UNIDAD EDUCATIVA “30 DE ABRIL”

Enokanqui – La Joya de los Sachas – Orellana

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

SCHOOL NAME: UNIDAD EDUCATIVA “30 DE ABRIL”
Academic Year: 2016 - 2017
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 9th EGB A1.2
Objectives
Book: Unit 2 O.EFL 4.3
Independently read A2.1 level text in English as a source of entertainment and interpersonal
English A 1.2 Cultures and intrapersonal interaction.
around the
World O.EFL 4.4
Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision making.

O.EFL 4.6
Write short descriptive and informative texts related to personal information or familiar
topics and use them as a means of communication and written expression of thought.
Periods: 30, 7-8 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
EFL 4.1.1 CE.EFL.4.1.
Compare and contrast oral traditions, myths, folktales and lit- Compare and contrast oral traditions and literature from
erature from Ecuador and international regions and cultures and Ecuador and beyond in order to manifest an understanding of
identify similarities and differences and universal cultural the relationship between cultural perspectives and practices
themes. and by sharing cross cultural experiences.

Oral Communication:(Listening and Speaking)

CE.EFL.4.7.
EFL 4.2.3 Listening for Information: Follow and identify some main ideas
Follow and understand short, straightforward audio messages and details in short and straightforward spoken or audio texts
and/or the main idea/dialogue of a movie or cartoon (or other set in familiar contexts, when delivered slowly and with
age-appropriate audio-visual presentations) if delivered slowly visuals to provide contextual support. Use spoken
and visuals provide contextual support. (Example: an announcement contributions in class as models for one’s own speech.
of a bus delay, an intercom announcement at school, a dialogue
supported by facial expressions/gestures and appropriate CE.EFL.4.9.
intonation, etc.) Production – Fluency: Use simple language to describe, compare
and make statements about familiar everyday topics such as
EFL 4.2.11 objects, possessions and routines in structured situations and
Give short, basic descriptions of everyday activities and events short conversations. Interaction is with reasonable ease,
within familiar contexts and use simple descriptive language to provided speech is given clearly, slowly and directly.
compare and make brief statements about objects and possessions.
(Example: family, school, living conditions, personal belongings)

Reading CE.EFL.4.11.
Produced by: Teacher: Verenice Manobanda 9Matter: English
Educamos para tener Patria
 UNIDAD EDUCATIVA “30 DE ABRIL”
Enokanqui – La Joya de los Sachas – Orellana

EFL 4.3.2 Demonstrate comprehension of main ideas and some details in

Make use of clues such as titles, illustrations, organization, short simple texts on familiar subjects, making use of
text outline and layout, etc. to identify and understand relevant contextual clues to identify relevant information in a text.
information in written level-appropriate text types.
CE.EFL.4.13.
EFL 4.3.6 Apply learning strategies such as using prior knowledge and
Apply learning strategies to examine and interpret a variety of graphic organizers to interpret new information in a text, and
written materials using prior knowledge, graphic organizers, assess this information according to the organization, subject
context clues, note taking and finding words in a dictionary. area and purpose of the text, using different criteria,
including ICT tools.
Writing CE.EFL.4.16.
Make use of simple learning resources, including those created
EFL 4.4.2 by one’s self, in order to compare and contrast information,
Make and use a simple print or digital learning resource to com- and choose appropriate resources according to the value,
pare and contrast information in order to demonstrate under- purpose and audience of each.
standing and command of a topic.
CE.EFL.4.17.
EFL 4.4.7 Show an ability to convey and organize information through the
Use the process of prewriting, drafting, revising, peer editing use of facts and details and by employing various stages of
and proofreading (i.e., “the writing process”) to produce well- the writing process, while using a range of digital tools to
constructed informational texts. promote and support collaboration, learning and productivity.
Language through the Arts CE.EFL.4.20.
EFL 4.5.6 Create short, original literary texts in different genres,
Create an effective voice using a variety of ICT tools, writing including those that reflect Ecuadorian cultures, using a
styles and typical features of a genre to create stories, poems, range of digital tools, writing styles, appropriate vocabulary
sketches, songs and plays, including those that reflect and other literary concepts.
traditional and popular Ecuadorian cultures.
CE.EFL.4.21.
EFL 4.5.10 Use pre-established criteria, including that which is written
Collaboratively produce criteria for evaluating literary texts by learners collaboratively, in order to evaluate and
and the effectiveness of group work. recommend literary texts (written, online, oral, in video,
etc.) and the effectiveness of group work.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Communication and Cultural Awareness
Reflecting on differences between people from New ACTIVITIES and TECHNIQUES
other countries and regions. Curriculum I.EFL.4.1.1.
EFL for Learners can compare and contrast Complete a illustrating
Reading a story about another culture and Superior oral traditions, myths, folktales and statement about a
responding to the main ideas with a short opinion. EGB literature from Ecuador and other socially responsible
cultures in order to demonstrate an behavior.
Oral Communication:(Listening and Speaking) English - understanding of the relationship
Listening to spoken or recorded descriptions of Teacher´s between cultural practices and Circle the words they
familiar scenes, and marking the words you hear. Book A 1.2 perspectives. Learners can share hear while listening to a
(Example: Learners hear a dialogue between two cross-cultural experiences while conversation.
teenagers talking about an assignment. They circle English - naming universal cultural themes.
the verbs they hear, etc.) Teacher´s (I.2, S.1, S.2, J.1) Complete True or False
Book A 1.2 statements while
Produced by: Teacher: Verenice Manobanda 9Matter: English
Educamos para tener Patria
 UNIDAD EDUCATIVA “30 DE ABRIL”
Enokanqui – La Joya de los Sachas – Orellana

Watching a short video and writing three new (Audios) Oral Communication listening to a dialogue.
things they learned. (Example: Sharks aren’t
mammals. They are fish. Sometimes they attack Flash Cards I.EFL.4.7.1. Ask learners questions
humans, but not all sharks are dangerous. Their Learners can identify the main idea about their family
teeth can grow back, etc.) Photocopiab and some details in short members.
le Sheets straightforward spoken audio texts
Asking learners simple questions about themselves, set in familiar contexts when the Read a text and answer
their family or their possessions and noting that Crosswords message is delivered slowly and there information questions.
their response time is relatively quick (i.e., not is other contextual support. (Ex-
so slow that the interaction becomes uncomfortable Strategies ample: rules for a game, classroom Correct incorrect
for the student or the teacher, and the response Templates instructions, a dialogue in a scene sentences in an article.
is appropriate although there may be some basic from a cartoon or movie, etc.)
errors) Learners can use other classmate’s Write about a subject
contributions in class as models for with a list of given
Conducting a class survey where learners ask each their own. (I.2, I.3, S.4) words.
other about a familiar topic and record each
other’s answers. (Example: What’s your favorite I.EFL.4.9.1. Share a story through a
sport? Do you have a favorite team? What sports do Learners can use simple language to role play.
you play? Are you good at it?, etc.) Sharing a few describe, compare and state facts
things about their classmates’ answers. (Example: about familiar everyday topics such INSTRUMENTS
Sam is an Emelec fan. He loves soccer but he isn’t as possessions, classroom objects and
good at it. He is the only Emelec fan in our routines in short, structured Rubrics
class. Everyone in our class plays soccer, etc.) situations, interacting with relative
ease. (I.3, I.4, S.4) Portfolio
Reading
Reading a text and answering information Reading Oral interview
questions.
I.EFL.4.11.1. Quiz Time Test
Choosing from a list of words to complete gaps Learners can understand main ideas
from a reading. and some details in short simple on-
line or print texts on familiar
Predicting main ideas by reading the title and subjects, using contextual clues to
using other contextual clues (e.g., illustrations, help identify the most relevant
subheadings, etc.) information. (Example: title,
illustrations, organization, etc.)
Reading a short news article and completing an (I.2, I.4)
outline.
I.EFL.4.13.1.
Reading a paragraph about a familiar content area Learners can apply learning
subject and then correcting incorrect sentences. strategies such as using prior
(Example: The United States is the country that knowledge and graphic organizers to
grows the most rice corn, etc.) interpret new information in a text.
Learners can assess this information
Studying an infographic on a familiar subject and according to the organization,
answering questions about the information. subject area and purpose of the text,
(Example: learners study an infographic about through the use of different
teenagers and sleep and then answer questions such criteria, including ICT tools. (I.2,
as, How many hours a night do most teenagers get?, I.4, J.4)
Produced by: Teacher: Verenice Manobanda 9Matter: English
Educamos para tener Patria
 UNIDAD EDUCATIVA “30 DE ABRIL”
Enokanqui – La Joya de los Sachas – Orellana

What percentage of teens fall asleep in class?,

etc.)
Highlighting relevant key information in a text
and crossing out irrelevant information.
Keeping a vocabulary notebook of
antonyms of words from a text.
Brainstorming everything known about a topic and
then reading a text to check true and false
information.
Reading a text and matching content-based words to
their definition or picture.
Completing a KWL TRI-FOLD chart about a text.
Using a dictionary to look up key words in a text.
Writing
Making posters in small groups of new phrases and
expressions in order to display in the classroom.
Making flashcards for new words and using them to
quiz a partner.
Writing
I.EFL.4.16.1.
Learners can use and make simple
learning resources, both online and
in print, in order to compare and
synonyms and contrast information. Learners can
choose appropriate resources and
critically evaluate the information
in these resources, according to the
value, purpose and audience of each.
(I.1, I.3,
I.4, J.2, J.4)
I.EFL.4.17.1.
Learners can convey and organize
information through the use of facts
and details and by employing various
stages of the writing process, while
using a range of digital tools to
promote and support collaboration,
learning and productivity. (I.1, I.3,
S.4, J.2, J.4)
Language through the Arts

Recording synonyms and antonyms of words in the I.EFL.4.20.1.

margins of reading texts. Learners can create short, original
literary texts in different genres,
Writing new words and phrases in a vocabulary including those that reflect
notebook. Ecuadorian cultures, using a range of
digital tools, writing styles,
Writing about a topic and choosing words for a appropriate vocabulary and other
glossary and writing the definitions. literary concepts. (I.1, I.3)

Using a glossary from a text to understand new I.EFL.4.21.1.

words and recording the definitions and example Learners can evaluate and recommend
sentences in a vocabulary notebook. literary texts (both written and
oral, online, in video or in print)
Completing the gaps in a sentence. (Example: Nancy according to pre-established crite-
has a car. ---- car is green. ---- needs a new ria. Learners can work in
car, etc.) collaborative groups to write their
own criteria for evaluating literary
Using question prompts to interview and then write texts and the effectiveness of group
sentences about a classmate. (Example: Where does work. (I.4, S.3, S.4, J.3)
he live? What food does he like?, etc.)

Reading a text and using a checklist to talk about

Produced by: Teacher: Verenice Manobanda 9Matter: English
Educamos para tener Patria
 UNIDAD EDUCATIVA “30 DE ABRIL”
Enokanqui – La Joya de los Sachas – Orellana

how it is organized. (Example: Is there a title?

Does it have an opening sentence?, etc.)

Adding pictures to a group presentation.

Writing about a subject using key words given in

class. (Example: Key words: reptile, cold-blooded,
scales, tail, vertebrates. → Reptiles are cold-
blooded. When it’s cold outside, they’re cold,
too. They have scales. They also have a tail. They
are vertebrates, etc.)

Language through the Arts

Using ICT to research about a topic of learners’
choice and writing a short story with the
findings.

Selecting desirable behaviors for group work from

a list and reaching a consensus as a group for the
three most important.

Discussing rules and norms for a group project

before the project begins. (Example: Don’t
interrupt others, Do your work on time, Don’t make
negative remarks, etc.)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts: Transversal Axes

Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect,
love, peace, justice, innovation, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: English Signature: Signature:

Date: October 31th, 2016 Date: Date:

Produced by: Teacher: Verenice Manobanda 9Matter: English

Educamos para tener Patria