SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

SCHOOL NAME:
UNIDAD EDUCATIVA “JORGE MARTÍNEZ ACOSTA”
TELÉFONOS: (06)2291779 /(06)2220040 SCHOOL YEAR: 2018 ‐ 2019
Email: jorgemartinezacosta@yahoo.com.mx
SAN GABRIEL – CARCHI – ECUADOR

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

TO STUDENTS WITH SPECIAL NEEDS
UNIT PLAN - UNIT 2
1. INFORMATIVE DATA:
TEACHER: Lcda. Adriana Pozo ASIGNATURE: English GRADE / COURSE: 4 th , 5th , 6th PARALEL: A

Unit 2 TEXTBOOK: LESSON 1: What do you do in the Unit Specific Objectives:

Number: Starship A1.1 library? (pp. 24–29) Six 45-minute class
periods
Unit Title: • Flash Cards 28–39
• Star & Stella puppets
What do you do in the • Audio CD: T13–18
library? • Activity Book: Act. A–D (pp. AB16–
AB17); Act. A–B (p. AB18); Act. A–C (p.
AB19); Act. A–B (p. AB20); Act. A–B (p.
AB21).
• Extras: one set of these game cards
for each pair of students: “Places at
school (2)” (p. 145)–excluding
classroom and computer
room–and “Teachers” (p. 146); two
sets “Library” game cards (p. 147) for
each pair of students; dice.
O.EFL 3.5 Use print and digital tools
and resources to investigate real-
world issues, answer questions or
solve problems.
O.EFL 3.7 Appreciate the use of
English language through spoken and
written literary texts such as poems,
rhymes, chants, songs, games and
graphic short stories in order to
foster imagination, curiosity and
memory, while developing a taste for
oral and written literary texts.
O.EFL 3.8 Demonstrate an ability to interact
with written and spoken texts, in order to
explore creative writing as an outlet to
personal expression and intercultural
competence.
O.EFL 3.9 Be able to interact in English using
basic, frequently used expressions and short
phrases in familiar and personalized
contexts, demonstrating a limited but
effective command of the spoken language
in simple and routine tasks which require a
direct exchange of information.

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

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

STUDENT BOOK COMMUNICATION AND CULTURAL AWARENESS

EFL 3.1.7. Demonstrate appropriate classroom behaviors by participating in small group CE.EFL.3.2 Recognize and exhibit responsible behaviors at home, at school and towards the
or whole class discussions. (Example: being courteous, respecting the person and environment.
property of others, etc.)
STUDENT BOOK Lesson 1
• Toys
• Asking about Toys
• Questions with how many
• Questions about color

WRITING
EFL 3.4.9. Make effective use of a range of digital tools to write, edit, revise and publish WRITING
written work in a way that supports collaboration. (Example: add sound or images to a CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools during the writing process
presentation, use an app to collaborate on a mind map, contribute to a class wiki, etc.) in order to collaborate on well-constructed informational texts.
TRANSVERSAL Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, PERIODS: 5
AXES etc.
Methodological Strategies RESOURCES Performance Indicators Evaluation Activities/Techniques/Instruments
This performance criteria could LESSON 1: What do you COMMUNICATION AND CULTURAL COMMUNICATION AND CULTURAL AWARENESS
be evaluated by: do in the library? (pp. AWARENESS ACTIVITY
1.Work in small groups and take 24–29) Six 45-minute I.EFL.3.2.1. Learners can say ways • To ask and answer questions about photos of families.
class periods to take care of the environment and one’s
turns in greetings and short
• Flash Cards 28–39 surroundings. Learners can identify and
conversations • Star & Stella puppets exhibit socially responsible behaviors at
2.Use resources such as pictures • Audio CD: T13–18 home, at school and towards the
or graphic organizers to • Activity Book: Act. A–D environment. (J.3, S.1)
accompany oral expression (pp. AB16–AB17); Act.
3. Describe family using pictures A–B (p. AB18); Act. A–C
or photos (p. AB19); Act. A–B (p. ORAL COMMUNICATION
AB20); Act. A–B (p. I.EFL.3.6.1. Learners can grasp the
4.Recognize basic phonemes of
AB21). • Extras: one set main idea of spoken texts set in familiar ORAL COMMUNICATION
the alphabet and imitate the of these game cards for everyday contexts and infer changes in the ACTIVITY
sounds each pair of students: topic of discussion as well as who is speaking • Have learners work in pairs to ask and answer questions about family.
5. Recognize words and match “Places at school (2)” (p. and what the situation is, without having to
words to pictures 145)–excluding decode every word. (I.3, I.4) ACTIVITY

6.Use simple resources such as
flash cards
7.Unscramble letters and write
words
8.Unscramble words to write
short sentences
9.Create and use puppets
10.Sing songs and recite chants
while pointing to the words
11.Move to the rhythm of a song
or chant
3. ADAPTED CURRICULUM
Specification of Educational Needs
Students with Special Needs
CLIL COMPONENTS
DONE BY: TEACHER(S)
NAME: Lic. Adriana Pozo
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
classroom and computer •Ask learners to take turns pointing to family members in a photo and
room–and “Teachers” asking and answering questions
(p. 146); two sets READING
“Library” I.EFL.3.13.1. Learners can determine the
game cards (p. 147) for meaning of specific content-based words READING
each pair of students; and phrases when accompanied by visual ACTIVITY
support and distinguish between fact and • Check word recognition by having learners stick stickers or glue them
PHONICS: gl, gr; pl, pr; opinion and relevant and irrelevant next to words.
sc, sk; sl, sp (pp. 34–41) information in informational texts through
Six 45-minute class the use of mind maps and charts. (I.2, I.3) ACTIVITY
periods • Check word recognition by having learners categorize labeled pictures
• Letter Cards LANGUAGE THROUGH THE ARTS or photos.
• Phonics Game Cards I.EFL.3.21.1. Learners can employ audio,
video, pictures and ICT to respond to oral
and written texts and use pre-established
criteria to evaluate literary texts individually LANGUAGE THROUGH THE ARTS
or in groups. (I.2, I.3, I.4) ACTIVITY
• Check vocabulary comprehension by asking learners to repeat a chant
and point to different members of a family in a photo.
Specification of the adapted material to be applied
FUERTES CHULDE DANIELA MARISOL
TRANSVERSAL AXES
Social Studies Talk about kitchen and food.
Intercultural awareness, tolerance, respect, multiculturalism,
Science .ind pictures of kitchen, food and talk about them
responsibility, solidarity, etc.
REVISED BY: AREA HEAD REVISED BY: PEDAGOGICAL COMMITTEE APPROVED BY: VICE-PRINCIPAL
NAME: Lic. Soledad Coral NAME: Lic. Elina Martínez NAME: Ing. Blanca Ponce