FISCO-MISSIONAL HIGH SCHOOL

“GABRIEL GARCIA MORENO”

[email protected]
Tel. 073024362
EL INGENIO-ESPÍNDOLA-LOJA

MICROCURRICULAR PLANNING 2023 – 2024

INFORMATIVE DATA
Teacher's name: MSc. Jaqueli Malacatus Calva Area: Language and literature Subject: Language and literature
Numbers of
Didactic unit: 2 SUB-LEVEL: From week 15 to 28
weeks:
From July 31, 2023 to
Degree course: 9th YEAR EGB Parallels: TO Date:
November 1, 2023
Quarter: 2°

CROSSCUTTING
 Socio-emotional
 Learning culture
 Communicational and Linguistic
 Logical-mathematical reasoning
 School permanence
DISCIPLINARY LEARNING
LEARNING OBJECTIVES:

PLANNING
SKILL WITH ACTIVE METHODOLOGICAL
PERFORMANCE EVALUATION INDICATORS STRATEGIES FOR TEACHING AND EVALUATION ACTIVITIES RESOURCES
CRITERIA LEARNING
LL.4.4.1. Write It structures different Communication Skills 1) Contributions Students
journalistic and types of journalistic texts Topic: Science within everyone's reach *Individual Disciplinary or teacher
academic texts with (news, chronicle, report, Experience: Interdisciplinary Activities Worksheet
management of their interview, opinion article, I watch and read the following story. *Disciplinary or interdisciplinary Tics:
basic structure, and among others), and group activities https://prezi.com/
support ideas with academic texts (report, gltd3kynzpmo/la-oracion-y-
reasons and examples review, narrative, sus-partes/
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organized in a
hierarchical manner.

expository, literary and

argumentative essay,
among others), combining
different plots (narrative,
descriptive , expository, Reflection:
conversational and What is a sentence? We give
argumentative), types of examples. b. What parts does a
paragraph (description, sentence have? We give example
extension, sentences and break them down. c. We
exemplification, definition, say a sentence and identify the core of
conclusive, deductive, the subject and the core of the
inductive) and direct and predicate.
indirect dialogues, as Conceptualization
appropriate; develop To write a report we follow the
probing questions; following process. I explain to my
handles the most common class the importance of this journey.
citation and source
identification standards.
(Ref. I.LL.4.7.1.)

Application
Complete the worksheet on prayer.
*Reinforcement and feedback

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 It structures different
LL.4.4.1. Write types of journalistic texts
journalistic and (news, chronicle, report, communication skills
topic: paragraph writing 1) Contributions Printed reading sheets
academic texts with interview, opinion article,
Experience: *Individual Disciplinary or Stationery supplies
management of their among others), and
I replace the direct and indirect objects Interdisciplinary Activities Student Text
basic structure, and academic texts (report,
support ideas with review, narrative, with an unstressed pronoun. On the *Disciplinary or interdisciplinary
reasons and examples expository, literary and blackboard of the sentences proposed group activities
organized in a argumentative essay, by the teacher.
hierarchical manner. among others), combining Reflection
different plots (narrative, I reflect on the importance of the use
descriptive , expository, of language.
conversational and Conceptualization
argumentative) Read the texts and in my notebook I
write the first draft, following its
structure, of each of its parts.

Application
With this information I write the
introduction to my report in my
notebook. I share my work with the
whole class. *Reinforcement and
feedback

LL.4.2.2. Organize I.LL.4.4.2. Produces Communication Skills 1) Contributions Printed reading sheets
discourse through the speeches (conversation, Topic: Reading to communicate *Individual Disciplinary or Stationery supplies

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 dialogue, narration, Interdisciplinary Activities
use of the basic
debate, conversation, *Disciplinary or interdisciplinary
structures of oral Experience:
presentation, interview, group activities
language, the I observe these scenes and comment
survey, exhibition)
selection and use of on them to my colleagues. Student Text
organized from the use
specific vocabulary,
of the basic structures of
in accordance with
oral language, uses
the intention, in
vocabulary according to
various formal and
the intention and the
informal
context, supports them
communicative
with a variety of
contexts. formats, supports and
resources (including
audiovisuals). (I.3., I.4. Reflection:
We read the following text in pairs and
paraphrase it in the activity notebook.

Conceptualization
We reread each paragraph to mark
the key words with our voice. We
underline the words in the text that
should have a certain intonation. We
read the text giving special emphasis
to the underlined words.
Application
Read aloud, evaluate using a rubric.
*Reinforcement and feedback

LL.4.1.1. Investigate Explains the origin, Socio-emotional

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and explain the development and Topic: The Afro-Ecuadorian presence 1) Contributions Work sheets
influence of writing in and its oral tradition *Individual Disciplinary or Board
contributions of written
different historical Experience: Interdisciplinary Activities stationery supplies
culture to the moments, regions and I look at this map about the African *Disciplinary or interdisciplinary Use of ICTs:
cultures of the world. (Ref. presence in America and comment group activities https://www.youtube.com/
historical, social and
I.LL.4.1.1.). with the class. watch?v=jQUoDzWb7ck
cultural development

of humanity.

Reflection:
I read this text about the Historical
Presence of the Afro-Ecuadorian
Peoples and answer the questions on
page 71 of the language and literature
text.

Conceptualization
Graphic organizer about traditions

Application
I memorize this lullaby and sing it to
my family v.

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 *Reinforcement and feedback
LL.4.1.3. Investigate the Explains the influence of Socio-emotional Contribution notebook
sociocultural linguistic Topic: Dialects of Afro-Ecuadorian 1) Contributions Language Text
social and situational
variations of Ecuador communities *Individual Disciplinary or Stationery supplies
and explain their linguistic variations in Experience: Interdisciplinary Activities Videos:
influence on social The teacher explores knowledge *Disciplinary or interdisciplinary https://www.youtube.com/
Ecuador on social
relations. through questions about Ecuadorian group activities watch?v=FZeb86xTqc0
relationships. (Ref. dialects that they have heard.
Reflection:
I.LL.4.2.1.) I explain in my own words what a
dialect is.
I answer:
What are the Afro-Ecuadorian dialects?
I research these Afro-Chinese words to
match them with their meanings in my
notebook.
Conceptualization
Information about the previously
mentioned topic is shown on the
blackboard.
Application
Do the following activity

*Reinforcement and feedback

LL.4.5.1. Interpret a Interprets literary texts Topic: Dramatic genre: Tragedy, 1) Contributions Contribution notebook

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literary text from the based on the comedy and other subgenres. *Individual Disciplinary or Language Text
characteristics of the Experience: Interdisciplinary Activities Stationery supplies
characteristics of the
genre to which it The teacher shows examples of *Disciplinary or interdisciplinary Videos:
belongs. genre to which they dramatic genres to the class so that the group activities https://www.google.com/
students identify which one they search?hl=es-
belong. (Ref. I.LL.4.8.1.)
belong to. 419&sxsrf=AB5stBhdqiZDqfK-
Reflection: YGFl8lQcSIVLa0D7uQ:169012945
I look at the image on page 78 and 9095&q=s+questions+with+m
I answer the questions. %C3%A1s+precisi%C3%B3n,
• What do the figures in both scenes +read+the+following+text .
have in common and how are they +Major+forms+of+g
different? %C3%A9nero+dram%C3%A1tic:
• What situation occurs in the first +The+drama&tbm=vid&sa=X&ve
scene? What is presented in the d=2ahUKEwiRiqLwnqWAAxWVF
second? VkFHZGHDxcQ0pQJegQICRAB&bi
• Do you think both images belong w=1517&bih=694&dpr=0.9#fpst
to the same play? ate=ive&vld=cid:f840
Conceptualization 339b,vid:tXWk5TcEAAc
Using a graphic organizer, the teacher
shows information on the previously
mentioned topic on the blackboard.

Application
We read and comment, with the
teacher's guidance, on the following
fragment of La Celestina.
*Reinforcement and feedback

LL.4.5.5. Express I.LL.4.91. Composes and Topic: Other major forms of the 1) Contributions Contribution notebook
specific intentions dramatic genre *Individual Disciplinary or Language Text
recreates literary texts
(irony, sarcasm, humor, Experience: Interdisciplinary Activities Stationery supplies
etc.) with the creative that adapt or combine The teacher shows examples of *Disciplinary or interdisciplinary
use of the meaning of dramatic genres to the class to group activities
various structures and
words. remember what they have learned.
resources, expressing Reflection:
In pairs, I comment on the types of
specific intentions (irony,

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 sarcasm, humor,
etc.) dramatic genres that they have studied
the previous year.
through the creative use
Conceptualization
of the meaning of words study other major forms of the
and the collaborative use
dramatic genre

of various media and ICT

resources.

Application
In my notebook, I write the main
characteristics that define each of the
four major dramatic forms studied.
*Reinforcement and feedback
LL.4.3.4. Self-regulate Constructs implicit Topic: Advertising and propaganda 1) Contributions Contribution notebook
the understanding of a Experience: *Individual Disciplinary or Language Text
meanings by inferring the
text through the The teacher shows images of examples Interdisciplinary Activities Stationery supplies
application of self- topic, the author's point of of texts to the students *Disciplinary or interdisciplinary Videos:
selected cognitive group activities http://bit.ly/2c1amLV
view, the motivations and
comprehension
strategies, according to arguments of a text and
the reading purpose
develops critical-
and the identified
difficulties. evaluative criteria about
the different perspectives
on the same topic in two
or more texts. (Ref.

I.LL.4.5.2.)
Reflection:
We played, in groups of five, “Stop
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 my hand!” to identify products and
trademarks.
Conceptualization
The teacher presents information and
definition of the new topic

Application
Make an advertisement about a
commercial premises and present it in
class.
*Reinforcement and feedback

LL.4.4.5. Use the It structures different Topic: I write to convince 1) Contributions Contribution notebook
planning, writing, Experience: *Individual Disciplinary or Language Text
types of journalistic texts
review and publication I look at the illustration on page. 104 Interdisciplinary Activities Stationery supplies
procedure in writing (news, chronicle, report, and I comment with my colleagues *Disciplinary or interdisciplinary Videos:
different types of Reflection: group activities https://www.unprofesor.com/
interview, opinion article,
journalistic and I look at the following image and lengua-espanola/el-lenguaje-
academic texts. among others), and reflect on the importance of writing. tecnico-definicion-y-ejemplos-
2968.html
academic texts (report,
review, narrative,
expository, literary and
argumentative essay,
among others), combining Conceptualization
different plots (narrative,

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 descriptive , expository,
conversational and
argumentative), types of
paragraph (description,
extension, With the information presented, make
exemplification, definition, a summary of the most important parts
in the notebook.
conclusive, deductive, Application
inductive) and direct and Read the following essay on page. 106
of the text and identify what type of
indirect dialogues, as essay it is and what its thesis is.
appropriate; develop *Reinforcement and feedback
probing questions;
handles the most common
citation and source
identification standards.
(Ref. I.LL.4.7.1.)

LL.4.4.3. Use strategies It structures different Communication Skills 1) Contributions Contribution notebook
and thinking processes Topic: Cite the sources consulted *Individual Disciplinary or Language Text
types of journalistic texts
that support the Experience: Interdisciplinary Activities Stationery supplies
writing of different (news, chronicle, report, I read the information in the text on *Disciplinary or interdisciplinary Videos:
types of journalistic page 115 and practice how to cite group activities http://bit.ly/2c1amLV
interview, opinion article,
and academic texts. sources with the material I have
among others), and consulted.
Reflection:
academic texts (report,
I think about what my position is. Am I
review, narrative, for or against advertising? I meet with
colleagues who have the same position
expository, literary and
as me and in groups of three we think
argumentative essay, about a title and the thesis for our

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 among others), combining essay.
Conceptualization
different plots (narrative,
Read the following text with a partner
descriptive , expository, and make an outline with the most
important ideas.
conversational and
argumentative), types of
paragraph (description,
extension,
exemplification, definition, Application
conclusive, deductive, Based on the essay Advertising must be
controlled, we are going, in groups of
inductive). three, to write our essays.
*Reinforcement and feedback
9 LL.4.2.1. Use oral Explains the influence of Topic: The conference 1) Contributions Contribution notebook
communication Experience: *Individual Disciplinary or Language Text
social and situational
resources in contexts The teacher presents graphs and in Interdisciplinary Activities Stationery supplies
of social exchange, linguistic variations in pairs they comment on what they *Disciplinary or interdisciplinary Videos:
construction of represent and if they have ever group activities http://bit.ly/2c1amLV
Ecuador on social
agreements and participated in a similar situation.
resolution of problems. relationships. (Ref. Reflection:
Read the following text and paraphrase
I.LL.4.2.1.) to the whole class.

Conceptualization
The teacher presents information on
the blackboard about

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 Application
Read the following texts located on
page 120 and decide where you would
include this information. To carry out
the activity in the contribution
notebook.
*Reinforcement and feedback
LL.4.2.1. Use oral Build agreements, solve Topic: The text of a conference 1) Contributions Contribution notebook
communication Experience: *Individual Disciplinary or Language Text
problems and evaluate
resources in contexts With the help of the students I Interdisciplinary Activities Stationery supplies
of social exchange, their impact on the remember the previous lecture class. *Disciplinary or interdisciplinary Videos:
construction of Reflection: group activities https://www.youtube.com/
audience. (Ref. I.LL.4.4.1.)
agreements and I look at the silhouette of a text for a watch?v=Duu07bO9a4Q
resolution of problems. conference. If the topic was
“Earthquakes”, what ideas could go in
each section?
Conceptualization
In the activity notebook I organize
information about the body of a
lecture.

Application
Organize conferences on the topic of
earthquakes in each grade of the
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 school and present this text.
*Reinforcement and feedback
LL.4.2.2. Organize I.LL.4.4.2. Produces Topic: Presentation of the oral 1) Contributions Contribution notebook
discourse through the presentation *Individual Disciplinary or Language Text
speeches (conversation,
use of the basic Experience: we establish in advance Interdisciplinary Activities Stationery supplies
structures of oral dialogue, narration, the order of presentation of the *Disciplinary or interdisciplinary Videos:
language, the selection groups, the time each intervention will group activities http://bit.ly/2c1amLV
debate, conversation,
and use of specific last, and we appoint a presenter for
vocabulary, in presentation, interview, the event. Your role will be to
accordance with the announce the groups that will
survey, exhibition)
intention, in various participate, their members and the
formal and informal organized from the use of theme of the exhibition.
communicative Reflection:
the basic structures of oral
contexts. On the day of the event, we
language, uses vocabulary physically organize the classroom:
according to the intention we allocate a space at the front for
the exhibitors and the presenter, and
and the context, supports a semicircle of chairs for the
them with a variety of audience. We verify that all the
necessary elements are available:
formats, supports and support material; markers, flipcharts
resources (including and tape; computer and projector;
etc.
audiovisuals). (I.3., I.4.) Application
We execute the exhibitions in the
agreed order. We take these
recommendations into account when
exposing:

*Reinforcement and feedback

LL.4.4.8. Communicate I.LL.4.7.3. Uses Topic: Second Quarter Exam EVALUATION OF THE Evaluation sheets

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ideas efficiently by grammatical elements in *The teacher prepares two different ACADEMIC PERIOD (Structured stationery
autonomously applying exams for the second quarter with a base evaluation) 5%
the production of
the rules of use of total of 10 structured-based
letters, punctuation journalistic and academic questions, that is, true or false, Evaluation instrument with 10
and accent marks. texts (coordinated, joining with lines, matching, questions
underlining, alternative solutions, Time: 1 hour
subordinate, juxtaposed problem solving.
compound sentences; *The test is taken individually in a
time of 1 clock hour.
logical connectors: *The exam review is carried out
emphasis, illustration, according to the solution
change of perspective,
condition and conclusion;
punctuation in compound
sentences - colon, comma,
semicolon) ; verbal modes,
complex verb tenses and

verboids). (I.3., I.4.)

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STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS: This section sets out the strategies aimed at students with specific educational needs linked or
not to disability.
SKILL WITH EVALUATION ACTIVE METHODOLOGICAL EVALUATION ACTIVITIES RESOURCES
PERFORMANCE INDICATORS STRATEGIES FOR TEACHING
CRITERIA AND LEARNING
LL.3.4.8. Achieve I.LL.3.6.2. Writes letters, Topic: The alphabet 1) Contributions Contribution notebook
precision and clarity in news, personal diary, Experience: Show the student a flash *Individual Disciplinary or Language Text
your written among other narrative card with letters of the alphabet and ask Interdisciplinary Activities Stationery supplies
productions, through texts, (organizing facts and which one they recognize. *Disciplinary or interdisciplinary Videos:
the use of vocabulary actions with criteria of Reflection: group activities https://www.youtube.com/
according to a certain logical and temporal Ask the student to go to the board and watch?v=x6hEsf7ODTA
semantic field. sequence, management of write letters of the alphabet that they
person and verbal tense, remember.
additive temporal Conceptualization
connectors, propositions
and conjunctions) and
integrates them into
various types of texts
produced with a
communicative intention
and in a specific context.
(I.3., I.4.)

Application
Work on the worksheet

*Reinforcement and feedback

APPROVED
PREPARED BY TEACHER REVIEWED BY THE PEDAGOGICAL TECHNICAL COMMITTEE
ACADEMIC BOARD
Name: Msc. Jaqueli Malacatus Calva Name: Pedro Alexis Leon Name:
Signature: Signature: Signature:

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Date: 07/21/2023 Date: Date:

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