SUBSECRETARÍA DE FUNDAMENTOS EDUCATIVOS

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE
CRITERIA
SCHOOL LOGO NAME OF THE SCHOOL: Colegio Americano 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: • Cite the textual evidence that most strongly sup-
K: Houghton Mifflin Harcourt ports an analysis of what the text says explicitly
Unit Title: as well as inferences drawn from the text.
Approaching Adulthood • Determine a theme or central idea of a text and ana-
- When do kids become adults lyze its development over the course of the text, in-
cluding its relationship to the characters, setting,
- The Whistle
and plot; provide an objective summary of the text.
- Identity • Analyze how particular lines of dialogue or inci-
- Much too young to work so hard dents in a story or drama propel the action, reveal
- Marigolds aspects of a character, or provoke a decision.

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 EVALUATIONS STARTING WEEK: April 24th, FINISHING WEEK: June 10th ,
hours AND CONTINGENCY: 4 2017 2017
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED
Curriculum Thread 1: Communication and Cultural Awareness
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature
from Ecuador and international regions and cultures and identify similarities and
differences and universal cultural
themes.
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and
distinctions across cultures and groups (differentiated by gender, ability,
generations, etc.) including the students’ own.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and
classroom interactions. (Example: asking questions, starting over, rephrasing,
exploring alternative pronunciations or
wording, etc.)
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in
online or face-to-face interactions, for personal, social and academic purposes.
EFL 4.1.8 Use suitable vocabulary, expressions, 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.)
EFL 4.1.9 Recognize the consequences of one’s actions by demonstrating
responsible decision-making at school, online, at home and in the community,
while considering ethical standards, safety concerns, social norms and mutual
respect.
EFL 4.1.10 Recognize and appreciate individual and group similarities and
differences by establishing and maintaining healthy and rewarding online and
face-to-face relationships based on communication and cooperation.
Curriculum Thread 2: Oral Communication
EFL 4.2.1 Understand phrases and expressions related to areas of most
immediate priority within the personal and educational do- mains,
provided speech is clearly and slowly articulated. (Example: daily life, free
time, school activities, etc.)
EVALUATION CRITERIA
Curricular Thread 1: Communication and Cultural Awareness
Evaluation Criteria: CE.EFL.4.1.1 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.
Indicator: I.EFL.4.1.1 Learners can compare and contrast oral
traditions, myths, folktales and literature from Ecuador and other
cultures in order to demonstrate an understanding of the relationship
between cultural practices and perspectives. (I.2,S.2, J.1)
Evaluation Criteria: 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.
Indicator: I.EFL.4.2.1 Learners can name similarities and differences
between different aspects of cultural groups.
(J.3, S.1)
Curricular Thread 2: Oral Communication
Evaluation Criteria: CE.EFL.4.6 Listening for Meaning: Understand
and follow the main idea in spoken texts set in familiar everyday
contexts, provided speech is clear and articulate, and deduce the
meanings of unfamiliar words and phrases using context clues and/or
prior knowledge.
Indicator: I.EFL.4.6.1 Learners can grasp the general meaning of
spoken texts set in familiar everyday contexts and infer changes in the
topic of discussion, as well as deduce the meanings of unfamiliar words
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, J.4)
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal
background, immediate environment and matters of immediate need in simple
terms using grammatical structures learnt in class (although there may be frequent
errors with tens- es, personal pronouns, prepositions, etc.)
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or
the main idea/dialogue of a movie or cartoon (or other age-appropriate audio-
visual presentations) if delivered slowly and visuals provide contextual support.
(Example: an announcement of a bus delay, an intercom announcement at school,
a dialogue supported by facial expressions/gestures and appropriate intonation,
etc.)
EFL 4.2.5 Understand most changes in the topic of discussion if people speak
slowly.
EFL 4.2.6 Use other students’ contributions in class as models for their own.
Curriculum Thread 3: Reading
EFL 4.3.1 Understand main points in short simple texts on familiar subjects.
(Example: news about sports or famous people, descriptions, etc.)
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline
and layout, etc. to identify and understand relevant information in written level-
appropriate text types.
EFL 4.3.5 Use everyday reference material in order to select information
appropriate to the purpose of an inquiry and relate ideas from one written source
to another.
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written
materials using prior knowledge, graphic organizers, context clues, note taking
and finding words in a dictionary.
EFL 4.3.7 Read, gather, view and listen to information from various sources in
order to organize and discuss relationships between academic content areas.
(Example: nonfiction books for young adults, the Internet, audio and media
presentations, oral interviews, maps,
diagrams, reference books, magazines, etc.)
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide range of ICT
and classroom resources in order to strengthen literacy skills and strategies.
EFL 4.3.10 Select from and evaluate a range of both physical and digital texts and
materials in order to promote acquisition and develop an appreciation of the
language.
Evaluation Criteria: 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 con- texts, when delivered slowly
and with visuals to provide contextual support. Use spoken contributions
in class as models for one’s own speech
Indicator: I.EFL.4.7.10. Learners can identify the main idea and some
details in short straightforward spoken audio texts set in familiar contexts
when the message is delivered slowly and there is other contextual
support. (Example: rules for a game, classroom instructions, a dialogue
in a scene from a cartoon or movie, etc.) Learners can use other
classmate’s contributions in class as models for their own. (I.2, I.3, S.4)
Curriculum Thread 3: Reading
Evaluation Criteria: CE.EFL.4.1.1. 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.
Indicator: I.EFL.4.11.1. Learners can understand main ideas and some
details in short simple on- line or print texts on familiar subjects, us- ing
contextual clues to help identify the most relevant information.
(Example: title, illustrations, organization, etc.) (I.2, I.4)
Evaluation Criteria: CE.EFL.4.12. Use a range of reference materials
and sources, both online and in print, in order to support ideas, answer
inquiries, find relationships and relate ideas between different subject
areas.
Indicator: I.EFL.4.12.1. Learners can employ a range of reference
materials and sources, both online and in print, in order to support ideas,
answer inquiries, find relationships and relate ideas between different
sub- ject areas. (I.1, I.2, J.2)
Curriculum Thread 4: Writing
Evaluation Criteria: 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 showing the ability to use
these features appropriately in one’s own writing.
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 recognizing
that different texts have different features and showing the ability to use
these features appropriately in one’s own writing. (I.3, I.4, S.3, J.2)
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 and
expository texts on familiar subjects using ICT tools and conventions and features contrast information, and choose appropriate resources according to the
of English appropriate to audience and purpose. 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 provided.
there is visual support. (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 experiences
EFL 4.5.6 Create an effective voice using a variety of ICT tools, writing and to other works, including one’s peers, in order to present personal
styles and typical features of a genre to create stories, poems, sketches, 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
STRATEGIES
Curricular Thread 1:
-Reflect on differences between
people from other countries and
regions.
-Discuss similarities and
differences between countries and
their people.
-Create a poster of class rules
-Simulate desirable classroom
behaviors
-Practice using politeness in the
classroom
-Complete a short questionnaire
about a text
-Participate in short role playing
-Compare answers in small groups
-Play games that practice
classroom language
-Raise hand when clarification is
needed
-Participating in short role plays
using a range of verbal and
nonverbal communication.
• Rating oral and written literary
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
small groups.
EVALUATION/ ACTIVITIES
RESOURCES
PERFORMANCE INDICATORS TECHNIQUES/INSTRU-
MENTS
Curricular Thread 1: Communication and Cultural Communication and Cultural
Awareness Awareness
Indicator: I.EFL.4.1.2 LRecognize and demonstrate Activity: Discussion of story and dif-
an appreciation of some common- alities and ferent cultural traditions, illustra-
distinctions across cultures and groups tion of family, brainstorm a list of
(differentiat- ed by gender, ability, generations, cultural differences
etc.) including the students’ own. Technique : Direct Observation,
Indicator: I.EFL.4.1.9.Recognize the consequences modeling and facilitating discussion,
of one’s actions by demonstrating responsible creative expression through draw-
decision-making at school, online, at home and in ing
the community, while considering ethical Instrument: Rubric, quizzes, work-
 Holt Mc Dougal standards, safety con- cerns, social norms and sheets
Online Resource mutual respect.
 Whiteboard Oral Communication
 Projector Activity: fluency and pronunciation
 Worksheets activity, read aloud, class discussing
(Grammar in regarding nouns, sentence for-
context, vocabu- mation using oral language with
lary practice, text nouns and correct sentence struc-
analysis) ture
 Platform games Technique : group work, modeling
and facilitating discussion, oral com-
munication, presentations
Instrument: Rubrics, observation,
audio books
Curricular Thread 2:
-Listen to a short conversation
between two speakers and decide
who is speaking
-Listen to instructions for a short
task and carry them out
-Watch a short video and then talk
to a partner about the topic.
-Asking learners simple questions
about themselves, their family or
their possessions and noting that
their response time is relatively
quick
Curriculum Thread 3:
-Read a text and answer
information questions.
-Read a paragraph about familiar
content area subject and then
answering questions about the
content.
-Follows the steps in a class game.
-Read a text and identify the facts
and the opinions.
-Compare and contrast
information
-Answer prereading questions
about a text
-Read a text and take notes
Curricular Thread 2: Oral Communication
Indicator: I.EFL.4.2.2. Use a series of phrases and
sentences to describe aspects of personal Reading
background, immediate environment and matters Activity: Read story independently,
of immediate need in simple terms using in a group, with the class, and dis-
grammatical structures learnt in class (although cuss all key components (take
there may be frequent errors with tens- es, notes), answer short answer ques-
personal pronouns, prepositions, etc.) tions, reflect, and analyze story, cre-
Indicator: I.EFL.4.2.3. Follow and understand ate a Venn Diagram comparing and
short, straightforward audio messages and/or the contrasting characteristics
main idea/dialogue of a movie or cartoon (or other Technique : group work, discussion,
age-appropriate audio-visual presentations) if direct instruction, facilitator of dis-
delivered slowly and visuals provide contextual cussion
support. (Example: an announce- ment of a bus Instrument: Rubric, classwork, quiz-
delay, an intercom announcement at school, a zes, 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
Indicator: I.EFL.4.3.5 LUse everyday reference in different categories, write a
material in order to select information appropriate paragraph and underline all the
to the purpose of an inquiry and relate ideas from nouns, free write activity, complete
one written source to another sentence review
Technique: model formatting for
Indicator: I.EFL.4.3.10. Select from and evaluate a each activity, writing process intro.
range of both physical and digital texts and writing sample
materials in order to promote acquisition and Instrument:
develop an appreciation of the language.
Language Through the Arts
Activity: role playing, skits, acting
out the vocabulary words
Technique: observation
Instruments: observation, peer
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

Specification of Educational Needs Specification of the adapted material to be applied

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

Content: students will analyze how incidents in a story re-

veal a character.”
Communication: Begin to produce sentences using the Eng-
lish 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 ques-
tions, 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