SCHOOL  YEAR

UNIDAD EDUCATIVA DEL MILENIO    2016-‐2017

“DAYUMA KENTO” SCHOOL
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATION DATA:

TEACHERS: LIC. ALEXANDRA AREA/SUBJECT: ENGLISH GRADE/COURSE: 1st BGU. CLASS: A – B-C-D
QUISHPE

BOOK: English UNIT: 1 OBJECTIVES:

A2.2 Inspirational O.EFL5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an
People appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication and
learning.
O.EFL5.4 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.
O.EFL5.6 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.
PERIODS: WEEKS: 6

2. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

1. COMMUNICATION AND CULTURAL AWARENESS CE.EFL.5.3. Interpret cultural and language patterns in English, including
EFL 4.1.7 Interpret and demonstrate knowledge of nonverbal and oral nonverbal communication, and apply them in appropriate contexts.
communication features by applying them in appropriate contexts.
(Example: use of stress, intonation, pace, etc.)
2. ORAL COMMUNICATION
 EFL5.2.11 Express opinions on abstract topics, such as film and music,
and concrete topics, such as personal experiences, while describing one’s
reactions to them and others’ opinions.
3. READING
EFL 5.3.4 Find the most important information in print or online sources
in order to support an idea or argument. (Example: Internet search
engines, online advertising, online or print timetables, web pages,
posters, adverts, catalogues, etc.)
CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other
people’s ideas in extended conversations on familiar social and academic
topics by expressing opinions and feelings and clarifying meaning.
 
CE.EFL.5.12. Engage with a variety of digital and print texts and resources by
evaluating and detecting complexities and discrepancies in the information in
order to find the most appropriate sources to support an idea or argument.

4. WRITING
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.)
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing
and proofreading (i.e., “the writing process”) to produce well-
constructed informational texts.
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.5.15. Plan and produce well-constructed informational texts by
applying the writing process and while demonstrating an ability to justify
one’s position on an argument through carefully selected information and
appropriate language, tone and evidence.

5. LANGUAGE THROUGH THE ARTS CE.EFL.5.18. Engage with a variety of digital and print texts and resources by
EFL 5.5.6 evaluating and detecting complexities and discrepancies in the information in
Evaluate one’s own and others’ work, individually and collaboratively, on order to find the most appropriate sources to support an idea or argument.
the basis of a variety of criteria, and recognize how chosen criteria affect
evaluation. (Examples of criteria: clarity of ideas, use of English grammar
and vocabulary, register, originality, visual presentation, etc.)

METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES

TECHNIQUES/INSTRUMENTS
COMMUNICATION AND CULTURAL  New Curriculum EFL COMMUNICATION AND ACTIVITIES:
AWARENESS for Subnivel BGU CULTURAL AWARENESS  Think about a person you admire.
 Participating in short role plays using a range of Teacher’s Guide   Write some sentences about this
verbal and nonverbal communication.  English A1.1  I.EFL.5.3.1. Learners can person.
 Talking in pairs about a video learners have (including interpret cultural and language  In groups, share your sentences to
watched using only English. interactive version) patterns in English, including discover thing in common.
 Watching a video and identifying desirable  Audio CD nonverbal communication, and  Write questions you would you like
 language use. (Example: organization of ideas,  Teacher’s Guide apply them in appropriate to ask to this person.
use of expressions or target vocabulary, etc.)  Posters and contexts. (I.3, I.4, S.1, S.2)  Create a visual presentation with
 Comparing nonverbal and body language pictures about the this information and present it to
between L1 and L2 cultures. topic the class.
 Creating selfie videos for class assignments and  Photocopiable
sharing them on a class blog.  worksheets (TG) TECHNIQUES:
ORAL COMMUNICATION  Quiz Time (SB) ORAL COMMUNICATION Reading
 Playing a conversation game, where learners  Look at the images and the title of
move their tokens around the board after I.EFL.5.8.1. Learners can respond the lesson and guess what it will be
choosing a card and answering the question. to and build on other people’s about.
(Example questions: What foods have you tried ideas in extended conversations on  Read the questions and complete
from another country? How often do you eat familiar social and academic topics the table as fast as possible.
them?, etc.) by expressing opinions and feelings Listening
 Working in pairs to complete an information and clarifying meaning. (I.3, I.4, S.1,  Complete the exercise before
gap activity. J.3, J.4) listening.
 Doing a mingle activity where learners ask and  Listen to the conversation and
answer questions about things they have or follow the intonation.
haven’t done. Speaking
 Observing to see whether the learners can  Talk to the class about a person you
interact effectively and whether they are able admire.
to ask follow up questions in order to extend  Writing
the exchange. (Example: Have you ever eaten  Take notes about relevant facts
sushi? Yes? Did you like it? Where did you eat from the text.
it? - takes notes on the answers.)  Highlight clue words from the
 Establishing a clear expectation of English use reading.
for classroom functions. (Example: greeting,
requesting, thanking, asking for repetition / INSTRUMENT FOR ORAL AND
clarification, giving instructions, offering help, WRITTEN EVALUATION:
comparing answers, taking leave, etc.) Informal  Rubrics
assessment could involve personal notes from  Portfolio
the teacher to learners who use L2 regularly.  Oral interviews individual/ in pairs
READING READING  Essay Tests
 Reading quickly looking for words each I.EFL.5.12.1. Learners can engage  Practical Exams.
paragraph. with a variety of digital and print  Writing Tests
 Getting familiar with the topic of a text, taking texts and resources by evaluating
 Training Test
 a quick look at the vocabulary it contains.
 Comparing and contrasting the opinions of two
experts on a topic of personal interest.
 Identifying unreliable resources on the
Internet.
 Reading about a topic and then identifying
reference materials and sources that could be
used to find out more information.
WRITING
 Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
 Using new words or information from a class
lesson and creating an online game to practice
them, then sharing and playing the game with
the rest of the class.
 Reading a dialogue which serves as a model
text, then writing a similar dialogue on a
different topic while implementing new
words/expressions from the unit.
LANGUAGE THROUGH THE ARTS
 Analyzing three different rubrics and discussing
how each one might influence the way it is
evaluated.
 Discussing how visual presentation can change
your response to a literary text.(Example:
listening to a song and then watching the video
and discussing how/if your response changed,
and detecting complexities and
discrepancies in the information in
order to find the most appropriate
sources to support an idea or
argument. (I.2, I.4, J.3)
WRITING
I.EFL.5.14.1. Learners can 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. (I.1, I.2, S.3, S.4)
I.EFL.5.15.1. Learners can plan and
produce well-constructed
informational texts by applying the
writing process and while
demonstrating an ability to justify
one’s position on an argument
through carefully selected
information and appropriate
language, tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
LANGUAGE THROUGH THE ARTS
I.EFL.5.18.1. Learners can use a
variety of criteria for evaluating
and recommending literary texts to
others, and recognize how chosen
criteria affects evaluation. (S.1, S.4,
J.2, J.4)
 etc.)

6. ADAPTED CURRICULUM

SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the
disabilities in order to design personalized plans based on assessment results and case of assessment, teachers should only focus on those skill students have
empirical data. Thus, they should modify the objectives and indicators in accordance developed. Classroom strategies to be implemented include: listing objectives and
with those results, and adapt the corresponding activities. goals per lesson; differentiating instruction by tiers or learning styles/multiple
intelligences, presenting information in multiple formats; using review games to
make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To create a web profile and make a visual presentation of Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
an inspirational person in your life activities. solidarity, etc.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHERS COORDINATOR VICEPRINCIPAL:
Lic. Katherine Espinoza and Lic. Manuel Correa Lic. Manuel Correa Lic. Verónica Morán
MSc. Maritza Manzano and
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

 UNIT TWO
UNIDAD EDUCATIVA DEL MILENIO
“DAYUMA KENTO” SCHOOL SCHOOL  YEAR
   2016-‐2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATION DATA:

TEACHERS: MANUEL CORREA AREA/SUBJECT: ENGLISH GRADE/COURSE: 1st BGU. CLASS: A-B
KATHERINE ESPINOZA
MIREYA ALVAREZ
BOOK: English UNIT: 2 OBJECTIVES
A2.2 EXPERIENCE O.EFL5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend
CULTURE! the role of diversity in building an intercultural and multinational society.
O.EFL5.4 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.
PERIODS: 30.6 class periods per lesson WEEKS: 6

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA
1. COMMUNICATION AND CULTURAL AWARENESS CE.EFL.5.2. Demonstrate an ability to discuss culture by analyzing cultural
EFL 5.1.3 Find parallels between Ecuadorian cultural and political products and referents from Ecuador and other countries while making
referents and those of other countries by talking about holidays, informed choices about and taking action on issues of prejudice and
symbols, customs and schooling. discrimination.

2. ORAL COMMUNICATION CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety of audio
EFL 5.2.2 Identify the main idea and some details of recorded news recordings (e.g., interviews, radio ads, news reports, etc.) and deduce the
reports, documentaries and interviews reporting on seasonal meanings of unfamiliar phrases and words in familiar contexts, provided
 festivities, environmental issues, food and international customs, speech is clear and visuals help support meaning.
climate, weather, etc., where the visuals support the commentary.
3. READING CE.EFL.5.11. Identify and apply a range of reading strategies in order to make
EFL 5.3.2 Identify and use reading strategies to make informative and texts meaningful and to select information within a text that might be of
narrative texts comprehensible and meaningful. (Example: skimming, practical use for one’s own academic needs.
scanning, previewing, reading for main ideas and details, using
structural and context clues, cognates, format, sequence, etc.)
4. WRITING CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential
EFL 5.4.2 Identify a variety of types and formats of potential resources and references, including digital tools, that support collaboration
resources and the value, purpose and audience of each for use in the and productivity, for educational and academic use.
educational domain. (Example: audio/video, multimedia, website,
database, book, 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.)
5. LANGUAGE THROUGH THE ARTS CE.EFL.5.19. Engage in collaborative activities through a variety of student
EFL 5.5.9 Engage in collaborative activities through a variety of groupings in order to solve problems and reflect on literary texts, and
student groupings to share, reflect on, express and interpret opinions produce criteria for evaluating the effectiveness of the group.
and evaluations of a range of literary texts. (Example: small groups,
cooperative learning groups, literature circles, process writing groups,
etc.)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES
TECHNIQUES/INSTRUMENTS
COMMUNICATION AND CULTURAL  New Curriculum EFL COMMUNICATION AND ACTIVITIES:
AWARENESS for Subnivel BGU CULTURAL  Get in groups and talk about bad
 Researching how teens in other Teacher’s Guide I.EFL.5.2.1. Learners can exhibit an behaviors in teens.
countries/regions of Ecuador live and  English A1.1 ability to discuss culture by  Each group thinks an idea to
presenting the information to peers. (including analyzing cultural products and promote an educational campaign
 Brainstorming ways to counter discrimination interactive version) referents from Ecuador and other against that behavior.
in one’s daily life.  Audio CD countries while making informed  Prepare a set of recommendations.
 Researching a cultural or social symbol of  Teacher’s Guide choices about and taking action on  Assign responsibilities: designing
Ecuadorian culture and discussing the findings  Posters and issues of prejudice and flyers or posters, preparing
in small groups. pictures about the discrimination. (I.1, I.2, S.2, J.1, J.3) speeches and slogans.
 Choosing pictures that demonstrate tolerance topic  Rehearse the presentation.
and empathy towards groups that are  Photocopiable  Carry out the campaign.
sometimes discriminated against, and finding  worksheets (TG)
ways to make sure these groups feel included  Quiz Time (SB) TECHNIQUES:
in Ecuadorian society. Reading
 Simulating desirable social and cultural  Scan the text for the main idea.
behaviors through role play activities.  Find supporting ideas for better
ORAL COMMUNICATION ORAL COMMUNICATION comprehension.
 Using context clues to deduce the meaning of I.EFL.5.5.1. Learners can identify Listening
an expression in a conversation between a the main idea in a variety of audio  Listen to the audio with the eyes
waiter and a customer. recordings (e.g., interviews, radio close.
 Listening to a radio ad and identifying the ads, news reports, etc.) and  Pay attention to key words to
product being sold. deduce the meanings of unfamiliar identify relevant details in the
 Listening for specific words in a conversation phrases and words in familiar speech.
and trying to guess the meaning from the contexts where speech is clear and Speaking
context. (Example: understanding that That’s visuals help support meaning. (I.3,  Share an amazing experience with
too bad is an expression that means I’m sorry, I.4) the class.
etc.)  Support your ideas giving reasons.
READING READING  Writing
 Underlining the cognates in a short text. I.EFL.5.11.1. Learners can Identify  Use connectors to join your ideas.
 Skimming online reference web sites for ones and apply a range of reading INSTRUMENT FOR ORAL AND
that have the information needed for a strategies in order to make texts WRITTEN EVALUATION:
research project. meaningful and to select  Rubrics
 Reading about a topic and then identifying information within a text that  Portfolio
reference materials and sources that could be might be of practical use for one’s  Oral interviews individual/ in pairs
used to find out more information. own academic needs. (I.1, I.2, I.4,  Essay Tests
 S.3)
Reading texts from different subject areas and  Practical Exams.
choosing the best title for each.  Writing Tests
 Underlining main ideas from texts and then  Training Test
using them to write questions the learner has
about the topic.
WRITING WRITING
 Recommending a web site to another learner. I.EFL.5.14.1. Learners can identify,
 Finding a variety of online references to critically evaluate and recommend
practice a grammar structure, then a variety of potential resources and
 recommending the best one to the class. references, including digital tools,
 Reading an online restaurant review and that support collaboration and
identifying common linguistic features, such as productivity, for educational and
use of adjectives and opinions. Learners use academic use. (I.1, I.2, S.3, S.4)
the same features to write their own review of
a movie they’ve seen.
LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS
 Searching the Internet for illustrations and I.EFL.5.19.1. Learners can engage
examples of effective group collaborations and in collaborative activities through a
then sharing why they are effective. (Example: variety of student groupings in
In this picture, they are sitting in a circle. One order to solve problems and reflect
person is talking and everyone else is listening, on literary texts, and produce
etc.). criteria for evaluating the
 Discussing rules and norms for a group project effectiveness of the group. (I.1,
before the project begins. (Example: Don’t I.2, S.2, S.3, S.4, J.3, J.4)
interrupt others, Do your work on time, Don’t
make negative remarks, etc.)

3. ADAPTED CURRICULUM
SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL
Teachers who work with students with special needs learn It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
how to identify disabilities in order to design personalized teachers should only focus on those skill students have developed. Classroom strategies to be implemented
plans based on assessment results and empirical data. Thus, include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles/multiple
they should modify the objectives and indicators in intelligences, presenting information in multiple formats; using review games to make learning fun.
accordance with those results, and adapt the corresponding
activities.
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
carry out a learning campaign promoting cultural literacy.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHERS COORDINATOR VICEPRINCIPAL:
Lic. Katherine Espinoza and Lic. Manuel Correa Lic. Manuel Correa Lic. Verónica Morán

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

UNIT Three
 UNIDAD EDUCATIVA DEL MILENIO
“DAYUMA KENTO” SCHOOL SCHOOL  YEAR
   2016-‐2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATION DATA:

TEACHERS: MANUEL CORREA AREA/SUBJECT: ENGLISH GRADE/COURSE: 1st BGU. CLASS: A-B
KATHERINE ESPINOZA
MIREYA ALVAREZ
BOOK: English UNIT: 3 OBJECTIVES
A2.2 STORY TIME! O.EFL5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills
through an appreciation of linguistic differences. Enjoy an enriched perspective of their own
L1 and of language use for communication and learning.
O.EFL5.4 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.
PERIODS: 30.6 class periods per lesson WEEKS: 6

2. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

COMMUNICATION AND CULTURAL AWARENESS CE.EFL.5.3. Interpret cultural and language patterns in English, including
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral nonverbal communication, and apply them in appropriate contexts.
communication features by applying them in appropriate contexts.
(Example: use of stress, intonation, pace, etc.

ORAL COMMUNICATION CE.EFL.5.9. Production – Fluency: Present information clearly and influence
EFL 5.2.7 Present information clearly and effectively in a variety of an audience effectively through well-developed arguments in prepared
oral forms for a range of audiences and purposes. (Example: presentations and other forms of oral communication.
summarizing, paraphrasing, personal narratives, research reports,
 essays, articles, posters, charts and other graphics, etc.)

READING
EFL 5.3.2 Identify and use reading strategies to make informative and
narrative texts comprehensible and meaningful. (Example: skimming,
scanning, previewing, reading for main ideas and details, using
structural and context clues, cognates, format, sequence, etc.)
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.

WRITING CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential

EFL 5.4.7 Use the process of prewriting, drafting, revising, peer
editing and proofreading (i.e., “the writing process”) to produce well-
constructed informational texts.
EFL 5.4.8 Create an effective voice, using a variety of writing styles
appropriate to different audiences, purposes and settings, and adjust
these styles as necessary.
resources and references, including digital tools, that support collaboration
and productivity, for educational and academic use.
CE.EFL.5.15. Plan and produce well-constructed informational texts by
applying the writing process and while demonstrating an ability to justify
one’s position on an argument through carefully selected information and
appropriate language, tone and evidence.

LANGUAGE THROUGH THE ARTS CE.EFL.5.16. Respond to and interpret literary texts, including original stories
EFL 5.5.5 Create original, imaginative stories using appropriate written by peers, referring to details and literary elements of the text.
vocabulary and elements of the literature learners have read or
heard.

METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES

TECHNIQUES/INSTRUMENTS
COMMUNICATION AND CULTURAL  New Curriculum EFL COMMUNICATION AND ACTIVITIES:
AWARENESS for Subnivel BGU CULTURAL  Talk about the kinds of stories you
 Listening to a dialogue and identifying Teacher’s Guide I.EFL.5.3.1. Learners can interpret like.
examples of humor.  English A1.1 cultural and language patterns in  Choose one story. Explain why!
 Talking in pairs about a video learners have (including English, including nonverbal  Create a new version of the story.
watched using only English. interactive version) communication, and apply them in Explain why!
 Demonstrating appropriate language use  Audio CD appropriate contexts. (I.3, I.4, S.1,  Create a new version of the story
during class, group and pair discussions.  Teacher’s Guide S.2) you chose.
 (Example: correct intonation, natural pace,  Posters and  Select two endings and discuss the
using modals to show politeness, etc.) pictures about the best possible results.
 Practicing the use of expressions of politeness topic  Map your story
during collaborative pair and small group work.  Photocopiable  Write a summary.
ORAL COMMUNICATION ORAL COMMUNICATION  Create or recreate a story and tell it
 Sharing opinions in a way that encourages  worksheets (TG) I.EFL.5.9.1. Learners can present in a storytelling show.
others to perform a specific action. (Example:  Quiz Time (SB) information clearly and influence
 Using intonation to convince a partner to take an audience effectively through
action. (Example: Be careful – there is danger well-developed arguments in TECHNIQUES:
ahead, Volunteer at an organization that is prepared presentations and other Reading
helping the 2016 earthquake victims, etc.) forms of oral communication.  Identify the most important
 Summarizing a peer’s opinion about a video (I.2, I.3, J.2) elements in a story: characters,
seen in class. setting conflict, resolution.
 Using a digital presentation to raise awareness  Scan the story for unknown
about a local issue. (Example: a slide or video vocabulary. Try to find their
presentation about the destruction of animal meaning through the text.
habitats in the rain forest, etc.) Listening
 Listening to a talk on a subject of interest and  Identify key expressions in the
paraphrasing the main points for a partner. dialogues.
READING READING  Listen to the contractions carefully.
 Reading a short story from the Internet and I.EFL.5.11.1. Learners can Identify Speaking
highlighting interesting facts, then comparing and apply a range of reading  Read a story aloud.
them with those of a partner. strategies in order to make texts  Talk about your favorite kind of
 Using an online digital tool such as Workflowy meaningful and to select stories.
to map out the most important ideas from a information within a text that  Writing
reading, and then adding appropriate might be of practical use for one’s  Write down simple sentences with
subheadings to each section of the text. own academic needs. (I.1, I.2, I.4, the new vocabulary.
 Using an interesting idea from a text to inspire S.3)  Summarize a story identifying the
extra research on a topic. most important information.
 Predicting main ideas by reading the title and INSTRUMENT FOR ORAL AND
using other contextual clues (e.g., illustrations, WRITTEN EVALUATION:
subheadings, etc.)  Rubrics
 Underlining the cognates in a short text.  Portfolio
 Skimming online reference web sites for ones  Oral interviews individual/ in pairs
that have the information needed for a
 Essay Tests
research project.
 Practical Exams.
 Scanning a text for the main characters.
 Writing Tests
WRITING WRITING  Training Test
 Recommending a web site to another learner. I.EFL.5.14.1. Learners can identify,
 Finding a variety of online references to
 practice a grammar structure, then critically evaluate and recommend
recommending the best one to the class. a variety of potential resources and
LANGUAGE THROUGH THE ARTS references, including digital tools,
 Producing short, creative texts using digital that support collaboration and
storytelling. productivity, for educational and
 Writing questions the learners would like to academic use. (I.1, I.2, S.3, S.4)
ask a character in the story and using the I.EFL.5.15.1. Learners can plan and
imagined answers to write the next scene. pro¬duce well-constructed
 Rewriting a fairy tale from a modern point of informational texts by applying the
view, using simple ideas and phrases or writing process and while
illustrations. demonstrating an ability to justify
one’s position on an argument
through carefully selected
information and appropriate lan-
guage, tone and evidence. (I.2, I.3,
I.4, S.3, J.1)

LANGUAGE THROUGH THE ARTS

I.EFL.5.16.1. Learners can respond
to and interpret literary texts,
including original stories written by
peers, referring to details and
literary elements of the text. (S.1,
S.4, J.2)

4. ADAPTED CURRICULUM

SPECIFICATION OF EDUCATIONAL NEEDS SPECIFICATION OF THE ADAPTED MATERIAL

Teachers who work with students with special needs learn It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
how to identify disabilities in order to design personalized teachers should only focus on those skill students have developed. Classroom strategies to be implemented
plans based on assessment results and empirical data. Thus, include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles/multiple
they should modify the objectives and indicators in intelligences, presenting information in multiple formats; using review games to make learning fun.
accordance with those results, and adapt the corresponding
activities.
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
create o recreate a story and tell it in a storytelling show.
PREPARED BY: REVISED BY: APPROVED BY:

TEACHERS COORDINATOR VICEPRINCIPAL:

Lic. Katherine Espinoza and Lic. Manuel Correa Lic. Manuel Correa MSc. Maritza Manzano and
Lic. Verónica Morán
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

UNIT FOUR
UNIDAD EDUCATIVA DEL MILENIO
SCHOOL  YEAR
“DAYUMA KENTO” SCHOOL    2016-‐2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATION DATA:

TEACHERS: MANUEL CORREA/KATHERINE ESPINOZA/MIREYA AREA/SUBJECT: ENGLISH GRADE/COURSE: 1st BGU CLASS: A - B
ALVAREZ
BOOK: English UNIT:4 SPECIFIC O.EFL5.1
 A2.2 TRAVELING THE OBJECTIVES Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive
WORLD manner, maturely, and openly experiencing other cultures and languages from the secure
standpoint of their own national and cultural identity.
O.EFL5.2
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.EFL5.4
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.
PERIODS: 30.6 Class periods per lesson WEEKS: 6

2. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

COMMUNICATION AND CULTURAL AWARENESS
EFL 5.1.11 Apply self-correcting and self-monitoring strategies in social and CE.EFL.5.4. Communicate effectively using a variety of media and formats,
classroom interactions by adjusting presentation and language production to including ICT, by saying things in alternative ways and applying self-correcting
effectively express opinions and make evaluations. (Example: asking and self-monitoring strategies when needed.
questions, starting over, rephrasing, exploring alternative pronunciations,
etc.)

ORAL COMMUNICATION (LISTENING AND SPEAKING) CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other peo-
EFL 5.2.14 Request and provide information and assistance orally for ple’s ideas in extended conversations on familiar social and academic topics
personal, social and academic purposes in order to clarify and extend by expressing opinions and feelings and clarifying meaning.
meaning in spoken interactions.

READING
EFL 5.3.6 Display an appreciation of the language by interacting and engaging CE.EFL.5.12. Interaction – Interpersonal: Respond to and build on other
with a variety of digital and print texts and resources and by selecting and peo¬ple’s ideas in extended conversations on familiar social and academic
evaluating these materials as a means to promote and strengthen literacy topics by expressing opinions and feelings and clarifying meaning.
skills and language acquisition.
EFL 5.3.7 Detect complexities and discrepancies in information presented in
both print and online references and resources.

WRITING
EFL 5.4.2 Identify a variety of types and formats of potential resources and CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential
the value, purpose and audience of each for use in the educational domain. resources and references, including digital tools, that support collaboration
(Example: audio/video, multimedia, website, database, book, thesaurus, and productivity, for educational and academic use.
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, Google Drive, infographic
makers, audio and video editing, presentation apps, etc.)

LANGUAGE THROUGH THE ARTS

EFL 5.5.6 Evaluate one’s own and others’ work, individually and
collaboratively, on the basis of a variety of criteria, and recognize how CE.EFL.5.18. Use a range of criteria to evaluate and recommend literary texts
chosen criteria affect evaluation. (Examples of criteria: clarity of ideas, use of to others, and recognize how chosen criteria affects evaluation.
English grammar and vocabulary, register, originality, visual presentation,
etc.)

METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES

TECHNIQUES/INSTRUMENTS
COMMUNICATION AND CULTURAL  New Curriculum EFL COMMUNICATION AND ACTIVITIES:
AWARENESS for Subnivel BGU CULTURAL AWARENESS  Think about great places to visit in
 Participating in short dialogues and role plays  Student´s book I.EFL.5.4.1. Learners can your country.
to practice target language. (Example: thanking  English A2.2 communicate effectively using a  Investigate about these places and
others, apologizing, asking for help, greeting (including variety of media and formats, get the most relevant information.
authorities, etc.) interactive version) including ICT, by saying things in  Choose one interesting place to
 Practicing the language needed to deal with a  Audio CD alternative ways and applying self- recommend.
need through a mini role play.  Teacher’s Guide correcting and self-monitoring  Write a brochure about this place.
 Communicating with an “e-pal” from another  Posters and strategies when needed. (I.1, I.3,  Tell the class why they should visit
country or city. pictures about the J.4) this place.
 Paraphrasing an idea when a peer asks for topic TECHNIQUES:
clarification.  Photocopiable ORAL COMMUNICATION  Reading
 Using a definition or example to explain a  worksheets (TG) I.EFL.5.8.1. Learners can respond  Identify the intention of each
concept or word that one does not yet have  Quiz Time (SB) to and build on other people’s paragraph in the text.
 the exact language for.
ORAL COMMUNICATION
 Comparing answers in pairs or small groups.
 Conducting a role play between two students
on a given topic.
 Working in pairs to complete an information
gap activity.
 Doing a mingle activity where learners ask and
answer questions about things they have or
haven’t done.
 Observing to see whether the learners can
interact effectively and whether they are able
to ask follow up questions in order to extend
the exchange.
READING
 Recommending an informational web site to
another learner.
 Reading two articles on the same topic and
recording discrepancies in the information.
 Reading about a topic and then identifying
reference materials and sources that could be
used to find out more information.
 Reading a range of texts from subject areas
and finding and defining common themes
across content areas.
WRITING
 Identifying the best resources for a writing
project in pairs.
 Using a list of criteria in order to evaluate a
web site.
 Analyzing three different types of dictionaries
(e.g., online, English-English, English-Spanish)
and giving reasons for using each.
 Recommending a reference article to a friend,
giving specific reasons for the re-
ideas in extended conversations on  Scan the dialog and highlight the
familiar social and academic topics words you hesitate in their
by expressing opinions and feelings pronunciation.
and clarifying meaning. (I.3, I.4, S.1,  Listening
J.3, J.4)  Scan the dialog and highlight the
words you hesitate in their
READING pronunciation.
I.EFL.5.12.1. Learners can engage  Speaking
with a variety of digital and print  Use tag questions to confirm
texts and resources by evaluating information you are not sure.
and detecting complexities and  Try to use all the new words and
discrepancies in the information in expressions studied at the lesson in
order to find the most appropriate a conversation.
sources to support an idea or  Writing
argument.  Write a brochure using the model.
(I.2, I.4, J.3)
INSTRUMENT FOR ORAL AND
WRITING WRITTEN EVALUATION:
I.EFL.5.14.1. Learners can identify,  Rubrics
critically evaluate and recommend  Portfolio
a variety of potential resources and  Oral interviews individual/ in pairs
references, including digital tools,  Essay Tests
that support collaboration and  Practical Exams.
productivity, for educational and  Writing Tests
academic use. (I.1, I.2, S.3, S.4)
 Training Test
LANGUAGE THROUGH THE ARTS
I.EFL.5.18.1. Learners can use a
variety of criteria for evaluating
and recommending literary texts to
others, and recognize how chosen
criteria affects evaluation. (S.1, S.4,
J.2, J.4)
 commendation.
LANGUAGE THROUGH THE ARTS
 Using a checklist to evaluate the work of a
performing artist, then recommending his/her
work to a peer.
 Using a rubric as a model to write one’s own
rubric.
 Brainstorming your favorite free time activities,
then selecting and recommending one for a
peer in a video blog.

3. ADAPTED CURRICULUM

Students with Special Needs Specification of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the
disabilities in order to design personalized plans based on assessment results and case of assessment, teachers should only focus on those skill students have
empirical data. Thus, they should modify the objectives and indicators in accordance developed. Classroom strategies to be implemented include: listing objectives and
with those results, and adapt the corresponding activities. goals per lesson; differentiating instruction by tiers or learning styles/multiple
intelligences, presenting information in multiple formats; using review games to
make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To design a brochure about tourist information on a Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
place of your selection. solidarity, etc.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHERS COORDINATOR VICEPRINCIPAL:
Lic. Katherine Espinoza and Lic. Manuel Correa Lic. Manuel Correa MSc. Maritza Manzano and
Lic. Verónica Morán
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

 UNIT five
UNIDAD EDUCATIVA DEL MILENIO
“DAYUMA KENTO” SCHOOL SCHOOL  YEAR
   2016-‐2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

1. INFORMATION DATA:

TEACHERS: MANUEL CORREA AREA/SUBJECT: ENGLISH GRADE/COURSE: 1st BGU CLASS: A-B
KATHERINE ESPINOZA
MIREYA ALVAREZ
BOOK: English UNIT: 5 SPECIFIC O.EFL5.2 Draw on this established propensity for curiosity and tolerance towards different
A2.2 News Media OBJECTIVES cultures to comprehend the role of diversity in building an intercultural and multinational
society.
O.EFL5.3Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of
their own L1 and of language use for communication and learning.
PERIODS: 30.6 Class periods per lesson STARTING WEEK: 6

2. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

1. COMMUNICATION AND CULTURAL AWARENESS CE.EFL.5.2. Demonstrate an ability to discuss culture by analyzing cultural
EFL 5.1.6 Demonstrate an ability to make informed choices about and products and referents from Ecuador and other countries while making
take action on issues of prejudice and discrimination. informed choices about and taking action on issues of prejudice and
discrimination.
 2. ORAL COMMUNICATION
EFL 5.2.7 Present information clearly and effectively in a variety of
oral forms for a range of audiences and purposes. (Example:
summarizing, paraphrasing, personal narratives, research reports,
essays, articles, posters, charts and other graphics, etc.)
3. READING
EFL 5.3.4 Find the most important information in print or online
sources in order to support an idea or argument. (Example: Internet
search engines, online advertising, online or print timetables, web
pages, posters, adverts, catalogues, etc.)
4. WRITING
EFL 5.4.3 Apply new and prior knowledge in order to plan and create
texts and determine if the new knowledge adds value to or
contradicts prior information.
CE.EFL.5.9. Production – Fluency: Present information clearly and influence
an audience effectively through well-developed arguments in prepared
presentations and other forms of oral communication.
CE.EFL.5.12. Engage with a variety of digital and print texts and resources by
evaluating and detecting complexities and discrepancies in the information in
order to find the most appropriate sources to support an idea or argument.
CE.EFL.5.15. Plan and produce well-constructed informational texts by
applying the writing process and while demonstrating an ability to justify
one’s position on an argument through carefully selected information and
appropriate language, tone and evidence.

5. LANGUAGE THROUGH THE ARTS CE.EFL.5.17. Demonstrate and convey different levels of meaning in literary
EFL 5.5.2 Make predictions, inferences and deductions to texts by identifying distinguishing features, interpreting implicit and explicit
demonstrate different levels of meaning of literary texts presented messages and responding in a variety of ways.
orally or in digital form, including literal and implied meanings.
(Example: summarizing, explaining and identifying, word choice,
symbols, points of view, etc.)
METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES
TECHNIQUES/INSTRUMENTS
COMMUNICATION AND CULTURAL  New Curriculum EFL COMMUNICATION AND ACTIVITIES:
AWARENESS for Subnivel BGU CULTURAL AWARENESS  Brainstorm situations or events you
 Inviting a guest speaker from another country Teacher’s Guide I.EFL.5.2.1. Learners can exhibit an would like to report on: The school
to class and asking and answering questions  English A1.1 ability to discuss culture by needs new computers. The soccer
about his/her culture/country. (including analyzing cultural products and pitch is damaged.
 Writing survey questions about socially and interactive version) referents from Ecuador and other  Select some situations and explain
culturally responsible behaviors and surveying  Audio CD countries while making informed why you would make a great piece
classmates. Publishing the results in an online  Teacher’s Guide choices about and taking action on of news.
chart.  Posters and issues of prejudice and  Create questions to explore you
 Brainstorming ways to counter discrimination pictures about the discrimination. (I.1, I.2, S.2, J.1, J.3) piece of news.
in one’s daily life. topic ORAL COMMUNICATION  Investigate the answers to those
 Photocopiable I.EFL.5.9.1. Learners can present questions: read, talk to people,
ORAL COMMUNICATION  worksheets (TG) information clearly and influence
 Researching a topic and preparing a  Quiz Time (SB) an audience effectively through
presentation for the class. well-developed arguments
 Recording a video about one’s opinion of a prepared presentations and other
story read in class. forms of oral communication. (I.2,
 Sharing opinions in a way that encourages I.3, J.2)
others to perform a specific action. (Example: READING
 Using intonation to convince a partner to take I.EFL.5.12.1. Learners can engage
action. (Example: Be careful – there is danger with a variety of digital and print
ahead, Volunteer at an organization that is texts and resources by evaluating
helping the 2016 earthquake victims, etc.) and detecting complexities and
 Summarizing a peer’s opinion about a video discrepancies in the information in
seen in class. order to find the most appropriate
 Using a digital presentation to raise awareness sources to support an idea or
about a local issue. (Example: a slide or video argument. (I.2, I.4, J.3)
presentation about the destruction of animal WRITING
I.EFL.5.15.1. Learners can plan and
habitats in the rain forest, etc.)
produce well-constructed
informational texts by applying the
READING writing process and while
 Identifying unreliable resources on the demonstrating an ability to justify
Internet. one’s position on an argument
 Using a rubric to evaluate a print or online through carefully selected
resource. information and appropriate
 Using a rubric to assess the validity of a web language, tone and evidence. (I.2,
site, according to one’s academic needs I.3, I.4, S.3, J.1)
 Reading about a topic and then identifying LANGUAGE THROUGH THE ARTS
reference materials and sources that could be I.EFL.5.17.1. Learners can
used to find out more information. demonstrate and convey different
levels of meaning in literary texts
by identifying distinguishing
features, interpreting implicit and
WRITING explicit messages and responding
 Writing new words and phrases in a vocabulary in a variety of ways. (I.3, I.4, J.3)
notebook and then writing a text using three
interview people, etc.
 Write your news following the
in suggestions in the writing section.
 Look for photos that go with your
article and adapt it for an oral
presentation.
TECHNIQUE:
Reading
 Categorize words from the text to
remember them better.
Listening
 Take notes while you listen the
conversation.
 In pairs, ask and answer questions
about the audio.
Speaking
 Tell a disaster you know trying to make
emphasis in the pronunciation of the
regular verbs ending.
 Share information with a partner about
what you understood from the audio.
Writing
 Choose five news words and try to
write their definition.
 Think in a disaster and write some
preventive measures to take into
account.
INSTRUMENT FOR ORAL AND
WRITTEN EVALUATION:
 Rubrics
 Portfolio
 Oral interviews individual/ in pairs
 Essay Tests
 Practical Exams.
 Writing Tests
 words from your vocabulary notebook.  Training Test
 Writing a brochure about your opinion on a
topic and underlining examples of persuasive
language.
 Watching a video about a controversial topic
and writing a short essay agreeing or
disagreeing with the content presented.
 Exchanging writing in pairs in order to make
suggestions about things that could be
improved.

LANGUAGE THROUGH THE ARTS

 Predicting the content of a story using the title
and pictures.
 Summarizing the main idea of a song.
 Underlining the words in a text that influence
the reader.
 Participating in a performance, such as a lip-
synching contest or play, and using nonverbal
and body language to emphasize
comprehension of the subject.
3. ADAPTED CURRICULUM

Students with Special Needs Specification of the Material to Be Applied

Teachers who work with students with special needs learn how to identify
disabilities in order to design personalized plans based on assessment results and
empirical data. Thus, they should modify the objectives and indicators in accordance
with those results, and adapt the corresponding activities.
CLIL Components
Science/Technology/Arts: To present a news broadcast reporting on an interesting
event at school.
PREPARED BY:
It is advisable to use mainly visual materials and music, as well as short tasks. In the
case of assessment, teachers should only focus on those skill students have
developed. Classroom strategies to be implemented include: listing objectives and
goals per lesson; differentiating instruction by tiers or learning styles/multiple
intelligences, presenting information in multiple formats; using review games to
make learning fun.
Transversal Axes
Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
REVISED BY: APPROVED BY:
TEACHERS COORDINATOR VICEPRINCIPAL:
Lic. Manuel Correa Lic. Katherine Espinoza and Lic. Mireya Alvarez Lic. Manuel Correa Lic. Verónica Morán

SIGNATURE: SIGNATURE: SIGNATURE:

DATE: DATE: DATE:

UNIT six
UNIDAD EDUCATIVA DEL MILENIO
“DAYUMA KENTO” SCHOOL SCHOOL  YEAR
   2016-‐2017

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

3. INFORMATION DATA:

TEACHERS: MANUEL CORREA AREA/SUBJECT: ENGLISH GRADE/COURSE: 1st BGU CLASS: A-B
KATHERINE ESPINOZA
MIREYA ALVAREZ
BOOK: English UNIT: 6 SPECIFIC O.EFL5.6 Through selected media, participate in reasonably extended spoken or written dialogue
A2.2 A Tech-World OBJECTIVES with peers from different L1 backgrounds on work, study, or general topics of common interest,
expressing ideas and opinions effectively and appropriately.
O.EFL5.7 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 (CEFR B1 level)
PERIODS: 30.6 Class periods per lesson STARTING WEEK: 6

1. UNIT PLAN

SKILLS AND PERFORMANCE CRITERIA EVALUATION CRITERIA

1. COMMUNICATION AND CULTURAL AWARENESS CE.EFL.5.4. Communicate effectively using a variety of media and formats,
EFL 5.1.9 Communicate information and ideas effectively to diverse including ICT, by saying things in alternative ways and applying self-correcting
audiences using a variety of media and formats. and self-monitoring strategies when needed.

2. ORAL COMMUNICATION CE.EFL.5.9. Production – Fluency: Present information clearly and influence
EFL 5.2.7 Present information clearly and effectively in a variety of an audience effectively through well-developed arguments in prepared
oral forms for a range of audiences and purposes. (Example: presentations and other forms of oral communication.
summarizing, paraphrasing, personal narratives, research reports,
essays, articles, posters, charts and other graphics, etc.)
EFL 5.2.8 Influence an audience effectively through persuasion,
argument or negotiation using conventions and features of English.
(Example: precise vocabulary, pronunciation, intonation, presentation
strategies, etc.)
3. READING CE.EFL.5.11. Identify and apply a range of reading strategies in order to make
EFL 5.3.9 Skim and scan reference materials, in print or online, in texts meaningful and to select information within a text that might be of
order to identify information that might be of practical use for one’s practical use for one’s own academic needs.
own research and academic needs.

4. WRITING CE.EFL.5.15. Plan and produce well-constructed informational texts by

EFL 5.4.5 Justify and explain the rationale for a position on an applying the writing process and while demonstrating an ability to justify
argument, using persuasive language, tone, evidence and well- one’s position on an argument through carefully selected information and
developed arguments through essays, editorials, movie and book appropriate language, tone and evidence.
reviews, position papers and brochures.

5. LANGUAGE THROUGH THE ARTS CE.EFL.5.19. Engage in collaborative activities through a variety of student
EFL 5.5.8 Contribute to team projects to produce original works and groupings in order to solve problems and reflect on literary texts, and
solve problems while effectively negotiating and managing produce criteria for evaluating the effectiveness of the group.
interactions to accomplish social and classroom tasks.
 METHODOLOGICAL STRATEGIES RESOURCES PERFORMANCE INDICATORS ACTIVITIES
TECHNIQUES/INSTRUMENTS
COMMUNICATION AND CULTURAL  New Curriculum EFL COMMUNICATION AND ACTIVITIES:
AWARENESS for Subnivel BGU CULTURAL AWARENESS  Think about popular tech devices
 Creating a “live” video on Facebook to give an Teacher’s Guide I.EFL.5.4.1. Learners can and survey your classmates to find
opinion on a unit topic.  English A1.1 communicate effectively using a out which ones they have or wish
 Using social media to network with teens (including variety of media and formats, they had.
across the globe. interactive version) including ICT, by saying things in  Find out what they do with their
 Rating one’s self after a speaking activity,  Audio CD alternative ways and applying self- devices and how they use them:
according to a set rubric.  Teacher’s Guide correcting and self-monitoring what activities do you do you’re
 Practicing a specific self-correcting strategy  Posters and strategies when needed. (I.1, I.3, your cell phone? What activities do
during a pair work activity. pictures about the J.4) you wish you could do?
 Recording student interactions in class and topic  Brainstorm on the different
watching them later in order to identify  Photocopiable technological habits people have
behaviors the learners need to increase and  worksheets (TG) when they entertain and
those they need to decrease. (Example: not  Quiz Time (SB) communicative. Some people spend
leaving one’s seat, looking partner in the eyes, too much time on the internet.
asking follow up questions, etc.)  Survey your friend´s tech habits to
ORAL COMMUNICATION ORAL COMMUNICATION confirm or refute your ideas: Do
 Researching a topic and preparing a I.EFL.5.9.1. Learners can present you spend a lot of time online? How
presentation for the class. information clearly and influence much?
 Recording a video about one’s opinion of a an audience effectively through  Create a graph illustrating the
story read in class. well-developed arguments in findings to the survey.
 Sharing opinions in a way that encourages prepared presentations and other  Analyze the results and write a
others to perform a specific action. (Example: forms of oral communication. (I.2, report.
 Using intonation to convince a partner to take I.3, J.2)
TECHNIQUE:
action. (Example: Be careful – there is danger Reading
ahead, Volunteer at an organization that is  Scan the text for the answers to pre-
helping the 2016 earthquake victims, etc.) reading questions.
 Summarizing a peer’s opinion about a video  Underline the sentences that support
seen in class. your answers in the report.
 Using a digital presentation to raise awareness Listening
about a local issue. (Example: a slide or video  Try to infer information of the activity
presentation about the destruction of animal by using the context and your own
habitats in the rain forest, etc.) ideas about the situation.
 Speaking
READING READING  Share a wish you have with a
 Using a list to choose the best sources for I.EFL.5.11.1. Learners can Identify classmate.
finding information on a topic. and apply a range of reading Writing
 Reading texts from different subject areas and strategies in order to make texts  Use synonyms and antonyms to give a
choosing the best title for each. meaningful and to select definition of a new word.
 Underlining main ideas from texts and then information within a text that
using them to write questions the learner has might be of practical use for one’s INSTRUMENT FOR ORAL AND
about the topic. own academic needs. (I.1, I.2, I.4, WRITTEN EVALUATION:
 Identifying the correct format for an academic S.3)  Rubrics
text. (Example: an opinion piece, a research  Portfolio
article, a biography, etc.)  Oral interviews individual/ in pairs
 Essay Tests
 Finding online resources that can be used for a
 Practical Exams.
range of research projects.
 Writing Tests
 Training Test
WRITING WRITING
 Watching a video about a controversial topic I.EFL.5.15.1. Learners can plan and
and writing a short essay agreeing or produce well-constructed
disagreeing with the content presented. informational texts by applying the
 Exchanging writing in pairs in order to make writing process and while
suggestions about things that could be demonstrating an ability to justify
improved. one’s position on an argument
 Reading an article and underlining examples of through carefully selected
evidence the author gives to support his/her information and appropriate
position, then writing a similar position piece language, tone and evidence. (I.2,
while implementing your own examples and I.3, I.4, S.3, J.1)
evidence.

LANGUAGE THROUGH THE ARTS

 Searching the Internet for illustrations and
examples of effective group collaborations and
then sharing why they are effective. (Example:
In this picture, they are sitting in a circle. One
person is talking and everyone else is listening,
etc.)
LANGUAGE THROUGH THE ARTS
I.EFL.5.19.1. Learners can engage
in collaborative activities through a
variety of student groupings in
 Discussing rules and norms for a group project order to solve problems and reflect
before the project begins. (Example: Don’t on literary texts, and produce
interrupt others, Do your work on time. Don’t criteria for evaluating the
make negative remarks, etc.) effectiveness of the group. (I.1, I.2,
 Participating in teambuilding activities. S.2, S.3, S.4, J.3, J.4))
(Example: board relay races, finding things in
common, reaching a consensus, etc.)
 Comparing answers in pairs in order to help
each other understand errors or concepts.
 Teaching a story, grammar point, vocabulary
word or topic to a group of peers.
4. ADAPTED CURRICULUM

Students with Special Needs Specification of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the
disabilities in order to design personalized plans based on assessment results and case of assessment, teachers should only focus on those skill students have
empirical data. Thus, they should modify the objectives and indicators in accordance developed. Classroom strategies to be implemented include: listing objectives and
with those results, and adapt the corresponding activities. goals per lesson; differentiating instruction by tiers or learning styles/multiple
intelligences, presenting information in multiple formats; using review games to
make learning fun.
CLIL Components Transversal Axes
Science/Technology/Arts: To create survey on tech issues and present it with a Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
graph. solidarity, etc.
PREPARED BY: REVISED BY: APPROVED BY:
TEACHERS COORDINATOR VICEPRINCIPAL:
Lic. Manuel Correa Lic. Katherine Espinoza and Lic. Mireya Alvarez Lic. Manuel Correa Lic. Verónica Morán

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