“JOSÉ MEJÍA LEQUERICA” HIGH SCHOOL

AMIE 17H02252

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

ACADEMIC YEAR: 2017 - 2018

1. INFORMATIVE DATA

Teacher: Lic. Lorena Criollo Area: English as a Foreign Language Grade / Course: Class:
8th EGB “A”,”B”,”C”,”D” A1.1

Book: Unit 2 Objectives

English A 1.1 People I love O.EFL 4.1

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: 5 periods Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.4.2.

Recognize and demonstrate an appreciation of commonalities between
EFL 4.1.9 cultures as well as the consequences of one’s actions while exhibiting
Recognize the consequences of one’s actions by demonstrating responsible
decision-making at school, online, at home and in the community, while socially responsible behaviors.
considering ethical standards, safety concerns, social norms and mutual
respect. CE.EFL.4.5.
Display an appreciation of and demonstrate respect for individual and
EFL 4.1.10
Recognize and appreciate individual and group similarities and differences by group differences by establishing and maintaining healthy and
establishing and maintaining healthy and rewarding online and face-to-face rewarding relationships based on communication and cooperation.
relationships based on communication and cooperation.

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

Listening for Information: Follow and identify some main ideas and
EFL 4.2.6 details in short and straightforward spoken or audio texts set in familiar
Use other students’ contributions in class as models for their own. contexts, when delivered slowly and with visuals to provide contextual
support. Use spoken contributions in class as models for one’s own
speech.

Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details in short
EFL 4.3.1 simple texts on familiar subjects, making use of contextual clues to
Understand main points in short simple texts on familiar subjects. (Example: identify relevant information in a text.
news about sports or famous people, descriptions, etc.)

Writing CE.EFL.4.15.
Express information and ideas and describe feelings and opinions in
EFL 4.4.5 simple transactional or expository texts on familiar subjects in order to
Recognize that various types of writing require different language, formatting influence an audience, while recognizing that different texts have
and special vocabulary. (Example: a recipe, a letter, etc.) different features and showing the ability to use these features
appropriately in one’s own writing.

Language through the Arts CE.EFL.4.18.

Use main ideas in order to understand, predict, infer and deduce literal
EFL 4.5.1 and implied meanings in short, simple, everyday literary texts (online,
Make use of main points in literary texts (authentic and semi-authentic, oral oral or in print).
and written) to understand short simple everyday stories, especially if there is
visual support. CE.EFL.4.22.
Show the ability to work collaboratively and to participate effectively in a
EFL 4.5.9 variety of student groupings by employing a wide range of creative
Engage in collaborative activities through a variety of student groupings to thinking skills through the completion of activities such as playing
create and respond to literature and other literary texts. (Example: small games, brainstorming and problem solving.
groups, cooperative learning groups, literature circles, process writing groups,
etc.)

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

 Techniques / Instruments

Communication and Cultural Communication and Cultural ACTIVITIES and

Awareness Awareness TECHNIQUES
-English - Teacher´s Book A 1.1
Creating a poster of rules I.EFL.4.2.1. Make positive remarks to other
Learners can name similarities and learners in class.
Collaborating on a group project. differences between different aspects
of cultural groups. Learners can Listen to another learner’s
demonstrate socially responsible answers in class.
Completing group work in a fair and
honest manner and accepting the behaviors at school, online, at home
-Photocopiable Sheets and in the community, and evaluate Read a text and answering
group’s decisions.
their actions by ethical, safety and information questions.

Helping learners in the class who social standards. (J.3, S.1, I.1)
Write your own answers to
have a different skill set. interview questions.
I.EFL.4.5.1.
Learners can appreciate and show
Sharing ideas freely and without
respect for individual and group
jealousy. -Crosswords
differences by establishing and main-
INSTRUMENTS
taining healthy and rewarding online
Making positive remarks to other
and face-to-face interactions. Rubrics
learners in class.
Learners can communicate and
cooperate in a respectful, empathetic Portfolio
Encouraging classmates to stay
manner. (J.3, S.1, S.4)
motivated when needed.
-Flash cards Oral interview
Giving assistance to those who are
Oral Communication Quiz Time Test
struggling, even when not directly
asked to. I.EFL.4.7.1.
Learners can identify the main idea
Oral Communication: and some details in short straightfor-
Listening and Speaking) -Worksheet ward spoken audio texts set in
familiar contexts when the message
Listening to another learner’s is delivered slowly and there is other
answers in class and responding contextual support. (Example: rules
appropriately. (Example: giving for a game, classroom instructions, a
praise, correcting an error, asking a dialogue in a scene from a cartoon or
follow-up question, etc.) movie, etc.) Learners can use other
- Dictionary
classmate’s contributions in class as
models for their own. (I.2, I.3, S.4)
Reading
Reading
Reading a text and answering -Taperecorder
information questions. I.EFL.4.11.1.
Learners can understand main ideas
Choosing from a list of words to and some details in short simple on-
complete gaps from a reading. line or print texts on familiar subjects,
using contextual clues to help identify
- Student´s book the most relevant information.
Predicting main ideas by reading the
title and using other contextual clues (Example: title, illustrations,
(e.g., illustrations, subheadings, etc.) organization, etc.) (I.2, I.4)

Writing
Writing
-Web pages
I.EFL.4.15.1.
Looking at a picture and writing a
Learners can convey information and
description of what you see or how it
ideas and describe feelings and
makes you feel, then comparing
opinions in simple transactional or
descriptions in pairs.
expository texts on familiar subjects
in order to influence an audience,
Language through the Arts
while recognizing that different texts
have different features and showing
Looking at the title of a text and the ability to use these features
accompanying illustrations and appropriately in one’s own writing.
writing three questions about the (I.3, I.4, S.3, J.2)
topic. Then reading to find the
answers to the questions. Language through the Arts

Listening to a song and inferring if it is I.EFL.4.18.1.

happy, sad, etc. Learners can understand, predict,
infer and deduce literal and implied
Participating in classroom games in meanings in short, simple, everyday
which problem-solving as a team is literary texts (online, oral or in print),
important. especially when visual support is
provided. (I.2, I.3, I.4)
Comparing answers in pairs in order
to help each other understand errors I.EFL.4.22.1.
or concepts. Learners can collaborate and
participate effectively in a variety of
 student groupings by employing a
wide range of creative thinking skills
through the completion of activities
such as playing games, brainstorming
and problem solving. (S.2, S.4, J.1,
J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

- Jumbo Silva Douglas Steeward Level 2

Use some cards to explain the topic.
Síndrome de Berrant
Use visual material to describe a situation verbally.

- Sheyri Jusbel Tixe Guamuchi Level 3 Motivate to the student to finish his homework.

Retraso mental leve deterioro del comportamiento significativo

tipo principal
Through of flash cards to motivate to the participation of the student.

Copy specific information to do simple exercises.

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. Lorena Criollo Teacher: Lic. Mariela Cumbajin Teacher: Msc. Alicia Morales

Signature: Signature: Signature:

Date: Date: Date: