UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
1. INFORMATIVE DATA:
Teacher’s Name:
Quimestre:
Starting date:
2. GENERAL PROJECT DATA
Number of
project
1 Classroom Rules
2 My City in a Picture
3
4
3. CURRICULAR COMPONENTS
SKILLS WITH PERFORMANCE
CRITERIA
Follow short, straightforward audio
messages and/or the main
idea/dialogue of a movie or cartoon
(or other age-appropriate audio-visual
presentations) Ref. EFL 4.2.3.
Recognize other students’
contributions in class as models for
their own. Ref. EFL 4.2.6.
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
Carolina Idrovo Grade / Course: Sixth A
1 Partial Nro. 1
20/09/2021 Ending date: 12/11/2021
Project’s Name Learning Objectives
O.EFL 2.4 Develop creative and critical thinking skills to foster problem-solving and independent
learning using both spoken and written English.
O.EFL 2.9 Be able to interact in English in a simple way using basic expressions and short phrases
in familiar contexts to satisfy needs of a concrete type, provided others talk slowly and clearly and
are prepared to help.
DISCIPLINARY SUBJECTS
METHODOLOGICAL GUIDELINES
EVALUATION INDICATORS Recomendations for
Non-classroom task Classroom task
Parents
CE.EFL.3.1. Cultivate an awareness of Warm up the class showing the following video:
Have students work on It is important that parents
different cultures and identify similarities https://www.youtube.com/watch?v=LoSu4FwFMwU are aware all the tasks of
pages 11 (start working
and differences between them through oral in the class) the students
and written literary texts. Explain to the students what means “spell a word”
* Learners can show an awareness of Keep checking the Idukay
different cultures and identify similarities Have students to read and understand what is a platform. There is always
and differences between them through oral rule? important information
and written literary texts. (I.2, S.2, Work on the workbook Work on page 9 and 10
(ref.I.EFL.3.1.1.) 72 and 73 start working Provide students the
in the class Have students to watch, then listen and complete necessary material that
the activity #1. students need to carry out
their tasks
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
SKILLS WITH PERFORMANCE
CRITERIA
Follow short, straightforward audio
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
Have students to learn how to spell their names.
Ask to the students write and spell their names
(wordwall).
Have students to remember how to spell their
names.
Explain the activity #3 and ask to the students
listen twice and complete the activity 3.
CE.EFL.3.2. Recognize and exhibit
responsible behaviors at home, at school Have students to complete workbook page 72 and
and towards the environment. 73.
* Learners can say ways to take care of the
environment and one’s surroundings.
Learners can identify and exhibit socially
responsible behaviors at home, at school
and towards the environment. (J.3, S.1)
(ref.I.EFL.3.2.1.)
Have students
investigate about
classroom rules (plus, Have the student bring their own rules to the class
and share with the classmate. Create a new list
equal) remembering the
among thes students.
most common verbs.
ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS
METHODOLOGICAL GUIDELINES
EVALUATION INDICATORS Recomendations for
Non-classroom task Classroom task
Parents
CE.EFL.3.1. Cultivate an awareness of Have students work on Warm up the class showing the following video: It is important that parents
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
messages and/or the main
idea/dialogue of a movie or cartoon
(or other age-appropriate audio-visual
presentations) Ref. EFL 4.2.3.
Recognize other students’
contributions in class as models for
their own. Ref. EFL 4.2.6.
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
https://www.youtube.com/watch?v=LoSu4FwFMwU
Explain to the students what means “spell a word”
Have students to read and understand what is a
pages 11 (start working rule?
in the class)
different cultures and identify similarities Have students to watch, then listen and complete
and differences between them through oral the activity #1.
Work on page 9 and 10
and written literary texts.
* Learners can show an awareness of Work on the workbook
different cultures and identify similarities Have students to learn how to spell their names. are aware all of the tasks
72 and 73 start working
and differences between them through oral in the class Ask to the students write and spell their names of the students
and written literary texts. (I.2, S.2, (wordwall).
(ref.I.EFL.3.1.1.) Keep checking the Idukay
Have students to remember how to spell their platform. There is always
names. important information
CE.EFL.3.2. Recognize and exhibit Explain the activity #3 and ask to the students Provide students the
responsible behaviors at home, at school listen twice and complete the activity 3. necessary material that
and towards the environment. Have students to complete workbook page 72 and students need to carry out
* Learners can say ways to take care of the 73. their tasks
environment and one’s surroundings.
Learners can identify and exhibit socially Have students
responsible behaviors at home, at school investigate about
and towards the environment. (J.3, S.1) classroom rules (plus,
(ref.I.EFL.3.2.1.) equal) remembering the Have the student bring their own rules to the class
most common verbs. and share with the classmate. Create a new list
among thes students.
Note: All the mentioned activities will be developed
with the students and teacher´s support. Besides
that, there will be extra time to finish them.
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
ELABORATED BY:
Carolina Idrovo
Date: 18 de Octubre de 2021
4. CURRICULAR COMPONENTS
SKILLS WITH PERFORMANCE
CRITERIA
Recognize the process of prewriting,
drafting, revising, peer editing and
proofreading (i.e., “the writing
process”) to produce well-constructed
informational texts. Ref. EFL 4.4.7.
collaboration, learning and productivity. (I.1,
Discover and organize information
using facts and details in order to
illustrate diverse patterns and
structures in writing. (Example: cause
and effect, problem and solution,
general-to-specific presentation, etc.)
Ref. EFL 4.4.8.
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
CHECKED BY: APPROVED BY:
Mgs. Mariuxi Ludeña Mgs. Cristhian Velásquez
Date: 21 de Octubre de 2021 Date:
DISCIPLINARY SUBJECTS
METHODOLOGICAL GUIDELINES
EVALUATION INDICATORS Recomendations for
Non-classroom task Classroom task
Parents
Have students to work on Warm up the class showing the following video
the Cambridge platform. https://www.youtube.com/watch?v=C3c8fzbsfOE
Learners can convey and organize It is important that parents
information through the use of facts and are aware all the tasks of
Have students work on the workbook on page 8
details and by employing various stages of the students
the writing process, while using a range of The teacher explain possessive adjectives and
digital tools to promote and support Keep checking the Idukay
possessive nous, and work in the workbook on
platform. There is always
page 9
I.3, S.4, J.2, J.4) important information
Provide students the
necessary material that
Look for school subject at Check subject vocabulary in the video students need to carry out
least 8 https://www.youtube.com/watch?v=AnZxeX_8mVk their tasks
Learners can identify the main idea and Have the students watch the video of page 73
some details in short straightforward gymnastic
spoken audio texts set in familiar contexts
Work in the platform
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
Follow short, straightforward audio
messages and/or the main
idea/dialogue of a movie or cartoon
(or other age-appropriate audio-visual
presentations) Ref. EFL 4.2.3.
SKILLS WITH PERFORMANCE
CRITERIA
Recognize the process of prewriting,
drafting, revising, peer editing and
proofreading (i.e., “the writing
process”) to produce well-constructed
informational texts. Ref. EFL 4.4.7.
Discover and organize information
using facts and details in order to
illustrate diverse patterns and
structures in writing. (Example: cause
and effect, problem and solution,
general-to-specific presentation, etc.)
Ref. EFL 4.4.8.
Follow short, straightforward audio
messages and/or the main
idea/dialogue of a movie or cartoon
(or other age-appropriate audio-visual
presentations) Ref. EFL 4.2.3.
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS
when the message is delivered slowly and
there is other contextual support. (Example:
rules for a game, classroom instructions, a
dialogue in a scene from a cartoon or
movie, etc.) Learners can use other
classmate’s contributions in class as
models for their own. (I.2, I.3, S.4)
ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS
EVALUATION INDICATORS
Learners can convey and organize
information through the use of facts and
details and by employing various stages of
the writing process, while using a range of
digital tools to promote and support
collaboration, learning and productivity. (I.1,
I.3, S.4, J.2, J.4)
Learners can identify the main idea and
some details in short straightforward
spoken audio texts set in familiar contexts
when the message is delivered slowly and
there is other contextual support. (Example:
rules for a game, classroom instructions, a
dialogue in a scene from a cartoon or
movie, etc.) Learners can use other
AÑO
LECTIVO
2021-2022
The have to answer
What is your favorite school subject? and why?
Work on page 15
METHODOLOGICAL GUIDELINES
Recomendations for
Non-classroom task Classroom task
Parents
Warm up the class showing the following video
Have students to work on https://www.youtube.com/watch?v=C3c8fzbsfOE
the Cambridge platform.
Have students work on the workbook on page 8
The teacher explain possessive adjectives and It is important that parents
possessive nous, and work in the workbook on are aware all of the tasks
page 9 of the students
Keep checking the Idukay
platform. There is always
Check subject vocabulary in the video important information
https://www.youtube.com/watch?v=AnZxeX_8mVk
Look for school subject at Provide students the
least 8 necessary material that
Have the students watch the video of page 73
gymnastic students need to carry out
their tasks
The have to answer
What is your favorite school subject? and why?
Work in the platform
Work on page 15
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022

classmate’s contributions in class as

models for their own. (I.2, I.3, S.4)

ELABORATED BY: CHECKED BY: APPROVED BY:

Carolina Idrovo Mgs. Mariuxi Ludeña Mgs. Cristhian Velásquez

Date: November 4th de 2021 Date: November 4th de 2021 Date:

5. CURRICULAR COMPONENTS
DISCIPLINARY SUBJECTS
METHODOLOGICAL GUIDELINES
SKILLS WITH PERFORMANCE
EVALUATION INDICATORS Recomendations for
CRITERIA Non-classroom task Classroom task
Parents
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
Understand phrases related to areas
of most immediate priority within
the personal domains, provided
speech is slowly articulated.
(Example: daily life, free time, school
activities, etc.) Ref. EFL 4.2.1.
Identify a series of phrases and
sentences to describe aspects of
personal background, immediate
environment and matters of
immediate need in simple terms
using grammatical structures learnt
in class (although there may be
frequent errors with tenses,
personal pronouns, prepositions,
etc.). Ref. EFL 4.2.2.
SKILLS WITH PERFORMANCE
CRITERIA
Understand phrases related to areas
of most immediate priority within the
personal domains, provided speech is
slowly articulated. (Example: daily life,
free time, school activities, etc.) Ref.
EFL 4.2.1.
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
Learnrs can grasp the general meaning of
spoken texts set in familiar everyday
contexts and infer changes in the topic of Have students to read taking turns a poster in page 9.
discussion, as well as attempt to deduce It is important that parents
the meanings of unfamiliar words and Have students to make a chart with ideas for classroom
are aware all the tasks of
exchanges through the use of context rules
the students
clues, provided speech is given slowly
and clearly and there is sufficient visual Explain page 10 Picture It! Ask to the students to read
Have students to work on information. Keep checking the Idukay
support. (I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
the Cambridge platform. platform. There is always
Have students to complete activities #1, #2, #3. important information
Learners can communicate personal
information and basic immediate needs
Have students to choose a picture of your city and give Provide students the
and attempt to deal with other practical a description about it.
everyday demands in familiar contexts, necessary material that
effectively and without undue effort and students need to carry out
Students must expose their pictures and description. their tasks
using grammatical structures and
vocabulary seen in class (although there Have students to complete Unit review page 11.
may be frequent, basic errors). (I.1, I.2,
I.3, S.1) (ref.I.EFL.4.8.1.)
ESTUDENTS WITH SPECIAL EDUCATIONAL NEEDS
METHODOLOGICAL GUIDELINES
EVALUATION INDICATORS Recomendations for
Non-classroom task Classroom task
Parents
Have students to work on Have students to read taking turns a poster in page It is important that parents
the Cambridge platform. 9. are aware all of the tasks
Learnrs can grasp the general meaning of of the students
spoken texts set in familiar everyday Have students to make a chart with ideas for
contexts and infer changes in the topic of classroom rules Keep checking the Idukay
discussion, as well as attempt to deduce platform. There is always
important information
the meanings of unfamiliar words and Explain page 10 Picture It! Ask to the students to
read information.
exchanges through the use of context
 UNIDAD EDUCATIVA PARTICULAR “LICEO AMERICANO CATÓLICO”
Identify a series of phrases and
sentences to describe aspects of
personal background, immediate
environment and matters of
immediate need in simple terms using
grammatical structures learnt in class
(although there may be frequent
errors with tenses, personal
pronouns, prepositions, etc.). Ref. EFL
4.2.2.
ELABORATED BY:
Carolina Idrovo
Date: November 8th de 2021
AÑO
PLANIFICACIÓN MICROCURRICLAR
PLAN EDUCATIVO
LECTIVO
JUNTOS APRENDEMOS Y NOS CUIDAMOS 2021-2022
clues, provided speech is given slowly and
clearly and there is sufficient visual support.
(I.3, S.1, J.4) (ref.I.EFL.4.6.1.)
Have students to complete activities #1, #2, #3.
Learners can communicate personal
Have students to choose a picture of your city and Provide students the
information and basic immediate needs and
give a description about it. necessary material that
attempt to deal with other practical
students need to carry out
everyday demands in familiar contexts, their tasks
Students must expose their pictures and
effectively and without undue effort and
description.
using grammatical structures and
vocabulary seen in class (although there Have students to complete Unit review page 11.
may be frequent, basic errors). (I.1, I.2, I.3,
S.1) (ref.I.EFL.4.8.1.)
CHECKED BY: APPROVED BY:
Mgs. Mariuxi Ludeña Mgs. Cristhian Velásquez
Date: November 11th de 2021 Date: