SCHOOL YEAR

2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 9TH Class: A-B
Foreign Language
Unit number: 1 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.3 Independently read A2.1
LOOKS IKNOW 9 level text in English as a source of
entertainment and interpersonal and
A1.2 intrapersonal interaction.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.2Recognize and demonstrate an appreciation of some commonalities CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
and distinctions across cultures and groups (differentiated by gender, ability, between cultures as well as the consequences of one’s actions while exhibiting
generations, etc.) including the students’ socially responsible behaviors.
own. ORAL COMMUNICATION:
ORAL COMMUNICATION: CE.EFL.4.7. Listening for Information: Follow and identify some main ideas
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or and details in short and straightforward spoken or audio texts set in familiar
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio- contexts, when delivered slowly and with visuals to provide contextual support.
visual presentations) if delivered slowly and visuals provide contextual Use spoken contributions in class as models for one’s own speech.
support. (Example: an announcement of a bus delay, an intercom READING:
announcement at school, a dialogue supported by facial expressions/gestures CE.EFL.4.12. Use a range of reference materials and sources, both online and
and appropriate intonation, etc.) in print, in order to support ideas, answer inquiries, find relationships and relate
READING: ideas between different subject areas.
EFL 4.3.5 Use everyday reference material in order to select information WRITING:
appropriate to the purpose of an inquiry and relate ideas from one written CE.EFL.4.16. Make use of simple learning resources, including those created
source to another. by one’s self, in order to compare and contrast information, and choose
WRITING: appropriate resources according to the value, purpose and audience of each.
EFL 4.4.5 Recognize that various types of writing require different language, LANGUAGE THROUGH THE ARTS:
formatting and special vocabulary. (Example: a recipe, a letter, etc.) CE.EFL.4.19. Find and identify literary elements and techniques and relate
LANGUAGE THROUGH THE ARTS: those elements to the learner’s own experiences and to other works, including
EFL 4.5.4 Create personal stories by adding imaginative details to real-life one’s peers, in order to present personal responses and interpretations.SD
stories and situations, using appropriate vocabulary and elements of the
literature learners have read or heard.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Creating a dance for a popular or  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
traditional song. Unit1, AWARENESS:
• Collaborating on the production of a I.EFL.4.2.1. Learners can name • Writing lesson
YouTube video in order to share a  Workbook Unit 1, similarities and differences between
musical, On-line different aspects of cultural groups. • Test
dance or dramatic performance. Learners can demonstrate socially
• Doing free writing on a topic  practice unit 1, responsible behaviors at school, online, at • Homework
suggested by another learner. audio CD, CD home and in the community, and evaluate
• Listening to a haiku and writing one player, internet, in- their actions by ethical, safety and social
in pairs. standards. (J.3, S.1, I.1)
• Writing a short, fictional story about  focus, posters, ORAL COMMUNICATION:
a teen’s unusual routine. magazines, I.EFL.4.7.1. Learners can identify the
• Taking pictures to tell a story using notebook main idea and some details in short
a digital storyboard. straightforward spoken audio texts set in
familiar contexts when the message is
Drawing pictures for a story or song delivered slowly and there is other
seen in class and exchanging them contextual support. (Example: rules for a
with a partner, who captions each game, classroom instructions, a dialogue
picture. in a scene from a cartoon or movie, etc.)
• Illustrating a piece of writing. Learners can use other classmate’s
• Reimagining a story in a different contributions in class as models for their
setting. (Example: Snow White in own. (I.2, I.3, S.4)
Ambato, Little READING:
Red Riding Hood in the city, etc.) I.EFL.4.12.1. Learners can employ a
• Responding to a poem by a video range of reference materials and sources,
representation. both online and in print, in order to
• Brainstorming features and support ideas, answer inquiries, find
conventions of a genre and then relationships and relate ideas between
reading an example in different subject areas. (I.1, I.2, J.2)
order to locate each one. (Example: a WRITING:
fantastical creature in a science fiction I.EFL.4.16.1. Learners can use and make
story, simple learning resources, both online
rhyme in a song, a prince and princess and in print, in order to compare and
in a fairy tale, etc.) contrast information. Learners can choose
• Discussing similarities between a appropriate resources and critically
text and the learners’ personal evaluate the information in these
experiences. resources, according to the value, purpose
• Underlining literary elements in a and audience of each. (I.1, I.3, I.4, J.2,
peer’s text and then comparing them J.4)
to those in LANGUAGE THROUGH THE ARTS:
one’s own writing
Listening to or reading stories and I.EFL.4.19.1. Learners can locate and
drawing an important scene. identify literary elements and techniques
• Looking at the title of a text and in other works, including one’s own.
accompanying illustrations and Learners can give personal responses to
writing three questions about the and interpret a variety of literary texts,
topic. Then reading to find the including those of a peer, referring to
answers to the questions. details and features of the text. (Example:
• Listening to a song and inferring if text structure, plot, ideas, events,
it is happy, sad, etc. vocabulary, etc.) (I.3, S.3, J.4)
• Writing a sentence to describe the
author’s intention.
 • Finding a literary text online and
sharing it with the class by giving a
short summary.
• Underlining main ideas in a text.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 9TH Class: A-B
Foreign Language
Unit number: 2 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.4 Develop creative and critical
HAVE YOU EVER IKNOW 9 thinking skills when encountering
BEEN TO DISNEY challenges in order to promote
A1.2 autonomous learning and decision
making.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.2Recognize and demonstrate an appreciation of some commonalities CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
and distinctions across cultures and groups (differentiated by gender, ability, between cultures as well as the consequences of one’s actions while exhibiting
generations, etc.) including the students’ socially responsible behaviors.
own. ORAL COMMUNICATION:
ORAL COMMUNICATION: CE.EFL.4.7. Listening for Information: Follow and identify some main ideas
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or and details in short and straightforward spoken or audio texts set in familiar
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio- contexts, when delivered slowly and with visuals to provide contextual support.
visual presentations) if delivered slowly and visuals provide contextual Use spoken contributions in class as models for one’s own speech.
support. (Example: an announcement of a bus delay, an intercom READING:
announcement at school, a dialogue supported by facial expressions/gestures CE.EFL.4.12. Use a range of reference materials and sources, both online and
and appropriate intonation, etc.) in print, in order to support ideas, answer inquiries, find relationships and relate
READING: ideas between different subject areas.
EFL 4.3.5 Use everyday reference material in order to select information WRITING:
appropriate to the purpose of an inquiry and relate ideas from one written CE.EFL.4.16. Make use of simple learning resources, including those created
source to another. by one’s self, in order to compare and contrast information, and choose
WRITING: appropriate resources according to the value, purpose and audience of each.
EFL 4.4.5 Recognize that various types of writing require different language, LANGUAGE THROUGH THE ARTS:
formatting and special vocabulary. (Example: a recipe, a letter, etc.) CE.EFL.4.19. Find and identify literary elements and techniques and relate
LANGUAGE THROUGH THE ARTS: those elements to the learner’s own experiences and to other works, including
EFL 4.5.4 Create personal stories by adding imaginative details to real-life one’s peers, in order to present personal responses and interpretations.SD
stories and situations, using appropriate vocabulary and elements of the
literature learners have read or heard.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Creating a dance for a popular or  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
traditional song. Unit2, AWARENESS:
• Collaborating on the production of a I.EFL.4.2.1. Learners can name • Writing lesson
YouTube video in order to share a  Workbook Unit 2, similarities and differences between
musical, On-line different aspects of cultural groups. • Test
dance or dramatic performance. Learners can demonstrate socially
• Doing free writing on a topic  practice unit 2, responsible behaviors at school, online, at • Homework
suggested by another learner. audio CD, CD home and in the community, and evaluate
• Listening to a haiku and writing one player, internet, in- their actions by ethical, safety and social
in pairs. standards. (J.3, S.1, I.1)
• Writing a short, fictional story about  focus, posters, ORAL COMMUNICATION:
a teen’s unusual routine. magazines, I.EFL.4.7.1. Learners can identify the
• Taking pictures to tell a story using notebook main idea and some details in short
a digital storyboard. straightforward spoken audio texts set in
familiar contexts when the message is
Drawing pictures for a story or song delivered slowly and there is other
seen in class and exchanging them contextual support. (Example: rules for a
with a partner, who captions each game, classroom instructions, a dialogue
picture. in a scene from a cartoon or movie, etc.)
• Illustrating a piece of writing. Learners can use other classmate’s
• Reimagining a story in a different contributions in class as models for their
setting. (Example: Snow White in own. (I.2, I.3, S.4)
Ambato, Little READING:
Red Riding Hood in the city, etc.) I.EFL.4.12.1. Learners can employ a
• Responding to a poem by a video range of reference materials and sources,
representation. both online and in print, in order to
• Brainstorming features and support ideas, answer inquiries, find
conventions of a genre and then relationships and relate ideas between
reading an example in different subject areas. (I.1, I.2, J.2)
order to locate each one. (Example: a WRITING:
fantastical creature in a science fiction I.EFL.4.16.1. Learners can use and make
story, simple learning resources, both online
rhyme in a song, a prince and princess and in print, in order to compare and
in a fairy tale, etc.) contrast information. Learners can choose
• Discussing similarities between a appropriate resources and critically
text and the learners’ personal evaluate the information in these
experiences. resources, according to the value, purpose
• Underlining literary elements in a and audience of each. (I.1, I.3, I.4, J.2,
peer’s text and then comparing them J.4)
to those in LANGUAGE THROUGH THE ARTS:
one’s own writing
Listening to or reading stories and I.EFL.4.19.1. Learners can locate and
drawing an important scene. identify literary elements and techniques
• Looking at the title of a text and in other works, including one’s own.
accompanying illustrations and Learners can give personal responses to
writing three questions about the and interpret a variety of literary texts,
topic. Then reading to find the including those of a peer, referring to
answers to the questions. details and features of the text. (Example:
• Listening to a song and inferring if text structure, plot, ideas, events,
it is happy, sad, etc. vocabulary, etc.) (I.3, S.3, J.4)
• Writing a sentence to describe the
author’s intention.
• Finding a literary text online and
sharing it with the class by giving a
short summary.
• Underlining main ideas in a text.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 9TH Class: A-B
Foreign Language
Unit number: 3 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.7 Use spoken and written
WHAT´S YOUR CITY IKNOW 9 literary text in English such as poems,
LIKE short stories, comic strips, short
A1.2 magazine articles and oral interviews on
familiar subjects in order to inspire oral
and written production at an A2.1 level.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.2Recognize and demonstrate an appreciation of some commonalities CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
and distinctions across cultures and groups (differentiated by gender, ability, between cultures as well as the consequences of one’s actions while exhibiting
generations, etc.) including the students’ socially responsible behaviors.
own. ORAL COMMUNICATION:
ORAL COMMUNICATION: CE.EFL.4.7. Listening for Information: Follow and identify some main ideas
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or and details in short and straightforward spoken or audio texts set in familiar
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio- contexts, when delivered slowly and with visuals to provide contextual support.
visual presentations) if delivered slowly and visuals provide contextual Use spoken contributions in class as models for one’s own speech.
support. (Example: an announcement of a bus delay, an intercom READING:
announcement at school, a dialogue supported by facial expressions/gestures CE.EFL.4.12. Use a range of reference materials and sources, both online and
and appropriate intonation, etc.) in print, in order to support ideas, answer inquiries, find relationships and relate
READING: ideas between different subject areas.
EFL 4.3.5 Use everyday reference material in order to select information WRITING:
appropriate to the purpose of an inquiry and relate ideas from one written CE.EFL.4.16. Make use of simple learning resources, including those created
source to another. by one’s self, in order to compare and contrast information, and choose
WRITING: appropriate resources according to the value, purpose and audience of each.
EFL 4.4.5 Recognize that various types of writing require different language, LANGUAGE THROUGH THE ARTS:
formatting and special vocabulary. (Example: a recipe, a letter, etc.) CE.EFL.4.19. Find and identify literary elements and techniques and relate
LANGUAGE THROUGH THE ARTS: those elements to the learner’s own experiences and to other works, including
EFL 4.5.4 Create personal stories by adding imaginative details to real-life one’s peers, in order to present personal responses and interpretations.SD
stories and situations, using appropriate vocabulary and elements of the
literature learners have read or heard.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Creating a dance for a popular or  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
traditional song. Unit3, AWARENESS:
• Collaborating on the production of a I.EFL.4.2.1. Learners can name • Writing lesson
YouTube video in order to share a  Workbook Unit 3, similarities and differences between
musical, On-line different aspects of cultural groups. • Test
dance or dramatic performance. Learners can demonstrate socially
• Doing free writing on a topic  practice unit 3, responsible behaviors at school, online, at • Homework
suggested by another learner. audio CD, CD home and in the community, and evaluate
• Listening to a haiku and writing one player, internet, in- their actions by ethical, safety and social
in pairs. standards. (J.3, S.1, I.1)
• Writing a short, fictional story about  focus, posters, ORAL COMMUNICATION:
a teen’s unusual routine. magazines, I.EFL.4.7.1. Learners can identify the
• Taking pictures to tell a story using notebook main idea and some details in short
a digital storyboard. straightforward spoken audio texts set in
familiar contexts when the message is
Drawing pictures for a story or song delivered slowly and there is other
seen in class and exchanging them contextual support. (Example: rules for a
with a partner, who captions each game, classroom instructions, a dialogue
picture. in a scene from a cartoon or movie, etc.)
• Illustrating a piece of writing. Learners can use other classmate’s
• Reimagining a story in a different contributions in class as models for their
setting. (Example: Snow White in own. (I.2, I.3, S.4)
Ambato, Little READING:
Red Riding Hood in the city, etc.) I.EFL.4.12.1. Learners can employ a
• Responding to a poem by a video range of reference materials and sources,
representation. both online and in print, in order to
• Brainstorming features and support ideas, answer inquiries, find
conventions of a genre and then relationships and relate ideas between
reading an example in different subject areas. (I.1, I.2, J.2)
order to locate each one. (Example: a WRITING:
fantastical creature in a science fiction I.EFL.4.16.1. Learners can use and make
story, simple learning resources, both online
rhyme in a song, a prince and princess and in print, in order to compare and
in a fairy tale, etc.) contrast information. Learners can choose
• Discussing similarities between a appropriate resources and critically
text and the learners’ personal evaluate the information in these
experiences. resources, according to the value, purpose
• Underlining literary elements in a and audience of each. (I.1, I.3, I.4, J.2,
peer’s text and then comparing them J.4)
to those in LANGUAGE THROUGH THE ARTS:
one’s own writing
Listening to or reading stories and I.EFL.4.19.1. Learners can locate and
drawing an important scene. identify literary elements and techniques
• Looking at the title of a text and in other works, including one’s own.
accompanying illustrations and Learners can give personal responses to
writing three questions about the and interpret a variety of literary texts,
topic. Then reading to find the including those of a peer, referring to
answers to the questions. details and features of the text. (Example:
• Listening to a song and inferring if text structure, plot, ideas, events,
it is happy, sad, etc. vocabulary, etc.) (I.3, S.3, J.4)
• Writing a sentence to describe the
author’s intention.
• Finding a literary text online and
sharing it with the class by giving a
short summary.
• Underlining main ideas in a text.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 9TH Class: A-B
Foreign Language
Unit number: 4 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.9 Create a sense of awareness
WHAT´S WRONG IKNOW 9 in terms of accuracy when learners
interact in English using high-frequency
A1.2 and level-appropriate expressions in
order to reach an effective command of
spoken language.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.2Recognize and demonstrate an appreciation of some commonalities CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
and distinctions across cultures and groups (differentiated by gender, ability, between cultures as well as the consequences of one’s actions while exhibiting
generations, etc.) including the students’ socially responsible behaviors.
own. ORAL COMMUNICATION:
ORAL COMMUNICATION: CE.EFL.4.7. Listening for Information: Follow and identify some main ideas
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or and details in short and straightforward spoken or audio texts set in familiar
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio- contexts, when delivered slowly and with visuals to provide contextual support.
visual presentations) if delivered slowly and visuals provide contextual Use spoken contributions in class as models for one’s own speech.
support. (Example: an announcement of a bus delay, an intercom READING:
announcement at school, a dialogue supported by facial expressions/gestures CE.EFL.4.12. Use a range of reference materials and sources, both online and
and appropriate intonation, etc.) in print, in order to support ideas, answer inquiries, find relationships and relate
READING: ideas between different subject areas.
EFL 4.3.5 Use everyday reference material in order to select information WRITING:
appropriate to the purpose of an inquiry and relate ideas from one written CE.EFL.4.16. Make use of simple learning resources, including those created
source to another. by one’s self, in order to compare and contrast information, and choose
WRITING: appropriate resources according to the value, purpose and audience of each.
EFL 4.4.5 Recognize that various types of writing require different language, LANGUAGE THROUGH THE ARTS:
formatting and special vocabulary. (Example: a recipe, a letter, etc.) CE.EFL.4.19. Find and identify literary elements and techniques and relate
LANGUAGE THROUGH THE ARTS: those elements to the learner’s own experiences and to other works, including
EFL 4.5.4 Create personal stories by adding imaginative details to real-life one’s peers, in order to present personal responses and interpretations.SD
stories and situations, using appropriate vocabulary and elements of the
literature learners have read or heard.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Creating a dance for a popular or  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
traditional song. Unit4 AWARENESS:
• Collaborating on the production of a I.EFL.4.2.1. Learners can name • Writing lesson
YouTube video in order to share a  Workbook Unit 4, similarities and differences between
musical, On-line different aspects of cultural groups. • Test
dance or dramatic performance. Learners can demonstrate socially
• Doing free writing on a topic  practice unit 4, responsible behaviors at school, online, at • Homework
suggested by another learner. audio CD, CD home and in the community, and evaluate
• Listening to a haiku and writing one player, internet, in- their actions by ethical, safety and social
in pairs. standards. (J.3, S.1, I.1)
• Writing a short, fictional story about  focus, posters, ORAL COMMUNICATION:
a teen’s unusual routine. magazines, I.EFL.4.7.1. Learners can identify the
• Taking pictures to tell a story using notebook main idea and some details in short
a digital storyboard. straightforward spoken audio texts set in
familiar contexts when the message is
Drawing pictures for a story or song delivered slowly and there is other
seen in class and exchanging them contextual support. (Example: rules for a
with a partner, who captions each game, classroom instructions, a dialogue
picture. in a scene from a cartoon or movie, etc.)
• Illustrating a piece of writing. Learners can use other classmate’s
• Reimagining a story in a different contributions in class as models for their
setting. (Example: Snow White in own. (I.2, I.3, S.4)
Ambato, Little READING:
Red Riding Hood in the city, etc.) I.EFL.4.12.1. Learners can employ a
• Responding to a poem by a video range of reference materials and sources,
representation. both online and in print, in order to
• Brainstorming features and support ideas, answer inquiries, find
conventions of a genre and then relationships and relate ideas between
reading an example in different subject areas. (I.1, I.2, J.2)
order to locate each one. (Example: a WRITING:
fantastical creature in a science fiction I.EFL.4.16.1. Learners can use and make
story, simple learning resources, both online
rhyme in a song, a prince and princess and in print, in order to compare and
in a fairy tale, etc.) contrast information. Learners can choose
• Discussing similarities between a appropriate resources and critically
text and the learners’ personal evaluate the information in these
experiences. resources, according to the value, purpose
• Underlining literary elements in a and audience of each. (I.1, I.3, I.4, J.2,
peer’s text and then comparing them J.4)
to those in LANGUAGE THROUGH THE ARTS:
one’s own writing
Listening to or reading stories and I.EFL.4.19.1. Learners can locate and
drawing an important scene. identify literary elements and techniques
• Looking at the title of a text and in other works, including one’s own.
accompanying illustrations and Learners can give personal responses to
writing three questions about the and interpret a variety of literary texts,
topic. Then reading to find the including those of a peer, referring to
answers to the questions. details and features of the text. (Example:
• Listening to a song and inferring if text structure, plot, ideas, events,
it is happy, sad, etc. vocabulary, etc.) (I.3, S.3, J.4)
• Writing a sentence to describe the
author’s intention.
• Finding a literary text online and
sharing it with the class by giving a
short summary.
• Underlining main ideas in a text.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:

SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 9TH Class: A-B
Foreign Language
Unit number: 5 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.6 Write short descriptive and
AM I READY TO IKNOW 9 informative texts related to personal
ORDER information or familiar topics and use
 A1.2 them as a means of communication and
written expression of thought.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.2Recognize and demonstrate an appreciation of some commonalities CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
and distinctions across cultures and groups (differentiated by gender, ability, between cultures as well as the consequences of one’s actions while exhibiting
generations, etc.) including the students’ socially responsible behaviors.
own. ORAL COMMUNICATION:
ORAL COMMUNICATION: CE.EFL.4.7. Listening for Information: Follow and identify some main ideas
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or and details in short and straightforward spoken or audio texts set in familiar
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio- contexts, when delivered slowly and with visuals to provide contextual support.
visual presentations) if delivered slowly and visuals provide contextual Use spoken contributions in class as models for one’s own speech.
support. (Example: an announcement of a bus delay, an intercom READING:
announcement at school, a dialogue supported by facial expressions/gestures CE.EFL.4.12. Use a range of reference materials and sources, both online and
and appropriate intonation, etc.) in print, in order to support ideas, answer inquiries, find relationships and relate
READING: ideas between different subject areas.
EFL 4.3.5 Use everyday reference material in order to select information WRITING:
appropriate to the purpose of an inquiry and relate ideas from one written CE.EFL.4.16. Make use of simple learning resources, including those created
source to another. by one’s self, in order to compare and contrast information, and choose
WRITING: appropriate resources according to the value, purpose and audience of each.
EFL 4.4.5 Recognize that various types of writing require different language, LANGUAGE THROUGH THE ARTS:
formatting and special vocabulary. (Example: a recipe, a letter, etc.) CE.EFL.4.19. Find and identify literary elements and techniques and relate
LANGUAGE THROUGH THE ARTS: those elements to the learner’s own experiences and to other works, including
EFL 4.5.4 Create personal stories by adding imaginative details to real-life one’s peers, in order to present personal responses and interpretations.SD
stories and situations, using appropriate vocabulary and elements of the
literature learners have read or heard.
METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION ACTIVITIES
 STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Creating a dance for a popular or  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
traditional song. Unit 5 AWARENESS:
• Collaborating on the production of a I.EFL.4.2.1. Learners can name • Writing lesson
YouTube video in order to share a  Workbook Unit 5, similarities and differences between
musical, On-line different aspects of cultural groups. • Test
dance or dramatic performance. Learners can demonstrate socially
• Doing free writing on a topic  practice unit 5, responsible behaviors at school, online, at • Homework
suggested by another learner. audio CD, CD home and in the community, and evaluate
• Listening to a haiku and writing one player, internet, in- their actions by ethical, safety and social
in pairs. standards. (J.3, S.1, I.1)
• Writing a short, fictional story about  focus, posters, ORAL COMMUNICATION:
a teen’s unusual routine. magazines, I.EFL.4.7.1. Learners can identify the
• Taking pictures to tell a story using notebook main idea and some details in short
a digital storyboard. straightforward spoken audio texts set in
familiar contexts when the message is
Drawing pictures for a story or song delivered slowly and there is other
seen in class and exchanging them contextual support. (Example: rules for a
with a partner, who captions each game, classroom instructions, a dialogue
picture. in a scene from a cartoon or movie, etc.)
• Illustrating a piece of writing. Learners can use other classmate’s
• Reimagining a story in a different contributions in class as models for their
setting. (Example: Snow White in own. (I.2, I.3, S.4)
Ambato, Little READING:
Red Riding Hood in the city, etc.) I.EFL.4.12.1. Learners can employ a
• Responding to a poem by a video range of reference materials and sources,
representation. both online and in print, in order to
• Brainstorming features and support ideas, answer inquiries, find
conventions of a genre and then relationships and relate ideas between
reading an example in different subject areas. (I.1, I.2, J.2)
order to locate each one. (Example: a WRITING:
fantastical creature in a science fiction I.EFL.4.16.1. Learners can use and make
story, simple learning resources, both online
rhyme in a song, a prince and princess and in print, in order to compare and
in a fairy tale, etc.) contrast information. Learners can choose
• Discussing similarities between a appropriate resources and critically
text and the learners’ personal evaluate the information in these
experiences. resources, according to the value, purpose
• Underlining literary elements in a and audience of each. (I.1, I.3, I.4, J.2,
peer’s text and then comparing them J.4)
to those in LANGUAGE THROUGH THE ARTS:
one’s own writing
Listening to or reading stories and I.EFL.4.19.1. Learners can locate and
drawing an important scene. identify literary elements and techniques
• Looking at the title of a text and in other works, including one’s own.
accompanying illustrations and Learners can give personal responses to
writing three questions about the and interpret a variety of literary texts,
topic. Then reading to find the including those of a peer, referring to
answers to the questions. details and features of the text. (Example:
• Listening to a song and inferring if text structure, plot, ideas, events,
it is happy, sad, etc. vocabulary, etc.) (I.3, S.3, J.4)
• Writing a sentence to describe the
author’s intention.
• Finding a literary text online and
sharing it with the class by giving a
short summary.
• Underlining main ideas in a text.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:

SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 9TH Class: A-B
 Foreign Language
Unit number: 6 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.4 Develop creative and critical
THE BIGGEST AND IKNOW 9 thinking skills when encountering
THE BEST challenges in order to promote
A1.2 autonomous learning and decision
making.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.2Recognize and demonstrate an appreciation of some commonalities CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
and distinctions across cultures and groups (differentiated by gender, ability, between cultures as well as the consequences of one’s actions while exhibiting
generations, etc.) including the students’ socially responsible behaviors.
own. ORAL COMMUNICATION:
ORAL COMMUNICATION: CE.EFL.4.7. Listening for Information: Follow and identify some main ideas
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or and details in short and straightforward spoken or audio texts set in familiar
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio- contexts, when delivered slowly and with visuals to provide contextual support.
visual presentations) if delivered slowly and visuals provide contextual Use spoken contributions in class as models for one’s own speech.
support. (Example: an announcement of a bus delay, an intercom READING:
announcement at school, a dialogue supported by facial expressions/gestures CE.EFL.4.12. Use a range of reference materials and sources, both online and
and appropriate intonation, etc.) in print, in order to support ideas, answer inquiries, find relationships and relate
READING: ideas between different subject areas.
EFL 4.3.5 Use everyday reference material in order to select information WRITING:
appropriate to the purpose of an inquiry and relate ideas from one written CE.EFL.4.16. Make use of simple learning resources, including those created
source to another. by one’s self, in order to compare and contrast information, and choose
WRITING: appropriate resources according to the value, purpose and audience of each.
EFL 4.4.5 Recognize that various types of writing require different language, LANGUAGE THROUGH THE ARTS:
formatting and special vocabulary. (Example: a recipe, a letter, etc.) CE.EFL.4.19. Find and identify literary elements and techniques and relate
LANGUAGE THROUGH THE ARTS: those elements to the learner’s own experiences and to other works, including
EFL 4.5.4 Create personal stories by adding imaginative details to real-life one’s peers, in order to present personal responses and interpretations.SD
stories and situations, using appropriate vocabulary and elements of the
literature learners have read or heard.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Creating a dance for a popular or  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
traditional song. Unit 6 AWARENESS:
• Collaborating on the production of a I.EFL.4.2.1. Learners can name • Writing lesson
YouTube video in order to share a  Workbook Unit 6, similarities and differences between
musical, On-line different aspects of cultural groups. • Test
dance or dramatic performance. Learners can demonstrate socially
• Doing free writing on a topic  practice unit 6, responsible behaviors at school, online, at • Homework
suggested by another learner. audio CD, CD home and in the community, and evaluate
• Listening to a haiku and writing one player, internet, in- their actions by ethical, safety and social
in pairs. standards. (J.3, S.1, I.1)
• Writing a short, fictional story about  focus, posters, ORAL COMMUNICATION:
a teen’s unusual routine. magazines, I.EFL.4.7.1. Learners can identify the
• Taking pictures to tell a story using notebook main idea and some details in short
a digital storyboard. straightforward spoken audio texts set in
familiar contexts when the message is
Drawing pictures for a story or song delivered slowly and there is other
seen in class and exchanging them contextual support. (Example: rules for a
with a partner, who captions each game, classroom instructions, a dialogue
picture. in a scene from a cartoon or movie, etc.)
• Illustrating a piece of writing. Learners can use other classmate’s
• Reimagining a story in a different contributions in class as models for their
setting. (Example: Snow White in own. (I.2, I.3, S.4)
Ambato, Little READING:
Red Riding Hood in the city, etc.) I.EFL.4.12.1. Learners can employ a
• Responding to a poem by a video range of reference materials and sources,
representation. both online and in print, in order to
 • Brainstorming features and support ideas, answer inquiries, find
conventions of a genre and then relationships and relate ideas between
reading an example in different subject areas. (I.1, I.2, J.2)
order to locate each one. (Example: a WRITING:
fantastical creature in a science fiction I.EFL.4.16.1. Learners can use and make
story, simple learning resources, both online
rhyme in a song, a prince and princess and in print, in order to compare and
in a fairy tale, etc.) contrast information. Learners can choose
• Discussing similarities between a appropriate resources and critically
text and the learners’ personal evaluate the information in these
experiences. resources, according to the value, purpose
• Underlining literary elements in a and audience of each. (I.1, I.3, I.4, J.2,
peer’s text and then comparing them J.4)
to those in LANGUAGE THROUGH THE ARTS:
one’s own writing
Listening to or reading stories and I.EFL.4.19.1. Learners can locate and
drawing an important scene. identify literary elements and techniques
• Looking at the title of a text and in other works, including one’s own.
accompanying illustrations and Learners can give personal responses to
writing three questions about the and interpret a variety of literary texts,
topic. Then reading to find the including those of a peer, referring to
answers to the questions. details and features of the text. (Example:
• Listening to a song and inferring if text structure, plot, ideas, events,
it is happy, sad, etc. vocabulary, etc.) (I.3, S.3, J.4)
• Writing a sentence to describe the
author’s intention.
• Finding a literary text online and
sharing it with the class by giving a
short summary.
• Underlining main ideas in a text.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 9TH Class: A-B
Foreign Language
Unit number: 7 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.1 Identify the main ideas, some
I´M GOING TO THE IKNOW 9 details and inferences of written texts, in
GAME order to produce level-appropriate
A1.2 critical analysis of familiar subjects and
contexts.
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.2Recognize and demonstrate an appreciation of some commonalities CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
and distinctions across cultures and groups (differentiated by gender, ability, between cultures as well as the consequences of one’s actions while exhibiting
generations, etc.) including the students’ socially responsible behaviors.
own. ORAL COMMUNICATION:
ORAL COMMUNICATION: CE.EFL.4.7. Listening for Information: Follow and identify some main ideas
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or and details in short and straightforward spoken or audio texts set in familiar
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio- contexts, when delivered slowly and with visuals to provide contextual support.
visual presentations) if delivered slowly and visuals provide contextual Use spoken contributions in class as models for one’s own speech.
support. (Example: an announcement of a bus delay, an intercom READING:
announcement at school, a dialogue supported by facial expressions/gestures CE.EFL.4.12. Use a range of reference materials and sources, both online and
and appropriate intonation, etc.) in print, in order to support ideas, answer inquiries, find relationships and relate
READING: ideas between different subject areas.
EFL 4.3.5 Use everyday reference material in order to select information WRITING:
appropriate to the purpose of an inquiry and relate ideas from one written CE.EFL.4.16. Make use of simple learning resources, including those created
source to another. by one’s self, in order to compare and contrast information, and choose
WRITING: appropriate resources according to the value, purpose and audience of each.
EFL 4.4.5 Recognize that various types of writing require different language, LANGUAGE THROUGH THE ARTS:
formatting and special vocabulary. (Example: a recipe, a letter, etc.) CE.EFL.4.19. Find and identify literary elements and techniques and relate
LANGUAGE THROUGH THE ARTS: those elements to the learner’s own experiences and to other works, including
EFL 4.5.4 Create personal stories by adding imaginative details to real-life one’s peers, in order to present personal responses and interpretations.SD
stories and situations, using appropriate vocabulary and elements of the
literature learners have read or heard.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Creating a dance for a popular or  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
traditional song. Unit 7 AWARENESS:
• Collaborating on the production of a I.EFL.4.2.1. Learners can name • Writing lesson
YouTube video in order to share a  Workbook Unit 7, similarities and differences between
musical, On-line different aspects of cultural groups. • Test
dance or dramatic performance. Learners can demonstrate socially
• Doing free writing on a topic  practice unit 7, responsible behaviors at school, online, at • Homework
suggested by another learner. audio CD, CD home and in the community, and evaluate
• Listening to a haiku and writing one player, internet, in- their actions by ethical, safety and social
in pairs. standards. (J.3, S.1, I.1)
• Writing a short, fictional story about  focus, posters, ORAL COMMUNICATION:
a teen’s unusual routine. magazines, I.EFL.4.7.1. Learners can identify the
• Taking pictures to tell a story using notebook main idea and some details in short
a digital storyboard. straightforward spoken audio texts set in
familiar contexts when the message is
Drawing pictures for a story or song delivered slowly and there is other
seen in class and exchanging them contextual support. (Example: rules for a
with a partner, who captions each game, classroom instructions, a dialogue
picture. in a scene from a cartoon or movie, etc.)
• Illustrating a piece of writing. Learners can use other classmate’s
 • Reimagining a story in a different contributions in class as models for their
setting. (Example: Snow White in own. (I.2, I.3, S.4)
Ambato, Little READING:
Red Riding Hood in the city, etc.) I.EFL.4.12.1. Learners can employ a
• Responding to a poem by a video range of reference materials and sources,
representation. both online and in print, in order to
• Brainstorming features and support ideas, answer inquiries, find
conventions of a genre and then relationships and relate ideas between
reading an example in different subject areas. (I.1, I.2, J.2)
order to locate each one. (Example: a WRITING:
fantastical creature in a science fiction I.EFL.4.16.1. Learners can use and make
story, simple learning resources, both online
rhyme in a song, a prince and princess and in print, in order to compare and
in a fairy tale, etc.) contrast information. Learners can choose
• Discussing similarities between a appropriate resources and critically
text and the learners’ personal evaluate the information in these
experiences. resources, according to the value, purpose
• Underlining literary elements in a and audience of each. (I.1, I.3, I.4, J.2,
peer’s text and then comparing them J.4)
to those in LANGUAGE THROUGH THE ARTS:
one’s own writing
Listening to or reading stories and I.EFL.4.19.1. Learners can locate and
drawing an important scene. identify literary elements and techniques
• Looking at the title of a text and in other works, including one’s own.
accompanying illustrations and Learners can give personal responses to
writing three questions about the and interpret a variety of literary texts,
topic. Then reading to find the including those of a peer, referring to
answers to the questions. details and features of the text. (Example:
• Listening to a song and inferring if text structure, plot, ideas, events,
it is happy, sad, etc. vocabulary, etc.) (I.3, S.3, J.4)
• Writing a sentence to describe the
author’s intention.
• Finding a literary text online and
sharing it with the class by giving a
short summary.
• Underlining main ideas in a text.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE:
 SCHOOL YEAR
2022-2023
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: Area: English as a Grade/Course: 9TH Class: A-B
Foreign Language
Unit number: 8 Unit Title: TEXTBOOK: Unit Specific Objectives: O.EFL 4.3 Independently read A2.1
TIME TO CHANGE IKNOW 9 level text in English as a source of
entertainment and interpersonal and
A1.2 intrapersonal interaction
TRANSVERS Justice PERIODS: STARTING WEEK: FINISHING WEEK:
AL AXES: Innovation
Solidary
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED INDICATORS FOR THE EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL 4.1.2Recognize and demonstrate an appreciation of some commonalities CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities
and distinctions across cultures and groups (differentiated by gender, ability, between cultures as well as the consequences of one’s actions while exhibiting
generations, etc.) including the students’ socially responsible behaviors.
own. ORAL COMMUNICATION:
ORAL COMMUNICATION: CE.EFL.4.7. Listening for Information: Follow and identify some main ideas
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or and details in short and straightforward spoken or audio texts set in familiar
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio- contexts, when delivered slowly and with visuals to provide contextual support.
visual presentations) if delivered slowly and visuals provide contextual Use spoken contributions in class as models for one’s own speech.
support. (Example: an announcement of a bus delay, an intercom READING:
announcement at school, a dialogue supported by facial expressions/gestures CE.EFL.4.12. Use a range of reference materials and sources, both online and
and appropriate intonation, etc.) in print, in order to support ideas, answer inquiries, find relationships and relate
READING: ideas between different subject areas.
EFL 4.3.5 Use everyday reference material in order to select information WRITING:
appropriate to the purpose of an inquiry and relate ideas from one written CE.EFL.4.16. Make use of simple learning resources, including those created
source to another. by one’s self, in order to compare and contrast information, and choose
WRITING: appropriate resources according to the value, purpose and audience of each.
EFL 4.4.5 Recognize that various types of writing require different language, LANGUAGE THROUGH THE ARTS:
formatting and special vocabulary. (Example: a recipe, a letter, etc.) CE.EFL.4.19. Find and identify literary elements and techniques and relate
LANGUAGE THROUGH THE ARTS: those elements to the learner’s own experiences and to other works, including
EFL 4.5.4 Create personal stories by adding imaginative details to real-life one’s peers, in order to present personal responses and interpretations.SD
stories and situations, using appropriate vocabulary and elements of the
literature learners have read or heard.
METHODOLOGICAL PERFORMANCE EVALUATION ACTIVITIES
RESOURCES
STRATEGIES INDICATORS TECHNIQUES / INSTRUMENTS
Creating a dance for a popular or  STUDENT"S BOOK COMMUNICATION AND CULTURAL • Oral Lesson
traditional song. Unit 8 AWARENESS:
• Collaborating on the production of a I.EFL.4.2.1. Learners can name • Writing lesson
YouTube video in order to share a  Workbook Unit 8, similarities and differences between
musical, On-line different aspects of cultural groups. • Test
dance or dramatic performance. Learners can demonstrate socially
• Doing free writing on a topic  practice unit 8, responsible behaviors at school, online, at • Homework
suggested by another learner. audio CD, CD home and in the community, and evaluate
• Listening to a haiku and writing one player, internet, in- their actions by ethical, safety and social
in pairs. standards. (J.3, S.1, I.1)
• Writing a short, fictional story about  focus, posters, ORAL COMMUNICATION:
a teen’s unusual routine. magazines, I.EFL.4.7.1. Learners can identify the
• Taking pictures to tell a story using notebook main idea and some details in short
a digital storyboard. straightforward spoken audio texts set in
familiar contexts when the message is
Drawing pictures for a story or song delivered slowly and there is other
seen in class and exchanging them contextual support. (Example: rules for a
with a partner, who captions each game, classroom instructions, a dialogue
picture. in a scene from a cartoon or movie, etc.)
• Illustrating a piece of writing. Learners can use other classmate’s
• Reimagining a story in a different contributions in class as models for their
setting. (Example: Snow White in own. (I.2, I.3, S.4)
Ambato, Little READING:
Red Riding Hood in the city, etc.) I.EFL.4.12.1. Learners can employ a
• Responding to a poem by a video range of reference materials and sources,
representation. both online and in print, in order to
• Brainstorming features and support ideas, answer inquiries, find
conventions of a genre and then relationships and relate ideas between
reading an example in different subject areas. (I.1, I.2, J.2)
order to locate each one. (Example: a WRITING:
fantastical creature in a science fiction I.EFL.4.16.1. Learners can use and make
story, simple learning resources, both online
rhyme in a song, a prince and princess and in print, in order to compare and
in a fairy tale, etc.) contrast information. Learners can choose
• Discussing similarities between a appropriate resources and critically
text and the learners’ personal evaluate the information in these
experiences. resources, according to the value, purpose
• Underlining literary elements in a and audience of each. (I.1, I.3, I.4, J.2,
peer’s text and then comparing them J.4)
to those in LANGUAGE THROUGH THE ARTS:
one’s own writing
Listening to or reading stories and I.EFL.4.19.1. Learners can locate and
drawing an important scene. identify literary elements and techniques
• Looking at the title of a text and in other works, including one’s own.
accompanying illustrations and Learners can give personal responses to
writing three questions about the and interpret a variety of literary texts,
topic. Then reading to find the including those of a peer, referring to
answers to the questions. details and features of the text. (Example:
 • Listening to a song and inferring if text structure, plot, ideas, events,
it is happy, sad, etc. vocabulary, etc.) (I.3, S.3, J.4)
• Writing a sentence to describe the
author’s intention.
• Finding a literary text online and
sharing it with the class by giving a
short summary.
• Underlining main ideas in a text.

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

CLIL COMPONENTS
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: : Coordinator: Principal:
SIGNATURE: English SIGNATURE: English SIGNATURE: English
DATE: DATE: DATE: