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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

UNIT PLAN - UNIT 4
1. INFORMATIVE DATA:
TEACHER: Lcda. Adriana Pozo ASIGNATURE: English GRADE / COURSE: 4th, 5th and 6th PARALEL: A
Starship A1.1
Unit TEXTBOOK: Unit Specific Objectives:
Number: 4 Starship A1.1 LESSON 1: Can you play the O.EFL 3.5 Use print and digital tools O.EFL 3.8 Demonstrate an ability to
piano? and resources to investigate real- interact with written and spoken texts, in
Unit Title: world issues, answer questions or order to explore creative writing as an
solve problems. outlet to personal expression and
Can you play the intercultural competence.
piano? O.EFL 3.6 Read and write short
descriptive and informative texts O.EFL 3.9 Be able to interact in English
related to personal information or using basic, frequently used expressions
familiar topics and use them as a and short phrases in familiar and
means of communication and personalized contexts, demonstrating a
written expression of thought. limited but effective command of the
spoken language in simple and routine
O.EFL 3.7 Appreciate the use of tasks which require a direct exchange of
English language through spoken information.
and written literary texts such as
poems, rhymes, chants, songs, O.EFL 3.10 Demonstrate an ability to use
games and graphic short stories in English as a means to interact socially and
order to foster imagination, work cooperatively in pairs and groups.
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curiosity and memory, while

developing a taste for oral and
written literary texts.

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

2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS
EFL 3.1.7. Demonstrate appropriate classroom behaviors by participating CE.EFL.3.2. Recognize and exhibit responsible behaviors at home, at school and towards
in small group or whole class discussions. (Example: being courteous, re- the environment.
specting the person and property of others, etc.)

STUDENT BOOK Lesson 1

• Wh- questions with do (What do you do in music class?)
• Ability questions with can (Can you play the piano?)
• Statements with and joining two noun phrases (We listen to music and
we sing songs.)
Review: Yes/No questions with do (Do you like music?)
 Wh- questions with BE (What shape is it? Where is it?)
 Answers and statements with contracted forms of BE (It’s a triangle.
It’s in the circle.)
 Negative short answers with contracted forms of BE (No, it isn’t.)
STUDENT BOOK Phonics
Look, listen, and say sections.

ORAL COMMUNICATION
EFL 3.2.1. Infer who is speaking and what the situation is when listening
to short simple texts, especially when accompanied by pictures or other
visual aids, or sound effects. (Example: shopkeeper speaking to a
ORAL COMMUNICATION
CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main idea,
speaker and situation in spoken texts set in familiar everyday contexts without having to
decode every word.
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customer who is buying some fruit.)

STUDENT BOOK Lesson 1
• Wh- questions with do (What do you do in music class?)
• Ability questions with can (Can you play the piano?)
• Statements with and joining two noun phrases (We listen to music and
we sing songs.)
Review: Yes/No questions with do (Do you like music?)
 Wh- questions with BE (What shape is it? Where is it?)
 Answers and statements with contracted forms of BE (It’s a triangle.
It’s in the circle.)
 Negative short answers with contracted forms of BE (No, it isn’t.)
STUDENT BOOK Phonics
Look, listen, and say sections.

READING READING
EFL 3.3.4. Distinguish between fact and opinion and relevant and CE.EFL.3.13. Show an ability to identify the meaning of specific content-based words and
irrelevant information in an informational text through the use of mind phrases, with the aid of visual support, and use charts/mind maps to distinguish between
maps/charts. fact/opinion and relevant/irrelevant information in informational texts.

STUDENT BOOK Lesson 1

• Wh- questions with do (What do you do in music class?)
• Ability questions with can (Can you play the piano?)
• Statements with and joining two noun phrases (We listen to music and
we sing songs.)
Review: Yes/No questions with do (Do you like music?)
 Wh- questions with BE (What shape is it? Where is it?)
 Answers and statements with contracted forms of BE (It’s a triangle.
It’s in the circle.)
 Negative short answers with contracted forms of BE (No, it isn’t.)
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ACTIVITY BOOK All Lessons

Read and match sections

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.
WRITING
CE.EFL.3.20. Demonstrate an ability to use a variety of digital tools during the writing
process in order to collaborate on well-constructed informational texts.

STUDENT BOOK Lesson 1

• Wh- questions with do (What do you do in music class?)
• Ability questions with can (Can you play the piano?)
• Statements with and joining two noun phrases (We listen to music and
we sing songs.)
Review: Yes/No questions with do (Do you like music?)

 Wh- questions with BE (What shape is it? Where is it?)

 Answers and statements with contracted forms of BE (It’s a triangle.
It’s in the circle.)
 Negative short answers with contracted forms of BE (No, it isn’t.)

VOCABULARY
piano, violin, guitar, drums, recorder, triangle, hand bell, kazoo,
tambourine, cymbals, xylophone, harmonica, listen to, sing songs, music,
play (an Instrument), can, can’t.

circle, rectangle, triangle, square, star, diamond, heart, on, in, under,
above, behind, in front of
ACTIVITY BOOK All Lessons
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Write the… sections

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

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.)
STUDENT BOOK Lesson 1
Look, listen, and talk sections
CE.EFL.3.21. Elaborate personal responses to both oral and written literary texts through
pictures, audio/video or ICT in order to evaluate literary texts using pre-established
criteria, individually or in groups.

TRANSVERS Intercultural awareness, tolerance, respect, multiculturalism, responsibility, PERIODS: 5

AL AXES solidarity, etc.
Methodological Evaluation Activities/Techniques/Instruments
RESOURCES Performance Indicators
Strategies
This performance criteria LESSON 1: Can you play the COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
could be evaluated by: piano? (pp. 62–67) Six 45- CULTURAL AWARENESS 1. Read out this passage: Tessa reads books. Tom uses atlases. Dan
COMMUNICATION AND minute class periods I.EFL.3.2.1. Learners can say draws cars. Emma cuts paper.
CULTURAL AWARENESS • Flash Cards Flash Cards ways to take care of the 2. Place the fl ash cards on the fl oor in any order. Ask four students
• Communicate to peers 74–85 environment and one’s to stand and display one card. As you read the passage, have the
• Star & Stella puppets surroundings. Learners can students stand in the correct order. Say, “When we talk about what
and teacher when
• Audio CD: T35–40 identify and exhibit socially other people do, we add an s.” Say, “I read books. Tessa reads
something is • Activity Book: Act. A–D responsible behaviors at home, books.” Read out the passage again. Pause for the card holders to
not understood in class (pp. AB36–AB37); Act. A–B at school and towards the raise their cards and the class to say the verbs.
through the use of simple (p. AB38); Act. A–C (p. environment. (J.3, S.1)
basic questions. AB39); Act. A–B (p. AB40); COMMUNICATION AND CULTURAL AWARENESS
Act. A–B (p. AB41). ACTIVITY
ORAL COMMUNICATION • Extras: Warm-up activity 1. Books open. Ask, “What are the names of the three characters?”
• Recognize when to flash cards 36, 37, 47, 50; a (Star, Tessa, Tom) “Who’s asking the question?” (Star)
speak and when to listen picture of a music class; one 2. Ask pairs of students to practice the dialog by taking turns to
set of “Musical instruments” speak both parts. In asking the question, students choose different
while
game cards (p. 152) for each musical instruments pictured on page 63. Make sure they know that
working in pairs or small pair of students; two sets of the replaces a. In answering the question, students can respond with
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groups in class by “Musical instruments” game either Yes, I can or No, I can’t.
following cards (p. 152) so there is a 3. Listen carefully to students’ pronunciation, correcting errors and
classroom instructions. card for each student. offering praise.
4. Ask two or three pairs of students to perform the dialog
• Infer who is speaking
for the class.
and what the situation is 5. Activity Book. Ask students to complete activity C on page AB37.
when listening to short ORAL COMMUNICATION Check students’ answers. Ask pairs of students to take turns
simple texts, especially I.EFL.3.6.1. Learners can grasp speaking the two parts.
when the main idea of spoken texts TECHNIQUE
accompanied by pictures set in familiar everyday contexts Observation
or other visual aids, or and infer changes in the topic of INSTRUMENT
discussion as well as who is Checklist
sound
speaking and what the situation • Use small role plays to check that learners can introduce
effects. is, without having to decode themselves and family members
every word. (I.3, I.4) TECHNIQUE
READING Observation
• Demonstrate basic INSTRUMENT
reading comprehension Checklist
skills by
identifying the meaning ORAL COMMUNICATION
of individual words, ACTIVITY
phrases, and sentences, • Have learners work in pairs to ask and answer questions about
including simple written family.
instructions. TECHNIQUE
Observation
WRITING
• Write simple sentences READING INSTRUMENT
on familiar topics to I.EFL.3.13.1. Learners can Rating scale
communicate basic ideas. determine the meaning of ACTIVITY
LANGUAGE THROUGH specific content-based words Students identify word-stress patterns.
THE ARTS ACTIVITY and phrases when accompanied 1. On the left side of the board, write “Two sounds” and draw a two-
• Use creative thinking by visual support and column table underneath. Write oO above the fi rst column and Oo
distinguish between fact and above the second column.
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skills to learn how to opinion and relevant and
share and irrelevant information in
respect all ideas through informational texts through the
use of mind maps and charts.
brainstorming activities
(I.2, I.3)
and pair work in class.
2. Tell the students to listen carefully. Say guitar. Ask them to count
the number of sounds. Repeat the word slowly, emphasizing the two
syllables. Tell students to listen carefully again as you say four more
words. Tell them to listen for the word that doesn’t have two
sounds: hand bell, kazoo, harmonica, and cymbals. (harmonica)
Write the four two-syllable words on the right side of the board.
3. Point to the word guitar and then use clap-click gestures (not the
words) to ask, “Is it clap-click or is it click-clap? (click-clap) Write
guitar in the Oo column. Ask pairs of students to sort the other two-
sounded words into the table. Check their
answers.
TECHNIQUE
Quiz
INSTRUMENT
Sampling

WRITING READING
I.EFL.3.20.1. Learners can ACTIVITY
effectively use a range of digital • Check word recognition by having learners stick stickers or glue
tools during the writing process them next to words.
in order to collaborate on TECHNIQUE
producing well-constructed Observation
informational texts. (I.3, S.4, INSTRUMENT
J.3)) Checklist
ACTIVITY
• Check word recognition by having learners categorize labeled
pictures or photos.
TECHNIQUE
Observation
INSTRUMENT
Data collection

WRITING
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ACTIVITY
LANGUAGE THROUGH THE 1. Books open. Tell students to look at the pictures and identify the
ARTS instruments in each. Say, “Let’s match the words to the pictures.”
I.EFL.3.21.1. Learners can 2. Check that students know what to do. Point to violin and say the
employ audio, video, pictures word. Ask, “Can you see a picture of a violin?” (Yes.) “What is the
and ICT to respond to oral and number of the picture?” (3)Ask them what to do next. (Write 3 in
written texts and use pre- the box next to violin.)
established criteria to evaluate 3. Ask students to complete the exercise alone. Check students’
literary texts individually or in answers by calling out each number and asking the class to say the
groups. (I.2, I.3, I.4) matching word.
4. Activity Book.
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
• Play a written spelling game (see “How to play Write it!” on page
22) using the vocabulary on page 63 of the Student Book.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
•Have learners listen to a song or chant about classroom objects and
draw something they hear.
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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

Social Studies the names of shapes and how to ask and

answer questions to identify them; to become familiar with a
TRANSVERSAL AXES
set of prepositions and practice using them in “where”
CLIL COMPONENTS Intercultural awareness, tolerance, respect, multiculturalism,
questions and answers
responsibility, solidarity, etc.
Science: identify musical instruments; ask about and express
ability; ask about preferences; ask about what is done/saying
what one does
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
 Grupo Editorial Norma SA. (2016). Ministerio de Educación del Ecuador -MinEduc.
 Obtenido de http:// http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/EFL -
Agosto-2016.pdf.
 Nuñez, P.A (2016). STUDENT´S BOOK –LEVEL Starship A1.1Quito: Grupo Editorial Norma SA
DONE BY: TEACHER(S) REVISED BY: AREA HEAD REVISED BY: PEDAGOGICAL COMMITTEE APPROVED BY: VICEPRINCIPAL

NAME: Lic. Adriana Pozo NAME: Lic. Soledad Coral NAME: Lic. Elina Martínez NAME: Ing. Blanca Ponce

Signature: Signature: Signature: Signature:

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