PEA-RG13/31032014 guía pedagógica Versión 1

FULL NAME ASIGNATURE: ENGLISH GRADE 5° A B C

DATE TEACHER VERÓJNICA MAYORGA NIETO TERM FIRST

SOLVING PROBLEMS AS A

STRATEGY OF TEACHING

A perceived gap between the existing state

and a desired state, or a deviation from a

norm, standard, or status quo. Read more:

http://www.businessdictionary.com/definition/problem.html#ixzz2swcNGdHk

A problem can be caused for different

reasons, and, if solvable can usually be

solved in a number of different ways. This is

determined by the context in which a said

problem or problems is defined. When

discussed, a problem can be argued in

multiple ways. Generally speaking, there are

two positions to take, the polemic or the

defensive. An example of this is the mother

who has a problem with how her daughter is

going out, dressed in a particular fashion. She

may tell her daughter, there is no way she is

leaving the house looking like that. In this

example, the mother would be on the polemic

side, and the daughter, who presumably

would like to go out dressed however she

pleases, would be on the defensive side.

The Steps in Problem-Solving

In order to correctly solve a problem, it is important

to follow a series of steps. Many researchers refer to

this as the problem-solving cycle, which includes

developing strategies and organizing knowledge.

While this cycle is portrayed sequentially, people

rarely follow a rigid series of steps to find a solution.

Instead, we often skip steps or even go back through

steps multiple times until the desired solution is

reached.

Topics to develop in the process:

The student has to investigate and learn the following topics in order to obtain a successful result.

Countries

Nationalities

Plural and singular nouns

Verb TO BE

Conector

Clothes

food

https://www.youtube.com/watch?v=Z6cvRmyEUKc https://www.youtube.com/watch?v=zOutV1Y8svY http://www.talkenglish.com/Grammar/singular-plural-nouns.aspx

http://www.ixl.com/ela/grade-2/is-the-noun-singular-or-plural

ACHIEVEMENT ACHIEVEMENT INDICATORS

Identify the

vocabulary related to

English countries,

with their respective

nationalities, applying

it in activities inside

and outside the

classroom.

Recognizes the structure and pronunciation of the countries’ names in the

world with their English nationality.

Participates in short conversations and develops listening skills through

role play.

Makes oral presentations on a specific country, using the vocabulary seen

in class.

Make a newsletter or brochure, using basic information from a country

where English.

Conserves an interest in the topics covered in class, demonstrating a

listening level to the activities.

In order to achieve the activity it is necessary to know:

Differnt countries and nationalities

Foods

Clothes

These attachments allow you to define the best solution, methods for construction and drafting the final report.

APPENDIX 1: ESTABLISHMENT OF THE TEAM

Team name

STUDENTS’ NAME

FUNCTION

1.

2.

3.

4.

5.

6.

Slogan:___________________________________________________________________________________

_________________________________________________________________________________________

APPENDIX 2: Need situation (description)

Problem

A group of students from different countries will visit Cúcuta next month. They only speak English as their second

language. So Education Secretary has chosen Educational Institution Monseñor Jaime Prieto Amaya school for

welcome them.

The rector Paul has great confidence in the fifth grade students’ skills, and assigns them their welcome.

To solve this problem it is necessary (requirements):

The students have to know different countries and its nationalities because they don’t

know who is the foreign student that they have to give a welcome?.

Looking for the students culture (food, clothes and custom)

Make an oral exposition.

Make a newsletter or brochure, using basic information from a country

APPENDIX 4: INFORMATION QUEST ABOUT THE PROBLEM

What kind of information does we looking for?

Where do we find it??

APPENDIX 5: OBSERVATION SHEET

PLACE:

SOURSE:

DATA:

OBSERVATION:

BRAIN STORM (ideas)

APPENDIX 6: BRAIN STORM (IDEAS)

Ideas Sketch

1st Idea: (strengths Vs. Weakness )

2nd Idea: (strengths Vs. Weakness )

3rd Idea: (strengths Vs. Weakness )

APPENDIX 3: Defining the problem

APPENDIX 8: MATERIALS USED Used materials : Denomination

APPENDIX 9: SAMPLE ESKETCH

nº Observed aspects 0 1 2 3

1

2

3

4

5

6

7

8

9

10

NOTA: Let´s evaluate the Project in order to know if it is according to the requirements or not. 0 – 3 excellent (it succeeded) Analyze carefully every single aspect in the schema:

¡in Conclusion!

Does this project answer to the need?

NO SI

disaster shocking Bad Good Better Excellent

Why?

APPENDIX 7: SKETCH SELECTION

Idea Selected: REASONS TO BE SELECTED :

IDEA SKETCH :

RATING TEAMWORK AND OVERALL ASSESSMENT OF THE PROJECT ASPECT TO EVALUATE Lot Enough Few Nothing

Contribute to the analysis of the problem and helps to understand. Search for information in different sources and brings to the team.

Provides sketches of creative designs

It is tolerant of the ideas of others and does not impose his own.

It is a Volunteers to carry out some tasks Accept the distribution of work and fulfills his part.

Collaborate with others in the construction of some elements

He is interested in investigating and correcting some bugs

Recognize his/her own mistakes and is willing to rectify.

Actively involved in the drafting of the report

PROJECT EVALUATION SHEET EVALUATION OF RESULTS

Positive features

Negative features

Time used Observations

Cost $ Observations

Possible Improvement

Observations