English Pre A1.2

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
NAME OF THE SCHOOL:

ESCUELA MONS.NESTOR ASTUDILLO B.
SCHOOL YEAR 2017-2018
MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: HECTOR COELLO CHIRIBOGA Area: English as a ENGLISH: PRE A1.2 Grade/Course: 5th, 6th, 7th EGB Class: GBE
Foreign Languaje
Unit * Textbook : Starship Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 1 Pre A1.2 Welcome to Starship O.EFL3.2 Assess and appreciate language through spoken and written literary
Unit Title: English! English as an international texts such as poems, rhymes, chants, riddles
Lesson 2: language. and songs, in order to foster imagination, and
This is my family O.EFL 2.3 Read level appropriate curiosity.
Lesson 3: texts in English for pure O. EFL 3.9 Be able to interact in English in a
.Lesson 1: enjoyment/entertainment and to simple way using basic expressions and short
Welcome to Starship access information. phrases in familiar contexts to satisfy needs of a
English! O. EFL 3.5 Use in class library concrete type.
Lesson 2: resources and explore the use of
This is my family ICT to enrich competencies
Lesson 3:
.
6 WEEKS
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK:
1
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION
DEVELOPED CRITERIA
STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS
• Greetings CE.EFL.3.5. Model turn-taking and ways to express to others when something is not
(Hi. Hello. Good-bye.) understood to improve comprehension and/or intelligibility in conversations.
• Introducing oneself and others
(His/her/my name’s ___.)
Asking and telling someone’s name (What’s his/her/your name? His/her/my
name’s ___. How do you spell ___?) ORAL COMMUNICATION
STUDENT BOOK Lesson 2 CE.EFL.3.9. Production - Fluency: Utterances are sometimes produced slowly but use
• Greetings and formal introductions appropriate words and phrases to express basic ideas, initiate conversations and
(It’s nice to meet you. respond to questions, including some chunks of language and short sentences.
It’s nice to meet you too.)
• Introducing family members (This is my family. She’s
My sister/mother/grandma. He’s my brother/father/grandpa. They’re my
sisters/brothers.) READING
BE statements (This is…, They’re…) CE.EFL.3.11. Identify and understand individual every-day words, phrases, and
STUDENT BOOK Phonics sentences, including instructions.
Look, listen, and say sections
EFL.3.2.12 Respond to simple questions in quite a short time and initiate basic
interaction spontaneously when there are opportunities to speak. Speech is
produced a little less slowly and hesitantly. WRITING
STUDENT BOOK Lesson 1 CE.EFL.3.18. Writing in order to perform controlled practice of
• Wh- questions with BE (What’s) vocabulary and grammar items
• Contracted forms of BE present tense statements and questions (‘s) Asking
and telling someone’s name (What’s his/her/your name? His/her/my name’s
___.)
2
STUDENT BOOK Lesson 2

• Asking about people (Who’she/she? She’s my sister/mother/grandma.
He’s my brother/father/grandpa.
Who are they? They’re my sisters/brothers.)
• BE statements (This is…, They’re…)
Wh- questions with BE (Who’s, Who are)
READING
EFL 3.3.1 Demonstrate basic reading comprehension skills by identifying the
meaning of individual words, phrases, and sentences, including simple written
instructions
• Greetings
(Hi. Hello. Good-bye.)
• Introducing oneself and others (His/her/my name’s ___.)
• Asking and telling someone’s name (What’s his/her/your name? His/her/my
name’s ___.
Asking for spelling (How do you spell ___?)
STUDENT BOOK Lesson 2 LANGUAGE THROUGH THE ARTS
• Greetings and Formal introductions (It’s nice to meet you. It’s nice to meet CE.EFL.3.21. Distinguish key information in stories and other age appropriate literary
you too.) texts, both oral and written.
• Introducing family members (This is
My family. She’s my sister/mother/grandma.
He’s my brother/father/grandpa.
They’re my sisters/brothers.)
Asking about people (Who’s he/she? Who are they?)
ACTIVITY BOOK All Lessons
Read and match sections
WRITING
EFL 3.4.3 Write simple words by hand and/or on the computer with correct
use of standard writing mechanics. Example: blue, cat, dog, son, etc
3

Vocabulary (see Scope and Sequence)
STUDENT BOOK Phonics
• Listen, write, and read sections.
Listen and write the words sections
Write the… sections
EFL 3.4.4 Write simple words, phrases and sentences for controlled practice
of language items.
STUDENT BOOK All Lessons
Language Items (see Scope and Sequence)
• Write about… sections
• Write and read sections
Unscramble the sentences sections
LANGUAGE THROUGH THE ARTS
EFL 3.5.1 Identify key information such as events, characters, and objects in
stories and other age-appropriate literary texts if there is visual support
Look, listen, and talk sections
METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

STRATEGIES INDICATORS TECHNIQUES/INSTRUMENTS
This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: • Star & Stella puppets • CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take Audio CD:T7–8• Activity • I.EFL.3.5.1. Learners can apply
turns in greetings and short Book: pp. AB4–AB9 • turn-taking and ways to express to
4
conversations Optional: family others when something is not Point to each letter as you sing the
2.Use resources such as pictures or photographs: one set of “ understood in short conversations. alphabet song. Ask learners to
graphic organizers to accompany Characters” game cards ORAL COMMUNICATION follow along.
oral expression for each pair p.147 • I.EFL.3.9.1. Learners can Lesson 2 Warm-Up (10 minutes):
3. Describe family using pictures Lesson 2 express basic ideas, initiate Have learners work in pairs with a
or photos Flash Cards 2–9 • Star & conversations, and respond to set of the “Characters” game cards
4.Recognize basic phonemes of the Stella puppets • Audio simple questions using turned upside down. Learners take
alphabet and imitate the sounds CD:T7–8• Song Audio appropriate words, phrases, and turns turning over a card and
5. Recognize words and match CD • Activity Book: short sentences. Responses may spelling the names out loud.
words to pictures pp.AB10–AB15 • be slow though pauses do not Lesson 3 Warm-Up (5 minutes):
6.Use simple resources such as Optional: teacher’s make the interaction tedious or Show learners the Letter Card “a.”
flash cards family photograph, one uncomfortable for participants. Ask them to (a) trace the letter in
7.Unscramble letters and write words set of “ characters” game READING the air; (b) say the letter 3 times;
8.Unscramble words to write short sentences cards p.147 • I.EFL.3.11.1. Learners can (c) say the phoneme 3 times; (d)
9.Create and use puppets Lesson 3 understand familiar words, say a word with the phoneme
10.Sing songs and recite chants Letter Cardsto use simple phrases, and short simple COMMUNICATION AND
while pointing to the words grammar or vocabulary sentences and can successfully CULTURAL AWARENESS
11.Move to the rhythm of a song or chant items. complete the simple ACTIVITY
accompanying task. • Use pair and small group work to
LANGUAGE WRITING ask and answer questions about
THROUGH THE I.EFL.3.18.1. Learners can write photos of families.
ARTS short simple phrases and TECHNIQUE
• I.EFL.3.21.1. Learners sentences to show that they know Observation
can recognize, through how INSTRUMENT
pictures or other media Checklist
such as ICT, key aspects • Use small role plays to check that
of a story or literary text learners can introduce themselves
(both oral and written). and family members
TECHNIQUE
Observation
INSTRUMENT
5
Checklist
ORAL COMMUNICATION
ACTIVITY
• Have learners work in pairs to ask
and answer questions about family.
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
•Ask learners to take turns pointing
to family members in a photo and
asking and answering questions
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
• Check word recognition by
having learners stick stickers or
glue them next to words.
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
having learners categorize labeled
pictures or photos.
TECHNIQUE
6
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
• Check spelling skills by asking
learners to unscramble the letters in
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
• Check writing skills by asking
learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH THE
ARTS
ACTIVITY
• Check vocabulary comprehension
by asking learners to repeat a chant
and point to different members of a
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
7
•Have learners listen to a song or

chant about classroom objects and
draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
• Have learners listen to a song or
chant and draw something they
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Struggling Learners • Initially use whole group for instruction, and then divide learners into small groups or pairs.___•
Below Level Learners Say
and write instructions.___• Use pictures and flash cards to connect meaning. Have learners create
their
own flash cards. • Use real classroom objects and gestures.___• Provide word walls for learners to
reference.___• Have learners draw pictures to illustrate meaning.___• Ask learners to add pictures or
drawings to a book activity.___• Record learners doing a dance or saying a chant.
CLIL COMPONENTS Social Studies Talk about their families TRANSVERAL AXES:
and families in other cultures Respect, Culture, Tolerance-
Science ..Find pictures of animal familias
and talk about them
8
PREPARED BY: REVISED BY: APPROVED BY:
TEACHER: HECTOR COELLO CH. COORDINATOR VICEPRINCIPAL:
SIGNATURE SIGNATURE SIGNATURE:
DATE DATE DATE:
9
NAME OF THE SCHOOL:

Teacher: HECTOR COELLO CHIRIBOGA Area: English as a ENGLISH: PRE A1.2 Grade/Course: 5th, 6th, 7th EGB Class: BGE
Foreign Languaje
Unit * Textbook : Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English language
Number: 2 Starship Pre Is she O.EFL3.2 Assess and through spoken and written literary texts such as
A1.2 happy? appreciate English as an poems, rhymes, chants, riddles and songs, in order to
Unit Title: Phonics: international language. foster imagination, and curiosity.
Short e, O.EFL 3.3 Read level O. EFL 3.9 Be able to interact in English in a simple
Long e – ee, appropriate texts in way using basic expressions and short phrases in
Long e – ea,
Long e – English for pure familiar contexts to satisfy needs of a concrete type.
ey/y enjoyment/entertainment
and to access information.
O. EFL 3.5 Use in class
library resources and
explore the use of ICT to
enrich competencies
PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

LESSON WEEK: WEEKS
UNIT PLAN
10

DEVELOPED CRITERIA
EFL 3.2.2 COMMUNICATION AND CULTURAL AWARENESS
Be comfortable taking meaning from spoken texts containing CE.EFL.3.4. Develop the skills to work collaboratively using a range of verbal and nonverbal
words or sections which are not understood. Be aware that communication features and apply self-correcting and self-monitoring strategies in social and classroom
understanding spoken texts does not require decoding every interactions.
single word
• Describing
characteristics
and emotions
(using pets)
• Statements and questions
with BE (singular and
plural)
• Predicate adjectives
• Affirmative and negative
short answers (singular
and plural)
Phonetic
Short e, Long e – ee, Long e – ea, Long e – ey/y
EFL 3.1.8
Interpret and demonstrate knowledge in classroom activities
of nonverbal and oral communication features, and
understand the contexts in which they are used appropriately. ORAL COMMUNICATION
(Example: gestures, body language, volume, etc.)
STUDENT BOOK Lesson 1 CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea, speaker and situation
• Describing in spoken texts set in familiar everyday contexts without having to decode every word.
characteristics
and emotions
(using pets)
11
plural)
and plural)
Phonetic
EFL 3.2.3
Record key items of specific information from a heard
READING
message or description, either in written form or by drawing
CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward audio
a picture. (Example: letters of the alphabet, numbers,
texts related to areas of immediate need or interest, provided vocabulary is familiar and visual support is
quantities, prices and times, days, dates and months, etc.)
present, and use these spoken contributions as models for their own.
READING
EFL 3.3.4 Distinguish between fact and opinion and relevant
and irrelevant information in an informational text through
the use of mind maps/charts.
• Describing
characteristics
and emotions
(using pets)
plural)
and plural)
Phonetic
12
WRITING
EFL 3.4.2 Write a short simple paragraph to describe
yourself or other people, animals, places and things, with
limited support. (Example: by answering questions or using
key words)
WRITING
CE.EFL.3.13. Show an ability to identify the meaning of specific content-based words and phrases, with the
ACTIVITY BOOK All Lessons aid of visual support, and use charts/mind maps to distinguish between fact/opinion and relevant/irrelevant
• Write about… sections information in informational texts.
EFL 3.5.2 Create picture books and/or other graphic
expressions in pairs in class by varying scenes, characters or
other elements of literary texts.

CE.EFL.3.22. Design and produce picture books, graphic expressions and/or personal stories by varying
elements of literary texts and adding imaginative details to real-life stories and situations in order to create
new, original texts.
13

This performance criteria could be Lesson 1 COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: LESSON 1: Is CULTURAL AWARENESS Write the alphabet on the board.
1.Work in small groups and take she happy? I.EFL.3.4.1. Learners can demonstrate Point to each letter as you sing the
turns in greetings and short (pp. 24–29) an ability to work in pairs and small alphabet song. Ask learners to
conversations Six 45-minute groups using level-appropriate verbal follow along.
and nonverbal communication features
2.Use resources such as pictures or class periods and apply self-correcting and self- Lesson 2 Warm-Up (10 minutes):
graphic organizers to accompany • Flash Cards monitoring strategies in social and Have learners work in pairs with a
oral expression 10–15 classroom interactions. (J.2, J.3, J.4, I.3) set of the “Characters” game cards
3. Describe family using pictures • Star & Stella turned upside down. Learners take
or photos puppets ORAL COMMUNICATION turns turning over a card and
4.Recognize basic phonemes of the • Audio CD: I.EFL.3.6.1. Learners can grasp the spelling the names out loud.
alphabet and imitate the sounds T13–18 main idea of spoken texts set in familiar Lesson 3 Warm-Up (5 minutes):
everyday contexts and infer changes in
5. Recognize words and match • Activity Book: the topic of discussion as well as who is
Show learners the Letter Card “a.”
words to pictures Act. A–D speaking and what the situation is, Ask them to (a) trace the letter in
6.Use simple resources such as (pp. AB16– without having to decode every word. the air; (b) say the letter 3 times;
flash cards AB17); Act. A– (I.3, I.4) (c) say the phoneme 3 times; (d)
7.Unscramble letters and write words B say a word with the phoneme
8.Unscramble words to write short sentences (p. AB18); Act. READING COMMUNICATION AND
9.Create and use puppets A–C (p. I.EFL.3.7.1. Learners can record and CULTURAL AWARENESS
10.Sing songs and recite chants AB19); Act. A– identify key information from a spoken ACTIVITY
message of immediate need or interest
while pointing to the words B (p. AB20); when the message contains frequently • Use pair and small group work to
11.Move to the rhythm of a song or chant Act. A–B (p. used expressions and visual support. ask and answer questions about
AB21). (Example: rules for a game, classroom photos of families.
• Extras: a soft instructions, a dialogue in a scene from TECHNIQUE
ball; a pretty, a cartoon or movie, etc.) Learners can Observation
use other classmate’s contributions in
soft toy cat or INSTRUMENT
class as models for their own. (I.2, I.3)
picture of a Checklist
14
pretty cat; • Use small role plays to check that

pictures of pets; WRITING learners can introduce themselves
one set of and family members
“Adjectives” I.EFL.3.17.1. Learners can write short TECHNIQUE
game simple paragraphs to describe people, Observation
places, animals, things and feelings,
cards and two INSTRUMENT
with limited support, while
sets of “Pets” demonstrating an ability to effectively
Checklist
game cards (p. influence an audience and to express ORAL COMMUNICATION
45) for each everyday activities. (I.3, S.1) ACTIVITY
pair of students. • Have learners work in pairs to ask
PHONICS: LANGUAGE THROUGH and answer questions about family.
Short e, Long e THE TECHNIQUE
(ee, ea, ey/y) ARTS Observation
(pp. 34–41) I.EFL.3.22.1. Create picture books, INSTRUMENT
Six 45-minute graphic expressions and personal Rating scale
stories by adapting elements of literary ACTIVITY
class periods texts and adding imaginative details to
• Letter Cards •Ask learners to take turns pointing
real-life stories and situations, using
• Phonics Game appropriate vocabulary and features of to family members in a photo and
Cards the literature learners have read or asking and answering questions
heard. (I.3, S.3) TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
15
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
16

family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
CLIL COMPONENTS Science: Look at the map of outer space - TRANSVERAL AXES:
the home of Star and Stella Respect, Culture, Tolerance-
17

DATE DATE DATE:
18
NAME OF THE SCHOOL:

ESCUELA MONS.NESTOR ASTUDILLO
Foreign Languaje
19
Unit * Textbook : Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 1 Starship Pre I want juice, O.EFL3.2 Assess and language through spoken and written literary
A1.2 please. appreciate English as an texts such as poems, rhymes, chants, riddles
Unit Title: Lesson 2: international language. and songs, in order to foster imagination, and
Where’s your O.EFL 3.3 Read level curiosity.
bedroom? appropriate texts in O. EFL 3.9 Be able to interact in English in a
Phonetics: English for pure simple way using basic expressions and short
Short i, Long i – i_e, enjoyment/entertainmen phrases in familiar contexts to satisfy needs of
Long i – igh, Long i – t and to access a concrete type.
ie/y
information.
enrich competencies

LESSON WEEK: WEEKS
UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION
CRITERIA
20

• Kitchen and
food CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features
• Asking about and express likes and dislikes while giving recommendations in basic yet effective terms.
and expressing
preferences
• Talking about
different food
• Wh- questions with do
• Indefinite articles a, an
• Around the home
• Asking about places
• Describing locations
• Wh- questions with BE
(Where’s)
• Prepositions of place
• Prepositional phrases
EFL 3.1.3 Exchange basic personal preferences with peers in
order to express likes and dislikes. ORAL COMMUNICATION
EFL 3.1.7 Demonstrate appropriate classroom behaviors by
participating in small group or whole class discussions.
CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at school and towards the
(Example: being courteous, respecting the person and property of
environment.
others, etc.)
STUDENT BOOK Lesson 1 CE.EFL.3.7. Listening for Information: Follow and identify key information in short straightforward
audio texts related to areas of immediate need or interest, provided vocabulary is familiar and visual
• Kitchen and
support is present, and use these spoken contributions as models for their own.
food
• Asking about
and expressing
21
preferences
• Talking about
different food
• Around the home
(Where’s)
• Prepositional phrases READING
STUDENT BOOK Phonics CE.EFL.3.8. Production – Accuracy and Intelligibility: Communicate needs clearly in class by asking
Look, listen, and say sections questions or requesting clarification. Demonstrate acquisition of skills taught in class, such as being able
to spell out words or use some grammatical structures (albeit with frequent errors)
READING
EFL 3.3.8 Make and support inferences from evidence in a text
with reference to features of written English. (Example:
vocabulary, facts, format, sequence, relevance of ideas, etc.)
• Kitchen and
food
• Asking about
and expressing
preferences
• Talking about
different food
• Around the home
22

(Where’s)
• Prepositional phrases
WRITING
EFL 3.4.3 Write a variety of short simple text-types, commonly
used in print and online, with appropriate language and layout.
(Example: write a greeting on a birthday card, name and address
on an envelope, a URL for a website, an email address, etc.)
WRITING
CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable
STUDENT BOOK Lesson 2 conversational exchanges by sharing information and reacting appropriately in basic interpersonal
Vocabulary (see Scope and Sequence) interactions.
23
EFL 3.5.3 Produce short, creative texts using ICT and/or other
resources at home or at school in order to recreate familiar scenes
and themes

CE.EFL.3.23. Create short, original texts using a range of resources and other media, including ICT, in
order to recreate familiar scenes and themes.

STRATEGIES INDICATORS TECHNIQUES/INSTRUMEN
TS
This performance criteria could be LESSON 1: I want COMMUNICATION AND Lesson 1 Warm-Up (10
evaluated by: juice, minutes):
CULTURAL AWARENESS
please.
1.Work in small groups and take Write the alphabet on the board.
24
turns in greetings and short • Flash Cards 47–60 I.EFL.3.3.1. Learners can employ a Point to each letter as you sing
• Star & Stella range of verbal and nonverbal
conversations puppets
the alphabet song. Ask learners to
communication features to express likes
2.Use resources such as pictures or • Audio CD: T23–28 and dislikes and can give
follow along.
graphic organizers to accompany • Activity Book: Act. recommendations in basic yet effective Lesson 2 Warm-Up (10
oral expression A–D terms. (I.3, S.4) minutes):
(pp. AB24–AB25);
3. Describe family using pictures Act. A–B
Have learners work in pairs with
or photos (p. AB26); Act. A–C ORAL COMMUNICATION a set of the “Characters” game
4.Recognize basic phonemes of the (p. I.EFL.3.2.1. Learners can say ways to cards turned upside down.
alphabet and imitate the sounds AB27); Act. A–B (p. take care of the environment and one’s Learners take turns turning over a
AB28); surroundings. Learners can identify and
5. Recognize words and match Act. A–B (p. AB29).
card and spelling the names out
exhibit socially responsible behaviors
words to pictures • Extras: sentences at home, at school and towards the loud.
6.Use simple resources such as on cards: environment. (J.3, S.1. Lesson 3 Warm-Up (5 minutes):
flash cards “My sister’s cat is Show learners the Letter Card
pretty.” READING
7.Unscramble letters and write words “Your brother’s dog I.EFL.3.8.1. Learners can ask others to “a.”
8.Unscramble words to write short sentences is old.” repeat themselves or to say something in Ask them to (a) trace the letter in
9.Create and use puppets “Her mother’s fish is a different way and ask for common the air; (b) say the letter 3 times;
happy.” classroom needs. Learners can spell out
10.Sing songs and recite chants (c) say the phoneme 3 times; (d)
“His father’s mouse words in English and can describe
while pointing to the words is matters of immediate need or interest say a word with the phoneme
11.Move to the rhythm of a song or chant small.”; one set of using some grammatical structures COMMUNICATION AND
“Food and practiced in class (although there may be CULTURAL AWARENESS
drinks” game cards errors with tenses, personal pronouns, ACTIVITY
(pp. 146, prepositions, etc.). (I.3, J.4)
147) for each pair;
• Use pair and small group work
two sets to ask and answer questions
of “Food and WRITING about photos of families.
drinks” game I.EFL.3.15.1. Learners can make and
TECHNIQUE
cards (pp. 146, 147) support inferences using evidence from
so there texts and features of written English Observation
is one card per (e.g., vocabulary, format, sequence, INSTRUMENT
student; dice. etc.) and apply other learning strategies Checklist
LESSON 2: Where’s in order to examine and interpret a
your variety of written materials. (I.2, J.3)
25
bedroom? (pp. 48– LANGUAGE THROUGH • Use small role plays to check
53) that learners can introduce
THE ARTS
Six 45-minute class
I.EFL.3.23.1. Learners can create and themselves and family members
periods
• Flash Cards 61–70
produce short texts using ICT and/or TECHNIQUE
• Star & Stella other resources at home or at school in
order to recreate familiar scenes and
Observation
puppets INSTRUMENT
• Audio CD: T30–35 themes. (I.1, I.3)
Checklist
• Activity Book: Act.
A–D ORAL COMMUNICATION
(pp. AB30–AB31); ACTIVITY
Act. A–B • Have learners work in pairs to
(p. AB32); Act. A–C
ask and answer questions about
(p.
AB33); Act. A–B (p. family.
AB34); TECHNIQUE
Act. A–B (p. AB35). Observation
• Extras: box and INSTRUMENT
ball;
magazine pictures
Rating scale
of rooms; ACTIVITY
a set of “Rooms” •Ask learners to take turns
game pointing to family members in a
cards (p. 148) for
each
photo and asking and answering
pair; two to three questions
sets TECHNIQUE
of “Rooms” game Quiz
cards
(p. 148) so there is
INSTRUMENT
one card per Sampling
student. READING
PHONICS: Short i, ACTIVITY
Long i • Check word recognition by
(i_e, igh, ie/y) (pp.
54–61)
Six 45-minute class glue them next to words.
periods TECHNIQUE
26
• Letter Cards Observation

• Phonics Game INSTRUMENT
Cards
Checklist
ACTIVITY
having learners categorize
labeled pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
learners to unscramble the letters
in a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH
THE
ARTS
ACTIVITY
27
• Check vocabulary
comprehension
by asking learners to repeat a
chant and point to different
members of a family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
chant about classroom objects
and draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
28
TEACHER: HECTOR COELLO CHIRIBOGA COORDINATOR VICEPRINCIPAL:
DATE DATE DATE:
29
NAME OF THE SCHOOL:

Foreign Languaje
Number: 4 Starship Pre How many O.EFL3.2 Assess and language through spoken and written literary
A1.2 robots do you appreciate English as an texts such as poems, rhymes, chants, riddles
Unit Title: have? international language. and songs, in order to foster imagination, and
Phonetics O.EFL 3.3 Read level curiosity.
Short o, Long o – appropriate texts in O. EFL 3.9 Be able to interact in English in a
o_e/oe, Long o – English for pure simple way using basic expressions and short
oa, Long o – ow
enjoyment/entertainmen phrases in familiar contexts to satisfy needs of
t and to access a concrete type.
information.
enrich competencies

LESSON WEEK: WEEKS
UNIT PLAN
30
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION

CRITERIA
EFL 3.1.4 Use a variety of oral, print and electronic forms for
social communication and for writing to oneself. (Example: CE.EFL.3.5. Demonstrate an ability to use a variety of sources for oral and written communication in
friendly notes, invitations, diary entries, notes to self, electronic order to interact with others in social situations.
messages, etc.)

• Toys
• Asking about
Toys
• Questions with how
many
• Questions about color
How many robots/ dinosaurs do you have?
One/Seven.
What color is it? It’s red.
What color are they?
They’re green and yellow.
How many dinosaurs does he have?
EFL 3.2.13 Respond to simple questions in quite a short time and
initiate basic interaction spontaneously when there are
opportunities to speak. Speech is produced a little less slowly and
hesitantly. ORAL COMMUNICATION
• Toys CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
• Asking about such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
Toys opinions or give accounts of personal experiences.
many
One/Seven.
31

READING
EFL 3.3.9
Identify and use reading strategies to make text more
comprehensible and meaningful. (Example: skimming, scanning,
previewing, predicting, reading for main ideas and details, etc.) READING
STUDENT BOOK Lesson 1 CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while
• Toys employing a range of everyday reference materials in order to determine information appropriate to the
• Asking about purpose of inquiry and to relate ideas between written sources.
Toys
many
One/Seven.
WRITING
EFL 3.4.5 Write a questionnaire or survey for friends, family or
classmates using WH- questions in order to identify things in
common and preferences.
32

EFL 2.4.4 Write simple words, phrases and sentences for
controlled practice of language items.
• Write about… sections WRITING
• Write and read sections CE.EFL.3.19. Create a questionnaire or survey using WH- question words in order to identify things in
Unscramble the sentences sections common and preferences while displaying an ability to convey and organize information using facts and
details.
EFL 3.5.5 Evaluate literary texts (both written and oral, online,
in video or in print) according to pre-established criteria.
(Example: completing a checklist, a chart, a personal response,
etc.)
33
CE.EFL.3.14. Select and use reading strategies to understand and give meaning to written text while
employing a range of everyday reference materials in order to determine information appropriate to the
purpose of inquiry and to relate ideas between written sources.

STRATEGIES INDICATORS TECHNIQUES/INSTRUMEN
TS
This performance criteria could be LESSON 1: How COMMUNICATION AND Lesson 1 Warm-Up (10
evaluated by: many robots do minutes):
CULTURAL AWARENESS
you have?
1.Work in small groups and take Write the alphabet on the board.
34
turns in greetings and short • Flash Cards 71–87 I.EFL.3.5.1. Learners can employ Point to each letter as you sing
• Star & Stella various print and digital sources in order
conversations puppets
the alphabet song. Ask learners to
to communicate with others in oral and
2.Use resources such as pictures or • Audio CD: T36–41 written form in social situations. (J.3,
follow along.
graphic organizers to accompany • Activity Book: Act. S.1, S.4) Lesson 2 Warm-Up (10
oral expression A–D minutes):
(pp. AB36–AB37);
3. Describe family using pictures Act. A–B ORAL COMMUNICATION Have learners work in pairs with
or photos (p. AB38); Act. A–C I.EFL.3.9.1. Learners can answer a set of the “Characters” game
4.Recognize basic phonemes of the (p. simple questions quickly and initiate cards turned upside down.
alphabet and imitate the sounds AB39); Act. A–B (p. basic interaction spontaneously when Learners take turns turning over a
AB40); given opportunities. (Example: make an
5. Recognize words and match Act. A–B (p. AB41).
card and spelling the names out
invitation, give a suggestion, etc.)
words to pictures • Extras: Warm-up Learners can describe simple, familiar loud.
6.Use simple resources such as activity situations and talk about past Lesson 3 Warm-Up (5 minutes):
flash cards flash cards: 11, 13, experiences. (I.3, J.3) Show learners the Letter Card
47, 51, 78,
7.Unscramble letters and write words 80, 84, 86, 87: two
“a.”
8.Unscramble words to write short sentences blue toy READING Ask them to (a) trace the letter in
9.Create and use puppets cars or two pictures • I.EFL.2.11.1. Learners can the air; (b) say the letter 3 times;
10.Sing songs and recite chants of a blue understand familiar words, (c) say the phoneme 3 times; (d)
car; two sets of
while pointing to the words “Toys” and
phrases, and short simple say a word with the phoneme
11.Move to the rhythm of a song or chant “Colors” game cards sentences and can successfully COMMUNICATION AND
(p. 149) complete the simple CULTURAL AWARENESS
for each pair of accompanying task. ACTIVITY
students.
WRITING • Use pair and small group work
I.EFL.3.14.1. Learners can identify and to ask and answer questions
use reading strategies to make written about photos of families.
text more comprehensible and
TECHNIQUE
meaningful. Learners can use everyday
reference materials to select information Observation
appropriate to the purpose of an inquiry INSTRUMENT
and to relate ideas from one written Checklist
source to another. (I.2, S.1)
35
LANGUAGE THROUGH • Use small role plays to check

THE ARTS that learners can introduce
I.EFL.3.21.1. Learners can employ themselves and family members
audio, video, pictures and ICT to TECHNIQUE
respond to oral and written texts and
use pre-established criteria to evaluate
Observation
literary texts individually or in groups. INSTRUMENT
(I.2, I.3, I.4) Checklist
ORAL COMMUNICATION
ACTIVITY
• Have learners work in pairs to
ask and answer questions about
family.
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
•Ask learners to take turns
pointing to family members in a
photo and asking and answering
questions
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
36
Observation
INSTRUMENT
Checklist
ACTIVITY
having learners categorize
labeled pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
learners to unscramble the letters
in a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
LANGUAGE THROUGH
THE
ARTS
ACTIVITY
37
• Check vocabulary
comprehension
by asking learners to repeat a
chant and point to different
members of a family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
chant about classroom objects
and draw something they hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
3, ADAPTED CURRICULUM
38
TEACHER: HECTOR COELLO CHIRIBOGA COORDINATOR VICEPRINCIPAL:
DATE DATE DATE:
NAME OF THE SCHOOL:

ESCUELA MONS.NESTOR ASTUDILLO
39
Foreign Languaje
Number: 5 Starship Pre What time is it, O.EFL3.2 Assess and language through spoken and written literary
A1.2 please? appreciate English as an texts such as poems, rhymes, chants, riddles and
Unit Title: Lesson 2: international language. songs, in order to foster imagination, and
Birthday party! O.EFL 3.3 Read level curiosity.
PHONICS: Short appropriate texts in O. EFL 3.9 Be able to interact in English in a
u, Long u English for pure simple way using basic expressions and short
(u_e, ue, ui) enjoyment/entertainment phrases in familiar contexts to satisfy needs of a
and to access information. concrete type.
enrich competencies

LESSON WEEK: WEEKS
UNIT PLAN
DEVELOPED CRITERIA
40
EFL 3.1.5 Describe, read about, participate in or recommend COMMUNICATION AND CULTURAL AWARENESS
a favorite activity, book, song or other interest to various CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal communication features and
audiences. (Example: peers, other classes, teachers, other express likes and dislikes while giving recommendations in basic yet effective terms
adults, etc.)

• Telling time
• Asking and
telling time
• Digital time
• Analog time
• Wh- questions (What)
with BE
• Statements with BE
What time is it, please?
It’s seven/eight/nine o’clock.
It’s time for breakfast/
school/ bed/ recess/ lunch/
dinner/ homework.
It’s ten fifteen/ twelve
• Age and birthdays ORAL COMMUNICATION
• Birthday
greetings CE.EFL.3.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational
• Asking and exchanges by sharing information and reacting appropriately in basic interpersonal interactions.
telling about
age
• Identifying
one’s birthday
• Wh- questions (how old,
when) with BE and short
answers
EFL 3.2.14 Make and respond to invitations, suggestions,
apologies and requests.
41

• Telling time
• Asking and
telling time
• Digital time
• Analog time READING
• Wh- questions (What) CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations, such
with BE as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express opinions
• Statements with BE or give accounts of personal experiences.
It’s seven/eight/nine o’clock.
It’s time for breakfast/
dinner/ homework.
• Age and birthdays
• Birthday
greetings
• Asking and
telling about
age
• Identifying
one’s birthday
answers
READING
EFL 3.3.10 Follow short instructions illustrated through step-
by-step visuals in simple experiments and projects. (Example:
simple science experiments, instructions for an art project,
etc.)
• Telling time
• Asking and
telling time
42
• Digital time
• Analog time
• Wh- questions (What)
with BE
• Statements with BE
It’s seven/eight/nine o’clock. WRITING
It’s time for breakfast/ CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple online or print text and
follow short instructions in simple experiments and projects if illustrated through step-by-step visuals.
dinner/ homework.
• Age and birthdays
• Birthday
greetings
• Asking and
telling about
age
• Identifying
one’s birthday
answers
WRITING
EFL 3.4.6 Write a simple narrative with linking words on
familiar subjects in order to express everyday activities.
(Example: free time, descriptions, what happened last
weekend, etc.)
STUDENT BOOK Lesson 2 LANGUAGE THROUGH THE ARTS
43
STUDENT BOOK Phonics CE.EFL.3.24. Organize ideas and relevant information from literary texts using group or class brainstorms
• Listen, write, and read sections. and/or mind maps in order to enhance collaborative responses to literature.
ACTIVITY BOOK All Lessons .
EFL 3.5.6 Work in groups to create a brainstorm and/or draw
a mind map to describe and organize ideas or organize useful
information from literary texts.
This performance criteria could be LESSON 1: What COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: time is it, please? Write the alphabet on the board.
• Flash Cards
CULTURAL AWARENESS
1.Work in small groups and take twelve flash I.EFL.3.3.1. Learners can employ a range Point to each letter as you sing the
turns in greetings and short cards from previous of verbal and nonverbal communication alphabet song. Ask learners to
conversations lessons features to express likes and dislikes and follow along.
• Star & Stella can give recommendations in basic yet
2.Use resources such as pictures or effective terms. (I.3, S.4) Lesson 2 Warm-Up (10 minutes):
puppets
graphic organizers to accompany • Audio CD: T45–50 Have learners work in pairs with a
oral expression • Activity Book: Act. ORAL COMMUNICATION set of the “Characters” game cards
3. Describe family using pictures A–D turned upside down. Learners take
I.EFL.3.10.1. Learners can use back-
or photos (pp. AB44–AB45);
channeling to react appropriately to what
Act. A–B
44
4.Recognize basic phonemes of the (p. AB46); Act. A–C others say about familiar topics in turns turning over a card and
(p. predictable, everyday situations and when
alphabet and imitate the sounds AB47); Act. A–B (p.
spelling the names out loud.
carrying out pair work for a specific task
5. Recognize words and match AB48); in class. Learners can ask questions to
Lesson 3 Warm-Up (5 minutes):
words to pictures Act. A–B (p. AB49). extend an interpersonal interaction. (I.3, Show learners the Letter Card “a.”
6.Use simple resources such as • Extras: an analog J.3) Ask them to (a) trace the letter in
clock; a
flash cards set of “Times” and
the air; (b) say the letter 3 times;
7.Unscramble letters and write words “Daily READING (c) say the phoneme 3 times; (d)
8.Unscramble words to write short sentences activities” game I.EFL.3.11.1. Learners can understand say a word with the phoneme
9.Create and use puppets cards (pp. most details in a short simple online or COMMUNICATION AND
150–151) for each print text and can follow short instructions
10.Sing songs and recite chants pair of
CULTURAL AWARENESS
in simple experiments and projects if step-
while pointing to the words students; dice. by-step visuals are provided. (I.3, I.4) ACTIVITY
11.Move to the rhythm of a song or chant LESSON 2: • Use pair and small group work to
Birthday party! ask and answer questions about
(pp. 86–91) WRITING
Six 45-minute class I.EFL.3.18.1. Learners can write short photos of families.
periods simple text-types and narratives, online TECHNIQUE
• Flash Cards 118– and in print, using appropriate language, Observation
135 layout and linking words. (I.3, J.2) INSTRUMENT
• Star & Stella Checklist
puppets
LANGUAGE THROUGH THE • Use small role plays to check that
• Audio CD: T51–56
• Activity Book: Act. ARTS learners can introduce themselves
A–D I.EFL.3.24.1. Learners can work in and family members
(pp. AB50–AB51); groups to create brainstorms and/ or TECHNIQUE
Act. A–B draw mind maps to describe and
organize ideas or useful information
Observation
(p. AB52); Act. A–C
(p. from literary texts and create INSTRUMENT
AB53); Act. A–B (p. collaborative responses to literature Checklist
AB54); through process writing groups or ORAL COMMUNICATION
Act. A–B (p. AB55). literature circles. (I.4, S.4, J.3) ACTIVITY
• Extras: a hat
holding
cards with words and answer questions about family.
“Family,” TECHNIQUE
Observation
45
“Drinks,” “Pets,” INSTRUMENT

“Toys,” Rating scale
“Colors,” “Rooms”;
a timer;
ACTIVITY
a calendar; soft •Ask learners to take turns pointing
balls; one set to family members in a photo and
of “Ages” and asking and answering questions
“Dates” game
cards (p. 152) for
TECHNIQUE
each pair; say. Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
46

a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
47
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
DATE 8 MAYO 2017 DATE DATE:
48
NAME OF THE SCHOOL:

Teacher: HECTOR COELLO CHIRIBOGA Area: English as a ENGLISH PRE A1.2 Grade/Course: 5ND, 6RD, 7TH Class: BGE
Foreign Languaje
Unit * Textbook : LESSON 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of English
Number: 6 Starship Pre What’s your O.EFL3.2 Assess and language through spoken and written literary
A1.2 favorite appreciate English as an texts such as poems, rhymes, chants, riddles and
Unit Title: season? international language. songs, in order to foster imagination, and
PHONICS: Short O.EFL 3.3 Read level curiosity.
a, Long a appropriate texts in O. EFL 3.9 Be able to interact in English in a
(a_e, ai, ay) English for pure simple way using basic expressions and short
enjoyment/entertainment phrases in familiar contexts to satisfy needs of a
and to access information. concrete type.
enrich competencies

LESSON WEEK: WEEKS
UNIT PLAN
49

DEVELOPED CRITERIA
EFL 3.1.1 COMMUNICATION AND CULTURAL AWARENESS
Ask simple basic questions in class about the world beyond CE.EFL.3.1. Cultivate an awareness of different cultures and identify similarities and differences between
their own immediate environment in order to increase their them through oral and written literary texts.
understanding of different cultures.
• Talking about weather and seasons
• Asking and telling about the weather
• Identifying seasons
• Asking and telling about seasons and preferred activities
• Wh- questions (What’s) with BE
• Statements with BE and
Y/N questions.
What’s your favorite season?
My favorite season is winter.
I like ice-skating.
What’s the weather like today?
EFL 3.2.15 Provide a simple description and/or opinion of a
common object or a simple account of something
experienced. (Example: an Ecuadorian celebration, a class
trip, a party, a game played, etc.)
• Talking about weather and seasons ORAL COMMUNICATION
• Asking and telling about the weather CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
• Identifying seasons such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
• Asking and telling about seasons and preferred activities opinions or give accounts of personal experiences.
• Wh- questions (What’s) with BE
• Statements with BE and
Y/N questions.
I like ice-skating.
50
READING
EFL 3.4.9 Make effective use of a range of digital tools to
write, edit, revise and publish written work in a way that
supports collaboration. (Example: add sound or images to a
presentation, use an app to collaborate on a mind map,
contribute to a class wiki, etc.)
• Talking about weather and seasons
• Asking and telling about the weather READING
• Identifying seasons
• Asking and telling about seasons and preferred activities CE.EFL.3.9. Production - Fluency: Respond to simple questions and familiar everyday social situations,
• Wh- questions (What’s) with BE such as an invitation or request, relatively quickly. Spontaneously initiate interactions in order to express
• Statements with BE and opinions or give accounts of personal experiences.
Y/N questions.
I like ice-skating.
WRITING
EFL 3.4.9 Make effective use of a range of digital tools to
write, edit, revise and publish written work in a way that
supports collaboration. (Example: add sound or images to a
presentation, use an app to collaborate on a mind map,
contribute to a class wiki, etc.)
51

EFL 2.4.4 Write simple words, phrases and sentences
for controlled practice of language items. WRITING
STUDENT BOOK All Lessons CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools during the writing process in order to
Language Items (see Scope and Sequence) collaborate on well-constructed informational texts.
EFL 3.5.8 Create stories, poems, songs, dances and plays
including those that reflect traditional and popular Ecuadorian
culture, observing the conventions of the genre. (Example:
purpose, settings, audience, voice, rhythm, etc.)
Look, listen, and talk sections LANGUAGE THROUGH THE ARTS
CE.EFL.3.25. Observe and expand on the conventions of genre in order to create a variety of texts that
reflect traditional and popular Ecuadorian culture and identify select literary elements in order to relate
them to other works, including the learners’ own writing.

This performance criteria could be LESSON 1: What’s COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: your favorite Write the alphabet on the board.
CULTURAL AWARENESS
season?
1.Work in small groups and take • Flash Cards 136–
I.EFL.3.1.1. Learners can show an
turns in greetings and short 153 awareness of different cultures and
52
conversations • Star & Stella identify similarities and differences Point to each letter as you sing the
puppets between them through oral and written
2.Use resources such as pictures or • Audio CD: T57–62
alphabet song. Ask learners to
literary texts. (I.2, S.2, J.1)
graphic organizers to accompany • Activity Book: Act. follow along.
oral expression A–D Lesson 2 Warm-Up (10 minutes):
3. Describe family using pictures (pp. AB56–AB57); Have learners work in pairs with a
or photos Act. A–B ORAL COMMUNICATION set of the “Characters” game cards
(p. AB58); Act. A–C I.EFL.3.20.1. Learners can effectively
4.Recognize basic phonemes of the (p. use a range of digital tools during the turned upside down. Learners take
alphabet and imitate the sounds AB59); Act. A–B (p. writing process in order to collaborate on turns turning over a card and
5. Recognize words and match AB60); producing well-constructed spelling the names out loud.
Act. A–B (p. AB61). informational texts. (I.3, S.4, J.3)
words to pictures • Extras: a Bingo
Lesson 3 Warm-Up (5 minutes):
6.Use simple resources such as board Show learners the Letter Card “a.”
flash cards (p. 155) for each READING Ask them to (a) trace the letter in
7.Unscramble letters and write words student; I.EFL.3.20.1. Learners can effectively the air; (b) say the letter 3 times;
a set of “Weather” use a range of digital tools during the
8.Unscramble words to write short sentences game writing process in order to collaborate on
(c) say the phoneme 3 times; (d)
9.Create and use puppets cards (p. 153) and a producing well-constructed say a word with the phoneme
10.Sing songs and recite chants set of informational texts. (I.3, S.4, J.3) COMMUNICATION AND
while pointing to the words “Seasons” game CULTURAL AWARENESS
cards
11.Move to the rhythm of a song or chant (p. 154) for each WRITING ACTIVITY
pair of I.EFL.3.9.1. Learners can answer simple • Use pair and small group work to
students; say. questions quickly and initiate basic ask and answer questions about
PHONICS: Short a, interaction spontaneously when given photos of families.
Long a opportunities. (Example: make an
invitation, give a suggestion, etc.) TECHNIQUE
(a_e, ai, ay) (pp.
16–26) Learners can describe simple, familiar Observation
Six 45-minute class situations and talk about past INSTRUMENT
periods experiences. (I.3, J.3) Checklist
• Letter Cards • Use small role plays to check that
• Phonics Game
Cards
LANGUAGE THROUGH THE learners can introduce themselves
ARTS and family members
I.EFL.3.20.1. Learners can effectively TECHNIQUE
use a range of digital tools during the Observation
writing process in order to collaborate on INSTRUMENT
53
producing well-constructed Checklist

informational texts. (I.3, S.4, J.3) ORAL COMMUNICATION
ACTIVITY
and answer questions about family.
TECHNIQUE
Observation
INSTRUMENT
Rating scale
ACTIVITY
•Ask learners to take turns pointing
to family members in a photo and
asking and answering questions
TECHNIQUE
Quiz
INSTRUMENT
Sampling
READING
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Checklist
ACTIVITY
pictures or photos.
TECHNIQUE
54
Observation
INSTRUMENT
Data collection
WRITING
ACTIVITY
a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ARTS
ACTIVITY
family in a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
55

TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ACTIVITY
hear.
TECHNIQUE
Observation
INSTRUMENT
Participation Chart
ADAPTED CURRICULUM
TEACHER: HECTOR COELLO COORDINATOR VICEPRINCIPAL:
CHIRIBOGA
DATE DATE DATE:
56

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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

NAME OF THE SCHOOL:

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER LESSON STARTING WEEK:

STUDENT BOOK Lesson 2

STUDENT BOOK Lesson 1

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

•Have learners listen to a song or

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: HECTOR COELLO CH. COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

NAME OF THE SCHOOL:

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION

LANGUAGE THROUGH THE ARTS

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

pretty cat; • Use small role plays to check that

by asking learners to repeat a chant

Specification of Educational Needs Specification of the adapted material to be applied

TEACHER: HECTOR COELLO CH. COORDINATOR VICEPRINCIPAL:

DATE DATE DATE:

NAME OF THE SCHOOL:

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS

• Asking about places

LANGUAGE THROUGH THE ARTS

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

• Letter Cards Observation

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: HECTOR COELLO CHIRIBOGA COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

NAME OF THE SCHOOL:

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION

STUDENT BOOK Lesson 1

What color is it? It’s red.

STUDENT BOOK Lesson 2

LANGUAGE THROUGH THE ARTS

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

LANGUAGE THROUGH • Use small role plays to check

Specification of Educational Needs Specification of the adapted material to be applied

PREPARED BY: REVISED BY: APPROVED BY:

TEACHER: HECTOR COELLO CHIRIBOGA COORDINATOR VICEPRINCIPAL:

SIGNATURE SIGNATURE SIGNATURE:

DATE DATE DATE:

NAME OF THE SCHOOL:

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

STUDENT BOOK Lesson 1

STUDENT BOOK Lesson 1

“Drinks,” “Pets,” INSTRUMENT

• Check spelling skills by asking

Specification of Educational Needs Specification of the adapted material to be applied

SIGNATURE SIGNATURE SIGNATURE:

DATE 8 MAYO 2017 DATE DATE:

NAME OF THE SCHOOL:

PERIODS: 18 PERIODS, 6 CLASSS PERIODS PER STARTING 6

SKILLS AND PERFORMANCE CRITERIA TO BE EVALUATION

Listen and write the words sections

METHODOLOGICAL RESOURCES PERFORMANCE EVALUATION/ ACTIVITIES

producing well-constructed Checklist

•Have learners listen to a song or