-19 time.
Prepares a manual of instructions
promoting food hygiene.
AREA 3:
HEALTH,
NUTRITION
AND FOOD
Week 13
To recognize the role
of
nutrients
in Functions of the food for our
helping the body body.
grow
and
stay
healthy
Vocabulary
ü Enable growth
To read about how
ü Repair tissues
nutrients
work
ü Maintain body
together
in
ü Fuel physical activity.
promoting
good Food sources
health.
ü Carbohydrates
ü Fats
ü Proteins
ü Vitamins
ü Minerals
Structures:
ü Simple present
ü Adjectives
ü Modal should
97
Categorizes food according to the
nutritional function in the body.
Reads and describes in a chart,
basic functions and food sources of
carbohydrates, fats, proteins,
vitamins, and minerals.
Writes healthy menus including
different food sources.
To identify
vocabulary related
with environment.
Area 4.
ECOLOGY
.
To read about
preserving a healthy
environment.
Week 14
Healthy Environment
Vocabulary
ü Contamination
ü Water
ü Air
ü Soil
ü Garbage
Structures:
ü Simple present
ü Future tense
ü adjectives
98
Shares information about
preservation of healthy
environment.
Recognizes contrast, cause and
effect of ideas related to health
environment
List in a chart, causes and effects
of contamination
Week 15
To show contrast
between ideas and Effect of a contaminated
opinions
about environment.
healthy environment
Vocabulary
ü Breathing disease
ü Global warming
To relate ideas about
ü Water pollution
how to take care of
ü Hearing problems
our
natural
resources to benefit Structures:
human health and
ü Adverbs
planet.
ü Demonstratives
99
Recognizes, contrast, cause and
effect of healthy environment.
Uses the grammar structure to
describe
healthy
environment
activities in our country.
Creates a collage showing ideas
about ways to create a healthy
environment.
100
101
102
103