UNIDAD EDUCATIVA “POLICÍA NACIONAL”

Formamos ciudadanos y ciudadanas con una educación de calidad para la vida, el trabajo y la ciencia
DIRECCIÓN: PIO DURE S11-346 Y ROSA YEIRA
AMIE: 17H00625
TELÉFONO: 2668384

PROJECT HUMANISTICO
Trabajo Asincrónico
ASIGNATURA INGLÉS
SEMANA DE TRABAJO 1
FECHA: septiembre 13 al 17 de septiembre de 2021
FRASE MOTIVADORA

. “Nunca pienses en el estudio como una obligación, sino como una oportunidad para penetrar en el maravilloso
mundo del saber.”
Albert Einstein

DOCENTE: Lic. Carmelina Nazate Ramírez

COURSE: DÉCIMO EGBS PARALELOS: A, B, C, D, E, F

PROYECTO: HUMANISTICO LA INTERCULTURALIDAD

OBJETIVOS DE APRENDIZAJE. - O.EFL 4.2 Apreciar y valorar el inglés como idioma

internacional y medio para interactuar globalmente.

INDICACIONES:
Desarrollarás un proyecto para valorar que vives en un mundo mega diverso y pluricultural y debes
contribuir en la construcción y cuidado de una sociedad humana justa y equitativa.
Para realizar las actividades planteadas, recuerda que puedes utilizar recursos nuevos y reutilizar los
materiales disponibles en casa, tales como:
● Textos escolares del Ministerio de Educación de este año y de años anteriores.
● Cualquier diccionario que tengas en casa.
● Hojas de cuaderno o reutilizables con espacio para escribir.
● Goma (pegamento) o cinta adhesiva.
● Espejo.
● Cartulinas o cartón que sirva de soporte.
● Lápices de cualquier color, borrador, bolígrafos, pinturas, marcadores u otros materiales que tengas en
casa.
THEME: THE SUICIDE OF THE CUVIVÍES, WRITED IN OZOGOCHE

OBJECTIVE: Encourage interculturality through the comprehensive reading of captions in images that
the student, through the dialogue of knowledge technique, builds own knowledge.
Fomentar la interculturalidad a través de la lectura integral de leyendas en imágenes que el alumno, a través de la
técnica del diálogo del conocimiento, construye el conocimiento propio.

Specific objective: Encourage

interculturality through the comprehensive reading of captions in images, to
describe in their own words.

What does the student have to
do? ¿Qué tiene que hacer el
alumno, concreto?
1. Identify the graphic
elements of the image
2. Comprehensive reading
of images
3. Read, understand, single
sentence main ideas,
topic, draw conclusions.
How will you make
¿Cómo lo va hacer?
1. Look for the thematic
reference of each element
of images.
2. Describe each of images.
3. Observe, analyze and
comment in the work team
what they understand from
the reading of images.
4. Semantically relates the
referenced topics.
How verify the learning
¿Cómo verifico que
aprendió?
1. Make notes as a
synthesis of the main ideas
of the paragraph expressed
as a title or topic (what the
text is about, what is talked
about in the text)
2. Value the importance of
living interculturality
within the school and
outside of it

5. Identify the main and

supporting ideas. The
main idea is that, if
deleted, the paragraph
loses its meaning.

6.

1. THE SUICIDE OF THE CUVIVÍES, WRITED IN OZOGOCHE

TRABAJO ASINCRÓNICO
ACTIVITIES FOR IMAGES

1. Identify the graphic elements of the images

2. Look for the thematic reference of each element of images.
3. Comprehensive reading of images
4. Describe each of images

ACTIVITIES FOR READING

5. Read, understand, single sentence main ideas, topic, draw conclusions.

6. Identify what the title expresses.
7. Determine what the text will talk about.
8. Interpret what the title means.
9. Perform reading techniques as underlining

READING: Wawakuna

we understand and value our cultural roots

Mama Lucita, says a legend, that for many years there has been a ritual that birds have performed to
the Pachamama, in gratitude for the kindness received in her life. All this happens here close by, via
Macas, in the Laguna Negra de Ozogoche. Thousands of birds come from North America, for the
autumn time, in the middle of September approximately, when the day of the sacred tribute takes
place. The sky turns gray and in the mountains, the sound of the wind was drowned out by the howls
of the wolf, known as supay (devil), who is like an ashcu (dog). Suddenly, hundreds of cuvivíes
(birds) fly through the space, with their unmistakable song of pain and, in an indeterminate instant,
rush into the icy waters, in an ancestral, cosmic and mysterious tribute. This happens out of respect
for the Pachamama, since the great lagoon needs vital energy to keep the lake system of this space
alive, which is made up of sixty lagoons up to the Cajas. Ozogoche in Kichwa means eager to eat
meat. The cuvivíes, in gratitude, descend into the icy waters where they give their life and energy as
a suicide tribute. The ancestors say that later they reincarnated with more wisdom in another animal
to complete the life cycle. The next morning, the natives of that area collect baskets and sacks of the
bodies of suicide birds from the shores of the Cuyo, Atillo and Ozogoche lagoons. It is a celebration
of fellowship, because they all celebrate together with the exhibition of folklore, crafts made with
materials from the páramo, which attracts foreigners for its incredible spectacle, the indigenous
people have made this ritual a source of knowledge sharing. The little birds arrive with the cold
wind, fog and rain, often accompanied by thunder and lightning. Granny Lucita says that there is a
tribute of gratitude from the birds to the Pachamama.

Source: Adapted by Silvia Naranjo