SCHOOL YEAR

RAFAEL BUCHELI HIGH SCHOOL 2022 -2023

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA:
Teacher: ANDREA LLUMIQUINGA Area: English as a Foreign Grade/Course: 9th EGB Class:
Language
Unit number: 6 TEXTBOOK: STOPWATCH 2 Unit Specific Objectives: O.EFL 4.5 Introduce the need for
Unit Title: What’s your story? independent research as a daily activity
by using electronic resources (ICT) in
class while practicing appropriate
competences in the four skills.
TRANSVERSAL AXES: TRANSVERSAL AXES STARTING WEEK: FINISH WEEK:
Solidarity, justice, innovation 17-04-2023 21-04-2023
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
COMMUNICATION AND CULTURAL AWARENESS: COMMUNICATION AND CULTURAL AWARENESS:
EFL.4.1.10 Recognize and appreciate individual and group similarities and differences CE.EFL.4.5 Display an appreciation of and demonstrate respect for individual and
by establishing and maintaining healthy and rewarding online and face to face group differences by establishing and maintaining healthy and rewarding
relationships based on communication and cooperation. relationships based on communication and cooperation.
ORAL COMMUNICATION: ORAL COMMUNICATION:
EFL. 4.2.1 Understand phrases and expressions related to areas of most immediate CE.EFL.4.6 Listening for meaning. Understand and follow the main idea in spoken
priority within the personal and educational domains, provided speech is clearly and texts set in familiar everyday contexts, provided speech is clear and articulate, and
slowly articulated. deduce the meanings of unfamiliar words and phrases using context clues and or
prior knowledge.
READING:
EFL.4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT and READING:
classroom resources in order to strengthen literacy skills and strategies.
CE.EFL.4.14 Display an ability to interact and engage with a wide range of ICT and
WRITING: classroom resources and texts by selecting and evaluating them in order to
strengthen literacy skills and promote acquisition.
EFL. 4.4.1 Convey information and ideas through simple transactional or expository WRITING:
texts on familiar subjects using ICT tools and conventions and features of English
appropriate to audience and purpose. CE.EFL.4.15 Express information and ideas and describe feelings and opinions in
simple transactional or expository texts on familiar subjects in order to influence an
LANGUAGE THROUGH THE ARTS: audience, while recognizing that different texts have different features and showing
EFL.4.5.9 Engage in collaborative activities through a variety of student groupings to
create and respond to literature and other literary texts.
METHODOLOGICAL
STRATEGIES
Collaborating on a group project.
Encouraging classmates to stay
motivated when needed.
Giving assistance to those who are
struggling, even when not directly
asked to.
Identifying and capitalizing on the
strengths of others.
Sharing ideas freely and without
jealousy.
Conducting a role play between
two students on a given topic.
Working in pairs to complete an
information gap activity.
Doing a mingle activity where
learners meet and greet each
other and ask and answer
questions.
Asking classmates to repeat an
answer or statement if needed to
clarify something.
Establishing a clear expectation of
English use for classroom
functions.
Thinking about questions the
learner still has about a subject
after reading a text, then finding
the information using a variety of
reference skills and digital books.
the ability to use these features and showing the ability to use these features
appropriately in one’s own writing.
LANGUAGE THROUGH THE ARTS:
CE.EFL.4.22 show the ability to work collaboratively and to participate effectively in a
variety of student groupings by employing a wide range of creative thinking skills
through the completion of activities such as playing games, brainstorming and
problem solving.
EVALUATION ACTIVITIES/
RESOURCES PERFORMANCE INDICATORS
TECHNIQUES / INSTRUMENTS
Student’s Book COMMUNICATION AND CULTURAL AWARENESS: WARM UP: Rollercoaster, body movements.
CD player I.EFL.4.5.1 Learners can appreciate and show
Class CD respect for individual and group differences by Introduce of new Vocabulary
Digital Book establishing and maintaining healthy and How important technology is to you?
Teacher Toolkit rewarding online and face to face interactions. - Predicting main ideas by reading the title
Learners can communicate and cooperate in a and using other contextual clues.
respectful, empathetic manner. -
ORAL COMMUNICATION: Classwork:
- Student book Vocabulary: Page 84 -85
I.EFL. 4.10.1 Learners can effectively participate - Vocabulary practice: 94, 96 (1) , 146
in familiar and predictable everyday
conversational exchanges in order to complete a Reading:
task, satisfy a need or handle a simple
transaction, using a range of repair strategies - Reading a list of actions people take and
READING: evaluating and discussing the
I.EFL.4.14.1 Learners can interact and engage consequences on others.
with a wide range of ICT and classroom resources - Underlining main ideas in a text.
and texts by selecting and evaluating them in - Looking at the title of a text and
order to strengthen literacy skills and promote accompanying illustrations and writing
acquisition three questions about the topic.
WRITING:
I.EFL.4.15.1 Learners can convey information and
ideas and describe feelings and opinions in simple
transactional or expository texts on familiar
subjects in order to influence an audience, while
recognizing that different features and showing
the ability to use these features appropriately in
one’s own writing.
Recommending an informational
web site to another learner.
Finding a reliable source to back
up a statement.
Watching a video about a
controversial topic and writing a
short response giving your own
opinion.
Writing your answers to interview
questions.
Looking at a picture and write a
description.
Identifying the text type according
to writing features and vocabulary
3. ADAPTED CURRICULUM
ADAPTACIÓN CURRICULAR:
TEMPORAL
Specification of Educational Needs
GRADO 2
TDAH
CLIL COMPONENTS:
ADAPTACIÓN CURRICULAR:
TEMPORAL
Specification of Educational Needs
GRADO 2
Hipoacusia
neurosensorial
moderada 55db oído
izquierdo. Adicional
hay una presunción de
LANGUAGE THROUGH THE ARTS:
I.EFL.4.22.1 Learners can collaborate and
participate effectively in a variety of student
groupings by employing a wide range of creative
thinking skills through the completion of activities
such as playing games, brainstorming and
problem solving.
INICIALES ESTUDIANTE: C.M.J.A
Specification of the adapted material to be applied
 Material concreto, semi-concreto: ilustraciones que permitan comprender la estructura de una frase.
 Flashcards mismas que serán elaboradas por el mismo estudiante para que le permita comprender lo que escribe y la
memorización de nuevas palabras en inglés.
 Texto stopwatch
 Estimulación musical con dinámicas grupales para reforzar el vocabulario y contenido de la unidad
CE.EFL.4.22 show the ability to work collaboratively and to participate Project:
effectively in a variety of student groupings by employing a wide Looking at a picture and write a description.
range of creative thinking skills through the completion of activities
such as playing games, brainstorming and problem solving.
INICIALES ESTUDIANTE: E.G.S.A
Specification of the adapted material to be applied
 Material concreto, semi-concreto: ilustraciones que permitan comprender la estructura de una frase.
 Flashcards mismas que serán elaboradas por el mismo estudiante para que le permita comprender lo que escribe y la
memorización de nuevas palabras en inglés.
 Texto stopwatch
 Estimulación musical con dinámicas grupales para reforzar el vocabulario y contenido de la unidad
TDA.
CLIL COMPONENTS: CE.EFL.4.22 show the ability to work collaboratively and to participate Project: Looking at a picture and write a description.
effectively in a variety of student groupings by employing a wide
range of creative thinking skills through the completion of activities
such as playing games, brainstorming and problem solving.

ADAPTACIÓN CURRICULAR: INICIALES ESTUDIANTE: A.A.V.E

TEMPORAL
Specification of Educational Needs Specification of the adapted material to be applied
GRADO 2  Material concreto, semi-concreto: ilustraciones que permitan comprender la estructura de una frase.
Coeficiente intelectual  Flashcards mismas que serán elaboradas por el mismo estudiante para que le permita comprender lo que escribe y la
limítrofe memorización de nuevas palabras en inglés.
 Texto stopwatch
 Estimulación musical con dinámicas grupales para reforzar el vocabulario y contenido de la unidad
CLIL COMPONENTS: CE.EFL.4.22 show the ability to work collaboratively and to participate Project: Looking at a picture and write a description.
effectively in a variety of student groupings by employing a wide
range of creative thinking skills through the completion of activities
such as playing games, brainstorming and problem solving.

ADAPTACIÓN CURRICULAR: INICIALES ESTUDIANTE: J.T.G.A

TEMPORAL
Specification of Educational Needs Specification of the adapted material to be applied
GRADO 2  Material concreto, semi-concreto: ilustraciones que permitan comprender la estructura de una frase.
TDAH  Flashcards mismas que serán elaboradas por el mismo estudiante para que le permita comprender lo que escribe y la
memorización de nuevas palabras en inglés.
 Texto stopwatch
 Estimulación musical con dinámicas grupales para reforzar el vocabulario y contenido de la unidad
CLIL COMPONENTS: CE.EFL.4.22 show the ability to work collaboratively and to participate Project: Looking at a picture and write a description.
effectively in a variety of student groupings by employing a wide
range of creative thinking skills through the completion of activities
such as playing games, brainstorming and problem solving.

ADAPTACIÓN CURRICULAR: INICIALES ESTUDIANTE:V.S.D.J

TEMPORAL
Specification of Educational Needs Specification of the adapted material to be applied
GRADO 3
Discapacidad
Intelectual con carné
del 47% Adicional
posee características
de TEA nivel II y
TDAH
CLIL COMPONENTS:
 Material concreto, semi-concreto: ilustraciones que permitan comprender la estructura de una frase.
 Flashcards mismas que serán elaboradas por el mismo estudiante para que le permita comprender lo que escribe y la
memorización de nuevas palabras en inglés.
 Texto stopwatch
 Estimulación musical con dinámicas grupales para reforzar el vocabulario y contenido de la unidad
 Canva plataform
CE.EFL.4.22 show the ability to work collaboratively and to participate Project: Looking at a picture and write a description.
effectively in a variety of student groupings by employing a wide
range of creative thinking skills through the completion of activities
such as playing games, brainstorming and problem solving.

PREPARED BY: ANDREA LLUMQUINGA REVISED BY: VIVIANA SIGCHA APPROVED BY: MARISOL MUYULEMA

Teacher: ANDREA LLUMIQUINGA Coordinator: VIVIANA SIGCHA Viceprincipal: MARISOL MUYULEMA

SIGNATURE: SIGNATURE:

SIGNATURE:

DATE: 15/04/2023 DATE: 15/04/2023 DATE: 15/04/2023