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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: EDUCATIONAL UNIT

Academic Year: 2017 - 2018

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class: E
Lic. Angélica Vargas Lucas English as a Foreign Language 1st EGB A2.2

Book: Unit 3 Objectives

English A 2.2 Story Time! O.EFL 5.1

Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner,
maturely, and openly experiencing other cultures and languages from the secure standpoint of their own
national and cultural identity.

O.EFL 5.2
Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend
the role of diversity in building an intercultural and multinational society.

O.EFL 5.3
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.

Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN

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Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.5.1.

EFL 5.1.2
Display an understanding of the integrity of different cultures by
Demonstrate mindfulness, empathy, tolerance and an overall respect for sharing experiences and by participating in class activities and
the integrity of cultures in daily classroom activities. discussions in a way that shows empathy and respect for others.

Oral Communication:(Listening and Speaking) CE.EFL.5.6.

EFL 5.2.4 Listening for Information: Deal with practical, everyday communi-
cation demands in familiar social and academic contexts, including
Follow oral directions in classroom activities and projects and provide following directions in class activities and identifying main ideas in
directions to peers in selected interactions. other curricular subjects when given sufficient support.

EFL 5.2.6 CE.EFL.5.7.

Use new words and expressions which occur in conversations in the

Production – Accuracy and Intelligibility: Use appropriate vocabulary
personal and educational domains, and make use of such terms and
expressions wherever appropriate and necessary. and language in a variety of oral interactions for a range of audiences
and level-appropriate purposes.

Reading CE.EFL.5.10.
Find specific information and identify the main points in simple,
straightforward texts on subjects of personal interest or familiar
EFL 5.3.1 academic topics while making informed decisions about one’s own
reaction to the text.
Find specific predictable information in short, simple texts in a range of

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age- and level-appropriate topics. (Example: biographies, news articles,
narratives, memoirs and personal accounts, formal letters and emails,
etc.)

Writing 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 po-
EFL 5.4.7 sition on an argument through carefully selected information and
appropriate language, tone and evidence.
Use the process of prewriting, drafting, revising, peer editing and
proofreading (i.e., “the writing process”) to produce well-constructed
informational texts.

Language through the Arts CE.EFL.5.19.

EFL 5.5.7 Engage in collaborative activities through a variety of student groupings

in order to solve problems and reflect on literary texts, and produce
Collaboratively produce criteria for evaluating literary texts and the criteria for evaluating the effectiveness of the group.
effectiveness of group work.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments

Communication and Cultural New Curriculum EFL for Superior Communication and Cultural ACTIVITIES and
Awareness EGB Awareness TECHNIQUES

Reading two legends from English - Teacher´s Book A 2.2 I.EFL.5.1.1. Learners can
different regions in Ecuador and demonstrate an understanding of
completing a chart to show the English - Teacher´s Book A 2.2 the integrity of different cultures
differences. (Audios) by sharing experiences and by
participating in class activities and
Reading a myth from another
region/culture and sharing a
similar experience.
Listen to a set of instructions and

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Reading a myth from another Flash Cards discussions in a way that shows putting them in order.
region/culture and sharing a empathy and respect for others.
similar experience. Photocopiable Sheets (I.3, S.1, S.2, J.1, J.3) Read a text and answering
information questions.
Oral Communication:(Listening Crosswords Oral Communication: Listening
and Speaking) and Speaking) Read a text and using a checklist
Listening to a set of instructions Strategies Templates to talk about how it is organized.
and putting them in order. I.EFL.5.6.1. Learners can deal
with practical, everyday Select desirable behaviors for
Listening to and following class communication demands in group work from a list.
commands. familiar social and academic
contexts, such as following INSTRUMENTS
Singing songs that practice helpful directions in class activities and
language. identifying main ideas in other Rubrics
curricular subjects when given
Giving learners language prompts sufficient support. (I.1, I.3, S.1) Portfolio
to use during pair/group work.
(Example: What do you think? I I.EFL.5.7.1. Learners can Oral interview
agree/disagree. I think we need communicate clearly and
to…, It’s your turn, etc.) effectively by using appropriate Quiz Time Test
vocabulary and language in a
Playing games that practice variety of oral interactions for a
classroom language, turn-taking,
range of audiences and level-
being polite, etc.
appropriate purposes. (I.2, I.3, J.2)
Reading
Reading
Reading a short text and showing
comprehension by completing the
I.EFL. 5.10.1. Learners can find
accompanying graphic organizer.
specific information and identify
(Example: learners read about
the main points in simple,
archeological ruins and complete a
straightforward texts on subjects
Venn diagram, etc.)
of personal interest or familiar

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Reading a text on a familiar academic topics while making
content area subject and answering informed decisions about one’s
information questions. (Example: own reaction to the text. (I.1, I.2,
learners read about foodborne S.2)
illnesses and then write three ways
to prevent them, etc.) Writing
I.EFL.5.15.1. Learners can plan
Reading a text and answering and produce well-constructed
information questions. informational texts by applying
the writing process and while
Choosing from a list of words to demonstrating an ability to justify
complete gaps from a reading. one’s position on an argument
through carefully selected
Reading a paragraph about a information and appropriate lan-
familiar content area subject and guage, tone and evidence. (I.2, I.3,
then correcting incorrect I.4, S.3, J.1)
sentences. (Example: In northern
India, the monsoon season lasts Language through the Arts
for six months every year - three,
etc.) I.EFL.5.19.1. Learners can
engage in collaborative activities
Writing through a variety of student
Completing an online graphic groupings in order to solve
organizer in order to help plan a problems and reflect on literary
piece of writing. texts, and produce criteria for
evaluating the effectiveness of the
Reading a text and using a group. (I.1, I.2, S.2, S.3, S.4, J.3,
checklist to talk about how it is J.4)
organized. (Example: Is there a
title? Does it have an opening
sentence?, etc.)

Recording synonyms and

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antonyms of words in the margins
of reading texts.

Writing new words and phrases in

a vocabulary notebook and then
writing a text using three words
from your vocabulary notebook.

Exchanging writing in pairs in

order to make suggestions about
things that could be improved.

Language through the Arts

Evaluating and assessing the
effectiveness of group work by
answering a set of questions.
(Example: Who always
participates? Who gets the things
the group needs? Who asks good
questions?, etc.)

Selecting desirable behaviors for

group work from a list and
reaching a consensus as a group
for the three most important.

Writing a checklist in pairs to use

to evaluate another group’s
project.

Discussing rules and norms for a

group project before the project
begins. (Example: Don’t interrupt

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others, Do your work on time,
Don’t make negative remarks,
etc.)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love, peace, justice,
innovation, etc.
Prepared by Revised by Approved by
Teacher : Lic. Angélica Vargas Lucas Teacher: Lic. Gabriela Bravo. Teacher: Ing. Gladys Salazar Olives
Signature: English Signature: Signature:

Date: April 24 th Date: Date:

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