CÓDIGO AMIE: 18H00157 DISTRITO: 18D01 CIRCUITO: 18D01C01_02_03_06

ROCAFUERTE 0922 Y ESPEJO AMBATO-ECUADOR

Teléfono 03-2820043-03-2422817 SCHOOL YEAR: 2023_2024
DIDACTIC UNIT PLAN (PUD) Nª 1_ FIRST TRIMESTER
INFORMATIVE DATA:
TEACHER:
nd
GRADE/COURSE: 2 Grade EGB SUBJECT: English LEVEL/AREA: English as a Foreign Language / Elemental
UNIT: 1 UNIT TITTLE:  Thematic Weeks
 Let’s Start in English
PERIODS: 36 STARTING Monday, August 21st FINISH DATE: Wednesday, November 15th 2023
DATE : 2023
TRANSVERSAL AXES  Socioemotional Development
OF THE UNIT:  Learning culture
 Communication and Linguistic
 Logical-mathematical reasoning
 School permanence: Values of Commitment, Respect, Responsibility, Punctuality
 Digital Citizenship.

DISCIPLINARY LEARNING
CURRICULUM PRIORITIZED BY COMPETENCIAS
THEMATIC WEEKS:
1. Welcome and Recognition - August 22nd to August 25th
2. Diagnosis - August 28th to September 1st
3. School Trajectory - September 4th to 8th
4. Promotion of Reading - September 11th to 15th
5. Logical Reasoning -September 18th to 22th
6. Educational Community - September 25th to 29th
7. Promotion of Sports - October 2nd to 6th
8. Promotion of Autonomy - October 10th to 13th
9. Educational transformation- October 16th to 20th
10.Curricular Advancement from October 23rd to November 15th
LEARNING OBJECTIVES
1.- WELCOME AND RECOGNITION OBJECTIVE WEEK.- Develop preparation and adaptation activities to the school environment, through the application of
presentation techniques of students, teachers and authorities considering tastes, interests and abilities, among others, to form an environment of harmonious school
coexistence.
2. DIAGNOSTIC OBJECTIVE WEEK.- Identify the state of students' learning, applying various diagnostic evaluation strategies that allow establishing the state of
development of the students' cognitive, procedural and attitudinal skills and from this, plan strategies for the recovery of learning.
3. SCHOOL TRAJECTORY OBJECTIVE WEEK.- Reinforce and strengthen learning, based on the results obtained in the diagnosis through various strategies
and/or actions to reduce school failure. Motivate students at different educational levels to regularly attend the educational establishment, through various strategies
and/or actions such as creating interactive records on student attendance, developing motivational messages with students and their families to preventing absences,
establishing educational workshops, awareness campaigns for the educational community, among others.
4. READING PROMOTION OBJECTIVE WEEK.- Promote reading on different topics (scientific, artistic and humanistic), through pedagogical or literary
discussions, reflection circles according to the interest of each student, reading animation activities, among others.
5. LOGICAL-MATHEMATICAL REASONING OBJECTIVE WEEK.- Recover and strengthen learning related to the logical-mathematical reasoning competence,
according to the results obtained in the diagnosis week, through the application of active learning methodologies and the development of group activities or projects that
encompass a “CITAM+” approach. H.”
6. EDUCATIONAL COMMUNITY OBJECTIVE WEEK.- Create spaces that allow dynamic cooperation and participation of all members of the educational
community in order to establish roles, define actions, and propose agreements and commitments for school management processes.
7. SPORTS PROMOTION OBJECTIVE WEEK.- Promote the practice of physical activity as a space for the prevention of diseases, the reduction of symptoms of
depression and anxiety and the improvement of social relationships, memory, self-esteem, teamwork, reasoning skills logic and the learning process.
8. PROMOTION OF AUTONOMY OBJECTIVE WEEK.- Promote the development of responsible autonomy with activities that motivate students to learn
permanently with various strategies and in all areas of daily life. Develop in students the ability to organize and self-regulate their learning process, through the
application of personalized methods and strategies of an intentional nature, evidencing the level of responsibility and personal decision-making, recognizing their learning
needs.
9. EDUCATIONAL TRANSFORMATION OBJECTIVE WEEK.- Promote the active participation of the educational community directly in the challenge of
transforming education from each of its roles, according to its needs and interests, promoting moments of reflection in which proposals for improvement will be obtained
that are framed in the educational transformation process.

THEMATIC WEEKS SKILLS AND PERFORMANCE EVALUATION ACTIVE METHODOLOGICAL ACTIVITIES FOR ASSESSMENT
CRITERIA INDICATORS TEACHING AND LEARNING ACTIVITIES
-1- EFL.2.1.1. Exchange basic I.EFL.2.3.1. Learners can  Labeling pictures with correct names. Method:
Welcome and introductions and limited personal use basic personal  Creating a poster of things that can be recycled. Qualitative
Recognition Week, the information in class using simple information and expressions  Matching objects with the places where they can
transversal socio- present tense in order to get to know of politeness in short be found. (Example: stove in kitchen, bed in Technique
emotional axes are their peers. (Example: where one lives dialogues or conversations. bedroom, etc.) Written and oral productions.
addressed in 50%,  Simulating actions through TPR activities where Group work
communication and or goes to school, etc.) (J.2, J.3) learners follow basic commands. (Example: Put Pair work
linguistics in 20%, away your book, etc.). Brainstorm ideas
mathematical logic in  Choosing pictures that demonstrate responsibility
10%, learning culture in (cleaning room, watering the flowers). Instruments
10% and school Checklist (Questions and
permanence in 10%. answers)

-2- EFL.2.2.4. Identify items of specific Learners can understand  Listening to or reading short dialogues and Method:
Diagnostic Week, the information within simple messages or short and simple spoken answering questions about the speakers’ names, Qualitative
transversal socio- from short and simple descriptions texts well enough to be able grades, schools, etc.
emotional axes are about familiar contexts, especially if to pick out key items of Technique
 Practicing the use of expressions of politeness
addressed in 40%, visual support is provided. (Example: information. Ref. Written evaluation
communication and letters of the alphabet, numbers, prices I.EFL.2.7.1. (I.3) during collaborative pair and small group work. Brainstorm ideas
linguistic in 20%. and times, days, dates and months,  Adding expressions of politeness to dialogues.
Mathematical logic in etc.)  Completing a short questionnaire or form about Instruments
20%, learning culture in one’s basic personal information. (Example: Evaluation form.
10% and school name, school, age, address, etc.)
permanence in 10%.
-3- EFL.2.2.11. Produce simple, mainly Learners can express basic  Completing a very short, picture-based self- Method:
School Trajectory isolated utterances using very short ideas, initiate conversations, evaluation or peer evaluation form. Qualitative
Week, the transversal phrases and sometimes individual possibly with slow and/or  Playing games in which learners must pass
Technique
socio-emotional axes words, possibly with slow and/or hesitant delivery. objects around the room. (Example: hot potato,
Written and oral productions.
are addressed in 30%, hesitant delivery. (Example: words, Ref.I.EFL.2.9.1. etc.) Group work
communication and phrases and short sentences about  Practicing helpful classroom language in mini Pair work
linguistics in 20%. people, animals, things, etc.) dialogues and/or chants (Example: Can I borrow Brainstorm ideas
Mathematical logic in your eraser? Do you have a pencil? etc.)
25%, learning culture in Instruments
10% and school Classwork
permanence in 10%. Homework
Timeline

-4- EFL 2.3.1. Demonstrate basic reading I.EFL.2.11.1. Learners can  Completing a short survey about favorites or Method:
Reading Promotion comprehension skills by identifying understand familiar words, likes/dislikes and then sharing ideas with a Qualitative
Week, the transversal the meaning of individual words, phrases, and short simple partner.
socio-emotional axes phrases, and sentences, including sentences and can  Making a pie chart about the things that are most Technique
are addressed in 30%, simple written instructions. successfully complete the liked in the class. Written productions.
communication and simple accompanying task. Group work
linguistic in 25%, (I.4) Pair work
mathematical logic in Brainstorm ideas
25%, learning culture in
10% and school Instruments
permanence in 10%. Classwork
Homework
Checklist
-5- EFL 2.3.4. Understand the content in I.EFL.2.13.1. Learners can  Role-playing and participating in short dialogues. Method:
Logical Reasoning simple short written environmental understand a short simple  Playing games that practice classroom language Quantitative
Week, the transversal print text types, using artwork, environmental print text and turn-taking.
socio-emotional axes symbols and layout for support. type and successfully Technique
 Singing songs or chants that practice helpful
are addressed in 20%, (Example: price tags, signs, complete a simple task. Written productions.
communication and notices (No eating, etc.), candy (Example: a sign, notice, language. Group work
linguistic in 30%, wrappers, etc.) menu, etc.) (I.3)  Working in pairs and groups on a small project. Pair work
mathematical logic in Brainstorm ideas
30%, learning culture in
10% and school Instruments
permanence in 10%. Classwork
Homework
Quiz
-6- EFL 2.3.6. Understand the content of a I.EFL.2.15.1. Learners can  Asking the student simple questions about Method:
Educational simple graphic organizer (online or use simple graphic themselves, their family, or their possessions and Quantitative
Community Week, the print). (Example, Venn Diagrams, organizers to show checking whether the responses are
transversal socio- charts, and labeled diagrams.) that they can understand a comprehensible. (Example: What’s your name? Technique
emotional axes are short simple text. (Example: Juan. How do you spell Juan? J-U-A-N. How old Written productions.
addressed in 20%, maps, diagrams, bar charts, are you? I’m eight /aɪm eɪt /, etc.) Pair work
communication and Venn diagrams, etc.) (I.4)  Showing the student some picture flashcards of Brainstorm ideas
linguistic in 30%, familiar vocabulary items and asking them to say
mathematical logic in the words. (Example: It’s a house, a school, a car, Instruments
30%, learning culture in a bike, to see if they are easily understood, etc.) Classwork
10% and school Audio
permanence in 10%. Checklist
-7- EFL.2.4.1 Know how to spell simple Learners can write words,  Doing a mingle activity where learners ask and Method:
Sports Promotion English words correctly, demonstrating phrases, and short simple answer simple questions about a picture which Quantitative
Week, the transversal awareness of sound-letter elationships. sentences using the correct has been stuck to their own back. (Example: for
socio-emotional axes (Example: sea, mean, bee, etc.) conventions animal picture cards, learners ask and answer Is it Technique
are addressed in 30%, (spelling, punctuation, an elephant? No. Is it a horse? Yes. Is it black or Written productions.
communication and capitalization, and white? White. etc.) Observing to see whether Pair work
linguistic in 25%, andwriting or typography, Brainstorm ideas
each student’s questions and answers are
mathematical logic in etc.). Ref.I.EFL.2.17.1. (I.3)
25%, learning culture in understandable by other learners. Instruments
10% and school  Ask the learner to sing a song or recite a chant Classwork
permanence in 10%. together with a group of friends or with the Mind map
teacher. Record the student’s production with the Summary
recording device quite near to the student’s Checklist
mouth and listen to the recording to assess clarity
of sounds, production of phonemes, rhythm and
intonation.
-8- EFL 2.4.8 Complete a basic survey or Learners can write  Asking learners simple questions about Method:
Autonomy Week, the a questionnaire by providing personal information in a simple themselves, their family, or their possessions and Quantitative- Qualitative
transversal socio- details. survey form or noting whether their response time is acceptable
emotional axes are questionnaire. Ref (i.e. may be slow, but not so slow that the Technique
addressed in 10%, I.EFL.2.20.1. interaction becomes uncomfortable for the Written productions.
communication and student or the teacher), and whether their Pair work
linguistic in 35%, response is appropriate. Some learners may Brainstorm ideas
mathematical logic in produce short sentences in response to basic Oral Presentation
35%, learning culture in
questions. (Example: What color are your shoes?
10% and school Instruments
Yes What color are your shoes? Blue or They’re
permanence in 10%. Classwork
blue, etc.)
Checklist of correct questions
Play-Doh dinosaur
-9- EFL.2.2.13. Understand and use basic Learners can interact  Giving learners a picture of a familiar scene and Method:
Educational greetings, leave taking expressions, effectively using a range of asking them to tell you what they can see. Some Quantitative- Qualitative
Transformation Week, and other simple everyday phrases basic functional exponents learners may produce longer utterances.
the transversal socio- to facilitate interpersonal interaction, for interpersonal (Example: a picture of a classroom where Technique
emotional axes are to introduce others, and to name conversations in everyday learners name individual items: table, chair, clock Written productions.
addressed in 20%, things. (Example: Thank-you, Can I contexts, providing speech There are four chairs. The clock says 4 o’clock., Pair work
communication and help you? This is [name], etc.) is slow etc.) Brainstorm ideas
linguistic in 30%, and clear. Learners can
mathematical logic in request repetition or Instruments
30%, learning culture in clarification. Ref. Classwork
10% and school I.EFL.2.10.1. (I.3) Checklist
permanence in 10%.

-10- EFL 2.5.1. Identify key information I.EFL.2.21.1. Learners can  Running a mingle activity where each learner has  Creating sketchnote
DISCIPLINARY such as events, characters, and objects recognize, through pictures a different simple question to ask the others. concepts maps.
CURRICULAR in stories and other age-appropriate or other media such as ICT, Learners move around the room asking their  Quizes (oral, written)
ADVANCE WEEK, literary texts if there is visual support. key aspects of a story or  Test
question and listening to the answers received.
the transversal socio- literary text (both oral and  Interview
emotional axes are written). (J.1, I.2) Observing to see whether each student asks the  Reading activity
addressed in 10%, question fluidly and answers using individual  Summarize
communication and words only or short sentences. (Example  Response cards
linguistics in 35%, questions: What’s your favorite food? Chicken /  Highlighter
mathematical logic in It’s chicken and rice / Do you like oranges?  Mind maps
35%, learning culture in Yes. / Yes, I do. / I love oranges!, etc.)  Crossword
10% and school  Wordsearch
permanence in 10%.
INTERDISCIPLINARY LEARNING
PROJECT’S NAME:
LEARNING OBJECTIVE:
SKILLS AND PERFORMANCE INDICATORS FOR THE ACTIVE METHODOLOGICAL ACTIVITIES FOR TEACHING ASSESSMENT ACTIVITIES
CRITERIA PERFORMANCE CRITERIA AND LEARNING

CURRICULAR ADAPTATIONS
SKILLS AND PERFORMANCE INDICATORS FOR THE ACTIVE METHODOLOGICAL ACTIVITIES FOR TEACHING ASSESSMENT ACTIVITIES
CRITERIA PERFORMANCE CRITERIA AND LEARNING

TEACHER SUPPORT HOURS FOR THE DEVELOPMENT OF COMPLEMENTARY ACTIVITIES TO REINFORCE AND STRENGTHEN
LEARNING
PLANNED ACTIVITIES FOR TEACHER SUPPORT HOURS TO ACTIVE METHODOLOGICAL STRATEGIES FOR THE ASSESSMENT ACTIVITIES
REINFORCE AND STRENGTHEN LEARNING REINFORCEMENT AND STRENGTHENING OF LEARNING
 Encourage the active participation of students, for solving learning  Rubrics
 Reinforcement and Feedback  Portfolio
tasks, to learn the vocabulary, for knowledge of linguistic rules for
 Oral Quiz
  Workshops for preparing interdisciplinary projects proper pronunciation, to develop listening skills (before, during  Written Quiz
 Multiple choice quiz
and after) for the understanding a written text (before, during and
 Crosswords
after), to meet the challenge of writing, to be more efficient in  Wordsearch
learning English, constant motivation, dialogue with parents, use
of tics
 Use pictures and flash cards to help learners connect meaning.
Have learners create their own flash cards.
 Provide word walls for learners to reference.
 Have learners draw pictures to illustrate meaning. Learners share
pictures to contribute to conversations.
 Ask learners to add pictures or drawings to a notebook activity.
OBSERVATIONS:

ELABORATED BY: CHECKED BY APPROVED BY

TEACHER: AREA COORDINATOR : VICEPRINCIPAL:

Lic. Jessenia Pazos Lic. Myrian Núñez Mg. Ximena Arroyo

Signature: Signature: Signature:

Date: Monday, September 25th 2023 Date: Monday, September 25th 2023 Date: Monday, September 25th 2023