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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: EDUCATIONAL UNIT

Academic Year: 2017 - 2018

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class: E
Lic. Angélica Vargas 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

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Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.5.1.

EFL 5.1.2
Display an understanding of the integrity of different cultures by
Demonstrate mindfulness, empathy, tolerance and an overall respect for sharing experiences and by participating in class activities and
the integrity of cultures in daily classroom activities. discussions in a way that shows empathy and respect for others.

Oral Communication:(Listening and Speaking) CE.EFL.5.6.

EFL 5.2.4 Listening for Information: Deal with practical, everyday communi-
cation demands in familiar social and academic contexts, including
Follow oral directions in classroom activities and projects and provide following directions in class activities and identifying main ideas in
directions to peers in selected interactions. other curricular subjects when given sufficient support.

EFL 5.2.6 CE.EFL.5.7.

Use new words and expressions which occur in conversations in the

Production – Accuracy and Intelligibility: Use appropriate vocabulary
personal and educational domains, and make use of such terms and
expressions wherever appropriate and necessary. and language in a variety of oral interactions for a range of audiences
and level-appropriate purposes.

Reading CE.EFL.5.10.
Find specific information and identify the main points in simple,
straightforward texts on subjects of personal interest or familiar
EFL 5.3.1 academic topics while making informed decisions about one’s own
reaction to the text.
Find specific predictable information in short, simple texts in a range of

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age- and level-appropriate topics. (Example: biographies, news articles,
narratives, memoirs and personal accounts, formal letters and emails,
etc.)

Writing 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 po-
EFL 5.4.7 sition on an argument through carefully selected information and
appropriate language, tone and evidence.
Use the process of prewriting, drafting, revising, peer editing and
proofreading (i.e., “the writing process”) to produce well-constructed
informational texts.

Language through the Arts CE.EFL.5.19.

EFL 5.5.7 Engage in collaborative activities through a variety of student groupings

in order to solve problems and reflect on literary texts, and produce
Collaboratively produce criteria for evaluating literary texts and the criteria for evaluating the effectiveness of the group.
effectiveness of group work.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

Communication and Cultural New Curriculum EFL for Superior Communication and Cultural ACTIVITIES and
Awareness EGB Awareness TECHNIQUES
Hearing a song from another
country and finding similarities English - Teacher´s Book A 2.2 I.EFL.5.1.1. Learners can Hear a song from another country
with a song from Ecuador. demonstrate an understanding of and finding similarities with a
English - Teacher´s Book A 2.2 the integrity of different cultures song from Ecuador.
(Audios) by sharing experiences and by
Oral Communication:(Listening participating in class activities and Give learners language prompts to
and Speaking)

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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
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 questions. (Example:
learners read about foodborne
illnesses and then write three ways
to prevent them, etc.)
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Flash Cards discussions in a way that shows use during pair/group work.
empathy and respect for others. (Example: What do you think? I
Photocopiable Sheets (I.3, S.1, S.2, J.1, J.3) agree/disagree. I think we need
to…, It’s your turn, etc.)
Crosswords Oral Communication: Listening
and Speaking) Read a text on a familiar content
Strategies Templates area subject and answering
I.EFL.5.6.1. Learners can deal information questions.
with practical, everyday
communication demands in Read a text and using a checklist
familiar social and academic to talk about how it is organized.
contexts, such as following
directions in class activities and Selecting desirable behaviors for
identifying main ideas in other group work from a list and
curricular subjects when given reaching a consensus as a group
sufficient support. (I.1, I.3, S.1) for the three most important.
I.EFL.5.7.1. Learners can INSTRUMENTS
communicate clearly and
effectively by using appropriate Rubrics
vocabulary and language in a
Portfolio
variety of oral interactions for a
range of audiences and level- Oral interview
appropriate purposes. (I.2, I.3, J.2)
Quiz Time Test
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
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academic topics while making
Reading a text and answering informed decisions about one’s
information questions. own reaction to the text. (I.1, I.2,
S.2)
Choosing from a list of words to
complete gaps from a reading. Writing
I.EFL.5.15.1. Learners can plan
Reading a paragraph about a and produce well-constructed
familiar content area subject and informational texts by applying
then correcting incorrect the writing process and while
sentences. (Example: In northern demonstrating an ability to justify
India, the monsoon season lasts one’s position on an argument
for six months every year - three, through carefully selected
etc.) information and appropriate lan-
guage, tone and evidence. (I.2, I.3,
Writing I.4, S.3, J.1)
Completing an online graphic
organizer in order to help plan a Language through the Arts
piece of writing.
I.EFL.5.19.1. Learners can
Reading a text and using a engage in collaborative activities
checklist to talk about how it is through a variety of student
organized. (Example: Is there a groupings in order to solve
title? Does it have an opening problems and reflect on literary
sentence?, etc.) texts, and produce criteria for
evaluating the effectiveness of the
Recording synonyms and group. (I.1, I.2, S.2, S.3, S.4, J.3,
antonyms of words in the margins J.4)
of reading texts.

Writing new words and phrases in

a vocabulary notebook and then
writing a text using three words

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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 time,
Don’t make negative remarks,
etc.)

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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 : Lic. Angélica Vargas Lucas Teacher: Lic. Gabriela Teacher: Ing. Gladys Salazar Olives
Bravo.

Signature: English Signature: Signature:

Date: April 24 th Date: Date:

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