UNIDAD EDUCATIVA MUNICIPAL “SAN FRANCISCO DE ASÍS”

Creado mediante Resolución N° E.I 07-36 del 05 Septiembre del 2007

GOBIERNO AUTÓNOMO DESCENTRALIZADO DEL CANTÓN SHUSHUFINDI

MICRO-CURRICULAR PLANNING FOR THE INTERMEDIATE BASIC EDUCATION SUB- ACADEMIC YEAR
LEVEL
2023-2024
INFORMATIVE DATA

Teacher’s name: MSc. Jhoselyn Castillo Area: English as foreign Subject: English
language

Didactic Unit: 2 Quarter: 2 Number of 15

weeks:

Class: 9th year of EGB Parallel: A-B Starting November 17th, 2023
week:

Didactic Units 1. DO YOU HAVE A JOB? Ending March 6th, 2023

2. TALL AND THIN week
3. I STUDY ENGLISH BECAUSE…
4. YOU SHOULD COME
5. ACTIVE REVIEW
6. I’M A STUDENT
7. WHERE I GO TO SCHOOL
8. WHICH SCHOOL DO YOU GO TO?
9. WHAT’S IT LIKE?
1
 10. HOW MUCH DOES IT COST?
11. EVALUATION
TRANSVERSAL AXES

Responsibility, values, justice, solidarity, respect.

LEARNING BY DOING

LEARNING OBJECTIVES:

- O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and
contexts.
- O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making
- O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and written
expression of thought
- O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts familiar to
the learner
- O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-frequency and level-appropriate expressions in order to
reach an effective command of spoken language.
PLANNING

N° WEEK 1 DO YOU HAVE A JOB? DATE: November 27th – December 1st

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 4.2.2 Use a series of phrases
and sentences to describe
aspects of personal background,
immediate environment and
matters of immediate need in
simple terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
I.EFL.4.8.1. Learners can communicate
personal information and basic
immediate needs and deal with other
practical everyday demands in familiar
contexts, effectively and without
undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1)
Warm up activity
Teacher is going to:
Ask students if they have ever had a job.
Ask them who the person you work for is
(boss). Ask them who the people your
work with are (coworkers). Write boss and
coworkers on the board. Tell students
these words mean people in a company/
Students are going to use the model
conversation to perform a role play
using the lines of the dialogue
Students are going to develop the
activities from page 23
As homework students are going to

2
personal pronouns, business. Tell students that this lesson will develop the activities from page
prepositions, etc. focus on the people at a company
Development
Teacher is going to give an explanation
about the new vocabulary and
expressions
Also, teacher is going to explain the verb
to be structure (positive, negative and
interrogative sentences)
Students are going to take notes
about the topic on their
notebooks
N° WEEK 2 TALL AND THIN DATE: December 4th – 8th
SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 4.2.3 Follow and understand I.EFL.4.7.1. Learners can identify the main idea Warm up activity Students are going to perform a
short, straightforward audio and some details in short straightforward Teacher is going to: roleplay using the dialogue previously
messages and/or the main spoken audio texts set in familiar contexts Write the phrase about me on the board. listened
idea/dialogue of a movie or when the message is delivered slowly and Write name, and write your name next to
cartoon (or other age- there is other contextual support. (Example: it. Ask students what other basic Students are going to say sentences
appropriate audio-visual rules for a game, classroom instructions, a information people give or ask for when using the new word or phrases from the
presentations) if delivered dialogue in a scene from a cartoon or movie, they meet. Try to elicit job, age, family, vocabulary
slowly and visuals provide etc.) Learners can use other classmate’s hometown, etc. Tell students today they
Students are going to develop the
contextual support. (Example: contributions in class as models for their own. will focus on asking for and giving
activity from page 24
an announcement of a bus (I.2, I.3, S.4) personal information.
delay, an intercom Development Students are going to develop the ´page
announcement at school, a Teacher is going to play the audio from 25 as homework
dialogue supported by facial the dialogue
expressions/gestures and Teacher is going to socialize and explain
appropriate intonation, etc. the words and expressions to students
and how to use them in a real situation in
3

N° WEEK 3 I STUDY ENGLISH BECAUSE…
SKILL WITH
PERFORMANCE CRITERIA
EFL 4.2.13 Interact with
reasonable ease in structured
situations and short
conversations within familiar
contexts, provided that speech
is given clearly, slowly and
directly. (Example: an interview,
an information gap activity, etc.)
EVALUATION INDICATORS
I.EFL.4.9.1. Learners can use simple language
to describe, compare and state facts about
familiar everyday topics such as possessions,
classroom objects and routines in short,
structured situations, interacting with relative
ease. (I.3, I.4, S.4)
real life
Teacher is going to explain the use of the
questions word how and empty it
Students are going to take notes
DATE: December 11th – 15th
ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
STRATEGIES FOR TEACHING AND
LEARNING
Warm up activity Students are going to say examples
Teacher is going to: using the words learned
Ask students if they have ever had a job.
Ask them who the person you work for is students are going to work in pairs and
(boss). Ask them who the people your ask questions to their classmates using
work with are (coworkers). Write boss and the wh-questions
coworkers on the board. Tell students
students are going to develop the
these words mean people in a company/
activity from page 26 on the book
business. Tell students that this lesson will
focus on the people at a company. as homework students have to develop
Development the activities from page 27
Teacher is going to play the audio from
the dialogue students are going to give a written
Teacher is going to socialize and explain lesson about the topic
the words and expressions to students
and how to use them in a real situation in
real life
Teacher is going to explain and socialize
the words from the vocabulary and ask
students to say sentences using them
Teacher is going to explain the wh-
questions and the use of the possessive
4

N°WEEK 4 YOU SHOULD COME
SKILL WITH
PERFORMANCE CRITERIA
EFL 4.2.2 Use a series of phrases
and sentences to describe
aspects of personal background,
immediate environment and
matters of immediate need in
simple terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.
adjectives
Students are going to take notes
EVALUATION INDICATORS
I.EFL.4.8.1. Learners can communicate
personal information and basic immediate
needs and deal with other practical everyday
demands in familiar contexts, effectively and
without undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1)
DATE: December 18th – 22nd
ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
STRATEGIES FOR TEACHING AND
LEARNING
Warm up activity Students are going to perform a
Teacher is going to: roleplay using the dialogue on the book
Write teacher, truck driver, and doctor on
the board. Ask students what they are Students are going to say sentences
(jobs). As a class, brainstorm a few more using want to or would like to, to
jobs. Have a general discussion about jobs express their wishes about the job they
with students. Ask about what they want want in the future
to be, what jobs their family members,
Students are going to play a wordwall
friends, or relatives have, etc. Tell
activity:
students that today they will mainly talk
https://wordwall.net/es/resource/3834
about jobs
8567/want-to-would-like-holidays-and-
Development
adventures
Teacher is going to play the audio from
the dialogue students are going to develop the
Teacher is going to socialize and explain activity from page 28 and 29
the words and expressions to students
and how to use them in a real situation in students are going to develop a
real life worksheet about the topic as
Teacher is going to explain and socialize homework
the words from the vocabulary and ask
students to say sentences using them
Teacher is going to explain the use of
want to and would like to and ask
students to make sentences using the
5

N°WEEK 5 HOLIDAYS VACATION
N°WEEK 6 ACTIVE REVIEW
SKILL WITH
PERFORMANCE CRITERIA
EFL 4.4.8 Convey and organize
information using facts and
details in order to illustrate
diverse patterns and structures
in writing. (Example: cause and
effect, problem and solution,
general-to-specific presentation,
etc.)
phrases
Students are going to take notes
EVALUATION INDICATORS
I.EFL.4.17.1. Learners can convey and organize
information through the use of facts and
details and by employing various stages of the
writing process, while using a range of digital
tools to promote and support collaboration,
learning and productivity. (I.1, I.3, S.4, J.2, J.4)
ACTIVE METHODOLOGICAL
STRATEGIES FOR TEACHING AND
LEARNING
Warm up activity
Teacher is going to:
Ask students to name a country or region
they want to visit. Write the names of the
places on the board. Ask students what
that place is like. Ask them if it is hot or
cool. Is it beautiful? Why? Continue
talking about a few different travel
destinations. Tell students that during this
lesson they will focus on describing places
and will practice describing the place they
are from.
Development
Teacher is going to play the audio from
the reading and then asks two students to
read it aloud in order to check
pronunciation and intonation
Teacher is going to explain the vocabulary
by using flashcards and asks students to
make sentences using the words learned
Teacher is going to explain the use of the
questions words + be like and adjectives
to describe places
DATE: December 25th – 29th
DATE: January 2nd – 5th 2024
EVALUATIVE ACTIVITIES
Students are going to read and
underline the new words from the
vocabulary in the reading part
Students are going to say sentences
using the adjectives learned to describe
places
Students are going to make questions
using wh-questions and be like
Students are going to play a wordwall:
https://wordwall.net/es/resource/4931
820/adjectives-to-describe-places
Students are going to develop the
activities from pages 30 and 31
Students are going to prepare an oral
presentation about describing a
touristic place of Ecuador
6

N°WEEK 7 I’M A STUDENT
SKILL WITH
PERFORMANCE CRITERIA
EFL 4.2.13 Interact with
reasonable ease in structured
situations and short
conversations within familiar
contexts, provided that speech
is given clearly, slowly and
directly. (Example: an interview,
an information gap activity, etc.)
Students are going to take notes
EVALUATION INDICATORS
I.EFL.4.9.1. Learners can use simple language
to describe, compare and state facts about
familiar everyday topics such as possessions,
classroom objects and routines in short,
structured situations, interacting with relative
ease. (I.3, I.4, S.4)
DATE: January 8th – 12th 2024
ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
STRATEGIES FOR TEACHING AND
LEARNING
Warm up activity Students are going to perform a
Teacher is going: roleplay using the dialogue on the book
Ask students what types of weather there
are. Tell them to think of some words to Students are going to say sentences
describe different types of days in terms using the intensifiers
of weather, such as sunny or rainy. Ask
Students are going to work in pairs and
what the weather is like today. Ask what
ask each other how is the weather like?
weather the students like. Tell students
they will focus on talking about weather Students are going to play a wordwall:
in this lesson https://wordwall.net/es/resource/6722
Development: 130/weather
Teacher is going to play the audio from
the dialogue students are going to work on pages 32
Teacher is going to socialize and explain and 32
the words and expressions to students
and how to use them in a real situation in as homework students are going to
real life develop a worksheet about the topic
Teacher is going to explain and socialize
the words from the vocabulary and ask
students to say sentences using them
Teacher is going to explain students the
use of intensifiers and give some
examples by describing the weather
Teacher is going to explain students the
use of the wh-questions what and how to
7

N°WEEK 8 WHERE I GO TO SCHOOL
SKILL WITH
PERFORMANCE CRITERIA
EFL 4.2.2 Use a series of phrases
and sentences to describe
aspects of personal background,
immediate environment and
matters of immediate need in
simple terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.)
ask about the weather
Students are going to take notes
EVALUATION INDICATORS
I.EFL.4.8.1. Learners can communicate
personal information and basic immediate
needs and deal with other practical everyday
demands in familiar contexts, effectively and
without undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1)
DATE: January 15th – 19th 2024
ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
STRATEGIES FOR TEACHING AND
LEARNING
Warm up activity Students are going to perform a
Teacher is going to: roleplay using the dialogue on the book
Write the word work on one half of the
board. Write the word study on the other. Students are going to say sentences
Ask students one at a time what other using do and does on negative and
word they think of when they see work. interrogative sentences
Write the responses on the board. Then
Students are going to play a wordwall
do the same thing with the word study.
game:
Tell students that this lesson will focus on
https://wordwall.net/es/resource/3470
everyday things like school and work.
245/do-does-dont-doesnt
Development
Teacher is going to play the audio from Students are going to develop the
the dialogue activities from page 33 as homework
Teacher is going to socialize and explain
the words and expressions to students
and how to use them in a real situation in
real life
Teacher is going to explain and socialize
the words from the vocabulary and ask
students to say sentences using them
Teacher is going to explain students the
use of do and does in negative and
interrogative sentences and asks students
to make sentences using both structures
8

N°WEEK 9 WHICH SCHOOL DO YOU GO TO?
SKILL WITH
PERFORMANCE CRITERIA
EFL 4.2.11 Give short, basic
descriptions of everyday
activities and events within
familiar contexts and use simple
descriptive language to compare
and make brief statements
about objects and possessions.
(Example: family, school, living
conditions, personal belongings,
etc.)
EVALUATION INDICATORS
I.EFL.4.9.1. Learners can use simple language
to describe, compare and state facts about
familiar everyday topics such as possessions,
classroom objects and routines in short,
structured situations, interacting with relative
ease. (I.3, I.4,
Students are going to take notes
DATE: January 22nd – 26th 2024
ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
STRATEGIES FOR TEACHING AND
LEARNING
Warm up activity Students are going to perform a
Teacher is going to: roleplay using the dialogue form the
Describe someone you know to students book
(a family member, friend, or a made-up
example). Use some of the vocabulary Students are going to underline the
words (My friend Audrey is tall and thin. object pronouns on the reading part
She is very intelligent. Sometimes she’s
Students are going to say sentences
funny. But she’s usually quiet.) As you use
using any and how many
descriptive words, write them on the
board. Then ask students to add words to Students are going to develop the
the list. Ask what these words are for activity from page 34 in pairs
(describing people).
Development Students are going to develop the
Teacher is going to play the audio from activities from page 35 as homework
the dialogue
Teacher is going to socialize and explain
the words and expressions to students
and how to use them in a real situation in
real life
Teacher is going to explain and socialize
the words from the vocabulary and ask
students to say sentences using them to
describe people
Teacher is going to explain students the
9
 use of any and how mane to make
questions and the object pronouns
Students are going to take notes
N°WEEK 10 WHAT’S IT LIKE? DATE: January 29th – February 2nd
2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 4.2.2 Use a series of phrases
and sentences to describe
aspects of personal background,
immediate environment and
matters of immediate need in
simple terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.)
I.EFL.4.8.1. Learners can communicate
personal information and basic immediate
needs and deal with other practical everyday
demands in familiar contexts, effectively and
without undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1)
Warm up activity Students are going to perform a
Ask students to name some subjects they roleplay using the dialogue form the
study. Write the subjects on the board. book
For each subject that is suggested, ask
students why they study it. Help them Students are going to underline the
formulate an answer if necessary, and questions with why and the answers
write a note or summary of the answer on with because
the board so that every subject has at
Students are going to get in pairs and
least one reason. (Some subjects like
ask each other questions using why and
languages or mathematics could easily
because
have three or four reasons.) Tell students
that this lesson will focus on talking about Students are going to work on page 37
studying and on explaining why we do
things. As homework students are going to
Development develop the activities from page 38
Teacher is going to play the audio from
the dialogue
Teacher is going to socialize and explain
the words and expressions to students
and how to use them in a real situation in
real life
Teacher is going to explain and socialize
the words from the vocabulary and ask
10
 students to say sentences using them
Teacher is going to explain the use of the
question word “why” and its answer
“because”
Students are going to take notes
N°WEEK 11 HOW MUCH DOES IT COST? DATE: February 5th – 9th 2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 4.1.8 Use suitable
vocabulary, expressions,
language and interaction styles
for formal and informal social or
academic situations in order to
communicate specific intentions
in online and face-to face
interactions. (Example:
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering
in class, greeting an authority
figure, etc.)
I.EFL.4.4.1. Learners can demonstrate an
ability to give and ask for information and
assistance using level-appropriate language and
interaction styles in online or face-to-face
social and classroom interactions. (J.2, J.3, J.4,
I.3)
Warm up activity
Teacher is going to
Help students recall that last lesson they
gave reasons using because. Give some
examples of reasons you do things, and
use have to or have got to in the
sentences. (I exercise because I have to
stay healthy. I work because I have to
earn money. I study other languages
because I have to speak them for my job.)
Focus in on have to, and ask students
about things that they have to do. Make a
list of the things they come up with. Tell
students this lesson will focus on things
they have to do.
Students are going to perform a
roleplay using the dialogue form the
book
Students are going to say sentences
giving suggestions and expressing
obligations
Student are going to get in groups and
develop a worksheet about the topic
students are going to play a wordwall:
https://wordwall.net/es/resource/3901
650/have-to-should
Students are going to develop the page
39 as homework

Development

Teacher is going to play the audio from

the dialogue

11
 Teacher is going to socialize and explain
the words and expressions to students
and how to use them in a real situation in
real life

Teacher is going to explain and socialize

the words from the vocabulary and ask
students to say sentences using them

Teacher is going to explain the use of

should and have to give suggestions and
express obligation

Students are going to take notes

N°WEEK 12 ACTIVE REVIEW PART 2 DATE: February 14th – 16th 2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 4.3.7 Read, gather, view and I.EFL.4.12.1. Learners can employ a range of Warm up activity Students are going to develop an
listen to information from reference materials and sources, both online Teacher is going to play a game with activity in groups
various sources in order to and in print, in order to support ideas, answer students about the active review
organize and discuss inquiries, find relationships and relate ideas previously reviewed
relationships between academic between different subject areas. (I.1, I.2, J.2) Development
content areas. (Example: Teacher is going to play the audio form
nonfiction books for young the reading part
adults, the Internet, audio and Teacher is going to ask students to circle
media presentations, oral the prepositions of place they know on
interviews, maps, diagrams, the reading part
reference books, magazines, Teacher is going to explain the
etc.) ´repositions of time and prepositions
places to students by giving examples
12

N° WEEK 13
SKILL WITH
PERFORMANCE CRITERIA
EFL 4.2.11 Give short, basic
descriptions of everyday
activities and events within
familiar contexts and use simple
descriptive language to compare
and make brief statements
about objects and possessions.
(Example: family, school, living
conditions, personal belongings,
etc.)
EFL 4.1.8 Use suitable
vocabulary, expressions,
language and interaction styles
for formal and informal social or
academic situations in order to
communicate specific intentions
in online and face-to face
interactions. (Example:
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering
in class, greeting an authority
figure, etc.)
FLUENCY
EVALUATION INDICATORS
I.EFL.4.8.1. Learners can communicate
personal information and basic immediate
needs and deal with other practical everyday
demands in familiar contexts, effectively and
without undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1)
Students are going to take notes
DATE: February 19th – 23rd 2024
ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
STRATEGIES FOR TEACHING AND
LEARNING
Warm up activity Students are going to give a
Teacher is going to: presentation about their daily routine
Ask students how they say hello in their using the vocabulary learned (formal
first language(s). Ask about different and informal)
greetings and what greetings to use at
different times of the day. Explain that
How are you? is a normal way to say hello
in English. Ask if any students know how
to respond to this. By using elicitation or
giving examples, write a brief greeting
exchange on the board, or show students
the common greetings in the textbook.
Development
Teacher is going to ask students to read
the model conversation in pairs
Students are going to circle the
contractions they find in to the
conversation
Teacher is going to explain students the
expressions (formal and informal) ways to
greet and introduce to someone
Teacher is going to ask students to create
a conversation in which they have to use
the expressions learned
13

N° WEEK 14
SKILL WITH
PERFORMANCE CRITERIA
EFL 4.2.2 Use a series of phrases
and sentences to describe
aspects of personal background,
immediate environment and
matters of immediate need in
simple terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.
N°WEEK 15
SKILL WITH
REINFORCEMENT
EVALUATION INDICATORS
I.EFL.4.8.1. Learners can communicate
personal information and basic immediate
needs and deal with other practical everyday
demands in familiar contexts, effectively and
without undue effort and using grammatical
structures and vocabulary seen in class
(although there may be frequent, basic
errors). (I.1, I.2, I.3, S.1)
EVALUATION TIME
EVALUATION INDICATORS
Teacher is going to explain the use of the
contractions (short forms of the verb to
be) into a conversation and in a written
way
Students are going to take notes in their
notebooks
DATE: February 26th – March 1st 2024
ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
STRATEGIES FOR TEACHING AND
LEARNING
Warm up activities Students are going to develop a short
Teacher is going to: questionnaire with some questions
Ask students how they say goodbye in reviewed in class
their first language(s). Explain that there
are a lot of ways to say goodbye in
English. Brainstorm a few ways to say
goodbye in English. Alternatively, use the
first-language goodbyes and ask for more
details about them (when they are used,
with whom, etc.)
Development
Teacher is going to give a brief
explanation about the different topic
reviewed through the whole quarter
DATE: March 4th – 6th 2024
ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
14
PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 3.3.7 Read, gather, view and I.EFL.3.12.1. Learners can match, label and Teacher is going to explain the evaluation Students are going to be taken an
listen to information from answer simple questions about basic details in questions to students evaluation with all the topics learned
various sources in order to a short simple cross-curricular text. Learners during the quarter
organize and discuss can organize and discuss information from
relationships between academic different sources of academic content. (I.2,
content areas. (Example: S.1)
nonfiction books for young
adults, the Internet, audio and
media presentations, oral
interviews, maps, diagrams,
reference books, magazines,
etc.)

LEARNING BY DOING

NOMBRE DEL PROYECTO INTERDISCIPLINAR, EXPERIENCIA DE APRENDIZAJE, RETO:

OBJETIVOS DE APRENDIZAJE DE PROYECTO:

DESTREZAS CON CRITERIOS DE INDICADORES DE EVALUACIÓN ESTRATEGIAS METODOLÓGICAS ACTIVAS ACTIVIDADES EVALUATIVAS
DESEMPEÑO
PARA LA ENSEÑANZA Y APRENDIZAJE

Son las DCD seleccionadas del currículo
determinado por la institución
educativa (currículo nacional 2016 o
currículo priorizado con énfasis en
competencias matemáticas,
comunicativas, digitales y
socioemocionales) que se relacionan
con el objetivo de aprendizaje del
proyecto, experiencia de aprendizaje o
reto.
Son los indicadores de evaluación que
corresponden a las DCD seleccionadas del
currículo que se relacionan con el proyecto,
experiencia de aprendizaje, reto. De ser
necesario pueden desagregarse en indicadores
de logro.
Son las actividades concretas para lograr
el objetivo de aprendizaje del proyecto,
experiencia de aprendizaje, reto mediante
metodologías activas determinadas,
considerando el alcance de las DCD
seleccionadas, el ritmo de aprendizaje de
los estudiantes, la diversidad y los estilos
de aprendizaje.
Son las actividades concretas para
identificar el nivel de logro alcanzado
por los estudiantes a partir de las
actividades desarrolladas de manera
interdisciplinar y en la obtención del
producto final. En esta sección se
especificará adicionalmente la rúbrica
que se utilizará para evaluar el proyecto

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 interdisciplinar, el reto o la experiencia
de aprendizaje desarrollada.

ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIFICAS: En esta sección se plasman las estrategias dirigidas a los estudiantes con necesidades
educativas específicas ligadas o no a la discapacidad.

NOMBRE NECESIDAD EDUCATIVA ESPECIAL:

INICIALES DE LOS NOMBRES Y APELLIDOS DE LOS ESTUDIANTES SUJETOS DE LA ADAPACIÒN CURRICULAR CON NEE:

DESTREZA CON CRITERIO INDICADORES DE EVALUACIÓN ESTRATEGIAS METODOLÓGICAS ACTIVIDADES EVALUATIVAS

DE DESEMPEÑO ACTIVAS PARA LA ENSEÑANZA Y
APRENDIZAJE

Según la necesidad educativa del
estudiante (grado de discapacidad), se
seleccionan y /o desagregan las DCD
que se esperan desarrollar y que se
relacionan con la experiencia de
aprendizaje/reto/proyecto y con los
aprendizajes esperados.
Según la necesidad educativa del estudiante (grado de
discapacidad) se seleccionan y /o desagregan los
indicadores de evaluación que corresponden a las DCD
seleccionadas del currículo que se relacionan con la
experiencia de aprendizaje/reto/proyecto y con los
aprendizajes esperados.
Son las actividades concretas para el desarrollo de las
DCD mediante metodologías activas determinadas,
considerando las especificidades de las necesidades
educativas de los estudiantes.
Son las actividades concretas para identificar el
nivel de logro alcanzado por los estudiantes
con necesidades educativas específicas ligadas
o no a la discapacidad con relación al
desarrollo de aprendizajes conceptuales,
procedimentales, actitudinales. En esta
sección se especificará adicionalmente las
técnicas e instrumentos a emplear en la
evaluación diagnóstica, en las evaluaciones
formativas y sumativas considerando para ello
las especificaciones de las necesidades
educativas individuales o grupales.

REVISADO POR COORDINADOR DE ÁREA:

ELABORADO POR DOCENTE : APROBADO POR VICERRECTOR/A: APROBADOPOR RECTOR/A:

Nombre: MSc. Jhoselyn

Nombre: Nombre: Nombre:
Castillo

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Firma: Firma: Firma: Firma:

Fecha: December 27th, 2023 Fecha: Fecha: Fecha:

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