Planificacion Nueve Semanas Second Year

Unidad Educativa
“Puerta del Dorado

UNIDAD EDUCATIVA PUERTA DEL DORADO
AÑO LECTIVO 2023 - 2024
MICROCURRICULAR PLANNING
THEME WEEKS
1. INFORMATIVE DATA:
AREA: English as a foreign SUBJECT: English TEACHERS Mgs. Jeaneth Meneses
Language ´NAME
CLASS: Second grade A, B, C, D. LEVEL EGB Media
Disciplinary Learning Unit:

PLANNING Theme weeks CLASS 27 periods
UNIT PERIOD
TITTLE DURATION
STARTING Wednesday, August 23rd 2023. ENDING DATE Friday, October 20th 2023.
DATE
TRANVERSAL AXES: Socio-emotional • Learning culture • Communication and Linguistics • Logical-mathematical thinking • School permanence
WEEK 1: WELCOMMING AND KNOWING EACH OTHER
FROM AUGUST 23RD TO AUGUST 25TH.
LEARNING OBJECTIVE: To provide a warm welcome to both students, teachers and the educational community by recognizing the environment in order to
generate a process of adaptation, a sense of belonging and commitments in the care and conservation of the same. Provide a warm welcome to both students, teachers
and the educational community through the recognition of the environment in order to generate a process of adaptation, sense of belonging and commitments in the
care and conservation of the same.
WEEK 5: LOGICAL MATHEMATICAL THINKING

FROM SEPTEMBER 18TH TO SEPTEMBER 22ND.
LEARNING OBJECTIVES: To master student´s mathematical logical thinking from dynamic and reflective experience that allow them to develop essential skills
for life.
FUNCTIONAL SKILLS AND FEEDBACK AND REINFORCEMENT INDICATORS FOR ASSESMENT
LEARNING PERFORMANCE CRITERIA STRATEGIES AND ACTIVITIES THE PERFORMANCE
CRITERIA
COMMUNICATION THREAD: ORAL WARM UP: Learners can understand  Oral presentation
AND LINGUISTICS COMMUNICATION T. Warm up students by guessing the vocabulary short and simple (Shapes)
AXE EFL.2.2.4. Identify items of shown (logical sequences) spoken texts well enough  Rubric.
COMMUNICATIVE specific information within simple Ss. Participate actively. to be able to pick out key
Ministerio de Educación
Dirección: Av. Alfonso Andrade y Manuel J. Calle
Teléfono: 2420750 / La Troncal-Cañar-Ecuador
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COMPETENCE messages or from short and INTRODUCTION OF THE TOPIC: items of information.
simple descriptions about familiar T. Introduce the topic by showing Ss some Ref.: I.EFL.2.7.1. (I.3)
contexts flashcards of different geometric figures.
DIGITAL Ss. Look at the pictures and tell how the logical
COMPETENCE sequence can be calculated.
T. Clarify Ss ideas about how to use the
geometric figures in a correct way.
Ss. Pay attention and repeat the vocabulary.
T. Make students create a landscape about
caring for the environment by their own.
T. Work on students’ pronunciation.
FREE PRACTICE:
T. Provide students some handouts in order to
practice the vocabulary related to geometric
figure.
Ss. Complete the activities on the handouts.
WRAP-UP:
T. Reinforce Ss’ knowledge through a feedback
about the vocabulary of geometric figures.
CURRICULAR ADAPTATION
CRITERIA
COMMUNICATION THREAD: ORAL WARM UP: Learners can understand  Oral presentation
AND LINGUISTICS COMMUNICATION T. Warm up students by guessing the vocabulary short and simple (shapes)
AXE EFL.2.2.4. Identify items of shown (logical sequences) spoken texts well enough  Rubric.
COMMUNICATIVE specific information within simple Ss. Participate actively. to be able to pick out key
COMPETENCE messages or from short and INTRODUCTION OF THE TOPIC: items of information.
simple descriptions about familiar T. Introduce the topic by showing Ss some Ref.: I.EFL.2.7.1. (I.3)
contexts flashcards of different geometric figures.
DIGITAL Ss. Look at the pictures and tell how the logical
COMPETENCE sequence can be calculated.
T. Clarify Ss ideas about how to use the
geometric figures in a correct way.
Ss. Pay attention and repeat the vocabulary.
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T. Make students create a landscape about
caring for the environment by their own.
FREE PRACTICE:
T. Provide students some handouts in order to
practice the vocabulary related to geometric
figure.
Ss. Complete the activities on the handouts.
WRAP-UP:
about the vocabulary of geometric figures.
COMPLEMENTARY ESSENCIAL CONTENTS ACTIVITIES RESOURCES ASSESMENT
AREAS
READING
ENCOURAGEMENT
COMPREHENSIBLE
SUPPORT IN THE
CLASSROOM
WEEK 6: SCHOOL COMMUNITY
FROM SEPTEMBER 25TH TO SEPTEMBER 29TH
LEARNING OBJECTIVE: To bond students to the educational community, through meetings where each actor participates dynamically in order to propose
agreements and compliance with them, establishing roles for each one.
CRITERIA
SOCIOEMOTIONAL THREAD: WRITING. FLIPPED CLASSROOM I.EFL.2.18.1. Learners  Group work:
AXE EFL 2.4.4. Write simple words, T. Have Ss watch a video at home can write short simple  Ss oral
COMMUNICATIVE phrases and sentences for ((10) Wellbeing for Children: Healthy Habits - phrases and sentences to presentation
COMPETENCE controlled practice of language YouTube) show that they know how  Ss collage.
items. WARM UP: to use simple grammar or
T. Warm up Ss by brainstorming their ideas vocabulary items. (I.3,
SOCIOEMOTIONAL from the video (HEALTHY HABITS). I.4)
COMPETENCE Ss. Participate actively.
INTRODUCTION OF THE TOPIC:
T. Divide the class into groups.
T. Tell Ss clear instructions to create a collage
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with their ideas about healthy habits.
Ss. Work their collages.
T. Clarify Ss ideas about how to make a collage.
FREE PRACTICE:
T. Provide students some realia facts in order to
practice the vocabulary related with healthy
habits.
Ss. Analyses and read them.
WRAP-UP:
about healthy habits.
CRITERIA
SOCIOEMOTIONAL THREAD: WRITING. FLIPPED CLASSROOM I.EFL.2.18.1. Learners  Group work:
AXE EFL 2.4.4. Write simple words, T. Have Ss watch a video at home can write short simple  Ss oral
COMMUNICATIVE phrases and sentences for ((10) Wellbeing for Children: Healthy Habits - phrases and sentences to presentation
COMPETENCE controlled practice of language YouTube) show that they know how  Ss collage.
items. WARM UP: to use simple grammar or
T. Warm up Ss by brainstorming their ideas vocabulary items. (I.3,
SOCIOEMOTIONAL from the video (HEALTHY HABITS). I.4)
T. Divide the class into groups.
T. Tell Ss clear instructions to create a collage
with their ideas about healthy habits.
Ss. Work their collages.
T. Clarify Ss ideas about how to make a collage.
FREE PRACTICE:
T. Provide students some realia facts in order to
practice the vocabulary related with healthy
habits.
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WRAP-UP:
about healthy habits.
AREAS
READING
ENCOURAGEMENT
COMPREHENSIBLE
SUPPORT IN THE
CLASSROOM
WEEK 7: SPORTS ENCOURAGENMENT
FROM OCTOBER 02ND TO OCTOBER 06TH
LEARNING OBJECTIVE: To encourage physical activity and sports practice as strategies to promote collaborative work, a positive attitude, creativity and
involvement of families, in a playful and fun way.
CRITERIA
COMMUNICATION THREAD: ORAL HEATING: Learners can understand  Oral presentation
AND LINGUISTICS COMMUNICATION. T. Warm up Ss by looking at the image on the short and simple (shapes).
AXE EFL2.2.3. Recognize familiar court and identify the shapes (SPORTS). spoken texts well enough  Rubric
COMMUNICATIVE names, words, and short phrases to be able to pick out key
COMPETENCE about simple everyday topics items of information.
whether heard in isolation or Ref.: I.EFL.2.7.1. (I.3)
within short, simple spoken texts
SOCIOEMOTIONAL describing people and objects.
COMPETENCE
H. Answer your teacher's questions (SPORTS).
INTRODUCTION TO THE TOPIC:
T. Present the types of sports fields they have in
Ecuador.
T. Give a brief description identifying the shapes
of the fields of the most famous sport in
Ecuador.
S.H. Work on your descriptions.
T. Clarify students' ideas about how to organize
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their presentations.
T. Work on students' pronunciation.
FREE PRACTICE:
T. Provide students with some useful
expressions to use in their work.
S.H. analyzes them.
ENVELOPE:
T. Reinforce knowledge of shapes through
feedback on aspects related to the sport.
CRITERIA
COMMUNICATION THREAD: ORAL HEATING: Learners can understand  Oral presentation
AND LINGUISTICS COMMUNICATION. T. Warm up Ss by looking at the image on the short and simple (shapes).
AXE EFL2.2.3. Recognize familiar court and identify the shapes (SPORTS). spoken texts well enough  Rubric
COMMUNICATIVE names, words, and short phrases to be able to pick out key
COMPETENCE about simple everyday topics items of information.
whether heard in isolation or Ref.: I.EFL.2.7.1. (I.3)
within short, simple spoken texts
SOCIOEMOTIONAL describing people and objects.
COMPETENCE
H. Answer your teacher's questions (SPORTS).
INTRODUCTION TO THE TOPIC:
T. Present the types of sports fields they have in
Ecuador.
T. Give a brief description identifying the shapes
of the fields of the most famous sport in
Ecuador.
S.H. Work on your descriptions.
T. Clarify students' ideas about how to organize
their presentations.
T. Work on students' pronunciation.
FREE PRACTICE:
T. Provide students with some useful
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expressions to use in their work.
S.H. analyzes them.
ENVELOPE:
T. Reinforce knowledge of shapes through
feedback on aspects related to the sport.
AREAS
READING
ENCOURAGEMENT
COMPREHENSIBLE
SUPPORT IN THE
CLASSROOM
WEEK 8: AUTONOMOUS PROMOTION
FROM OCTOBER 09TH TO OCTOBER 13TH
LEARNING OBJECTIVE: To develop students’ ability to organize and self-regulate their learning process, through motivating strategies, so that students can
acquire responsibilities, make decisions and set objectives.
CRITERIA
LOGICAL THREAD: READING FLIPPED CLASSROOM I.EFL.2.15.1. Learners  Students VENN
MATHEMATICAL EFL 2.3.6. Understand the content Ss Watch the videos (colors and numbers at can use simple graphic DIAGRAMS.
THINKING AXE of a simple graphic organizer home. organizers to show that  Graphic
COMMUNICATIVE (online or print). (Example, Venn Ss. Identify the primary, secondary and tertiary they can understand a Organizer.
COMPETENCE Diagrams, charts, and labeled colors. short simple text.
diagrams.) WARM UP: (Example: maps,
T. Warm up Ss by brainstorming ideas about diagrams, bar charts,
SOCIOEMOTIONAL colors and numbers. Venn diagrams, etc.) (I.4)
T. Introduce the topic (color and numbers) by
reading a text.
T. Give a brief description about (colors and
numbers)
T. Tell Ss to clear instructions to do a VENN
DIAGRAM about (primary, secondary and
tertiary colors.).
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Ss. Work on their diagrams.
T. Clarify student´s ideas about how to organize
their diagrams about (colors and numbers).
FREE PRACTICE:
T. Provide students some useful expressions to
be use in their work.
WRAP-UP:
about aspects that are related to sports.
APRENDIZAJE DESTREZA CON CRITERIO ACTIVIDADES DE REFUERZO Y INDICADORESDE ACTIVIDADES
FUNDACIONAL DE DESEMPEÑO FORTALECIMEINTO DE LOS EVALUACION EVALUATIVAS
APRENDIZAJES
LOGICAL THREAD: READING FLIPPED CLASSROOM I.EFL.2.15.1. Learners  Students VENN
MATHEMATICAL EFL 2.3.6. Understand the Ss Watch the videos (colors and numbers at can use simple graphic DIAGRAMS.
THINKING AXE content of a simple graphic home. organizers to show that  Graphic
COMMUNICATIVE organizer (online or print). Ss. Identify the primary, secondary and tertiary they can understand a Organizer.
COMPETENCE (Example, Venn Diagrams, colors. short simple text.
charts, and labeled diagrams.) WARM UP: (Example: maps,
T. Warm up Ss by brainstorming ideas about diagrams, bar charts,
SOCIOEMOTIONAL colors and numbers. Venn diagrams, etc.) (I.4)
T. Introduce the topic (color and numbers) by
reading a text.
T. Give a brief description about (colors and
numbers)
T. Tell Ss to clear instructions to do a VENN
DIAGRAM about (primary, secondary and
tertiary colors.).
Ss. Work on their diagrams.
T. Clarify student´s ideas about how to organize
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their diagrams about (colors and numbers).
FREE PRACTICE:
WRAP-UP:
about aspects that are related to sports.

AREAS
READING
ENCOURAGEMENT
COMPREHENSIBLE
SUPPORT IN THE
CLASSROOM
WEEK 9: EDUCATIONAL TRANSFORMATION

FROM OCTOBER 16TH TO OCTOBER 20TH
LEARNING OBJECTIVE: To encourage students and parents participation, through collaborative work on proposals that transform education from each of their
roles, to meet the needs and interests of the educational community.
APRENDIZAJE DESTREZA CON CRITERIO ACTIVIDADES DE REFUERZO Y INDICADORES ACTIVIDADES
FUNDACIONAL DE DESEMPEÑO FORTALECIMEINTO DE LOS DE EVALUACION EVALUATIVAS
APRENDIZAJES
SCHOOL THREAD: LANGUAGE WARM UP: I.EFL.2.21.1. Learners  Students food
PERMANENCE AXE THROUGH THE ART T. Warm up by filling the wheel with healthy can recognize, through pyramid.
COMMUNICATIVE EFL 2.5.1. Identify key foods pictures or other media
COMPETENCE information such as events, Ss. Participate actively. such as ICT, key aspects
characters, and objects in stories INTRODUCTION OF THE TOPIC: of a story or literary text
and other age-appropriate literary T. Introduce the topic (healthy food) to (both oral and written).
SOCIOEMOTIONAL texts if there is visual support. introduce colors and shapes. (J.1, I.2)
COMPETENCE T. Give a brief description about (healthy food)
T. Tell Ss to clear instructions to work in pairs
and make a food pyramid.
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DIGITAL T. Clarify student´s ideas about how to organize
COMPETENCE a pyramid about healthy foods.
FREE PRACTICE:
Ss. Analyses them.
WRAP-UP:
about aspects that are related to shapes and
colors.
APRENDIZAJE DESTREZA CON CRITERIO ACTIVIDADES DE REFUERZO Y INDICADORESDE ACTIVIDADESEVA
FUNDACIONAL DE DESEMPEÑO FORTALECIMEINTO DE LOS EVALUACION LUATIVAS
APRENDIZAJES
SCHOOL THREAD: LANGUAGE WARM UP: I.EFL.2.21.1. Learners Students food
PERMANENCE AXE THROUGH THE ART T. Warm up by filling the wheel with healthy can recognize, through pyramid.
COMMUNICATIVE EFL 2.5.1. Identify key foods pictures or other media
COMPETENCE information such as events, Ss. Participate actively. such as ICT, key aspects
characters, and objects in stories INTRODUCTION OF THE TOPIC: of a story or literary text
and other age-appropriate literary T. Introduce the topic (healthy food) to (both oral and written).
SOCIOEMOTIONAL texts if there is visual support. introduce colors and shapes. (J.1, I.2)
COMPETENCE T. Give a brief description about (healthy food)
T. Tell Ss to clear instructions to work in pairs
and make a food pyramid.
DIGITAL T. Clarify student´s ideas about how to organize
COMPETENCE a pyramid about healthy foods.
FREE PRACTICE:
Ss. Analyses them.
WRAP-UP:
about aspects that are related to shapes and
colors.
COMPLEMENTARY AREAS ESSENCIAL ACTIVITIES RESOURCES ASSESMENT
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CONTENTS
READING ENCOURAGEMENT
COMPREHENSIBLE SUPPORT IN
THE CLASSROOM
DONE BY: Checked by: APPROVED BY:

 
TEACHER AREA COORDINATOR VICEDEAN
____________________________ ____________________________ ____________________

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DATE: DATE : DATE :

Planificacion Nueve Semanas Second Year

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Planificacion Nueve Semanas Second Year

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Available Formats

Unidad Educativa

“Puerta del Dorado

Disciplinary Learning Unit:

WEEK 5: LOGICAL MATHEMATICAL THINKING

COMPLEMENTARY ESSENCIAL CONTENTS ACTIVITIES RESOURCES ASSESMENT

WEEK 9: EDUCATIONAL TRANSFORMATION

DONE BY: Checked by: APPROVED BY:

________

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