UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Cours 10th year of Class: A
Language e: Basic
Education
Unit Number: 1 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific  Talk about some inventors
Unit Title: Breakthroughs in Objectives: and their inventions.
science and technology  Give accounts of past
events.
 Ask for and give
information about the past.
 Use time expressions when
giving accounts of past
achievements.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online CE.EFL.4.4. Demonstrate the ability to ask for and give
or face-to-face interactions, for personal, social and academic purposes. information and assistance using appropriate language
and interaction styles in a variety of social interactions.
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal
background, immediate environment and matters of immediate need in simple terms using CE.EFL.4.8. Production – Accuracy and Intelligibility:
grammatical structures learnt in class (although there may be frequent errors with tenses, Communicate needs and information clearly and in
personal pronouns, prepositions, etc.) simple terms, using grammatical structures learned in
class (although there may be frequent errors), effectively
and without undue effort. Demonstrate an ability to
EFL 4.2.14 Ask and answer straightforward follow-up questions within familiar contexts, make appropriate use of new words and expressions in
such as school and family life, provided there are opportunities to ask for clarification, social interactions.
reformulation or repetition of key points. CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
READING exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies
EFL 4.3.7 Read, gather, view and listen to information from various sources in order to (e.g. asking for clarification) and sustain conversational
organize and discuss relationships between academic content areas. (Example: nonfiction exchanges in pairs to complete a task, satisfy a need or
books for young adults, the Internet, audio and media presentations, oral interviews, maps, handle a simple transaction.
diagrams, reference books, magazines, etc.)
READING
WRITING
CE.EFL.4.12. Use a range of reference materials and
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading sources, both online and in print, in order to support
(i.e., “the writing process”) to produce well-constructed informational texts. ideas, answer inquiries, find relationships and relate
ideas between different subject areas.
LANGUAGE THROUGH THE ARTS
WRITING
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups,
games and problem-solving tasks by showing the ability to accept a variety of ideas and CE.EFL.4.17. Show an ability to convey and organize
capitalize on other people’s strengths. information through the use of facts and details and by
employing various stages of the writing process, while
using a range of digital tools to promote and support
collaboration, learning and productivity.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.22. Show the ability to work collaboratively and

to 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.
 METHODOLOGICAL
STRATEGIES
COMMUNICATION AND
CULTURAL AWARENESS
Playing games that practice
classroom language, turn-taking,
being polite, etc.
Comparing answers in pairs or
small groups.
Participating in short dialogues
and role plays to practice target
language. (Example: thanking
others, apologizing, asking for
help, greeting authorities, etc.)
ORAL COMMUNICATION
Identifying specific details
regarding people, places, times
and reasons.
Using background knowledge to
aid comprehension.
Exploring visual aids before
listening with the purpose of
activating previous knowledge.
Giving a presentation about an
inventor or invention.
Planning what to say and
rehearsing after collecting
relevant information about the
topic of a presentation.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
Teacher’s guide COMMUNICATION AND CULTURAL ACTIVITIES
Students’ book AWARENESS
Flashcards Work with a classmate and
Audio CD I.EFL.4.4.1. Learners can demonstrate an ability number the inventions in
to give and ask for information and assistance chronological order. Then listen
using level-appropriate language and and check.
interaction styles in online or face-to-face social Listen to a lecture and complete a
and classroom interactions. (J.2, J.3, J.4, I.3) chart.
Ask and answer wh-questions
ORAL COMMUNICATION about inventors and their
inventions.
I.EFL.4.8.1. Learners can communicate personal Listen to the dialog and fill in the
information and basic immediate needs and blanks.
deal with other practical everyday demands in Work in pairs. One student selects
familiar contexts, effectively and without undue an inventor and the other guesses
effort and using grammatical structures and his/her name by asking yes/no
vocabulary seen in class (although there may be questions.
frequent, basic errors). (I.1, I.2, I.3, S.1) Complete the encyclopedia entry
I.EFL.4.10.1. Learners can effectively participate with the verbs in the simple past
in familiar and predictable everyday tense form.
conversational exchanges in order to complete a Read the statements about
task, satisfy a need or handle a simple inventors and inventions and
transaction, using a range of repair strategies. correct them in affirmative or
(Example: asking for clarification, etc.) (I.3, J.3, negative form.
J.4) Read the text quickly and match
the inventions with the
paragraphs they belong to.
Label the encyclopedia entry.
READING
Asking and answering questions
about people and their
achievements.
Using idioms to talk about
everyday topics.
Using wh-questions to obtain
extra details in dialogs.
READING
Locating main ideas and relevant
details in a text.
Predicting the content of a
reading by taking a look at
vocabulary first.
Answering information
questions.
Recognizing the structure of an
encyclopedia entry.
WRITING
Writing an encyclopedia entry.
Narrating and connecting ideas
chronologically when describing
important events.
LANGUAGE THROUGH THE
ARTS
I.EFL.4.12.1. Learners can employ a range of Write an encyclopedia entry about
reference materials and sources, both online one of the inventions or inventors
and in print, in order to support ideas, answer presented in the unit.
inquiries, find relationships and relate ideas Read the expressions and their
between different subject areas. (I.1, I.2, J.2) meanings. Listen to a radio
program and match them.
WRITING Complete the conversation by
using the idioms studied in this
I.EFL.4.17.1. Learners can convey and organize lesson.
information through the use of facts and details Think of school-related
and by employing various stages of the writing experiences where you can use the
process, while using a range of digital tools to idioms studied in this lesson.
promote and support collaboration, learning
and productivity. (I.1, I.3, S.4, J.2, J.4) TECHNIQUES
LANGUAGE THROUGH THE ARTS Observation
Interview
I.EFL.4.22.1. Learners can collaborate and Self and pair-evaluation
participate effectively in a variety of student
groupings by employing a wide range of creative INSTRUMENTS
thinking skills through the completion of
activities such as playing games, brainstorming Anecdotal Records
and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4) Checklists
Rubrics
Questionnaire
Brainstorming a list of questions
and responses learners can use
during small group discussions
about literary texts. (Example:
Who is your favorite character?
Why? Which story do you like
better, A or B?, etc.)
Teaching a story, grammar point,
vocabulary word or topic to a
group of peers.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling learners Use pictures and flash cards to connect meaning. Have learners create their own flash cards.
Use real classroom objects and gestures
Have learners draw pictures to illustrate meaning.
Ask learners to add pictures or drawings to a book activity.
Repeat the classroom instructions as many times as needed.
Speak clearly and slowly.
Check comprehension as many times as possible.

Technological and scientific

breakthroughs
Inventors and inventions
CLIL COMPONENTS TRANSVERSAL AXES:
Facebook
Household inventions
Accidental inventions
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course: 10th year Class: A
Language of Basic
Education
Unit Number: 2 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Narrate personal
Unit Title: Travel and adventure experiences.
 Describe places.

Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom CE.EFL.4.3. Interact with others using self-monitoring and
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative self-correcting strategies as well as appropriate nonverbal
pronunciations or wording, etc.) and oral communication features.

ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday subject when carrying out
a collaborative/paired learning activity in which there are specific instructions for a task.
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations within
familiar contexts, provided that speech is given clearly, slowly and directly. (Example: an
interview, an information gap activity, etc.)
CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
READING CE.EFL.4.9. Production – Fluency: Use simple language to
describe, compare and make statements about familiar
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using everyday topics such as objects, possessions and routines in
prior knowledge, graphic organizers, context clues, note taking and finding words in a structured situations and short conversations. Interaction is
dictionary. with reasonable ease, provided speech is given clearly,
slowly and directly.
WRITING
READING
EFL 4.4.8. Convey and organize information using facts and details in order to illustrate diverse
patterns and structures in writing. (Example: cause and effect, problem and solution, general- CE.EFL.4.13. Apply learning strategies such as using prior
to-specific presentation, etc.) knowledge and graphic organizers to interpret new
information in a text, and assess this information according
LANGUAGE THROUGH THE ARTS to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and
written) to understand short simple everyday stories, especially if there is visual support. WRITING
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
using appropriate vocabulary and elements of the literature learners have read or heard. CE.EFL.4.17. Show an ability to convey and organize
information through the use of facts and details and by
employing various stages of the writing process, while using
a range of digital tools to promote and support
collaboration, learning and productivity.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.18. Use main ideas in order to understand, predict,

infer and deduce literal and implied meanings in short,
simple, everyday literary texts (online, oral or in print).
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures,

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Participating in short role plays
using a range of verbal and
nonverbal communication.
Rating one’s self after a speaking
activity, according to a set rubric.
Practicing a specific self-correcting
strategy during a pair work activity.
Demonstrating desirable behaviors
during class, group and pair
discussions.
ORAL COMMUNICATION
Catching the gist of a recorded text
by associating it to a corresponding
graph.
Following a text transcript to
identify specific words in a
recording.
Understanding the meaning of a
number of expressions present in a
recorded text based on the context
in which they appear.
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.3.1. Learners can employ a range of self- Complete the brochures with the
Audio CD monitoring and self-correcting strategies and corresponding words. Use the
interpret and use appropriate verbal and pictures as clues.
nonverbal communication features to Listen and select the picture that
communicate in familiar contexts. (I.3, S.4, J.4) best matches the conversation.
Complete the phone call between.
ORAL COMMUNICATION Peter and grandma about his family
vacation.
I.EFL.4.10.1. Learners can effectively participate in Label the pictures. Use the word
familiar and predictable everyday conversational bank. Then listen to Antonio’s
exchanges in order to complete a task, satisfy a narration and number the events
need or handle a simple transaction, using a range chronologically.
of repair strategies. (Example: asking for Summarize Antonio’s narration. Use
clarification, etc.) (I.3, J.3, J.4) sequence connectors.
I.EFL.4.9.1. Learners can use simple language to Talk to a partner about a mishap.
describe, compare and state facts about familiar Use sequence connectors, the past
everyday topics such as possessions, classroom tense and time conjunctions.
objects and routines in short, structured Locale the places in the pictures.
situations, interacting with relative ease. (I.3, I.4, Read the text and identify the
S.4) meaning of the words in red.
Answer the questions about the
sequence of events in the story.
Use synonyms to complete a
summary of a reading in a few ideas.
Identifying the chronological order
of a number of events accounted
for in a recorded text, by paying
attention to connectors of
sequence and time conjunctions.
Identifying details in a narrative by
answering wh-questions.
Giving an account of a vacation
experience in form of a personal
narrative.
Asking and answering questions
about people’s vacation activities.
Using idiomatic expressions to talk
about travelling experiences.
READING
Using vocabulary knowledge to aid
reading comprehension.
Using words with similar meanings
to summarize information from a
reading.
Answering wh-questions to help
with comprehension of details in a
text.
Identifying the main elements of a
narrative: beginning, middle and
end.
READING Look at the following pictures of a
travel mishap. Fill in the blanks to
I.EFL.4.13.1. Learners can apply learning strategies complete it. Then follow to model to
such as using prior knowledge and graphic write, in your own words, a personal
organizers to interpret new information in a text. narration.
Learners can assess this information according to
the organization, subject area and purpose of the TECHNIQUES
text, through the use of different criteria, including
ICT tools. (I.2, I.4, J.4) Observation
Interview
WRITING Self and pair-evaluation
I.EFL.4.17.1. Learners can convey and organize INSTRUMENTS
information through the use of facts and details
and by employing various stages of the writing Anecdotal Records
process, while using a range of digital tools to Checklists
promote and support collaboration, learning and Rubrics
productivity. (I.1, I.3, S.4, J.2, J.4) Questionnaire
LANGUAGE THROUGH THE ARTS
I.EFL.4.18.1. Learners can understand, predict,
infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online, oral
or in print), especially when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.20.1. Learners can create short, original
literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate vocabulary
and other literary concepts. (I.1, I.3)
WRITING I.EFL.4.22.1. Learners can collaborate and
participate effectively in a variety of student
Mapping the events of a narrative groupings by employing a wide range of creative
into a story map. thinking skills through the completion of activities
Writing a personal narrative in such as playing games, brainstorming and problem
his/her own words by following a solving. (S.2, S.4, J.1, J.2, J.3, J.4)
model.

LANGUAGE THROUGH THE ARTS

Listening to or reading stories and

drawing an important scene.
Underlining main ideas in a text.
Sharing learners’ stories in pairs or
small groups and choosing to
represent some through a role
play.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Holiday Activities and places

CLIL COMPONENTS Extreme Vacations TRANSVERSAL AXES:
Anecdotes and unfortunate happenings
 PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course 10th year of Class: A
Language : Basic
Education
Unit Number: 3 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about hobbies and
Unit Title: Hobbies, leisure and leisure activities
entertainment.  Express agreement or
disagreement about
controversial topics.
 Talk about rules, express
advice and emphatic
opinions.
 Determine main ideas,
supporting information and
examples in a reading.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.9 CE.EFL.4.2. Recognize and demonstrate an appreciation of

Recognize the consequences of one’s actions by demonstrating responsible decision-making at commonalities between cultures as well as the
school, online, at home and in the community, while considering ethical standards, safety consequences of one’s actions while exhibiting socially
concerns, social norms and mutual respect. responsible behaviors.
ORAL COMMUNICATION ORAL COMMUNICATION

EFL 4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and/or handle a CE.EFL.4.10. Interaction – Interpersonal: Participate
simple transaction. effectively in familiar and predictable conversational
exchanges by asking and answering follow-up questions,
READING provided there are opportunities to use repair strategies
(e.g. asking for clarification) and sustain conversational
EFL 4.3.1 exchanges in pairs to complete a task, satisfy a need or
Understand main points in short simple texts on familiar subjects. (Example: news about sports handle a simple transaction.
or famous people, descriptions, etc.)
EFL 4.3.2 READING
Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to
identify and understand relevant information in written level-appropriate text types. CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
WRITING making use of contextual clues to identify relevant
information in a text.
EFL 4.4.4
Write to describe feelings/opinions in order to effectively influence an audience. (Example: WRITING
persuade, negotiate, argue, etc.)
CE.EFL.4.15. Express information and ideas and describe
LANGUAGE THROUGH THE ARTS feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
EFL 4.5.1 while recognizing that different texts have different features
Make use of main points in literary texts (authentic and semi-authentic, oral and written) to and showing the ability to use these features appropriately
understand short simple everyday stories, especially if there is visual support. in one’s own writing.
EFL 4.5.4
Create personal stories by adding imaginative details to real-life stories and situations, using LANGUAGE THROUGH THE ARTS
appropriate vocabulary and elements of the literature learners have read or heard.
CE.EFL.4.18. Use main ideas in order to understand, predict,
infer and deduce literal and implied meanings in short,
simple, everyday literary texts (online, oral or in print).

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Simulating desirable social
behaviors through role play
activities.
Choosing pictures that
demonstrate responsibility and
identifying why each is desirable
and what consequences the
irresponsible actions would have.
ORAL COMMUNICATION
Listening for specific information
Following a text transcript to
identify specific words in a
recording.
Transferring information from a
passage into a chart
Following speakers turn-taking in
conversations
CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.2.1. Learners can name similarities and Label the pictures about hobbies
Audio CD differences between different aspects of cultural then complete the conversations.
groups. Learners can demonstrate socially Listen to a radio talk show about the
responsible behaviors at school, online, at home do’s and don’ts of some hobbies
and in the community, and evaluate their actions and complete the information
by ethical, safety and social standards. (J.3, S.1, I.1)
Complete the list of Do and Don’ts
to attend concerts.
ORAL COMMUNICATION Have a conversation with a partner
about the do’s and don’ts of a
I.EFL.4.10.1. Learners can effectively participate in hobby.
familiar and predictable everyday conversational Mike’s father is telling him about his
exchanges in order to complete a task, satisfy a new leisure activity. Read and listen
need or handle a simple transaction, using a range to the dialog. Then complete the
of repair strategies. (Example: asking for grammar chart.
clarification, etc.) (I.3, J.3, J.4) Match the situations on the left with
their corresponding comments on
READING the right.
Fill in the gaps with the verb forms
I.EFL.4.11.1. Learners can understand main ideas have to, must or should.
and some details in short simple online or print Talk to your partner about some of
texts on familiar subjects, using contextual clues to these hobbies: photography,
help identify the most relevant information.
Asking and answering questions
about people’s hobbies and leisure
activities
Using idiomatic expressions to talk
about free time activities
Giving a presentation about a
hobby or favorite pastime
READING
Using vocabulary knowledge to aid
reading comprehension
Determining main ideas and
supporting information such as
examples
Using the dictionary to find
meanings of new words
Identifying discourse markers that
establish the relationship among
ideas in paragraphs.
WRITING
Writing a suggestion for a hobby,
based on a student’s profile
LANGUAGE THROUGH THE ARTS
Listening to or reading stories and
drawing an important scene.
(Example: title, illustrations, organization, etc.) (I.2, cooking, hiking, videogames and
I.4) reading.
Answer some questions before you
WRITING read.
Read the definitions and find in the
I.EFL.4.15.1. Learners can convey information and text the bold words that you
ideas and describe feelings and opinions in simple consider matches each one. Then go
transactional or expository texts on familiar to the dictionary to confirm your
subjects in order to influence an audience, while answers.
recognizing that different texts have different Read and listen
features and showing the ability to use these Look back at the reading and find
features appropriately in one’s own writing. (I.3, some supporting ideas or examples
I.4, S.3, J.2) associated with the given main
ideas.
LANGUAGE THROUGH THE ARTS The reading contains some words
and phrases the writer uses to
I.EFL.4.18.1. Learners can understand, predict, support his ideas. Take an example
infer and deduce literal and implied meanings in from the reading that matches the
short, simple, everyday literary texts (online, oral connecting ideas given.
or in print), especially when visual support is Read the people’s profiles. Select
provided. (I.2, I.3, I.4) one of them and write a piece of
I.EFL.4.20.1. Learners can create short, original advice for a hobby.
literary texts in different genres, including those Match the ads with the hobbies
that reflect Ecuadorian cultures, using a range of Match the idioms on the left with
digital tools, writing styles, appropriate vocabulary their definitions on the right
and other literary concepts. (I.1, I.3) Look at the pictures and make a
dialogue for each place using the
idioms in this lesson
Producing short, creative texts TECHNIQUES
using digital storytelling.
Doing free writing on a topic Observation
suggested by another learner. Interview
Self and pair-evaluation

INSTRUMENTS

Anecdotal Records
Checklists
Rubrics
Questionnaire
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Hobbies and entertainment

Leisure activities
CLIL COMPONENTS TRANSVERSAL AXES:
Commitment in leisure activities
Feeling alive
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course 10th year of Class: A
Language Basic
Education
Unit Number: 4 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about landmarks and
Unit Title: The world is the limit compare them.
 Make comparisons in terms
of superiority
 Write profiles
 Have an informal dialog
making comparisons
 Listen for specific details
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENES COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating responsible decision- CE.EFL.4.2. Recognize and demonstrate an appreciation of
making at school, online, at home and in the community, while considering ethical standards, commonalities between cultures as well as the
safety concerns, social norms and mutual respect. consequences of one’s actions while exhibiting socially
responsible behaviors.
ORAL COMMUNICATION
ORAL COMMUNICATION
EFL 4.2.11 Give short, basic descriptions of everyday activities and events within familiar
contexts and use simple descriptive language to compare and make brief statements about CE.EFL.4.9. Production – Fluency: Use simple language to
objects and possessions. (Example: family, school, living conditions, personal belongings, etc.) describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines in
READING structured situations and short conversations. Interaction is
with reasonable ease, provided speech is given clearly,
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using slowly and directly.
prior knowledge, graphic organizers, context clues, note taking and finding words in a
dictionary. READING

WRITING CE.EFL.4.13. Apply learning strategies such as using prior

EFL 4.4.5 Recognize that various types of writing require different language, formatting and information in a text, and assess this information according
special vocabulary. (Example: a recipe, a letter, etc.)
LANGUAGE THROUGH THE ARTS
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations,
using appropriate vocabulary and elements of the literature learners have read or heard.
knowledge and graphic organizers to interpret new
to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
WRITING
CE.EFL.4.15. Express information and ideas and describe
feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
while recognizing that different texts have different features
and showing the ability to use these features appropriately
in one’s own writing.

LANGUAGE THROUGH THE ARTS

CE.EFL.4.20. Create short, original literary texts in different

genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate
vocabulary and other literary concepts.

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Completing and illustrating
statements about socially
responsible behaviors. (Example:
One thing I do to help the
environment is…, I can help people
in my neighborhood when I…)
Reading a list of actions people
take and evaluating and discussing
the consequences on others
(including on the environment).
Simulating desirable social
behaviors through role play
activities.
ORAL COMMUNICATION
Identifying specific details that
describe places, landmarks and
countries around the world.
Understanding the development of
a conversation based on turn-
taking exchanges.
Transferring information to
complete charts or specific texts.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.2.1. Learners can name similarities and Put the words (countries) in their
Audio CD differences between different aspects of cultural corresponding category.
groups. Learners can demonstrate socially Complete the facts
responsible behaviors at school, online, at home Make sentences comparing
and in the community, and evaluate their actions landmarks.
by ethical, safety and social standards. (J.3, S.1, I.1)
Make your own informal dialog
Think of two places. Talk to your
ORAL COMMUNICATION partner about them.
Locate some countries on the map
I.EFL.4.9.1. Learners can use simple language to Listen to some record
describe, compare and state facts about familiar announcements. Write the country
everyday topics such as possessions, classroom for each one of the records you
objects and routines in short, structured hear.
situations, interacting with relative ease. (I.3, I.4, Listen and complete the sentences
S.4) about the different countries.
Unscramble the sentences about
READING different countries.
Read the text about the Guinness
I.EFL.4.13.1. Learners can apply learning strategies book of world records and
such as using prior knowledge and graphic summarize each paragraph.
organizers to interpret new information in a text. Answer the following questions
Learners can assess this information according to based on the information in the
the organization, subject area and purpose of the text.
text, through the use of different criteria, including Complete this paragraph about the
ICT tools. (I.2, I.4, J.4) “Guinness book of records. Use the
true cognates in Spanish as a guide
Asking and answering questions
about places, landmarks and
people.
Creating dialogs based on language
prompts.
Using idiomatic expressions to talk
about everyday topics.
Asking and answering questions
about general knowledge topics.
Recombining language elements to
create new ideas and dialogs.
READING
Categorizing words based on
specific criteria.
Identifying cognates as a
vocabulary aid in reading
comprehension.
Using graphic organizers to
summarize key information from a
reading passage.
Answering information questions
to establish the content of a
reading.
Summarizing the contents of a
paragraph.
WRITING
WRITING to fill in the blanks with the
corresponding word in English.
I.EFL.4.15.1. Learners can convey information and Use the letter on the left to write a
ideas and describe feelings and opinions in simple similar petition for a record with
transactional or expository texts on familiar your own idea.
subjects in order to influence an audience, while
recognizing that different texts have different TECHNIQUES
features and showing the ability to use these
features appropriately in one’s own writing. (I.3, Observation
I.4, S.3, J.2) Interview
Self and pair-evaluation
LANGUAGE THROUGH THE ARTS
INSTRUMENTS
I.EFL.4.20.1. Learners can create short, original
literary texts in different genres, including those Anecdotal Records
that reflect Ecuadorian cultures, using a range of Checklists
digital tools, writing styles, appropriate vocabulary Rubrics
and other literary concepts. (I.1, I.3) Questionnaire
Writing a profile of a celebrity from
the sports world.

LANGUAGE THROUGH THE ARTS

Sharing learners’ stories in pairs or

small groups and choosing to
represent some through a role
play. Doing free writing on a topic
suggested by another learner.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied

Amazing Facts around the world

Some countries and their records
CLIL COMPONENTS TRANSVERSAL AXES:
The Guinness world records
Success
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course 10th year of Class: A
Language : Basic
Education
Unit Number: 5 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about occupations and
Unit Title: Jobs and Occupations professions.
 Make predictions regarding
career choices.
 Read graphs and tables to
help your reading
comprehension.
 Write a career prospect.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and CE.EFL.4.4. Demonstrate the ability to ask for and give
informal social or academic situations in order to communicate specific intentions in online and information and assistance using appropriate language and
face-to-face interactions. (Example: thanking, making promises, apologizing, asking permission, interaction styles in a variety of social interactions.
chatting with friends, answering in class, greeting an authority figure, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.7. Listening for Information: Follow and identify
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main some main ideas and details in short and straightforward
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if spoken or audio texts set in familiar contexts, when
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus delivered slowly and with visuals to provide contextual
delay, an intercom announcement at school, a dialogue supported by facial support. Use spoken contributions in class as models for
expressions/gestures and appropriate intonation, etc.) one’s own speech.
CE.EFL.4.6. Listening for Meaning: Understand and follow
EFL 4.2.5 Understand most changes in the topic of discussion if people speak slowly. the main idea in spoken texts set in familiar everyday
EFL 4.2.16 Initiate, maintain and end a conversation to satisfy basic needs and/or handle a contexts, provided speech is clear and articulate, and
simple transaction. deduce the meanings of unfamiliar words and phrases using
context clues and/or prior knowledge.
READING CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news exchanges by asking and answering follow-up questions,
about sports or famous people, descriptions, etc.) provided there are opportunities to use repair strategies
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT and classroom (e.g. asking for clarification) and sustain conversational
resources in order to strengthen literacy skills and strategies. exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
WRITING
READING
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.) CE.EFL.4.11. Demonstrate comprehension of main ideas
and some details in short simple texts on familiar subjects,
LANGUAGE THROUGH THE ARTS making use of contextual clues to identify relevant
information in a text.
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, online, in video or in CE.EFL.4.14. Display an ability to interact and engage with a
print) according to pre-established criteria. wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen
literacy skills and promote acquisition.

WRITING

CE.EFL.4.15. Express information and ideas and describe

feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Playing games that practice
classroom language, turn-taking,
being polite, etc.
Comparing answers in pairs or
small groups
Participating in short dialogues and
role plays to practice target
language.
ORAL COMMUNICATION
Listening for specific information
such as words, numbers or
particular details.
while recognizing that different texts have different features
and showing the ability to use these features appropriately
in one’s own writing.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.21. Use pre-established criteria, including that
which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online,
oral, in video, etc.) and the effectiveness of group work.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Number the following jobs. Give 1
Audio CD give and ask for information and assistance using to the strangest and 4 to the most
level-appropriate language and interaction styles common.
in online or face-to-face social and classroom Listen to the conversations and tick
interactions. (J.2, J.3, J.4, I.3) what each person does.
Match each advertisement with the
ORAL COMMUNICATION corresponding occupation.
Find 8 occupations in the word
I.EFL.4.7.1. Learners can identify the main idea and search.
some details in short straightforward spoken audio Read the following job descriptions
texts set in familiar contexts when the message is and write the title of the
delivered slowly and there is other contextual professional required. Create dialogs
support. (Example: rules for a game, classroom based on your preferences.
instructions, a dialogue in a scene from a cartoon Ask three classmates about the
or movie, etc.) Learners can use other classmate’s career they find interesting to
follow.
Following conversations and
provides providing specific
information that complete dialogs.
Giving information about people’s
jobs or occupations.
Describing jobs and occupations.
Using idiomatic expressions to talk
about everyday topics.
Asking and answering questions
about career choices and
occupations.
Using formulaic expressions to keep
the flow of a conversation.
READING
Predicting the content of a reading
by working on word association
activities beforehand.
Paying attention to words and/or
expressions that facilitate the
reading of facts, numbers and
statistic in texts.
Being able to use synonyms to
facilitate reading comprehension.
Reading graphs and tables to aid his
or her reading comprehension
processes.
contributions in class as models for their own. (I.2, Look at the pictures and write the
I.3, S.4) plans these people have. Look at the
I.EFL.4.6.1. Learners can grasp the general information in the chart. Make
meaning of spoken texts set in familiar everyday affirmative, negative and
contexts and infer changes in the topic of interrogative sentences for each
discussion, as well as deduce the meanings of person.
unfamiliar words and exchanges through the use Decide if the sentences express
of context clues, provided speech is given slowly predictions or future plans.
and clearly and there is sufficient visual support. Match the careers on the left with
(I.3, S.1, J.4) the job family on the right.
I.EFL.4.10.1. Learners can effectively participate in Listen to the reading. Use the
familiar and predictable everyday conversational information in the paragraphs to
exchanges in order to complete a task, satisfy a complete some graphs.
need or handle a simple transaction, using a range Select the answer that best matches
of repair strategies. (Example: asking for the reading passage.
clarification, etc.) (I.3, J.3, J.4) Read the career orientation test and
write a career prospect for Jonathan
READING based on his test results.
I.EFL.4.11.1. Learners can understand main ideas TECHNIQUES
and some details in short simple online or print
texts on familiar subjects, using contextual clues to Observation
help identify the most relevant information. Interview
(Example: title, illustrations, organization, etc.) (I.2, Self and pair-evaluation
I.4)
I.EFL.4.14.1. Learners can interact and engage with INSTRUMENTS
a wide range of ICT and classroom resources and
texts by selecting and evaluating them in order to Anecdotal Records
strengthen literacy skills and promote acquisition. Checklists
(I.2, I.4, S.3, J.2, J.3) Rubrics
Questionnaire
WRITING
Writing a career prospect
LANGUAGE THROUGH THE ARTS
Using a rubric to evaluate a class
project.
Evaluating and assessing the
effectiveness of group work by
answering a set of questions.
(Example: Who always
participates? Who gets the things
the group needs? Who asks good
questions?, etc.)
Discussing rules and norms for a
group project before the project
begins. (Example: Don’t interrupt
others, Do your work on time,
Don’t make negative remarks, etc.)
3. ADAPTED CURRICULUM
Specification of Educational Needs
WRITING
I.EFL.4.15.1. Learners can convey information and
ideas and describe feelings and opinions in simple
transactional or expository texts on familiar
subjects in order to influence an audience, while
recognizing that different texts have different
features and showing the ability to use these
features appropriately in one’s own writing. (I.3,
I.4, S.3, J.2)
LANGUAGE THROUGH THE ARTS
I.EFL.4.21.1. Learners can evaluate and
recommend literary texts (both written and oral,
online, in video or in print) according to pre-
established criteria. Learners can work in
collaborative groups to write their own criteria for
evaluating literary texts and the effectiveness of
group work. (I.4, S.3, S.4, J.3)
Specification of the adapted material to be applied
 Unusual Occupations
Career Choices
CLIL COMPONENTS TRANSVERSAL AXES:
The job market
Creative Thinking
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date:

 UNIDAD EDUCATIVA SCHOOL YEAR: 2016-2017
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Area: English as a Foreign Grade/Course 10th year of Class: A
Language : Basic
Education
Unit Number: 6 TEXTBOOK: Viewpoints. Book Level 3 Unit Specific Objectives:  Talk about achievements
Unit Title: Lifetime Achievements  Describe people’s personal
characteristics and abilities.
 Use reference words to aid
reading comprehension and
achieve cohesion in writing.
Periods 18 periods, 6 class periods per lesson Starting Week: 6 weeks

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED: EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS COMMUNICATION AND CULTURAL AWARENESS

EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face-
to-face interactions, for personal, social and academic purposes.
EFL 4.1.10 Recognize and appreciate individual and group similarities and differences by
establishing and maintaining healthy and rewarding online and face-to-face relationships based
on communication and cooperation.
ORAL COMMUNICATION
CE.EFL.4.4. Demonstrate the ability to ask for and give
information and assistance using appropriate language and
interaction styles in a variety of social interactions.
CE.EFL.4.5. Display an appreciation of and demonstrate
respect for individual and group differences by establishing
and maintaining healthy and rewarding relationships based
on communication and cooperation.

EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main ORAL COMMUNICATION
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus CE.EFL.4.7. Listening for Information: Follow and identify
some main ideas and details in short and straightforward
delay, an intercom announcement at school, a dialogue supported by facial spoken or audio texts set in familiar contexts, when
expressions/gestures and appropriate intonation, etc.) delivered slowly and with visuals to provide contextual
EFL 4.2.13 Interact with reasonable ease in structured situations and short conversations within support. Use spoken contributions in class as models for
familiar contexts, provided that speech is given clearly, slowly and directly. (Example: an one’s own speech.
interview, an information gap activity, etc.) CE.EFL.4.9. Production – Fluency: Use simple language to
describe, compare and make statements about familiar
READING everyday topics such as objects, possessions and routines in
structured situations and short conversations. Interaction is
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using with reasonable ease, provided speech is given clearly,
prior knowledge, graphic organizers, context clues, note taking and finding words in a slowly and directly.
dictionary.
EFL 4.3.10 Select from and evaluate a range of both physical and digital texts and materials in READING
order to promote acquisition and develop an appreciation of the language.
CE.EFL.4.13. Apply learning strategies such as using prior
WRITING knowledge and graphic organizers to interpret new
information in a text, and assess this information according
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. to the organization, subject area and purpose of the text,
(Example: persuade, negotiate, argue, etc.) using different criteria, including ICT tools.
CE.EFL.4.14. Display an ability to interact and engage with a
LANGUAGE THROUGH THE ARTS wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen
EFL 4.5.8 Evaluate and recommend literary texts (both written and oral, online, in video or in literacy skills and promote acquisition.
print) according to pre-established criteria.
WRITING

CE.EFL.4.15. Express information and ideas and describe

feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
while recognizing that different texts have different features
and showing the ability to use these features appropriately
in one’s own writing.

METHODOLOGICAL STRATEGIES
COMMUNICATION AND CULTURAL Teacher’s guide
AWARENESS
Comparing answers in pairs or
small groups.
Participating in short dialogues and
role plays to practice target
language. (Example: thanking
others, apologizing, asking for
help, greeting authorities, etc.)
Collaborating on a group project.
Completing group work in a fair
and honest manner and accepting
the group’s decisions.
Sharing ideas freely and without
jealousy.
Making positive remarks to other
learners in class.
LANGUAGE THROUGH THE ARTS
CE.EFL.4.21. Use pre-established criteria, including that
which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online,
oral, in video, etc.) and the effectiveness of group work.
ACTIVITIES, TECHNIQUES AND
RESOURCES PERFORMANCE INDICATORS
INSTRUMENTS
COMMUNICATION AND CULTURAL AWARENESS ACTIVITIES
Students’ book
Flashcards I.EFL.4.4.1. Learners can demonstrate an ability to Listen to the descriptions of
Audio CD give and ask for information and assistance using people’s lives and achievements and
level-appropriate language and interaction styles write their names.
in online or face-to-face social and classroom Listen to the description again and
interactions. (J.2, J.3, J.4, I.3) complete the chart.
I.EFL.4.5.1. Learners can appreciate and show Follow the model to create dialogs
respect for individual and group differences by about your personality,
establishing and maintaining healthy and abilities/talents and achievements.
rewarding online and face-to-face interactions. Look at the events in Selena’s life
Learners can communicate and cooperate in a and decide if they occurred at a
respectful, empathetic manner. (J.3, S.1, S.4) specific time in the past or if they
establish a relationship between the
ORAL COMMUNICATION past and the present
Read the text Lifelong Learners and
I.EFL.4.7.1. Learners can identify the main idea and write the name of the
some details in short straightforward spoken audio corresponding person in each
texts set in familiar contexts when the message is paragraph.
delivered slowly and there is other contextual Read the statements about the
support. (Example: rules for a game, classroom personalities in the readings. Write
instructions, a dialogue in a scene from a cartoon
ORAL COMMUNICATION
Listening for specific information
such as names, verb forms or
particular details.
Following conversations and
providing specific information to
complete charts.
Describing talents and abilities for
particular jobs or occupations.
Using idioms to talk about life
achievements.
Asking and answering questions
about career choices and
occupations.
Using formulaic expressions to
keep the flow of a conversation.
READING
Predicting the content of a reading
by working on knowledge
activation activities.
Understanding the subject being
talked about in a reading by
combining previous knowledge
with the information in the reading
passage.
Using reference words to keep
track of ideas in a reading.
or movie, etc.) Learners can use other classmate’s their names in front of each one of
contributions in class as models for their own. (I.2, the statements.
I.3, S.4) Use reference words to link
I.EFL.4.9.1. Learners can use simple language to information in a reading.
describe, compare and state facts about familiar Complete the paragraph about
everyday topics such as possessions, classroom another personality who is alive.
objects and routines in short, structured Use the appropriate reference word
situations, interacting with relative ease. (I.3, I.4, to complete the ideas in the text.
S.4) Listen and read a conversation
about successful teens.
READING Match the idiom on the left with the
definition on the right
I.EFL.4.13.1. Learners can apply learning strategies
such as using prior knowledge and graphic TECHNIQUES
organizers to interpret new information in a text.
Learners can assess this information according to Observation
the organization, subject area and purpose of the Interview
text, through the use of different criteria, including Self and pair-evaluation
ICT tools. (I.2, I.4, J.4)
I.EFL.4.14.1. Learners can interact and engage with INSTRUMENTS
a wide range of ICT and classroom resources and
texts by selecting and evaluating them in order to Anecdotal Records
strengthen literacy skills and promote acquisition. Checklists
(I.2, I.4, S.3, J.2, J.3) Rubrics
Questionnaire
WRITING
I.EFL.4.15.1. Learners can convey information and
ideas and describe feelings and opinions in simple
transactional or expository texts on familiar
subjects in order to influence an audience, while
Inferring information from facts
presented in a reading passage.
WRITING
Writing a short composition about
the achievements of a famous
person.
LANGUAGE THROUGH THE ARTS
Using a rubric as a model to write
one’s own rubric.
Evaluating and assessing the
effectiveness of group work by
answering a set of questions.
Assigning roles for a group project.
3. ADAPTED CURRICULUM
Specification of Educational Needs
CLIL COMPONENTS
recognizing that different texts have different
features and showing the ability to use these
features appropriately in one’s own writing. (I.3,
I.4, S.3, J.2)
LANGUAGE THROUGH THE ARTS
I.EFL.4.21.1. Learners can evaluate and
recommend literary texts (both written and oral,
online, in video or in print) according to pre-
established criteria. Learners can work in
collaborative groups to write their own criteria for
evaluating literary texts and the effectiveness of
group work. (I.4, S.3, S.4, J.3)
Specification of the adapted material to be applied
Inspiring young people
A life of achievements TRANSVERSAL AXES:
Inspirational lifelong learners
 Success stories

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:

Date: Date: Date: