SCHOOL YEAR

INTEGRATIVE AND DISCIPLINARY MICROCURRICULAR PLAN

2024-2025

1. INFORMATIVE DATA:
Teachers: Mgtr. Verónica Bermeo M./ Mgtr. María Piedad Pulla
Class: Eighth 1, 2, 3, 4, 5 & 6 Term: Third
Starting Date: 17/03/2025 Ending Date: 20/06/2025
Area: English as a Foreign Language EFL. 4 Subject: English

2. PROJECT OVERVIEW:
Project Name Essential content Final Product
My Reading Path ● Vocabulary ● FINAL READING PROJECT.
● Grammar structures
● Skimming
● Reading for specific information
● Scanning
● Reading comprehension

3. CURRICULAR COMPONENTS:

SKILLS WITH
EVALUATION LEARNING ACHIEVEMENT INDICATOR
PERFORMANCE
CRITERIA TO BE INDICATOR OBJECTIVE
DEVELOPED
Work in collaborative activities I.EFL.4.22.1. Learners can Students will read a text Applies and expresses the ideas acquired from
through a variety of student collaborate and participate and express ideas and various texts.
groupings to understand literary effectively in a variety of student opinions through
texts. (Example: small groups, groupings by employing a wide collaborative activities.
cooperative learning groups, range of creative thinking skills
literature circles, process writing through the completion of
groups, etc.) (Ref. EFL 4.5.9).
activities such as playing games,
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brainstorming and problem

solving. (S.2, S.4, J.1, J.2, J.3,
J.4)

INTEGRATIVE PROJECT

ASSESSMENT ACTIVITIES
ACTIVE METHODOLOGICAL STRATEGIES FOR TEACHING AND RESOURCES Interdisciplinary assessment
LEARNING techniques and tools
DCD: ● Reading
(Ref. EFL 4.5.9) Books: My
Best HETERO AND SELF
Readings 6 EVALUATION
Stage 4: Presentation of the product Technique: Student’s production
analysis.
In groups of 3 or 4, prepare an oral presentation about a topic from the book “My best Instrument: Rubric
reading” you had read during this year. It will last minimum 4 to 5 minutes maximum.

Divide the presentation in three parts: introduction, body, and conclusions.

Each student will present orally a part of the topic that will have a virtual visual aid with
images only (reading is not allowed).

DISCIPLINAR PLAN
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INTEGRATIVE AND DISCIPLINARY MICROCURRICULAR PLAN
2024-2025

SKILLS WITH PERFORMANCE

EVALUATION INDICATORS LEARNING OBJECTIVE ACHIEVEMENT INDICATOR
CRITERIA TO BE DEVELOPED
Unit 6 “Party time”
EFL 4.2.14 Ask and answer I.EFL.4.10.1. Learners can effectively Students will be able to name Uses the grammar and vocabulary
straightforward follow-up questions participate in familiar and predictable party preparation activities, structure from the Unit (Present
within familiar contexts, such as school everyday conversational exchanges in answer questions using yet and Perfet using already and yet and
and family life, provided there are order to complete a task, satisfy a need already, read, understand and Present perfect with for and since)
opportunities to ask for clarification, or handle a simple transaction, using a write an email invitation, ask to name party preparation activities
reformulation or repetition of key points. range of repair strategies. (Example: and answer about the past with and, read, understand and write an
asking for clarification, etc.) (I.3, J.3, for and since, by using grammar invitation email through different
J.4) from unit 6 through writing activities in the book and
descriptive paragraphs and workbook.
making art tasks.

EFL 4.3.1 Understand main points in I.EFL.4.11.1. Learners can understand

short simple texts on familiar subjects. main ideas and some details in short
(Example: news about sports or famous simple online or print texts on familiar
people, descriptions, etc.) subjects, using contextual clues to help
identify the most relevant information.
(Example: title, illustrations,
organization, etc.) (I.2, I.4)

Unit 7 “At the movies” I.EFL.4.15.1. Learners can convey Students will be able to name Uses the grammar and vocabulary
information and ideas and describe different kinds of movies and structure from the Unit (Reported
Convey information and ideas through Speech) to describe movies and
feelings and opinions in simple talk about what people said by
simple transactional or expository texts books. and, read, understand and
transactional or expository texts on using grammar from unit 7
familiar subjects in order to influence an through writing descriptive write a report of an interview
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on familiar subjects using ICT tools and audience, while recognizing that paragraphs and making art through different activities in the
features of English (Ref. EFL 4.4.1) different texts have different features tasks. book and workbook.
and showing the ability to use these
features appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)

Create personal stories by adding I.EFL.4.20.1. Learners can create short,

imaginative details to real-life stories and original literary texts in different genres,
situations, using appropriate vocabulary including those that reflect Ecuadorian
and elements of the literature learners cultures, using a range of digital tools,
have read or heard. (Ref. EFL 4.5.4) writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)

EFL 4.3.1 Understand main points in

short simple texts on familiar subjects. I.EFL.4.11.1. Learners can understand
(Example: news about sports or famous main ideas and some details in short
people, descriptions, etc.) simple online or print texts on familiar
subjects, using contextual clues to help
identify the most relevant information.
(Example: title, illustrations,
organization, etc.) (I.2, I.4)

Unit 8 “School’s Out”

Work in collaborative activities through a
I.EFL.4.22.1. Learners can collaborate Students will be able to name Uses the grammar and vocabulary
variety of student groupings to
and participate effectively in a variety of and talk about end-of-year structures from the Unit (Future)
understand literary texts. (Example:
student groupings by employing a wide activities and make predictions to make predictions in the future
small groups, cooperative learning
range of creative thinking skills through in the future by using grammar with If and Will, through different
groups, literature circles, process writing
the completion of activities such as from unit 8 through writing a
groups, etc.) (Ref. EFL 4.5.9).
playing games, brainstorming and
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problem solving. (S.2, S.4, J.1, J.2, J.3, year book entry and making art activities in the book and
J.4) tasks workbook.

Recognize some commonalities and

distinctions across cultures and groups I.EFL.4.2.1. Learners can name
(differentiated by gender, ability, similarities and differences between
generations, etc.) including the students’ different aspects of cultural groups.
own. (Ref. EFL 4.1.2 ) Learners can demonstrate socially
responsible behaviors at school, online,
at home and in the community, and
evaluate their actions by ethical, safety
and social standards. (J.3, S.1, I.1)
TRANSVERSAL AXES:
Objective 4: Quality Education
Objective 9: Industry innovation and infrastructure
Objective 12: Responsible Consumption and production.

EVALUATION ACTIVITIES
Instrument and Evaluation Techniques
Active methodological strategies for teaching and learning Resources
Self-evaluation / Questionnaire
DCD - Share it 6, Student’s book.
HETEROEVALUATION:
EFL 4.2.14 - Share it 6, Workbook
- Share it 6, Sharebook Technique: Student’s Production Analysis
EFL 4.3.1 - My Best Readings 6 Instrument: Checklist
(Ref. EFL 4.5.9) - Flashcards
- Virtual learning spaces
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WEEK # 28 (March 17th to 21st, 2025) - Navío platform.

1. ANTICIPATION: - Videos
- Presentations
-Look and talk about the pictures, pg. 68 SB
- Virtual Tools
-Use a Presentation to introduce the new vocabulary. - Interactive Teacher's Book.
- The teacher reads the dialogue on pg. 68 to introduce the - Notebook
grammar topic (have… made. Present Perfect). - Writing materials (pens,
- SDG # 4 The teacher introduces the new topic “A costumer pencils, color pencils, etc.)
complaint” (My Best Reading, pg. 70) - Cardboards
- Paper sheets
2. BUILDING KNOWLEDGE:
-Students listen to the teacher to complete the exercise 3, pg.68/
SB.
-Read and answer questions. Pg. 69(C)
-Complete the exercises on pg. 71, My Best Reading
-Read and discuss the main ideas. (My Best Reading, Pgs. 72-
73).
3. CONSOLIDATION:
-Students practice speaking by using the Sharebook, pg. 35
-Complete exercises on pgs. 57 - 58 / WB
-Lab: Navio: Unit 6
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
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-What was it useful for?

-How can I apply it?
5. ACADEMIC REINFORCEMENT:

Students will complete the exercises related to the studied

topics in a virtual worksheet.
DCD
EFL 4.2.14
- Share it 6, Student’s book.
EFL 4.3.1 - Share it 6, Workbook
(Ref. EFL 4.5.9) - Share it 6, Sharebook
- My Best Readings 6
WEEK # 29 (March 24th to 28th, 2025) - Flashcards
1. ANTICIPATION: - Virtual learning spaces
- Navío platform.
-Listen and read “What time will the party start”, pg. 70/ SB
- Videos COEVALUATION
-Read the reading tip, pg. 70/ SB - Presentations Technique: Student´s written production
analysis
-Underline new words in the reading. - Virtual Tools
- Interactive Teacher's Book. Instrument: Checklist
2. BUILDING KNOWLEDGE: - Notebook
-Students read the previous reading again and answers the - Writing materials (pens,
question, exercise 2, pg. 36/ SB. (C) pencils, color pencils, etc.)
- Cardboards
-Complete the chart based on the previous reading, pg. 71/SB.
- Paper sheets
-Imagine you have organized a party.(C)
3. CONSOLIDATION:
-Complete the exercises on the workbook, pgs. 59, 60.
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-Complete the exercises and fill the chart (My Best Reading,
pgs. 74-75.
- Complete the exercises on the workbook. (My Best Reading
Workbook, pgs. 24-25).
- Lab: Navio: Unit 3
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
EFL 4.2.14 Students reinforce knowledge practicing grammar
and vocabulary in their virtual classroom.

DCD - Share it 6, Student’s book.

- Share it 6, Workbook HETEROEVALUATION
EFL 4.2.14 Technique: Student´s written production
- Share it 6, Sharebook
EFL 4.3.1 analysis
- My Best Readings 6
(Ref. EFL 4.5.9) - Flashcards Instrument: Rubric (Graded task 1)
- Virtual learning spaces
- Navío platform.
WEEK # 30 (March 31st to April 4th, 2025)
- Videos
1. ANTICIPATION: - Presentations
- Virtual Tools
- Interactive Teacher's Book.
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-The teacher introduces the new vocabulary by using a quiz, pg. - Notebook
72 - Writing materials (pens,
- The teacher read the dialogue on pg. 73 to introduce the pencils, color pencils, etc.)
grammar topic (since / for). - Cardboards
- The teacher introduces the new topic “Catching Fire” (My - Paper sheets
Best Readings, pg. 76).
2. BUILDING KNOWLEDGE:
-Student complete the exercise 3, pg.73/ SB.
-Read and answer questions. Pg. 74/SB
-Complete the exercises on pg. 77, My Best Reading
-Read and discuss the main ideas. (My Best Reading, Pgs. 78-
79).
-Project: Desing a piñata. Then share it with a friend. (Ref.
EFL 4.5.9) (Graded task 1)

3. CONSOLIDATION:
-Students practice speaking and writing by using the
Sharebook, pg. 23-24. EFL. 4.2.14) (CS)(C)
-Complete exercises on pgs. 63 / WB
-Lab: Navio: Unit 6
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
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INTEGRATIVE AND DISCIPLINARY MICROCURRICULAR PLAN
2024-2025

-What was it useful for?

-How can I apply it?

5. ACADEMIC REINFORCEMENT:
EFL 4.5.9 Students reinforce the previous knowledge through a
worksheet about the grammar topics. Graded task preparation.

DCD:
EFL 4.2.14
- Share it 6, Student’s book.
EFL 4.3.1 - Share it 6, Workbook
(Ref. EFL 4.5.9) - Share it 6, Sharebook
- My Best Readings 6
- Flashcards
WEEK 31 (April 7th to 11th, 2025) COEVALUATION:
- Virtual learning spaces
1. ANTICIPATION: - Navio platform. Technique: Student’s Production Analysis
-Look at the pictures and discuss what types of maps are, pg. - Videos
Instrument: Checklist
76/ SB - Presentations
- Virtual Tools
-Listen to the teacher and repeat the new words, pg. 76/ SB - Interactive Teacher's Book.
-Underline new words in the reading. - Notebook
- Writing materials (pens,
-Students read and repeat prefixes, pg. 76/SB.
pencils, color pencils, etc.)
2. BUILDING KNOWLEDGE: - Cardboards
- Paper sheets
-Students read the story of thunder and lightning and answer
the question, pg. 78 – 79 / SB & WB pg. 66 – 67.
3. CONSOLIDATION:
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-Complete the exercises on the workbook, pgs. 64 and 65.

-Complete the exercises and write about three important things
for camping (My Best Reading, pgs. 80-81). (C)
- Complete the exercises on the workbook. (My Best Reading
Workbook, pgs. 28-29).
- Lab: Navio: Unit 6
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
(Ref. EFL 4.5.9) Students play a game using the progress
tracker, pg. 77/SB

DCD: - Share it 6, Student’s book.

(Ref. EFL 4.4.1) - Share it 6, Workbook
EFL 4.5.4 - Share it 6, Sharebook HETEROEVALUATION:
- My Best Readings 6
EFL 4.3.1 Technique: Student’s Production Analysis
- Flashcards
WEEK 32 (April 14th – 18th, 2025) - Virtual learning spaces Instrument: Questionnaire (Graded task 2)
- Navío platform.
1. ANTICIPATION:
- Videos
-The teacher introduces Unit 7 - Presentations
- Virtual Tools
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-The teacher presents the vocabulary by using a presentation, - Interactive Teacher's Book.
pg. 82. - Notebook
SDG # 9 Read the dialogue “What kind of movie is the music - Writing materials (pens,
kid?” pencils, color pencils, etc.)
- Cardboards
- Grammar presentation (Reported speech) by using a - Paper sheets
presentation, pg, 83.
-Read and discuss the main ideas about the text “Living
Pictures”. (My Best Reading, pgs. 80-86-87).

2. BUILDING KNOWLEDGE:
-Student complete the exercise 3, pg. 83/ SB.
-Complete the grammar exercises, pg. 84/SB
-Complete the exercises on pg. 85 My Best Reading.
3. CONSOLIDATION:
Irregular verbs Questionnaire. (Ref. EFL 4.4.1) (C) (Graded
task 2)
-Speaking practice by using the Sharebook, pg. 41, 42, 43, 44
(C)
-Complete exercises on pgs. 68-69 / WB
-Students complete grammar exercises on their notebooks.
-Lab: Navio: Unit 7
4. METACOGNITION:
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-What have I learnt?

-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
(Ref. EFL 4.5.9) Students reinforce the previous knowledge
through a worksheet about the grammar and vocabulary topics.

DCD: - Share it 6, Student’s book.

(Ref. EFL 4.4.1) - Share it 6, Workbook
EFL 4.5.4 - Share it 6, Sharebook
- My Best Readings 6
EFL 4.3.1 - Flashcards
- Virtual learning spaces
WEEK 33 (April 21st – 25th, 2025) - Navío platform. HETEROEVALUATION:
- Videos
1. ANTICIPATION: Technique: Student’s Production Analysis
- Presentations
-Read and listen: What does Matt love about his job? SB 84 (C) - Virtual Tools Instrument: Rubric (Graded task 3)
-Read and answer. - Interactive Teacher's Book.
- Notebook
Workbook pg. 70 Complete the activities according to the
- Writing materials (pens,
interview.
pencils, color pencils, etc.)
2. BUILDING KNOWLEDGE: - Cardboards
- Paper sheets
-Read and check the correct answers., pg. 71/ WB.
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-Write a report of your interview: Think, plan write pg. 85/SB

EFL 4.5.4 (C) EFL 4.5.4 (Graded task 3)
3. CONSOLIDATION:
-Vocabulary quiz, match and write the answers. Pg. 86 / SB
-Write the paragraph and place the adjectives in the correct
order. / SB 85 WB 71
-Students complete grammar exercises on their notebooks.
-Complete the exercises and write a paragraph about an
animated movie (My Best Reading, pgs. 88-89).
- Complete the exercises on the workbook. (My Best Reading
Workbook, pgs. 30-31).
-Lab: Navio: Unit 7
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
EFL 4.5.4 Students reinforce the previous knowledge playing
interactive games.

DCD: - Share it 6, Student’s book. HETEROEVALUATION:

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(Ref. EFL 4.4.1) - Share it 6, Workbook Technique: Student’s Production Analysis

EFL 4.5.4 - Share it 6, Sharebook Instrument: Questionnaire (Graded task 4)
- My Best Readings 6
EFL 4.3.1 - Flashcards
WEEK 34 (April 28th - May 2nd, 2025) - Virtual learning spaces
- Navío platform.
1. ANTICIPATION:
- Videos
-Read and listen, vocabulary quiz SB 86 - Presentations
- Virtual Tools
-Read and answer.
- Interactive Teacher's Book.
- Unscramble the words and complete the sentences. - Notebook
WB pg 72 - Writing materials (pens,
pencils, color pencils, etc.)
- The teacher introduces the new topic “The Red Priest” (My - Cardboards
Best Readings, pg. 90). - Paper sheets

2. BUILDING KNOWLEDGE:
-Read and listen: When did Seb see the movie? pg. 87/ SB. (C)
-Grammar: Reported speech. pg. 87/SB
-Complete the questions and answers. Pg. 72 WB
-Complete the exercises on pg. 91, My Best Reading
-Read and discuss the main ideas. (My Best Reading, Pgs. 92-
93).
3. CONSOLIDATION:
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-Complete the questions and answers. Use the words in

parenthesis WB 73
-Students complete grammar exercises on their notebooks.
-Sharebook pgs. 45 - 47
-Lab: Navio: Unit 7
Units 6 and 7 written lesson. (Graded task 4)
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
EFL 4.5.4 Students reinforce the previous knowledge by
reading and understanding a text. SB pgs. 88 – 89

DCD: - Share it 6, Student’s book.

- Share it 6, Workbook HETEROEVALUATION
(Ref. EFL 4.4.1) Technique: Student´s written production
- Share it 6, Sharebook
analysis
EFL 4.5.4 - My Best Readings 6
- Flashcards Instrument: Units 6 & 7 Navio platform.
EFL 4.3.1
- Virtual learning spaces (Graded task 5)
- Navío platform.
- Videos
WEEK 35 (May 5th – 9th , 2025)
- Presentations
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1. ANTICIPATION: - Virtual Tools

-Brains storm: What different types of movies have you seen? - Interactive Teacher's Book.
SB 88 - Notebook
- Writing materials (pens,
-New Vocabulary about movie moods and genres.
pencils, color pencils, etc.)
-Read and answer. WB 74 - Cardboards
- Paper sheets
- Complete the text using vocabulary.
2. BUILDING KNOWLEDGE:
-Read and listen: Movie Moods and Genres, pg. 88/ SB.
-Think and talk with a friend. pg. 89/SB (C)
. Complete the questions and answers. Pg. 74 WB
3. CONSOLIDATION:
-Students will use grammar from unit 7 playing the progress
tracking activities. SB 90 - 91
-Students complete grammar exercises on their notebooks.
-Complete the exercises and write a paragraph about your
favorite musician. (My Best Reading, pg. 94-95).
- Complete the exercises on the workbook. (My Best Reading
Workbook, pgs. 30-31).
-Lab: Navio: Unit 7
- Units 6 & 7Navio platform EFL 4.5.4 (C) (Graded task 5)
4. METACOGNITION:
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-What have I learnt?

-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
EFL 4.3.1. Students reinforce the previous knowledge (Suffixes
-y, -er, -less, - or) by completing the activities on page: SB 90
WB 75 – 76.

DCD: - Share it 6, Student’s book.

- Share it 6, Workbook
(Ref. EFL 4.5.9). - Share it 6, Sharebook
(Ref. EFL 4.1.2 ) - My Best Readings 6
- Flashcards
- Virtual learning spaces
WEEK 36 (May 12th – 16th, 2025) - Navío platform. HETEROEVALUATION:
- Videos
1. ANTICIPATION: Technique: Student’s Production Analysis
- Presentations
- SDG # 12: Unit 8 new vocabulary introduction about Instrument: Checklist
- Virtual Tools
awesome experiences. SB / 92
- Interactive Teacher's Book.
- Listen, point and say / listen, number and check. - Notebook
- Writing materials (pens,
-Read and answer. WB 77
pencils, color pencils, etc.)
- The teacher introduces the new topic “School for Samba (My - Cardboards
Best Readings, pg. 96). - Paper sheets
2. BUILDING KNOWLEDGE:
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-Grammar: First conditional., pg. 93/ SB.

-Complete the questions and answers. 93/SB
-Complete the exercises on pg. 97, My Best Reading
-Read and discuss the main ideas. (My Best Reading, Pgs. 98-
99).
3. CONSOLIDATION:
- Sharebook pgs. 49-51
-Students will use grammar from unit 5 completing the
workbook activities WB 77-78
-Complete a worksheet for practicing the First Conditional
-Lab: Navio: Unit 8
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
- Students reinforce Unit 7 contents by playing interactive
games in the Virtual classroom.
DCD: - Share it 6, Student’s book. HETEROEVALUATION:
- Share it 6, Workbook
(Ref. EFL 4.5.9). Technique: Student’s Production Analysis
- Share it 6, Sharebook
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- My Best Readings 6 Instrument: Checklist

(Ref. EFL 4.1.2 ) - Flashcards
- Virtual learning spaces
- Navío platform.
WEEK 37 (May 19th – 23th, 2025) - Videos
- Presentations
1. ANTICIPATION:
- Virtual Tools
-Read and listen: Suki Year Book SB/94 - Interactive Teacher's Book.
-Discuss the main idea about the previous reading - Notebook
- Writing materials (pens,
2. BUILDING KNOWLEDGE: pencils, color pencils, etc.)
- Answer the question on pg. 94 SB - Cardboards
- Paper sheets
- Complete the activity on pg. 95/SB
3. CONSOLIDATION:
-Students plan and write a Year Book based on the instructions
from pg. 95
-Student complete activities in the Workbook pgs. 79-80
-Complete the exercises and write a report about a club that you
have joined at school. (My Best Reading, pg. 100-101).
- Complete the exercises on the workbook. (My Best Reading
Workbook, pgs. 32-33).
-Lab: Navio: Unit 8
4. METACOGNITION:
-What have I learnt?
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-How have I learnt?

-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
(Ref. EFL 4.1.2 ) Students reinforce the previous knowledge
by completing interactive activities in the virtual classroom
DCD:
- Share it 6, Student’s book.
(Ref. EFL 4.5.9). - Share it 6, Workbook
- Share it 6, Sharebook
- My Best Readings 6
(Ref. EFL 4.1.2 ) - Flashcards
- Virtual learning spaces
- Navío platform. HETEROEVALUATION
WEEK 38 (May 26 – 30 , 2025)
th th Technique: Student´s written production
- Videos
analysis
1. ANTICIPATION: - Presentations
-Introduction to the new vocabulary: adjectives for describing - Virtual Tools Instrument: Rubric
emotions. SB/96 - Interactive Teacher's Book.
- Notebook
-Students read and underline the new words in the text. SB/96 - Writing materials (pens,
-- The teacher introduces the new topic “Belt Test (My Best pencils, color pencils, etc.)
Reading, pg. 102). - Cardboards
- Paper sheets

2. BUILDING KNOWLEDGE:
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. Complete the questions and answers. Pg. 96

-Complete the exercises on pg. 103 (My Best Reading)
- Read and discuss the main ideas. (My Best Reading, Pgs.
104-105).
3. CONSOLIDATION:
-Students complete activities from the Workbook, pg. 81.
-Student discuss in pairs how they feel about the last part of the
school year. SB (C)
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
(Ref. EFL 4.5.9) Students reinforce the previous knowledge by
playing games SB
DCD: - Share it 6, Student’s book.
COEVALUATION:
- Share it 6, Workbook
(Ref. EFL 4.5.9).
- Share it 6, Sharebook Technique: Student’s Production Analysis
- My Best Readings 6 Instrument: Checklist
(Ref. EFL 4.1.2 ) - Flashcards
- Virtual learning spaces
- Navío platform.
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INTEGRATIVE AND DISCIPLINARY MICROCURRICULAR PLAN
2024-2025

WEEK 39 (June 2nd – 6th, 2025) - Videos

1.ANTICIPATION - Presentations
- Virtual Tools
- Introducing the new grammar (First Conditional Questions) - Interactive Teacher's Book.
through a chart. SB/97 - Notebook
2. BUILDING KNOWLEDGE: - Writing materials (pens,
pencils, color pencils, etc.)
Students complete activities in the SB/pg.97
- Cardboards
-Practice worksheet. - Paper sheets

3. CONSOLIDATION:
-Students complete grammar exercises on their notebooks.
-Students complete grammar exercises on their workbooks.
-Complete the exercises and write a paragraph about a martial
art that you want to learn. (My Best Reading, pg. 106-10).
- Complete the exercises on the workbook. (My Best Reading
Workbook, pgs. 34-35).
-Lab: Navio: Unit 8
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
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(Ref. EFL 4.1.2 ) Students reinforce the previous knowledge by

completing activities in worksheets.
DCD:

(Ref. EFL 4.5.9).

- Share it 6, Student’s book.

(Ref. EFL 4.1.2 )
- Share it 6, Workbook
- Share it 6, Sharebook
- My Best Readings 6
WEEK 40 (June 9th – 13th, 2025)
- Flashcards
- Read and underline the new words in the text Amazing - Virtual learning spaces
Achievements. - Navío platform. HETEROEVALUATION
- Discuss the main ideas - Videos Technique: Student’s Production Analysis
- Presentations
Word study: Contractions. SB/pg. 100 Instrument: Checklist
- Virtual Tools
-Read “The interesting Life of Hokusai” - Interactive Teacher's Book.
- Notebook
2. BUILDING KNOWLEDGE:
- Writing materials (pens,
. Read again Amazing Achievements and answer True or False. pencils, color pencils, etc.)
SB/pg.99 - Cardboards
- Paper sheets
-Read and answer question on pg. 103/SB
3. CONSOLIDATION:
-Students create a certificate for a friend.
-Students complete activities on the Workbook pgs. 83-84-86-
87
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-Practice for the Final Term Exam

-Lab: Navio: Unit 8
4. METACOGNITION:
-What have I learnt?
-How have I learnt?
-What was it useful for?
-How can I apply it?

5. ACADEMIC REINFORCEMENT:
Students reinforce the previous knowledge by completing
activities in the Student Book pgs. 104-105
DCD:

EFL 4.2.14

EFL 4.3.1 HETEROEVALUATION:

Technique: Student’s Production Analysis

(Ref. EFL 4.4.1) Instrument: Questionnaire

(Ref. EFL 4.5.4)

(Ref. EFL 4.5.9)

(Ref. EFL 4.1.2 )
 SCHOOL YEAR
INTEGRATIVE AND DISCIPLINARY MICROCURRICULAR PLAN
2024-2025

WEEK 41 (June 16th – 20th, 2025)

Students will complete a test about the grammar, vocabulary
and functional language from Units 6, 7 and 8.
SUMMATIVE EVALUATION

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Student’s name and Educational Need Adaptation Methodological strategies to be Recommendations for Parents / Tutors
his/her last name’s Type applied
initial
Danna C. Difficulties in 1&2 1. Group work activities. 1. Parents/tutors should always check their
emails in case the teacher needs to inform
8th 1 Reading and Writing (none 2. Utilize graphic organizers like Venn anything regarding the development of the
significate) diagrams or story maps to help
areas. student in class.
students visualize and understand
Difficulties in 2. Parents/tutors should communicate with the
3. Provide structured writing prompts teacher immediately in case they spot any
Mathematics. and sentence frames to assist students difficulties with development of the subject.
in organizing their thoughts and
expressing ideas. 3. Parents/tutors should always talk to their
children about their classes to find out if there
is any inconvenience with the contents.

Cristobal D. ADHD I& II 1.Create a predictable daily routine to 1. Parents/tutors should always check their
8th 1 help the student feel more organized emails in case the teacher needs to inform
Low intellectual (significate) and secure.
Coefficient.
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Autism Spectrum 2. Use visual aids like calendars, anything regarding the development of the
Disorder Type 1 checklists, and graphic organizers to student in class.
help the student stay organized and
understand tasks. 2. Parents/tutors should communicate with the
teacher immediately in case they spot any
3. Break down tasks into smaller, difficulties with development of the subject.
more manageable steps to prevent
3. Parents/tutors should always talk to their
overwhelm.
children about their classes to find out if there
4.Incorporate multiple senses (sight, is any inconvenience with the contents.
sound, touch) into learning activities
to improve retention.

5. Use positive reinforcement to

encourage desired behaviors and
reduce negative behaviors.
6. Provide social skills training to help
the student interact with peers and
understand social cues.

7.Group work activities.

Luciana S. Mild impairment in I & II 1.Group work activities. 1.Parents/tutors should always check their
auditory attention emails in case the teacher needs to inform
8th 2 (none 2. Provide clear, concise, and step-by-
processes. anything regarding the development of the
significate) step instructions both verbally and student in class.
Difficulties in visually.
2.Parents/tutors should communicate with the
Reading and Writing
3. Utilize graphic organizers like Venn teacher immediately in case they spot any
areas. diagrams or story maps to help difficulties with development of the subject.
students visualize and understand
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Difficulties in 3.Parents/tutors should always talk to their

4. Provide structured writing prompts children about their classes to find out if there
Mathematics. and sentence frames to assist students is any inconvenience with the contents.
in organizing their thoughts and
expressing ideas.
José A. Social-emotional Non- 1.Provide social skills training to help 1. Parents/tutors should always check their
challenges adaptation the student interact with peers and emails in case the teacher needs to inform
8th 3 understand social cues. anything regarding the development of the
student in class.
2. Facilitate opportunities for peer
support and social interactions. 2. Parents/tutors should communicate with the
teacher immediately in case they spot any
3. Group work activities. difficulties with development of the subject.
3. Parents/tutors should always talk to their
children about their classes to find out if there
is any inconvenience with the contents.
Rafaella T. Moderate bilateral I 1.Provide clear, concise, and step-by- 1.Parents/tutors should always check their
sensorineural step instructions both verbally and emails in case the teacher needs to inform
8th 3 visually.
hearing loss anything regarding the development of the
student in class.
2.Repeat or rephrase important
information to ensure understanding. 2.Parents/tutors should communicate with the
teacher immediately in case they spot any
3.Use visual aids, such as diagrams, difficulties with development of the subject.
charts, and graphs, to support auditory
3.Parents/tutors should always talk to their
information.
children about their classes to find out if there
is any inconvenience with the contents.
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Liam R. Misbehavior Non- 1.Acknowledge and reward good 1. The student needs to understand what is
disorder adaptation behavior with praise, stickers, points, expected of him and the consequences of their
8th 5
or privileges. actions. Consistency is key to helping him
(No diagnostic)
learn appropriate behavior.
2.Create a set of classroom rules that
are simple, clear, and visual. 2. Demonstrate problem-solving techniques,
Consistently apply consequences for show empathy in difficult situations, and
breaking rules and reward following practice good communication skills in front of
them. your child.
3. Group activities to practice skills
like sharing, asking for help,
managing frustration, and handling
conflicts.
4. Develop specific non-verbal signals
for the student (e.g., a raised hand
means "calm down"), which can be
used discreetly.
Javier Ch. ADHD 1&2 1. Environment strategies: Change 1. Set consistent daily routines for waking up,
groups. school, homework, playtime, and bedtime.
8th 6 (none
Use visual schedules (charts or calendars) to
significate) 2. Teaching Techniques: provide more
remind your child of what they need to do.
examples, positive reinforcement, peer
tutor, repeat instructions, write 2. Set up a designated homework area that is
instructions on the board. quiet, free from distractions (like TV, noise,
or excessive toys), and well-organized. Equip
3. Material: Timer, learning games,
the area with all necessary school supplies to
audiovisual interactive classes,
avoid frequent interruptions.
didactic guide to review the contents
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learned in classes, non-compulsory 3. Use visual timers, alarms, or colored charts

extra activities. Use of school diary. to remind your child of time limits or when to
switch activities. For example, set a timer for
4. Learning style: Assignments
10–15-minute intervals for homework,
modifications (when is necessary),
followed by a short break.
Cooperative learning groups (when is
possible). 4. Establish a consistent bedtime routine,
reduce screen time before bed, and create a
5. Assistance: Contact parent, consult
calm environment in your child’s bedroom.
with other staff. (DECE)
Make sure they have enough sleep to start the
6. Evaluation: Non-significant day well-rested.
difference in written or oral
evaluations. If it is necessary the
evaluation will be graded over 75% of
difficulties.
Juan C. Presumptive I 1. Focus on the student's strengths and 1. Parents/tutors should always check their
Diagnosis build upon them to boost self-esteem emails in case the teacher needs to inform
8th 6 and motivation. anything regarding the development of the
ADHD
student in class.
No diagnostic 2. Create a predictable daily routine to
help the student feel more organized 2. Parents/tutors should communicate with the
and secure. teacher immediately in case they spot any
difficulties with development of the subject.
3. Use visual aids like calendars,
checklists, and graphic organizers to 3. Parents/tutors should always talk to their
help the student stay organized and children about their classes to find out if there
understand tasks. is any inconvenience with the contents.
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2024-2025

4. Break down tasks into smaller,

more manageable steps to prevent
overwhelm.

Referencias bibliográficas:
● Ministerio de Educación Subsecretaría de Fundamentos educativos. (2021). Instructivo para la Elaboración de Proyectos Interdisciplinarios
Régimen Sierra-Amazonía. Quito.
● Koustaff, L.; Rivers, S. (2020). Share It! Full Combo 6. Macmillan Education Limited.