MICROCURRICULAR PLANNING

INFORMATION DATA
SCHOOL NAME: Unidad Educativa Teodoro Alvarado Olea ENGLISH TEACHERS: Carmen Toro, Luis Muñoz, Patricia González.
COURSE: 3rd. Year of Baccalaureate Date: SEPTIEMBRE 20th, 2022 - FEBRUARY 22nd, 2023

OBJECTIVES:

O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and
languages from the secure standpoint of their own national and cultural identity.

O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an intercultural and
multinational society.

O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences. Enjoy an
enriched perspective of their own L1 and of language use for communication and learning.

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice opportunities.
Respect themselves and others within the communication process, cultivating habits of honesty and integrity into responsible academic behavior express opinions and
make evaluations. (Example: asking questions, starting over, rephrasing, exploring alternative pronunciations, etc.

O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general
topics of common interest, expressing ideas and opinions effectively and appropriately.

SKILLS AND INDICATORS FOR THE METHODOLOGICAL STRATEGIES EVALUATION

PERFORMANCE PERFOMANCE CRITERIA CRITERIA

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 CRITERIA
EFL 4.4.7. Use the process
of prewriting, drafting,
revising, peer editing and
proofreading (i.e., “the
writing process”) to
produce well-constructed
informational texts
I.EFL.44.1 Learners can
demonstrate an ability to give
and ask for information using
level appropriate language and
interaction styles in online or
face-to-face social and classroom
interaction (J.2, J.3, J.4, I.3)
Biographies and movie reviews CE.EFL.4.6. Listening for Meaning:
Understand and follow the main idea in
Listen to the following recording. Mark each of the following
spoken texts set in familiar everyday
statements as True (T) or False (F) according to what you
heard. contexts, provided speech is clear and
articulate, and deduce the meanings of
Fill in the time line with years and important events in the unfamiliar words and phrases using
life of a famous producer. context clues and/or prior knowledge.
Movies around the world

Listen to the following audio about movie ticket prices

EFL 4.5.4. Create personal Learners can communicate around the world. Take notes. Then, answer the questions CE.EFL.4.3. Interact with others using self-
stories by adding personal information and basic in class. monitoring and self-correcting strategies
imaginative details to real- immediate needs in simple terms as well as appropriate nonverbal and oral
Oral activity in pairs. Discuss with your partner.
life stories and situations, using grammatical structures and communication features.
using appropriate vocabulary seen in class How much does it cost to go to the movie theater in your
vocabulary and elements of (although there may and / country? Do you think this is too expensive?
the literature learners have frequent basic errors) REF. CE.EFL.4.15. Express information and
Group activity Interview a classmate about movies. Ask
read or heard. (I.EFL.4.8.1.) (I.1, I.2, I.3, S.1 ideas and describe feelings and opinions
them the following questions and create two of your own.
Take notes. in simple transactional or expository texts
on familiar subjects in order to influence
Writing a biography and movie review
EFL 4.5.5. Gain an I.EFL.5.14.1. Learners can an audience, while recognizing that
understanding of literary identify, critically evaluate and Choose three of your most favorite movie genres and different texts have different features and
concepts such as genre, recommend a variety of potential describe them in your own words. Also, give an example of a showing the ability to
plot, setting, character, resources and references, movie that belongs to that genre.
point of view, theme and including digital tools, which Write a review of the movie of 100-120 words. Use the

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Código postal: 170507 / Quito-Ecuador
Teléfono: 593-2-396-1300 / www.educacion.gob.ec
other literary elements in
order to apply them to
one’s own creative texts.
EFL 4.5.6. Create an
effective voice using a
variety of ICT tools, writing
styles and typical features
of a genre to create stories,
poems, sketches, songs and
plays, including those that
reflect traditional and
popular Ecuadorian
cultures.
EFL 4.5.8. Evaluate and
recommend literary texts
(both written and oral,
online, in video or in print)
according to pre-
established
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Código postal: 170507 / Quito-Ecuador
Teléfono: 593-2-396-1300 / www.educacion.gob.ec
support collaboration and format of review. use these features appropriately in ones
productivity, for educational and own writing.
Creative writing. A sequel.
academic use. (I.1, I.2, S.3, S.4)
Think of a movie that you like that does not have a sequel.
What is the main story of the movie? Describe it in three or
CE.EFL.4.19. Find and identify literary
four sentences below using past tenses (simple past and
Learners can follow and past continuous) elements and techniques and relate
understand short straight foward those elements to the learner’s own
spoken audio texts set in familiar Continue the story. What happens to the main characters? experiences and to other works, including
contexts when the message is What are the major events that take place? How is the story one’s peers, in order to present personal
resolved? Write two or three paragraphs, between 100-120
delivered slow and there is other responses and interpretations.
words in total. Use the present and future tenses and time
contextual support. (Example: expressions to guide your reader.
rules for a game, classroom
instructions, a dialogue in a scene CE.EFL.4.20. Create short, original literary
from a cartoon or a movies, etc.) texts in different genres, including those
IEFL.4.7.1)(I.2,I.3,S.4) that reflect Ecuadorian cultures, using a
range of digital tools, writing styles,
appropriate vocabulary and other literary
Learners can Identify and apply a concepts.
range of reading strategies in
order to make texts meaningful
and to select information within a CE.EFL.4.21. Use pre-established criteria,
text. (I.1, I.2, I.4, S.3) REF. including that which is written by learners
I.EFL.5.11.1. Learners can collaboratively, in order to evaluate and
produce emails, blog posts and recommend literary texts (written, online,
other written texts.I.EFL.5.13.1.
 (I.3, S.3, J.2) oral, in video, etc.) and the effectiveness
of group work.

CC EFL 4.3.2. Make use of Learners can create short, original

clues such as titles,
illustrations, organization,
text outline and layout, etc.
to identify and understand
relevant information in
written level-appropriate
text types.
texts in different genres,
including those that reflect
Ecuadorian cultures, using a
range of digital tools, writing
styles, appropriate vocabulary.
REF I.EFL.4.20.1. (I.1, I.3

INTERDISCIPLINARY LEARNING:

SUBJECTS: LANGUAGE AND LITERATURE, ART, SOCIAL STUDIES.

I.EFL.5.16.1. Learners can PROJECT 2: YOUR OWN MINIE- Learners can produce a short movie script, a short
respond to production skills MOVIE speech, and a plot

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS, EDUCATIONAL LAGGING, NEED FOR ACADEMIC REINFORCEMENT (NEE).

SKILLS AND INDICATORS FOR THE METHODOLOGICAL EVALUATION

PERFORMANCE PERFOMANCE CRITERIA STRATEGIES ACTIVITIES
CRITERIA
EFL 5.2.3 Follow main Learners can create short, original Match the movie with the genre they correspond
Learners can Identify popular movies and apply a range
ideas in topics covered in texts to:
in different genres, of reading strategies in order to make sentences
other curricular subjects including those that reflect
with the help of visual Activity in pairs. Look at the picture and meaningful and to select information within a text. (I.1,
Ecuadorian cultures, using own I.2, I.4, S.3) Ref. I.EFL.5.11.1. C

Dirección: Av. Amazonas N34-451 y Av. Atahualpa.

Código postal: 170507 / Quito-Ecuador
Teléfono: 593-2-396-1300 / www.educacion.gob.ec
support, pictures, cards,
using concepts and simple
vocabulary that have been
studied in advance
EFL 2.3.7. Read and
understand the main ideas
in a short simple text on a
cross-curricular topic.
(Example: art, music,
history, etc.
drawings, chart, pictures
vocabulary. REF I.EFL.4.20.1. (I.1,
I.3
Learners can understand the
main ideas in a short simple text
on a cross-curricular * topic. Ref.
I.EFL.2.16.1. (I.2)
tell your partner what is your favorite
food in the cinema.
Guide to students to develop the activities correctly.
They learn a new vocabulary in each activity, as
Make a poster of your favorite cartoon. reading the text aloud if necessary several times.
Answer correctly each question.
Work in group: asking and identifying
comics, cartoons, famous characters.
Cut letters from a magazine to get the
name of your favorite actor or actress.

Prepared by Revised by Approved by

LUIS MUÑOZ

PATRICIA GONZALEZ

CARMEN TORO LOPEZ. CARMEN TORO LOPEZ FRESIA MOREIRA

ENGLISH TEACHERS: AREA COORDINATOR: VICE-PRINCIPAL:

Date: September 24th, 2022 Date: September 27th, 2022 Date: September 30th,2022

Dirección: Av. Amazonas N34-451 y Av. Atahualpa.

Código postal: 170507 / Quito-Ecuador
Teléfono: 593-2-396-1300 / www.educacion.gob.ec