MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UNIDAD EDUCATIVA

Academic Year: 2016 - 2017

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 1st EGB B 1.1

Book: Unit 1 Objectives

English B 1.1 Breaking O.EFL 5.4

News
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.

O.EFL 5.5

Directly access the main points and important details of up-to-date English language
texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where required.

Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.5.3.

EFL 5.1.7
Interpret and demonstrate knowledge of nonverbal and oral
communication features by applying them in appropriate
contexts. (Example: use of stress, intonation, pace,
etc.)
Interpret cultural and language patterns in English,
including nonverbal communication, and apply them in
appropriate contexts.
CE.EFL.5.4.

Communicate effectively using a variety of media and

formats, including ICT, by saying things in alternative
ways and applying self-correcting and self-monitoring
EFL 5.1.8
Discover and employ alternative ways of saying things in
social and classroom interactions.
Oral Communication:(Listening and Speaking)
EFL 5.2.11
Express opinions on abstract topics, such as film and
music, and concrete topics, such as personal experiences,
while describing one’s reactions to them and others’
opinions.
Reading
EFL 5.3.3
Determine the main conclusion in texts which clearly
argue a point of view in order to make informed decisions
about one’s own opinion and reaction to the text.
EFL 5.3.5
Assess, compare and evaluate the quality of written texts
and visual presentations using different criteria and ICT
tools related to the organization, subject area and
purpose of a text. (Examples of text types: editorials,
letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)
Writing
strategies when needed.
CE.EFL.5.8.
Interaction – Interpersonal: Respond to and build on
other people’s ideas in extended conversations on
familiar social and academic topics by expressing
opinions and feelings and clarifying meaning.
CE.EFL.5.10.
Find specific information and identify the main points in
simple, straightforward texts on subjects of personal
interest or familiar academic topics while making
informed decisions about one’s own reaction to the text.
CE.EFL.5.12.
Engage with a variety of digital and print texts and
resources by evaluating and detecting complexities and
discrepancies in the information in order to find the
most appropriate sources to support an idea or argument.
CE.EFL.5.14.
Identify, critically evaluate and recommend a variety of
EFL 5.4.4 potential resources and references, including digital
tools, that support collaboration and productivity, for
Select and make effective use of a range of digital tools educational and academic use.
to write, edit, revise and publish written work in a way
that supports collaboration, learning and productivity.
(Example: image editing, GoogleDrive, infographic makers,
audio and video editing, presentation apps, etc.)

Language through the Arts CE.EFL.5.17.

Demonstrate and convey different levels of meaning in

EFL 5.5.4
Read aloud with confidence, accuracy, fluency and
expression to demonstrate understanding and to convey an
interpretation of meaning.
literary texts by identifying distinguishing features,
interpreting implicit and explicit messages and
responding in a variety of ways.

CE.EFL.5.19.

EFL 5.5.9 Engage in collaborative activities through a variety of

student groupings in order to solve problems and reflect
Engage in collaborative activities through a variety of
on literary texts, and produce criteria for evaluating
student groupings to share, reflect on, express and
the effectiveness of the group.
interpret opinions and evaluations of a range of literary
texts. (Example: small groups, cooperative learning
groups, literature circles, process writing groups, etc.)

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

Techniques / Instruments
Communication and Cultural
Awareness New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES
Superior EGB Awareness
Participating in short role Listen to a dialogue and
plays using a range of English - Teacher´s Book B I.EFL.5.3.1. identifying examples of
verbal and nonverbal 1.1 humor.
communication. Learners can interpret
cultural and language Conduct a role play between
English - Teacher´s Book B
patterns in English, includ- two students on a given
1.1 (Audios)
ing nonverbal communication, topic.
Listening to a dialogue and
and apply them in
identifying examples of Flash Cards
appropriate contexts. (I.3, Read a short text and
humor.
I.4, S.1, S.2) showing comprehension by
Photocopiable Sheets
completing the accompanying
 I.EFL.5.4.1. graphic organizer.
Crosswords
Demonstrating appropriate Learners can communicate
Read a class dialogue in
language use during class, effectively using a variety
Strategies Templates three different ways.
group and pair discussions. of media and formats,
(Example: correct including ICT, by saying
intonation, natural pace, things in alternative ways
and applying self-correcting INSTRUMENTS
using modals to show
politeness, etc.) and self-monitoring
strategies when needed. Rubrics
(I.1, I.3, J.4)
Portfolio
Practicing the use of
expressions of politeness Oral Communication: Oral interview
during collaborative pair Listening and Speaking)
and small group work.
Quiz Time Test
I.EFL.5.8.1.

Writing a short conversation Learners can respond to and

and including an appropriate build on other people’s
idiom. ideas in extended
conversations on familiar
social and academic topics
by expressing opinions and
Participating in short feelings and clarifying
dialogues and role plays to meaning. (I.3, I.4, S.1,
practice target language. J.3, J.4)
(Example: thanking others,
apologizing, asking for Reading
help, greeting authorities,
etc.) I.EFL. 5.10.1.

Learners can find specific

information and identify the
Practicing the language main points in simple,
needed to deal with a need straightforward texts on
through a mini role play. subjects of personal
interest or familiar
academic topics while making
Paraphrasing an idea when a informed decisions about
peer asks for clarification. one’s own reaction to the
text. (I.1, I.2, S.2)

I.EFL.5.12.1.
Using a definition or
example to explain a concept Learners can engage with a
or word that one does not
yet have the exact language
for.
Completing group work in a
fair and honest manner and
accepting the group’s
decisions.
Oral Communication:
(Listening and Speaking)
Conducting a role play
between two students on a
given topic. (Example:
talking about future plans,
finding common free time
activities, playing a
guessing game, etc.)
Conducting a class survey
where learners ask each
other about a familiar topic
and record each other’s
answers. (Example: What’s
your favorite sport? Do you
have a favorite team? What
sports do you play? Have you
ever gotten hurt?, etc.)
Sharing a few things about
their classmates’ answers.
(Example: Marco loves
soccer. He’s a Barcelona
fan. He plays soccer every
day in recess, but last week
he sprained his ankle and he
can’t play right now, etc.)
variety of digital and print
texts and resources by
evaluating and detecting
complexities and
discrepancies in the
information in order to find
the most appropriate sources
to support an idea or
argument. (I.2, I.4, J.3)
Writing
I.EFL.5.14.1.
Learners can identify,
critically evaluate and
recommend a variety of po-
tential resources and
references, including
digital tools, that support
collaboration and
productivity, for
educational and academic
use. (I.1, I.2, S.3, S.4)
Language through the Arts
I.EFL.5.17.1.
Learners can demonstrate and
convey different levels of
meaning in literary texts by
identifying distinguishing
features, interpreting
implicit and explicit
messages and responding in a
variety of ways. (I.3, I.4,
J.3)
I.EFL.5.19.1.
Learners can engage in
collaborative activities
through a variety of student
groupings in order to solve
 problems and reflect on
literary texts, and produce
Reading criteria for evaluating the
effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,
Reading a short text and J.3, J.4)
showing comprehension by
completing the accompanying
graphic organizer. (Example:
learners read about
archeological ruins and
complete a Venn diagram,
etc.)

Reading a text on a familiar

content area subject and
answering information ques-
tions. (Example: learners
read about foodborne
illnesses and then write
three ways to prevent them,
etc.)

Identifying unreliable
resources on the Internet.

Using a rubric to evaluate a

print or online resource.

Using a rubric to assess the

validity of a web site,
according to one’s academic
needs

Writing
Identifying the best
resources for a writing
project in pairs.

Using a list of criteria in

order to evaluate a web
site.

Analyzing three different

types of dictionaries (e.g.,
online, English-English,
English-Spanish) and giving
reasons for using each.

Choosing the best type of

dictionary to use for a
writing project and giving
your reasons for the choice.

Language through the Arts

Reading a class dialogue in

three different ways.
(Example: reading it as if
you were angry, then as if
you were sad, and then as if
you were extremely bored,
etc.)

Appropriately exhibiting
surprise, joy, sadness,
etc., in a conversation.
Brainstorming features and
conventions of a genre and
then reading an

Discussing rules and norms

for a group project before
the project begins.
(Example: Don’t interrupt
others, Do your work on
time, Don’t make negative
remarks, etc.)

Creating literature circles

where learners have the
freedom to say anything they
want about a text from class
or outside of class.

Participating in classroom
games in which problem-
solving as a team is
important.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components - Science/Technology/Arts:

Transversal Axes

Intercultural awareness, tolerance, respect,

multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: September 30th, 2016 Date: Date: