EPC

1. TEACHING FOR UNDERSTANDING UNIT 2018
AREA: SOCIAL STUDIES SUBJECT: SOCIAL STUDIES TEACHER: DANIELA PARIS GRADO: 2 TRIMESTRE: II
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES):
I recognize myself as a social and historical being, member of a country with diverse ethnicities and cultures, with a legacy that generates
national identity.
UNDERSTANDING GOALS
1. How do I establishrelationshipsbetweenexistingcommunities?(Method).
2. How do I relate communitiestotheirinternalorganizations?(Purpose).
3. What isthe role of each regulatoryandcontrol bodyof the community?
(Purpose).
TOPICS
1. Internal organizationof the differentcommunities(family,
school,neighborhood)
2. Urban and rural communities.(natural andcultural landscape,
urban andrural economicactivities)
3. Regulatoryandcontrol instancesinthe communities.
4. Conceptof history
5. Timeline (years, months,days).
6. NomadismandSedentary
7. PLEA´s readingworksheetapplication.
TOPIC 1 MY COMMUNITY
FASE HORA META PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT
E
4
1
1,2
COGNTIVECOMPETENCE
1. Recognitionof communityconcept, thoughvideos
and flashcard forcreate theirowndefinitionof this
concept.
INTRAPERSONALCOMPETENCE
1.1Expressesorallyandina write the conceptof community.
1.2Distinguishesdifferentcommunities.
1.3Identifiesimagesof communitiesandrepresentsitwith
drawings.
2.1Differentiatethe kindof communities.
2.2Talks aboutreal experiencesinlifeaboutcommunities.

2. 2. Identification of some family members and school
communities,throughflashcards and questionsfor
identify the role of each member. Make a
brainstormingontheirnotebooksusingmainwords
2.3 Recognizedmemberof eachcommunity.
G
6 2
1,2
2
1,2
1,2
COGNITIVE COMPETENCE
1. Identification of the important places in each
neighborhood (hospital, supermarkets, shopping
centers, etc.), through the creation of a map, to
highlight the importance of the different places in
the community. (Homework)
INTRAPERSONAL COMPETENCE
2. Designof an interviewforthe staff of the school,to
understand how each person helps the functioning
of the institution,throughquestionsrelatedtotheir
work.
INTRAPERSONAL COMPETENCE
3. Comparisons about some roles in a community.
Students will work in groups and each one takes a
role of a community in order to make a role play to
the class. Finally, students answer the questions:
What isthe role of amemberinacommunity?What
are your roles according to the communities you
belong to?
COGNITIVECOMPETENCE
4. Descriptionof the rulesfollowedineachone ofthe
communities (family and school) through a
workshoptocompare the allowedbehaviorsineach
1.1Relatespre-conceptswithunknownvocabularyinorderto
mentionthe typesof communitiesontheirneighborhood.
1.2 Identifiesdifferentrolesineachplace.
1.3 Expressesorallythe importanceof eachplace intheir
neighborhood.
2.3 Designsquestionsusingthe vocabularylearnedinclass.
2.4 Sharesthe answersorallyusingproperEnglish.
3.1 Comparesdifferentrolesinacommunity.(Community helpers)
3.2 Observes with attention some videos about the roles in a
community to take part of conversations about the topic.
3.3 Identifiesdifferentrolesinsome flashcardsandtalkaboutone of
those.
4.1Identifies different rules for each community.
4.2 Differentiates the behaviors allow in different communities.
4.3 Express oral and write the rules of each community.

3. place,usingthe picturesgivenstudentsidentifyand
describe the rules.
S
5 1,2
2
COGNITIVE COMPETENCE
1. Illustration of the different communities through
the elaboration of a portrait to demonstrate the
different communities to which we belong.
INTRAPERSONAL COMPETENCE
2. Creation of a family tree to make a presentation
thatdescribesthe functionof thefamilyincludehow
it helps to the community.
1.1Identify the definition for each term.
1.2Selects main information about communities in order to
differentiate in a draw.
2.1 Describes their family using vocabulary learned in class.
2.2 Identifies family members and match its names properly.
TOPIC II MANY COMMUITIES IN A PLACE
E 2 2
1
INTRAPERSONAL AND PROCEDIMENTAL COMPETENCE
1. Recognition of rural and urban communities,
through videos students will identify differences
betweenrural andurbancommunities,forcomplete
a chart with differences.
COGNITIVE COMETENCE
2. Analysis of how the time (days, months and years)
is measured in the community to understand how
the communities have been organized through
history and how they are organized day by day
COGNITIVE COMPETENCE
3. Comparison of a picture betweenthe pre-concepts
of nomadism and sedentary, opposite to the
concepts seen in class. Students make a synoptic
chart on their notebooks.
1.1Relates pre-concepts with unknown vocabulary in order to
mention the types of communities on their notebooks.
1.1 Identifies the types of communities.
2.1Unsterstands how time is divided (days, months, years).
2.2Expresses the importance of measuring time.
3.1Compares pre-concepts with the concepts seen in class about
nomadism and sedentary in a synoptic chart.
3.2Explain with their own words de definitions for nomadism and
sedentary.
G 4 1,2 COGNITIVE, INTRAPERSONAL COMPETENCE
1. Classification of different activities in rural and
urban communities, through definitions some
1.1 Writes sentences about the main characteristics of Urban and
Rural community.
1.2 Talkabout comparisonsbetweenurban and rural communities.

4. 1,2
1
activities, studentswill classify where communityis
the proper one for each activity.
PROCEDIMENTAL COMPETENCE
2. Creationofconceptual map withthe mainconcepts
Using the metacognitive strategies students work
with a visual text called: “Sedentary vs. nomadic
tribes”Before readingthe text,theteachershowsto
studentstwo picturesabout nomads and sedentary
people in order to find differences between them
and predict about them. During the reading,
students circle the new words for them and try to
guess the meaning in groups.At the end, they have
to create a conceptual mapwiththe main concepts.
COGNITIVE COMPETENCE
3. Description of history concept, through questions
related how past events affect the present.
COGNITIVE AND INTRAPERSONAL COMPETENCE
4. Determination of the most important events that
gave way to sedentary, through history, to
understand the main reason in general, man
preferredasedentary lifestyle throughthe designof
a timeline.
3.1 Takesnotesaboutthe topicin orderto create a conceptual map
with the main concepts.
3.1Expresses orally what is history and its importance.
3.2Recognizes characteristics of historical events.
3.3Dertermines anddifferentiateswhatisahistorical eventandwhat
event is not.
4.1Reads and expresses properly what is a time line.
4.2Creates a timeline identifying its main characteristics.
4.3Identifies the historical events that led to a sedentary lifestyle.
S 3 1,2 COGNITIVE AND INTRAPERSONAL COMPETENCE
1. Elaboration of an oral presentation by groups for
illustrate examples of urban and rural communities
lived in the specific epoch.
PROCEDIMENTAL COMPETENCE
1.1 Presents orally the collage in front of the class.
1.2 Use the correctly the vocabulary learned in class.

5. 2. Creation of a collage about main items of
nomadism and sedentary for recognize the main
characteristics of each community.
2.1Uses vocabulary learned in class.
2.2Expressesorallythe characteristicsof nomadism and sedentary.
2.3Mades a creative collage.
TOPIC III REGULATORY AND CONTROL INSTANCES IN THE COMMUNITIES.
E 2 2,3 COGNITIVE, PROCEDIMENTAL AND INTRAPERSONAL
COMPETENCE
1. Identification of local boards through a story to
understand where the control of a community is
generated.
1.1Expresses orally what is a local board?
1.2Identifies why a local board exists and how does it work
G 4 1,3
1,3
COGNITIVE AND INTRAPERSONAL COMPETNCE
1. Recognitionofthe responsibilitiesofthe regulatory
and control bodies, through flash cards that show
some actions for understand what are the
importance of regulated a community.
PROCEDIMENTAL COMPETNCE
2. Organization of different control instance through
differentproblematicsituationsinthe communityto
understand what control is appropriate for each
situation.
1.1Identifiesthe differentcontrol bodiesanddescribe them.
1.2Understandsand expresses the importance of control bodies.
2.1 Organizes main ideas about what a control instance and what
does it mean.
2.2 Synthesizes information to create the own definition.
S 2 1,2,3 COGNITIVE, PROCEDIMENTAL AND INTRAPERSONAL
COMPETENCE
1. Creation of a story to identify communication
channels between the community and the control
instances.
1.1Represents adequately the communication channels that are
given in a community.
1.2Shareshisstory withhisclassmatesusingthe vocabularylearned.
TOTAL 32
TERM DESCRIPTORS:

6. SUPERIOR HIGH BASIC LOW
The student analyzes people´s
rulesandresponsibilitiesatthe
communities. Also, explains
rules which were built socially,
in order to identify when
he/she canparticipate ontheir
construction or adaptation.
The student differentiates
people´s rules and
responsibilities at the
communities. Also,
compares rules which were
built socially, in order to
identify when he/she can
participate on their
construction or adaptation.
The student identifies
people´s rules and
responsibilities at the
communities. However,
he/she should reinforce on
the rules which were built
socially,andwhenhe/shecan
participate on their
construction.
The student presents
difficulty to associate and
relate to their environment
the subjects seen during the
term such as people´s
responsibilities at the
communities, rules at the
communities, and when
he/she can participate on
their construction or
adaptation.
CRITERIA
LEVELS
Superior High Basic Low
Oral presentations
(Synthesis stage)
The student always uses the
target language to talk about
the different topics worked in
class.
The student uses very often
the target language to talk
about the different topics
worked in class.
The student sometimes uses
the target language to talk
about the different topics
worked in class.
The student rarely uses the
target language to talk about
the different topics worked in
class.
Written activities
The studentworksinan
excellentwaythe activities
inand out of the class,using
the target language,shows
responsibilityforgiving
compromisesand
homeworkinthe assigned
time,andworksshow
qualityandeffort.
The student does the
activities inside and outside
the class, using the target
language and showing
responsibility and tries to
give the works on time.
The student solves the
activities in and out the
class; gives the works, but
sometimes after the
established date.
The student works in class
but needs more effort in the
activities done. He/she must
pay more attention to the
instructions and dates for
work’s presentation.

7. RUBRIC