Mapa-Cartografía Curricular
Aixamarie Díaz Alvarado
Curso ETEG 503
Facilitadora: Laylannie Torres
Introducción
 La siguiente presentación muestra un mapa curricular para estudiantes de inglés de nivel
elemental de 4-6. El propósito de esta unidad es promover en los estudiantes el interés
por aprender además que al ser un Segundo idioma, estamos promoviendo el mismo, el
deseo por aprender inglés, conocer nuevos conceptos de vocabulario, desarrollar
nuevas destrezas de aprendizaje y promover que los estudiantes se comuniquen escrito y
oralmente en inglés mediante temas que ellos conocen (contexto cultural). Para poder
aprender un idioma es importante que se motive al estudiante y se presente de una
manera que pueda sentir relación de lo que aprende con su entorno.
¿Qué es Mapa Curricular?
Estructura, Guía
Organizar de
manera lógicapedagógica
Representación
Mapa
Curricular
Integración de
diferentes
conceptos,
recursos
tecnológicos
Secuencia de
contenidos,
duración
Implementar
materiales,
estrategias,
metodologías
Parte de Mapa Curricular
Class
Level
Content
English
4th-6th
Story: “El Jibarito Cuisine”
Time approximately: 8 days
Goals: The purpose of this unit is to enhace English skills in
students including vocabulary, critical thinking, develop
writing, listening/speaking skills, improve the reading
process, motivate them to know other ways to learn English
by reading a story with elements of Puerto Rican culture
and including elements of north American culture.
Student’s Profile
Students are between fourth to sixth graders.
The unit plans to activate prior knowledge
and enhance it to new ones and promote
interest in the English language by reading a
story. Look for their knowledge of culture,
Parte de Mapa Curricular
Standards
LISTENING/SPEAKING:
The student uses the English language to interpret oral input, construct meaning, interact with
confidence both verbally and nonverbally, and express ideas effectively in a variety of
personal, social, and academic contexts.
READING:
The student uses reading strategies, literary analysis, and critical thinking skills to construct
meaning and develop an understanding as well as an appreciation of a variety of genres of
both fiction and nonfiction.
WRITING:
The student effectively communicates to a variety of audiences in all forms of writing through
the use of the writing process, proper grammar, and age appropriate expressive vocabulary.
Parte de Mapa Curricular
Day
Content
Day 1-2 Start to Work with
vocabulary words.
Activate prior knowledge
The class start by teaching
vocabulary words.
Day 3-4 Storytelling
The teacher story tell to promote
students writing, make questions
about the story, student’s reaction of
the events, and the plot of the story.
Discuss the elements of the story
like: Title, characters, events
Day 5 Elements of the story
Day 6 Elements of the story
Discuss the elements of the story
like: setting, plot, main idea
Day 7 Main Idea-the importance of
the story
The teacher discuss with students
the essence of the story, the learning
of new cultures, and reflect about
our own culture.
The teacher will provide a test
related to the story previously
discussed.
Day 8 Evaluation
Methodology
Materials
TPR- Total physical responsecommands-formulated sentence
using vocabulary words. Also the
teacher help students to pronounce
correctly the new words.
Storytelling-the teacher storytell the
story.
Images illustrated in a presentation
to conceptualize new vocabulary and
understand the meaning. Give
examples using vocabulary words.
Reacción escrita inmediata
Brainstorming
Voki, vodcast, using illustrations to
visualize the characters, and what is
happening.
Journal
Talks what is the story is about, title,
characters, events by reacting of a
different discussion questions.
Talks what is the story is about,
details, main idea, by reacting of a
different discussion questions
The teacher promote an
environment where students answer
questions (in English). Promote oral
skills development.
The teacher will provide a test
related to the story previously
discussed.
Computer, prezi
One minute paper-choose his/her
favorite character
Computer, prezi
Comic strip
Discussion Forum
Venn’s Diagram-identifies the
differences and similarities between
both cultures.
Computer
Test
Assessment/Evaluation
Referencias
 Turrent, A. (2005). Mapa Curricular. Recuparado de:
www.uovirtual.com.mx/moodle/lecturas/displpro/7.pdf
 DEPR. (2014). Plan de flexibilidad ESEA Departamento de Educación de Puerto Rico.
Recuperado de: www.de.gobierno.pr/files/ResumenFlexibility.pdf