UNIDAD EDUCATIVA

JOSE MARIA ASPIAZU Y AVILES

AMIE 12H01177

MICROCURRICULAR PLANNING
2022-2023
INFOMATIVE DATA:
TEACHER´S NAME: Lcda. JOHANNA LOGROÑO SUBJECT: English
LEVEL: BACHILLERATO 3RD BGU DATE: FROM

For a better world. Reflections and actions on world problems contemporary.

LEARNING OBJECTIVE 1: Students will understand that to solve problems in everyday life related to social, environmental, economic, cultural issues, among others, is necessary to apply
logical, creative, critical and complex reasoning strategies, and communicate our ideas assertively to act with autonomy and independence..
Values: Conflict resolution, critical thinking, communication skills, decision making
CURRICULAR THREADS: COMMUNICATION AND CULTURAL AWARENESS Week: 8
Methodological Strategies
Skills and
ESSENTIAL Indicators for the
performance Recommendations to parents or tutor
CONTENTS performance criteria Activities proposal by the Teacher
criteria at home

What are people EFL 5.1.1. Display an I.EFL.5.1.1. Learners 1. What are the main problems that the world faces in terms of Encourage children to read and complete
doing to help the understanding of the can demonstrate an environmental issues? Write 5 of them and underline the 2 that need to be the activities sent on time.
environment? relationship between understanding of the solved most urgently.
the practices and integrity of different 2. Read the following passage. Watch the video tutorial of the class.
Simple past / past perspectives of cultures by sharing
Continuous different cultures by experiences and by Consult the teacher in case of doubts.
recognizing and participating in class
Vocabulary related sharing cross-cultural activities and Accompaniment of the weekly agenda to
to Science, History, experiences and discussions in a way your son / daughter
and Ecology. ideas. that shows empathy
and respect for others. Prioritize student´s learning.
Environment EFL 5.1.2. (I.3, S.1, S.2, J.1, J3)
conservation Demonstrate Persuade the children to observe and
mindfulness, listen to the different contents.
empathy, tolerance
and an overall respect 3. Answer the following questions about the passage
for the integrity of a) How did Versova Beach recover its beauty?
cultures in daily b) What did Afroz Shah collect during the time of the campaign?
classroom activities c) What do Marine turtles do at the beach now?
Curricular threads: Oral Communication
WEEK 9
ESSENTIAL Skills and Methodological Strategies
 performance Indicators for the Recommendations to parents or tutor
CONTENTS Activities proposal by the Teacher
criteria performance criteria at home

Can we prevent EFL 5.2.1 Deduce the I.EFL.5.5.1. Learners • Do you recycle bottles and plastic bags? Why or why not? Encourage children to read and complete
climate change? meanings of can identify the main • What do you do to help our environment? the activities sent on time.
How? unfamiliar phrases idea in a variety of Let's Do Our Part!
and words from a audio recordings (e.g., Watch the video tutorial of the class.
context containing interviews, radio ads,
Future tense. familiar elements. news reports, etc.) and Consult the teacher in case of doubts.
(Example: colloquial deduce the meanings of
Vocabulary related greetings, unfamiliar phrases and Accompaniment of the weekly agenda to
exclamations, words in familiar Listen to some people talking about their opinions and plans to help the
to your son / daughter
interjections, etc.) contexts where speech Earth recover and avoid destruction in the coming years.
Science, History,
is clear and visuals help Underline the correct statement according to what they say. (1ro BGU -
and Prioritize student´s learning.
EFL 5.2.5 support meaning. (I.3, Module 1, Track 8.) Note: If the students don’t have an internet
Ecology.
Understand the main I.4) connection, the teacher will give them the script.
1. What will happen to water in the future? Persuade the children to observe and
idea of radio and listen to the different contents.
audio recordings on • There will be a lot. • There will be a little.
subjects of personal 2. What will help reduce energy consumption?
interest, provided • Growing your own food. • Using solar panels.
speech is clear. 3. What will happen to the ocean in the future?
• Plastic items will be more numerous than fish. • Large-scale
fisheries will be all over the world.
4. What are some positive effects of growing your own food?
• It may reduce monocultures. • It will save marine life.
5. What are some people going to do?
• Take shorter showers. • Use solar panels.

Curricular threads: Reading

WEEK 10
Methodological Strategies
Skills and
ESSENTIAL
performance Indicators for the Recommendations to parents or tutor
CONTENTS Teacher proposal
criteria performance criteria at home
What if we do not EFL 5.3.1. Find Learners can find 1. Answer this question. Encourage children to read and complete
change habits with specific predictable specific in- formation What will happen if we do not change our habits with the environment? the activities sent on time.
the environment? information in short, and identify the main 2. Read the following text.
simple texts in a points in simple, 3. Observe the use of zero and first conditionals. Watch the video tutorial of the class.
Zero and first range of age-and straightforward texts on Scientists all around the world have warned about the terrible
Conditional level-appropriate subjects of personal consequences for our survival if we do not start changing the way Consult the teacher in case of doubts.
topics. (Example: interest or familiar we use natural resources.
biographies, news academic topics.REF. a. If population growth continues this fast, there will not be enough food Accompaniment of the weekly agenda to
Vocabulary related articles, narratives, I.EFL. 5.10.1. (I.1, I.2, for everybody in the future. your son / daughter
to memoirs and personal S.2) b. If we have high CO2 concentration levels, the sun’s heat does not go
Science, History, accounts, formal back into space and stays on the planet. Prioritize student´s learning.
and letters and emails, c. If the sun’s heat stays, it produces a greenhouse effect and global
Ecology. etc.) warming.
Persuade the children to observe and
d. If humans destroy ecosystems, many species lose their homes forever.
listen to the different contents.
EFL 5.3.8. Identify Now, two in five amphibian species are at risk of extinction.
and understand the e. If farmers do not stop using toxic chemicals on crops, many pollinator
main points in insects will disappear. In some regions, one in ten insect species are in
straightforward texts danger of extinction.
on subjects of f. If we do not reduce plastic use, our oceans will have more plastic items
personal interest or in them than animals.
familiar academic g. If the temperature of the planet increases, ice from the poles will melt
topics. and disappear.
h. If the ice at the poles disappears, many cities on the coasts will be
flooded.
i. If we start doing something now, we will avoid a sad future.
Reese, 2009; Watts, 2019
NOTE: Look for the meaning of the words highlighted in orange.
4. From the list presented in the reading, choose four possible
consequences of actual human habits on the environment. Write a possible
solution for each of them.
Curricular threads: Communication and Cultural Awareness
WEEK 11
Methodological Strategies
Skills and
ESSENTIAL Indicators for the
performance Recommendations to parents or tutor
CONTENTS performance criteria Teacher proposal
criteria at home

Let’s talk about EFL 5.4.6. Produce Learners can produce Produce well-constructed information in writing. Encourage children to read and complete
the future. emails and blog posts emails, blog posts and Follow the steps below. the activities sent on time.
describing personal other written Step 1. In the graphic organizer, brainstorm ideas about an environmental
experiences and texts.I.EFL.5.13.1. (I.3, problem that already exists or might exist in the future. Watch the video tutorial of the class.
Future tense. feelings. S.3, J.2) Step 2. Write the possible causes of the problems in the “Cause” column
on the left. Consult the teacher in case of doubts.
Vocabulary related EFL 5.4.9. Use a Step 3. Think of the effects (consequences) the problems have and write
to variety of oral, print them in the column on the right called “Effect”. Accompaniment of the weekly agenda to
Science, History, and electronic forms Step 4. Read what you have written and make any necessary changes. your son / daughter
and for writing to others Step 5. Write a paragraph with the information in your chart. Incorporate
Ecology. or for writing for self, at least TWO connector words for cause and effect listed below. Prioritize student´s learning.
applying the Connector words for cause and effect: because of, in fact, in order to, due
conventions of social to, as a result, as a consequence, for this reason, consequently, therefore. Persuade the children to observe and
writing. (Example: Grammar: use of zero and first conditional listen to the different contents.
notes, invitations, Ex.:
emails, blog entries CAUSE
and comments, notes If plastic consumption continues,
to self, etc.) EFFECT
it causes an uncontrollable pollution of our rives and seas.

LEARN ABOUT LIFE AND ITS DIVERSITY

LEARNING OBJECTIVE 2: Students will understand the most important aspects of life and its diversity, from the study of its origin, challenges and commitment to maintain sustainable
environments that ensure comprehensive health and the continuity of life in its different forms.
Values: Recognition of diversity, empathy, effective communication
CURRICULAR THREADS: Communication and Cultural Awareness
WEEK
Methodological Strategies
Skills and
ESSENTIAL Indicators for the
performance Recommendations to parents or tutor
CONTENTS performance criteria Activities proposal by the Teacher
criteria at home

What can we find EFL 5.1.7. Interpret Learners can interpret BEFORE READING: Answer the questions. Encourage children to read and complete
in outer space? and demonstrate and demonstrate • How much do you know about the diversity of life in our planet the activities sent on time.
knowledge of knowldedge of and beyond our world?
Vocabulary related nonverbal and oral nonverbal • What do you know about the origin of life? Watch the video tutorial of the class.
to Science, communication communication and BEFORE READING the passage “Beyond Our World”, look at the
technology, features by applying oral communication by following pictures and choose the correct word from the word bank: Consult the teacher in case of doubts.
inventions and them in appropriate applying them in
environment contexts. (Example: appropriated Accompaniment of the weekly agenda to
Past and present use of stress, contexts.I.EFL.5.3.1. your son / daughter
perfect expressions intonation, pace, etc.) (I3, I4, S1, S2)
Prioritize student´s learning.
Simple past, present
perfect Persuade the children to observe and
listen to the different contents.
Reading: Skimming
and Scanning
 LISTEN to the following text paying attention to the meaning and the
pronunciation of the words.
Beyond Our World
From our planet, outer space starts about 100 km above the surface.
Farther away, there are only isolated particles of gas and dust in the
emptiness of the universe. Some regions have planets and galaxies.
Some scientists say that there is radiation in space, but we cannot see
it. Now, we have some powerful devices that help us see what is out
there. Humans have been curious about outer space since they noticed
there was something beyond the Earth.
The study of the stars was the foundation of past cultures and
civilizations. Since the sky was always changing, it caused
fascination and curiosity. People noticed patterns in the sun and
moon, also in the stars and planets. Astronomy shaped their beliefs
and mindsets. The Babylonians were one of the first civilizations to
register the movements of the moon and sun. A brilliant Persian
astronomer invented a giant device that accurately calculated the
Earth’s axis.

READ the following passage aloud for your classmates, teacher or

parents. Again, pay attention to the meaning while you practice the
correct pronunciation and intonation.

SEND EVIDENCES: Ask to a member of your family that record

you reading and send the video to your teacher.

WRITING: Answer the question below.

• How does life outer space resemble life on our planet? Write 3
possible similarities.

CURRICULAR THREADS: Oral Communication

WEEK
Methodological Strategies
Skills and
ESSENTIAL Indicators for the
performance Recommendations to parents or tutor
CONTENTS performance criteria Activities proposal by the Teacher
criteria at home

How do we know EFL 5.2.6 Use new Learners can DRAW a telescope and identify its parts. Encourage children to read and complete
what is in the words and communicate clearly Answer the questions below. the activities sent on time.
universe? expressions which and effectively by • Why do we need telescopes nowadays?.
occur in using new words and • How is it important in people´s lives? Watch the video tutorial of the class.
Vocabulary related conversations in the expressions wherever LISTEN to the teacher´s lecture and complete the following activities
to Science, personal and appropriate and • Do you know what we can use to see what is in outer space? Consult the teacher in case of doubts.
technology, educational domains, necessary. Ref.
and make use of such I.EFL.5.7.1. (I.2, I.3, nswer true /) or false (F). If it is false, correct it to make it true. Accompaniment of the weekly agenda to
terms and expressions J.2) a. Humans have always been interested in learning about the sky. ( ) your son / daughter
wherever appropriate b. The telescope has always been the same. ( )
and necessary. c. The first telescope was patented in 1608 and Was used Prioritize student´s learning.
to see the sky. ( )
d. Galileo Galilei was the first person to see the moor Persuade the children to observe and
and its craters. ( ) listen to the different contents.
e. The first telescope was invented in 1694 by Christian Huygens. ( )
f. Isaac Newton invented a smaller, portable telescope. ( )
p. MU is a star. ( )
h. Giant telescopes were built in the XVIII century.

Radio telescopes were invented before giant telescopes. ( )

j. Space telescopes are the most powerful telescopes. ( )

CURRICULAR THREADS: Reading WEEK

Methodological Strategies
Skills and
ESSENTIAL Indicators for the
performance Recommendations to parents or tutor
CONTENTS performance criteria Activities proposal by the Teacher
criteria at home

How did we start EFL 5.3.2. Identify Learners can Identify Before reading, answer the following question: What do you know about Encourage children to read and complete
visiting outer and use reading and apply a range of astronauts? the activities sent on time.
space? strategies to make reading strategies in
informative and order to make texts Read this text about Laika. Watch the video tutorial of the class.
Simple past, present narrative texts meaningful and to Laika
perfect comprehensible and select information Consult the teacher in case of doubts.
meaningful. within a text. (I.1, I.2, During the era of the space race between the USA and USSR, the Soviet
Reading: Skimming (Example: skimming, I.4, S.3) REF. Union launched the first living thing into space. It was a dog named Laika. Accompaniment of the weekly agenda to
and Scanning scanning, previewing, I.EFL.5.11.1. The objective of the trip was to prove that space travel for humans was your son / daughter
reading for main safe, but technology hadn’t advanced enough to bring ships back yet.
ideas and details, Laika was a street dog that became an astronaut because of her size and Prioritize student´s learning.
using structural and calmness. After some training, she was ready to go into space. Her ship,
context clues, called Sputnik 2, was launched on November 3, 957. Laika was supposed Persuade the children to observe and
cognates, format, to orbit the planet some days and the first reports from Russian space listen to the different contents.
sequence, etc.) programs said so. However, in 1993, some Russian space program
scientists revealed that Laika died soon after leav- ing the planet’s
atmosphere because of stress and overheating. Many people in the world
were in great sorrow because of her death. Since then, her story has spread
around the world and has inspired many tales, songs, and poems. Some of
them say that Laika became a star in the sky.

Write true or false. If it is false, correct it.

a. The objective of the trip wasn’t to prove that space travel for humans
 was safe.
b. In 1957, technology hadn’t advanced enough to bring ships back yet.
c. Laika was supposed to orbit the planet some days.
d. Laika died soon after leaving the planet’s atmosphere. _
e. Many people were inspired by Laika to create songs, tales, and poems.

Draw a picture with each brown word from the reading and explain
the meaning to your classmates, teacher, or family.
CURRICULAR THREADS: Writing WEEK
Methodological Strategies
Skills and
ESSENTIAL Indicators for the
performance Recommendations to parents or tutor
CONTENTS performance criteria Activities proposal by the Teacher
criteria at home

What have we EFL 5.4.6. Produce Learners can produce SUMMARIZE the most interesting topic for you from any of the passages Encourage children to read and complete
learned? emails and blog posts emails, blog posts and we studied so far. the activities sent on time.
describing personal other written Work on the writing process in your notebook and write the final product
Writing Process for experiences and texts.I.EFL.5.13.1. (I.3, here. Watch the video tutorial of the class.
paragraphs feelings. S.3, J.2)
Writing a summary EFL 5.4.9. Use a Consult the teacher in case of doubts.
Connectors of variety of oral, print
contrast and electronic forms Accompaniment of the weekly agenda to
for writing to others your son / daughter
or for writing for self,
applying the Prioritize student´s learning.
conventions of social
writing. (Example:
Persuade the children to observe and
notes, invitations,
listen to the different contents.
emails, blog entries
and comments, notes
to self, etc.)
 TITLE: Grammar
Writing Process
MAIN IDEA: I have Summarizing is analyzing
learned... information and determining what is
important to mention and what is not.
FIRST,. .. lt reduces the original text to a few
sentences or a short paragraph in your
own words.
Steps to summarize:
NEXT,. ..
1. Read the passage.
2. Determine the most important idea
THEN,. .. of the passage.
3. Highlight important details.

4. Find keywords and use them to

FINALLY, ...
write the topic sentence. It is also a
good idea to answer some questions
in order to in
order to complete the idea:
“Who did what, where, and when?”

“What is the main idea of the text?”

“What are the supporting points?”

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

WEEK 8
Methodological Strategies
STUDENT’S
ESSENTIAL Skills and Indicators for the Recommendations to
IDENTIFICAT
CONTENTS performance criteria performance criteria Teacher proposal parents or tutor at
ION
home

R.O.CH.P.. Greetings Understand and use Learners can express Pide a un miembro de tu familia que lea contigo lo que se muestra en Encourage children to
Estudiante NEE common expressions basic ideas, initiate las imágenes y practiquen su inglés: read and complete the
asociada a la of politeness in conversations, possibly ● Practice these dialogues with your family (Practica estos diálogos activities sent on time.
discapacidad - common real with slow and/or con tu familia).
discapacidad situations. REF hesitant delivery. Watch the video tutorial
intelectual EFL.2.1.6. Ref.I.EFL.2.9.1. of the class.

Consult the teacher in

case of doubts.

Accompaniment of the
weekly agenda to your
daughter

Prioritize student´s
learning.

Persuade the girl to

observe and listen to the
different contents.

● Match the words with the pictures (Une las palabras con las
imágenes correspondientes).

WEEK
STUDENT’S ESSENTIAL Skills and Methodological Strategies
 Recommendations to
IDENTIFICAT Indicators for the
CONTENTS performance criteria Teacher proposal parents or tutor at
ION performance criteria
home

R.O.CH.P.. TOPIC: EFL.2.1.1. Exchange I.EFL.2.3.1. Learners Con ayuda de un miembro de tu familia, realiza las actividades de Encourage children to
Estudiante NEE Greet your basic introductions and can use basic personal Inglés. Cuando tengas que escribir, hazlo en un cuaderno o una read and complete the
asociada a la teacher and limited personal information and hoja. activities sent on time.
discapacidad - classmates information in class expressions of
discapacidad using simple present politeness in short Watch the video tutorial
intelectual Greetings and tense in order to get to dialogues or of the class.
Introducing know their peers. conversations. (J.2, J.3)
myself and (Example: where one Learners can Consult the teacher in
Yourself lives or goes to school, understand the main case of doubts.
etc.) ideas in short simple
Numbers from 1 spoken texts. Accompaniment of the
to 10 Learners can express weekly agenda to your
basic ideas, initiate ● Listen, point and repeat (Escucha, señala y repite). daughter
conversations.
● Look at the numbers. Draw objects to show the value (Mira los Prioritize student´s
números. Dibuja objetos de acuerdo con el número presentado). learning.

Persuade the girl to

observe and listen to the
different contents.

WEEK
Methodological Strategies
STUDENT’S
ESSENTIAL Skills and Indicators for the Recommendations to
IDENTIFICAT
CONTENTS performance criteria performance criteria Teacher proposal parents or tutor at
ION
home

R.O.CH.P.. Numbers EFL 2.3.1. I.EFL.2.14.1. Learners ● Listen and practice numbers from 1 to 10 (Escucha y practica). Encourage children to
Estudiante NEE Demonstrate basic can successfully use read and complete the
asociada a la Counting from 1 reading comprehension simple online and print ● Count and write how many things you see (Cuenta y escribe activities sent on time.
discapacidad - to 10 skills by identifying the learning resources. cuántos objetos)
discapacidad meaning of individual (Example: flashcards, Watch the video tutorial
intelectual words, phrases, and picture dictionaries, of the class.
sentences, including word lists, etc.) (I.2)
simple written Consult the teacher in
instructions. case of doubts.

Accompaniment of the
 weekly agenda to your
daughter

Prioritize student´s
learning.

Persuade the girl to

observe and listen to the
different contents.

Match the picture with the number (Enlaza la imagen con el número
que corresponde).

WEEK
Methodological Strategies
STUDENT’S
ESSENTIAL Skills and Indicators for the Recommendations to
IDENTIFICAT
CONTENTS performance criteria performance criteria Teacher proposal parents or tutor at
ION
home

R.O.CH.P.. TOPIC : Words EFL 2.3.1. Learners can write ● Listen, point, and repeat the words and letters. Listen to your Encourage children to
Estudiante NEE and letters Demonstrate basic words, phrases, and teacher’s audio read and complete the
asociada a la reading comprehension short simple sentences (Escucha, señala y repite las palabras y letras. Escucha el audio de tu activities sent on time.
discapacidad - skills by identifying the using the correct docente).
discapacidad meaning of individual conventions (spelling, Watch the video tutorial
intelectual words, phrases, and punctuation, of the class.
sentences, including capitalization, and
 simple written handwriting or Consult the teacher in
instructions. typography, etc.). Ref case of doubts.
I.EFL.2.17.1.
Accompaniment of the
weekly agenda to your
daughter

Prioritize student´s
learning.

Persuade the girl to

observe and listen to the
different contents.

● Read and color the correct picture (Lee y pinta la imagen correcta).

PROJECT 2- WEEK 15
Methodological Strategies
STUDENT’S
ESSENTIAL Skills and Indicators for the Recommendations to
IDENTIFICAT
CONTENTS performance criteria performance criteria Teacher proposal parents or tutor at
ION
home

R.O.CH.P.. Bodies and EFL 2.4.4. Write Learners can LOOK AND POINT, and REPEAT the words ( MIRA, SEÑALA Y REPITE Encourage children to
Estudiante NEE Senses simple words, phrases understand short and las palabras). read and complete the
asociada a la and sentences for simple spoken texts activities sent on time.
discapacidad - controlled practice of well enough to be able
discapacidad language items. to pick out key items of Watch the video tutorial
intelectual information. Ref.: of the class.
I.EFL.2.7.1. (I.3)
Consult the teacher in
 case of doubts.

Accompaniment of the
weekly agenda to your
daughter

Prioritize student´s
learning.

Persuade the girl to

observe and listen to the
different contents.

WRITE the sense next to the correct part of the body.

WEEK
Methodological Strategies
STUDENT’S
ESSENTIAL Skills and Indicators for the Recommendations to
IDENTIFICAT
CONTENTS performance criteria performance criteria Teacher proposal parents or tutor at
ION
home

R.O.CH.P.. LOOK AND POINT, and REPEAT the SENTENCES ( MIRA, Encourage children to
Estudiante NEE Writing; short EFL.2.4.5. Write Learners can produce a SEÑALA Y REPITE las ORACIONES). NO COPIA LAS read and complete the
asociada a la simple words, simple sentences on short simple sentence ACTIVIDAD SOLO MIRA Y REPASA VOCABULARIO activities sent on time.
discapacidad - phrases and familiar topics to and a paragraph – with
discapacidad sentences communicate basic ample support on a Watch the video tutorial
intelectual ideas. variety of topics with of the class.
the support of a model
text. I.EFL.2.19.1 (I.3) Consult the teacher in
case of doubts.

Accompaniment of the
weekly agenda to your
daughter

Prioritize student´s
learning.

Persuade the girl to

observe and listen to the
●LOOK AT the pictures and WRITE the correct word (Mira las different contents.
imágenes, y escribe la palabra correcta).COPIA LAS
ACTIVIDAD Y RESUELVE EN EL PORTAFOLIO

WEEK
Methodological Strategies
STUDENT’S
ESSENTIAL Skills and Indicators for the Recommendations to
IDENTIFICAT
CONTENTS performance criteria performance criteria Teacher proposal parents or tutor at
ION
home

R.O.CH.P.. Genders EFL2.2.3. Recognize Learners can ●LISTEN, POINT, and REPEAT the sentences (Mira, señala y Encourage children to
Estudiante NEE familiar names, words, understand short and repite las oraciones). read and complete the
asociada a la and short phrases about simple spoken texts activities sent on time.
discapacidad - simple everyday topics well enough to be able
discapacidad whether heard in to pick out key items of Watch the video tutorial
intelectual isolation or within information. Ref.: of the class.
short, simple spoken I.EFL.2.7.1. (I.3)
texts describing people Consult the teacher in
and objects. (Example: case of doubts.
vocabulary about self )
Accompaniment of the
weekly agenda to your
daughter

Prioritize student´s
learning.

Look at the pictures and complete the sentences with the correct Persuade the girl to
gender word (Mira las imágenes y completa usando el género observe and listen to the
correcto). different contents.

Are you a girl or a boy? Draw yourself and complete the sentence
(¿Eres una niña o un niño? Dibuja y completa la oración).
I am _________

WEEK
Methodological Strategies
STUDENT’S
ESSENTIAL Skills and Indicators for the Recommendations to
IDENTIFICAT
CONTENTS performance criteria performance criteria Teacher proposal parents or tutor at
ION
home

R.O.CH.P.. TOPIC: What EFL2.2.3. Recognize Learners can ●Look, point and say the color (Mira, señala y di el color). Encourage children to
Estudiante NEE color is it? familiar names, words, understand short and read and complete the
asociada a la and short phrases about simple spoken texts activities sent on time.
discapacidad - Colors simple everyday topics well enough to be able
discapacidad whether heard in to pick out key items of Watch the video tutorial
intelectual isolation or within information. Ref.: of the class.
short, simple spoken I.EFL.2.7.1. (I.3)
texts describing people Consult the teacher in
and objects. case of doubts.
(colors)
PAIT THE CRAYON WITH THW CORRESPONDING COLOR Accompaniment of the
weekly agenda to your
 daughter

Prioritize student´s
learning.

Persuade the girl to

observe and listen to the
different contents.

ELABORATED REVIEWED APPROVED

TEACHER AND AREA DIRECTOR: LEVEL COORDINATOR: VICE-PRINCIPAL:

Signature: Signature: Signature:

Date: Date: Date: