MICRO-CURRICULAR PLANNING / DIDACTIC UNIT FOR CULTURAL AND ARTISTIC EDUCATION

NAME OF EDUCATIONAL INSTITUTION 2016-2017

MICRO-CURRICULAR PLANNING / DIDACTIC UNIT

INFORMATIVE DATA:
Teacher: Area/subject Grade/Course: SIXTH YEAR EGB Parallel:
No. of Unit 01 Unit Title: Playing with the senses
PERIODS: 18H 6S STARTING WEEK:
2. PLANNING
OG.ECA.1. Value the possibilities and limitations of materials, tools and techniques of different artistic languages in processes of interpretation
and/or creation of their own productions.
OG.ECA.3. Consider the role that artistic knowledge and skills play in personal and working life, and explain their functions in the performance of
OBJECTIVES OF THE different professions.
UNIT: OG.ECA.6. Use audiovisual media and digital technologies for the knowledge, enjoyment and production of art and culture.
OG.ECA.8. To explore their inner world in order to be more aware of the ideas and emotions aroused by different cultural and artistic productions,
and those they can express in their own creations, manifesting them with conviction and awareness.

CRITERIA FOR CE.ECA.3.1. Recognizes and represents one's own identity and personal history through different forms of expression.
EVALUATION:
SKILLS WITH PERFORMANCE METHODOLOGICAL STRATEGIES RESOURCES INDICATORS FOR E
CRITERIA EVALUATION OF THE TECHNIQUES
CRITERION AND ACHIEVEMENT INSTRUMENTS
INDICATORS
ECA.3.1.2. Create collective
posters or murals combining
words, photographs or - CONCRETE EXPERIENCE
drawings that represent
relevant moments of each
student's personal history.
ECA.3.1.4. Elaborate self-
portraits using a mirror or a
photographic image, and
verbalize the difficulties
encountered and the
satisfaction with the result
obtained.
ECA.3.1.6. To compose sound
portraits combining recorded
sounds and fragments of
musical pieces that each
student listens to in his/her
daily life.
3. CURRICULAR ADAPTATIONS
Specification of the educational need
Access to the curriculum Hearing Impairment - Grade 2
4. BIBLIOGRAPHY / APA WEBGRAPHY
LEARNING CYCLE - OBJECTS OF NATURE I.ECA.3.1.1. Explores, describes and
AND DAILY LIFE represents one's own image and some TECHNIQUE
- PENCIL relevant moments of personal history PORTFOLIO
- Free and directed observation - BOND PAPER through different means of expression
(gestural, graphic, verbal, photographic,
- Application of oral questions or written - PLASTYLIN INSTRUMENT
- GLOSSY PAPER sound, etc.). (J.4., S.2., S.3.)
guides.
- OBSERVATION AND PROCESSING - - FOMI I.ECA.3.1.2. Use audiovisual media - JOBS
REFLECTION - TEMPERATURES and information and communication
- RECORDER technologies to produce and
- Guide the student to formulate several
disseminate their own artistic creations.
hypotheses.
(I.2., S.3.)
- Formulate key questions.
- Selection of individual or group work
forms
- Handling of concrete material.
- CONCEPTUALIZATION AND
GENERALIZATION
- Relating hypotheses and results
- Compare experimental results with
similar situations.
- Select the elements
- Distinguish important qualities from less
important ones.
- APPLICATION
- Guide the student through questions
- Drawing conclusions
Specification of the adaptation to be applied
 Give clear instructions as often as necessary.
 Promote and accompany participation in front of their peers.
 Exercise photographic and visual memory.
 Use illustrations of logical sequences as communication strategies.
 Use language awareness strategies to strengthen language skills.
 Perform exposure work to improve the phonetic articulation of certain words.
 Support the student when inappropriate attitudes on the part of the student occur.
 Maintain high expectations about possible achievements.
 To develop memory, concentration and attention activities.
 Use sign language, and teach sign language to other students.
 Motivate participation in extracurricular activities.
5. REMARKS:
 Ministry of Education, Ajuste Curricular para la Educación General Básica y Bachillerato General Unificado, 2015, Quito
- Ecuador.
 Text for students. Area of Language and Literature of the 8th year of General Basic Education. School year 2016-2017.
 Reading Schools" Program of the Universidad Andina Simón Bolívar, Sede-Ecuador. Trainers' team planning 2010-
2015.
 Ministry of Education, Curso de lectura crítica: Estrategias de Comprensión Lectora. Ten-Year Education Plan 2006- 2006
2015- Policy 7.

ELABORATED REVISED APPROVED

Teacher: Area Director: Vice Chancellor:
Signature: Signature: Signature:

MICRO-CURRICULAR PLANNING / DIDACTIC UNIT FOR CULTURAL AND ARTISTIC EDUCATION

NAME OF EDUCATIONAL INSTITUTION 2016-2017

MICRO-CURRICULAR PLANNING / DIDACTIC UNIT

INFORMATIVE DATA:
Teacher: Area/subject Grade/ SIXTH YEAR EGB Parallel:
Course:
No. of Unit 02 Unit Title: Papers
PERIODS: 18H 6S STARTING WEEK:
2. PLANNING
 OG.ECA.1. Value the possibilities and limitations of materials, tools and techniques of different artistic languages in processes of interpretation
and/or creation of their own productions.
OG.ECA.4. Assume different roles and responsibilities in projects of interpretation and/or collective creation, and use reasoned arguments in
OBJECTIVES OF THE decision making, to reach agreements that make their achievement possible.
UNIT: OG.ECA.5. To appreciate in a sensitive and critical way the products of art and culture, to value them and to act, as a public, in a personal,
informed and committed manner.(2)
OG.ECA.6. Use audiovisual media and digital technologies for the knowledge, enjoyment and production of art and culture.
OG.ECA.7. Create artistic products that express their own sensitive and innovative visions through the conscious use of art elements and principles.
OG.ECA.8. To explore their inner world to become more aware of the ideas and emotions aroused by different cultural and artistic productions, and
those they can express in their own creations, expressing them with conviction and awareness.

OG.ECA.2. Respect and value the tangible and intangible cultural heritage, their own and that of other peoples, as a result of participation in
processes of research, observation and analysis of its characteristics, and thus contribute to its conservation and renovation.
OG.ECA.3. Consider the role that artistic knowledge and skills play in personal and working life, and explain their functions in the performance of
different professions.

CRITERIA FOR CE.ECA.3.2. Identifies the use of natural and artificial materials in artistic works, and uses them in processes of interpretation and creation.
EVALUATION:
CE.ECA.3.3. Locates and reelaborates information on artistic and cultural heritage following the indications and guidelines provided.

SKILLS WITH PERFORMANCE METHODOLOGICAL STRATEGIES RESOURCES INDICATORS FOR E

CRITERIA EVALUATION OF THE TECHNIQUES
CRITERION AND ACHIEVEMENT INSTRUMENTS
INDICATORS
ECA.3.1.9. Create sculptures or
plastic works by transforming
natural or artificial objects into
characters or other objects.
ECA.3.1.11. Transform natural
materials and waste objects
into musical instruments
through a process of
experimentation, design and
planning.
ECA.3.1.13. Create simple
documents (reports, catalogs,
etc.) with information on the
country's textiles, as a result of
a process of searching for
information in books and on the
Internet.
ECA.3.1.15. Interview older
people (or experts) who can
report on games, habits and
customs that have disappeared
or are hardly practiced today.
3. CURRICULAR ADAPTATIONS
Specification of the educational need
LEARNING CYCLE - OBJECTS OF NATURE I.ECA.3.2.2.1.Uses simple but precise
CONCRETE EXPERIENCE AND DAILY LIFE language when describing the TECHNIQUE
- Establish the purpose of the reading. - PENCIL characteristics of artistic productions PORTFOLIO
- Recognize text type, communicative - BOND PAPER made with artificial and natural objects.
(J.3., I.3.)
function, author and format. - PLASTYLIN INSTRUMENT
- GLOSSY PAPER I.ECA.3.2.2. Design and plan the steps
- Determine the type of text and relate it
to other texts of the same type. - FOMI to follow in the construction of puppets - JOBS
OBSERVATION AND PROCESSING - REFLECTION - TEMPERATURES and musical instruments, taking into
- RECORDER consideration what has been observed
- Read at an appropriate speed according
- PAPER in experimentation processes with
to the reader's objective and the ease or
- SIZES natural and artificial materials, and
difficulty of the text. selecting the most appropriate ones.
- Paraphrasing information. - MARKERS
(J.3., S.3.)
CONCEPTUALIZATION AND - COLOR BOX
I.ECA.3.2.3. Actively participates and
GENERALIZATION - MAGAZINES
contributes ideas in theatrical
- To divide a text into important parts. CDS CON :
interpretation and musical creation
- Distinguish between main ideas and - TALES
processes, using puppets and musical
secondary ideas. - STORIES instruments built with natural and waste
- Search and find specific information. - ANECDOTES. materials. (J.2., S.3.)
APPLICATION I.ECA.3.2.4. Use, in a basic way, some
- Organize information in graphic audiovisual and technological resources
schemes. for the creation of simple animations.
(I.2., I.4.)
LEARNING CYCLE - OBJECTS OF NATURE I.ECA.3.3.1. Identifies and describes TECHNIQUE
AND DAILY LIFE different types of manifestations
1.- CONCRETE EXPERIENCE - PENCIL and products in the context of culture PORTFOLIO
- BOND PAPER (J.1., S.2.)
I.ECA.3.3.2. Shows an attitude of
2.- OBSERVATION AND PROCESSING - - PLASTYLIN INSTRUMENT
- GLOSSY PAPER listening, interest and receptivity
REFLECTION
- FOMI towards memories, technical knowledge - JOBS
CONCEPTUALIZATION AND GENERALIZATION - TEMPERATURES and the opinions of different agents of
- RECORDER art and culture. (S.2., I.4.)
- PAPER I.ECA.3.3.3.3. Uses the knowledge
4.- APPLICATION
- SIZES acquired in processes of information
- MARKERS search, observation and dialogue,
to document and give informed
- COLOR BOX
opinions on artistic and cultural
- MAGAZINES
CDS CON :
manifestations. (I.1., I.3.)
- TALES
- STORIES
- ANECDOTES.
Specification of the adaptation to be applied
  Give clear instructions as often as necessary.
Access to the curriculum Hearing Impairment - Grade 2  Promote and accompany participation in front of their peers.
 Exercise photographic and visual memory.
 Use illustrations of logical sequences as communication strategies.
 Use language awareness strategies to strengthen language skills.
 Perform exposure work to improve the phonetic articulation of certain words.
 Support the student when inappropriate attitudes on the part of the student occur.
 Maintain high expectations about possible achievements.
 To develop memory, concentration and attention activities.
 Use sign language, and teach sign language to other students.
 Motivate participation in extracurricular activities.
4. BIBLIOGRAPHY / APA WEBGRAPHY 5. REMARKS:
 Ministry of Education, Ajuste Curricular para la Educación General Básica y Bachillerato General Unificado, 2015, Quito
- Ecuador.
 Text for students. Area of Language and Literature of the 8th year of General Basic Education. School year 2016-2017.
 Reading Schools" Program of the Universidad Andina Simón Bolívar, Sede-Ecuador. Trainers' team planning 2010-
2015.
 Ministry of Education, Curso de lectura crítica: Estrategias de Comprensión Lectora. Ten-Year Education Plan 2006- 2006
2015- Policy 7.

ELABORATED REVISED APPROVED

Teacher: Area Director: Vice Chancellor:
Signature: Signature: Signature:
 MICRO-CURRICULAR PLANNING / DIDACTIC UNIT FOR CULTURAL AND ARTISTIC EDUCATION

NAME OF EDUCATIONAL INSTITUTION 2016-2017

MICRO-CURRICULAR PLANNING / DIDACTIC UNIT

INFORMATIVE DATA:
Teacher: Area/subject Grade/Course: SIXTH YEAR EGB Parallel:
No. of Unit 03 Unit Title:
PERIODS: 18H 6S STARTING WEEK:
2. PLANNING
OG.ECA.1. Value the possibilities and limitations of materials, tools and techniques of different artistic languages in processes of interpretation
OBJECTIVES OF THE and/or creation of their own productions.
UNIT: OG.ECA.3. Consider the role that artistic knowledge and skills play in personal and working life, and explain their functions in the performance of
different professions.
OG.ECA.6. Use audiovisual media and digital technologies for the knowledge, enjoyment and production of art and culture.
OG.ECA.8. To explore their inner world in order to be more aware of the ideas and emotions aroused by different cultural and artistic productions,
and those they can express in their own creations, manifesting them with conviction and awareness.

CRITERIA FOR CE.ECA.3.1. Recognizes and represents one's own identity and personal history through various forms of expression
EVALUATION:
SKILLS WITH PERFORMANCE METHODOLOGICAL STRATEGIES RESOURCES INDICATORS FOR E
CRITERIA EVALUATION OF THE TECHNIQUES
CRITERION AND ACHIEVEMENT INSTRUMENTS
INDICATORS
ECA.3.2.1. To discuss the
emotions that can be conveyed
through facial and body
gestures.
ECA.3.2.3. Take pictures of
faces, among peers, showing
various gestures and features.
3. CURRICULAR ADAPTATIONS
Specification of the educational need
Access to the curriculum Hearing Impairment - Grade 2
4. BIBLIOGRAPHY / APA WEBGRAPHY
LEARNING CYCLE - OBJECTS OF NATURE I.ECA.3.1.1. Explores, describes and
1. CONCRETE EXPERIENCE AND DAILY LIFE represents one's own image and some TECHNIQUE
- Free and directed observation of nature - PENCIL relevant moments of personal history PORTFOLIO
forms - BOND PAPER through different means of expression
(gestural, graphic, verbal, photographic,
-Application of oral questions or written - PLASTYLIN INSTRUMENT
guides. - GLOSSY PAPER sound, etc.). (J.4., S.2., S.3.)
2. OBSERVATION AND PROCESSING - FOMI I.ECA.3.1.2. Uses audiovisual media - JOBS
Guide the student to formulate several - TEMPERATURES and information technology to
hypotheses. - RECORDER information and communication to
Formulate key questions. produce and disseminate their own
Selection of individual or group work forms artistic creations. (I.2., S.3.)
Handling of concrete material.
3. CONCEPTUALIZATION AND
GENERALIZATION
Relating hypotheses and results
Compare experimental results with similar
situations.
Select the elements
Distinguish important qualities from less
important ones.
4. APPLICATION
- Modeling of land art productions
- Drawing conclusions
Specification of the adaptation to be applied
 Give clear instructions as often as necessary.
 Promote and accompany participation in front of their peers.
 Exercise photographic and visual memory.
 Use illustrations of logical sequences as communication strategies.
 Use language awareness strategies to strengthen language skills.
 Perform exposure work to improve the phonetic articulation of certain words.
 Support the student when inappropriate attitudes on the part of the student occur.
 Maintain high expectations about possible achievements.
 To develop memory, concentration and attention activities.
 Use sign language, and teach sign language to other students.
 Motivate participation in extracurricular activities.
5. REMARKS:
 Ministry of Education, Ajuste Curricular para la Educación General Básica y Bachillerato General Unificado, 2015, Quito
- Ecuador.
 Text for students. Area of Language and Literature of the 8th year of General Basic Education. School year 2016-2017.
 Reading Schools" Program of the Universidad Andina Simón Bolívar, Sede-Ecuador. Trainers' team planning 2010-
2015.
 Ministry of Education, Curso de lectura crítica: Estrategias de Comprensión Lectora. Ten-Year Education Plan 2006- 2006
2015- Policy 7.

ELABORATED REVISED APPROVED

Teacher: Area Director: Vice Chancellor:
Signature: Signature: Signature:
 MICRO-CURRICULAR PLANNING / DIDACTIC UNIT FOR CULTURAL AND ARTISTIC EDUCATION

NAME OF EDUCATIONAL INSTITUTION 2016-2017

MICRO-CURRICULAR PLANNING / DIDACTIC UNIT

INFORMATIVE DATA:
Teacher: Area/subject Grade/ SIXTH YEAR EGB Parallel:
Course:
No. of Unit 04 Unit Title:
PERIODS: 18H 6S STARTING WEEK:
2. PLANNING
OBJECTIVES OF THE OG.ECA.1. Value the possibilities and limitations of materials, tools and techniques of different artistic languages in processes of interpretation and/or creation of
UNIT: their own productions.
OG.ECA.2. Respect and value the tangible and intangible cultural heritage, their own and that of other peoples, as a result of participation in processes of research,
observation and analysis of its characteristics, and thus contribute to its conservation and renovation(2).
OG.ECA.4. Assume different roles and responsibilities in projects of interpretation and/or collective creation, and use reasoned arguments in decision making, to
reach agreements that make their achievement possible.

OG.ECA.5. To appreciate in a sensitive and critical way the products of art and culture, to value them and to act, as a public, in a personal, informed
and committed way.
OG.ECA.6. Use audiovisual media and digital technologies for the knowledge, enjoyment and production of art and culture.

CRITERIA FOR CE.ECA.3.4. Participate in experiences of collective creation and interpretation, applying what they have learned in processes of observation and search for
EVALUATION: information about shadow theater.

CE.ECA.3.5. It tells stories through the collective creation of sound or dramatic events.

SKILLS WITH PERFORMANCE METHODOLOGICAL STRATEGIES RESOURCES INDICATORS FOR E

CRITERIA EVALUATION OF THE TECHNIQUES
CRITERION AND ACHIEVEMENT INSTRUMENTS
INDICATORS
ECA.3.2.6. To comment on the LEARNING CYCLE - OBJECTS OF NATURE ECA.3.4.1. Describes and discusses the
AND DAILY LIFE projection of one's own body shadow and TECHNIQUE
main characteristics of shadow the characteristics of the theater of
theater based on the 1.- CONCRETE EXPERIENCE - PENCIL PORTFOLIO
shadows, as a result of a process of
Free and directed observation - BOND PAPER
observation of videotaped observation and information search. (S.3.,
Application of oral questions or written guides. - PLASTYLIN I.4.) INSTRUMENT
performances or attendance to - GLOSSY PAPER I.ECA.3.4.2. It uses some basic resources of
shows. 2.- OBSERVATION AND PROCESSING - - FOMI shadow theater in processes of collective - JOBS
REFLECTION - TEMPERATURES creation and interpretation.
Guide the student to formulate several - RECORDER (S.1., S.3.)
hypotheses. - PAPER
Formulate key questions. - SIZES
Selection of individual or group work forms - MARKERS
Handling of concrete material. - COLOR BOX
CONCEPTUALIZATION AND - MAGAZINES
GENERALIZATION CDS CON :
Relating hypotheses and results - TALES
Compare experimental results with similar - STORIES
situations. - ANECDOTES.
Select the elements -VIDEOS
Distinguish important qualities from less - PHOTOGRAPHS
important ones. - LAMINATES

4.- APPLICATION.
- Use the cutout and assemble the body of the
people.
Drawing conclusions
ECA.3.2.12. Improvise LEARNING CYCLE - OBJECTS OF NATURE E.ECA.3.5.1. Tells the story or the TECHNIQUE
individual or collective scenes AND DAILY LIFE situation on which some pieces of PORTFOLIO
based on what a real object 1.- CONCRETE EXPERIENCE - PENCIL descriptive or programmatic music
Free and directed observation - BOND PAPER heard in the classroom are built with the INSTRUMENT
suggests (for example, based on help of visual or audiovisual aids (I.2.,
Application of oral questions or written guides. - PLASTYLIN
a broom: the character - GLOSSY PAPER I.3.). - JOBS
becomes a street sweeper, a 2.- OBSERVATION AND PROCESSING - - FOMI E.ECA.3.5.2. Telling real or invented
witch, etc.). REFLECTION - TEMPERATURES stories through sounds, gestures or
ECA.3.2.14. Listen to descriptive Guide the student to formulate several - RECORDER movements as the result of a
- PAPER process of individual or collective
or programmatic music pieces hypotheses.
creation or improvisation.
using images or videos that help Formulate key questions. - SIZES
(S.3., I.1.)
Selection of individual or group work forms - MARKERS
to follow the course of the
Handling of concrete material. - COLOR BOX
story. CONCEPTUALIZATION AND - MAGAZINES
GENERALIZATION CDS CON :
Relating hypotheses and results - TALES
Compare experimental results with similar - STORIES
situations. - ANECDOTES.
Select the elements -VIDEOS
Distinguish important qualities from less - PHOTOGRAPHS
important ones. - LAMINATES

4.- APPLICATION.
- Use the cutout and assemble the body of the
people.
Drawing conclusions
3. CURRICULAR ADAPTATIONS

Specification of the educational need Specification of the adaptation to be applied

Access to the curriculum Hearing Impairment - Grade 2
4. BIBLIOGRAPHY / APA WEBGRAPHY
 Give clear instructions as often as necessary.
 Promote and accompany participation in front of their peers.
 Exercise photographic and visual memory.
 Use illustrations of logical sequences as communication strategies.
 Use language awareness strategies to strengthen language skills.
 Perform exposure work to improve the phonetic articulation of certain words.
 Support the student when inappropriate attitudes on the part of the student occur.
 Maintain high expectations about possible achievements.
 To develop memory, concentration and attention activities.
 Use sign language, and teach sign language to other students.
 Motivate participation in extracurricular activities.
5. REMARKS:
 Ministry of Education, Ajuste Curricular para la Educación General Básica y Bachillerato General Unificado, 2015, Quito
- Ecuador.
 Text for students. Area of Language and Literature of the 8th year of General Basic Education. School year 2016-2017.
 Reading Schools" Program of the Universidad Andina Simón Bolívar, Sede-Ecuador. Trainers' team planning 2010-
2015.
 Ministry of Education, Curso de lectura crítica: Estrategias de Comprensión Lectora. Ten-Year Education Plan 2006- 2006
2015- Policy 7.

ELABORATED REVISED APPROVED

Teacher: Area Director: Vice Chancellor:
Signature: Signature: Signature:

MICRO-CURRICULAR PLANNING / DIDACTIC UNIT FOR CULTURAL AND ARTISTIC EDUCATION

NAME OF EDUCATIONAL INSTITUTION 2016-2017

MICRO-CURRICULAR PLANNING / DIDACTIC UNIT

INFORMATIVE DATA:
Teacher: Area/subject Grade/Course: SIXTH YEAR EGB Parallel:
No. of Unit 05 Unit Title:
PERIODS: 18H 6S STARTING WEEK:
2. PLANNING
 OG.ECA.2. Respect and value the tangible and intangible cultural heritage, their own and that of other peoples, as a result of participation in processes
OBJECTIVES OF THE of research, observation and analysis of their characteristics, and thus contribute to their conservation and renovation.
UNIT: OG.ECA.3. Consider the role that artistic knowledge and skills play in personal and working life, and explain their functions in the performance of different
professions.
OG.ECA.4. Assume different roles and responsibilities in projects of collective interpretation and/or creation, and use reasoned arguments in decision making, to
reach agreements that make their achievement possible.(2)
OG.ECA.5. To appreciate in a sensitive and critical way the products of art and culture, to value them and to act, as a public, in a personal, informed and
committed manner.(2)
OG.ECA.6. Use audiovisual media and digital technologies for the knowledge, enjoyment and production of art and culture.(2)

OG.ECA.1. Value the possibilities and limitations of materials, tools and techniques of different artistic languages in processes of interpretation and/or creation of their own
productions.
OG.ECA.7. Create artistic products that express their own sensitive and innovative visions through the conscious use of art elements and principles.
OG.ECA.8. To explore their inner world in order to be more aware of the ideas and emotions aroused by different cultural and artistic productions, and those they can express
in their own creations, manifesting them with conviction and awareness.

CRITERIA CE.ECA.3.6. Appreciates the elements that make up the artistic and cultural heritage, as the foundation of the identity of peoples and cultures, and
FOR collaborates in its conservation and renovation.
EVALUATION
CE.ECA.3.2. Identifies the use of natural and artificial materials in artistic works, and uses them in processes of interpretation and creation.

SKILLS WITH PERFORMANCE METHODOLOGICAL STRATEGIES RESOURCES INDICATORS FOR E

CRITERIA EVALUATION OF THE TECHNIQUES
CRITERION AND ACHIEVEMENT INSTRUMENTS
INDICATORS
ECA.3.2.18. Perform dances
and songs related to a holiday
of special relevance to the
community.
ECA.3.3.5. Create works
(sculptures, photographs,
installations, etc.) using the
same objects (such as Angelica
Dass or Christo Vladimirov
Javacheff), different objects, or
combining objects and
drawings.
LEARNING CYCLE
- CONCRETE EXPERIENCE
- Free and directed observation
- Application of oral questions or written
guides.
- OBSERVATION AND PROCESSING -
REFLECTION
- Guide the student to formulate several
hypotheses.
- Formulate key questions.
- Selection of individual or group work
forms
- Handling of concrete material.
- CONCEPTUALIZATION AND
GENERALIZATION
- Relating hypotheses and results
- Compare experimental results with
similar situations.
- Select the elements
- Distinguish important qualities from less
important ones.
- APPLICATION
- Create a brochure on the traditions and
customs of Cotocollao.
LEARNING CYCLE
1.- CONCRETE EXPERIENCE
2.- OBSERVATION AND PROCESSING -
REFLECTION
CONCEPTUALIZATION AND GENERALIZATION
4.- APPLICATION
- OBJECTS OF NATURE I.ECA.3.6.1. Recognizes and
AND DAILY LIFE appreciates the fundamental TECHNIQUE
- PENCIL characteristics of PORTFOLIO
- BOND PAPER the festivities of special relevance in his
community, participates in their
- PLASTYLIN INSTRUMENT
- GLOSSY PAPER organization and documents them
- FOMI through the capture of images and - JOBS
- TEMPERATURES videos, or from the selection of
- RECORDER resources found on the Internet. (I.2.,
S.1.)
I.ECA.ECA.3.6.2. Actively participates
in the elaboration of handcrafted
objects,
masks or costumes, and in the
interpretation of dances and songs
typical of some festivities of special
relevance for the community. (J.1., S.1.,
S.3.)
I.ECA.3.6.3. Places in space and time
images and musical pieces that evoke
significant events, rituals, characters or
relevant facts. (I.4., S.3.)
I.ECA.3.2.2.1.Uses simple but precise TECHNIQUE
PALOS language when describing the characteristics of
artistic productions made with artificial and
STRINGS natural objects. (J.3., I.3.) PORTFOLIO
RECORDER I.ECA.3.2.2. Designs and plans the steps to be
MAGAZINES followed in the construction of puppets and INSTRUMENT
VIDEOS musical instruments by taking
CDS OF VARIOUS in consideration of what has been observed in
- JOBS
experimentation processes with natural and
MUSICAL RHYTHMS artificial materials, and selecting the most
PROJECTOR appropriate ones. (J.3., S.3.)
I.ECA.3.2.3. Actively participates and
contributes ideas in theatrical performance and
musical creation processes, using
puppets and musical instruments made from
natural and waste materials. (J.2., S.3.)
I.ECA.3.2.4. It employs, in a basic way, some
audiovisual resources.
and technology for the creation of simple
animations. (I.2., I.4.)
 3. CURRICULAR ADAPTATIONS

Specification of the educational need Specification of the adaptation to be applied

 Give clear instructions as often as necessary.
Access to the curriculum Hearing Impairment - Grade 2  Promote and accompany participation in front of their peers.
 Exercise photographic and visual memory.
 Use illustrations of logical sequences as communication strategies.
 Use language awareness strategies to strengthen language skills.
 Perform exposure work to improve the phonetic articulation of certain words.
 Support the student when inappropriate attitudes on the part of the student occur.
 Maintain high expectations about possible achievements.
 To develop memory, concentration and attention activities.
 Use sign language, and teach sign language to other students.
 Motivate participation in extracurricular activities.
4. BIBLIOGRAPHY / APA WEBGRAPHY 5. REMARKS:
 Ministry of Education, Ajuste Curricular para la Educación General Básica y Bachillerato General Unificado, 2015,
Quito - Ecuador.
 Text for students. Area of Language and Literature of the 8th year of General Basic Education. School year 2016-2017.
 Reading Schools" Program of the Universidad Andina Simón Bolívar, Sede-Ecuador. Trainers' team planning 2010-
2015.
 Ministry of Education, Curso de lectura crítica: Estrategias de Comprensión Lectora. Ten-Year Education Plan 2006-
2006
2015- Policy 7.

ELABORATED REVISED APPROVED

Teacher: Area Director: Vice Chancellor:
Signature: Signature: Signature:
 MICRO-CURRICULAR PLANNING / DIDACTIC UNIT FOR CULTURAL AND ARTISTIC EDUCATION

NAME OF EDUCATIONAL INSTITUTION 2016-2017

MICRO-CURRICULAR PLANNING / DIDACTIC UNIT

INFORMATIVE DATA:
Teacher: Area/subject Grade/ SIXTH YEAR EGB Parallel:
Course:
No. of Unit 06 Unit Title:
PERIODS: 18H 6S STARTING WEEK:
2. PLANNING
OG.ECA.2. Respect and value the tangible and intangible cultural heritage, their own and that of other peoples, as a result of participation in processes of research,
OBJECTIVES OF THE observation and analysis of its characteristics, and thus contribute to its conservation and renovation.
OG.ECA.3. Consider the role that artistic knowledge and skills play in personal and working life, and explain their functions in the performance of different professions.
UNIT: OG.ECA.4. Assume different roles and responsibilities in projects of interpretation and/or collective creation, and use reasoned arguments in decision making, to reach
agreements that make their achievement possible.
OG.ECA.5. To appreciate in a sensitive and critical way the products of art and culture, to value them and to act, as a public, in a personal, informed and committed way.
OG.ECA.6. Use audiovisual media and digital technologies for the knowledge, enjoyment and production of art and culture.

CRITERIA FOR CE.ECA.3.6. Appreciates the elements that make up the artistic and cultural heritage, as the foundation of the identity of peoples and cultures, and collaborates in its
EVALUATION: conservation and renovation.

SKILLS WITH PERFORMANCE METHODOLOGICAL STRATEGIES RESOURCES INDICATORS FOR E

CRITERIA EVALUATION OF THE TECHNIQUES
CRITERION AND ACHIEVEMENT INSTRUMENTS
INDICATORS
ECA.3.3.3. Select fragments of popular LEARNING CYCLE - OBJECTS OF NATURE I.ECA.3.6.1. Recognizes and appreciates
or academic music that evoke special CONCRETE EXPERIENCE AND DAILY LIFE the fundamental characteristics of TECHNIQUE
events or occasions (birthdays, - Free and directed observation - PENCIL festivals of special relevance in their PORTFOLIO
weddings, first communions, baptisms, - Application of oral questions or written - BOND PAPER community, participates in their
Christmas meals, vacations, etc.), and - PLASTYLIN INSTRUMENT
guides. organization and documents them by
use them as sound ambience to
- GLOSSY PAPER capturing images and
accompany what is shown in a
photographic mural. OBSERVATION AND PROCESSING - REFLECTION - FOMI videos, or from the selection of - JOBS
ECA.3.3.10. To inquire about the most - Guide the student to formulate several - TEMPERATURES resources found on the Internet. (I.2.,
significant rituals, celebrations and hypotheses. - RECORDER S.1.)
festivities that take place throughout - Formulate key questions. - PAPER I.ECA.3.6.2. Actively participates in the
the year in Ecuador, and to prepare - Selection of individual or group work - SIZES elaboration of handcrafted objects,
documents that record their origin, the forms - MARKERS masks or costumes, and in the
rites that are followed, the costumes Handling of concrete material - COLOR BOX interpretation of dances and songs
that are used, the dances that are - MAGAZINES
CONCEPTUALIZATION AND typical of some festivities of special
danced, the instruments that are CDS CON :
played or the food that is eaten. GENERALIZATION relevance for the community. (J.1., S.1.,
- Relating hypotheses and results - TALES S.3.)
ECA.3.3.8. Collectively create time
- Compare experimental results with - STORIES
sequences (a timeline, caption books, a
slide show application, etc.) to display similar situations. - ANECDOTES.
images of events relevant to the - Select the elements - RECIPE
community. - Distinguish important qualities from less
important ones.
APPLICATION
- Elaborate a ceviche chochos
- Drawing conclusions

3. CURRICULAR ADAPTATIONS

Specification of the educational need Specification of the adaptation to be applied

  Give clear instructions as often as necessary.
Access to the curriculum Hearing Impairment - Grade 2  Promote and accompany participation in front of their peers.
 Exercise photographic and visual memory.
 Use illustrations of logical sequences as communication strategies.
 Use language awareness strategies to strengthen language skills.
 Perform exposure work to improve the phonetic articulation of certain words.
 Support the student when inappropriate attitudes on the part of the student occur.
 Maintain high expectations about possible achievements.
 To develop memory, concentration and attention activities.
 Use sign language, and teach sign language to other students.
 Motivate participation in extracurricular activities.
4. BIBLIOGRAPHY / APA WEBGRAPHY 5. REMARKS:
 Ministry of Education, Ajuste Curricular para la Educación General Básica y Bachillerato General Unificado, 2015, Quito
- Ecuador.
 Text for students. Area of Language and Literature of the 8th year of General Basic Education. School year 2016-2017.
 Reading Schools" Program of the Universidad Andina Simón Bolívar, Sede-Ecuador. Trainers' team planning 2010-
2015.
 Ministry of Education, Curso de lectura crítica: Estrategias de Comprensión Lectora. Ten-Year Education Plan 2006- 2006
2015- Policy 7.

ELABORATED REVISED APPROVED

Teacher: Area Director: Vice Chancellor:
Signature: Signature: Signature: