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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 6

1. INFORMATIONAL DATA
Teac Adriana Isabel Pozo Area/Subject: English as ENGLISH Grade/Course: 4th,5th and 6th EGB Class: A
her: a Foreign Language Starship A1.1
Unit 6 TEXTBOOK: Lesson 1: Unit Specific Objectives: O. EFL 3.7 Appreciate the use of
Number: Starship Pre A1.1 Let’s clean up! O.EFL3.2 Assess and appreciate English language through spoken
English as an international and written literary texts such as
Unit Title: PHONICS: ll, rr, tt; kn, wr, language. poems, rhymes, chants, riddles and
Let’s clean up! mb; cc, ck, soft c, soft g O.EFL 3.3 Read level appropriate songs, in order to foster
(pp. 108–115) texts in English for pure imagination, and curiosity.
Six 45-minute class periods enjoyment /entertainment and to O. EFL 3.9 Be able to interact in
• Letter Cards access information. English in a simple way using basic
• Phonics Game Cards O. EFL 3.5 Use in class library expressions and short phrases in
resources and explore the use of familiar contexts to satisfy needs of
ICT to enrich competencies a concrete type.

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

2. UNIT PLAN
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SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA

STUDENT BOOK Lesson 1 COMMUNICATION AND CULTURAL AWARENESS
EFL 3.1.5. Describe, read about, participate in or recommend a favorite activity, CE.EFL.3.3. Interact with others using a variety of both verbal and nonverbal
book, song or other interest to various audiences. (Example: peers, other classes, communication features and express likes and dislikes while giving
teachers, other adults, etc.) recommendations in basic yet effective terms.
STUDENT BOOK Lesson 1
• Simple phrasal verbs (clean up, put away, clean off, wipe off, turn off, stack up)
Review: Affirmative and negative short answers (Yes, it is. No, it isn’t.)

ORAL COMMUNICATION ORAL COMMUNICATION

EFL 3.2.1. Infer who is speaking and what the situation is when listening to short CE.EFL.3.6. Listening for Meaning: Demonstrate an understanding of the main
simple texts, especially when accompanied by pictures or other visual aids, or idea, speaker and situation in spoken texts set in familiar everyday contexts
sound effects. (Example: shopkeeper speaking to a customer who is buying some without having to decode every word.
fruit.)
STUDENT BOOK Lesson 1
• Simple phrasal verbs (clean up, put away, clean off, wipe off, turn off, stack up)
Review: Affirmative and negative short answers (Yes, it is. No, it isn’t.)

STUDENT BOOK Phonics

Look, listen, and say sections
READING
READING CE.EFL.3.11. Demonstrate comprehension of most of the details of a short simple
EFL 3.3.10. Follow short instructions illustrated through step-by-step visuals in online or print text and follow short instructions in simple experiments and
simple experiments and projects. (Example: simple science experiments, projects if illustrated through step-by-step visuals.
instructions for an art project, etc.)
STUDENT BOOK Lesson 1
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• Simple phrasal verbs (clean up, put away, clean off, wipe off, turn off, stack up)
Review: Affirmative and negative short answers (Yes, it is. No, it isn’t.)

ACTIVITY BOOK All Lessons

Read and match sections
WRITING
WRITING CE.EFL.3.18. Write a variety of short simple familiar text-types – online or in print
EFL 3.4.3 Write a variety of short simple text-types, commonly used in print and – using appropriate language, layout and linking words.
online, with appropriate language and layout. (Example: write a greeting on a
birthday card, name and address on an envelope, a URL for a website, an email
address, etc.)
STUDENT BOOK Lesson 1
• Simple phrasal verbs (clean up, put away, clean off, wipe off, turn off, stack up)
Review: Affirmative and negative short answers (Yes, it is. No, it isn’t.)

ACTIVITY BOOK All Lessons

Write the… sections

Vocabulary: whiteboard, desk, chair, English books, math books, music books,
computer books, light, eraser, fan, pens, pencil case, ruler, notebooks, computers
LANGUAGE THROUGH THE ARTS
EFL 3.5.8 Create stories, poems, songs, dances and plays including those that
reflect traditional and popular Ecuadorian culture, observing the conventions of
the genre. (Example: purpose, settings, audience, voice, rhythm, etc.)
LANGUAGE THROUGH THE ARTS
CE.EFL.3.25. Observe and expand on the conventions of genre in order to create a
variety of texts that reflect traditional and popular Ecuadorian culture and
identify select literary elements in order to relate them to other works, includ¬ing
the learners’ own writing.
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STUDENT BOOK Lesson 1

Look, listen, and talk sections
TRANSVERSAL AXES Intercultural awareness, tolerance, respect, multiculturalism, responsibility, PERIODS: 5
solidarity, etc.
Methodological Strategies RESOURCES Performance Indicators Evaluation Activities/Techniques/Instruments
This performance criteria could be LESSON 1: Let’s clean COMMUNICATION AND Lesson 1 Warm-Up (10 minutes):
evaluated by: up! CULTURAL AWARENESS Write the alphabet on the board.
* Recognize ways to relate responsibly (pp. 98–103) I.EFL.3.3.1. Learners can employ a Point to each letter as you sing the alphabet song. Ask
to one’s surroundings at home and at Six 45-minute class range of verbal and nonverbal learners to follow along.
school by exhibiting responsible periods communication features to
behaviors towards the environment. • Flash Cards 136–150 express likes and dislikes and can COMMUNICATION AND CULTURAL AWARENESS
• Star & Stella puppets give recommendations in basic ACTIVITY
• Understand and use common • Audio CD: T58–63 yet effective terms. (I.3, S.4) • Use pair and small group work to ask and answer
expressions of politeness in class. • Activity Book: Act. A– questions about photos of families.
D (pp. AB56–AB57); Act. TECHNIQUE
• Collaborate in a friendly manner by A–B (p. AB58); Act. A–C Observation
sharing classroom materials and (p. AB59); Act. A–B (p. INSTRUMENT
personal objects. AB60); Act. A–B Checklist
(p. AB61). • Use small role plays to check that learners can introduce
• Understand meanings expressed in • Extras: a soft ball; a themselves and family members
short dialogues on familiar topics set of seven “Classroom TECHNIQUE
items” game cards (p. Observation
• Identify items of specific information 155)—pencils, erasers, INSTRUMENT
within simple messages or from short desks, whiteboard, Checklist
and simple descriptions about familiar computers, fans, chairs
contexts. — or each pair; two sets ORAL COMMUNICATION
of ACTIVITY
• Demonstrate basic reading “Classroom items” • Have learners work in pairs to ask and answer questions
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comprehension skills by identifying game cards (p. 155) so about family.

the meaning of individual words, there is a card for each
phrases, and student; dice. TECHNIQUE
sentences. Observation
PHONICS: ll, rr, tt; kn, INSTRUMENT
• Recognize the differences between wr, mb; cc, ck, soft c, Rating scale
where people live among the regions soft g (pp. 108–115) ACTIVITY
of the country in order to appreciate Six 45-minute class •Ask learners to take turns pointing to family members in a
their own environment. periods photo and asking and answering questions
• Letter Cards ORAL COMMUNICATION TECHNIQUE
• Understand the content in simple • Phonics Game Cards I.EFL.3.6.1. Learners can grasp Quiz
short written environmental print text the INSTRUMENT
types, using artwork, symbols and main idea of spoken texts set in Sampling
layout for support. familiar everyday contexts and
infer changes in the topic of READING
• Write a short simple paragraph to discussion as well as who is ACTIVITY
convey some simple facts about speaking and what the situation • Check word recognition by having learners stick stickers or
people, animals, places, things. is, without having to decode glue them next to words.
every word. (I.3, I.4) TECHNIQUE
• Apply ICT and/or other resources to Observation
communicate simple thoughts in small INSTRUMENT
group Checklist
ACTIVITY
• Check word recognition by having learners categorize
READING labeled pictures or photos.
I.EFL.3.11.1. Learners can TECHNIQUE
understand most details in a Observation
short simple online or print text INSTRUMENT
and can follow short instructions Data collection
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in simple experiments and

projects if step-by-step visuals are WRITING
provided. (I.3, I.4) ACTIVITY
• Check spelling skills by asking learners to unscramble the
letters in a word.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
• Check writing skills by asking learners to label a picture.
TECHNIQUE
Observation
INSTRUMENT
WRITING Participation Chart
I.EFL.3.18.1. Learners can write
short LANGUAGE THROUGH THE ARTS
simple text-types and narratives, ACTIVITY
online and in print, using • Check vocabulary comprehension by asking learners to
appropriate language, layout and repeat a chant and point to different members of a family in
linking words. (I.3, J.2) a photo.
TECHNIQUE
Observation
INSTRUMENT
Rubric
ACTIVITY
•Have learners listen to a song or chant about classroom
objects and draw something they hear.
LANGUAGE THROUGH THE ARTS TECHNIQUE
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I.EFL.3.25.1. Learners can create Observation

stories, poems, songs and plays INSTRUMENT
to reflect traditional and popular Participation Chart
Ecuadorian culture, observing the ACTIVITY
conventions of the genre. • Have learners listen to a song or chant and draw
Learners can find and identify something they hear.
selected literary elements in texts TECHNIQUE
to relate them to other works and Observation
personal experiences. (S.2, J.1) INSTRUMENT
Participation Chart

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
Students with Special Needs

TRANSVERSAL AXES
CLIL COMPONENTS Social Studies Talk about kitchen and food. Intercultural awareness, tolerance, respect,
Science .ind pictures of kitchen, food and talk about them multiculturalism, responsibility, solidarity, etc.
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 A1.1 Quito: 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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