[Escriba aquí]

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UNIDAD EDUCATIVA

Academic Year: 2016 - 2017

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 1st EGB A2.2

Book: Unit 1 Objectives

English A 2.2 Inspirational O.EFL 5.1

People Encounter socio-cultural aspects of their own and other countries in a thoughtful
and inquisitive manner, maturely, and openly experiencing other cultures and
languages from the secure standpoint of their own national and cultural identity.

O.EFL 5.2
Draw on this established propensity for curiosity and tolerance towards different
cultures to comprehend the role of diversity in building an intercultural and
multinational society.

O.EFL 5.3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
and critical thinking skills through an appreciation of linguistic differences.
Enjoy an enriched perspective of their own L1 and of language use for
communication and learning.

Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 5.1.2
Demonstrate mindfulness, empathy, tolerance and an
overall respect for the integrity of cultures in daily
Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
CE.EFL.5.1.
Commented [A2]: It is determined for each performance
criteria of each Curricular Thread.
Display an understanding of the integrity of different
cultures by sharing experiences and by participating in
class activities and discussions in a way that shows

[Escriba aquí]
[Escriba aquí]
classroom activities.
Oral Communication:(Listening and Speaking)
EFL 5.2.4
Follow oral directions in classroom activities and
projects and provide directions to peers in selected
interactions.
EFL 5.2.6
Use new words and expressions which occur in
conversations in the personal and educational domains,
and make use of such terms and expressions wherever
appropriate and necessary.
Reading
EFL 5.3.1
Find specific predictable information in short, simple
texts in a range of age- and level-appropriate topics.
(Example: biographies, news articles, narratives, memoirs
and personal accounts, formal letters and emails, etc.)
Writing
EFL 5.4.7
Use the process of prewriting, drafting, revising, peer
editing and proofreading (i.e., “the writing process”) to
produce well-constructed informational texts.
[Escriba aquí]
empathy and respect for others.
CE.EFL.5.6.
Listening for Information: Deal with practical, everyday
communication demands in familiar social and academic
contexts, including following directions in class
activities and identifying main ideas in other curricular
subjects when given sufficient support.
CE.EFL.5.7.
Production – Accuracy and Intelligibility: Use
appropriate vocabulary and language in a variety of oral
interactions for a range of audiences and level-
appropriate purposes.
CE.EFL.5.10.
Find specific information and identify the main points in
simple, straightforward texts on subjects of personal
interest or familiar academic topics while making
informed decisions about one’s own reaction to the text.
CE.EFL.5.15.
Plan and produce well-constructed informational texts by
applying the writing process and while demonstrating an
ability to justify one’s position on an argument through
carefully selected information and appropriate language,
tone and evidence.
[Escriba aquí]
Language through the Arts
EFL 5.5.7
Collaboratively produce criteria for evaluating literary
texts and the effectiveness of group work.
Methodological Strategies
Communication and Cultural
Awareness
Hearing a song from another
country and finding
similarities with a song
from Ecuador.
Oral
Communication:(Listening and
Speaking)
Listening to a set of
instructions and putting
them in order.
Listening to and following
class commands.
Singing songs that practice
helpful language.
Giving learners language
prompts to use during
pair/group work. (Example:
What do you think? I
agree/disagree. I think we
need to…, It’s your turn,
etc.)
Playing games that practice
[Escriba aquí]
CE.EFL.5.19.
Engage in collaborative activities through a variety of
student groupings in order to solve problems and reflect
on literary texts, and produce criteria for evaluating
the effectiveness of the group.
Resources Performance Indicators
New Curriculum EFL for Communication and Cultural
Superior EGB Awareness
English - Teacher´s Book A I.EFL.5.1.1. Learners can
2.2 demonstrate an understanding
of the integrity of
English - Teacher´s Book A different cultures by
2.2 (Audios) sharing experiences and by
participating in class
Flash Cards activities and discussions
in a way that shows empathy
Photocopiable Sheets and respect for others.
(I.3, S.1, S.2, J.1, J.3)
Crosswords
Oral Communication:
Strategies Templates Listening and Speaking)
I.EFL.5.6.1. Learners can
deal with practical,
everyday communication
demands in familiar social
and academic contexts, such
as following directions in
class activities and
identifying main ideas in
other curricular subjects
when given sufficient
support. (I.1, I.3, S.1)
I.EFL.5.7.1. Learners can
Evaluation: Activities / Commented [A3]: Here we can decide if we put those
Techniques / Instruments methodological strategies suggested by the Ministerial
Curriculum or the methodologies suggested by book,
additionally we can write our own.
ACTIVITIES and TECHNIQUES
Commented [A4]: It consists of resources that we will use
throughout the unit.
Hear a song from another Commented [A5]: They are all indicators that help us
country and finding
achieveeach Evaluation Criteria.
similarities with a song
Commented [A6]: It is made up of all activities, instruments
from Ecuador. and techniques to get a good assessment process.
Give learners language
prompts to use during
pair/group work. (Example:
What do you think? I
agree/disagree. I think we
need to…, It’s your turn,
etc.)
Read a text on a familiar
content area subject and
answering information ques-
tions.
Read a text and using a
checklist to talk about how
it is organized.
Selecting desirable
behaviors for group work
from a list and reaching a
consensus as a group for the
three most important.
INSTRUMENTS
[Escriba aquí]
classroom language, turn-
taking, being polite, etc.
Reading
Reading a short text and
showing comprehension by
completing the accompanying
graphic organizer. (Example:
learners read about
archeological ruins and
complete a Venn diagram,
etc.)
Reading a text on a familiar
content area subject and
answering information ques-
tions. (Example: learners
read about foodborne
illnesses and then write
three ways to prevent them,
etc.)
Reading a text and answering
information questions.
Choosing from a list of
words to complete gaps from
a reading.
Reading a paragraph about a
familiar content area
subject and then correcting
incorrect sentences.
(Example: In northern India,
the monsoon season lasts for
six months every year -
three, etc.)
Writing
Completing an online graphic
organizer in order to help
plan a piece of writing.
[Escriba aquí]
communicate clearly and
effectively by using appro- Rubrics
priate vocabulary and
language in a variety of Portfolio
oral interactions for a
range of audiences and Oral interview
level-appropriate purposes.
Quiz Time Test
(I.2, I.3, J.2)
Reading
I.EFL. 5.10.1. Learners can
find specific information
and identify the main points
in simple, straightforward
texts on subjects of
personal interest or
familiar academic topics
while making informed
decisions about one’s own
reaction to the text. (I.1,
I.2, S.2)
Writing
I.EFL.5.15.1. Learners can
plan and produce well-
constructed informational
texts by applying the
writing process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone
and evidence. (I.2, I.3,
I.4, S.3, J.1)
Language through the Arts
I.EFL.5.19.1. Learners can
engage in collaborative
activities through a variety
[Escriba aquí]
Reading a text and using a
checklist to talk about how
it is organized. (Example:
Is there a title? Does it
have an opening sentence?,
etc.)
Recording synonyms and
antonyms of words in the
margins of reading texts.
of student groupings in
order to solve problems and
reflect on literary texts,
and produce criteria for
evaluating the effectiveness
of the group. (I.1, I.2,
S.2, S.3, S.4, J.3, J.4)

Writing new words and

phrases in a vocabulary
notebook and then writing a
text using three words from
your vocabulary notebook.

Exchanging writing in pairs

in order to make suggestions
about things that could be
improved.
Language through the Arts

Evaluating and assessing the

effectiveness of group work
by answering a set of
questions. (Example: Who
always participates? Who
gets the things the group
needs? Who asks good
questions?, etc.)

Selecting desirable
behaviors for group work
from a list and reaching a
consensus as a group for the
three most important.

Writing a checklist in pairs

to use to evaluate another
group’s project.

Discussing rules and norms

for a group project before
the project begins.
(Example: Don’t interrupt
others, Do your work on
[Escriba aquí]
[Escriba aquí]
time, Don’t make negative
remarks, etc.)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.

CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
Transversal Axes activities referring to science and technology.
Commented [A9]: Values defined by each school.
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: Signature: Signature:

Date: September 30th, 2016 Date: Date:

[Escriba aquí]