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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIVOS

DIRECCIÓN NACIONAL DE CURRÍCULO


MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
CRITERIA 
SCHOOL YEAR 2018-2019
MICROCURRICULAR PLANNING
1. INFORMATION DATA:
Teacher Ivette Dutazaca Area: English Literature Grade/Course: 9th EGB Class: OR / OH / OK /
ND
Unit Number: 3 TEXTBOO Collections Lesson: •
K: Houghton Mifflin Harcourt Cite the textual evidence that most strongly
Unit Title: supports an analysis of what the text says
Approaching Adulthood explicitly as well as inferences drawn from the
- W text.
hen do kids become adults •
Determine a theme or central idea of a text and
- T
analyze its development over the course of the text,
he Whistle including its relationship to the characters, setting,
- I and plot; provide an objective summary of the text.
dentity •
- M Analyze how particular lines of dialogue or
Unit Specific • O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of
Objectives: 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 4.7 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.

PERIODS: 6 periods per week x 6 = 36 PERIODS FOR STARTING WEEK: April 24th, FINISHING WEEK: June 10th ,
hours EVALUATIONS AND 2017 2017
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED EVALUATION CRITERIA
Curriculum Thread 1: Communication and Cultural Awareness Curricular Thread 1: Communication and Cultural Awareness
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature Evaluation Criteria: CE.EFL.4.1.1 Compare and contrast oral
from Ecuador and international regions and cultures and identify similarities and traditions and literature from Ecuador and beyond in order to manifest
differences and universal cultural an understanding of the relationship between cultural perspectives and
themes. practices and by sharing cross cultural experiences.
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and Indicator: I.EFL.4.1.1 Learners can compare and contrast oral
distinctions across cultures and groups (differentiated by gender, ability, traditions, myths, folktales and literature from Ecuador and other
generations, etc.) including the students’ own. cultures in order to demonstrate an understanding of the relationship
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and between cultural practices and perspectives. (I.2,S.2, J.1)
classroom interactions. (Example: asking questions, starting over, rephrasing, Evaluation Criteria: CE.EFL.4.2 Recognize and demonstrate an
exploring alternative pronunciations or appreciation of commonalities between cultures as well as the
wording, etc.) consequences of one’s actions while exhibiting socially responsible
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in behaviors.
online or face-to-face interactions, for personal, social and academic purposes. Indicator: I.EFL.4.2.1 Learners can name similarities and differences
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles between different aspects of cultural groups.
for formal and informal social or academic situations in order to communicate (J.3, S.1)
specific intentions in online and face-to-face interactions. (Example: thanking, Curricular Thread 2: Oral Communication
making promises, apologizing, asking permission, chatting with friends, Evaluation Criteria: CE.EFL.4.6 Listening for Meaning:
answering in class, greeting an authority figure, etc.) Understand and follow the main idea in spoken texts set in familiar
EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating everyday contexts, provided speech is clear and articulate, and deduce
responsible decision-making at school, online, at home and in the community, the meanings of unfamiliar words and phrases using context clues
while considering ethical standards, safety concerns, social norms and mutual and/or prior knowledge.
respect. Indicator: I.EFL.4.6.1 Learners can grasp the general meaning of
EFL 4.1.10 Recognize and appreciate individual and group similarities and spoken texts set in familiar everyday contexts and infer changes in the
differences by establishing and maintaining healthy and rewarding online and topic of discussion, as well as deduce the meanings of unfamiliar words
face-to-face relationships based on communication and cooperation. and exchanges through the use of context clues, provided speech is
given slowly and clearly and there is sufficient visual support. (I.3, S.1,
Curriculum Thread 2: Oral Communication J.4)
EFL 4.2.1 Understand phrases and expressions related to areas of most
immediate priority within the personal and educational do- mains,
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal Evaluation Criteria: CE.EFL.4.7. Listening for Information: Follow
background, immediate environment and matters of immediate need in simple and identify some main ideas and details in short and straightforward
terms using grammatical structures learnt in class (although there may be frequent spoken or audio texts set in familiar con- texts, when delivered slowly
errors with tens- es, personal pronouns, prepositions, etc.) and with visuals to provide contextual support. Use spoken
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or contributions in class as models for one’s own speech
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio- Indicator: I.EFL.4.7.10. Learners can identify the main idea and some
visual presentations) if delivered slowly and visuals provide contextual support. details in short straightforward spoken audio texts set in familiar
(Example: an announcement of a bus delay, an intercom announcement at school, contexts when the message is delivered slowly and there is other
a dialogue supported by facial expressions/gestures and appropriate intonation, contextual support. (Example: rules for a game, classroom instructions,
etc.) a dialogue in a scene from a cartoon or movie, etc.) Learners can use
EFL 4.2.5 Understand most changes in the topic of discussion if people speak other classmate’s contributions in class as models for their own. (I.2,
slowly. I.3, S.4)
EFL 4.2.6 Use other students’ contributions in class as models for their own. Curriculum Thread 3: Reading
Evaluation Criteria: CE.EFL.4.1.1. Demonstrate comprehension of
Curriculum Thread 3: Reading main ideas and some details in short simple texts on familiar subjects,
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. making use of contextual clues to identify relevant information in a
(Example: news about sports or famous people, descriptions, etc.) text.
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline Indicator: I.EFL.4.11.1. Learners can understand main ideas and some
and layout, etc. to identify and understand relevant information in written level- details in short simple on- line or print texts on familiar subjects, us-
appropriate text types. ing contextual clues to help identify the most relevant information.
EFL 4.3.5 Use everyday reference material in order to select information (Example: title, illustrations, organization, etc.) (I.2, I.4)
appropriate to the purpose of an inquiry and relate ideas from one written source Evaluation Criteria: CE.EFL.4.12. Use a range of reference materials
to another. and sources, both online and in print, in order to support ideas, answer
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written inquiries, find relationships and relate ideas between different subject
materials using prior knowledge, graphic organizers, context clues, note taking areas.
and finding words in a dictionary. Indicator: I.EFL.4.12.1. Learners can employ a range of reference
EFL 4.3.7 Read, gather, view and listen to information from various sources in materials and sources, both online and in print, in order to support
order to organize and discuss relationships between academic content areas. ideas, answer inquiries, find relationships and relate ideas between
(Example: nonfiction books for young adults, the Internet, audio and media different sub- ject areas. (I.1, I.2, J.2)
presentations, oral interviews, maps, Curriculum Thread 4: Writing
diagrams, reference books, magazines, etc.) Evaluation Criteria: CE.EFL.4.15 Express information and ideas and
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT describe feelings and opinions in simple transactional or expository
and classroom resources in order to strengthen literacy skills and strategies. texts on familiar subjects in order to influence an audience, while
EFL 4.3.10 Select from and evaluate a range of both physical and digital texts and recognizing that different texts have different features and showing the
materials in order to promote acquisition and develop an appreciation of the ability to use these features appropriately in one’s own writing.
language. Indicator: I.EFL.4.15.1. Learners can convey information and ideas
and describe feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience, while
Curriculum Thread 4: Writing Evaluation Criteria: CE.EFL.4.16 Make use of simple learning
EFL 4.4.1 Convey information and ideas through simple transactional or resources, including those created by one’s self, in order to compare
expository texts on familiar subjects using ICT tools and conventions and features and contrast information, and choose appropriate resources according to
of English appropriate to audience and purpose. the value, purpose and audience of each.
EFL 4.4.2 Make and use a simple print or digital learning resource to Indicator: I.EFL.4.16.1. Learners can use and make simple learning
compare and contrast information in order to demonstrate under- standing resources, both online and in print, in order to compare and contrast
and command of a topic information. Learners can choose appropriate resources and critically
EFL 4.4.4 Write to describe feelings/opinions in order to effectively evaluate the information in these resources, according to the value,
purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
influence an audience. (Example: persuade, negotiate, argue, etc.)
Curriculum Thread 5: Language Through the Arts
EFL 4.4.5 Recognize that various types of writing require different lan-
Evaluation Criteria: CE.EFL.4.18. Use main ideas in order to
guage, formatting and special vocabulary. (Example: a recipe, a letter, etc.) understand, predict, infer and deduce literal and implied meanings in
short, simple, everyday literary texts (online, oral or in print).
Curriculum Thread 5: Language Through the Arts Indicator: I.EFL.4.18.1 Learners can understand, predict, infer and
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-au- deduce literal and implied meanings in short, simple, everyday literary
thentic, oral and written) to understand short simple everyday stories, especially if texts (online, oral or in print), especially when visual support is
there is visual support. provided. (I.2, I.3, I.4)
EFL 4.5.5 Gain an understanding of literary concepts such as genre, plot, setting,
character, point of view, theme and other literary elements in order to apply them Evaluation Criteria: CE.EFL.4.19 Find and identify literary elements
to one’s own creative texts. and techniques and relate those elements to the learner’s own
EFL 4.5.6 Create an effective voice using a variety of ICT tools, writing experiences and to other works, including one’s peers, in order to
styles and typical features of a genre to create stories, poems, sketches, present personal responses and interpretations.
songs and plays, including those that reflect tradition- al and popular Indicator: I.EFL.4.19.1 Learners can locate and identify literary
Ecuadorian cultures elements and techniques in other works, including one’s own. Learners
can give personal responses to and interpret a variety of literary texts,
including those of a peer, referring to details and features of the text.
(Example: text structure, plot, ideas, events, vocabulary, etc.) (I.3,
S.3,J.4)
METHODOLOGICAL EVALUATION/ ACTIVITIES
RESOURCES
STRATEGIES PERFORMANCE INDICATORS TECHNIQUES/INSTRUMEN
TS
Curricular Thread 1: Curricular Thread 1: Communication and Cultural Communication and Cultural
-Reflect on differences between Awareness Awareness
people from other countries and Indicator: I.EFL.4.1.2 LRecognize and demonstrate Activity: Discussion of story and
regions. an appreciation of some common- alities and different cultural traditions,
-Discuss similarities and distinctions across cultures and groups illustration of family, brainstorm a
differences between countries and (differentiat- ed by gender, ability, generations, list of cultural differences
their people. etc.) including the students’ own. Technique : Direct Observation,
-Create a poster of class rules Indicator: I.EFL.4.1.9.Recognize the consequences modeling and facilitating discussion,
-Simulate desirable classroom · H of one’s actions by demonstrating responsible creative expression through drawing
behaviors olt Mc Dougal decision-making at school, online, at home and in Instrument: Rubric, quizzes,
-Practice using politeness in the Online Resource the community, while considering ethical worksheets
classroom · W standards, safety con- cerns, social norms and
-Complete a short questionnaire hiteboard mutual respect. Oral Communication
about a text · P Activity: fluency and pronunciation
-Participate in short role playing rojector activity, read aloud, class discussing
-Compare answers in small groups · W regarding nouns, sentence
-Play games that practice orksheets formation using oral language with
classroom language (Grammar in nouns and correct sentence
-Raise hand when clarification is context, structure
needed vocabulary Technique : group work, modeling
-Participating in short role plays practice, text and facilitating discussion, oral
using a range of verbal and analysis) communication, presentations
nonverbal communication. · P Instrument: Rubrics, observation,
• Rating oral and written literary latform games audio books
texts with stars. (Example: five
stars = excellent!)
• Talking in pairs about a video
that learners have watched.
• Completing a short
questionnaire about a text
learners have read in class.
• Comparing answers in pairs or
Curricular Thread 2: Curricular Thread 2: Oral Communication
-Listen to a short conversation Indicator: I.EFL.4.2.2. Use a series of phrases and
between two speakers and decide sentences to describe aspects of personal Reading
who is speaking background, immediate environment and matters Activity: Read story independently,
-Listen to instructions for a short of immediate need in simple terms using in a group, with the class, and
task and carry them out grammatical structures learnt in class (although discuss all key components (take
-Watch a short video and then talk there may be frequent errors with tens- es, notes), answer short answer
to a partner about the topic. personal pronouns, prepositions, etc.) questions, reflect, and analyze story,
-Asking learners simple questions Indicator: I.EFL.4.2.3. Follow and understand create a Venn Diagram comparing
about themselves, their family or short, straightforward audio messages and/or the and contrasting characteristics
their possessions and noting that main idea/dialogue of a movie or cartoon (or Technique : group work, discussion,
their response time is relatively other age-appropriate audio-visual presentations) direct instruction, facilitator of
quick if delivered slowly and visuals provide contextual discussion
support. (Example: an announce- ment of a bus Instrument: Rubric, classwork,
delay, an intercom announcement at school, a quizzes, short answer questions
dialogue supported by facial expressions/gestures
and appro- priate intonation, etc.)
Writing
Curriculum Thread 3: Reading Activity: Brainstorm a list of nouns
Curriculum Thread 3: Indicator: I.EFL.4.3.5 LUse everyday reference in different categories, write a
-Read a text and answer material in order to select information appropriate paragraph and underline all the
information questions. to the purpose of an inquiry and relate ideas from nouns, free write activity, complete
-Read a paragraph about familiar one written source to another sentence review
content area subject and then Technique: model formatting for
answering questions about the Indicator: I.EFL.4.3.10. Select from and evaluate a each activity, writing process intro.
content. range of both physical and digital texts and writing sample
-Follows the steps in a class game. materials in order to promote acquisition and Instrument:
-Read a text and identify the facts develop an appreciation of the language.
and the opinions. Language Through the Arts
-Compare and contrast Activity: role playing, skits, acting
information out the vocabulary words
-Answer prereading questions Technique: observation
about a text Instruments: observation, peer
-Read a text and take notes evaluation
Curricular Thread 4:
-Write new words and phrases in a
vocabulary notebook Curriculum Thread 4: Writing
-Begin exploring the writing Indicator: I.EFL.4.4.1. Convey information and
process ideas through simple transactional or expository
- Making a list of new words and texts on familiar subjects using ICT tools and
then comparing the lists in pairs. If conventions and features of English appropriate to
one of the members of the pair audience and purpose.
knows the word, he/she teaches Indicator: I.EFL.4.16.1. Learners can use and make
the other person. simple learning resources, both online and in print,
in order to compare and contrast information.
Currricular Thread 5: Learners can choose appropriate resources and
-Listen to and read stories and critically evaluate the information in these
explain the relationship between resources, according to the value, purpose and
main characters audience of each. (I.1, I.3, I.4,J.2, J.4)
-Watch a video and write a short Indicator: I.EFL.4.19.1. Learners can locate
review
-Explain through role playing and
physical expression how a text
makes you feel.
-Illustrate a piece of writing.
-Design a graphic short story.
-Drawing pictures to a story and
exchanging them with a partner,
who captions each picture.
- Illustrating a piece of writing.
Curriculum Thread 5: Language Through the Arts
Indicator: I.EFL.4.18.1. Learners can understand,
predict, infer and deduce literal and implied
meanings in short, simple, everyday literary texts
(online, oral or in print), especially when visual
support is provided. (I.2, I.3, I.4) and identify
literary elements and techniques in other works,
including one’s own. Learners can give personal
responses to and interpret a variety of literary
texts, including those of a peer,
referring to details and features of the text.
(Example: text structure, plot, ideas, events,
vocabulary, etc.) (I.3, S.3,J.4)
Indicator: I.EFL.4.20.1. Learners can 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. (I.1, I.3)
3. ADAPTED CURRICULUM

Extra time will be allowed for students who may The lesson will be given verbally as well as written in the board to better accommodate most learning
have trouble processing the information, or may styles. Classwork will be given with unlimited time, as well as the option to finish at home to
struggle with reading comprehension. The teacher accommodate slower workers.
will provide assistance whenever necessary for

Content: students will analyze how incidents in a story


reveal a character.”
Communication: Begin to produce sentences using the
English language using written and oral language TRANSVERSAL AXES : Values:
CLIL COMPONENTS
Culture: Observe and discuss different cultures and customs leadership, and creativity
within the story presented
Cognition: Critical thinking skills, analysis, and reflection will
be encouraged and cultivated through comprehension
questions, class discussion, and writing activities.

PREPARED BY: REVISED BY: APPROVED BY:


Teacher: Ivette Dutazaca Teacher: Viceprincipal:
Signature: Signature: Signature:
Date: May/22/2018 Date: Date

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