UNIDAD EDUCATIVA “CÉSAR ARROYO”

CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School´s name César Arroyo

Teacher´s name Karina Tutillo Date :

Área English as a Class Ninth EGB School year: 2019-2020

Foreign Language
Subject English

Didactic Unit Unit 1

Our world

Unit Objectives Ss’ Will talk about spo

Ss will focus in simple present and present continuos tense.
Ss will familirize with vocabulary about adjectives and adverbs.
Ss will know about social studies, art and language and literatura

EVALUATION CRITERIA COMMUNICATION AND CULTURAL AWARENES

CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an
understanding of the relationship between cultural perspectives and practices and by sharing cross cultural experiences.

CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences
of one’s actions while exhibiting socially responsible behaviors.

CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal
and oral communication features.
 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

ORAL COMMUNICATION

CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal
And oral communication features.

CE .EFL 4.8
Use suitable vocabulary, expressions, and 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.)

CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward
spoken or audio texts set in familiar contexts, when delivered slowly and with visuals to provide contextual support. Use
spoken contributions in class as models for one’s own speech.

READING
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making
use of contextual clues to identify relevant information in a text.

CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information
in a text, and assess this information according to the organization, subject area and purpose of the text, using different
criteria, including ICT tools

CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information
in a text, and assess this information according to the organization, subject area and purpose of the text, using different
criteria, including ICT tools.

WRITING
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in simple transactional or expository texts
on familiar subjects in order to influence an audience, while recognizing that different texts have different features and
 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

showing the ability to use these features appropriately in one’s own writing

CE.EFL.4.17. Show an ability to 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.

LANGUAGE THROUGH THE ART

CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal and implied meanings in short, simple, everyday
literary texts (online, oral or in print).

CE.EFL.4.20. Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures, using
a range of digital tools, writing styles, appropriate vocabulary and other literary concepts.

SKILLS AND PERFORMANCE LEARNING ACTIVITIES RESOURCES EVALUATION

CRITERIA METHODOLOGICAL STRATEGIES
Performance Indicators Evaluation: Techniques /
Instruments
LESSON A PDP Framework Student I.EFL.4.1.1. Learners can Techniques
Communication and Cultural Pre Reading compare and contrast oral
Notebook
Awareness Guessing from Words before traditions, myths, folktales Graphic organizer
students look at the text they are Teacher and literature from Ecuador
Distinguish and contrast Instruments
going to read, the teacher writes 5 Projector and other cultures in order to
oral traditions, myths, Flash test
or 6 words from the text on the demonstrate an
folktales and literature from Worksheets
board and asks the students to guess understanding of the
Ecuador and international
the topic. relationship between cultural
regions and cultures and
 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

identify similarities and practices and perspectives.

differences and universal Students brainstorm ideas and then Learners can share cross-
cultural themes. EFL 4.1.1. the teacher confirm how close or far cultural experiences while
they were naming universal cultural
themes. (I.2, S.1, S.2, J.1)
While Reading

Identify topic sentences and the

main idea of paragraphs. Remember
that every paragraph usually
includes a topic sentence that
identifies the main idea of the
paragraph

Post Reading
Make a Graphic organizar or mental
map

(to complete with ideas and

information which are connected in
some way

Oral communication Techniques

Student
Related phrases and Listening for the gist
Notebook
expressions related to areas worksheets
of most immediate priority I.EFL.4.6.1. Learners can grasp Instruments
 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

within the personal and Teacher the gen- eral meaning of Flash test
educational domains, Speakes spoken texts set in famil- iar
Computer
provided speech is clearly everyday contexts and infer
Worksheets
and slowly articulated. changes in the topic of
(Example: daily life, free discussion, as well as de- duce
time, school activities, etc.) the meanings of unfamiliar
EFL 4.2.1. words and exchanges through
the use of con- text clues,
PDP Framework provided speech is given slow-
Pre listening ly and clearly and there is
sufficient visual support. (I.3,
S.1, J.4)
Chinese whispers

While listening

True or False: The teachers tells a

story and the students has to
determine if the sentences that he
has are true or false statements

Post listening
Time to Act: After listening to a
passage, students can identify a
Reading theme and create a skit and perform
it in front of their classmates.
Stablish main points in short Student I.EFL.4.11.1. Learners can Techniques
 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

simple texts on familiar understand main ideas and

subjects. (Example: news PDP Framework Notebook some details in short simple Skimming and scanning
about sports or famous Dictionary
on- line or print texts on Visual aids
people, descriptions, etc.) Pre Reading familiar subjects, us- ing Translations
Teacher
EFL 4.3.1 Videos:show a video related contextual clues to help
Projector Instruments
tomorrowland festival Computer identify the most relevant
Quiz
After watching the video yourself, Worksheets information. (Example: title,
prepare some simple discussion illustrations, organization,
questions. Play the video and then etc.) (I.2, I.4
ask the students to talk with a
partner about what they saw.

While Reading

Identify topic sentences and the

main idea of paragraphs.

Post Reading

Quiz Your Classmates

Ask 5 questions about what they
read from page 4 , once they have
them ready, you can tell the
students to make groups of 4 and
then they can ask those questions to
each other.
Writing
 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

Practice the process of Student Techniques

prewriting, drafting, I.EFL.4.17.1. Learners can
Notebook
revising, peer editing and PPP framework. convey and or- ganize Inductively
Diccionary Instruments
proofreading (i.e., “the Teacher information through the use
Quiz
writing process”) to Warm up Projector of facts and details and by
produce well-constructed Simons says :Give direction with Computer employing var- ious stages of
informational text EFL the words(at,on,in) Worksheets the writing process, while
4.4.7. using a range of digital tools
to promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
Presentation J.4)

Gramar about preposition of the

time using the deductively method
Giving some sentences in order ss´
get ruler about it.

Practice

Read or write the ad from page 5

and analize and undertand the new
vocabulary

Production and evaluation

 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

Ss must créate and ad related a

event from your school

Language trough the arts

PDP Framework I.EFL.4.18.1. Learners can

Student understand, predict, infer and Techniques
Create predictions, Pre Reading deduce literal and implied
Sheet of paper Scaning and skcimmig
inferences and deductions KWL Charts: Just have students write meanings in short, simple, ev-
Diccionary Translation
to demonstrate different everything they know urban music Teacher eryday literary texts (online, Instruments
levels of meaning of literary (K column) and everything they want Projector oral or in print), especially
works presented orally to know (W column) and what they Computer when visual support is Survey
including literal and implied learned after the reading (L Column) provided. (I.2, I.3, I.4)
meanings. (Example:
summarizing, explaining and While reading
identifying, word choice,
symbols, points of view, Answer literal and inferential
etc.) EFL 4.5.3. questions: Literal simply refers to
what the text says and inferential is
using the text as a starting point to
get a deeper meanin

Post Reading
Questions from Pictures
Teachers shows a collage and ask
student to look at the collage
carefully and how some of the
 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

pictures relate to the reading they

did.

Oral Comunication Techniques

PDP framework I.EFL.4.7.1. Learners can
Student identify the main idea and Listening for specific
Support and understand Pre listening some details in short information
Sheet of paper
short, direct audio Sing along: Teach students a short straightfor- ward spoken
Notebook
messages or the main idea song, a rhyme, or a jazz chant on a Teacher audio texts set in familiar con-
and dialogue of other age- topic related to the text they are Projector texts when the message is Instruments
appropriate audio-visual going to listen to, could you include Computer delivered slowly and there is
presentations. (Example: an a worksheet. Speakers other contextual support. (Ex- observation
announcement of a bus ample: rules for a game,
delay, an intercom While listening classroom instruc- tions, a
announcement at school, a Gap Fill: Give students a transcript dialogue in a scene from a
dialogue supported by facial and ask students to fill in the boxes cartoon or movie, etc.)
expressions/gestures and as they listen to the passage Learners can use other class-
appropriate intonation, etc.) mate’s contributions in class
EFL 4.2.3. Post listening as models for their own. (I.2,
Check and Summarizing: I.3, S.4)
Check understanding is to ask
student to summarize the
information they heard, this can be
done orally or in writing.
 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

Tell Ss to work in group an create a

similas conversation like the listening
dialogue.

Students can make pairs and then

they can talk during a minute to
another student, once the minute‘s
over the change partner and share
their views with another classmates.

ADAPTED CURRICULUM
Especificación de la adaptación a ser aplicada
DESTREZAS CON CRITERIO DE ACTIVIDADES DE Rre EVALUACIÓN
DESEMPEÑO APRENDIZAJE
En las adaptaciones curriculares Describir todas las Anotar la lista de equipos Indicadores Técnicas e
Grado 2, anotar la misma destreza actividades materiales y demás recursos de instrumento
para todo el grupo. En caso de específicas que se específicos para desarrollar Evaluación s de
adaptaciones grado 3, especificar la van a desarrollar las actividades. Grado 1,2,3 de la unidad Evaluación
DCD modificada en correspondencia hasta concluir la
con el objetivo de la Unidad. experiencia de
aprendizaje.
OBSERVATIONS
Se consignarán las novedades en el cumplimiento de la planificación. Además, puede sugerir ajustes para el mejor cumplimiento de lo planificado.
 UNIDAD EDUCATIVA “CÉSAR ARROYO”
CAYAMBE-OTÓN
Teléf. 023612044
Email. escuelacesararroyo@yahoo.es
Año lectivo MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
2019-2020 PÁG.

ELABORATED BY REVIEWED BY REVIEWED BY APPROVED BY

teacher(S): LIC PAOLA AREA COORDINATOR : ACADEMIC COORDINATOR PRINCIPAL:
PASPUEL KARINA TUTILLO LIC. KATY QUISHPE LIC. JAVIER TITUAÑA
LIC. KARINA TUTILLO

Signature : Signature: Signature:

Date : Date : Date :