INTEGRATED LEARNING

GUIDE / YACHAYÑAN KAMU

10°
CHUNKA NIKI PATA

“BREAKING THE LAW”

Process PAI
69
-
75
GENERAL INFORMATION / RIKSICHIKKUNA:

PROVINCE / MARKA: …………………...…………………………………………

TOWN / KITILLI: ………………………………………………………………….

PARISH/ KITILLI: …………………………………………………………….

SECTOR / AYLLUSHUTI: ……………………...……………………………………

SCHOOL / YACHANAWASI: ………………………………….

TEACHER / YACHACHIK: ……………………………………………………….

PROCESS: …………………………………………………………………………

UNIT / TANTACHISHKA YACHAY: 2

CIRCLE OF KNOWLEDGE AND DOMAINS / YACHAY MUYUY: 1, 2, 3, 4

DATE STARTING: ……………………. DATE ENDING: …………

SCHOOL YEAR: ………………. ………………………

AUTHORS TEAM / YACHINAPA ÑANTA RURAKKUNA:

Lic. Mercy Lucia Ordoñez Serrano

Lic. Rita Vicenta Rivas Moran

MSc. Narcisa de Jesus Peña Saavedra

Lic. Everilda del Rocio Ibarra Garboa

Lic. Raul Rodrigo Aucanshala Guashpa

Lic. Frelly Maria Molina Pinargote

Lic. Jesús Jacqueline Flores Sanmartín

REVIEW TEAM / YACHAY ÑANTA ARINIKUNA (año 2023)

• Abg. José Yungán Guashpa – Director Zonal de EIB, Lic.

• Lic. Gloria Balla Paucar, Analista de Acompañamiento pedagógico – SEIBE

• Lic. Rocio Gualán Cepeda, Analista Zonal de EIB.

• Lic. José Valla Guacho, Analista de Acompañamiento pedagógico – SEIBE (2020-2022)

• MSc. José Bagua, Analista Zonal de EIB (2020).

UNIT / TANTACHISHKA YACHAY: 2

GUIDE OF KNOWLEDGE / YACHAY ÑAN: 2

TITLE OF THE GUIDE / YACHAYÑAN KAMUPA SHUTI:

“BREAKING THE LAW”

MUNAYACHIK SHUYU / MOTIVATING GRAPHIC

TANTACHISHKA YACHAYKUNA / MAP OF KNOWLEDGE

1. Breaking the law

1.1 The study of crime

1.2 Prisons around the world

1.3 Methods of Punishment

1.4 Present Perfect – Past perfect

USHAYKUNA / DOMAINS

Learners can display an appreciation of and demonstrate respect for individual and

group differences by establishing and maintaining healthy and rewarding relationships based

on communication and cooperation. Learners can appreciate and show respect for individual

and group differences by establishing and maintaining healthy and rewarding online and face-

to-face interactions. Learners can communicate and cooperate in a respectful, empathetic

manner.

PAKTAY / OBJECTIVE
 Will be able to introduce the need for independent research as a daily activity by

using electronic resources (ICT) in class while practicing appropriate competences in the four

skills. Will be able to narrate personal experiences.

RURAYKUNA / GUIDE DEVELOPMENT

I. YACHAYTA TARIPAY / DOMAIN OF KNOWLEDGE

Learners can narrate past experiences, describe places and in:

 Vocabulary: playing with words.

 Reading: • using words with similar meaning

• recombining knowledge of vocabulary and grammar to understand a text

 Writing: mapping the events of a narrative into a story map.

 Speaking: paying attention to present perfect and explain.

WEEK 1

YARIYAYKUNA / SENSO PERCEPTION ACTIVITY

Look at the picture and answer the following questions:

 What do you appreciate in the

picture?

 Do you believe that can exist a

prison in an island?

YACHAYMAN YAYKUY / PROBLEMATIZATION

- Ask questions (verbal) according to the knowledge and recognition activity.

  How do you think justice was handled in different societies in the past?

 What are the conditions in different prisons around the world?

 How have criminals been punished throughout history?

 How is formed the present perfect?

 Do you know the structure of the past perfect?

AMAWTA YACHAY / SCIENTIFIC CONTENT

- Use of methodological strategies to teach the student about the subject of knowledge.

THE STUDY OF CRIME

Criminology is based on the ideas of some

thinkers and philosophers. They asked how

we can live in society and thought it was

only possible thanks to a construction we all

live in called “social contract”. That is, we limit some of our freedom in order to live

peacefully in society. If someone breaks the social contract, society makes them pay through

punishments or limitations. There are many types of criminals like burglars, robbers, identity

thieves, bank robbers, shoplifters, pickpockets, kidnappers and society has made laws to

punish all these people. Nowadays the solution is taking away a person´s of freedom, or in

more serious cases, the death penalty.

PRISONS AROUND THE WORLD

At the beginning we saw that justice is a social construction. Each society is different. Prisons

are the result of how each society chooses to punish people who do not comply with the

established social contract. For this reason, prisons around the world are so different. In some

countries, prisons are horrible places.

Inmates live in overcrowded cells like

in Haiti’s Civil Prison, El Buen Pastor

Women’s prison in Bogota, where each

cell is filled up with 20 inmates, or The

Maula prison in Lilongwe, Malawi, in

Africa where almost 200 prisoners can be crammed into a cell suitable for 60 people. In other

countries, especially in northern Europe, prisons want the inmates to rejoin society when they

finish their sentence. For this reason, prisons are places where criminals rehabilitate. The

cells in prisons of countries like Norway, Germany, Denmark, or Sweden, are comfortable

single or double bedrooms with TV, private toilet, musical instruments, some even have

video games.

METHODS OF PUNISHMENT

Punishments in the Past. After the conquest, much information was lost about what life was

like before the arrival of the Spaniards. However, thanks to some texts

such as “The Chronicles of the Indies”, we know that the Inca Empire

had rules that regulated the conduct of people and actions considered

criminal. These norms established punishments according to the

seriousness of the crime and the social class of the person who had committed the crime.

Historians affirm that the Incas had extremely hard and cruel rules, some qualified as

draconian. For example, the “Vinpillai”, or punishment of adultery, consisted of stoning the

culprit to death.
 Listen

Script:

Ok class, today we are talking about punishments through the 20th century

in the UK. From the 15th to the 18th century criminals were punished physically. Punishment

took place in public. Not only criminals, but vagabonds were also punished in those times.

Punishments were not mild, but rather harsh.

When an authority found someone had been begging in

the 1540s, they marked this person with the letter V, for

vagrant, on their forehead. And the vagrants who had

done it multiple times were killed. In the early Capital

punishment for serious crimes was frequent from the 16th

to the 19th century. The most common methods were

hanging criminals in public places. Burning was also a form of punishment, especially for

women. In Wales, men who had hit their wives, cheated on them, or refused to marry a girl

they had got pregnant had to walk around the town with a painted face and a wooden frame

as a way to embarrass them. Punishment seems like it was very severe in the past.

Past perfect

The present perfect is used to describe

An action or situation that started in the past and continues in the present. I have lived in

Bristol since 1984 (= and I still do.)

An action performed during a period that has not yet finished. She has been to the cinema

twice this week (= and the week isn't over yet.)

A repeated action in an unspecified period between the past and now. We have

visited Portugal several times.

An action that was completed in the very recent past, expressed by 'just'. I have just

finished my work.

An action when the time is not important. He has read 'War and Peace'. (= the result of his

reading is important)

Affirmative

Subject +to have +past participle

She has visited.

Negative

Subject +to have + not +past participle

She has not (hasn't) visited.

Interrogative

to have +subject +past participle

Has she visited?

Negative interrogative

to have + not +subject +past participle

Hasn't she visited?

PAST PERFECT

Functions of the past perfect

The past perfect refers to a time earlier than before now. It is used to make it clear that one

event happened before another in the past. It does not matter which event is mentioned first -

the tense makes it clear which one happened first.

In these examples, Event A is the event that happened first and Event B is the second or more

recent event:

Event A Event B

John had gone out when I arrived in the office.

Event A Event B

I had saved my document before the computer crashed.

Event B Event A

When they arrived we had already started cooking.

Event B Event A

He was very tired because he hadn't slept well.

Forming the past perfect

The Past Perfect tense in English is composed of two parts: the past tense of the verb to have

(had) + the past participle of the main verb.

Subject +had +past participle

Affirmative

She had given

Negative

She hadn't asked.

Interrogative

Had they arrived?

 Subject +had +past participle

Interrogative Negative

Hadn't you finished?

To decide, past perfect

Affirmative Negative Interrogative

I had decided I hadn't decided Had I decided?

You had decided You hadn't decided Had you decided?

She had decided She hadn't decided Had she decided?

We had decided We hadn't decided Had we decided?

They had decided They hadn't decided Had they decided?

WEEK 2

YACHASHKATA RIKUY / VERIFICATION

1.- . Complete the sentences with the words in the chart.

Burglar – Pickpocket – Shoplifter – Kidnapper – Identity thief – Plagiarist – Bank robber _ Drug

dealer

a. A person who steals from a store is a ____________________.

b. A person who enters a home or building to steal is a ___________________ .

c. A person who takes the name of another person is an ____________________.

d. A person who takes the money from the bank is a ____________________.

e. A person who takes a person until someone pays to get them back is a _______________ .

f. A person who steals things from purses or bags is a ___________________.

g. A person who takes the ideas of another person without giving them credit is a

___________. h. A person who sells illegal substances is a _____________.

2.- How do you think justice was handled in different societies in the past?

3.-What are the conditions in different prisons around the world?

4.- How is formed the present perfect?

TUKUNCHAY / CONCLUSION

1.- According to the dialogue about methods of punishment, what do each of the

following words mean? Choose the best option for each one.

2.- Using the present perfect , read and match.

2.1 My hands are dirty. a. I haven't been to the market.

2.2 There aren't any apples. b. I haven't eaten my lunch yet.

2.3 The television is on. c. I haven't combed my hair yet.

2.4 I'm hungry. d. I haven't washed them yet.

2.5 My hair is untidy. e. The detective film hasn't finished yet.

3.- Put the words in the correct order to make sentences:

3.1 gone/he/to/the/had/cinema? _________________________________?

3.2 she/bought/had /tickets/the? _________________________________?

3.3 met/her/had/mother/ never/ her/ friend. _________________________________.

3.4 they/had/left/home/already _________________________________.

3.5 Peter/in/had /Spain/been? _________________________________?

3.6 my/ the/read/ had/newspaper/ already/ friends. _________________________________.

3.7 dived/in/my /swimming pool/had /brother/the. _________________________________.

3.8 stayed/in/they/that/had/hotel? _________________________________

WEEK 3

II YACHAYWAN RURAY / APPLICATION OF KNOWLEDGE

1.- Listen to the lecture about punishments throughout history. Then complete the

following sentences with the correct word from the list below. There are extra words.

a. From the 15th to the 18th century, criminals were punished _______________.

b. Criminals and ________________ were punished from the 15th to the 18th century.

c. Queen Elizabeth created a _____________ to help the poor.

d. The common methods of punishment were __________ and burning.

e. There were punishments for men who had beaten their wives in ________________ .

2.- Answer the following questions about the study of crime..

2.1 What did philosophers think was necessary to live peacefully in society?
2.2 Explain in your own words what “social contract” is. Give examples from your life

situation.

2.3 According to the text, how does society keep the peace?

3.- Using the past perfect, make questions.

3.1. Peter had proved the contrary. _________________________________?

3.2. You had forgotten the tickets. _________________________________?

3.3. They had caught the train. _________________________________?

3.4. Pierre had carried the books. _________________________________?

3.5. I had misunderstood you. _________________________________?

3.6. It had been the dog. _________________________________?

3.7. My daughter had missed the bus. _________________________________?

3.8. My mother had celebrated her birthday. _________________________________?

4.- Read prisons around the World and answer the questions.

4.1. According to the text how are prisons around the world different?

4.2. What does the “social contract” have to do with the amount of people in a cell?

4.3. In which of the two categories of the text are prisons in your country?

WEEK 4

III YACHAYWAN WIÑACHIY / CREATION OF KNOWLEDGE

  Create a paragraph of 90 words comparing the conditions of each type of prisons,

similarities and differences.

 Create a graphic organizer about the methods of punishment.

 Create 5 sentences using the present perfect.

 Create 5 sentences using the past perfect.

IV YACHAYTA WILLACHIY / SOCIALIZATION OF KNOWLEDGE

 Explain in your class the paragraph that you did.

 Talk with your class and family about the graphic organizer that you did.

VI CURRICULAR ADAPTATION FOR STUDENTS WITH EDUCATIONAL

NEEDS.

 Specification of the educational need to attend.

 Specification of the adaptation to apply.

STUDENT`S NAME:
LEVEL OF ADAPTATION TO APPLY:
SPECIFICATION OF EDUCATIONAL
NEED:
SPECIFICATION OF THE
ADAPTATION TO BE APPLIED:
METHODOLOGICAL RESOURCES EVALUATION
STRATEGIES ACTIVITIES /
TECHNIQUES /
INSTRUMENTS.

ACTIVIDADES FECHA Aprobaci

Nro Inici Fi ón
NOMINA
. Dominio Aplicación Creación Socialización al nal
                                                 

                                                 

                                                 

                                                 

                                                 

                                                 

RURAK / ELABORADO RIKUK / REVISADO ARINIK / APROBADO

YACHACHIKPA SHUTI: RIKUKPA SHUTI: ARINIKPA SHUTI:

SHUTI ASPI: SHUTI ASPI: SHUTI ASPI:

PUNCHA/KILLA/WATA: PUNCHA/KILLA/ PUNCHA/KILLA/WATA:

WATA:

 ENGLISH TEACHER Investigative Learning Process 69-75

Bibliography

https://www.ef.com/wwen/english-resources/english-grammar/past-perfect-tense/
https://en.islcollective.com/english-esl-worksheets/grammar-practice/general-grammar-
practice/present-perfect-tenses/present-perfect/16569
Currículo de los Niveles de Educación Obligatoria. (2019). ENGLISH AS A FOREING
LANGUAGE. In M. D. ECUADOR, SUBNIVEL SUPERIOR (pp. 450-527). QUITO:
Houghton Mifflin Harcourt.
internet, E. e. (2021). En el cole de internet . En el cole de internet :
http://image.slidesharecdn.com/presentacinpastsimple-110331122216-phpapp01/95/
presentacin-past-simple-3-728.jpg?cb=1301574167
Ministerio de Educación del Ecuador.Modulos de Ingles
UNAM. (2017). AMBIENTE VIRTUAL DE IDIOMAS.
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/2444/mod_resource/
content/23/contenido/index.html#:~:text=They%20are%20called%20%E2%80%9C
%20Question%20Words%20%E2%80%9D.%20Question,chart%20we%20are
%20going%20to%20study%20Question%20Words.