UNIDAD EDUCATIVA “30 DE ABRIL”

Enokanqui – La Joya de los Sachas – Orellana

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: “30 de ABRIL”
Academic Year: 2016 - 2017
1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
Jenayra Correa English as a Foreign Language 8th EGB A1.1
Objectives
Book: Unit 2
O.EFL 4.1
English A 1.1 People I Identify the main ideas, some details and inferences of written texts, in order to produce
love level-appropriate critical analysis of familiar subjects and contexts.

O.EFL 4.2
Appreciate and value English as an international language and a medium to interact globally.

O.EFL 4.5
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.
Periods: 30, 7-8 class periods per lesson
2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 4.1.9
Recognize the consequences of one’s actions by demonstrating
responsible decision-making at school, online, at home and in
the community, while considering ethical standards, safety con-
cerns, social norms and mutual respect.
EFL 4.1.10
Recognize and appreciate individual and group similarities and
differences by establishing and maintaining healthy and reward-
ing online and face-to-face relationships based on communication
and cooperation.
Oral Communication:(Listening and Speaking)
EFL 4.2.6
Use other students’ contributions in class as models for their
own.
Reading
EFL 4.3.1
Understand main points in short simple texts on familiar sub-
jects. (Example: news about sports or famous people, descrip-
tions, etc.)
Weeks: 6
Evaluation Criteria
CE.EFL.4.2.
Recognize and demonstrate an appreciation of commonalities be-
tween cultures as well as the consequences of one’s actions
while exhibiting socially responsible behaviors.
CE.EFL.4.5.
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.
CE.EFL.4.7.
Listening for Information: Follow and identify some main ideas
and details in short and straightforward spoken or audio texts
set in familiar contexts, when delivered slowly and with visuals
to provide contextual support. Use spoken contributions in class
as models for one’s own speech.
CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details in
short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a text.

Produced by: Teacher: Verenice Manobanda Matter: English

Educamos para tener Patria
 UNIDAD EDUCATIVA “30 DE ABRIL”
Enokanqui – La Joya de los Sachas – Orellana

Writing CE.EFL.4.15.
Express information and ideas and describe feelings and opinions
EFL 4.4.5 in simple transactional or expository texts on familiar subjects
Recognize that various types of writing require different lan- in order to influence an audience, while recognizing that
guage, formatting and special vocabulary. (Example: a recipe, a different texts have different features and showing the ability
letter, etc.) to use these features appropriately in one’s own writing.
Language through the Arts CE.EFL.4.18.
Use main ideas in order to understand, predict, infer and deduce
EFL 4.5.1 literal and implied meanings in short, simple, everyday literary
Make use of main points in literary texts (authentic and semi- texts (online, oral or in print).
authentic, oral and written) to understand short simple everyday
stories, especially if there is visual support. CE.EFL.4.22.
Show the ability to work collaboratively and to participate ef-
EFL 4.5.9 fectively in a variety of student groupings by employing a wide
Engage in collaborative activities through a variety of student range of creative thinking skills through the completion of
groupings to create and respond to literature and other literary activities such as playing games, brainstorming and problem
texts. (Example: small groups, cooperative learning groups, lit- solving.
erature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Communication and Cultural Awareness
New I.EFL.4.2.1. ACTIVITIES and
Creating a poster of rules Curriculum Learners can name similarities and differences TECHNIQUES
Collaborating on a group project. EFL for between different aspects of cultural groups.
Completing group work in a fair and Superior EGB Learners can demonstrate socially responsible Make positive remarks to
honest manner and accepting the behaviors at school, online, at home and in the other learners in class.
group’s decisions. English - community, and evaluate their actions by
Teacher´s ethical, safety and social standards. (J.3, Listen to another
Helping learners in the class who have Book A 1.1 S.1, I.1) learner’s answers in
a different skill set. class and responding
English - I.EFL.4.5.1. appropriately. (Example:
Sharing ideas freely and without Teacher´s Learners can appreciate and show respect for giving praise,
jealousy. Book A 1.1 individual and group differences by correcting an error,
(Audios) establishing and maintaining healthy and asking a follow-up
Making positive remarks to other rewarding online and face-to-face interactions. question, etc.)
learners in class. Flash Cards Learners can communicate and cooperate in a
Encouraging classmates to stay respectful, empathetic manner. (J.3, S.1, S.4) Read a text and
motivated when needed. Photocopiable answering information
Sheets Oral Communication questions.
Giving assistance to those who are I.EFL.4.7.1.
struggling, even when not directly Crosswords Learners can identify the main idea and some Write your own answers
asked to. details in short straightforward spoken audio to interview questions.
Strategies texts set in familiar contexts when the message
Oral Communication: Templates is delivered slowly and there is other Listen to a song and
Listening and Speaking) contextual support. (Example: rules for a game, inferring if it is
classroom instructions, a dialogue in a scene happy, sad, etc.
Listening to another learner’s answers from a cartoon or movie, etc.) Learners can use
in class and responding appropriately. other classmate’s contributions in class as INSTRUMENTS
Produced by: Teacher: Verenice Manobanda Matter: English
Educamos para tener Patria
 UNIDAD EDUCATIVA “30 DE ABRIL”
Enokanqui – La Joya de los Sachas – Orellana

(Example: giving praise, correcting an models for their own. (I.2, I.3, S.4)
error, asking a follow-up question, Rubrics
etc.) Reading
I.EFL.4.11.1. Portfolio
Reading Learners can understand main ideas and some
Reading a text and answering details in short simple online or print texts Oral interview
information questions. on familiar subjects, using contextual clues to
help identify the most relevant information. Quiz Time Test
Choosing from a list of words to (Example: title, illustrations, organization,
complete gaps from a reading. etc.) (I.2, I.4)

Predicting main ideas by reading the Writing

title and using other contextual clues I.EFL.4.15.1.
(e.g., illustrations, subheadings, Learners can convey information and ideas and
etc.) describe feelings and opinions in simple
transactional or expository texts on familiar
Writing subjects in order to influence an audience,
Looking at a picture and writing a while recognizing that different texts have
description of what you see or how it different features and showing the ability to
makes you feel, then comparing use these features appropriately in one’s own
descriptions in pairs. writing. (I.3, I.4, S.3, J.2)

Language through the Arts Language through the Arts

Looking at the title of a text and I.EFL.4.18.1.
accompanying illustrations and writing Learners can understand, predict, infer and
three questions about the topic. Then deduce literal and implied meanings in short,
reading to find the answers to the simple, everyday literary texts (online, oral
questions. or in print), especially when visual support is
provided. (I.2, I.3, I.4)
Listening to a song and inferring if
it is happy, sad, etc. Participating I.EFL.4.22.1.
in classroom games in which problem- Learners can collaborate and participate
solving as a team is important. effectively in a variety of student groupings
by employing a wide range of creative thinking
Comparing answers in pairs in order to skills through the completion of activities
help each other understand errors or such as playing games, brainstorming and
concepts. problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

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

Produced by: Teacher: Verenice Manobanda Matter: English

Educamos para tener Patria
 UNIDAD EDUCATIVA “30 DE ABRIL”
Enokanqui – La Joya de los Sachas – Orellana

Date: October 30th, 2016 Date: Date:

Produced by: Teacher: Verenice Manobanda Matter: English

Educamos para tener Patria