Microcurricular Planning by Skills and Performance Criteria: Subsecretaría de Fundamentos Educativ0S

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
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 8th EGB A1.1
Book: Unit 4 Objectives
English A 1.1 Street O.EFL 4.1

Life Identify the main ideas, some details and inferences of written texts, in order to
produce 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 Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria 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.
Communication and Cultural Awareness CE.EFL.4.2.
Recognize and demonstrate an appreciation of Commented [A2]: It is determined for each performance
criteria of each Curricular Thread.
EFL 4.1.9 commonalities between cultures as well as the
Recognize the consequences of one’s actions by consequences of one’s actions while exhibiting socially
demonstrating responsible decision-making at school, responsible behaviors.
online, at home and in the community, while considering
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ethical standards, safety concerns, social norms and
mutual respect. CE.EFL.4.5.
Display an appreciation of and demonstrate respect for
EFL 4.1.10 individual and group differences by establishing and
Recognize and appreciate individual and group maintaining healthy and rewarding relationships based on
similarities and differences by establishing and communication and cooperation.
maintaining healthy and rewarding online and face-to-face
relationships based on communication and cooperation.
Oral Communication:(Listening and Speaking) CE.EFL.4.10.
EFL 4.2.10 Interaction – Interpersonal: Participate effectively in

Sustain a conversational exchange on a familiar, everyday familiar and predictable conversational exchanges by
subject when carrying out a collaborative/paired learning asking and answering follow-up questions, provided there
activity in which there are specific instructions for a are opportunities to use repair strategies (e.g. asking
task. for clarification) and sustain conversational exchanges
in pairs to complete a task, satisfy a need or handle a
simple transaction.
Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details
EFL 4.3.1 in short simple texts on familiar subjects, making use of
Understand main points in short simple texts on familiar contextual clues to identify relevant information in a
subjects. (Example: news about sports or famous people, text.
descriptions, etc.)
CE.EFL.4.14.
EFL 4.3.9
Demonstrate an ability to interact and engage with a wide Display an ability to interact and engage with a wide
range of ICT and classroom resources in order to range of ICT and classroom resources and texts by
strengthen literacy skills and strategies. selecting and evaluating them in order to strengthen
literacy skills and promote acquisition.
Writing CE.EFL.4.15.
Express information and ideas and describe feelings and

EFL 4.4.1 opinions in simple transactional or expository texts on
Convey information and ideas through simple transactional familiar subjects in order to influence an audience,
or expository texts on familiar subjects using ICT tools while recognizing that different texts have different
and conventions and features of English appropriate to features and showing the ability to use these features
audience and purpose. appropriately in one’s own writing.
Language through the Arts CE.EFL.4.22.

Show the ability to work collaboratively and to
EFL 4.5.9 participate effectively in a variety of student groupings
Engage in collaborative activities through a variety of by employing a wide range of creative thinking skills
student groupings to create and respond to literature and through the completion of activities such as playing
other literary texts. (Example: small groups, cooperative games, brainstorming and problem solving.
learning groups, literature circles, process writing
groups, etc.)
EFL 4.5.11
Participate in creative thinking through brainstorming,
working in groups, games and problem-solving tasks by
showing the ability to accept a variety of ideas and
capitalize on other people’s strengths.
Methodological Strategies Resources Performance Indicators 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.
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES Commented [A4]: It consists of resources that we will use
Awareness Superior EGB Awareness throughout the unit.
Make positive remarks to Commented [A5]: They are all indicators that help us
Making a useful object out English - Teacher´s Book A I.EFL.4.2.1. other learners in class. achieveeach Evaluation Criteria.
of recycled materials. 1.1 Learners can name similar-
Commented [A6]: It is made up of all activities, instruments
ities and differences Work in pairs to complete an and techniques to get a good assessment process.
Collaborating on a group English - Teacher´s Book A between different aspects of information gap activity.
project. 1.1 (Audios) cultural groups. Learners
can demonstrate socially Read a text and answering
Completing group work in a Flash Cards responsible behaviors at information questions.
fair and honest manner and school, online, at home and
accepting the group’s de- Photocopiable Sheets in the community, and Identify the text type

cisions. evaluate their actions by according to writing
Crosswords ethical, safety and social features and vocabulary.
Helping learners in the standards. (J.3, S.1, I.1)
class who have a different Strategies Templates Participate in classroom
skill set. I.EFL.4.5.1. games in which problem-
Learners can appreciate and solving as a team is
Sharing ideas freely and show respect for individual important.
without jealousy. and group differences by
establishing and maintaining INSTRUMENTS
Making positive remarks to healthy and rewarding online
other learners in class. and face-to-face Rubrics
interactions. Learners can
Encouraging classmates to communicate and cooperate in Portfolio
stay motivated when needed. a respectful, empathetic
manner. (J.3, S.1, S.4) Oral interview
Giving assistance to those
who are struggling, even Oral Communication Quiz Time Test
when not directly asked to.
I.EFL.4.10.1.
Oral Communication: Learners can effectively
Listening and Speaking) participate in familiar and
predictable everyday
Working in pairs to complete conversational exchanges in
an information gap activity. order to complete a task,
satisfy a need or handle a
Asking for help in class simple transaction, using a
when necessary. (Example: range of repair strategies.
What’s the answer? How do (Example: asking for clari-
you say ___? Do you have an fication, etc.) (I.3, J.3,
eraser? Can you help me with J.4)
____?, etc.)
Reading
Establishing a clear
expectation of English use I.EFL.4.11.1.
for classroom functions. Learners can understand main
(Example: greeting, ideas and some details in
requesting, thanking, asking short simple online or print
for repetition / texts on familiar subjects,

clarification, giving using contextual clues to
instructions, offering help, help identify the most
comparing answers, taking relevant information.
leave, etc.) Informal (Example: title,
assessment could involve illustrations, organization,
personal notes from the etc.) (I.2, I.4)
teacher to learners who use
L2 regularly. I.EFL.4.14.1.
Learners can interact and
Reading
engage with a wide range of
ICT and classroom resources
Reading a text and answering and texts by selecting and
information questions. evaluating them in order to
strengthen literacy skills
Choosing from a list of and promote acquisition.
words to complete gaps from (I.2, I.4, S.3, J.2, J.3)
a reading.
Writing
Predicting main ideas by
reading the title and using I.EFL.4.15.1.
other contextual clues Learners can convey infor-
(e.g., illustrations, mation and ideas and
subheadings, etc.) describe feelings and
opinions in simple
Reading a text about how to transactional or expository
find reliable and relevant texts on familiar subjects
online resources and under- in order to influence an
lining key information. audience, while recognizing
that different texts have
Recommending an different features and
informational web site to showing the ability to use
another learner. these features appropriately
in one’s own writing. (I.3,
Creating a class list of I.4, S.3, J.2)
reliable sources of
information and publishing Language through the Arts
it online or displaying it
on a poster in class.

I.EFL.4.22.1.
Writing Learners can collaborate and
participate effectively in a
Identifying the text type variety of student groupings
according to writing by employing a wide range of
features and vocabulary. creative thinking skills
(Example: recognizing that a through the completion of
recipe has a section called activities such as playing
“ingredients” and one called games, brainstorming and
“directions”, identifying problem solving. (S.2, S.4,
the introduction, body and J.1, J.2, J.3, J.4)
conclusion in a news
article, etc.)
Language through the Arts
Participating in classroom
games in which problem-
solving as a team is
important.
Comparing answers in pairs

in order to help each other
understand errors or con-
cepts.
Brainstorming ideas for a

writing project in small
groups, using a graphic
organizer.
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:

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO