PLANIFICACIÓN MICROCURRICULAR 1

DATOS INFORMATIVOS ESCUELA DE EDUCACIÓN BÁSICA

Nombre de la Institución: “Eloy Alfaro” “ELOY ALFARO”
Nombre del docente: Lcda. Lina Galarza
Grado/Curso: Décimo A- B-C Fecha: 26 de Septiembre de 2022
AMIE: 14H00006
APRENDIZAJE DISCIPLINAR: “ This is me”
Libertad, Justicia y Patriotismo
OBJETIVOS DE APRENDIZAJE:
O.EFL.4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine articles and oral interviews on familiar subjects in order to inspire oral and written
production at an A2.1 level.
DESTREZAS CON CRITERIOS DE INDICADORES DE EVALUACIÓN ESTRATEGIAS METODOLÓGICAS ACTIVAS PARA LA ACTIVIDADES EVALUATIVAS
DESEMPEÑO ENSEÑANZA Y APRENDIZAJE
COMMUNICATION
ESTUDIANTES CON NECESIDADESAND COMMUNICATION
EDUCATIVAS ESPECÍFICAS:. AND This planning is structured in the principles and Each lesson is evaluated within the learning unit, reinforcing
guidelines that frames the Universal Design for the skills of the English language that is being studied with
CULTURAL AWARENESS: CULTURAL AWARENESS:
DESTREZAS CON CRITERIOS DE INDICADORES DE EVALUACIÓN Learning (DUA)
ESTRATEGIAS METODOLÓGICAS ACTIVAS PARA LA guided practice and learning
ACTIVIDADES strategies based on
EVALUATIVAS
DESEMPEÑO ENSEÑANZA Y APRENDIZAJE communicative approaches. Finally, the grammar and
EFL.4.1.10 Recognize
ELABORADO and I.EFL.4.5.1 Learners can PRINCIPLE
REVISADO I: Provide multiple forms of vocabulary of the unit APROBADO
ORAL COMMUNICATION: ORALappreciate
COMMUNICATION: is evaluated on
Encouraging classmates to stay motivated when Each lesson is evaluated within the learning unit, page 16 ofreinforcing
the book. the
appreciate
DOCENTE(S): individual and and show respect for
COORDINADOR(A)/ JEFE DE AREA:GUIDELINE 1: Provide different
representation: SUBDIRECTOR/A:
EFL. 4.2.1 Understand phrases needed. skills of the English language that is being studied with guided
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group Galarza
similarities and individual
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group
grasp the Ruiz
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Assessment Mariño
Approaches:
and expressions related to areas practice and learning strategies based on communicative
Firma: by establishing
ofdifferences
most immediate priority within and of spoken Firma:
by establishing
meaning textsand familiar Giving assistance to those who are struggling, even Firma:
set inmaintaining approaches.
Listening  roleplaying
maintaining
the personal and healthy everyday contexts and infer
educational and healthy and rewarding online changes when not 
in and directly asked to.for specific words in a
conversation and trying to guess the  interviewing
domains, provided the topic of discussion, as well as deduce Assessment Approaches:
rewarding online speech
and face is to face to face interactions. Learners  oral reports
clearly and slowly articulated. the meanings of unfamiliar words and Completing themeaning gaps in afrom the context.
sentence.
face
Fecha:relationships based on
26 de Septiembre de can
2022.
exchanges communicate the useand
through Fecha: of cooperate
context  Watching a video clip and paraphrasing Fecha:  brainstorming and completing dialogue
roleplaying
WRITING:  note-taking
communication
EFL. 4.4.7 Use the writing process andclues,inprovided
a respectful,
speech is given empathetic
slowly the main idea..  interviewing
  pronunciation
brainstorming targets
and completing dialogue
tocooperation.
produce well-constructed and clearly manner. and there is sufficient visual
PRINCIPLE II: provide multiple forms of action  pronunciation targets
informational texts. support.
and expression: GUIDELINE 6: Provide options for
ORAL COMMUNICATION: ORAL COMMUNICATION:
WRITING: executive functions:
EFL. 4.2.1 Understand phrases I.EFL.4.6.1 Learners can grasp the  Reading a short text and showing
I.EFL. 4.17.1 Learners can convey and
and expressions related to general meaning of spoken
organize information through the use of texts comprehension by completing the
areas of most immediate facts set
andin details
familiarandeveryday contexts
by employing graphic organizer
various stages of the writing
priority within the personal and infer changes in the topic of process,  Brainstorm ideas on a topic
while using a range of digital tools to  Creating a crossword puzzle in groups
and educational domains, discussion, as well as deduce the
promote and support collaboration, about an Ecuadorian story, region,
provided speech is clearly and meanings of unfamiliar
learning and productivity words and celebrity, etc
slowly articulated. exchanges through the use of
context clues, provided speech is REGULAR CURRICULUM -APPROACHES AND
READING:
HORAS DE ACOMPAÑAMIENTO DOCENTE ACTIVITIES PLANNING
PARA EL DESARROLLO DE ACTIVIDADES COMPLEMENTARIAS
given slowly and clearly and there
PARA EL REFUERZO Y FORTALECIMIENTO DE LOS APRENDIZAJES

ACTIVIDADES PLANIFICADAS
EFL.4.3.5 Use PARA LASisHORAS
everyday sufficient visual support.
DE ACOMPAÑAMIENTO IdentifyingMETODOLÓGICAS
ESTRATEGIAS and capitalizing ACTIVAS
on the PARA
strengths
EL of ACTIVIDADES EVALUATIVAS
DOCENTE PARA EL REFUERZO Y FORTALECIMIENTO DE LOS APRENDIZAJES others.
REFUERZO Y FORTALECIMIENTO DE LOS
reference material in order to READING:
APRENDIZAJES
select information appropriate Sharing ideas freely and without jealousy.
to the purpose
Dirección: Av. of an inquiry
Amazonas N34-451 I.EFL.4.12.1 learners can employ a
y Av. Atahualpa.
Reading two short simple cross curricular texts and
and Código
relate postal:
ideas170507
from/ Quito-Ecuador
one range of reference materials and using them to support one’s own argument or
Teléfono: 593-2-396-1300 / www.educacion.gob.ec
written source to another. sources, both online and print, in hypothesis.
order to support ideas, answer