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 a foreign Subject: English
language

Didactic Unit: 2 Quarter: 2 Number of 15

weeks:

Class: 6th year of EGB Parallel: A-B Starting November 27th, 2023
week:

Didactic Units 1. MY DAY Ending March 6th, 2024

2. WHO’S THE WINNER week
3. WHAT’S ON TV TONIGHT?
4. STARSTRUCK
5. AT THE AMUSEMENT PARK
6. 160 EGGS
7. ZOOM MAGAZINE
8. CAN YOU REMEMBER?
TRANSVERSAL AXES
1
Responsibility, values, justice, solidarity, respect.

LEARNING BY DOING

LEARNING OBJECTIVES:

- OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence and critical thinking skills through an appreciation of linguistic differences. Enjoy
an enriched perspective of their own L1 and of language use for communication and learning
- OG.EFL7. Interact quite clearly, confidently and appropriately in a range of formal and informal social situations with a limited but effective command of the spoken
language.
- OG.EFL6. Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study or general
topics of common interest, expressing ideas and opinions effectively and appropriately .

- OG.EFL4. 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.
PLANNING

N° WEEK 1 DATE: November 27th - December 1st

MY DAY

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 2.1.4. Express curiosity I.EFL.2.3.1. Learners can use basic personal Warm up activity In groups students are going to develop
about the world and other information and expressions of politeness in Students introduce themselves by saying the activities from pages 18 and 19 as
cultures by asking simple WH- short dialogues or conversations. (J.2, J.3) their personal information class work on the student’s book
questions in class after reading Development
and/or participating in Teacher is going to play an audio about a Students are going to develop the
presentations or other group “back to school” story activities from pages 18 and 19 as a
work. Students are going to read aloud and homework on the workbook
socialize the vocabulary of the topic
2
 Teacher is going to explain students the
topic about “the verb to be and object
pronouns” then, students are going to
take notes in their notebooks about the
topic.
Teacher is going to play the song “Jerry
Bea” so students are going to develop the
listening activity about the object
pronouns
N° WEEK 2 WHO’S THE WINNER? DATE: December 4th – 8th
SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 3.1.3. Exchange basic I.EFL.3.3.1. Learners can employ a range of

Warm up activity Students are going to develop the
personal preferences with peers Students are going to read the story from
verbal and nonverbal communication features activities from the student’s book about
in order to express likes and the book
to express likes and dislikes and can give the topic
dislikes. Development
recommendations in basic yet effective terms.
(I.3, S.4) Teacher is going to socialize the words As a homework: students are going to
from the vocabulary (name of the class develop the activities from pages 20
subjects) so students understand the and 21 from the workbook
reading in a better way.
Teacher is going to explain some ways to
express likes and dislikes
Students are going to say some sentences
using the vocabulary learned expressing
likes or dislikes
Students are going to take notes about the
topic on their notebook.
N° WEEK 3 WHAT’S ON TV TONIGHT? DATE: December 11th – 15th

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND

3
 LEARNING

FL 3.4.2. Write a short simple
paragraph to describe yourself
or other people, animals, places
and things, with limited support.
(Example: by answering
questions or using key words)
N°WEEK 4 STARSTRUCK
I.EFL.3.17.1. Learners can write short simple
Warm up activity Students are going to develop the
paragraphs to describe people, places, Students are going to listen to the story activities from the student’s book
animals, things and feelings, with limited from the book
support, while demonstrating an ability to Development Teacher is going to show a picture of
effectively influence an audience and to Teacher is going to socialize the new some famous people and students are
express everyday activities. words from the vocabulary (physical going to say sentences describing their
(I.3, S.1) appearance) physical appearance and using the
Teacher is going to explain the grammar comparatives
part: possessive pronouns/ comparative
As a homework: students are going to
adjectives and is going to give some
develop the activities from pages 22
examples to students to a better
and 23 from the workbook
comprehension
Teacher is going to write some sentences
on the board and students are going to
correct the mistakes
Students are going to take notes about
the new vocabulary and grammar on their
notebooks
DATE: December 18th – 22nd

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL2.2.3. Recognize familiar
names, words, and short
phrases about simple topics
whether heard in isolation or
within short, simple spoken
texts describing people and
family. (Example: vocabulary
I.EFL.2.7.1. Learners can understand short and
simple spoken texts well enough to be able to
pick out key items of information and record
them in writing or drawings, or physically act
upon them. (I.3)
Warm up activity
Students are going to listen and repeat
the new words from the vocabulary family
members) and understand them with the
teacher’s help
Development
Teacher is going to give an explanation
Students are going to develop the
activities from the student’s book
Students are going to develop 3
questions on a worksheet given by the
teacher
4
about self, family, friends and
immediate surroundings at
school and home, adjectives for
color and size, etc.)
N°WEEK 5 HOLIDAYS VACATION
N°WEEK 6 AT THE AMUSEMENT PARK
SKILL WITH
PERFORMANCE CRITERIA
EFL 3.5.6. Work in groups to
create a brainstorm and/or
draw a mind map to describe
and organize ideas or organize
useful information from literary
texts.
N°WEEK 7 160 EGGS!
about the superlative adjectives
Students are going to say sentences using
the vocabulary learned and the
superlative adjectives
Teacher is going to explain students the
differences between the comparative and
superlative adjectives
Students are going to take notes on their
notebooks and to stick a family
photograph
EVALUATION INDICATORS ACTIVE METHODOLOGICAL
STRATEGIES FOR TEACHING AND
LEARNING
I.EFL.3.24.1. Learners can work in groups to Warm up activity
create brainstorms and/or draw mind maps to Teacher is going to show student a picture
describe and organize ideas or useful of some famous people and is going to use
information from literary texts and create the comparative and superlative adjectives
collaborative responses to literature through to describe them
process writing groups or literature circles. Development
Teacher is going to ask students which are
(I.4, S.4, J.3)
some of the comparative or superlative
adjectives that they could identify on the
teacher’s description
Students are going to say the adjectives
and teacher is going to write them on the
board
Students are going to give a written
lesson about the family members
As homework students are going to
develop the activity from pages 24 and
25
DATE: December 25th – 29th
DATE: January 2nd – 5th 2024
EVALUATIVE ACTIVITIES
Students are going to get in groups of 5
and in a piece of paper they are going
to classify the adjectives written on the
board into comparatives and
superlatives
As homework students are going to
complete a box in which they are going
to write the comparative and
superlative form of 26 different
adjectives given by the teacher
DATE: January 8th – 12th 2024
5
 SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES
PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

FL 3.2.12. Ask and answer I.EFL.3.10.1. Learners can use back-channeling

questions and exchange
information on familiar topics in
predictable everyday situations.
(Example: ask for directions,
give directions, express a
personal opinion, etc.)
N°WEEK 8 160 EGGS (PART 2)
Warm up activity
to react appropriately to what others say Students are going to look, listen and read
about familiar topics in predictable, everyday
the story from the book
situations and when carrying out pair work for
Development
a specific task in class. Learners can ask Teacher is going to socialize the new
questions to extend an interpersonal words from the vocabulary so students
interaction. (I.3, J.3 can understand the context of the story in
a better way
DATE: January 15th – 19th 2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

FL 3.2.12. Ask and answer
questions and exchange
information on familiar topics in
predictable everyday situations.
(Example: ask for directions,
give directions, express a
personal opinion, etc.)
I.EFL.3.10.1. Learners can use back-channeling
to react appropriately to what others say
about familiar topics in predictable, everyday
situations and when carrying out pair work for
a specific task in class. Learners can ask
questions to extend an interpersonal
interaction. (I.3, J.3
Warm up activity
Students are going to say the new words
they remember from the previous class
Development
Students are going to take notes on their
notebooks about the vocabulary (giving
directions)
Teacher is going to explain the correct use
of the words inn context to give directions
Students are going to de2velop the
activities from the student’s book
In groups students are going to develop
the activities from pages 27 and 28
from the workbook with teacher’s guide
As homework students are going to
develop a worksheet with activities
about the topic

N°WEEK 9 QUANTIFIERS DATE: January 22nd – 26th 2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

6
EFL 3.2.13. Respond to simple I.EFL.3.9.1. Learners can answer simple Warm up activity Students are going to develop the
questions in quite a short time questions quickly and initiate basic interaction
Teacher is going to show students some activities from page 26 from the
and initiate basic interaction spontaneously when given opportunities pictures with jobs and professions and student’s book
spontaneously when there are students are going to listen and repeat
opportunities to speak. Speech the pronunciation As homework students are going to
is produced a little less slowly Development develop the activities from pages 29
and hesitant Teacher is going to explain student the and 30 from the workbook
use of the present simple and the
structure of the different types of
sentences (positive, negative and
interrogative)
Students are going to take notes about
the topic on their notebooks
N°WEEK 10 ZOOM MAGAZINE DATE: January 29th – February 2nd
2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 3.3.2 Show understanding of
some basic details in short
simple cross-curricular texts by
matching, labeling and
answering simple questions.
EFL 3.3.3 Identify the meaning
of specific content-based words
and phrases, with the aid of
visual support
I.EFL.3.12.1. Learners can match, label and
answer simple questions about basic details in
a short simple cross-curricular text. Learners
can organize and discuss information from
different sources of academic content. (I.2,
S.1)
I.EFL.3.13.1. Learners can determine the
meaning of specific content-based words and
phrases when accompanied by visual support
and distinguish between fact and opinion and
relevant and irrelevant information in
informational texts through the use of mind
Warm up activity In groups students are going to develop
Teacher is going to start the class by the activities from the zoom magazine
showing students a video of harry potter’s with teacher’s guide
movies
Development As homework students are going to
Students are going to see pictures of develop the reading activity from pages
some places on the book and are going to 31 and 32 from the student’s book
try to guess the country
Teacher is going to explain students how
to develop each activity from the
magazine section
7
 maps and charts. (I.2, I.3)

N°WEEK 11 CAN YOU REMEMBER? DATE: February 5th – 9th 2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

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 activities In groups students are going to develop
listen to information from answer simple questions about basic details in that students have to develop in order to the activities from page 30 to 31 from
various sources in order to a short simple cross-curricular text. Learners students to remember the different topic student’s book
organize and discuss can organize and discuss information from given
relationships between academic different sources of academic content. (I.2, As homework students are going to
content areas. (Example: S.1) develop the activities from pages 31
nonfiction books for young and 32 from the workbook
adults, the Internet, audio and
media presentations, oral
interviews, maps, diagrams,
reference books, magazines,
etc.)

N°WEEK 12 STORY TIME DATE: February 14th – 16th 2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

FL 3.2.12. Ask and answer
questions and exchange
information on familiar topics in
predictable everyday situations.
(Example: ask for directions,
give directions, express a
I.EFL.3.10.1. Learners can use back-channeling
to react appropriately to what others say
about familiar topics in predictable, everyday
situations and when carrying out pair work for
a specific task in class. Learners can ask
questions to extend an interpersonal
Warm up activity
Students are going to say the new words
they remember from the previous class
Development
Students are going to take notes on their
notebooks about the vocabulary (giving
directions)
Students are going to de2velop the
activities from the student’s book
As homework students are going to
develop a worksheet with activities
about the topic

8
personal opinion, etc.) interaction. (I.3, J.3 Teacher is going to explain the correct use
of the words inn context to give directions

N° WEEK 13 READING TIME DATE: February 19th – 23rd 2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

EFL 3.5.6. Work in groups to
create a brainstorm and/or
draw a mind map to describe
and organize ideas or organize
useful information from literary
texts.
I.EFL.3.24.1. Learners can work in groups to
create brainstorms and/or draw mind maps to
describe and organize ideas or useful
information from literary texts and create
collaborative responses to literature through
process writing groups or literature circles.
(I.4, S.4, J.3)
Warm up activity
Teacher is going to show student a picture
of some famous people and is going to use
the comparative and superlative adjectives
to describe them
Development
Teacher is going to ask students which are
some of the comparative or superlative
adjectives that they could identify on the
teacher’s description
Students are going to say the adjectives
and teacher is going to write them on the
board
Students are going to get in groups of 5
and in a piece of paper they are going
to classify the adjectives written on the
board into comparatives and
superlatives
As homework students are going to
complete a box in which they are going
to write a story sing the vocabulary
learned

N° WEEK 14 REINFORCEMENT DATE: February 26th – March 1st 2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

PERFORMANCE CRITERIA STRATEGIES FOR TEACHING AND
LEARNING

FL 3.2.12. Ask and answer I.EFL.3.10.1. Learners can use back-channeling Warm up activity Students are going to work in groups
questions and exchange to react appropriately to what others say Students are going to say the new words and develop a questionary with some
information on familiar topics in about familiar topics in predictable, everyday they remember from the previous class questions related o the topics

9
predictable everyday situations.
(Example: ask for directions,
give directions, express a
personal opinion, etc.)
situations and when carrying out pair work for
a specific task in class. Learners can ask
questions to extend an interpersonal
interaction. (I.3, J.3
Development previously reviewed
Students are going to take notes on their
notebooks about the vocabulary (giving
directions)
Teacher is going to explain the correct use
of the words inn context to give directions

N° WEEK 15 EVALUATION TIME DATE: March 4th – 6th 2024

SKILL WITH EVALUATION INDICATORS ACTIVE METHODOLOGICAL EVALUATIVE ACTIVITIES

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:

10
 DESTREZAS CON CRITERIOS DE
DESEMPEÑO
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.
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
DE DESEMPEÑO
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.
INDICADORES DE EVALUACIÓN
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.
INDICADORES DE EVALUACIÓN
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.
ESTRATEGIAS METODOLÓGICAS ACTIVAS
PARA LA ENSEÑANZA Y APRENDIZAJE
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.
ESTRATEGIAS METODOLÓGICAS
ACTIVAS PARA LA ENSEÑANZA Y
APRENDIZAJE
Son las actividades concretas para el desarrollo de las
DCD mediante metodologías activas determinadas,
considerando las especificidades de las necesidades
educativas de los estudiantes.
ACTIVIDADES EVALUATIVAS
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
interdisciplinar, el reto o la experiencia
de aprendizaje desarrollada.
ACTIVIDADES EVALUATIVAS
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
11
 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

Firma: Firma: Firma:

Firma:

Fecha: December 26th, 2023 Fecha: Fecha: Fecha:

12