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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Schools Name: UNIDAD EDUCATIVA


Academic Year: 2016 - 2017

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 9th EGB A1.2

Book: Unit 2 Objectives

English A 1.2 Cultures O.EFL 4.3


around the Independently read A2.1 level text in English as a source of entertainment and
World interpersonal and intrapersonal interaction.

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 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.4.1.
Commented [A2]: It is determined for each performance
EFL 4.1.1 Compare and contrast oral traditions and literature from criteria of each Curricular Thread.
Ecuador and beyond in order to manifest an understanding
Compare and contrast oral traditions, myths, folktales of the relationship between cultural perspectives and
and literature from Ecuador and international regions and

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cultures and identify similarities and differences and practices and by sharing cross cultural experiences.
universal cultural themes.

Oral Communication:(Listening and Speaking) CE.EFL.4.7.


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

Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details
EFL 4.3.2 in short simple texts on familiar subjects, making use of
Make use of clues such as titles, illustrations, contextual clues to identify relevant information in a
organization, text outline and layout, etc. to identify text.
and understand relevant information in written level-
appropriate text types. CE.EFL.4.13.
Apply learning strategies such as using prior knowledge
EFL 4.3.6
and graphic organizers to interpret new information in a
Apply learning strategies to examine and interpret a
text, and assess this information according to the
variety of written materials using prior knowledge,
graphic organizers, context clues, note taking and organization, subject area and purpose of the text, using
finding words in a dictionary. different criteria, including ICT tools.

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Writing CE.EFL.4.16.
Make use of simple learning resources, including those
EFL 4.4.2 created by ones self, in order to compare and contrast
Make and use a simple print or digital learning resource information, and choose appropriate resources according
to compare and contrast information in order to to the value, purpose and audience of each.
demonstrate understanding and command of a topic.
CE.EFL.4.17.
EFL 4.4.7
Show an ability to convey and organize information
Use the process of prewriting, drafting, revising, peer
through the use of facts and details and by employing
editing and proofreading (i.e., the writing process) to
produce well-constructed informational texts. various stages of the writing process, while using a
range of digital tools to promote and support
collaboration, learning and productivity.

Language through the Arts CE.EFL.4.20.


Create short, original literary texts in different
EFL 4.5.6 genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles,
Create an effective voice using a variety of ICT tools,
writing styles and typical features of a genre to create appropriate vocabulary and other literary concepts.
stories, poems, sketches, songs and plays, including
those that reflect traditional and popular Ecuadorian CE.EFL.4.21.
cultures. Use pre-established criteria, including that which is
written by learners collaboratively, in order to evaluate
EFL 4.5.10 and recommend literary texts (written, online, oral, in
Collaboratively produce criteria for evaluating literary video, etc.) and the effectiveness of group work.
texts and the effectiveness of group work.

Commented [A3]: Here we can decide if we put those


methodological strategies suggested by the Ministerial
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Curriculum or the methodologies suggested by book,
Techniques / Instruments additionally we can write our own.
Commented [A4]: It consists of resources that we will use
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES throughout the unit.
Awareness Superior EGB Awareness Commented [A5]: They are all indicators that help us
Complete a illustrating achieveeach Evaluation Criteria.
Reflecting on differences English - Teachers Book A I.EFL.4.1.1. statement about a socially Commented [A6]: It is made up of all activities, instruments
and techniques to get a good assessment process.

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between people from other 1.2 Learners can compare and responsible behavior.
countries and regions. contrast oral traditions,
English - Teachers Book A myths, folktales and Circle the words they hear
1.2 (Audios) literature from Ecuador and while listening to a
Reading a story about other cultures in order to conversation.
another culture and Flash Cards demonstrate an understanding
responding to the main ideas of the relationship between Complete True or False
with a short opinion. Photocopiable Sheets cultural practices and statements while listening
perspectives. Learners can to a dialogue.
Oral Crosswords share cross-cultural
Communication:(Listening and experiences while naming Ask learners questions about
Speaking) Strategies Templates universal cultural themes. their family members.
(I.2, S.1, S.2, J.1)
Listening to spoken or Read a text and answer
recorded descriptions of Oral Communication information questions.
familiar scenes, and marking
the words you hear. I.EFL.4.7.1. Correct incorrect sentences
(Example: Learners hear a Learners can identify the in an article.
dialogue between two main idea and some details
teenagers talking about an in short straightforward Write about a subject with a
assignment. They circle the spoken audio texts set in list of given words.
verbs they hear, etc.) familiar contexts when the
message is delivered slowly Share a story through a role
Listening to a dialogue play.
and there is other
between two or more people contextual support. (Ex-
and deciding if each INSTRUMENTS
ample: rules for a game,
statement is true or false. classroom instructions, a
(Example: Julia wants to Rubrics
dialogue in a scene from a
call her mother True. Ms.
cartoon or movie, etc.) Portfolio
Trenton gives her permission
Learners can use other
to use the cell phone in
class False, etc.) classmates contributions in Oral interview
class as models for their
Watching a short video and own. (I.2, I.3, S.4) Quiz Time Test
writing three new things
they learned. (Example: I.EFL.4.9.1.
Sharks arent mammals. They Learners can use simple lan-
are fish. Sometimes they guage to describe, compare

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attack humans, but not all and state facts about
sharks are dangerous. Their familiar everyday topics
teeth can grow back, etc.) such as possessions,
classroom objects and
Asking learners simple routines in short,
questions about themselves, structured situations, in-
their family or their teracting with relative
possessions and noting that ease. (I.3, I.4, S.4)
their response time is
relatively quick (i.e., not Reading
so slow that the interaction
becomes uncomfortable for I.EFL.4.11.1.
the student or the teacher, Learners can understand main
and the response is ideas and some details in
appropriate although there short simple online or print
may be some basic errors) texts on familiar subjects,
using contextual clues to
Conducting a class survey help identify the most
where learners ask each
relevant information.
other about a familiar topic
(Example: title,
and record each others
illustrations, organization,
answers. (Example: Whats
your favorite sport? Do you etc.) (I.2, I.4)
have a favorite team? What
sports do you play? Are you I.EFL.4.13.1.
good at it?, etc.) Sharing a Learners can apply learning
few things about their strategies such as using
classmates answers. prior knowledge and graphic
(Example: Sam is an Emelec organizers to interpret new
fan. He loves soccer but he information in a text.
isnt good at it. He is the Learners can assess this
only Emelec fan in our information according to the
class. Everyone in our class organization, subject area
plays soccer, etc.) and purpose of the text,
through the use of different
Reading criteria, including ICT
tools. (I.2, I.4, J.4)
Reading a text and answering

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information questions. Writing

Choosing from a list of I.EFL.4.16.1.


words to complete gaps from Learners can use and make
a reading. simple learning resources,
both online and in print, in
Predicting main ideas by order to compare and
reading the title and using contrast information.
other contextual clues Learners can choose
(e.g., illustrations,
appropriate resources and
subheadings, etc.)
critically evaluate the
information in these
Reading a short news article
and completing an outline. resources, according to the
value, purpose and audience
Reading a paragraph about a of each. (I.1, I.3,
familiar content area I.4, J.2, J.4)
subject and then correcting
incorrect sentences. I.EFL.4.17.1.
(Example: The United States Learners can convey and or-
is the country that grows ganize information through
the most rice corn, etc.) the use of facts and details
and by employing various
Studying an infographic on a stages of the writing
familiar subject and process, while using a range
answering questions about of digital tools to promote
the information. (Example: and support collaboration,
learners study an learning and productivity.
infographic about teenagers (I.1, I.3, S.4, J.2, J.4)
and sleep and then answer
questions such as, How many Language through the Arts
hours a night do most
teenagers get?, What I.EFL.4.20.1.
percentage of teens fall Learners can create short,
asleep in class?, etc.) original literary texts in
different genres, including
Highlighting relevant key those that reflect
information in a text and

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crossing out irrelevant Ecuadorian cultures, using a
information. range of digital tools,
writing styles, appropriate
Keeping a vocabulary vocabulary and other
notebook of synonyms and literary concepts. (I.1,
antonyms of words from a I.3)
text.
I.EFL.4.21.1.
Brainstorming everything
Learners can evaluate and
known about a topic and then
recommend literary texts
reading a text to check true
(both written and oral,
and false information.
online, in video or in
print) according to pre-
Reading a text and matching
established criteria.
content-based words to their
Learners can work in
definition or picture.
collaborative groups to
write their own criteria for
Completing a KWL TRI-FOLD
evaluating literary texts
chart about a text.
and the effectiveness of
group work. (I.4, S.3, S.4,
Using a dictionary to look
J.3)
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.

Recording synonyms and


antonyms of words in the
margins of reading texts.

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Writing new words and
phrases in a vocabulary
notebook.

Researching and writing a


short paragraph about a new
topic and using appropriate
references to support your
ideas.

Writing about a topic and


choosing words for a
glossary and writing the
definitions.

Using a glossary from a text


to understand new words and
recording the definitions
and example sentences in a
vocabulary notebook.

Completing the gaps in a


sentence. (Example: Nancy
has a car. ---- car is
green. ---- needs a new car,
etc.)

Using question prompts to


interview and then write
sentences about a classmate.
(Example: Where does he
live? What food does he
like?, etc.)

Reading a text and using a


checklist to talk about how
it is organized. (Example:
Is there a title? Does it

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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 its cold outside,
theyre 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.

Evaluating and assessing the


effectiveness of group work
by answering a set of ques-
tions. (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.

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Discussing rules and norms


for a group project before
the project begins.
(Example: Dont interrupt
others, Do your work on
time, Dont 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:

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