PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA

Nombre de la institución Unidad Educativa “San Sebastián”

Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 10-10-2019
Área Instrumental Grado Octavo EGB Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 28-10 al 12-12-2019
Unidad didáctica 2 People I Love.
Objetivo de la unidad O.EFL 4.2. Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.6. Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of com-
munication and written expression of thought.
O.EFL 4.8. Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Criterios de evaluación CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an understanding of the relationship
between cultural perspectives and practices and by sharing cross cultural experiences.
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.4.7 Listening for information: Follow and identify some main ideas and details in short and straightforward spoken or audio text set in
familiar contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s own
speech.
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual clues
to identify relevant information in a text.
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, find
relationships and relate ideas between different subject areas
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.
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.

EVALUATION

LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques

SKILLS WITH PERFORMANCE CRITERIA
and instruments
Communication and Cultural  Identify pictures of famous people and their Student’s book English Communication and Cultural Awareness. Reading
Awareness. Draw a family three for each student to A1.1. I.EFL.4.1.1. Learners can compare and contrast - Look for context
EFL 4.1.1. Compare and contrast oral locate their corresponding relative. Interactive version oral traditions, myths, folktales and literature clues to
Audio CD. A1.1
traditions, myths, folktales and  Identify different family members. from Ecuador and other cultures in order to understand new
Workbook A1.1 include
literature from Ecuador and  Have students describe their relatives in student’s book.
demonstrate an understanding of the vocabulary.
international regions and cultures and using: What does he? / She look like? Teacher’s Guide A1.1. relationship between cultural practices and Listening
identify similarities and differences  Pair work activity: Students ask each Photocopies. perspectives. Learners can share cross-cultural - Take roles while
and universal cultural themes. other Are you tall? , is she young? , etc. Images, photos, experiences while naming universal cultural listening to
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: (Listening and
Speaking)
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
grammatical structures learnt in class
(although there may be frequent
errors with tenses, personal pronouns,
prepositions, etc.)
Reading
EFL 4.3.1 Understand main points in
short simple text on familiar subjects.
(Examples: News about sports or
famous people, descriptions, etc.)
EFL 4.3.2 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.
Writing
EFL 4.4.2 Make and use a simple print
or digital learning resource to compare
and contrast information in order to
demonstrate understanding and
command of a topic.
Language through the arts
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
capitalize on other people’s strengths.
 Play the audio to identify people’s drawings themes. (I.2, S.1, S.2, J.1) descriptions of
physical descriptions. Exercises in Internet. I.EFL.4.4.1. Learners can demonstrate an ability familiar scenes.
Videos of You Tube and
 Students read and identify the adjectives to give and ask for information and assistance Speaking
others videos.
in the paragraph. using level-appropriate language and - Use expressions
Educative Web pages
 Students write a descriptions using their Interactive games on-
interaction styles in online or face-to-face social learned from a
personal information. line. and classroom interactions (J.2, J.3, J.4, I.3) video to describe a
 Get material to create a scrapbook. Oral communication family situation.
 Oral presentations of the project: This is I.EFL.4.7.1. Learners can identify the main idea Writing
my … (relative). and some details in short straightforward - Write information
spoken audio texts set in familiar contexts questions based on
when the message is delivered slowly and there a model to
is other contextual support. Learners can use interview a
other classmate’s contributions in class as partner.
models for their own. (I.2, I.3, S.4) Instruments for oral
I.EFL.4.10.1. Learners can effectively par- and writing evaluation
ticipate in familiar and predictable everyday - Projects and
conversational exchanges in order to complete presentations
a task, satisfy a need or handle a simple - Oral interview in
transaction, using a range of repair strategies. pairs
(Example: asking for clarification, etc.) (I.3, J.3, - Gap activities an
J.4). pairs
Reading - Games
I.EFL.4.11.1. Learners can understand main - Writing Quiz
ideas and some details in short simple online or - Glossary activities
print texts on familiar subjects, using - Portfolio
contextual clues to help identify the most Scrapbook
relevant information. (Example: title,
illustrations, organization, etc.) (I.2, I.4)
I.EFL.4.12.1. Learners can employ a range of
reference materials and sources, both online
and in print, in order to support ideas, answer
inquiries, find relationships and relate ideas
between different subject areas. (I.1, I.2, J.2)
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.4.20.1. 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).
* Curricular adaptations:

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 10 - 10 - 2019 Fecha: Fecha:


Nombre de la institución
Nombre del Docente
Área Instrumental
Asignatura
Unidad didáctica
Objetivo de la unidad
Criterios de evaluación
SKILLS WITH PERFORMANCE CRITERIA
Communication and Cultural Awareness.
EFL 4.1.2. Recognize and demonstrate an
appreciation of some commonalities and
distinctions across cultures and groups
(differentiated by gender, ability,
generations, etc.) including the students’
own.
EFL 4.1.5. Apply self-correcting and self-
monitoring strategies in social and
classroom interactions. (Example: asking
PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Unidad Educativa “San Sebastián”
Ing. Wilson Sánchez Crespo Fecha 10-10-2019
Grado Noveno EGB Año lectivo 2019 - 2020
Inglés Tiempo 28-10 al 12-12-2019
2 Cultures Around The World
O.EFL 4.2. Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8. Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s actions while
exhibiting socially responsible behaviors.
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication
features.
CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such as
objects, possessions and routines in structured situations and short conversations. Interaction is with reasonable ease, provided speech is
given clearly, slowly and directly.
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical
structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make
appropriate use of new words and expressions in social interactions.
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual
clues to identify relevant information in a text.
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.
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.
EVALUATION
LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques
and instruments
 Talk about customs around the Student’s book English Communication and Cultural Awareness. Reading
world A1.1. I.EFL.4.2.1. Learners can name similarities and - Use context clues
Interactive version
 Talk about celebrations in your differences between different aspects of to understand the
Audio CD. A1.1
country. cultural groups. Learners can demonstrate meaning of new
Workbook A1.1 include
 Interview a classmate about his/her in student’s book.
socially responsible behaviors at school, online, words in a text.
favorite celebration. Teacher’s Guide A1.1. at home and in the community, and evaluate Listening
 Write about celebration in your Photocopies. their actions by ethical, safety and social - Listen for specific
country. Images, photos, standards. (J.3, S.1, I.1) details.
 Write a e-mail to a friend inviting drawings I.EFL.4.3.1. Learners can employ a range of self- - Pay attention to
him/her to celebrate a festivity in Exercises in Internet. monitoring and self-correcting strategies and background sounds
Videos of You Tube and
questions, starting over, rephrasing, your country. others videos. interpret and use appropriate verbal and to understand the
exploring alternative pronunciations or  Prepare a slide show presentation Educative Web pages nonverbal communication features to context of a
wording, etc.) EFL 4.2.1 about a culture in Ecuador. communicate in familiar contexts. (I.3, S.4, J.4). conversation.
Oral Communication: (Listening and Oral communication Speaking
Speaking) I.EFL.4.9.1. Learners can use simple language to - Use new
EFL 4.2.1 Understand phrases and describe, compare and state facts about vocabulary and
expressions related to areas of most familiar everyday topics such as possessions, expressions in a
immediate priority within the personal and classroom objects and routines in short, dialogue to enrich
educational domains, provided speech is structured situations, interacting with relative it.
clearly and slowly articulated. (Example: ease. (I.3, I.4, S.4) Writing
daily life, free time, school activities, etc.) I.EFL.4.8.1. Learners can communicate personal - Use connectors to
EFL 4.2.2. Use a series of phrases and information and basic immediate needs and write a short
sentences to describe aspects of personal deal with other practical everyday demands in description of your
background, immediate environment and familiar contexts, effectively and without own culture
matters of immediate need in simple terms undue effort and using grammatical structures - Follow a model to
using grammatical structures learnt in class and vocabulary seen in class (although there write about
(although there may be frequent errors may be frequent, basic errors). (I.1, I.2, I.3, S.1). customs and
with tenses, personal pronouns, celebrations
prepositions, etc.) Reading around the world.
Reading I.EFL.4.11.1. Learners can understand main Instruments for oral
EFL 4.3.2 Make use of clues such as titles, ideas and some details in short simple online or and writing evaluation
illustrations, organization, text outline and print texts on familiar subjects, using - Oral and writing
layout, etc. to identify and understand contextual clues to help identify the most evaluation
relevant information in written level- relevant information (I.2, I.4). - Projects
appropriate text types. Writing presentations
I.EFL.4.17.1. Learners can convey and organize - Oral interview in
information through the use of facts and details pairs
and by employing various stages of the writing - Role play
process, while using a range of digital tools to - Game
promote and support collaboration, learning and - Writing Quiz
productivity. (I.1, I.3, S.4, J.2, J.4) - Glossary activities
- Portfolio
Language through the arts
I.EFL.4.22.1. 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)

* Curricular adaptations:

Specification of the adaptation to be applied

 EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 10 - 10 - 2019 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 10-10-2019
Área Instrumental Grado Décimo EGB Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 28-10 al 12-12-2019
Unidad didáctica 2 Travel and Adventure.
Objetivo de la unidad O.EFL 4.1. Identify the main ideas, some details and inferences of written texts, in other 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 4.8. Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and
global contexts familiar to the learner.
Criterios de evaluación CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s actions
while exhibiting socially responsible behaviors.
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral
communication features.
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.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and
assess this information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.
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.
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.

EVALUATION

LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques

SKILLS WITH PERFORMANCE CRITERIA
and instruments
Communication and Cultural Awareness. - Talk about outdoor activities. Student’s book English Communication and Cultural Awareness. Reading
EFL 4.1.2. Recognize and demonstrate an - Mention places for outdoor A1.1. I.EFL.4.2.1. Learners can name similarities and - Activate your
appreciation of some commonalities and activities. Interactive version differences between different aspects of previous
Audio CD. A1.1
distinctions across cultures and groups - Design a brochure of a touristic cultural groups. Learners can demonstrate knowledge about
Workbook A1.1 include
(differentiated by gender, ability, generations, place in Ecuador. socially responsible behaviors at school, online, the topic a text by
in student’s book.
etc.) including the students’ own. - Recommend a place to visit in Teacher’s Guide A1.1. at home and in the community, and evaluate looking into sets of
EFL 4.1.8. Use suitable vocabulary, expressions, Ecuador. Photocopies. their actions by ethical, safety and social related words and
and language and interaction styles for formal - Design a project about a Images, photos, standards. (J.3, S.1, I.1) ideas.
and informal social or academic situations in campaigning. drawings I.EFL.4.3.1. Learners can employ a range of self- Listening
order to communicate specific intentions in Exercises in Internet. monitoring and self-correcting strategies and - Listening to specific
online and face-to-face interactions. (Example: Videos of You Tube and interpret and use appropriate verbal and details.
others videos.
thanking, making promises, apologizing, asking nonverbal communication features to - Take notes while
Educative Web pages
permission, chatting with friends, answering in communicate in familiar contexts. (I.3, S.4, J.4) listening to a
class, greeting an authority figure, etc.) Oral communication conversation.
Oral Communication: (Listening and Speaking) I.EFL.4.10.1. Learners can effectively participate Speaking
EFL 4.2.10. Sustain a conversational exchange on in familiar and predictable everyday - Encourage a
a familiar, everyday subject when carrying out a conversational exchanges in order to complete partner to take
collaborative/paired learning activity in which a task, satisfy a need or handle a simple part in a
there are specific instructions for a task. transaction, using a range of repair strategies. conversation by
Reading (Example: asking for clarification, etc.) (I.3, J.3, using appropriate
EFL 4.3.6. Apply learning strategies to examine J.4) expressions such as
and interpret a variety of written materials using Reading How about you?
prior knowledge, graphic organizers, context I.EFL.4.13.1. Learners can apply learning - Use idioms and
clues, note taking and finding words in a strategies such as using prior knowledge and colloquial
dictionary. graphic organizers to interpret new information expressions to talk
Writing in a text. Learners can assess this information about extreme
EFL 4.4.4. Write to describe feelings/ opinions in according to the organization, subject area and vacations and
order to effectively influence an audience. purpose of the text, through the use of outdoor activities.
(Example: persuade, negotiate, argue, etc.). different criteria, including ICT tools. (I.2, I.4, Writing
Language through the arts J.4) - Use sequence
EFL 4.5.9. Engage in collaborative activities Writing connectors to
through a variety of student groupings to create I.EFL.4.15.1. Learners can convey information determine the
and respond to literature and other literary and ideas and describe feelings and opinions in order of events in a
texts. (Example: small groups, cooperative simple transactional or expository texts on descriptive text.
learning groups, literature circles, process familiar subjects in order to influence an - Follow a model to
writing groups, etc.) audience, while recognizing that different texts write about travel
have different features and showing the ability anecdotes.
to use these features appropriately in one’s Instruments for oral
own writing. (I.3, I.4, S.3, J.2) and writing evaluation
Language through the arts - Oral and writing
I.EFL.4.22.1. Learners can collaborate and evaluation
participate effectively in a variety of student - Projects
groupings by employing a wide range of creative presentations
thinking skills through the completion of activities - Oral interview in
such as playing games, brainstorming and pairs
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4). - Role play
- Game
- Writing Quiz
Glossary activities
* Curricular adaptations:
 Specification of the adaptation to be applied
EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 10 - 10 - 2019 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 09-09-2019
Área Instrumental Grado Primero BGU Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 28-10 al 12-12-2019
Unidad didáctica 2 Experience Culture!
Objetivo de la unidad O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building
an intercultural and multinational society.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
Criterios de evaluación CE.EFL.5.2. Demonstrate an ability to discuss culture by analyzing cultural products and referents from Ecuador and other countries while making
informed choices about and taking action on issues of prejudice and discrimination.
CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g., interviews, radio ads, news reports, etc.) and deduce
the meanings of unfamiliar phrases and words in familiar contexts, provided speech is clear and visuals help support meaning.
CE.EFL.5.11. Identify and apply a range of reading strategies in order to make texts meaningful and to select information within a text that might be
of practical use for one’s own academic needs.
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential resources and references, including digital tools that support
collaboration and productivity, for educational and academic use.
CE.EFL.5.19. Engage in collaborative activities through a variety of student groupings in order to solve problems and reflect on literary texts, and
produce criteria for evaluating the effectiveness of the group.

EVALUATION
SKILLS WITH PERFORMANCE CRITERIA LEARNING ACTIVITIES RESOURCES
Evaluation Indicators of the unity Evaluation techniques
and instruments
Communication and Cultural  Get in groups and talk about bad Student’s book English Communication and Cultural Awareness. Reading
Awareness. behaviors in teens. A1.1. I.EFL.5.2.1. Learners can exhibit an ability to - Scan the text for
Interactive version
EFL 5.1.3 Find parallels between  Each group thinks an idea to promote discuss culture by analyzing cultural products the main idea.
Audio CD. A1.1
Ecuadorian cultural and political and educational campaign against that and referents from Ecuador and other - Find supporting
Workbook A1.1 include
referents and those of other countries behavior countries while making informed choices about ideas for better
in student’s book.
by talking about holidays, symbols,  Prepare a set of recommendations. Teacher’s Guide A1.1. and taking action on issues of prejudice and comprehension.
customs and schooling.  Assign responsibilities: designing flyers or Photocopies. discrimination (I.1, I.2, S.2, J.1, J.3). Listening
Oral Communication: (Listening and posters, preparing speeches and slogans. Images, photos, Oral communication - Listen to the audio
Speaking)  Rehearse the presentation. drawings I.EFL.5.5.1. Learners can identify the main idea with the eyes close.
EFL 5.2.2 Identify the main idea and  Carry out campaign. Exercises in Internet. in a variety of audio recordings (e.g., - Pay attention to
some details of recorded news Videos of You Tube and interviews, radio ads, news reports, etc.) and
 key words to
reports, documentaries and interviews others videos. deduce the meanings of unfamiliar phrases and
Educative Web pages identify relevant
reporting on seasonal festivities, words in familiar contexts where speech is clear details in the
environmental issues, food and and visuals help support meaning. (I.3, I.4) speech.
international customs, climate, Reading Speaking
weather, etc., where the visuals I.EFL.5.11.1. Learners can Identify and apply a - Share an amazing
support the commentary. range of reading strategies in order to make experience with
Reading texts meaningful and to select information the class.
EFL 5.3.2 Identify and use reading within a text that might be of practical use for - Support your ideas
strategies to make informative and one’s own academic needs. (I.1, I.2, I.4, S.3) given reasons.
narrative texts comprehensible and Writing Writing
meaningful. (Example: skimming, I.EFL.5.18.1. Learners can use a variety of - Use connectors to
scanning, previewing, reading for main criteria for evaluating and recommending join your ideas.
ideas and details, using structural and literary texts to others, and recognize how Instruments for oral
context clues, cognates, format, chosen criteria affects evaluation. (S.1, S.4, J.2, and writing evaluation
sequence, etc.) J.4) - Rubrica
Writing Language through the arts - Portfolio
EFL 5.4.2 Identify a variety of types I.EFL.5.19.1. Learners can engage in collabo- - Oral interview
and formats of potential resources and rative activities through a variety of student individual/in pairs
the value, purpose and audience of groupings in order to solve problems and re- - Essay test
each for use in the educational flect on literary texts, and produce criteria for - Practical exams.
domain. (Example: audio/video, evaluating the effectiveness of the group. (I.1, - Writing test.
multimedia, website, database, book, I.2, S.2, S.3, S.4, J.3, J.4) Training test.
thesaurus, scholarly/popular,
current/historical, etc.)
EFL 5.4.4 Select and make effective
use of a range of digital tools to write,
edit, revise and publish written work in
a way that supports collaboration,
learning and productivity. (Example:
image editing, GoogleDrive,
infographic makers, audio and video
editing, presentation apps, etc.)
Language through the arts
EFL 5.5.9 Engage in collaborative
activities through a variety of student
groupings to share, reflect on, express
and interpret opinions and evaluations
of a range of literary texts.

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE CRITERIA the unity techniques and
instruments
 EFL 5.1.7. Observe nonverbal and oral Student’s book English A1.1. Communication and Reading
communication features and the way to apply Interactive games of internet Cultural Awareness. Look at the images
Oral Communication: (Listening and Speaking) Workbook A1.1 include in I.EFL.5.3.1. Learners can and the title of the
EFL 5.2.11 Express opinions on abstract topics, student’s book. observe cultural and lesson and guess
such as music, and concrete topics, such as Teacher’s Guide A1.1. language patterns in what it will be about.
Intellectual disability school activities. Photocopies. English. Listening
Reading Images, photos, drawings Oral communication Complete the
EFL 5.3.4 Find words related in print or online Simple exercises in Internet. I.EFL.5.12.1. Learners can exercise after
sources in order to enrich new vocabulary.) Speak basic vocabulary listening.
Writing about the theme. (I.2, I.4, Speaking
EFL 5.4.4 Select and fill blanks with known words J.3) Talk to the class
in the way to perfect vocabulary. Reading about a own´s
Language through the arts I.EFL.5.12.1. Learners can experience
EFL 5.5.6 Evaluate one’s own, and ask for help to engage with a some Writing
the classmates to get better results. digital and print texts and Write some short
resources. sentences using
known words.
Writing Instruments for oral
I.EFL.5.18.1. Learners can and writing
use some words and evaluation
recognize some phrases Essay test
on text. (S.1, S.4, J.2, J.4) Practical exams.
Language through the Writing test.
arts
I.EFL.5.18.1. Learners can
use some criteria for
evaluating.

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 10 - 10 - 2019 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 10-10-2019
Área Instrumental Grado Segundo BGU Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 28-10 al 12-12-2019
Unidad didáctica 2 Healthy Life, Healthy World
Objetivo de la unidad O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in
building an intercultural and multinational society.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study or general topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently and appropriately in a range of formal and informal social situations with a limited but
effective command of the spoken language
Criterios de evaluación CE.EFL.5.1. Display an understanding of the integrity of different cultures by sharing experiences and by participating in class activities and
discussions in a way that shows empathy and respect for others.
CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g., interviews, radio ads, news reports, etc.) and
deduce the meanings of unfamiliar phrases and words in familiar contexts, provided speech is clear and visuals help support meaning.
CE.EFL.5.10. Find specific information and identify the main points in simple, straightforward texts on subjects of personal interest or familiar
academic topics while making informed decisions about one’s own reaction to the text.
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential resources and references, including digital tools that support
collaboration and productivity, for educational and academic use.
CE.EFL.5.19. Engage in collaborative activities through a variety of student groupings in order to solve problems and reflect on literary texts, and
produce criteria for evaluating the effectiveness of the group.

EVALUATION

LEARNING ACTIVITIES RESOURCES Evaluation Indicators of the unity Evaluation techniques

SKILLS WITH PERFORMANCE CRITERIA
and instruments
Communication and Cultural • Get into groups of three. Student’s book English Communication and Cultural Awareness. Reading
Awareness. • Select your favorite section of a A1.1. I.EFL.5.2.1. Learners can exhibit an ability to discuss • Organized
EFL 5.1.1 Display an understanding of newspaper and justify your choice. Interactive version culture by analyzing cultural products and referents information found in
Audio CD. A1.1 from Ecuador and other countries while making
the relationship between the practices • Do some research about events, news and the interviews
Workbook A1.1 include informed choices about and taking action on issues
and perspectives of different cultures by stories that have happened at your school. • Read the article and
in student’s book. of prejudice and discrimination.
recognizing and sharing cross-cultural • Ask key people at school to find out the Teacher’s Guide A1.1. Oral communication complete the diagram.
experiences and ideas. details about the events you have done Photocopies. I.EFL.5.12.1. Learners can engage with a variety of Listening
Oral Communication: (Listening and research on. Images, photos, digital and print texts and resources by evaluating • Listen and complete
Speaking) • Assign the group members different roles drawings and detecting complexities and discrepancies in the the interview.
EFL 5.2.2 Identify the main idea and Each members will play a key role: journalist Exercises in Internet. information in order to find the most appropriate • Listen to understand
some details of recorded news reports, editor, graphic designer… Videos of You Tube and sources to support an idea or argument. (I.2, I.4, J.3) the context.
documentaries and interviews reporting • Use key questions to interview two others videos. Speaking
Educative Web pages Reading
on seasonal festivities, environmental members of the school community. • Use idiomatic
I.EFL.5.12.1. Learners can engage with a variety of
issues, food and international customs, • Record the interviews and take pictures expression to share an
digital and print texts and resources by evaluating
climate, weather, etc., where the visuals too. and detecting complexities and discrepancies in the experience.
support the commentary. • Write short narrations of the news you information in order to find the most appropriate • Use intonation to
Reading discovered. sources to support an idea or argument. (I.2, I.4, J.3) express strong feelings.
EFL 5.3.8 Identify and understand the • Create a nice design using the texts and Writing Writing
main points in straightforward texts on the pictures. I.EFL.5.18.1. Learners can use a variety of criteria for • Write an article about
subjects of personal interest or familiar evaluating and recommending literary texts to a topic of interest.
others, and recognize how chosen criteria affect • Answer question
academic topics.
evaluation. (S.1, S.4, J.2, J.4)
Writing about different kind of
Language through the arts
EFL 5.4.2 Identify a variety of types and texts.
I.EFL.5.19.1. Learners can engage in collaborative
formats of potential resources and the activities through a variety of student groupings in Instruments for oral
value, purpose and audience of each for order to solve problems and reflect on literary texts, and writing evaluation
use in the educational domain. and produce criteria for evaluating the effectiveness - Rubrics
(Example: audio/video, multimedia, of the group. (I.1, I.2, S.2, S.3, S.4, J.3, J.4) - Portfolio
website, database, book, thesaurus, - Oral interview
scholarly/popular, current/historical, individual/in pairs
etc.) - Essay test
Language through the arts - Practical exams.
EFL 5.5.8 Contribute to team projects to - Writing test.
produce original works and solve Training test.
problems while effectively negotiating
and managing interactions to
accomplish social and classroom tasks.

* Curricular adaptations:

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 10 - 10 - 2019 Fecha: Fecha:

 PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Nombre de la institución Unidad Educativa “San Sebastián”
Nombre del Docente Ing. Wilson Sánchez Crespo Fecha 10-10-2019
Área Instrumental Grado Tercero BGU Año lectivo 2019 - 2020
Asignatura Inglés Tiempo 28-10 al 12-12-2019
Unidad didáctica 2
Objetivo de la unidad
Criterios de evaluación
What and how to evaluate?
What will they learn? EVALUATION
SKILLS WITH PERFORMANCE CRITERIA How are they going to learn? RESOURCES Evaluation Indicators of the unity Evaluation techniques
Learning activities and instruments
Communication and Cultural Awareness. • Decide on a movie to watch at home. Student’s book English Communication and Cultural Awareness Techniques
EFL 5.1.4 Identify and interpret how • Take notes about its genre, setting, plot, A1.1. I.EFL.5.3.1 Learners can interpret cultural and Reading
cultural and language patterns in English characters, etc. Interactive version language patterns in English, including nonverbal Use knowledge to
are used when exchanging ideas on • Make a short summary of the plot: Name: Audio CD. A1.1 communication, and apply them in appropriate associate word meanings.
familiar topics according to a B1.2 level. True Grit; Cast: Jeff Bridges, Matt Damon, etc.; Workbook A1.1 include contexts. (I.3, I.4, S.1, S.2) Pay attention to the time
(Example: slang, idioms, humor, levels of Setting: American Old West. Main events: in student’s book. Oral Communication expressions.
formality, etc.). A girl was looking for a man who had murdered Teacher’s Guide A1.1. I.EFL.5.8.1 Learners can respond to and build on Listening
Oral Communication: (Listening and her father… Photocopies. other people’s ideas in extended conversations on Use pictures to predict
Speaking) • Investigate the film director of the movie you Images, photos, familiar social and academic topics by expressing content and order before
EFL 5.2.11 Express opinions on abstract saw in Stage 1. Take notes using the new time drawings opinions and feelings and clarifying leaning. (I.3, I.4, listening.
topics, such as film and music, and expressions: After directing Batman, he directed Exercises in Internet. S.1, J.3, J.4) Use context clues to
concrete topics, such as personal Planet of the Apes, and Batman Returns. Videos of You Tube and Reading understand idioms.
experiences, while describing one’s • Write a film review about the movie you others videos. I.EFL.5.11.1 Learners can Identify and apply a range Speaking
reactions to them and others’ opinions. watched and a mini biography of the director. Educative Web pages of reading strategies in order to make texts Use idiomatic expressions
EFL 5.2.14 Request and provide • Pay attention to connectors of sequence, time meaningful and to select information within a text to share an experience.
information and assistance orally for expressions and verbs in all tenses. that might be of practical use for one’s own Writing
personal, social and academic purposes in academic needs. (I.1, I.2, I.4, S.3) Use verb tenses and time
order to clarify and extend meaning in expressions to help
spoken interactions. Writing readers follow the
Reading I.EFL.5.15.1 Learners can plan and produce well- sequence of events.
EFL 5.3.2 Identify and use reading constructed informational texts by applying the Instruments for oral and
strategies to make informative and writing process and while demonstrating an ability to written evaluation
narrative texts comprehensible and justify one’s position on an argument through Rubrics
meaningful. (Example: skimming, scanning, carefully selected information and appropriate Portfolio
previewing, reading for main ideas and language, tone and evidence. (I.2, I.3, I.4, S.3, J.1) Oral interviews individual/
details, using structural and context clues, Language through the Arts in pairs
cognates, format, sequence, etc.). I.EFL.5.17.1 Learners can demonstrate and convey Essay Tests
Writing different levels of meaning in literary texts by Practical Exams
EFL 5.4.3 Apply new and prior knowledge identifying distinguishing features, interpreting Writing Tests
in order to plan and create texts and implicit and explicit messages and responding in a • Training Test
determine if the new knowledge adds variety of ways. (I.3, I.4, J.3)
value to or contradicts prior information.
EFL 5.4.5 Justify and explain the rationale
for a position on an argument, using
persuasive language, tone, evidence and
well-developed arguments through essays,
editorials, movie and book reviews,
position papers and brochures.
* Curricular adaptations:

Specification of the adaptation to be applied

EVALUATION
Specification of educational need SKILLS WITH CRITERIA OF LEARNING ACTIVITIES RESOURCES Evaluation Indicators of Evaluation
PERFORMANCE the unity techniques and
instruments

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez C. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma: Firma:

Fecha: 10 - 10 - 2019 Fecha: Fecha:


Nombre de la institución
Nombre del Docente
Área Instrumental
Asignatura
Unidad didáctica
Objetivo de la unidad
Criterios de evaluación
DESTREZAS CON CRITERIO DE
DESEMPEÑO
La construcción del conocimiento
 Pensamiento irracional
 Las bases del conocimiento
 Aciertos, errores y falacias
 La experiencia como
productora de conocimiento
 Las falacias de la comunicación
 Decodificación de las falacias
en un mensaje
 Redacción de un informe final
PLANIFICACIÓN MICROCURRICULAR DE UNIDAD DIDÁCTICA
Unidad Educativa “San Sebastián”
Fecha 10-10-2019
Grado Tercero BGU Año lectivo 2019-2020
CIENCIA TECNOLOGIA Y SOCIEDAD Tiempo 28-10 al 12-12-2019
2 ¿COMO PODEMOS MEDIR EL RADIO DE LA TIERRA?
- Desarrollar el pensamiento científico junto con el uso de la investigación, las matemáticas y la geometría para resolver problemas.
 Describe y comprende con claridad las teorías matemáticas y propone modos de aplicación en el contexto actual.
 Aplica las relaciones fundamentales de los lados de un triángulo.
 Desarrolla un proyecto de medición de alturas de objetos y del radio de la tierra.
EVALUACIÓN
Actividades de aprendizaje RECURSOS Indicadores de Evaluación de la Técnicas e
unidad instrumentos de
evaluación
Argumentar correctamente. Texto de Investigación Argumentar correctamente. -Lo que aprendieron
 Identificar y reconstruir argumentos de ciencia y  Identificar y reconstruir nuestros abuelos
 Clasificar argumentos como deductivos e Tecnología de Tercero argumentos - Lo verdadero y lo
inductivos de bachillerato del Dr.  Clasificar argumentos como falso.
 Evaluar argumentos Carlos Villalba Avilés. deductivos e inductivos - La irracionalidad en
 Detectar falacias y otros mecanismos de Paleógrafos.  Evaluar argumentos la naturaleza humana.
persuasión no argumentativa. Láminas de Ciencia.  Detectar falacias y otros La base del
Direcciones de sitios mecanismos de persuasión no conocimiento
Leer y comprender textos filosóficos y lógicos Web de investigación. argumentativa. - Los errores y cómo
 Evaluar definiciones Fotocopias. los cometemos.
 Resumir el texto y sus principales Fotos, imágenes y Leer y comprender textos -Los errores y los
argumentos dibujos de Ciencia. filosóficos y lógicos aciertos como fuente
 Analizar los argumentos que el texto  Evaluar definiciones de conocimiento para
plasntea  Resumir el texto y sus afrontar las decisiones
Escribir textos filosóficos y lógicos principales argumentos que se llevan a cabo
 Argumentar sus posturas con rigor  Analizar los argumentos que en la vida cotidiana.
 Expresar sus ideas con claridad y precisión el texto plasntea - Las falacias en los
medios de
 Organizar el texto de manera adecuada
comunicación.
 Escribir con corrección Escribir textos filosóficos y lógicos
Los límites de nuestra
  Argumentar sus posturas con ignorancia.
Participa en diálogos filosóficos y lógicos rigor - Por qué no siempre
 Interactuar criticamente con los demás  Expresar sus ideas con nos equivocamos o
interlocutores claridad y precisión cómo podemos vivir
 Interactuar respetuosamente con los  Organizar el texto de manera sin pensar mucho.
demás interlocutores adecuada - Papel de la
 Escribir con corrección experiencia en los
Participa en diálogos filosóficos y mecanismos de error.
lógicos Hablar sin pensar y
 Interactuar criticamente con pensar sin hablar
los demás interlocutores - Pistas para descubrir
 Interactuar respetuosamente al ser falaz que
con los demás interlocutores llevamos dentro.

*Adaptaciones curriculares:

Especificación de la adaptación a ser aplicada

EVALUACIÓN
Especificación de la necesidad DETREZAS CON CRITERIO DE ACTIVIDADES DE Indicadores de la Técnicas e
DESEMPEÑO APRENDIZAJE RECURSOS evaluación de la instrumentos de
educativa
unidad Evaluación

ELABORADO POR REVISADO POR APROBADO POR

DOCENTE(S): Ing. Wilson Sánchez Crespo. NOMBRE: Econ. Gustavo Palomeque A. NOMBRE: Lic. Wilson Carangui L.
Firma: Firma:
Firma:
Fecha: 10 – 10 -2019 Fecha: Fecha: