EDUCATIONAL UNIT “JAIME

RUPERTO YEROVI” SCHOOL YEAR:

SANTO DOMINGO – ECUADOR 2020 - 2021

MICRO-CURRICULAR PLANNING SECOND PARTIAL

1. INFORMATIVE DATA
TEACHER: Lic. Jesús Manuel García Torres LEVEL: PARALLELS START DATE

QUIMESTRE
10/08/2020
Basic Superior
A B
EGB: FIRST
Eighth FINISH DATE
16/10/2020

PROJECT N° 1
LEARNING OBJECTIVES
LEARNING OBJECTIVES: Students will understand that, to solve problems in daily life related to social, environmental, economic, cultural issues, among others, it is
necessary to apply logical, creative, critical, complex reasoning strategies, and communicate our ideas in a assertive to act with autonomy and independence.

VALUES: We assume social responsibility and have the capacity to interact with Heterogeneous groups, proceeding with understanding, empathy and tolerance.
PROJECT NAME: RESOLVING CONFLICTS ALLOWS ME TO LIVE IN PEACE AND HARMONY

ESSENTIAL METHODOLOGICAL GUIDELINES

EVALUATION TEACHER PROPOSALS RECOMMENDATIONS FOR THE
CONCEPTS OF SKILLS WITH PERFORMANCE
INDICATORS FAMILY PARENT OR GUARDIAN
THE PROJECTS CRITERIA IN THE HOME
My school’s Oral Communication: (Listening CE.EFL.4.6. Listening Week 1: •Use pictures and flash cards
website and Speaking) for Meaning: My school’s website Objective: Students will write a to connect meaning.
EFL 4.2.1. Understand phrases and Understand and descriptive paragraph.
expressions related to areas of follow the main idea How do you communicate with your friends? •Have sons create their own
most immediate priority within the in spoken texts set in Is it easy to use the internet in your classes? flash cards.
personal and educational domains, familiar everyday
provided speech is clearly and contexts, provided •Have learners draw pictures
slowly articulated. (Example: daily speech is clear and to illustrate meaning.
life, free time, school activities, etc.) articulate, and
deduce the meanings •Ask learn to add pictures or
 of unfamiliar words drawings to a book activity.
and phrases using
context clues and/or
prior knowledge.

…………………………………………………………………………

Comparing EFL 3.4.2. Write a short simple CE.EFL.3.17. Produce Week 2: •Read the classroom virtual
People paragraph to describe yourself or a short simple instructions as many times as
other people, animals, places and paragraph to describe compare people Look at Ana’s and Toni’s IDs needed.
things, with limited support. people, places, things and read the examples given in the chart below.
(Example: by answering questions and feelings in order Can you make other comparisons between the •Speak clearly and slowly.
or using key words) to influence an two kids? Write three more comparisons on the
audience and use lines below. •Check comprehension as
linking words to write many times as possible.
other narratives on
familiar subjects •Carry out the activities with
the accompaniment and
supervision of your
 Use is + adjective to describe someone´s representative.
personality
 Use have/has to describe a physical
characteristic.

An Ecuadorian EFL 3.4.5. Write a questionnaire or CE.EFL.3.19. Create a Week 3: •Save assignments in the
Champion survey for friends, family or classmates questionnaire or Read the text and color portfolio, as they will be
using WH- questions in order to
survey using WH- a. Verb To-be = Red reviewed when returning to
identify things in common and
preferences. question words in b. Other verbs= Blue face-to-face classes.
order to identify c. Adjectives= Yellow
things in common and •Present the work neat and
preferences while An Ecuadorian Champion clean.
displaying an ability Richard Antonio Carapaz Montenegro is a national
to convey and hero. His nickname is “La •Develop daily activities with
organize information Locomotora” because he cycles fast and furiously. responsibility to avoid
using facts and details He’s from El Carchi, and he lives in accumulation of them at the
his wonderful hometown. He sometimes travels to end of the week.

Identify the main idea of short,
The Importance clear, simple messages and
of Music announcements and understand
To ask questions sentences and frequently used
using wh-words expressions related to areas of
immediate relevance. (Example:
follow verbal instructions for a
game, ask for prices at a store,
follow simple classroom. EFL 3.2.7.
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS / SCHOOL LEGACY / ACADEMIC REINFORCEMENT
ESSENTIAL
EVALUATION
CONCEPTS OF SKILLS WITH PERFORMANCE
INDICATORS
THE PROJECTS CRITERIA
Italy to train or participate in races.
He’s married and he has two beautiful children.
Applying formulates and answers questions
using WH- questions to identify common
points and preferences.
CE.EFL.3.7. Listening Week 4: •Save assignments in the
for Information: Follow portfolio, as they will be
and identify key
Read the following text and answer the questions in reviewed when returning to
information in short
straightforward audio complete face-to-face classes.
texts related to areas of
immediate need or sentences. •Present the work neat and
interest, provided Juan is twelve years old. He’s from Peru. clean.
vocabulary is familiar His hair is short and black. He has a cat
and visual support is
and two dogs. Juan lives in a small house •Develop daily activities with
present, and use these
spoken contributions as made of bricks and tiles with his mother responsibility to avoid
models for their own. and grandmother. They have all the basic accumulation of them at the
amenities except that sometimes there is no end of the week.
water. That’s a real problem when they need
to cook, clean or take a shower. However, for
Juan there is no better place than home.
Listen to an audio about Juan's modest house and
practice reading in English.
Answer questions about Juan and his house.
2. CURRICULAR ADAPTATIONS
METHODOLOGICAL GUIDELINES
TEACHER PROPOSALS RECOMMENDATIONS FOR THE
FAMILY PARENT OR GUARDIAN
IN THE HOME
 PROJECT N° 2
LEARNING OBJECTIVES
Students will understand the most relevant aspects that life and its diversity address from the study of its origin, its importance, its challenges and its commitment to
maintain sustainable environments that ensure integral health, the continuity of life in its different forms, applying values such as empathy and communicating in a timely
manner
VALUES: Respect for cultural diversity, integration, solidarity.

PROJECT'S NAME: For a healthy environment, an awareness of life and the environment.
ESSENTIAL METHODOLOGICAL GUIDELINES
EVALUATION TEACHER PROPOSALS RECOMMENDATIONS FOR THE
CONCEPTS OF SKILLS WITH PERFORMANCE
INDICATORS FAMILY PARENT OR GUARDIAN
THE PROJECTS CRITERIA IN THE HOME
Comparatives Y Write a short prayer to describe Learners can write Observe images about adjectives and comparative •Check comprehension as
superlativos yourself or other people, animals, short simple adjective rules. many times as possible.
places and things, with limited paragraphs to
Adverbios de support. (example: by answering describe people, •Carry out the activities with
Frecuencia adjective and comparatives or using places, animals, the accompaniment and
key words) EFL 3.4.2. things and feelings, supervision of your
with limited support. representative.
(I.3, S.1)(REF
I.EFL.3.17.1.) •Have learners draw pictures
to illustrate meaning.

Form the comparative forms of a one-syllable

adjective by adding –er.
Si los adjetivos de dos sílabas terminan en –
y , cambie la y por i y agregue – er para la
forma comparativa.

With most two-syllable adjectives, form the

comparative with more
Verb To Be in Write simple words, phrases and
Present sentences in present tense with
correct use of standard writing
mechanics. (Example: spelling,
punctuation, capitalization, and
writing by hand and/or on the
computer. EFL.2.4.3.
Los alumnos pueden Know the different uses (Contexts) of the verb to be y •Use pictures and flash cards
utilizar información sus respective conjugations. to connect meaning.
personal básica y
expresiones de •Have sons create their own
cortesía en diálogos o flash cards.
conversaciones
breves. •Have learners draw pictures
(J.2, J.3) to illustrate meaning.
(Ref.I.EFL.2.9.1.)
•Ask learn to add pictures or
Know the contractions of the verb tobe with their drawings to a book activity.
respective contractions •Read the classroom virtual
instructions as many times as
needed.
Use the verb to be to form simple sentences in the
present tense with first, second, and third person
subjects.
 CURRICULAR ADAPTATIONS
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS / SCHOOL LEGACY / ACADEMIC REINFORCEMENT
METHODOLOGICAL GUIDELINES
EVALUATION RECOMMENDA
ESSENTIAL SKILLS WITH INDICATORS TIONS FOR THE
DATA OF THE
CONCEPTS PERFORMANCE TEACHER PROPOSALS RESOURCE FAMILY PARENT
STUDENT WITH SEN.
CRITERIA OR GUARDIAN
IN THE HOME

PREPARED / TEACHING REVISED / TECHNICAL PEDAGOGICAL APPROVED / ACADEMIC BOARD

COMMISSION
NAME: Lic. Jesús García NAME: Lic. NAME: Lic.

FIRM: FIRM: FIRM:

DATE: Tuesday, September 8, 2020 DATE: DATE: