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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: UNIDAD EDUCATIVA


Academic Year: 2016 - 2017

1. INFORMATIVE DATA
Teacher: Area: Grade / Course: Class:
English as a Foreign Language 8th EGB A1.1

Book: Unit 2 Objectives

English A 1.1 People I O.EFL 4.1


love 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 4.2
Appreciate and value English as an international language and a medium to interact
globally.

O.EFL 4.5
Introduce the need for independent research as a daily activity by using electronic
resources (ICT) in class while practicing appropriate competences in the four
skills.

Periods: 30, 7-8 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the Skills
and Performance Criteria for each Curricular Thread.
Communication and Cultural Awareness CE.EFL.4.2.
Recognize and demonstrate an appreciation of Commented [A2]: It is determined for each performance
criteria of each Curricular Thread.
EFL 4.1.9 commonalities between cultures as well as the
Recognize the consequences of one’s actions by consequences of one’s actions while exhibiting socially
demonstrating responsible decision-making at school, responsible behaviors.
online, at home and in the community, while considering
ethical standards, safety concerns, social norms and
mutual respect. CE.EFL.4.5.
Display an appreciation of and demonstrate respect for
EFL 4.1.10 individual and group differences by establishing and
Recognize and appreciate individual and group maintaining healthy and rewarding relationships based on
similarities and differences by establishing and communication and cooperation.
maintaining healthy and rewarding online and face-to-face
relationships based on communication and cooperation.

Oral Communication:(Listening and Speaking) CE.EFL.4.7.


Listening for Information: Follow and identify some main
EFL 4.2.6 ideas and details in short and straightforward spoken or
Use other students’ contributions in class as models for audio texts set in familiar contexts, when delivered
their own. 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
EFL 4.3.1 in short simple texts on familiar subjects, making use of
Understand main points in short simple texts on familiar contextual clues to identify relevant information in a
subjects. (Example: news about sports or famous people, text.
descriptions, etc.)

Writing CE.EFL.4.15.
Express information and ideas and describe feelings and
EFL 4.4.5 opinions in simple transactional or expository texts on
Recognize that various types of writing require different familiar subjects in order to influence an audience,
language, formatting and special vocabulary. (Example: a while recognizing that different texts have different
recipe, a letter, etc.) features and showing the ability to use these features
appropriately in one’s own writing.

Language through the Arts CE.EFL.4.18.


Use main ideas in order to understand, predict, infer and
EFL 4.5.1 deduce literal and implied meanings in short, simple,
Make use of main points in literary texts (authentic and everyday literary texts (online, oral or in print).
semi-authentic, oral and written) to understand short
simple everyday stories, especially if there is visual CE.EFL.4.22.
support. Show the ability to work collaboratively and to
participate effectively in a variety of student groupings
EFL 4.5.9
Engage in collaborative activities through a variety of by employing a wide range of creative thinking skills
student groupings to create and respond to literature and through the completion of activities such as playing
other literary texts. (Example: small groups, cooperative games, brainstorming and problem solving.
learning groups, literature circles, process writing
groups, etc.)

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Commented [A3]: Here we can decide if we put those
Techniques / Instruments methodological strategies suggested by the Ministerial
Curriculum or the methodologies suggested by book,
additionally we can write our own.
Communication and Cultural New Curriculum EFL for Communication and Cultural ACTIVITIES and TECHNIQUES Commented [A4]: It consists of resources that we will use
Awareness Superior EGB Awareness throughout the unit.
Make positive remarks to Commented [A5]: They are all indicators that help us
Creating a poster of rules English - Teacher´s Book A I.EFL.4.2.1. other learners in class. achieveeach Evaluation Criteria.
1.1 Learners can name similar-
Commented [A6]: It is made up of all activities, instruments
Collaborating on a group ities and differences Listen to another learner’s and techniques to get a good assessment process.
project. English - Teacher´s Book A between different aspects of answers in class and
1.1 (Audios) cultural groups. Learners responding appropriately.
Completing group work in a can demonstrate socially (Example: giving praise,
fair and honest manner and Flash Cards responsible behaviors at correcting an error, asking
accepting the group’s de- school, online, at home and a follow-up question, etc.)
cisions. Photocopiable Sheets in the community, and
evaluate their actions by Read a text and answering
Helping learners in the Crosswords ethical, safety and social information questions.
class who have a different standards. (J.3, S.1, I.1)
skill set. Strategies Templates Write your own answers to
I.EFL.4.5.1. interview questions.
Sharing ideas freely and Learners can appreciate and
without jealousy. show respect for individual Listen to a song and
and group differences by inferring if it is happy,
Making positive remarks to establishing and maintaining sad, etc.
other learners in class. healthy and rewarding online
and face-to-face INSTRUMENTS
Encouraging classmates to interactions. Learners can
stay motivated when needed. communicate and cooperate in Rubrics
a respectful, empathetic
Giving assistance to those manner. (J.3, S.1, S.4) Portfolio
who are struggling, even
when not directly asked to. Oral Communication Oral interview

Oral Communication: I.EFL.4.7.1. Quiz Time Test


Listening and Speaking) Learners can identify the
main idea and some details
Listening to another in short straightforward
learner’s answers in class spoken audio texts set in
and responding familiar contexts when the
appropriately. (Example: message is delivered slowly
giving praise, correcting an and there is other
error, asking a follow-up contextual support. (Ex-
question, etc.) ample: rules for a game,
classroom instructions, a
Reading
dialogue in a scene from a
Reading a text and answering cartoon or movie, etc.)
information questions. Learners can use other
classmate’s contributions in
Choosing from a list of class as models for their
words to complete gaps from own. (I.2, I.3, S.4)
a reading.
Reading
Predicting main ideas by
reading the title and using I.EFL.4.11.1.
other contextual clues Learners can understand main
(e.g., illustrations, ideas and some details in
subheadings, etc.) short simple online or print
texts on familiar subjects,
Writing using contextual clues to
help identify the most
Looking at a picture and relevant information.
writing a description of (Example: title,
what you see or how it makes
illustrations, organization,
you feel, then comparing
etc.) (I.2, I.4)
descriptions in pairs.
Writing
Language through the Arts
I.EFL.4.15.1.
Looking at the title of a
Learners can convey infor-
text and accompanying
mation and ideas and
illustrations and writing
describe feelings and
three questions about the
opinions in simple
topic. Then reading to find
transactional or expository
the answers to the
texts on familiar subjects
questions.
in order to influence an
audience, while recognizing
Listening to a song and
that different texts have
inferring if it is happy, different features and
sad, etc. showing the ability to use
these features appropriately
Participating in classroom in one’s own writing. (I.3,
games in which problem- I.4, S.3, J.2)
solving as a team is
important. Language through the Arts

Comparing answers in pairs I.EFL.4.18.1.


in order to help each other Learners can understand,
understand errors or con- predict, infer and deduce
cepts. 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)

I.EFL.4.22.1.
Learners can collaborate and
participate effectively in a
variety of student groupings
by employing a wide range of
creative thinking skills
through the completion of
activities such as playing
games, brainstorming and
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion must
take into account students who have disabilities or learning
needs.

CLIL Components - Science/Technology/Arts: Commented [A8]: Taking into account the extra-curricular
Transversal Axes activities referring to science and technology.
Commented [A9]: Values defined by each school.
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: September 30th, 2016 Date: Date: