MICROCURRICULAR PLANNING

INFORMATIVE DATA
SCHOOL NAME: UNIDAD EDUCATIVA PUJILI TEACHER´S NAME: Sixto Mayo TOPIC: Breaking the law
CLASS: EFL 10th DATE: From March to May
ENGLISH SUBJECT
LEARNING OBJECTIVE. O.EFL 4.7 Use spoken and written literary text in English such as poems, short stories, comic strips, short magazine articles and oral in terviews on familiar
subjects in order to inspire oral and written production at an A2.1 level.

Skills and performance Indicators for the Methodological orientation Evaluation activities
criteria performance criteria
Communication and Cultural Awareness Communication and Cultural Awareness
Awareness
Participate in short role plays using a range of verbal
I.EFL.4.3.1. Participating in short role plays using a range of
and nonverbal communication.
Learners can employ a range of self- verbal and nonverbal communication.
EFL 4.1.5 monitoring and self-correcting strate-
Listen for specific words in a conversation and trying
Apply self-correcting and self- gies and interpret and use appropriate Listening to a dialogue and identifying errors in
to guess the meaning from the context. (Example:
monitoring strategies in social and verbal and nonverbal communication speech or problems for communication.
understanding that How’s it going? is a greeting that
classroom interactions. (Example: features to communicate in familiar
means How are you?, etc.)
asking questions, starting over, contexts. (I.3, S.4, J.4) Consulting a self-correction list before a
rephrasing, exploring alternative speaking or writing assignment.
Think of questions about a topic and then using the
pronunciations or wording, etc.) I.EFL.4.4.1.
Internet and other sources to find the answers.
Learners can demonstrate an ability Making positive statements to peers.
EFL 4.1.8 to give and ask for information and
Write a letter to a future learner. (Example: to give
assistance using level-appropriate Responding to classroom activities and pair
Use suitable vocabulary, advice about how to survive the school year, to share
language and interaction styles in work through short expressions or emoticons.
expressions, language and your best study skills, etc.)
online or face-to-face social and
interaction styles for formal and Writing a short, fictional story about a teen’s unusual
classroom interactions. (J.2, J.3, J.4, Playing games that practice classroom language,
informal social or academic routine.
I.3) turn-taking, being polite, etc.
situations in order to
communicate specific intentions
Oral Communication: Listening and
in online and face-to-face Oral Communication: Listening Speaking)
interactions. (Example: thanking, and Speaking)
making promises, apologizing,
Listening to a short conversation between two
asking permission, chatting with I.EFL.4.6.1. speakers and deciding who is speaking, where
friends, answering in class, Learners can grasp the general they are and how they feel. (Example: two
greeting an authority figure, etc.) meaning of spoken texts set in famil-
 iar everyday contexts and infer friends, on the phone, talking about a sick
changes in the topic of discussion, as friend, etc.)
Oral Communication:(Listening well as deduce the meanings of
and Speaking) unfamiliar words and exchanges Listening for specific words in a conversation
through the use of context clues, and trying to guess the meaning from the
EFL 4.2.5 provided speech is given slowly and context. (Example: understanding that How’s it
clearly and there is sufficient visual going? is a greeting that means How are you?,
Understand most changes in the support. (I.3, S.1, J.4) etc.)
topic of discussion if people
speak slowly. Reading Listening to a dialogue and writing the main
idea and setting. (Example: Main idea: our
I.EFL.4.12.1. school lunch, Setting: school cafeteria, etc.)
Reading
Learners can employ a range of
reference materials and sources, both Listening to a dialogue and completing a chart
EFL 4.3.7
online and in print, in order to with key information. (Example: Name,
Read, gather, view and listen to support ideas, answer inquiries, find country, nationality, language, etc.)
information from various sources relationships and relate ideas between Reading
in order to organize and discuss different subject areas. (I.1, I.2, J.2)
relationships between academic Thinking of questions about a topic and then
content areas. (Example: Writing using the Internet and other sources to find the
nonfiction books for young answers.
adults, the Internet, audio and
media presentations, oral I.EFL.4.17.1. Writing
interviews, maps, diagrams, Learners can convey and organize
reference books, magazines, etc.) information through the use of facts Reading a text and using a checklist to talk
and details and by employing various about how it is organized. (Example: Is there a
stages of the writing process, while title? Does it have an opening sentence?, etc.)
Writing
using a range of digital tools to
promote and support collaboration,
EFL 4.4.8 learning and productivity. (I.1, I.3, Exchanging writing in pairs in order to make
S.4, J.2, J.4) suggestions about things that could be
Convey and organize information improved.
using facts and details in order to
illustrate diverse patterns and Completing an online graphic organizer in order
structures in writing. (Example: to help plan a piece of writing.
cause and effect, problem and
solution, general – to - specific Reading a dialogue which serves as a model
text, then writing a similar dialogue on a
presentation, etc.) different topic. (Example: Topics could include:
my favorite holiday meal, music we like, where
I live, sports I play, etc.
INTERDISCIPLINARY LEARNING:

PROJECT NAME: Solvinga case

PROJECT LEARNING OBJECTIVE. O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts
familiar to the learner.
Skills and performance Indicators for the Methodological orientation Evaluation activities
criteria performance criteria

Language through the Arts Language through the Arts Language through the Arts CE.EFL.5.15. Plan and produce well-constructed
informational texts by applying the writing process
EFL 4.5.4 I.EFL.4.20.1. Producing short, creative texts using digital and while demonstrating an ability to justify one’s
Learners can create short, original storytelling. position on an argument through carefully selected
Create personal stories by adding literary texts in different genres, information and appropriate language, tone
imaginative details to real-life including those that reflect Doing free writing on a topic suggested by
stories and situations, using Ecuadorian cultures, using a range of another learner.
appropriate vocabulary and ele- digital tools, writing styles,
ments of the literature learners appropriate vocabulary and other Writing a short, fictional story about a teen’s
have read or heard. literary concepts. (I.1, I.3) unusual routine.

Taking pictures to tell a story using a digital

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS, EDUCATIONAL LAGGING, NEED FOR ACADEMIC REINFORCEMENT

There is no information

Skills and Indicators for the Methodological orientation Evaluation activities

Hours of teacher accompaniment for the development of complementary activities to reinforce and strengthen learning.

ACTIVITIES PLANNED FOR THE HOURS OF TEACHER ACTIVE METHODOLOGICAL STRATEGIES FOR THE EVALUATIVE ACTIVITIES
 ACCOMPANIMENT FOR REINFORCEMENT AND STRENGTHENING REINFORCEMENT AND STRENGTHENING OF LEARNING
OF LEARNING

Debate club. Connecting

Flipped classroom Readers connect prior knowledge to new The reader forms an opinion and judgment about the
information by making connections between text-to- writing--e.g., whether the argument (if there is one) is well or
self, text-to-text and text-to- world. poorly structured, supported, or detailed; whether the
writing style is appropriate, efficient, or well-toned--whether
Graphic Organizer
the audience is appropriately addressed; or if the author is
Readers use a visual or graphic organizer to biased in any way and how this may have affected the
construct meaning. These organizers help readers writing.
visualize how ideas fit together and help identify
strengths and weakness of thought processes.
Outlines and concept maps are two ways to organize
textual information.

DONE BY REVIWED BY APROVED BY

DATE: 18 – 03 - 2024 DATE: 18 – 03 - 2024 DATE: 18 – 03 - 2024